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Appomattox County Public Schools

General school information

Division: Appomattox County Public Schools
Division Number: 6
Address: 316 Court Street Appomattox, VA 24522
Superintendent: Dr. Annette A. Bennett
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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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 13 64 77 23 11 58 69 31
Female 13 67 80 20 10 63 73 27
Male 12 61 74 26 12 53 65 35
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 6 56 61 39 4 41 45 55
Hispanic 9 68 76 24 3 46 49 51
White 16 67 83 17 15 63 78 22
Multiple Races 9 63 72 28 3 61 64 36
Students with Disabilities 21 18 40 60 13 29 42 58
Students without Disabilities 12 68 80 20 11 61 72 28
Economically Disadvantaged 8 61 70 30 6 53 58 42
Not Economically Disadvantaged 18 67 86 14 18 65 82 18
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 6 76 82 18 - 85 85 15
Foster Care - 80 80 20 < < < <
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 14 57 71 29 8 54 62 38
Female 14 61 75 25 11 59 70 30
Male 14 53 66 34 7 49 56 44
Asian < < 100 0
Black 5 56 60 40 3 39 42 58
Hispanic < < < < < < < <
White 21 58 79 21 12 59 71 29
Multiple Races - 57 57 43 - 53 53 47
Students with Disabilities 21 29 50 50 6 18 24 76
Students without Disabilities 13 60 73 27 9 58 67 33
Economically Disadvantaged 6 56 63 38 6 49 55 45
Not Economically Disadvantaged 24 59 83 17 12 61 73 27
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
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 11 57 68 32 9 60 69 31
Female 5 64 69 31 7 68 74 26
Male 16 52 68 32 11 53 65 35
American Indian < < < <
Asian < < 100 0
Black 6 47 53 47 4 39 43 57
Hispanic < < < < < < < <
White 15 62 76 24 11 69 80 20
Multiple Races - 64 64 36 9 45 55 45
Students with Disabilities 17 17 33 67 20 27 47 53
Students without Disabilities 10 60 71 29 8 64 72 28
Economically Disadvantaged 5 54 59 41 5 54 59 41
Not Economically Disadvantaged 18 62 81 19 14 68 82 18
English Learners < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
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 21 62 83 17 11 52 64 36
Female 26 55 82 18 13 52 65 35
Male 14 70 84 16 9 53 62 38
Black - 69 69 31 - 43 43 58
Hispanic - 80 80 20 < < < <
White 27 60 87 13 18 52 71 29
Multiple Races 29 53 82 18 4 63 67 33
Students with Disabilities 17 33 50 50 10 25 35 65
Students without Disabilities 21 64 85 15 12 56 68 32
Economically Disadvantaged 13 64 78 22 5 47 53 47
Not Economically Disadvantaged 32 59 91 9 22 61 83 17
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 13 64 77 23 10 58 68 32
Female 13 65 78 22 6 66 73 27
Male 13 63 76 24 13 52 65 35
Black 4 50 54 46 5 44 49 51
Hispanic < < < < < < < <
White 19 70 88 12 14 67 80 20
Multiple Races - 77 77 23 - 43 43 57
Students with Disabilities 31 6 38 63 8 42 50 50
Students without Disabilities 11 70 81 19 10 60 70 30
Economically Disadvantaged 9 59 67 33 5 52 57 43
Not Economically Disadvantaged 19 71 90 10 16 66 82 18
English Learners < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 11 73 85 15 9 64 73 27
Female 9 79 88 12 8 64 72 28
Male 14 67 82 18 10 63 74 26
Asian < < 100 0 < < 100 0
Black 3 60 63 37 4 36 39 61
Hispanic < < 100 0 < < < <
White 14 78 92 8 11 74 85 15
Multiple Races 13 60 73 27 6 56 63 38
Students with Disabilities 29 21 50 50 7 33 40 60
Students without Disabilities 10 78 88 12 9 67 76 24
Economically Disadvantaged 9 67 76 24 5 58 63 37
Not Economically Disadvantaged 14 81 94 6 15 75 90 10
English Learners < < < <
Military Connected < < 100 0 < < 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 11 66 77 23 11 50 61 39
Female 16 65 81 19 10 58 68 32
Male 7 66 73 27 13 40 53 47
Black 13 53 66 34 3 33 35 65
Hispanic < < < < < < < <
White 10 71 81 19 16 55 71 29
Multiple Races 9 73 82 18 - 80 80 20
Students with Disabilities 20 20 40 60 33 8 42 58
Students without Disabilities 10 71 81 19 9 53 62 38
Economically Disadvantaged 9 63 72 28 6 46 52 48
Not Economically Disadvantaged 13 69 82 18 18 55 73 27
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
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 7 70 77 23 18 67 85 15
Female 6 81 88 13 17 73 90 10
Male 7 58 65 35 20 59 79 21
Black 8 61 69 31 13 61 74 26
Hispanic < < 100 0 < < < <
White 6 73 79 21 21 65 87 13
Multiple Races < < < < - 92 92 8
Students with Disabilities 13 7 20 80 14 50 64 36
Students without Disabilities 6 78 84 16 18 68 87 13
Economically Disadvantaged 5 70 75 25 10 66 76 24
Not Economically Disadvantaged 8 71 79 21 24 67 91 9
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 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 13 68 81 19
Female 18 67 85 15
Male 7 70 77 23
Black 10 60 70 30
Hispanic < < < <
White 14 70 85 15
Multiple Races 5 74 79 21
Students with Disabilities 18 5 23 77
Students without Disabilities 12 74 86 14
Economically Disadvantaged 10 64 74 26
Not Economically Disadvantaged 15 73 88 12
Military Connected < < 100 0
Foster Care < < < <
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 12 62 74 26
Female 18 62 79 21
Male 7 63 70 30
Black 13 50 63 37
Hispanic < < < <
White 12 66 79 21
Multiple Races - 73 73 27
Students with Disabilities 19 - 19 81
Students without Disabilities 11 70 81 19
Economically Disadvantaged 7 56 63 37
Not Economically Disadvantaged 17 68 86 14
Military Connected < < 100 0
Foster Care < < < <
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 13 76 89 11
Female 18 72 89 11
Male 8 81 89 11
Black 7 72 79 21
Hispanic < < 100 0
White 16 75 92 8
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 13 79 92 8
Economically Disadvantaged 14 73 88 13
Not Economically Disadvantaged 13 78 90 10
Military Connected < < 100 0
Foster Care < < 100 0
< = 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 14 70 84 16 4 49 53 47
Female 14 72 87 13 2 51 53 47
Male 14 67 81 19 6 47 52 48
American Indian < < 100 0
Asian < < < < < < < <
Black 7 66 74 26 2 28 30 70
Hispanic 13 65 78 23 - 44 44 56
White 17 71 89 11 5 57 62 38
Multiple Races 11 70 82 18 4 41 45 55
Students with Disabilities 17 36 53 47 12 13 26 74
Students without Disabilities 14 73 87 13 3 52 55 45
Economically Disadvantaged 11 66 77 23 3 35 38 62
Not Economically Disadvantaged 18 74 92 8 5 67 72 28
English Learners < < < < - 17 17 83
Homeless < < < < < < < <
Military Connected 23 73 95 5 - 58 58 42
Foster Care - 70 70 30 < < < <
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 27 61 89 11 4 51 55 45
Female 26 60 86 14 4 51 55 45
Male 28 64 92 8 4 51 55 45
Asian < < < <
Black 12 60 71 29 3 25 28 72
Hispanic < < < < < < < <
White 33 64 97 3 6 57 63 37
Multiple Races 22 65 87 13 - 67 67 33
Students with Disabilities 21 71 93 7 6 24 29 71
Students without Disabilities 28 61 88 12 4 54 58 42
Economically Disadvantaged 18 64 81 19 2 46 48 52
Not Economically Disadvantaged 40 59 99 1 7 58 66 34
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 10 67 76 24 5 46 51 49
Female 8 70 77 23 - 50 50 50
Male 12 64 76 24 10 42 52 48
American Indian < < 100 0
Asian < < 100 0
Black 6 60 66 34 4 25 29 71
Hispanic < < < < < < < <
White 13 69 82 18 6 57 62 38
Multiple Races - 71 71 29 9 9 18 82
Students with Disabilities 17 25 42 58 20 13 33 67
Students without Disabilities 9 70 79 21 4 49 53 47
Economically Disadvantaged 9 60 70 30 6 33 39 61
Not Economically Disadvantaged 10 74 85 15 4 61 65 35
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 14 68 83 17 6 38 44 56
Female 20 62 82 18 5 40 45 55
Male 9 76 84 16 8 36 43 57
Black 3 72 75 25 - 23 23 78
Hispanic - 70 70 30 < < < <
White 19 67 86 14 9 44 52 48
Multiple Races 12 71 82 18 7 33 41 59
Students with Disabilities - 58 58 42 10 5 15 85
Students without Disabilities 15 69 85 15 6 42 48 52
Economically Disadvantaged 9 68 77 23 3 26 29 71
Not Economically Disadvantaged 22 69 91 9 13 58 70 30
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 11 67 78 22 1 45 46 54
Female 13 67 80 20 - 49 49 51
Male 9 67 76 24 2 40 43 57
Black 9 56 64 36 3 23 26 74
Hispanic < < < < < < < <
White 14 72 85 15 1 54 55 45
Multiple Races - 85 85 15 - 43 43 57
Students with Disabilities 31 6 38 63 8 - 8 92
Students without Disabilities 9 74 83 17 1 48 49 51
Economically Disadvantaged 5 65 70 30 1 29 30 70
Not Economically Disadvantaged 20 70 90 10 1 65 67 33
English Learners < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 16 72 88 12 4 46 50 50
Female 13 83 95 5 3 43 46 54
Male 21 60 81 19 6 50 56 44
Asian < < < < < < 100 0
Black 6 71 77 23 - 25 25 75
Hispanic < < 100 0 < < < <
White 19 74 93 7 6 53 59 41
Multiple Races 15 62 77 23 6 31 38 63
Students with Disabilities 31 15 46 54 7 13 20 80
Students without Disabilities 15 77 92 8 4 49 53 47
Economically Disadvantaged 14 65 79 21 4 34 38 62
Not Economically Disadvantaged 19 78 97 3 5 65 70 30
English Learners < < < <
Military Connected < < 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 9 72 81 19 3 32 35 65
Female 14 79 93 7 - 32 32 68
Male 5 66 71 29 6 32 39 61
Black 6 72 78 22 3 21 23 77
Hispanic < < < < < < < <
White 11 73 84 16 4 38 42 58
Multiple Races < < < < < < < <
Students with Disabilities 20 27 47 53 33 8 42 58
Students without Disabilities 8 79 86 14 - 35 35 65
Economically Disadvantaged 11 67 77 23 3 22 24 76
Not Economically Disadvantaged 8 79 87 13 4 50 54 46
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 6 78 84 16 - 74 74 26
Female 8 81 89 11 - 80 80 20
Male 4 75 79 21 - 68 68 32
Black 6 66 72 28 - 61 61 39
Hispanic < < < < < < < <
White 7 79 86 14 - 81 81 19
Multiple Races 6 88 94 6 - 57 57 43
Students with Disabilities - 43 43 57 - 25 25 75
Students without Disabilities 7 82 89 11 - 78 78 22
Economically Disadvantaged 4 70 74 26 - 53 53 47
Not Economically Disadvantaged 9 86 95 5 - 93 93 7
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 65 85 15 18 79 96 4
Female 16 69 84 16 17 83 100 0
Male 27 60 87 13 20 70 90 10
Black - 81 81 19 < < 100 0
Hispanic < < 100 0 < < 100 0
White 30 61 91 9 23 77 100 0
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities 21 65 86 14 18 79 96 4
Economically Disadvantaged 18 62 79 21 20 70 90 10
Not Economically Disadvantaged 21 68 89 11 17 83 100 0
Military Connected < < 100 0
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 17 82 99 1 - 70 70 30
Female 12 88 100 0 < < < <
Male 25 73 98 3 < < < <
Black 13 88 100 0
Hispanic < < 100 0
White 17 81 99 1 < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 18 81 99 1 - 70 70 30
Economically Disadvantaged 18 83 100 0 < < < <
Not Economically Disadvantaged 17 81 98 2 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 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 14 70 85 15 7 51 57 43
Female 13 75 88 12 5 51 56 44
Male 16 65 81 19 9 50 58 42
Black 6 68 74 26 3 33 36 64
Hispanic 23 45 68 32 - 64 64 36
White 17 72 89 11 9 57 66 34
Multiple Races 16 71 86 14 2 48 50 50
Students with Disabilities 10 43 54 46 16 9 26 74
Students without Disabilities 15 73 88 12 6 55 60 40
Economically Disadvantaged 9 68 78 22 4 40 43 57
Not Economically Disadvantaged 20 72 92 8 10 63 73 27
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 33 67 100 0 < < < <
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 29 59 89 11 10 42 52 48
Female 32 57 88 12 10 39 49 51
Male 27 63 89 11 11 46 57 43
Black 9 66 75 25 - 33 33 68
Hispanic 40 30 70 30 < < < <
White 34 60 94 6 17 46 62 38
Multiple Races 29 59 88 12 4 37 41 59
Students with Disabilities 17 50 67 33 10 15 25 75
Students without Disabilities 30 60 90 10 10 45 56 44
Economically Disadvantaged 17 68 85 15 4 36 40 60
Not Economically Disadvantaged 49 46 94 6 22 52 73 27
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 15 69 84 16 3 45 47 53
Female 11 77 88 12 1 47 49 51
Male 18 63 81 19 4 42 46 54
Black 8 61 69 31 3 26 29 71
Hispanic < < < < < < < <
White 16 72 89 11 3 53 57 43
Multiple Races 18 73 91 9 - 40 40 60
Students with Disabilities 14 29 43 57 27 9 36 64
Students without Disabilities 15 73 88 12 1 48 48 52
Economically Disadvantaged 10 69 79 21 4 30 34 66
Not Economically Disadvantaged 19 69 88 12 2 63 65 35
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 78 22 5 67 71 29
Female 7 80 87 13 1 72 74 26
Male 11 56 67 33 8 61 69 31
Black 2 60 62 38 3 44 47 53
Hispanic < < < < < < < <
White 11 74 85 15 6 72 78 22
Multiple Races < < < < - 77 77 23
Students with Disabilities 4 38 42 58 - - - 100
Students without Disabilities 10 75 84 16 5 71 76 24
Economically Disadvantaged 6 61 67 33 3 59 62 38
Not Economically Disadvantaged 12 77 89 11 6 72 78 22
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 60 90 10 < < < <
Female < < < < < < < <
Male < < 100 0 < < < <
Black < < 100 0 < < < <
White < < < < < < < <
Multiple Races < < 100 0 < < < <
Students without Disabilities 30 60 90 10 < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < 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 4 84 88 12 < < 100 0
Female 2 88 90 10
Male 6 79 85 15 < < 100 0
Black - 90 90 10
Hispanic < < < <
White 5 82 88 12
Multiple Races - 85 85 15 < < 100 0
Students with Disabilities - 67 67 33
Students without Disabilities 4 85 89 11 < < 100 0
Economically Disadvantaged 2 76 78 22 < < 100 0
Not Economically Disadvantaged 5 91 96 4
Military Connected < < 100 0
< = 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 61 82 18
Female 14 67 81 19
Male 27 54 82 18
Black 9 59 68 32
Hispanic 31 44 75 25
White 25 61 86 14
Multiple Races 14 68 82 18
Students with Disabilities 14 37 51 49
Students without Disabilities 22 63 85 15
Economically Disadvantaged 13 60 73 27
Not Economically Disadvantaged 29 61 90 10
Homeless < < < <
Military Connected 45 55 100 0
Foster Care < < < <
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 - 56 56 44
Female - 64 64 36
Male - 50 50 50
Black - 50 50 50
Hispanic < < 100 0
White - 56 56 44
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 64 64 36
Economically Disadvantaged - 55 55 45
Not Economically Disadvantaged - 58 58 42
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 8 76 84 16
Female 3 84 87 13
Male 13 68 81 19
Black 3 70 73 27
Hispanic < < < <
White 9 79 88 12
Multiple Races - 77 77 23
Students with Disabilities - 46 46 54
Students without Disabilities 8 79 87 13
Economically Disadvantaged 5 67 72 28
Not Economically Disadvantaged 10 86 96 4
Military Connected < < 100 0
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 26 54 79 21
Female 14 59 73 27
Male 43 47 89 11
Black 4 52 57 43
Hispanic < < 100 0
White 30 55 86 14
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 26 53 79 21
Economically Disadvantaged 21 48 69 31
Not Economically Disadvantaged 28 57 85 15
Military Connected < < 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Economically Disadvantaged < < 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
All Students 29 62 91 9
Female 29 65 94 6
Male 29 59 88 12
Black 12 62 74 26
Hispanic < < 100 0
White 35 62 97 3
Multiple Races 27 64 91 9
Students with Disabilities - 30 30 70
Students without Disabilities 31 64 96 4
Economically Disadvantaged 16 68 84 16
Not Economically Disadvantaged 41 56 97 3
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < < <
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 51 78 22
Female 18 58 76 24
Male 34 45 79 21
Black 5 61 66 34
Hispanic < < < <
White 38 44 82 18
Multiple Races 7 79 86 14
Students with Disabilities < < < <
Students without Disabilities 28 51 79 21
Economically Disadvantaged 12 58 70 30
Not Economically Disadvantaged 45 42 87 13
Homeless < < < <
Military Connected < < 100 0
Foster Care < < 100 0
< = 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
Division4-
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-kindergarten636159
Kindergarten164181152
Grade 1175166181
Grade 2152176171
Grade 3164154171
Grade 4173171156
Grade 5172178173
Grade 6162179182
Grade 7159169178
Grade 8148167170
Grade 9185169178
Grade 10168185153
Grade 11151173182
Grade 12185150166
Total Students2,2212,2792,272

< = 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 Students222122792272
Female108311281121
Male113811511151
Asian744
Black510503490
Hispanic687573
White144814901488
Multiple Races188206216
Students with Disabilities237240243
Students without Disabilities198420392029
Economically Disadvantaged116210941229
Not Economically Disadvantaged105911851043
English Learners162323
Not English Learners220522562249
Homeless14913
Military Connected403040
Foster Care201613
< = 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 91 66 10 1 0 4
State 51295 36973 2078 699 4153 1962
Female Division 54 29 4 0 0 1
State 28290 16169 687 250 1331 757
Male Division 37 37 6 1 0 3
State 22999 20798 1391 449 2821 1205
Black Division 17 22 6 0 0 3
State 7939 10584 760 145 1021 763
Hispanic Division < < < < 0 <
State 5902 6751 234 88 1846 314
White Division 66 38 3 1 0 0
State 28772 16247 907 407 1091 763
Multiple Races Division 7 5 0 0 0 1
State 2688 1933 99 44 115 84
Students with Disabilities Division 1 15 10 0 0 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 34 38 9 1 0 4
State 11835 19243 1250 370 2163 1354
English Learners Division < < < < 0 <
State 1286 4091 201 19 1534 65
Military Connected Division < < < < 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 Students172167971689800
Female888799879900
Male848095819600
Black484594459400
Hispanic<<100<10000
White1081079910810000
Multiple Races131292129200
Students with Disabilities26261002610000
Economically Disadvantaged868194829500
English Learners<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 Taken24 / 3.48%54 / 7.98%43 / 6.33%
Advanced Placement Course Enrollment33 / 4.79%55 / 8.12%75 / 11.05%
Dual Enrollment91 / 13.21%83 / 12.26%83 / 12.22%
Governor's School Enrollment9 / 1.31%8 / 1.18%8 / 1.18%
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 StudentsDivision1687456
State86,21159,46231
FemaleDivision774245
State43,37932,57825
MaleDivision913265
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision361656
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision1195256
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision652168
State28,17015,21546
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
English LearnersDivision--100
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
State LicensuresDivision6-14
 State2,2313331,030
Industry CertificationDivision15694149
 State107,23443,66048,781
Workplace ReadinessDivision10--
 State44,897--
Total Credentials EarnedDivision17294163
 State158,45744,50451,319
Students Earning One or More CredentialsDivision15189151
 State126,04439,25445,542
CTE CompletersDivision12870109
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
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$2,712$6,542$868
State$6,462$5,219$867
2018-2019Division$2,719$6,850$912
State$6,642$5,388$901
2019-2020Division$2,580$7,115$785
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 Students1,9711971,570654
Female97486822283
Male997111748371
American Indian--<<
Asian<<<<
Black43752282189
Hispanic6034825
White1,3031221,104365
Multiple Races1642013374
Students with Disabilities1853315879
Economically Disadvantaged989153764475
English Learners1501510
Homeless12266
< = 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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 12
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

< = 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 Indian--00
Asian0.30.20.2
Black2335.122.145.121.650
Hispanic3.14.53.333.2
Native Hawaiian------
White65.250.765.444.365.550
Multiple Races8.59.797.69.5
< = 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 Indian00
Asian0.30.20.2
Black2316.722.122.221.6
Hispanic3.116.73.311.13.2
Native Hawaiian
White65.266.765.466.765.5100
Multiple Races8.599.5
< = 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 Indian--00
Asian0.30.20.2
Black2322.121.6
Hispanic3.13.33.2
Native Hawaiian------
White65.265.465.5
Multiple Races8.599.5
< = 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 48.648.748.7
< = 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 52.552.352.3
< = 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 67.46464
< = 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
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.46 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2019-2020 Grades 8-12 Student Teacher Ratio: 12.17 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201953%42%2%3%
2019-202053%44%1%2%
2020-202154%43%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black87%83%84%
Hispanic<82%84%
White90%86%84%
Economically Disadvantaged84%81%84%
English Learners-74%84%
Students with Disabilities80%70%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students29%19%12%10%
Asian<-10%10%
Black40%25%13%10%
Hispanic34%21%13%10%
White25%17%13%10%
Economically Disadvantaged38%26%15%10%
English Learners40%25%12%10%
Students with Disabilities33%25%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency---

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students94%95%96%
Asian<<-
Black94%94%94%
Hispanic97%97%91%
White95%95%96%
Economically Disadvantaged93%93%95%
Not Economically Disadvantaged97%97%97%
English Learners90%91%<
Students with Disabilities88%90%98%
Students without Disabilities95%95%96%
Female95%96%96%
Male93%94%96%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

+ View 2019 ESSA School Quality Indicator Summary and related reports