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

Accreditation

Accreditation

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 58 83 17 23 54 77 23
Female 28 57 85 15 26 53 79 21
Male 23 59 81 19 20 55 75 25
American Indian 2 63 65 35 6 22 28 72
Asian 25 61 86 14 23 60 83 17
Black 11 61 72 28 9 52 61 39
Hispanic 9 56 66 34 7 46 53 47
Native Hawaiian 27 55 82 18 < < 100 0
White 36 58 94 6 33 58 91 9
Multiple Races 37 55 92 8 34 55 89 11
Students with Disabilities 11 43 54 46 9 38 47 53
Students without Disabilities 28 60 88 12 25 57 82 18
Economically Disadvantaged 7 56 63 37 5 45 51 49
Not Economically Disadvantaged 33 59 92 8 31 58 90 10
English Learners 3 35 38 62 2 23 25 75
Homeless - 62 62 38 - 28 28 72
Military Connected 29 65 94 6 29 60 89 11
Foster Care 6 38 44 56 < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 52 78 22 15 53 69 31
Female 29 51 81 19 18 55 73 27
Male 23 54 76 24 13 52 65 35
American Indian < < < < < < < <
Asian 32 46 78 22 15 62 77 23
Black 12 53 65 35 5 45 49 51
Hispanic 10 46 56 44 5 36 41 59
Native Hawaiian < < < < < < 100 0
White 34 57 91 9 22 64 86 14
Multiple Races 37 51 88 12 28 53 81 19
Students with Disabilities 12 42 54 46 7 31 38 62
Students without Disabilities 29 54 83 17 17 57 73 27
Economically Disadvantaged 7 47 54 46 3 33 37 63
Not Economically Disadvantaged 34 55 88 12 22 64 85 15
English Learners 3 42 45 55 1 27 29 71
Homeless - 62 62 38 < < < <
Military Connected 29 65 94 6 18 57 75 25
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 55 81 19 22 54 77 23
Female 28 54 83 17 25 54 79 21
Male 24 56 80 20 19 55 74 26
American Indian < < < < < < < <
Asian 29 59 88 12 24 59 83 17
Black 12 60 72 28 10 52 62 38
Hispanic 9 51 60 40 7 42 50 50
Native Hawaiian < < < < < < 100 0
White 37 56 93 7 30 61 91 9
Multiple Races 38 50 89 11 36 55 91 9
Students with Disabilities 11 39 49 51 10 39 48 52
Students without Disabilities 29 58 87 13 24 57 81 19
Economically Disadvantaged 7 51 58 42 5 44 48 52
Not Economically Disadvantaged 35 57 92 8 31 59 90 10
English Learners 4 44 47 53 2 31 33 67
Homeless - 70 70 30 - 33 33 67
Military Connected 32 64 96 4 33 52 85 15
Foster Care < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 48 84 16 19 56 75 25
Female 41 45 85 15 22 55 76 24
Male 32 51 83 17 17 57 74 26
American Indian < < < < < < < <
Asian 36 53 89 11 23 63 87 13
Black 18 59 77 23 7 51 59 41
Hispanic 15 51 65 35 6 42 48 52
White 51 43 94 6 28 62 90 10
Multiple Races 48 46 95 5 27 59 86 14
Students with Disabilities 14 36 50 50 9 36 45 55
Students without Disabilities 40 50 90 10 21 59 80 20
Economically Disadvantaged 12 54 65 35 5 42 48 52
Not Economically Disadvantaged 47 45 93 7 26 62 88 12
English Learners 3 32 36 64 1 16 18 82
Homeless < < < < < < < <
Military Connected 36 55 91 9 29 63 92 8
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 57 84 16 23 55 79 21
Female 29 56 86 14 26 54 80 20
Male 25 58 82 18 20 57 78 22
American Indian - 55 55 45 < < < <
Asian 25 62 87 13 24 61 86 14
Black 9 65 74 26 11 50 61 39
Hispanic 8 59 67 33 7 48 54 46
Native Hawaiian < < 100 0
White 40 54 95 5 34 58 92 8
Multiple Races 44 48 92 8 29 64 93 7
Students with Disabilities 11 41 52 48 7 39 46 54
Students without Disabilities 30 59 89 11 26 58 84 16
Economically Disadvantaged 7 58 65 35 4 47 51 49
Not Economically Disadvantaged 36 56 93 7 32 59 91 9
English Learners 2 22 24 76 2 15 17 83
Homeless < < < < < < < <
Military Connected 32 57 90 10 21 69 90 10
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 59 85 15 21 58 79 21
Female 27 60 87 13 26 54 80 20
Male 25 59 83 17 17 61 78 22
American Indian < < < < < < 100 0
Asian 29 58 87 13 24 58 82 18
Black 16 61 77 23 9 60 68 32
Hispanic 10 61 71 29 7 51 58 42
White 36 58 95 5 28 61 89 11
Multiple Races 42 55 97 3 31 57 88 12
Students with Disabilities 10 46 56 44 7 36 43 57
Students without Disabilities 29 62 91 9 24 61 85 15
Economically Disadvantaged 8 59 67 33 6 49 56 44
Not Economically Disadvantaged 34 59 93 7 28 61 89 11
English Learners 2 23 25 75 2 17 19 81
Homeless < < 100 0 < < < <
Military Connected 30 67 97 3 31 62 93 7
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 24 57 81 19
Female 26 61 87 13 27 55 82 18
Male 16 65 81 19 20 59 79 21
American Indian < < < < < < < <
Asian 14 73 87 13 25 57 81 19
Black 5 61 66 34 6 63 69 31
Hispanic 9 59 68 32 6 53 59 41
White 31 63 94 6 36 58 94 6
Multiple Races 26 67 93 7 38 57 95 5
Students with Disabilities 11 40 51 49 6 42 48 52
Students without Disabilities 23 67 90 10 27 59 86 14
Economically Disadvantaged 6 56 62 38 5 52 57 43
Not Economically Disadvantaged 27 66 92 8 32 59 92 8
English Learners 3 22 25 75 1 13 14 86
Homeless < < < < < < < <
Military Connected 21 75 96 4 22 70 93 7
Foster Care < < < < < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 41 44 85 15
Female 15 75 90 10 43 44 87 13
Male 12 72 84 16 39 45 84 16
American Indian < < < < < < < <
Asian 8 78 87 13 34 53 87 13
Black 6 68 74 26 16 46 61 39
Hispanic 5 70 75 25 16 54 70 30
White 21 77 98 2 58 39 97 3
Multiple Races 21 75 95 5 58 35 92 8
Students with Disabilities 10 59 69 31 16 46 62 38
Students without Disabilities 14 77 90 10 47 44 91 9
Economically Disadvantaged 3 70 72 28 12 53 65 35
Not Economically Disadvantaged 17 76 93 7 52 41 93 7
English Learners 2 34 36 64 6 24 31 69
Homeless < < < < < < < <
Military Connected 17 77 94 6 57 39 96 4
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 46 86 14
Female 48 42 90 10
Male 33 50 83 17
Asian 34 55 89 11
Black 17 51 69 31
Hispanic 21 54 75 25
White 55 40 95 5
Students with Disabilities 15 42 58 42
Economically Disadvantaged 15 55 70 30
Not Economically Disadvantaged 49 43 92 8
English Learners 6 27 33 67
Military Connected 48 46 95 5
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 45 86 14
Female 49 40 89 11
Male 33 50 83 17
Asian 37 54 91 9
Black 14 49 63 37
Hispanic 22 51 73 27
White 53 40 93 7
Students with Disabilities 16 33 48 52
Economically Disadvantaged 17 51 68 32
Not Economically Disadvantaged 48 44 91 9
English Learners 14 14 29 71
Military Connected 45 49 95 5
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 47 87 13
Female 46 44 90 10
Male 33 50 84 16
Asian 31 57 88 12
Black 20 54 74 27
Hispanic 20 56 76 24
White 59 39 97 3
Students with Disabilities 15 51 66 34
Economically Disadvantaged 14 59 73 27
Not Economically Disadvantaged 50 43 93 7
English Learners 3 31 35 65
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13 12 53 65 35
Female 25 63 88 12 11 54 65 35
Male 26 61 87 13 12 53 66 34
American Indian 6 66 72 28 5 23 27 73
Asian 30 63 93 7 19 54 73 27
Black 9 68 77 23 4 42 46 54
Hispanic 11 65 76 24 4 35 38 62
Native Hawaiian 27 64 91 9 < < < <
White 35 59 95 5 16 66 82 18
Multiple Races 34 59 94 6 18 61 79 21
Students with Disabilities 10 51 61 39 6 30 35 65
Students without Disabilities 28 64 92 8 13 57 70 30
Economically Disadvantaged 9 65 74 26 3 32 36 64
Not Economically Disadvantaged 32 61 93 7 16 63 79 21
English Learners 6 57 63 37 2 20 22 78
Homeless 3 56 59 41 - 12 12 88
Military Connected 30 65 94 6 11 64 75 25
Foster Care - 47 47 53 - 10 10 90
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 59 87 13 11 51 62 38
Female 26 60 87 13 10 52 62 38
Male 28 59 87 13 12 51 63 37
American Indian < < < < < < < <
Asian 37 53 90 10 16 55 72 28
Black 11 60 71 29 6 38 44 56
Hispanic 11 62 73 27 4 30 34 66
Native Hawaiian < < < < < < 100 0
White 35 60 95 5 15 64 79 21
Multiple Races 39 56 95 5 16 60 76 24
Students with Disabilities 16 48 63 37 6 32 38 62
Students without Disabilities 29 62 91 9 12 54 66 34
Economically Disadvantaged 11 60 71 29 2 29 31 69
Not Economically Disadvantaged 34 59 93 7 15 62 78 22
English Learners 7 61 68 32 1 22 24 76
Homeless - 54 54 46 < < < <
Military Connected 35 61 96 4 9 62 71 29
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 56 87 13 16 50 65 35
Female 27 60 87 13 13 50 63 37
Male 36 52 88 12 18 49 67 33
American Indian < < < < < < < <
Asian 33 63 96 4 23 51 74 26
Black 13 64 78 22 5 44 49 51
Hispanic 12 61 73 27 4 30 33 67
Native Hawaiian < < 100 0 < < < <
White 45 50 95 5 21 61 82 18
Multiple Races 41 53 94 6 26 55 81 19
Students with Disabilities 12 47 60 40 8 30 37 63
Students without Disabilities 35 57 92 8 17 53 70 30
Economically Disadvantaged 8 64 72 28 4 29 33 67
Not Economically Disadvantaged 43 52 95 5 21 59 80 20
English Learners 7 62 68 32 1 23 24 76
Homeless 9 64 73 27 - 8 8 92
Military Connected 37 60 97 3 16 61 78 22
Foster Care < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 57 88 12 16 48 64 36
Female 30 57 87 13 15 46 61 39
Male 31 57 89 11 16 50 66 34
American Indian < < < < < < < <
Asian 41 53 94 6 30 52 81 19
Black 9 67 76 24 4 39 43 57
Hispanic 13 62 76 24 4 26 30 70
White 41 54 95 5 21 61 82 18
Multiple Races 44 51 95 5 24 52 76 24
Students with Disabilities 12 45 57 43 6 26 32 68
Students without Disabilities 34 59 93 7 17 52 69 31
Economically Disadvantaged 11 64 75 25 4 27 31 69
Not Economically Disadvantaged 39 54 94 6 21 57 79 21
English Learners 8 52 59 41 1 11 12 88
Homeless < < < < < < < <
Military Connected 31 59 89 11 15 58 74 26
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 58 84 16 16 49 64 36
Female 28 56 83 17 14 48 62 38
Male 25 60 85 15 18 49 67 33
American Indian 9 45 55 45 < < < <
Asian 27 61 88 12 24 47 71 29
Black 6 69 75 25 6 32 39 61
Hispanic 11 61 72 28 4 30 35 65
Native Hawaiian < < < <
White 42 52 94 6 22 60 81 19
Multiple Races 38 53 91 9 17 65 82 18
Students with Disabilities 8 47 55 45 5 28 33 67
Students without Disabilities 30 59 90 10 17 52 70 30
Economically Disadvantaged 9 60 69 31 3 25 27 73
Not Economically Disadvantaged 36 56 92 8 21 59 81 19
English Learners 6 41 47 53 2 14 16 84
Homeless < < < < < < < <
Military Connected 36 53 89 11 13 56 69 31
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 75 25 2 34 36 64
Female 5 71 76 24 1 35 36 64
Male 6 68 73 27 2 33 35 65
Asian 7 81 89 11 3 46 49 51
Black 6 59 65 35 - 24 24 76
Hispanic 3 67 70 30 1 20 21 79
White 8 73 81 19 1 50 51 49
Multiple Races 8 78 86 14 6 41 47 53
Students with Disabilities 5 42 47 53 6 14 20 80
Students without Disabilities 6 81 87 13 - 40 40 60
Economically Disadvantaged 4 65 69 31 2 19 21 79
Not Economically Disadvantaged 7 74 81 19 2 48 49 51
English Learners 3 45 48 52 3 8 11 89
Homeless < < < < < < < <
Military Connected - 86 86 14 - 47 47 53
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 86 14 2 50 53 47
Female 23 65 89 11 3 51 54 46
Male 22 63 84 16 2 50 52 48
American Indian < < < < < < < <
Asian 25 71 96 4 6 52 58 42
Black 8 64 73 27 1 32 32 68
Hispanic 12 63 74 26 1 31 32 68
White 30 64 94 6 3 69 72 28
Multiple Races 29 64 93 7 5 65 70 30
Students with Disabilities 10 43 53 47 1 20 22 78
Students without Disabilities 25 68 93 7 2 57 59 41
Economically Disadvantaged 9 63 72 28 1 28 29 71
Not Economically Disadvantaged 28 65 93 7 3 65 68 32
English Learners 6 42 48 52 1 12 13 87
Homeless < < < < < < < <
Military Connected 28 67 94 6 1 75 76 24
Foster Care < < < < < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 67 92 8 10 64 74 26
Female 27 66 94 6 12 65 76 24
Male 22 68 91 9 8 63 72 28
American Indian < < 100 0 < < < <
Asian 28 68 96 4 20 61 81 19
Black 11 76 87 13 2 55 57 43
Hispanic 10 75 85 15 5 52 57 43
Native Hawaiian < < 100 0 < < 100 0
White 35 62 97 3 12 74 86 14
Multiple Races 31 61 92 8 19 67 86 14
Students with Disabilities 6 73 79 21 3 42 45 55
Students without Disabilities 28 66 94 6 11 68 79 21
Economically Disadvantaged 9 77 87 13 4 50 54 46
Not Economically Disadvantaged 31 63 94 6 13 71 84 16
English Learners 5 78 83 17 1 39 40 60
Homeless - 82 82 18 < < < <
Military Connected 31 67 99 1 10 72 82 18
Foster Care < < 100 0 < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 88 12 14 75 89 11
Female 26 64 90 10 12 78 91 9
Male 25 61 86 14 15 72 87 13
American Indian < < < <
Asian 31 60 91 9 13 75 88 12
Black 3 74 77 23 6 69 75 25
Hispanic 9 63 72 28 6 69 75 25
Native Hawaiian < < 100 0
White 36 60 96 4 17 77 94 6
Multiple Races 28 66 94 6 17 77 94 6
Students with Disabilities 8 60 68 32 2 63 64 36
Students without Disabilities 28 63 90 10 14 76 90 10
Economically Disadvantaged 7 64 72 28 6 72 77 23
Not Economically Disadvantaged 32 62 94 6 15 76 91 9
English Learners 2 45 47 53 - 41 41 59
Homeless < < < < < < < <
Military Connected 27 70 97 3 14 76 90 10
Foster Care < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 77 94 6 13 74 87 13
Female 19 76 95 5 17 70 87 13
Male 16 78 94 6 9 78 87 13
American Indian < < < < < < 100 0
Asian 23 72 95 5 14 67 81 19
Black 12 79 91 9 - 80 80 20
Hispanic 10 78 89 11 6 67 73 27
White 20 76 97 3 13 77 90 10
Multiple Races 20 76 96 4 25 69 94 6
Students with Disabilities 7 75 82 18 8 50 58 42
Students without Disabilities 18 77 95 5 13 75 88 12
Economically Disadvantaged 13 74 87 13 13 55 68 33
Not Economically Disadvantaged 19 77 96 4 13 76 89 11
English Learners 10 69 79 21 - 38 38 63
Homeless < < < <
Military Connected 12 84 97 3 5 68 73 27
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

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 59 86 14 16 53 68 32
Female 26 61 86 14 15 54 68 32
Male 27 58 85 15 17 52 69 31
American Indian 10 50 60 40 7 14 21 79
Asian 28 61 88 12 17 53 70 30
Black 9 66 75 25 4 44 48 52
Hispanic 10 61 71 29 4 38 42 58
Native Hawaiian < < 100 0 < < < <
White 38 58 96 4 23 63 86 14
Multiple Races 37 56 93 7 26 60 86 14
Students with Disabilities 12 49 61 39 6 32 38 62
Students without Disabilities 29 61 90 10 17 57 74 26
Economically Disadvantaged 8 61 69 31 4 34 38 62
Not Economically Disadvantaged 34 59 93 7 21 62 83 17
English Learners 3 38 40 60 1 11 12 88
Homeless 8 48 56 44 5 5 11 89
Military Connected 36 58 94 6 20 64 84 16
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 53 82 18 14 44 58 42
Female 27 54 82 18 13 43 55 45
Male 31 52 83 17 16 45 61 39
American Indian < < < < < < < <
Asian 33 55 88 12 21 46 67 33
Black 9 63 72 28 5 31 35 65
Hispanic 10 52 62 38 4 22 25 75
White 41 52 93 7 19 59 78 22
Multiple Races 43 50 93 7 24 49 73 27
Students with Disabilities 13 39 52 48 9 24 33 67
Students without Disabilities 32 56 88 12 15 47 63 37
Economically Disadvantaged 9 53 62 38 4 19 23 77
Not Economically Disadvantaged 38 53 92 8 19 56 75 25
English Learners 3 33 36 64 1 4 5 95
Homeless < < < < < < < <
Military Connected 39 53 92 8 20 54 74 26
Foster Care < < 100 0 < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 55 85 15 15 57 73 27
Female 29 57 86 14 14 60 73 27
Male 31 53 84 16 16 56 72 28
American Indian < < 100 0 < < < <
Asian 26 62 88 12 15 59 73 27
Black 9 60 69 31 2 48 50 50
Hispanic 11 57 68 32 3 41 44 56
White 43 51 95 5 23 67 90 10
Multiple Races 35 59 94 6 25 67 92 8
Students with Disabilities 14 42 55 45 6 29 35 65
Students without Disabilities 33 57 91 9 16 62 78 22
Economically Disadvantaged 9 56 64 36 2 39 42 58
Not Economically Disadvantaged 38 55 93 7 21 65 86 14
English Learners 3 27 30 70 1 7 8 92
Homeless < < < < < < < <
Military Connected 38 54 92 8 13 75 88 12
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 64 89 11 19 58 76 24
Female 25 66 90 10 18 60 78 22
Male 26 62 88 12 19 56 75 25
American Indian < < < < < < < <
Asian 28 66 93 7 17 57 74 26
Black 8 71 79 21 6 53 59 41
Hispanic 11 65 75 25 6 49 55 45
Native Hawaiian < < < <
White 36 63 98 2 29 64 93 7
Multiple Races 38 57 95 5 29 68 97 3
Students with Disabilities 12 59 71 29 5 39 44 56
Students without Disabilities 27 65 92 8 21 61 82 18
Economically Disadvantaged 6 68 75 25 5 44 49 51
Not Economically Disadvantaged 33 62 95 5 25 65 90 10
English Learners 2 45 47 53 - 20 20 80
Homeless < < < < < < < <
Military Connected 38 61 99 1 29 64 93 7
Foster Care < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 66 94 6 9 47 56 44
Female 27 66 94 6 7 40 47 53
Male 28 65 94 6 11 53 63 37
American Indian < < < <
Asian 29 60 90 10 < < < <
Black 12 74 86 14 < < < <
Hispanic 15 72 87 13 10 40 50 50
White 35 64 98 2 7 53 60 40
Multiple Races 34 60 94 6 < < 100 0
Students with Disabilities 9 62 72 28 < < < <
Students without Disabilities 29 66 95 5 9 48 58 42
Economically Disadvantaged 12 73 85 15 < < < <
Not Economically Disadvantaged 32 64 96 4 10 53 63 37
English Learners 7 41 48 52 < < < <
Homeless < < 100 0
Military Connected 33 64 98 2 < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 76 24 1 48 49 51
Female 4 71 75 25 - 51 51 49
Male 7 69 76 24 1 46 47 53
American Indian < < < <
Asian 3 71 74 26 < < < <
Black 2 67 69 31 - 35 35 65
Hispanic 3 67 71 29 - 43 43 57
White 11 83 93 7 3 65 68 32
Multiple Races 24 60 84 16 < < 100 0
Students with Disabilities 4 60 64 36 - 33 33 67
Students without Disabilities 6 75 81 19 1 57 59 41
Economically Disadvantaged 2 65 68 32 - 33 33 67
Not Economically Disadvantaged 9 75 84 16 2 61 62 38
English Learners - 52 52 48 - 22 22 78
Homeless < < < < < < < <
Military Connected - 93 93 7 9 82 91 9
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 57 80 20
Female 22 58 80 20
Male 25 56 81 19
Asian 25 60 84 16
Black 7 55 62 38
Hispanic 8 55 63 37
White 35 58 93 7
Students with Disabilities 10 42 52 48
Students without Disabilities 26 60 86 14
Economically Disadvantaged 6 53 59 41
Not Economically Disadvantaged 31 59 89 11
English Learners 3 36 39 61
Homeless 3 48 52 48
Military Connected 33 63 95 5
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 61 69 31
Female 9 61 70 30
Male 8 61 69 31
Asian 11 57 68 32
Black 2 50 52 48
Hispanic 2 56 58 42
White 20 73 93 7
Students with Disabilities 2 46 47 53
Students without Disabilities 10 65 75 25
Economically Disadvantaged - 52 53 47
Not Economically Disadvantaged 14 67 80 20
English Learners - 34 34 66
Homeless < < < <
Military Connected 11 82 93 7
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 71 82 18
Female 12 65 78 22
Male 11 75 86 14
Asian 5 74 79 21
Black 4 67 70 30
Hispanic 5 73 78 22
White 27 67 95 5
Students with Disabilities 19 56 74 26
Students without Disabilities 9 75 85 15
Economically Disadvantaged 2 75 77 23
Not Economically Disadvantaged 22 66 89 11
English Learners 3 64 67 33
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 40 46 54
Female 5 39 44 56
Male 6 42 48 52
Asian - 57 57 43
Black - 29 29 71
Hispanic 2 27 29 71
White 16 63 79 21
Students with Disabilities 3 14 17 83
Students without Disabilities 7 50 57 43
Economically Disadvantaged 1 28 29 72
Not Economically Disadvantaged 10 53 63 37
English Learners 1 24 26 74
Homeless < < < <
Military Connected 18 76 94 6
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14
Female 13 74 87 13
Male 17 68 86 14
Asian 12 76 88 12
Black 1 65 66 34
Hispanic 3 68 71 29
White 24 72 97 3
Students with Disabilities 5 52 57 43
Students without Disabilities 17 74 92 8
Economically Disadvantaged 3 65 68 33
Not Economically Disadvantaged 20 73 93 7
English Learners 2 43 45 55
Homeless < < < <
Military Connected 31 67 97 3
Foster Care < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division169114
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten9341,077654
Kindergarten2,2912,2311,963
Grade 12,2702,3192,099
Grade 22,1462,2672,177
Grade 32,1862,1462,118
Grade 42,1752,1482,018
Grade 52,1872,1612,047
Grade 62,1242,1352,031
Grade 71,8692,1142,006
Grade 81,9661,8802,036
Grade 91,8732,0791,884
Grade 101,7971,9112,031
Grade 111,7481,7821,862
Grade 121,8681,9011,907
Total Students27,43428,15126,833

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students274342815126833
Female132721362913048
Male141621452213785
American Indian715241
Asian251825572401
Black275428442764
Hispanic770579617756
Native Hawaiian21159
White126011270711800
Multiple Races176420152062
Students with Disabilities391841533785
Students without Disabilities235162399823048
Economically Disadvantaged881278916096
Not Economically Disadvantaged186222026020737
English Learners819486746845
Not English Learners192401947719988
Homeless1072397
Military Connected97013671243
Foster Care253225
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 1150 460 38 2 64 31
State 51295 36973 2078 699 4153 1962
Female Division 618 190 18 0 13 14
State 28290 16169 687 250 1331 757
Male Division 532 270 20 2 50 17
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 91 42 6 0 1 3
State 5778 1304 69 12 65 34
Black Division 101 91 5 0 4 2
State 7939 10584 760 145 1021 763
Hispanic Division 239 197 5 1 54 20
State 5902 6751 234 88 1846 314
White Division 636 103 16 1 5 6
State 28772 16247 907 407 1091 763
Multiple Races Division 82 26 6 0 0 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 85 138 38 2 12 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 230 264 15 0 20 10
State 11835 19243 1250 370 2163 1354
English Learners Division 64 153 11 1 39 6
State 1286 4091 201 19 1534 65
Homeless Division < < < < < <
State 166 486 49 19 184 55
Military Connected Division 48 17 0 0 1 1
State 2252 1404 60 15 48 38
Foster Care Division < < < < < <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1,7451,648941,65695644
Female8538269783097132
Male8918229282693506
American Indian<<100<10000
Asian143139971409811
Black203197971979742
Hispanic51644186447875411
White767755987569951
Multiple Races11411410011410000
Students with Disabilities2782619426395124
Economically Disadvantaged5395099451495204
English Learners28622880235823914
Homeless<<<<<<<
Military Connected676597659712
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 2018-20192019-20202020-2021
Advanced Placement Test Taken2,719 / 37.32%2,825 / 36.82%2,949 / 38.39%
Advanced Placement Course Enrollment2,719 / 37.32%2,825 / 36.82%2,949 / 38.39%
Dual Enrollment652 / 8.95%823 / 10.73%796 / 10.36%
Governor's School Enrollment - - -
IB Course Enrollment737 / 10.12%677 / 8.82%749 / 9.75%
Senior Enrolled in IB Program95 / 1.3%93 / 1.21%66 / .86%

< = 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
State86,21159,46231
FemaleDivision72760117
State43,37932,57825
MaleDivision79760924
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision15612818
State6,3805,55313
BlackDivision16212324
State18,49311,40838
HispanicDivision37722840
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision72664811
State46,06033,07528
Multiple RacesDivision967918
State4,1342,89130
Students with DisabilitiesDivision20713734
State7,5273,57553
Economically DisadvantagedDivision40424938
State28,17015,21546
English LearnersDivision26515043
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision31--
 State4,0955111,508
State LicensuresDivision20-24
 State2,2313331,030
Industry CertificationDivision2,0291,0601,523
 State107,23443,66048,781
Workplace ReadinessDivision1,141--
 State44,897--
Total Credentials EarnedDivision3,2211,0601,547
 State158,45744,50451,319
Students Earning One or More CredentialsDivision2,6131,0351,307
 State126,04439,25445,542
CTE CompletersDivision409416528
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$17,193$2,662$608
State$6,462$5,219$867
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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students24,5961,92324,5961,209
Female11,97890412,001525
Male12,6181,01912,591683
American Indian636342
Asian2,2051642,18861
Black2,3672182,484182
Hispanic6,4209496,648736
Native Hawaiian191<<
White11,89850311,246192
Multiple Races1,624821,98736
Students with Disabilities3,4764543,588342
Economically Disadvantaged7,2158987,866820
English Learners6,9249125,776592
Homeless107379936
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.50.20.70.2
Asian9.24.19.14.38.9
Black1032.110.125.510.333.3
Hispanic28.140.128.342.228.933.3
Native Hawaiian0.10.10
White45.918.245.121.344
Multiple Races6.44.97.267.733.3
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.20.2
Asian9.29.18.9
Black1010.110.3
Hispanic28.128.328.9
Native Hawaiian0.10.10
White45.945.144
Multiple Races6.47.27.7
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.20.2
Asian9.29.18.9
Black1010.110.3
Hispanic28.128.328.9
Native Hawaiian0.10.10
White45.945.144
Multiple Races6.47.27.7
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 29.829.129.1
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 30.530.330.3
< = 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: