Menu

Augusta County Public Schools

General school information

Division: Augusta County Public Schools
Division Number: 8
Address: 18 Government Center Lane Verona, VA 24482
Superintendent: Dr. Eric W. Bond
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

+ 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 13 64 77 23 10 58 69 31
Female 16 64 80 20 11 61 72 28
Male 11 63 75 25 10 56 65 35
American Indian 9 82 91 9 14 64 79 21
Asian 21 57 78 22 16 64 80 20
Black 8 60 68 32 2 55 58 42
Hispanic 7 59 66 34 8 50 57 43
Native Hawaiian < < 100 0 < < < <
White 14 65 79 21 11 60 70 30
Multiple Races 12 54 66 34 10 49 59 41
Students with Disabilities 9 25 34 66 8 23 31 69
Students without Disabilities 14 68 82 18 11 62 73 27
Economically Disadvantaged 8 59 67 33 7 51 57 43
Not Economically Disadvantaged 17 67 84 16 13 63 77 23
English Learners - 30 30 70 1 24 25 75
Homeless 3 48 52 48 4 48 52 48
Military Connected 14 70 84 16 9 60 69 31
Foster Care 3 58 61 39 7 50 57 43
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 17 49 66 34 6 54 61 39
Female 18 50 68 32 8 60 68 32
Male 16 49 65 35 5 48 53 47
American Indian < < 100 0
Asian < < < < < < < <
Black - 47 47 53 4 44 48 52
Hispanic 5 40 45 55 - 38 38 62
White 18 51 69 31 7 56 63 37
Multiple Races 20 29 49 51 7 51 59 41
Students with Disabilities 10 24 33 67 3 16 19 81
Students without Disabilities 18 52 70 30 7 58 64 36
Economically Disadvantaged 10 46 56 44 3 46 49 51
Not Economically Disadvantaged 22 52 74 26 9 60 68 32
English Learners - 30 30 70 - 15 15 85
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 15 59 74 26 10 58 68 32
Female 17 61 78 22 10 60 70 30
Male 13 57 70 30 9 56 65 35
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black 20 47 67 33 - 55 55 45
Hispanic 9 57 66 34 8 42 49 51
Native Hawaiian < < < <
White 16 59 75 25 10 60 70 30
Multiple Races 3 58 61 39 14 43 57 43
Students with Disabilities 12 15 26 74 14 22 35 65
Students without Disabilities 15 63 79 21 9 62 71 29
Economically Disadvantaged 9 53 62 38 8 50 58 42
Not Economically Disadvantaged 20 63 83 17 11 65 76 24
English Learners - 33 33 67 - 30 30 70
Homeless - 50 50 50 < < < <
Military Connected 10 80 90 10 10 60 70 30
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 16 60 76 24 9 54 63 37
Female 20 60 80 20 9 53 62 38
Male 12 61 73 27 8 55 64 36
Asian 30 60 90 10 < < < <
Black 12 62 73 27 4 39 43 57
Hispanic 11 53 63 37 7 37 44 56
White 16 61 77 23 9 57 66 34
Multiple Races 10 53 63 37 10 35 45 55
Students with Disabilities 4 17 21 79 7 20 26 74
Students without Disabilities 17 65 82 18 9 59 68 32
Economically Disadvantaged 8 58 65 35 4 44 48 52
Not Economically Disadvantaged 23 63 86 14 12 61 73 27
English Learners - 31 31 69 < < < <
Homeless - 36 36 64 < < < <
Military Connected 8 75 83 17 < < < <
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 14 65 79 21 12 57 68 32
Female 15 67 83 17 12 59 71 29
Male 12 63 75 25 11 54 66 34
American Indian < < 100 0 < < < <
Asian < < 100 0 30 50 80 20
Black 10 62 71 29 - 63 63 38
Hispanic 9 63 72 28 12 61 73 27
White 14 65 79 21 12 57 68 32
Multiple Races 18 55 73 27 12 52 64 36
Students with Disabilities 10 30 40 60 12 19 30 70
Students without Disabilities 14 70 84 16 12 61 72 28
Economically Disadvantaged 9 61 70 30 7 51 58 42
Not Economically Disadvantaged 18 68 86 14 15 60 75 25
English Learners - 18 18 82 < < < <
Homeless < < < < < < < <
Military Connected 29 71 100 0 8 50 58 42
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 15 65 80 20 10 63 72 28
Female 19 64 83 17 12 66 78 22
Male 11 67 78 22 7 60 67 33
American Indian < < 100 0 < < < <
Asian 27 64 91 9 - 82 82 18
Black 5 60 65 35 3 61 64 36
Hispanic 2 61 63 37 9 57 66 34
Native Hawaiian < < 100 0 < < 100 0
White 16 66 82 18 11 63 74 26
Multiple Races 13 65 78 22 5 50 55 45
Students with Disabilities 6 30 36 64 3 32 35 65
Students without Disabilities 16 69 85 15 10 66 76 24
Economically Disadvantaged 9 62 71 29 5 53 58 42
Not Economically Disadvantaged 19 68 86 14 13 69 82 18
English Learners < < < < < < < <
Homeless - 69 69 31 < < < <
Military Connected < < < < 8 50 58 42
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 68 79 21 12 58 70 30
Female 13 69 82 18 12 62 74 26
Male 9 67 76 24 12 55 66 34
American Indian < < 100 0 < < 100 0
Asian 10 60 70 30 < < < <
Black - 61 61 39 - 48 48 52
Hispanic 11 62 73 27 6 53 59 41
Native Hawaiian < < 100 0 < < 100 0
White 11 69 80 20 13 59 72 28
Multiple Races 14 52 67 33 14 41 55 45
Students with Disabilities 8 26 34 66 8 24 31 69
Students without Disabilities 12 72 84 16 12 63 75 25
