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Alexandria City Public Schools

General school information

Division: Alexandria City Public Schools
Division Number: 101
Address: 1340 Braddock Place Alexandria, VA 22314
Superintendent: Dr. Gregory C. Hutchings Jr.
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 52 68 32 14 43 57 43
Female 20 52 72 28 17 45 62 38
Male 13 51 64 36 12 42 54 46
American Indian 21 50 71 29 < < < <
Asian 17 51 68 32 15 42 57 43
Black 10 56 65 35 9 44 53 47
Hispanic 6 47 53 47 5 33 38 62
Native Hawaiian < < < < < < < <
White 36 52 88 12 30 53 83 17
Multiple Races 30 60 90 10 18 60 78 22
Students with Disabilities 10 25 35 65 10 19 29 71
Students without Disabilities 17 55 72 28 15 46 61 39
Economically Disadvantaged 6 49 55 45 5 35 41 59
Not Economically Disadvantaged 32 56 88 12 27 55 82 18
English Learners 2 28 30 70 1 15 16 84
Homeless 3 43 46 54 - 40 40 60
Military Connected 33 59 91 9 30 53 83 17
Foster Care - 42 42 58 < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 47 62 38 7 39 47 53
Female 19 47 66 34 8 40 48 52
Male 11 46 57 43 7 39 46 54
Asian 19 52 71 29 4 42 46 54
Black 11 44 55 45 3 37 40 60
Hispanic 4 40 45 55 2 24 27 73
Native Hawaiian < < 100 0
White 30 53 83 17 16 56 72 28
Multiple Races 14 77 91 9 10 48 59 41
Students with Disabilities 9 18 27 73 7 14 21 79
Students without Disabilities 16 51 66 34 7 42 50 50
Economically Disadvantaged 6 41 47 53 2 28 30 70
Not Economically Disadvantaged 28 55 83 17 15 55 70 30
English Learners 2 35 37 63 1 22 23 77
Homeless - 43 43 57 < < < <
Military Connected 31 58 89 11 21 57 79 21
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 49 66 34 12 40 52 48
Female 21 49 70 30 13 45 58 42
Male 12 50 62 38 11 36 47 53
American Indian < < 100 0 < < < <
Asian 18 48 66 34 12 32 44 56
Black 6 53 59 41 6 43 49 51
Hispanic 5 45 50 50 4 25 29 71
White 35 52 87 13 26 56 82 18
Multiple Races 40 53 93 7 19 59 78 22
Students with Disabilities 9 28 37 63 10 19 28 72
Students without Disabilities 17 52 70 30 12 44 55 45
Economically Disadvantaged 6 45 51 49 4 30 33 67
Not Economically Disadvantaged 31 56 87 13 24 57 80 20
English Learners 2 37 39 61 1 18 19 81
Homeless - 31 31 69 < < 100 0
Military Connected 39 49 88 12 33 50 83 17
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 46 69 31 8 46 54 46
Female 26 47 73 27 9 51 59 41
Male 20 46 65 35 7 42 49 51
Asian 21 45 66 34 10 52 61 39
Black 14 50 65 35 7 43 50 50
Hispanic 9 48 57 43 1 34 35 65
Native Hawaiian < < < <
White 50 40 90 10 17 62 79 21
Multiple Races 49 44 92 8 4 72 76 24
Students with Disabilities 10 19 29 71 8 14 22 78
Students without Disabilities 25 49 74 26 8 51 59 41
Economically Disadvantaged 10 47 57 43 3 34 38 62
Not Economically Disadvantaged 45 45 90 10 15 64 79 21
English Learners 1 32 33 67 - 9 9 91
Homeless < < < < < < < <
Military Connected 41 54 95 5 < < < <
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 50 67 33 15 42 57 43
Female 22 49 71 29 22 43 65 35
Male 12 51 63 37 9 41 50 50
American Indian < < < < < < < <
Asian 10 46 56 44 22 30 52 48
Black 12 55 67 33 6 35 41 59
Hispanic 6 45 51 49 5 31 36 64
Native Hawaiian < < 100 0 < < 100 0
White 35 52 86 14 31 60 91 9
Multiple Races 28 66 94 6 44 50 94 6
Students with Disabilities 10 23 33 67 10 17 27 73
Students without Disabilities 18 53 71 29 16 44 60 40
Economically Disadvantaged 8 48 55 45 5 32 37 63
Not Economically Disadvantaged 33 55 87 13 30 55 85 15
English Learners 3 13 16 84 1 9 10 90
Homeless 7 40 47 53 < < < <
Military Connected 30 70 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 52 70 30 12 44 56 44
Female 20 53 74 26 12 47 59 41
Male 16 50 66 34 12 42 54 46
Asian 20 51 71 29 24 52 76 24
Black 10 58 68 32 5 41 45 55
Hispanic 7 50 57 43 2 36 38 62
Native Hawaiian < < 100 0 < < < <
White 39 50 89 11 31 56 87 13
Multiple Races 40 35 75 25 18 59 76 24
Students with Disabilities 7 32 39 61 10 12 22 78
Students without Disabilities 19 55 74 26 12 49 61 39
Economically Disadvantaged 6 51 57 43 4 37 41 59
Not Economically Disadvantaged 37 54 91 9 26 57 83 17
English Learners 2 21 24 76 - 7 7 93
Homeless - 42 42 58 < < < <
Military Connected 8 85 92 8 < < < <
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 54 67 33 15 48 63 37
Female 17 54 71 29 22 49 71 29
Male 9 55 63 37 9 48 57 43
American Indian < < < < < < 100 0
Asian 23 49 71 29 10 38 48 52
Black 7 58 65 35 8 55 63 38
Hispanic 4 48 51 49 6 33 39 61
White 29 58 87 13 31 57 88 12
Multiple Races 12 69 81 19 10 90 100 0
Students with Disabilities 13 24 37 63 14 30 44 56
Students without Disabilities 12 58 71 29 15 50 65 35
Economically Disadvantaged 3 51 54 46 6 38 45 55
Not Economically Disadvantaged 29 61 89 11 27 63 90 10
English Learners 2 11 13 87 1 6 7 93
Military Connected 20 70 90 10 < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 76 24 30 45 74 26
Female 9 72 81 19 34 41 76 24
Male 9 62 72 28 26 47 73 27
American Indian < < < < < < 100 0
Asian 4 78 81 19 23 47 70 30
Black 4 77 81 19 22 52 75 25
Hispanic 3 57 60 40 13 48 61 39
Native Hawaiian < < 100 0 < < 100 0
White 28 68 96 4 56 32 88 12
Multiple Races 17 78 94 6 32 58 89 11
Students with Disabilities 13 40 53 47 13 35 48 52
Students without Disabilities 9 69 78 22 31 45 76 24
Economically Disadvantaged 3 62 66 34 13 50 63 37
Not Economically Disadvantaged 19 73 92 8 52 38 90 10
English Learners 2 16 19 81 2 15 17 83
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 45 70 30
Female 30 48 78 22
Male 22 42 64 36
American Indian < < < <
Asian 39 54 93 7
Black 16 52 69 31
Hispanic 11 43 54 46
Native Hawaiian < < < <
White 54 38 92 8
Multiple Races 46 41 87 13
Students with Disabilities 13 25 38 62
Students without Disabilities 27 47 74 26
Economically Disadvantaged 11 47 58 42
Not Economically Disadvantaged 46 42 88 12
English Learners 3 12 14 86
Homeless < < < <
Military Connected 48 38 86 14
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 44 67 33
Female 29 47 75 25
Male 19 41 60 40
Black 15 44 59 41
Hispanic 11 41 51 49
White 45 44 89 11
Multiple Races 40 40 80 20
Students with Disabilities 11 22 34 66
Economically Disadvantaged 11 43 53 47
Not Economically Disadvantaged 42 45 87 13
English Learners 3 15 17 83
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 46 73 27
Female 31 49 80 20
Male 25 43 68 32
American Indian < < < <
Asian 43 50 93 7
Black 18 60 78 22
Hispanic 11 44 56 44
White 65 30 95 5
Multiple Races 57 43 100 0
Students with Disabilities 16 29 45 55
Students without Disabilities 29 47 76 24
Economically Disadvantaged 11 51 62 38
Not Economically Disadvantaged 51 38 90 10
English Learners 2 10 13 87
Homeless < < 100 0
Military Connected 55 36 91 9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

2020-2021 mathematics results reflect reduced student participation in state mathematics assessments due to COVID-19. Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 70 30 3 36 40 60
Female 12 61 73 27 3 38 41 59
Male 11 57 68 32 3 35 38 62
American Indian 13 54 67 33 < < < <
Asian 18 61 78 22 7 37 44 56
Black 7 59 66 34 3 29 32 68
Hispanic 4 55 59 41 1 19 20 80
Native Hawaiian 10 80 90 10 < < < <
White 25 64 89 11 6 63 68 32
Multiple Races 20 70 90 10 6 55 61 39
Students with Disabilities 8 30 38 62 7 13 20 80
Students without Disabilities 12 62 74 26 3 39 42 58
Economically Disadvantaged 5 56 61 39 2 21 23 77
Not Economically Disadvantaged 22 64 87 13 6 60 65 35
English Learners 2 46 48 52 - 10 10 90
Homeless 1 48 49 51 - 7 7 93
Military Connected 26 65 91 9 5 52 57 43
Foster Care - 47 47 53 < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 54 71 29 3 32 36 64
Female 17 54 71 29 3 28 31 69
Male 16 55 71 29 4 35 39 61
Asian 25 61 85 15 4 31 35 65
Black 10 50 61 39 2 20 22 78
Hispanic 6 55 60 40 1 19 20 80
Native Hawaiian < < 100 0
White 34 55 88 12 6 55 61 39
Multiple Races 23 74 98 2 10 45 55 45
Students with Disabilities 10 21 31 69 5 12 17 83
Students without Disabilities 17 59 76 24 3 34 38 62
Economically Disadvantaged 7 54 60 40 1 17 18 82
Not Economically Disadvantaged 31 55 87 13 6 54 61 39
English Learners 4 54 58 42 1 14 15 85
Homeless 7 29 36 64 < < < <
Military Connected 31 60 91 9 8 69 77 23
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 71 29 1 24 26 74
Female 9 63 71 29 1 25 26 74
Male 8 63 72 28 1 24 25 75
American Indian < < 100 0 < < < <
Asian 12 58 70 30 3 23 27 73
Black 5 60 65 35 - 21 21 79
Hispanic 3 62 65 35 - 13 13 87
White 21 68 89 11 3 47 50 50
Multiple Races 15 73 88 12 5 48 52 48
Students with Disabilities 7 31 38 62 7 13 20 80
Students without Disabilities 9 68 77 23 - 26 27 73
Economically Disadvantaged 4 60 64 36 1 16 16 84
Not Economically Disadvantaged 17 69 86 14 2 44 46 54
English Learners 2 59 61 39 - 9 9 91
Homeless - 43 43 57 < < < <
Military Connected 31 54 85 15 < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 72 28 4 35 39 61
Female 11 62 73 27 3 35 38 62
Male 10 60 70 30 5 35 41 59
Asian 16 55 71 29 11 33 44 56
Black 9 56 65 35 5 28 33 67
Hispanic 3 58 61 39 - 17 17 83
Native Hawaiian < < 100 0 < < 100 0
White 21 70 91 9 8 60 67 33
Multiple Races 21 67 87 13 4 64 68 32
Students with Disabilities 7 29 36 64 10 12 21 79
Students without Disabilities 11 65 76 24 3 39 42 58
Economically Disadvantaged 5 56 61 39 2 19 22 78
Not Economically Disadvantaged 20 69 89 11 7 58 65 35
English Learners 2 42 44 56 - 8 8 92
Homeless < < < < < < < <
Military Connected 18 77 95 5 < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 53 68 32 4 33 36 64
Female 17 55 72 28 4 34 38 62
Male 13 51 64 36 3 32 35 65
American Indian < < < < < < < <
Asian 18 49 67 33 - 29 29 71
Black 11 53 64 36 3 24 27 73
Hispanic 8 47 55 45 - 15 16 84
Native Hawaiian < < 100 0 < < < <
White 28 62 89 11 8 60 68 32
Multiple Races 31 54 86 14 6 56 63 38
Students with Disabilities 11 30 41 59 6 8 13 87
Students without Disabilities 15 56 71 29 3 35 39 61
Economically Disadvantaged 9 49 58 42 1 16 18 82
Not Economically Disadvantaged 27 61 87 13 7 55 62 38
English Learners 4 26 30 70 - 6 6 94
Homeless - 43 43 57 < < < <
Military Connected 40 60 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 53 70 30 4 34 39 61
Female 17 55 72 28 5 35 40 60
Male 17 51 68 32 4 34 38 62
Asian 19 58 77 23 7 57 64 36
Black 9 60 70 30 4 23 26 74
Hispanic 7 48 55 45 1 14 16 84
Native Hawaiian < < 100 0 < < < <
White 36 52 87 13 9 62 70 30
Multiple Races 23 59 82 18 - 55 55 45
Students with Disabilities 8 32 40 60 9 5 14 86
Students without Disabilities 18 56 74 26 4 39 42 58
Economically Disadvantaged 6 51 58 42 2 16 18 82
Not Economically Disadvantaged 33 56 89 11 8 63 71 29
English Learners 3 31 33 67 - 2 2 98
Homeless - 54 54 46 < < < <
Military Connected 32 63 95 5 - 50 50 50
Foster Care < < 100 0 < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 3 37 63 38 6 44 56
Female 45 - 45 55 < < < <
Male 26 5 32 68 20 10 30 70
Asian < < 100 0 < < < <
Black 60 - 60 40 < < < <
Hispanic 8 8 17 83 < < < <
White < < < < < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities 33 3 37 63 38 6 44 56
Economically Disadvantaged 35 4 39 61 33 - 33 67
Not Economically Disadvantaged < < < < < < < <
English Learners 23 8 31 69 < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 66 73 27 2 38 40 60
Female 9 67 76 24 2 46 47 53
Male 5 65 70 30 1 32 33 67
American Indian 10 50 60 40 < < 100 0
Asian 19 70 89 11 9 37 46 54
Black 3 68 71 29 1 34 34 66
Hispanic 2 62 64 36 1 23 24 76
Native Hawaiian < < 100 0 < < 100 0
White 18 69 87 13 2 68 69 31
Multiple Races 13 81 94 6 8 54 63 38
Students with Disabilities 1 42 44 56 - 24 24 76
Students without Disabilities 7 69 77 23 2 40 41 59
Economically Disadvantaged 3 64 67 33 1 26 27 73
Not Economically Disadvantaged 14 70 85 15 3 62 66 34
English Learners 1 57 58 42 - 13 14 86
Homeless - 50 50 50 < < < <
Military Connected 17 67 83 17 10 60 70 30
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 52 59 41 3 48 52 48
Female 6 58 64 36 4 49 53 47
Male 8 46 54 46 2 48 51 49
American Indian < < < < < < 100 0
Asian 9 67 76 24 10 46 56 44
Black 2 52 54 46 1 48 49 51
Hispanic 1 40 41 59 2 25 26 74
Native Hawaiian < < < <
White 23 66 88 12 6 74 80 20
Multiple Races 9 83 91 9 6 59 65 35
Students with Disabilities 3 16 19 81 - 17 17 83
Students without Disabilities 7 55 63 37 4 50 54 46
Economically Disadvantaged 1 45 46 54 1 33 34 66
Not Economically Disadvantaged 17 64 81 19 6 69 75 25
English Learners - 24 24 76 - 9 9 91
Homeless < < < < < < < <
Military Connected 19 56 75 25 < < < <
Foster Care < < < < < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 73 84 16 6 76 83 18
Female 10 77 88 12 9 78 86 14
Male 12 69 81 19 4 75 79 21
Asian 19 71 90 10 < < < <
Black 6 78 84 16 13 60 73 27
Hispanic 6 68 74 26 - 57 57 43
White 19 74 93 7 5 87 92 8
Multiple Races 17 83 100 0 < < < <
Students with Disabilities - 75 75 25 < < < <
Students without Disabilities 12 73 85 15 6 77 83 17
Economically Disadvantaged 6 73 78 22 10 58 68 33
Not Economically Disadvantaged 18 74 91 9 5 83 88 13
English Learners 1 46 47 53 < < < <
Homeless < < 100 0
Military Connected 9 91 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33 7 37 44 56
Female 14 56 69 31 7 39 47 53
Male 13 52 65 35 6 35 40 60
American Indian 7 36 43 57 < < 100 0
Asian 19 56 75 25 6 29 35 65
Black 6 56 63 37 4 35 39 61
Hispanic 4 49 54 46 1 22 23 77
Native Hawaiian < < < < < < < <
White 32 57 89 11 16 60 77 23
Multiple Races 24 67 91 9 11 57 68 32
Students with Disabilities 5 29 35 65 4 17 21 79
Students without Disabilities 14 57 71 29 7 39 46 54
Economically Disadvantaged 5 50 55 45 2 24 26 74
Not Economically Disadvantaged 28 60 88 12 15 59 74 26
English Learners 1 26 27 73 - 3 3 97
Homeless 3 41 44 56 - 20 20 80
Military Connected 31 65 96 4 5 55 60 40
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 7 33 39 61
Female 17 54 71 29 7 34 41 59
