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Bath County Public Schools

General school information

Division: Bath County Public Schools
Division Number: 9
Address: 12145 Sam Snead Hwy. U.S. Route 220 N Warm Springs, VA 24484
Superintendent: Dr. Rick N Bolling
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

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

Accreditation

Accreditation Status
Elementary Schools
Millboro ElementaryAccredited
Valley ElementaryAccredited
High Schools
Bath County HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 56 67 33 11 52 63 37
Female 12 62 74 26 11 57 68 32
Male 10 48 58 42 11 47 57 43
Asian < < 100 0 < < 100 0
Black 10 60 70 30 < < < <
Hispanic < < < < < < < <
White 12 55 67 33 12 50 62 38
Multiple Races < < < < < < < <
Students with Disabilities 11 15 26 74 9 29 38 62
Students without Disabilities 12 64 75 25 11 58 70 30
Economically Disadvantaged 7 62 69 31 6 54 60 40
Not Economically Disadvantaged 19 45 64 36 17 49 66 34
English Learners < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 34 41 59 - 46 46 54
Female 6 50 56 44 - 59 59 41
Male 7 14 21 79 - 38 38 63
Asian < < 100 0
Black < < < < < < 100 0
White 7 36 43 57 - 46 46 54
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 < < < <
Students without Disabilities 9 50 59 41 - 59 59 41
Economically Disadvantaged - 50 50 50 - 50 50 50
Not Economically Disadvantaged 20 - 20 80 - 40 40 60
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 44 62 38 13 38 50 50
Female 19 54 73 27 16 37 53 47
Male 16 32 47 53 8 38 46 54
Black < < 100 0 < < < <
White 17 43 60 40 14 38 52 48
Students with Disabilities < < < < < < < <
Students without Disabilities 19 50 69 31 13 43 57 43
Economically Disadvantaged 13 50 63 37 10 45 55 45
Not Economically Disadvantaged 27 33 60 40 17 25 42 58
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 5 55 59 41
Female 9 65 74 26 - 59 59 41
Male 6 78 83 17 12 47 59 41
Black < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 8 71 79 21 5 53 58 43
Multiple Races < < 100 0
Students with Disabilities < < < < - 50 50 50
Students without Disabilities 8 78 86 14 6 56 62 38
Economically Disadvantaged 4 68 72 28 4 56 59 41
Not Economically Disadvantaged 13 75 88 13 6 53 59 41
English Learners < < < <
Military Connected < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 43 57 43 6 59 65 35
Female 11 67 78 22 6 50 56 44
Male 16 21 37 63 6 69 75 25
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < < <
White 15 38 53 47 6 58 65 35
Students with Disabilities 20 10 30 70 < < < <
Students without Disabilities 11 56 67 33 7 63 70 30
Economically Disadvantaged 6 61 67 33 - 61 61 39
Not Economically Disadvantaged 21 26 47 53 13 56 69 31
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 65 75 25 6 53 58 42
Female 12 76 88 12 5 68 74 26
Male 9 57 65 35 6 35 41 59
Hispanic < < < <
White 10 64 74 26 6 50 56 44
Students with Disabilities < < < < 8 25 33 67
Students without Disabilities 9 69 77 23 4 67 71 29
Economically Disadvantaged 7 67 73 27 - 53 53 47
Not Economically Disadvantaged 20 60 80 20 10 52 62 38
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 60 65 35 8 54 62 38
Female 8 58 67 33 17 61 78 22
Male - 63 63 38 - 48 48 52
Black < < < < < < 100 0
White 3 61 64 36 8 51 59 41
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 3 69 71 29 8 58 67 33
Economically Disadvantaged 4 68 72 28 10 48 58 42
Not Economically Disadvantaged 7 47 53 47 < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 69 89 11 38 57 95 5
Female 21 68 89 11 37 63 100 0
Male 19 69 88 13 39 52 91 9
Asian < < 100 0
White 23 68 90 10 40 55 95 5
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 22 69 91 9 38 59 97 3
Economically Disadvantaged 13 75 88 13 20 73 93 7
Not Economically Disadvantaged 26 63 89 11 48 48 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

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 64 36
Female 16 63 78 22
Male 6 44 50 50
Asian < < 100 0
Black < < 100 0
White 10 50 60 40
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 12 56 68 32
Economically Disadvantaged 11 42 53 47
Not Economically Disadvantaged 12 69 81 19
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 33 41 59
Female 17 44 61 39
Male - 24 24 76
Black < < 100 0
White 8 30 38 62
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 9 37 46 54
Economically Disadvantaged 10 30 40 60
Not Economically Disadvantaged < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 84 100 0
Female 14 86 100 0
Male 18 82 100 0
Asian < < 100 0
Black < < 100 0
White 14 86 100 0
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 17 83 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 18 82 100 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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 54 58 42 8 66 74 26
Female 5 57 61 39 6 69 75 25
Male 5 50 55 45 9 62 72 28
Asian < < 100 0 < < 100 0
Black < < < < 9 64 73 27
Hispanic < < < < < < < <
White 5 54 59 41 7 66 73 27
Multiple Races < < < < < < < <
Students with Disabilities 9 19 28 72 11 33 44 56
Students without Disabilities 4 61 65 35 7 74 81 19
Economically Disadvantaged 2 53 55 45 5 72 77 23
Not Economically Disadvantaged 9 56 65 35 11 58 69 31
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 28 31 69 5 66 71 29
Female - 39 39 61 6 59 65 35
Male 7 14 21 79 4 71 75 25
Asian < < 100 0
Black < < < < < < 100 0
White 4 32 36 64 3 68 70 30
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 < < < <
Students without Disabilities 5 41 45 55 6 69 75 25
Economically Disadvantaged 5 32 36 64 8 69 77 23
Not Economically Disadvantaged - 20 20 80 - 60 60 40
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 51 53 47 9 38 47 53
Female - 69 69 31 5 53 58 42
Male 5 26 32 68 15 15 31 69
Black < < < < < < < <
White 2 50 52 48 10 38 48 52
Students with Disabilities < < < < < < < <
Students without Disabilities 3 58 61 39 9 52 61 39
Economically Disadvantaged 3 47 50 50 5 50 55 45
Not Economically Disadvantaged - 60 60 40 17 17 33 67
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 2 73 75 25
Female 8 50 58 42 - 74 74 26
Male 6 72 78 22 6 71 76 24
Black < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 8 58 66 34 3 73 75 25
Multiple Races < < 100 0
Students with Disabilities < < < < - 50 50 50
Students without Disabilities 8 63 71 29 3 79 82 18
Economically Disadvantaged - 62 62 38 4 74 78 22
Not Economically Disadvantaged 19 56 75 25 - 71 71 29
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 54 62 38 21 65 85 15
Female 11 50 61 39 22 56 78 22
Male 5 58 63 37 19 75 94 6
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White 9 50 59 41 16 68 84 16
Students with Disabilities 20 30 50 50 < < < <
Students without Disabilities 4 63 67 33 26 67 93 7
Economically Disadvantaged - 56 56 44 17 67 83 17
Not Economically Disadvantaged 16 53 68 32 25 63 88 13
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 9 63 71 29
Female 6 78 83 17 6 72 78 22
Male 9 65 74 26 12 53 65 35
Hispanic < < < < < < 100 0
White 8 72 79 21 9 59 69 31
Students with Disabilities < < < < 18 18 36 64
Students without Disabilities 6 77 83 17 4 83 88 13
Economically Disadvantaged 6 71 77 23 - 79 79 21
Not Economically Disadvantaged 10 70 80 20 14 52 67 33
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 24 28 72 - 61 61 39
Female 6 17 22 78 - 77 77 23
Male - 36 36 64 - 50 50 50
Black < < < < < < < <
White 4 26 30 70 - 62 62 38
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 24 24 76 - 68 68 32
Economically Disadvantaged - 26 26 74 - 67 67 33
Not Economically Disadvantaged 10 20 30 70 < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 63 66 34 3 97 100 0
Female 5 70 75 25 7 93 100 0
Male - 53 53 47 - 100 100 0
Black < < 100 0 < < 100 0
White 3 59 63 38 4 96 100 0
Multiple Races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 3 71 74 26 4 96 100 0
Economically Disadvantaged - 57 57 43 5 95 100 0
Not Economically Disadvantaged 7 71 79 21 - 100 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 88 88 13 - 90 90 10
Female - 90 90 10 < < < <
Male < < < < < < 100 0
Black < < 100 0
White - 93 93 7 < < < <
Students without Disabilities - 88 88 13 - 90 90 10
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged < < 100 0 < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Multiple Races < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 56 61 39 6 72 78 22
Female 4 49 53 47 3 77 80 20
Male 8 65 73 27 8 68 76 24
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 6 54 61 39 6 71 78 22
Multiple Races < < < < < < 100 0
Students with Disabilities - 17 17 83 20 35 55 45
Students without Disabilities 6 60 66 34 3 80 83 17
Economically Disadvantaged 3 58 61 39 4 72 76 24
Not Economically Disadvantaged 10 52 62 38 9 73 82 18
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 57 43 7 74 81 19
Female 4 42 46 54 8 73 81 19
Male - 72 72 28 6 76 82 18
Black < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 3 53 55 45 8 74 82 18
Multiple Races < < 100 0
Students with Disabilities < < < < 10 50 60 40
Students without Disabilities 3 61 63 37 6 82 88 12
Economically Disadvantaged - 58 58 42 8 73 81 19
Not Economically Disadvantaged 6 50 56 44 6 76 82 18
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 55 58 43 - 73 73 28
Female - 46 46 54 - 84 84 16
Male 6 69 75 25 - 62 62 38
Black < < < < < < 100 0
Hispanic < < < <
White 3 53 56 44 - 73 73 27
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 3 60 63 37 - 78 78 22
Economically Disadvantaged 4 60 64 36 - 68 68 32
Not Economically Disadvantaged - 47 47 53 < < < <
English Learners < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 - 77 77 23
Female 8 58 67 33 - 74 74 26
Male 20 60 80 20 - 81 81 19
Black < < 100 0
White 14 59 73 27 - 74 74 26
Students with Disabilities < < < < < < < <
Students without Disabilities 14 61 75 25 - 81 81 19
Economically Disadvantaged 5 55 59 41 - 80 80 20
Not Economically Disadvantaged 24 65 88 12 - 73 73 27
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < 100 0
Male < < < < < < 100 0
White < < < < < < 100 0
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup 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

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 50 60 40
Female 9 55 64 36
Male 10 45 55 45
Black < < < <
Hispanic < < < <
White 10 49 59 41
Multiple Races < < 100 0
Students with Disabilities 5 23 27 73
Students without Disabilities 11 58 68 32
Economically Disadvantaged 6 54 60 40
Not Economically Disadvantaged 14 45 60 40
English Learners < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Hispanic < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
English Learners < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 50 58 42
Female 6 56 61 39
Male 10 45 55 45
Black < < < <
White 8 50 58 42
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 8 53 61 39
Economically Disadvantaged 4 54 57 43
Not Economically Disadvantaged 20 40 60 40
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 69 74 26
Female 5 79 84 16
Male 6 56 63 38
Hispanic < < 100 0
White 6 65 71 29
Students with Disabilities 9 27 36 64
Students without Disabilities 4 88 92 8
Economically Disadvantaged - 80 80 20
Not Economically Disadvantaged 10 60 70 30
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 29 45 55
Female 17 33 50 50
Male 15 23 38 62
Black < < < <
White 18 29 46 54
Students with Disabilities < < < <
Students without Disabilities 23 32 55 45
Economically Disadvantaged 15 35 50 50
Not Economically Disadvantaged 18 18 36 64
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division--
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten162031
Kindergarten413529
Grade 1323530
Grade 2413337
Grade 3324235
Grade 4443242
Grade 5434434
Grade 6383544
Grade 7413838
Grade 8424338
Grade 9373538
Grade 10423438
Grade 11374033
Grade 12353637
Total Students521502504

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2020-20212021-20222022-2023
All Students521502504
Female269258254
Male252244250
Asian444
Black161617
Hispanic101113
Native Hawaiian1--
White474457458
Multiple Races161412
Students with Disabilities818886
Students without Disabilities440414418
Economically Disadvantaged314299278
Not Economically Disadvantaged207203226
English Learners988
Not English Learners512494496
Military Connected322
Foster Care232
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

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

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

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

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

Status of the Students in the 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 15 21 0 0 1 0
State 52170 36661 2122 745 5113 1898
Female Division 13 4 0 0 0 0
State 28666 15796 664 262 1814 769
Male Division 2 17 0 0 1 0
State 23482 20836 1455 483 3297 1128
Black Division < < < < < <
State 8348 9965 761 162 1156 732
White Division 15 20 0 0 0 0
State 28378 16223 879 440 1367 628
Multiple Races Division < < < < 0 <
State 2870 1987 106 54 196 88
Students with Disabilities Division < < < < < <
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 7 12 0 0 0 0
State 12249 19238 1246 413 2873 1301
< = 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 Students373697369713
Female17171001710000
Male201995199515
Black<<<<<<<
White35351003510000
Multiple Races<<100<10000
Students with Disabilities<<<<<<<
Economically Disadvantaged19191001910000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment14 / 9.15%29 / 19.21%76 / 52.41%
Governor's School Enrollment - - -
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 StudentsDivision412929
State86,21159,46331
FemaleDivision171418
State43,37932,57925
MaleDivision241537
State42,83226,88437
American IndianDivision<<100
State22013539
BlackDivision<<100
State18,49311,40838
Native HawaiianDivision<<100
State1248234
WhiteDivision372727
State46,06133,07628
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision12<100
State28,16915,21546
AsianDivision--100
State6,3805,55313
HispanicDivision--100
State10,7996,31841
English LearnersDivision--100
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision267
 State5111,5422,590
Industry CertificationDivision414
 State43,66051,68595,688
Total Credentials EarnedDivision63035
 State71,13171,189143,862
Students Earning One or More CredentialsDivision62931
 State62,89960,992115,682
CTE CompletersDivision142127
 State44,53942,30344,149
State LicensuresDivision---
 State3331,0771,236
Workplace ReadinessDivision-2324
 State26,62716,88544,348
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$14,106$3,506$1,587
State$6,642$5,388$901
2019-2020Division$14,358$3,423$1,381
State$6,770$5,603$867
2020-2021Division$14,169$3,800$2,223
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students4545138198
Female2362319848
Male2182818350
Asian<<<<
Black150123
Hispanic9174
White4154735088
Multiple Races12383
Students with Disabilities65176121
Economically Disadvantaged2723721372
English Learners<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 10
Weapons Offenses <
Offenses Against Staff <
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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----
Asian0.60.8
Black2.83.1
Hispanic1.31.9
Native Hawaiian0.20.2
White91.988.99191.7
Multiple Races3.211.13.18.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.60.8
Black2.83.1
Hispanic1.31.9
Native Hawaiian0.20.2
White91.991100
Multiple Races3.23.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian----
Asian0.60.8
Black2.83.1
Hispanic1.31.9
Native Hawaiian0.20.2
White91.991
Multiple Races3.23.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 55.155.155.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 64.764.764.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 78.478.478.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 8.93 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 8.01 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202046%49%1%4%
2020-202145%49%1%5%
2021-202249%46%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students62%74%--
Asian<<--
Black<77%--
Hispanic<70%--
White62%74%--
Multiple Races<70%--
Economically Disadvantaged60%70%--
English Learners<<--
Students with Disabilities31%45%--

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%81%--
Asian<<--
Black<81%--
Hispanic<89%--
White73%81%--
Multiple Races<67%--
Economically Disadvantaged76%80%--
English Learners<<--
Students with Disabilities38%51%--

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students78%
Asian-
Black<
Hispanic<
White78%
Multiple Races<
Economically Disadvantaged75%
English Learners<
Students with Disabilities47%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students85%84%84%
Asian-90%84%
Black<82%84%
Hispanic<82%84%
White82%86%84%
Multiple Races<89%84%
Economically Disadvantaged78%80%84%
English Learners<71%84%
Students with Disabilities<65%84%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students20%14%13%10%
Asian<<10%10%
Black20%6%14%10%
Hispanic36%24%14%10%
White20%14%14%10%
Multiple Races27%27%15%10%
Economically Disadvantaged25%18%17%10%
English Learners<18%13%10%
Students with Disabilities26%22%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<50%58%
English Learner Proficiency<--

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-99%1%100%-
Asian<<<<--
Black<<<<<<
Hispanic<<<<<<
White100%-99%1%100%-
Multiple Races<<<<<<
Economically Disadvantaged100%-99%1%100%-
Not Economically Disadvantaged100%-99%1%100%-
English Learners<<<<<<
Students with Disabilities100%-98%2%100%-
Students without Disabilities100%-99%1%100%-
Female100%-99%1%100%-
Male100%-98%2%100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%85%
Asian<<
Black<<
Hispanic<<
White74%85%
Multiple Races<<
Economically Disadvantaged75%88%
English Learners<<
Students with Disabilities64%72%

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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