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Arlington County Public Schools

General school information

Division: Arlington County Public Schools
Division Number: 7
Address: 2110 Washington Blvd. Arlington, VA 22204
Superintendent: Francisco Duran
Region: 4
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College & Career Readiness

Finance

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Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 54 77 23 24 56 80 20
Female 26 53 79 21 28 55 83 17
Male 20 55 75 25 21 57 79 21
American Indian 6 22 28 72 17 52 70 30
Asian 23 60 83 17 25 60 86 14
Black 9 52 61 39 9 58 67 33
Hispanic 7 46 53 47 10 51 61 39
Native Hawaiian < < 100 0 < < < <
White 33 58 91 9 35 58 93 7
Multiple Races 34 55 89 11 35 56 91 9
Students with Disabilities 9 38 47 53 10 42 52 48
Students without Disabilities 25 57 82 18 27 59 86 14
Economically Disadvantaged 5 45 51 49 7 51 59 41
Not Economically Disadvantaged 31 58 90 10 33 58 91 9
English Learners 2 23 25 75 2 32 34 66
Homeless - 28 28 72 2 48 50 50
Military Connected 29 60 89 11 33 61 93 7
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 53 69 31 19 58 77 23
Female 18 55 73 27 23 57 80 20
Male 13 52 65 35 15 58 74 26
American Indian < < < < < < < <
Asian 15 62 77 23 17 67 84 16
Black 5 45 49 51 7 53 60 40
Hispanic 5 36 41 59 7 47 54 46
White 22 64 86 14 28 61 89 11
Multiple Races 28 53 81 19 25 65 90 10
Students with Disabilities 7 31 38 62 9 35 44 56
Students without Disabilities 17 57 73 27 21 61 82 18
Economically Disadvantaged 3 33 37 63 5 49 53 47
Not Economically Disadvantaged 22 64 85 15 26 62 89 11
English Learners 1 27 29 71 2 43 45 55
Homeless < < < < 8 42 50 50
Military Connected 18 57 75 25 33 58 90 10
Foster Care < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 54 77 23 25 54 79 21
Female 25 54 79 21 30 53 83 17
Male 19 55 74 26 21 55 76 24
American Indian < < < < < < 100 0
Asian 24 59 83 17 27 61 88 12
Black 10 52 62 38 12 57 69 31
Hispanic 7 42 50 50 9 49 58 42
White 30 61 91 9 36 56 92 8
Multiple Races 36 55 91 9 36 53 89 11
Students with Disabilities 10 39 48 52 12 40 52 48
Students without Disabilities 24 57 81 19 27 56 84 16
Economically Disadvantaged 5 44 48 52 5 49 54 46
Not Economically Disadvantaged 31 59 90 10 35 57 92 8
English Learners 2 31 33 67 1 40 42 58
Homeless - 33 33 67 < < < <
Military Connected 33 52 85 15 31 64 95 5
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 56 75 25 18 61 79 21
Female 22 55 76 24 20 62 82 18
Male 17 57 74 26 16 61 76 24
American Indian < < < < < < < <
Asian 23 63 87 13 20 60 81 19
Black 7 51 59 41 6 58 64 36
Hispanic 6 42 48 52 7 53 60 40
White 28 62 90 10 25 68 93 7
Multiple Races 27 59 86 14 29 60 88 12
Students with Disabilities 9 36 45 55 7 43 49 51
Students without Disabilities 21 59 80 20 20 65 85 15
Economically Disadvantaged 5 42 48 52 5 51 56 44
Not Economically Disadvantaged 26 62 88 12 25 66 91 9
English Learners 1 16 18 82 1 36 37 63
Homeless < < < < < < < <
Military Connected 29 63 92 8 24 67 91 9
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 55 79 21 27 52 79 21
Female 26 54 80 20 29 51 80 20
Male 20 57 78 22 25 53 79 21
American Indian < < < < < < < <
Asian 24 61 86 14 32 51 83 17
Black 11 50 61 39 12 56 69 31
Hispanic 7 48 54 46 8 46 54 46
White 34 58 92 8 38 57 95 5
Multiple Races 29 64 93 7 42 47 89 11
Students with Disabilities 7 39 46 54 11 42 53 47
Students without Disabilities 26 58 84 16 30 54 84 16
Economically Disadvantaged 4 47 51 49 7 48 55 45
Not Economically Disadvantaged 32 59 91 9 37 55 91 9
English Learners 2 15 17 83 1 17 18 82
Homeless < < < < < < < <
Military Connected 21 69 90 10 33 66 99 1
Foster Care < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 19 61 80 20
Female 26 54 80 20 21 59 80 20
Male 17 61 78 22 17 63 80 20
American Indian < < 100 0 < < < <
Asian 24 58 82 18 23 64 87 13
Black 9 60 68 32 7 55 62 38
Hispanic 7 51 58 42 7 54 61 39
Native Hawaiian < < < <
White 28 61 89 11 28 65 93 7
Multiple Races 31 57 88 12 26 66 92 8
Students with Disabilities 7 36 43 57 9 40 48 52
Students without Disabilities 24 61 85 15 21 65 86 14
Economically Disadvantaged 6 49 56 44 5 53 58 42
Not Economically Disadvantaged 28 61 89 11 26 65 92 8
English Learners 2 17 19 81 5 21 26 74
Homeless < < < < < < < <
Military Connected 31 62 93 7 21 75 95 5
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 57 81 19 22 58 80 20
Female 27 55 82 18 26 55 81 19
Male 20 59 79 21 19 60 79 21
American Indian < < < < < < < <
Asian 25 57 81 19 22 65 87 13
Black 6 63 69 31 8 60 68 32
Hispanic 6 53 59 41 10 49 59 41
White 36 58 94 6 32 61 93 7
Multiple Races 38 57 95 5 32 62 94 6
Students with Disabilities 6 42 48 52 8 40 48 52
Students without Disabilities 27 59 86 14 25 61 86 14
Economically Disadvantaged 5 52 57 43 7 51 58 42
Not Economically Disadvantaged 32 59 92 8 30 61 91 9
English Learners 1 13 14 86 4 17 21 79
Homeless < < < < < < < <
Military Connected 22 70 93 7 32 57 90 10
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 44 85 15 39 50 88 12
Female 43 44 87 13 42 49 90 10
Male 39 45 84 16 36 51 87 13
American Indian < < < < < < < <
Asian 34 53 87 13 36 53 89 11
Black 16 46 61 39 12 64 76 24
Hispanic 16 54 70 30 19 58 77 23
Native Hawaiian < < 100 0
White 58 39 97 3 54 42 97 3
Multiple Races 58 35 92 8 54 43 97 3
Students with Disabilities 16 46 62 38 17 51 68 32
Students without Disabilities 47 44 91 9 43 50 92 8
Economically Disadvantaged 12 53 65 35 14 60 75 25
Not Economically Disadvantaged 52 41 93 7 49 45 94 6
English Learners 6 24 31 69 2 32 33 67
Homeless < < < < < < < <
Military Connected 57 39 96 4 52 42 94 6
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 48 81 19
Female 41 44 84 16
Male 27 51 78 22
American Indian < < < <
Asian 31 56 87 13
Black 9 52 61 39
Hispanic 16 48 64 36
Native Hawaiian < < 100 0
White 46 45 91 9
Multiple Races 46 45 91 9
Students with Disabilities 8 40 48 52
Students without Disabilities 38 49 86 14
Economically Disadvantaged 11 49 59 41
Not Economically Disadvantaged 43 47 90 10
English Learners - 20 21 79
Homeless < < < <
Military Connected 37 53 91 9
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 49 75 25
Female 33 47 80 20
Male 20 51 71 29
American Indian < < 100 0
Asian 30 54 84 16
Black 8 47 54 46
Hispanic 12 43 54 46
White 35 52 87 13
Multiple Races 41 47 88 12
Students with Disabilities 4 30 34 66
Students without Disabilities 30 51 81 19
Economically Disadvantaged 9 43 51 49
Not Economically Disadvantaged 34 51 85 15
English Learners 1 14 15 85
Homeless < < < <
Military Connected 28 56 84 16
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 47 86 14
Female 48 41 89 11
Male 32 51 84 16
American Indian < < < <
Asian 32 59 91 9
Black 10 58 68 32
Hispanic 19 53 72 28
Native Hawaiian < < 100 0
White 56 40 95 5
Multiple Races 52 42 94 6
Students with Disabilities 12 48 59 41
Students without Disabilities 45 46 91 9
Economically Disadvantaged 13 54 67 33
Not Economically Disadvantaged 51 44 94 6
English Learners - 24 24 76
Homeless < < < <
Military Connected 47 50 97 3
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 53 65 35 18 56 74 26
Female 11 54 65 35 17 57 73 27
Male 12 53 66 34 19 55 74 26
American Indian 5 23 27 73 10 50 60 40
Asian 19 54 73 27 23 58 81 19
Black 4 42 46 54 5 51 56 44
Hispanic 4 35 38 62 6 45 51 49
Native Hawaiian < < < < < < < <
White 16 66 82 18 25 64 89 11
Multiple Races 18 61 79 21 29 57 86 14
Students with Disabilities 6 30 35 65 6 38 45 55
Students without Disabilities 13 57 70 30 20 59 79 21
Economically Disadvantaged 3 32 36 64 5 45 50 50
Not Economically Disadvantaged 16 63 79 21 24 62 86 14
English Learners 2 20 22 78 2 33 35 65
Homeless - 12 12 88 2 27 30 70
Military Connected 11 64 75 25 19 65 84 16
Foster Care - 10 10 90 < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 51 62 38 18 57 75 25
Female 10 52 62 38 17 57 75 25
Male 12 51 63 37 19 57 76 24
American Indian < < < < < < < <
Asian 16 55 72 28 24 60 84 16
Black 6 38 44 56 5 50 55 45
Hispanic 4 30 34 66 9 45 53 47
White 15 64 79 21 24 65 90 10
Multiple Races 16 60 76 24 26 60 87 13
Students with Disabilities 6 32 38 62 7 41 48 52
Students without Disabilities 12 54 66 34 20 60 80 20
Economically Disadvantaged 2 29 31 69 5 46 52 48
Not Economically Disadvantaged 15 62 78 22 25 63 88 12
English Learners 1 22 24 76 3 43 46 54
Homeless < < < < 8 23 31 69
Military Connected 9 62 71 29 24 64 87 13
Foster Care < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 50 65 35 24 49 73 27
Female 13 50 63 37 22 51 73 27
Male 18 49 67 33 26 47 73 27
American Indian < < < < < < < <
Asian 23 51 74 26 33 48 81 19
Black 5 44 49 51 8 51 58 42
Hispanic 4 30 33 67 9 39 48 52
White 21 61 82 18 34 56 90 10
Multiple Races 26 55 81 19 39 46 85 15
Students with Disabilities 8 30 37 63 8 36 45 55
Students without Disabilities 17 53 70 30 27 51 78 22
Economically Disadvantaged 4 29 33 67 5 41 47 53
Not Economically Disadvantaged 21 59 80 20 34 53 87 13
English Learners 1 23 24 76 2 33 35 65
Homeless - 8 8 92 < < < <
Military Connected 16 61 78 22 30 55 85 15
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 48 64 36 25 49 73 27
Female 15 46 61 39 22 51 73 27
Male 16 50 66 34 27 46 73 27
American Indian < < < < < < < <
Asian 30 52 81 19 30 47 77 23
Black 4 39 43 57 8 48 56 44
Hispanic 4 26 30 70 9 40 49 51
White 21 61 82 18 35 55 90 10
Multiple Races 24 52 76 24 39 46 85 15
Students with Disabilities 6 26 32 68 11 35 46 54
Students without Disabilities 17 52 69 31 27 51 78 22
Economically Disadvantaged 4 27 31 69 7 40 47 53
Not Economically Disadvantaged 21 57 79 21 33 53 87 13
English Learners 1 11 12 88 2 29 31 69
Homeless < < < < < < < <
Military Connected 15 58 74 26 27 55 81 19
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 49 64 36 15 51 66 34
Female 14 48 62 38 14 52 65 35
Male 18 49 67 33 16 51 67 33
American Indian < < < < < < < <
Asian 24 47 71 29 19 55 74 26
Black 6 32 39 61 5 38 43 57
Hispanic 4 30 35 65 2 36 38 62
White 22 60 81 19 24 64 88 12
Multiple Races 17 65 82 18 29 56 85 15
Students with Disabilities 5 28 33 67 5 33 38 62
Students without Disabilities 17 52 70 30 17 55 72 28
Economically Disadvantaged 3 25 27 73 3 36 39 61
Not Economically Disadvantaged 21 59 81 19 22 60 82 18
English Learners 2 14 16 84 - 19 19 81
Homeless < < < < < < < <
Military Connected 13 56 69 31 12 70 82 18
Foster Care < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 34 36 64 2 35 37 63
Female 1 35 36 64 1 37 37 63
Male 2 33 35 65 3 34 36 64
American Indian < < < <
Asian 3 46 49 51 - 53 53 47
Black - 24 24 76 1 22 23 77
Hispanic 1 20 21 79 2 24 26 74
White 1 50 51 49 2 54 56 44
Multiple Races 6 41 47 53 - 53 53 47
Students with Disabilities 6 14 20 80 5 18 23 77
Students without Disabilities - 40 40 60 1 41 42 58
Economically Disadvantaged 2 19 21 79 2 26 27 73
Not Economically Disadvantaged 2 48 49 51 2 48 50 50
English Learners 3 8 11 89 3 15 19 81
Homeless < < < < < < < <
Military Connected - 47 47 53 9 44 53 47
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 50 53 47 14 58 73 27
Female 3 51 54 46 16 57 73 27
Male 2 50 52 48 13 59 73 27
American Indian < < < < < < < <
Asian 6 52 58 42 16 66 82 18
Black 1 32 32 68 4 48 52 48
Hispanic 1 31 32 68 5 45 50 50
Native Hawaiian < < < <
White 3 69 72 28 20 68 88 12
Multiple Races 5 65 70 30 25 60 85 15
Students with Disabilities 1 20 22 78 5 32 37 63
Students without Disabilities 2 57 59 41 16 63 79 21
Economically Disadvantaged 1 28 29 71 4 43 47 53
Not Economically Disadvantaged 3 65 68 32 19 65 85 15
English Learners 1 12 13 87 2 26 28 72
Homeless < < < < < < < <
Military Connected 1 75 76 24 15 67 82 18
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 74 26 15 72 87 13
Female 12 65 76 24 14 72 86 14
Male 8 63 72 28 16 72 87 13
American Indian < < < < < < 100 0
Asian 20 61 81 19 19 73 92 8
Black 2 55 57 43 6 78 85 15
Hispanic 5 52 57 43 5 71 76 24
White 12 74 86 14 23 71 94 6
Multiple Races 19 67 86 14 27 67 94 6
Students with Disabilities 3 42 45 55 2 69 71 29
Students without Disabilities 11 68 79 21 17 72 90 10
Economically Disadvantaged 4 50 54 46 4 73 77 23
Not Economically Disadvantaged 13 71 84 16 21 71 92 8
English Learners 1 39 40 60 - 58 58 42
Homeless < < < < < < < <
Military Connected 10 72 82 18 17 80 97 3
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 75 89 11 22 68 90 10
Female 12 78 91 9 23 68 91 9
Male 15 72 87 13 22 68 90 10
Asian 13 75 88 12 43 52 95 5
Black 6 69 75 25 2 75 78 22
Hispanic 6 69 75 25 11 65 75 25
White 17 77 94 6 24 71 95 5
Multiple Races 17 77 94 6 31 66 97 3
Students with Disabilities 2 63 64 36 9 63 72 28
Students without Disabilities 14 76 90 10 23 69 91 9
Economically Disadvantaged 6 72 77 23 11 62 73 27
Not Economically Disadvantaged 15 76 91 9 24 70 94 6
English Learners - 41 41 59 - 34 34 66
Homeless < < < <
Military Connected 14 76 90 10 17 79 96 4
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 17 71 89 11
Female 17 70 87 13 17 69 86 14
Male 9 78 87 13 17 74 91 9
American Indian < < 100 0
Asian 14 67 81 19 24 70 94 6
Black - 80 80 20 8 69 77 23
Hispanic 6 67 73 27 16 56 72 28
White 13 77 90 10 17 74 91 9
Multiple Races 25 69 94 6 16 78 94 6
Students with Disabilities 8 50 58 42 < < < <
Students without Disabilities 13 75 88 12 18 72 89 11
Economically Disadvantaged 13 55 68 33 18 58 75 25
Not Economically Disadvantaged 13 76 89 11 17 73 90 10
English Learners - 38 38 63 - 54 54 46
Homeless < < < <
Military Connected 5 68 73 27 7 74 81 19
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 53 68 32 16 55 71 29
Female 15 54 68 32 15 55 71 29
Male 17 52 69 31 17 54 71 29
American Indian 7 14 21 79 < < < <
Asian 17 53 70 30 18 57 75 25
Black 4 44 48 52 3 48 52 48
Hispanic 4 38 42 58 4 42 47 53
White 23 63 86 14 25 64 89 11
Multiple Races 26 60 86 14 29 59 88 12
Students with Disabilities 6 32 38 62 8 34 41 59
Students without Disabilities 17 57 74 26 17 59 76 24
Economically Disadvantaged 4 34 38 62 4 41 44 56
Not Economically Disadvantaged 21 62 83 17 22 62 85 15
English Learners 1 11 12 88 1 16 17 83
Homeless 5 5 11 89 - 16 16 84
Military Connected 20 64 84 16 18 66 85 15
Foster Care < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 44 58 42 18 46 65 35
Female 13 43 55 45 18 46 64 36
Male 16 45 61 39 19 46 65 35
American Indian < < < < < < < <
Asian 21 46 67 33 19 49 68 32
Black 5 31 35 65 4 39 43 57
Hispanic 4 22 25 75 5 29 35 65
White 19 59 78 22 28 57 84 16
Multiple Races 24 49 73 27 31 51 83 17
Students with Disabilities 9 24 33 67 11 29 41 59
Students without Disabilities 15 47 63 37 20 49 69 31
Economically Disadvantaged 4 19 23 77 3 28 32 68
Not Economically Disadvantaged 19 56 75 25 26 55 81 19
English Learners 1 4 5 95 1 12 13 87
Homeless < < < < < < < <
Military Connected 20 54 74 26 24 54 79 21
Foster Care < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 73 27 14 59 72 28
Female 14 60 73 27 13 59 72 28
Male 16 56 72 28 15 58 73 27
American Indian < < < < < < < <
Asian 15 59 73 27 18 64 81 19
Black 2 48 50 50 3 50 53 47
Hispanic 3 41 44 56 4 44 48 52
White 23 67 90 10 20 69 89 11
Multiple Races 25 67 92 8 27 64 91 9
Students with Disabilities 6 29 35 65 6 33 39 61
Students without Disabilities 16 62 78 22 15 63 78 22
Economically Disadvantaged 2 39 42 58 4 44 47 53
Not Economically Disadvantaged 21 65 86 14 19 66 85 15
English Learners 1 7 8 92 2 14 15 85
Homeless < < < < < < < <
Military Connected 13 75 88 12 13 73 87 13
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 58 76 24 17 61 78 22
Female 18 60 78 22 16 62 78 22
Male 19 56 75 25 17 60 77 23
American Indian < < < < < < < <
Asian 17 57 74 26 18 59 77 23
Black 6 53 59 41 3 60 63 37
Hispanic 6 49 55 45 4 53 57 43
White 29 64 93 7 27 67 94 6
Multiple Races 29 68 97 3 30 61 90 10
Students with Disabilities 5 39 44 56 6 43 49 51
Students without Disabilities 21 61 82 18 18 64 82 18
Economically Disadvantaged 5 44 49 51 4 51 54 46
Not Economically Disadvantaged 25 65 90 10 24 67 90 10
English Learners - 20 20 80 - 24 24 76
Homeless < < < < < < < <
Military Connected 29 64 93 7 18 72 90 10
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 56 44 12 52 64 36
Female 7 40 47 53 7 48 55 45
Male 11 53 63 37 16 54 70 30
Asian < < < < < < < <
Black < < < < < < < <
Hispanic 10 40 50 50 - 54 54 46
White 7 53 60 40 20 53 73 27
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 9 48 58 42 13 55 68 32
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 10 53 63 37 14 53 67 33
English Learners < < < < < < < <
Military Connected < < 100 0 21 57 79 21
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 48 49 51 5 45 49 51
Female - 51 51 49 6 45 51 49
Male 1 46 47 53 4 44 48 52
Asian < < < < < < < <
Black - 35 35 65 - 24 24 76
Hispanic - 43 43 57 - 36 36 64
White 3 65 68 32 17 72 89 11
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 33 33 67 - 25 25 75
Students without Disabilities 1 57 59 41 7 55 62 38
Economically Disadvantaged - 33 33 67 - 33 33 67
Not Economically Disadvantaged 2 61 62 38 10 59 69 31
English Learners - 22 22 78 - 15 15 85
Homeless < < < <
Military Connected 9 82 91 9 < < < <
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

History Performance: All Students

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

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 73 27
Female 20 52 72 28
Male 24 50 74 26
American Indian 14 50 64 36
Asian 23 53 77 23
Black 8 44 52 48
Hispanic 7 42 49 51
Native Hawaiian < < < <
White 33 57 90 10
Multiple Races 31 53 84 16
Students with Disabilities 9 34 43 57
Students without Disabilities 24 54 78 22
Economically Disadvantaged 5 40 44 56
Not Economically Disadvantaged 30 56 86 14
English Learners 1 19 21 79
Homeless - 32 32 68
Military Connected 22 64 86 14
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 52 48
Female 4 48 52 48
Male 3 49 52 48
Asian < < < <
Black - 36 36 64
Hispanic 1 36 37 63
White 8 66 74 26
Multiple Races < < 100 0
Students with Disabilities - 39 39 61
Students without Disabilities 4 51 55 45
Economically Disadvantaged - 22 22 78
Not Economically Disadvantaged 6 67 73 27
English Learners - 16 16 84
Homeless < < < <
Military Connected 6 81 88 13
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 62 63 37
Female - 55 55 45
Male 3 69 72 28
Asian < < 100 0
Black < < 100 0
Hispanic - 29 29 71
White 4 78 83 17
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 2 66 68 32
Economically Disadvantaged - 30 30 70
Not Economically Disadvantaged 3 81 84 16
English Learners - 31 31 69
Military Connected - 100 100 0
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 45 55
Female 2 44 46 54
Male 6 38 44 56
American Indian < < < <
Asian - 18 18 82
Black - 37 37 63
Hispanic - 26 26 74
White 11 67 77 23
Multiple Races 6 50 56 44
Students with Disabilities 2 25 27 73
Students without Disabilities 4 44 48 52
Economically Disadvantaged - 22 22 78
Not Economically Disadvantaged 7 57 64 36
English Learners - 13 13 87
Homeless < < < <
Military Connected 7 60 67 33
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 76 24
Female 9 67 75 25
Male 11 66 77 23
American Indian < < < <
Asian 10 78 88 12
Black 2 58 60 40
Hispanic 2 48 50 50
White 15 78 93 7
Multiple Races 21 72 93 7
Students with Disabilities 2 38 39 61
Students without Disabilities 11 71 82 18
Economically Disadvantaged 2 50 52 48
Not Economically Disadvantaged 14 75 89 11
English Learners - 21 21 79
Homeless < < < <
Military Connected 13 78 91 9
Foster Care < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 50 76 24
Female 23 52 75 25
Male 30 48 78 22
American Indian < < < <
Asian 26 54 79 21
Black 4 44 49 51
Hispanic 10 45 55 45
Native Hawaiian < < < <
White 38 53 91 9
Multiple Races 36 49 85 15
Students with Disabilities 12 33 45 55
Students without Disabilities 29 53 82 18
Economically Disadvantaged 5 44 49 51
Not Economically Disadvantaged 36 53 88 12
English Learners - 10 10 90
Homeless < < < <
Military Connected 31 58 89 11
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 37 75 25
Female 35 39 73 27
Male 41 35 76 24
American Indian < < < <
Asian 43 29 72 28
Black 19 32 51 49
Hispanic 15 38 53 47
White 50 39 89 11
Multiple Races 40 37 77 23
Students with Disabilities 20 33 52 48
Students without Disabilities 40 38 78 22
Economically Disadvantaged 11 29 41 59
Not Economically Disadvantaged 47 40 86 14
English Learners 5 25 30 70
Homeless < < < <
Military Connected 34 49 83 17
< = 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

2020-20212021-2022
Division114224
State1,3244,006
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 2019-20202020-20212021-2022
Pre-kindergarten1,077654901
Kindergarten2,2311,9631,997
Grade 12,3192,0992,122
Grade 22,2672,1772,050
Grade 32,1462,1182,093
Grade 42,1482,0182,049
Grade 52,1612,0471,940
Grade 62,1352,0311,923
Grade 72,1142,0061,968
Grade 81,8802,0361,974
Grade 92,0791,8842,096
Grade 101,9112,0311,872
Grade 111,7821,8622,023
Grade 121,9011,9072,037
Total Students28,15126,83327,045

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students281512683327045
Female136291304813043
Male145221378513987
American Indian524148
Asian255724012358
Black284427642896
Hispanic796177567898
Native Hawaiian1598
White127071180011713
Multiple Races201520622124
Students with Disabilities415337853958
Students without Disabilities239982304823087
Economically Disadvantaged789160965687
Not Economically Disadvantaged202602073721358
English Learners867468457368
Not English Learners194771998819677
Homeless2397105
Military Connected136712431327
Foster Care322517
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 1216 459 27 5 84 40
State 52155 36614 2104 742 5115 1918
Female Division 642 196 12 2 23 19
State 28657 15782 656 261 1814 775
Male Division 574 263 15 3 61 21
State 23476 20803 1445 481 3299 1142
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division 89 36 2 0 5 2
State 6085 1306 80 10 86 37
Black Division 93 93 5 2 1 4
State 8346 9963 754 162 1159 734
Hispanic Division 245 189 12 0 70 18
State 6300 7018 283 77 2283 402
White Division 700 124 8 3 8 13
State 28369 16213 874 438 1366 647
Multiple Races Division 88 16 0 0 0 3
State 2868 1988 105 54 196 90
Students with Disabilities Division 102 145 27 4 12 2
State 1554 7396 2104 109 967 124
Economically Disadvantaged Division 245 238 13 1 22 18
State 12246 19205 1240 410 2874 1298
English Learners Division 261 202 14 1 52 10
State 1452 3787 257 23 1873 143
Homeless Division 3 8 0 0 1 1
State 183 577 36 11 178 56
Military Connected Division 53 17 0 1 2 0
State 2323 1296 41 16 47 27
Foster Care Division < < < < < <
State 22 160 31 10 65 16
< = 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 Students1,8311,702931,71994845
Female8948509585996233
Male9378529186092617
American Indian<<100<10000
Asian134127951289654
Black198191971939811
Hispanic53444684455857013
White856832978369881
Multiple Races107104971059800
Students with Disabilities2992749228094124
Economically Disadvantaged5374969250794224
English Learners54547788488905210
Homeless131185118518
Military Connected737096719723
Foster Care<<<<<<<
< = 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 2019-20202020-20212021-2022
Advanced Placement Test Taken2,825 / 36.82%2,949 / 38.39%2,788 / 34.74%
Advanced Placement Course Enrollment2,825 / 36.82%2,949 / 38.39%2,788 / 34.74%
Dual Enrollment823 / 10.73%796 / 10.36%761 / 9.48%
Governor's School Enrollment - - -
IB Course Enrollment677 / 8.82%749 / 9.75%701 / 8.74%
Senior Enrolled in IB Program93 / 1.21%66 / .86%102 / 1.27%

< = 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 StudentsDivision1,5241,21021
State86,21159,46331
FemaleDivision72760117
State43,37932,57925
MaleDivision79760924
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision15612818
State6,3805,55313
BlackDivision16212324
State18,49311,40838
HispanicDivision37722840
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision72664811
State46,06133,07628
Multiple RacesDivision967918
State4,1342,89130
Students with DisabilitiesDivision20713734
State7,5273,57553
Economically DisadvantagedDivision40424938
State28,16915,21546
English LearnersDivision26515043
State5,2962,82847
< = 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
2019-20202020-20212021-2022
Industry CertificationDivision1,0601,5232,054
 State43,66051,68595,688
Workplace ReadinessDivision8229561,124
 State26,62716,88544,348
Total Credentials EarnedDivision1,8822,5033,188
 State71,13171,189143,862
Students Earning One or More CredentialsDivision1,7812,0452,364
 State62,89960,992115,682
CTE CompletersDivision416529506
 State44,53942,30344,149
NOCTI AssessmentsDivision--10
 State5111,5422,590
State LicensuresDivision-24-
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

< = 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

2020-2021 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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
2018-2019Division$17,190$2,761$747
State$6,642$5,388$901
2019-2020Division$17,088$2,890$599
State$6,770$5,603$867
2020-2021Division$16,919$3,117$1,494
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students24,5961,20923,7702,456
Female12,00152511,4121,207
Male12,59168312,3401,243
American Indian3423210
Asian2,188612,053167
Black2,4841822,378381
Hispanic6,6487366,3541,283
Native Hawaiian<<<<
White11,24619210,982513
Multiple Races1,987361,964101
Students with Disabilities3,5883423,344659
Economically Disadvantaged7,8668207,3671,442
English Learners5,7765927,2431,316
Homeless99368854
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.70.2
Asian9.14.38.9
Black10.125.510.333.3
Hispanic28.342.228.933.3
Native Hawaiian0.10
White45.121.344
Multiple Races7.267.733.3
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian9.18.9
Black10.110.3
Hispanic28.328.9
Native Hawaiian0.10
White45.144
Multiple Races7.27.7
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian9.18.9
Black10.110.3
Hispanic28.328.9
Native Hawaiian0.10
White45.144
Multiple Races7.27.7
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 29.129.129.1
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 30.330.330.3
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 74.174.174.1
< = 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: 10.28 : 1

student 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: 12.29 : 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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202023%74%2%1%
2020-202122%74%2%2%
2021-202223%71%3%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%82%--
Asian85%86%--
Black65%71%--
Hispanic59%64%--
White92%94%--
Multiple Races90%92%--
Economically Disadvantaged57%61%--
English Learners54%59%--
Students with Disabilities50%54%--

< = 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 annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. 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 as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students74%82%--
Asian82%89%--
Black55%68%--
Hispanic51%65%--
White89%92%--
Multiple Races86%90%--
Economically Disadvantaged48%63%--
English Learners49%64%--
Students with Disabilities43%52%--

< = 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 annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students75%
Asian80%
Black56%
Hispanic51%
White90%
Multiple Races89%
Economically Disadvantaged49%
English Learners45%
Students with Disabilities47%

< = 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 that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian93%90%84%
Black93%82%84%
Hispanic81%82%84%
White96%86%84%
Multiple Races96%89%84%
Economically Disadvantaged84%80%84%
English Learners75%71%84%
Students with Disabilities77%65%84%
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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

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%8%13%10%
Asian8%7%10%10%
Black14%10%14%10%
Hispanic17%14%14%10%
White4%4%14%10%
Multiple Races5%5%15%10%
Economically Disadvantaged16%13%17%10%
English Learners15%13%13%10%
Students with Disabilities16%13%18%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

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress54%50%58%
English Learner Proficiency10%--

< = 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 Progress1558287854%
English Learner Proficiency499488110%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%99%1%98%2%
Asian98%2%99%1%99%1%
Black97%3%99%1%96%4%
Hispanic98%2%99%1%98%2%
White99%1%100%-99%1%
Multiple Races99%1%99%1%99%1%
Economically Disadvantaged98%2%99%1%97%3%
Not Economically Disadvantaged99%1%99%1%100%-
English Learners98%2%99%1%98%2%
Students with Disabilities98%2%98%2%94%6%
Students without Disabilities98%2%99%1%99%1%
Female98%2%99%1%99%1%
Male98%2%99%1%99%1%
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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%83%
Asian92%90%
Black78%69%
Hispanic75%70%
White95%93%
Multiple Races93%92%
Economically Disadvantaged74%69%
English Learners73%69%
Students with Disabilities70%63%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​