Male 19 48 68 32 6 31 38 62
Asian 27 44 71 29 6 38 44 56
Black 13 49 62 38 5 28 33 67
Hispanic 8 50 58 42 1 20 21 79
Native Hawaiian < < < <
White 34 56 90 10 16 51 68 32
Multiple Races 41 54 95 5 4 52 57 43
Students with Disabilities 7 23 29 71 2 15 17 83
Students without Disabilities 20 55 74 26 7 35 42 58
Economically Disadvantaged 10 47 57 43 1 21 22 78
Not Economically Disadvantaged 33 58 91 9 16 51 66 34
English Learners 2 35 37 63 - 3 3 97
Homeless < < < < < < < <
Military Connected 39 56 94 6 < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 8 42 51 49
Female 13 53 66 34 10 48 59 41
Male 12 51 63 37 6 38 45 55
American Indian < < < < < < 100 0
Asian 6 71 76 24 14 19 33 67
Black 6 53 59 41 5 35 40 60
Hispanic 2 47 49 51 3 26 29 71
White 33 54 87 13 15 69 83 17
Multiple Races 15 73 88 12 27 45 73 27
Students with Disabilities 12 22 34 66 7 21 28 72
Students without Disabilities 12 56 68 32 8 45 53 47
Economically Disadvantaged 3 48 51 49 4 28 32 68
Not Economically Disadvantaged 28 59 87 13 15 64 79 21
English Learners 2 12 14 86 1 3 4 96
Homeless < < < < < < < <
Military Connected 10 80 90 10 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33 6 39 45 55
Female 14 57 70 30 7 40 47 53
Male 12 52 64 36 6 37 43 57
Asian 22 56 78 22 5 30 34 66
Black 3 63 66 34 4 43 46 54
Hispanic 4 47 51 49 1 22 22 78
White 34 54 88 12 17 64 81 19
Multiple Races 17 78 94 6 11 72 83 17
Students with Disabilities 2 24 26 74 4 18 22 78
Students without Disabilities 14 57 71 29 6 40 46 54
Economically Disadvantaged 3 51 54 46 2 24 26 74
Not Economically Disadvantaged 28 60 88 12 15 66 80 20
English Learners - 21 21 79 - 3 3 97
Homeless < < < < < < < <
Military Connected 31 69 100 0 < < < <
Foster Care < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 65 84 16 - 56 56 44
Female 18 69 87 13 - 80 80 20
Male 20 61 80 20 < < < <
Asian 26 61 87 13 < < < <
Black 7 70 78 22 < < < <
Hispanic 7 67 74 26 < < < <
White 33 61 94 6 < < 100 0
Multiple Races 22 72 94 6 < < 100 0
Students with Disabilities - 69 69 31
Students without Disabilities 20 65 85 15 - 56 56 44
Economically Disadvantaged 6 68 74 26 < < < <
Not Economically Disadvantaged 29 64 92 8 - 55 55 45
English Learners - 37 37 63 < < 100 0
Homeless < < < <
Military Connected 31 69 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 50 52 48 - 18 18 82
Female 2 47 49 51 - 21 21 79
Male 2 53 55 45 - 16 16 84
Asian 7 43 50 50 < < < <
Black 1 52 52 48 - 35 35 65
Hispanic - 46 46 54 - 11 11 89
White 10 65 75 25 < < < <
Multiple Races - 73 73 27 < < < <
Students with Disabilities 1 40 41 59 - - - 100
Students without Disabilities 2 52 54 46 - 22 22 78
Economically Disadvantaged 1 47 48 52 - 13 13 88
Not Economically Disadvantaged 4 63 67 33 - 40 40 60
English Learners - 29 29 71 - 5 5 95
Homeless - 30 30 70 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

2020-2021 history results are not reported due to the widespread use of local history assessments because of the continuing impact of COVID-19 on schools. History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 51 72 28
Female 21 53 73 27
Male 22 49 71 29
Asian 34 52 85 15
Black 12 55 67 33
Hispanic 9 50 59 41
White 46 47 93 7
Multiple Races 30 57 87 13
Students with Disabilities 10 34 44 56
Students without Disabilities 23 53 76 24
Economically Disadvantaged 10 52 62 38
Not Economically Disadvantaged 39 50 89 11
English Learners 3 37 40 60
Homeless - 38 38 62
Military Connected 46 42 88 12
Foster Care - 46 46 54
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 58 65 35
Female 6 57 64 36
Male 7 59 66 34
Asian - 67 67 33
Black 3 64 66 34
Hispanic 3 54 56 44
White 33 60 92 8
Multiple Races < < < <
Students with Disabilities 4 45 49 51
Students without Disabilities 7 60 67 33
Economically Disadvantaged 2 58 60 40
Not Economically Disadvantaged 18 60 78 22
English Learners - 29 29 71
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 70 30
Female 14 56 70 30
Male 18 52 69 31
Asian 24 62 86 14
Black 8 60 68 32
Hispanic 6 50 56 44
White 42 49 90 10
Multiple Races 24 71 94 6
Students with Disabilities 5 29 34 66
Students without Disabilities 17 56 73 27
Economically Disadvantaged 7 53 60 40
Not Economically Disadvantaged 33 54 87 13
English Learners 1 39 41 59
Homeless < < < <
Military Connected 40 40 80 20
Foster Care < < 100 0
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 51 68 32
Female 16 55 71 29
Male 18 47 66 34
Asian 32 50 82 18
Black 8 56 65 35
Hispanic 6 50 56 44
White 43 48 91 9
Multiple Races 17 63 79 21
Students with Disabilities 7 35 41 59
Students without Disabilities 18 53 71 29
Economically Disadvantaged 6 51 58 42
Not Economically Disadvantaged 35 51 86 14
English Learners 1 29 30 70
Homeless - 27 27 73
Military Connected 29 53 82 18
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 65 98 2
Female 33 65 98 2
Male 32 65 97 3
Asian < < < <
Black 18 73 91 9
Hispanic < < 100 0
White 35 65 100 0
Multiple Races < < 100 0
Students without Disabilities 33 65 98 2
Economically Disadvantaged 27 67 93 7
Not Economically Disadvantaged 34 64 99 1
Military Connected < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2018-20192020-2021
Division18647
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten512494468
Kindergarten1,5161,4451,265
Grade 11,4351,4891,385
Grade 21,3971,3741,361
Grade 31,3261,3411,270
Grade 41,2551,3261,262
Grade 51,2521,2251,226
Grade 61,2121,1631,129
Grade 71,0981,2191,131
Grade 89781,0811,168
Grade 91,1601,2751,140
Grade 101,0349751,135
Grade 11891929912
Grade 12902971993
Post Graduate--1
Total Students15,96816,30715,846

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students159681630715846
Female766977967593
Male829985118253
American Indian353228
Asian854856874
Black431341974086
Hispanic577761015878
Native Hawaiian312224
White450146034428
Multiple Races457496528
Students with Disabilities173216721708
Students without Disabilities142361463514138
Economically Disadvantaged970998489976
Not Economically Disadvantaged625964595870
English Learners655467216334
Not English Learners941495869512
Homeless9219959
Military Connected387397241
Foster Care221617
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 372 486 33 11 52 27
State 51295 36973 2078 699 4153 1962
Female Division 226 234 13 6 16 7
State 28290 16169 687 250 1331 757
Male Division 146 252 20 5 36 20
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < < <
State 103 103 9 1 12 3
Asian Division 16 18 3 0 0 1
State 5778 1304 69 12 65 34
Black Division 71 179 17 1 7 13
State 7939 10584 760 145 1021 763
Hispanic Division 89 213 11 9 41 11
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 180 66 1 1 2 2
State 28772 16247 907 407 1091 763
Multiple Races Division 15 9 1 0 0 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 3 69 33 0 6 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 145 399 26 10 44 22
State 11835 19243 1250 370 2163 1354
English Learners Division 21 172 7 2 21 0
State 1286 4091 201 19 1534 65
Homeless Division < < < < < <
State 166 486 49 19 184 55
Military Connected Division 13 5 0 0 0 0
State 2252 1404 60 15 48 38
Foster Care Division < < < < 0 <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9818919190292525
Female5024739447995163
Male4794188742388368
American Indian<<<<<<<
Asian383797379700
Black288267932689372
Hispanic37431384322864111
Native Hawaiian<<100<10000
White252247982489821
Multiple Races25251002510000
Students with Disabilities111105951059565
Economically Disadvantaged6465708858090447
English Learners2232009020291219
Homeless<<<<<<<
Military Connected18181001810000
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken1,009 / 25.32%620 / 14.95%290 / 6.95%
Advanced Placement Course Enrollment1,009 / 25.32%620 / 14.95%290 / 6.95%
Dual Enrollment617 / 15.48%653 / 15.74%688 / 16.49%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision73852629
State86,21159,46231
FemaleDivision38428027
State43,37932,57825
MaleDivision35424631
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision413515
State6,3805,55313
BlackDivision22818021
State18,49311,40838
HispanicDivision23911851
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision20717814
State46,06033,07528
Multiple RacesDivision181422
State4,1342,89130
Students with DisabilitiesDivision502746
State7,5273,57553
Economically DisadvantagedDivision42726638
State28,17015,21546
English LearnersDivision1849051
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision10-17
 State4,0955111,508
State LicensuresDivision7-2
 State2,2313331,030
Industry CertificationDivision521-187
 State107,23443,66048,781
Workplace ReadinessDivision65--
 State44,897--
Total Credentials EarnedDivision603-206
 State158,45744,50451,319
Students Earning One or More CredentialsDivision579-206
 State126,04439,25445,542
CTE CompletersDivision312301313
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$13,822$2,949$1,047
State$6,462$5,219$867
2018-2019Division$14,462$3,016$1,051
State$6,642$5,388$901
2019-2020Division$14,488$3,088$1,095
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students14,1921,20910,2984,867
Female6,8415545,1172,183
Male7,3516555,1802,683
American Indian282205
Asian71954611214
Black3,7703162,8341,086
Hispanic5,0595823,4772,188
Native Hawaiian2512011
White4,1772212,9781,226
Multiple Races41433358137
Students with Disabilities1,475174963618
Economically Disadvantaged8,7539496,5263,420
English Learners6,0325863,9552,423
Homeless145274751
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Offenses Against Staff <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.10.20.2
Asian5.31.15.31.65.5
Black2744.825.846.525.9100
Hispanic36.244.937.441.837.3
Native Hawaiian0.20.10.30.2
White28.27.228.27.328.1
Multiple Races2.91.932.63.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian5.35.35.5
Black2741.725.842.925.9
Hispanic36.25037.442.937.3
Native Hawaiian0.20.10.2
White28.28.328.214.328.1
Multiple Races2.933.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.2
Asian5.35.35.5
Black2725.825.9
Hispanic36.237.437.3
Native Hawaiian0.20.10.2
White28.228.228.1
Multiple Races2.933.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 60.959.759.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 43.84646
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 77.676.576.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements