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
Division Website (opens new window)
Schools in this Division (opens new window)

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

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Abingdon Elementary	Accredited
Alice West Fleet Elementary	Accredited
Arlington Science Focus School	Accredited
Arlington Traditional	Accredited
Ashlawn Elementary	Accredited
Barcroft Elementary	Accredited
Barrett Elementary	Accredited
Campbell Elementary	Accredited
Cardinal Elementary	Accredited
Carlin Springs Elementary	Accredited
Claremont Immersion	Accredited
Discovery Elementary	Accredited
Dr. Charles R. Drew Elementary	Accredited
Escuela Key Elementary	Accredited
Glebe Elementary	Accredited
Hoffman-Boston Elementary	Accredited
Innovation Elementary	Accredited
Jamestown Elementary	Accredited
Long Branch Elementary	Accredited
Montessori Public School of Arlington	Accredited
Nottingham Elementary	Accredited
Oakridge Elementary	Accredited
Randolph Elementary	Accredited
Taylor Elementary	Accredited
Tuckahoe Elementary	Accredited
Middle Schools
Dorothy Hamm Middle	Accredited
Gunston Middle	Accredited
Jefferson Middle	Accredited
Kenmore Middle	Accredited
Swanson Middle	Accredited
Williamsburg Middle	Accredited
High Schools
Arlington Community High	Accredited
Wakefield High	Accredited
Washington-Liberty High	Accredited
Yorktown High	Accredited

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	77	23
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.

select test

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	51	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	36	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	74	26
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

	2020-2021	2021-2022
Division	114	224
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	654	901	997
Kindergarten	1,963	1,997	2,006
Grade 1	2,099	2,122	2,138
Grade 2	2,177	2,050	2,142
Grade 3	2,118	2,093	2,050
Grade 4	2,018	2,049	2,096
Grade 5	2,047	1,940	2,054
Grade 6	2,031	1,923	1,906
Grade 7	2,006	1,968	1,927
Grade 8	2,036	1,974	1,993
Grade 9	1,884	2,096	2,050
Grade 10	2,031	1,872	2,149
Grade 11	1,862	2,023	1,888
Grade 12	1,907	2,037	2,186
Total Students	26,833	27,045	27,582

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

Fall Membership by Subgroups

2022 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	2020-2021	2021-2022	2022-2023
All Students	26833	27045	27582
Female	13048	13043	13258
Male	13785	13987	14304
American Indian	41	48	47
Asian	2401	2358	2419
Black	2764	2896	2927
Hispanic	7756	7898	8204
Native Hawaiian	9	8	10
White	11800	11713	11762
Multiple Races	2062	2124	2213
Students with Disabilities	3785	3958	4075
Students without Disabilities	23048	23087	23507
Economically Disadvantaged	6096	5687	7855
Not Economically Disadvantaged	20737	21358	19727
English Learners	6845	7368	8705
Not English Learners	19988	19677	18877
Homeless	97	105	110
Military Connected	1243	1327	1386
Foster Care	25	17	19
< = 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	1220	491	34	5	84	34
	State	52168	36669	2129	747	5100	1879
Female	Division	643	205	16	2	23	20
	State	28664	15798	666	263	1813	760
Male	Division	577	286	18	3	61	14
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	90	38	2	0	5	2
	State	6086	1308	81	11	85	37
Black	Division	92	94	6	2	1	4
	State	8347	9965	765	162	1156	730
Hispanic	Division	245	215	15	0	70	16
	State	6301	7054	289	79	2275	395
White	Division	703	127	10	3	8	10
	State	28377	16228	880	440	1364	623
Multiple Races	Division	89	16	1	0	0	2
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	102	155	34	4	12	3
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	244	264	15	1	22	18
	State	12248	19244	1249	413	2860	1292
English Learners	Division	262	226	17	1	52	10
	State	1452	3819	261	24	1863	151
Homeless	Division	3	8	0	0	1	0
	State	183	581	38	11	180	54
Military Connected	Division	53	17	0	1	2	0
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = 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 Students	1,868	1,745	93	1,763	94	84	5
Female	909	864	95	873	96	23	3
Male	959	881	92	890	93	61	6
American Indian	<	<	100	<	100	0	0
Asian	137	130	95	131	96	5	4
Black	199	192	97	195	98	1	1
Hispanic	561	475	85	484	86	70	13
White	861	840	98	844	98	8	1
Multiple Races	108	106	98	107	99	0	0
Students with Disabilities	316	291	92	298	94	12	4
Economically Disadvantaged	564	523	93	535	95	22	4
English Learners	574	505	88	516	90	52	9
Homeless	12	11	92	11	92	1	8
Military Connected	73	70	96	71	97	2	3
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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	2,825 / 36.82%	2,949 / 38.39%	2,788 / 34.74%
Advanced Placement Course Enrollment	2,825 / 36.82%	2,949 / 38.39%	2,788 / 34.74%
Dual Enrollment	823 / 10.73%	796 / 10.36%	761 / 9.48%
Governor's School Enrollment	-	-	-
IB Course Enrollment	677 / 8.82%	749 / 9.75%	701 / 8.74%
Senior Enrolled in IB Program	93 / 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 Students	Division	1,524	1,210	21
	State	86,211	59,463	31
Female	Division	727	601	17
	State	43,379	32,579	25
Male	Division	797	609	24
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	156	128	18
	State	6,380	5,553	13
Black	Division	162	123	24
	State	18,493	11,408	38
Hispanic	Division	377	228	40
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	726	648	11
	State	46,061	33,076	28
Multiple Races	Division	96	79	18
	State	4,134	2,891	30
Students with Disabilities	Division	207	137	34
	State	7,527	3,575	53
Economically Disadvantaged	Division	404	249	38
	State	28,169	15,215	46
English Learners	Division	265	150	43
	State	5,296	2,828	47
< = 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
		2019-2020	2020-2021	2021-2022
Industry Certification	Division	1,060	1,523	2,054
	State	43,660	51,685	95,688
Workplace Readiness	Division	822	956	1,124
	State	26,627	16,885	44,348
Total Credentials Earned	Division	1,882	2,503	3,188
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	1,781	2,045	2,364
	State	62,899	60,992	115,682
CTE Completers	Division	416	529	506
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	10
	State	511	1,542	2,590
State Licensures	Division	-	24	-
	State	333	1,077	1,236
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	917	302	761

< = 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

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Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	61.4	62.5	62.2

Per-Pupil Spending

2021-2022 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
2018-2019	Division	$17,190	$2,761	$747
	State	$6,642	$5,388	$901
2019-2020	Division	$17,088	$2,890	$599
	State	$6,770	$5,603	$867
2020-2021	Division	$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 Students	24,596	1,209	23,770	2,456
Female	12,001	525	11,412	1,207
Male	12,591	683	12,340	1,243
American Indian	34	2	32	10
Asian	2,188	61	2,053	167
Black	2,484	182	2,378	381
Hispanic	6,648	736	6,354	1,283
Native Hawaiian	<	<	<	<
White	11,246	192	10,982	513
Multiple Races	1,987	36	1,964	101
Students with Disabilities	3,588	342	3,344	659
Economically Disadvantaged	7,866	820	7,367	1,442
English Learners	5,776	592	7,243	1,316
Homeless	99	36	88	54
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.7	0.2
Asian	9.1	4.3	8.9
Black	10.1	25.5	10.3	33.3
Hispanic	28.3	42.2	28.9	33.3
Native Hawaiian	0.1		0
White	45.1	21.3	44
Multiple Races	7.2	6	7.7	33.3
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	9.1		8.9
Black	10.1		10.3
Hispanic	28.3		28.9
Native Hawaiian	0.1		0
White	45.1		44
Multiple Races	7.2		7.7
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	9.1		8.9
Black	10.1		10.3
Hispanic	28.3		28.9
Native Hawaiian	0.1		0
White	45.1		44
Multiple Races	7.2		7.7
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	29.1	29.1	29.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	30.3	30.3	30.3
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	74.1	74.1	74.1
< = 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.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 9.51 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 12.53 : 1

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
2019-2020	23%	74%	2%	1%
2020-2021	22%	74%	2%	2%
2021-2022	23%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	79%	82%	75%	88%
Asian	85%	86%	91%	88%
Black	65%	71%	60%	88%
Hispanic	59%	64%	59%	88%
White	92%	94%	83%	88%
Multiple Races	90%	92%	81%	88%
Economically Disadvantaged	57%	61%	59%	88%
English Learners	54%	59%	47%	88%
Students with Disabilities	50%	54%	43%	88%

< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	74%	82%	70%	85%
Asian	82%	89%	90%	85%
Black	55%	68%	51%	85%
Hispanic	51%	65%	53%	85%
White	89%	92%	79%	85%
Multiple Races	86%	90%	73%	85%
Economically Disadvantaged	48%	63%	52%	85%
English Learners	49%	64%	46%	85%
Students with Disabilities	43%	52%	40%	85%

< = 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 Group	Current Rate
All Students	75%
Asian	80%
Black	56%
Hispanic	51%
White	90%
Multiple Races	89%
Economically Disadvantaged	49%
English Learners	45%
Students with Disabilities	47%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	91%	84%	84%
Asian	93%	90%	84%
Black	93%	82%	84%
Hispanic	81%	82%	84%
White	96%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	84%	80%	84%
English Learners	75%	71%	84%
Students with Disabilities	77%	65%	84%
Homeless	<	-	-
Foster Care	<	-	-

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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	9%	8%	13%	10%
Asian	8%	7%	10%	10%
Black	14%	10%	14%	10%
Hispanic	17%	14%	14%	10%
White	4%	4%	14%	10%
Multiple Races	5%	5%	15%	10%
Economically Disadvantaged	16%	13%	17%	10%
English Learners	15%	13%	13%	10%
Students with Disabilities	16%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	54%	50%	58%
English Learner Proficiency	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 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 Learners	Numerator	Denominator	Rate
English Learner Progress	1558	2878	54%
English Learner Proficiency	499	4881	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	2%	99%	1%	98%	2%
Asian	98%	2%	99%	1%	99%	1%
Black	97%	3%	99%	1%	96%	4%
Hispanic	98%	2%	99%	1%	98%	2%
White	99%	1%	100%	-	99%	1%
Multiple Races	99%	1%	99%	1%	99%	1%
Economically Disadvantaged	98%	2%	99%	1%	97%	3%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	98%	2%	99%	1%	98%	2%
Students with Disabilities	98%	2%	98%	2%	94%	6%
Students without Disabilities	98%	2%	99%	1%	99%	1%
Female	98%	2%	99%	1%	99%	1%
Male	98%	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 Group	Growth English Reading	Growth Mathematics
All Students	87%	83%
Asian	92%	90%
Black	78%	69%
Hispanic	75%	70%
White	95%	93%
Multiple Races	93%	92%
Economically Disadvantaged	74%	69%
English Learners	73%	69%
Students with Disabilities	70%	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.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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