Economically Disadvantaged 6 65 70 30 5 51 56 44
Not Economically Disadvantaged 15 70 84 16 16 63 79 21
English Learners < < < < - 21 21 79
Homeless < < < < < < 100 0
Military Connected < < < < 20 70 90 10
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 78 85 15 15 64 79 21
Female 7 79 86 14 17 66 83 17
Male 7 77 84 16 14 62 76 24
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 10 80 90 10 4 76 80 20
Hispanic 3 76 79 21 13 64 77 23
White 7 78 85 15 16 63 79 21
Multiple Races 5 82 86 14 8 77 85 15
Students with Disabilities 13 35 48 52 12 32 43 57
Students without Disabilities 6 82 88 12 16 67 83 17
Economically Disadvantaged 5 72 77 23 14 60 74 26
Not Economically Disadvantaged 8 81 89 11 16 66 82 18
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 24 54 78 22
Female 29 54 83 17
Male 19 54 74 26
American Indian < < 100 0
Asian 29 57 86 14
Black 3 77 80 20
Hispanic 13 56 69 31
White 25 54 79 21
Multiple Races 31 38 69 31
Students with Disabilities 9 30 38 62
Students without Disabilities 25 57 82 18
Economically Disadvantaged 13 53 65 35
Not Economically Disadvantaged 30 55 85 15
English Learners - 23 23 77
Homeless 8 33 42 58
Military Connected - 71 71 29
Foster Care < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 51 71 29
Female 26 52 78 22
Male 15 50 64 36
Hispanic 14 50 64 36
White 21 51 71 29
Multiple Races 30 35 65 35
Students with Disabilities 4 21 25 75
Students without Disabilities 22 54 75 25
Economically Disadvantaged 11 45 56 44
Not Economically Disadvantaged 25 54 79 21
English Learners < < < <
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 58 86 14
Female 32 56 88 12
Male 24 60 84 16
American Indian < < 100 0
Asian < < 100 0
Black - 89 89 11
Hispanic 13 65 77 23
White 29 57 87 13
Multiple Races 32 41 73 27
Students with Disabilities 15 40 55 45
Students without Disabilities 29 59 89 11
Economically Disadvantaged 14 62 77 23
Not Economically Disadvantaged 34 56 90 10
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 58 85 15
Female 24 61 85 15
Male 30 55 85 15
Black 15 66 81 19
Hispanic 18 55 73 27
White 28 58 86 14
Multiple Races 28 53 81 19
Students with Disabilities 8 33 40 60
Students without Disabilities 29 60 89 11
Economically Disadvantaged 17 58 75 25
Not Economically Disadvantaged 33 58 91 9
English Learners 3 34 38 62
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 63 37
Female 3 57 60 40
Male 11 57 67 33
Black - 67 67 33
White 7 57 63 37
Multiple Races < < < <
Students with Disabilities 11 16 26 74
Students without Disabilities 6 61 67 33
Economically Disadvantaged - 45 45 55
Not Economically Disadvantaged 12 66 78 22
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 44 45 90 10
Female 40 53 93 7
Male 49 37 86 14
Black < < < <
White 43 47 90 10
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 47 48 96 4
Economically Disadvantaged 35 47 82 18
Not Economically Disadvantaged 46 45 91 9
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 28 65 93 7
Female 23 69 92 8
Male 36 60 95 5
Black 17 75 92 8
White 28 66 94 6
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 29 65 94 6
Economically Disadvantaged 21 67 88 12
Not Economically Disadvantaged 31 64 95 5
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 72 87 13
Female 12 73 86 14
Male 18 70 88 12
Black - 89 89 11
White 16 71 87 13
Multiple Races 16 76 92 8
Students with Disabilities - 43 43 57
Students without Disabilities 16 74 90 10
Economically Disadvantaged 8 71 79 21
Not Economically Disadvantaged 20 72 92 8
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 83 17
Female 26 59 85 15
Male 29 53 82 18
Hispanic 10 64 74 26
White 29 56 84 16
Multiple Races 35 45 80 20
Students with Disabilities 3 28 31 69
Students without Disabilities 30 58 87 13
Economically Disadvantaged 13 62 75 25
Not Economically Disadvantaged 36 52 88 12
English Learners < < < <
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 43 84 16
Female 41 45 86 14
Male 42 41 83 17
Hispanic 31 41 72 28
White 43 43 85 15
Multiple Races 32 43 75 25
Students with Disabilities 3 31 34 66
Students without Disabilities 45 44 89 11
Economically Disadvantaged 29 45 73 27
Not Economically Disadvantaged 52 41 93 7
English Learners < < < <
< = 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
Division66
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-kindergarten330307239
Kindergarten703706693
Grade 1750721703
Grade 2701757703
Grade 3718730758
Grade 4750730726
Grade 5762744715
Grade 6847777746
Grade 7802854783
Grade 8822797834
Grade 9840854834
Grade 10838792829
Grade 11775811764
Grade 12769762823
Total Students10,40710,34210,150

< = 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 Students104071034210150
Female501549764949
Male539253665201
American Indian272826
Asian103108106
Black279291323
Hispanic563615655
Native Hawaiian997
White902688688578
Multiple Races400423455
Students with Disabilities841895925
Students without Disabilities956694479225
Economically Disadvantaged412739343510
Not Economically Disadvantaged628064086640
English Learners226246243
Not English Learners10181100969907
Homeless714232
Military Connected131133131
Foster Care565855
< = 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 373 374 9 12 21 15
State 51295 36973 2078 699 4153 1962
Female Division 219 152 6 4 2 4
State 28290 16169 687 250 1331 757
Male Division 154 222 3 8 19 11
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < < <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5778 1304 69 12 65 34
Black Division 9 8 0 0 0 3
State 7939 10584 760 145 1021 763
Hispanic Division 16 22 1 1 5 2
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 330 333 8 11 14 10
State 28772 16247 907 407 1091 763
Multiple Races Division 10 8 0 0 1 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 1 40 9 0 6 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 53 157 2 4 12 12
State 11835 19243 1250 370 2163 1354
English Learners Division 0 9 0 0 2 0
State 1286 4091 201 19 1534 65
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
Military Connected Division 3 7 0 0 0 0
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 Students8047569476896213
Female387377973819821
Male4173799138793195
American Indian<<<<<<<
Asian<<100<10000
Black201785178500
Hispanic4739834085511
Native Hawaiian<<100<10000
White7066719568297142
Multiple Races191895189515
Students with Disabilities5650895089611
Economically Disadvantaged2402128821690125
English Learners11982982218
Homeless<<100<10000
Military Connected10101001010000
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 Taken284 / 8.82%378 / 11.75%294 / 9.05%
Advanced Placement Course Enrollment289 / 8.97%397 / 12.34%312 / 9.61%
Dual Enrollment249 / 7.73%278 / 8.64% -
Governor's School Enrollment145 / 4.5%142 / 4.42%143 / 4.4%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision71141342
State86,21159,46231
FemaleDivision34623233
State43,37932,57825
MaleDivision36518150
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision10<100
State18,49311,40838
HispanicDivision291645
State10,8006,31841
WhiteDivision64537941
State46,06033,07528
Multiple RacesDivision18<100
State4,1342,89130
Students with DisabilitiesDivision26<100
State7,5273,57553
Economically DisadvantagedDivision1998259
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
Native HawaiianDivision--100
State1248234
< = 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 AssessmentsDivision133866
 State4,0955111,508
State LicensuresDivision27-20
 State2,2313331,030
Industry CertificationDivision1,089574955
 State107,23443,66048,781
Workplace ReadinessDivision75--
 State44,897--
Total Credentials EarnedDivision1,3245821,041
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,059493901
 State126,04439,25445,542
CTE CompletersDivision495517479
 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$4,350$5,659$979
State$6,462$5,219$867
2018-2019Division$4,311$5,755$992
State$6,642$5,388$901
2019-2020Division$4,436$5,999$1,089
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 Students9,0629209,209686
Female4,3714304,527311
Male4,6914904,682375
American Indian222241
Asian918983
Black2363227532
Hispanic5084456165
Native Hawaiian<<<<
White7,8727887,849544
Multiple Races3264539441
Students with Disabilities729128842133
Economically Disadvantaged3,4106383,434495
English Learners2262423626
Homeless68532721
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 65
Disorderly or Disruptive Behavior Offenses 92
Other Offenses Against Persons 38
All Other Offenses <
Property Offenses <
Offenses Against Student <
Technology Offenses <

< = 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 Indian0.30.30.30.6
Asian10.211
Black2.75.82.84.73.25.3
Hispanic5.45.95.95.46.58.8
Native Hawaiian0.10.20.10.30.1
White86.784.485.884.384.582.9
Multiple Races3.83.44.15.44.52.4
< = 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 Indian0.30.30.3
Asian111
Black2.72.83.2
Hispanic5.45.96.5
Native Hawaiian0.10.10.1
White86.710085.884.5
Multiple Races3.84.14.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian111
Black2.72.83.2
Hispanic5.45.96.5
Native Hawaiian0.10.10.1
White86.785.884.5
Multiple Races3.84.14.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 40.73939
< = 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 56.558.958.9
< = 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: