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Bedford County Public Schools

General school information

Division: Bedford County Public Schools
Division Number: 10
Address: 310 S. Bridge St Bedford, VA 24523
Superintendent: Dr. Marc Bergin
Region: 5
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Accreditation

Accreditation

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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 16 64 80 20 13 60 73 27
Female 18 65 82 18 14 63 77 23
Male 14 64 77 23 12 59 70 30
American Indian 6 76 82 18 8 62 69 31
Asian 24 65 89 11 29 53 82 18
Black 7 59 66 34 8 50 58 42
Hispanic 16 60 76 24 10 61 71 29
Native Hawaiian < < 100 0 < < < <
White 17 65 82 18 13 62 75 25
Multiple Races 9 60 69 31 9 55 64 36
Students with Disabilities 13 32 45 55 11 27 39 61
Students without Disabilities 16 68 84 16 13 64 77 23
Economically Disadvantaged 8 59 67 33 7 55 62 38
Not Economically Disadvantaged 20 67 88 12 17 64 81 19
English Learners 5 42 47 53 16 32 47 53
Homeless 8 50 58 42 4 43 48 52
Military Connected 26 61 87 13 14 59 73 27
Foster Care 10 43 52 48 18 43 61 39
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 57 74 26 10 59 68 32
Female 19 58 78 22 9 65 74 26
Male 14 56 71 29 11 54 64 36
American Indian < < < <
Asian 23 69 92 8 < < < <
Black 11 49 60 40 5 43 48 52
Hispanic 13 58 71 29 6 50 56 44
White 18 57 75 25 10 62 72 28
Multiple Races 7 66 73 27 12 55 67 33
Students with Disabilities 12 32 44 56 11 18 29 71
Students without Disabilities 17 60 77 23 10 63 73 27
Economically Disadvantaged 10 56 65 35 7 51 57 43
Not Economically Disadvantaged 22 58 80 20 13 66 79 21
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
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 16 60 76 24 18 60 78 22
Female 15 62 77 23 19 62 82 18
Male 16 59 75 25 17 57 75 25
American Indian < < 100 0 < < 100 0
Asian < < < < 25 50 75 25
Black 8 46 54 46 9 57 66 34
Hispanic 18 55 73 27 15 58 73 27
White 17 62 79 21 19 60 80 20
Multiple Races 11 56 67 33 14 61 75 25
Students with Disabilities 14 24 38 62 16 30 45 55
Students without Disabilities 16 65 81 19 19 63 82 18
Economically Disadvantaged 11 52 63 37 10 58 68 32
Not Economically Disadvantaged 19 66 85 15 24 61 86 14
English Learners - 42 42 58 < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
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 22 62 84 16 11 65 76 24
Female 22 62 84 16 13 66 79 21
Male 22 63 85 15 10 63 73 27
Asian 41 53 94 6 30 60 90 10
Black 12 65 77 23 9 51 60 40
Hispanic 21 61 82 18 10 67 77 23
White 23 63 86 14 12 65 77 23
Multiple Races 10 57 67 33 4 69 73 27
Students with Disabilities 10 37 47 53 6 33 39 61
Students without Disabilities 24 66 89 11 12 68 80 20
Economically Disadvantaged 12 64 76 24 7 59 66 34
Not Economically Disadvantaged 29 61 90 10 15 69 83 17
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 17 61 78 22 12 59 71 29
Female 19 61 80 20 14 59 73 27
Male 14 61 75 25 11 59 70 30
American Indian < < < < < < < <
Asian < < 100 0 < < < <
Black 13 54 67 33 7 45 52 48
Hispanic 13 63 75 25 17 55 72 28
White 17 61 79 21 13 60 73 27
Multiple Races 9 67 76 24 6 57 63 37
Students with Disabilities 16 33 49 51 13 21 34 66
Students without Disabilities 17 65 81 19 12 64 76 24
Economically Disadvantaged 7 55 62 38 6 50 56 44
Not Economically Disadvantaged 23 66 89 11 17 65 82 18
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 18 63 81 19 8 62 69 31
Female 25 60 85 15 9 60 69 31
Male 12 65 77 23 6 63 69 31
Asian 8 58 67 33 13 73 87 13
Black 2 69 71 29 10 56 66 34
Hispanic 21 47 68 32 8 48 56 44
White 21 63 83 17 8 63 71 29
Multiple Races 6 58 64 36 3 53 56 44
Students with Disabilities 16 29 45 55 7 30 37 63
Students without Disabilities 19 67 85 15 8 66 74 26
Economically Disadvantaged 9 58 67 33 3 55 57 43
Not Economically Disadvantaged 24 65 89 11 11 66 77 23
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 13 62 75 25 11 59 70 30
Female 16 64 80 20 13 62 75 25
Male 10 60 70 30 10 56 66 34
American Indian < < 100 0 < < 100 0
Asian 22 67 89 11 42 42 83 17
Black 4 51 56 44 4 54 59 41
Hispanic 23 59 82 18 7 66 72 28
Native Hawaiian < < < <
White 13 64 77 23 12 61 73 27
Multiple Races 13 48 61 39 9 30 39 61
Students with Disabilities 13 26 39 61 20 17 37 63
Students without Disabilities 13 68 81 19 10 64 75 25
Economically Disadvantaged 6 55 60 40 7 55 61 39
Not Economically Disadvantaged 17 67 84 16 15 62 77 23
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 83 90 10 18 61 80 20
Female 8 84 92 8 20 62 83 17
Male 5 82 87 13 17 60 77 23
American Indian < < < < < < 100 0
Asian 20 80 100 0 36 43 79 21
Black - 78 78 22 10 49 59 41
Hispanic 6 74 79 21 10 81 90 10
White 7 85 92 8 19 62 81 19
Multiple Races 10 68 77 23 23 50 73 27
Students with Disabilities 7 50 57 43 6 46 52 48
Students without Disabilities 7 85 92 8 19 62 82 18
Economically Disadvantaged 2 77 79 21 10 60 70 30
Not Economically Disadvantaged 9 86 94 6 22 62 84 16
English Learners < < < < < < < <
Homeless - 50 50 50 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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 25 52 77 23
Female 32 52 84 16
Male 19 51 70 30
American Indian < < < <
Asian 47 44 91 9
Black 9 49 58 42
Hispanic 22 56 78 22
White 27 52 79 21
Multiple Races 20 49 69 31
Students with Disabilities 8 22 30 70
Students without Disabilities 27 55 82 18
Economically Disadvantaged 13 47 60 40
Not Economically Disadvantaged 31 54 85 15
English Learners 31 25 56 44
Homeless - 60 60 40
Military Connected < < 100 0
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 18 48 66 34
Female 27 50 77 23
Male 10 46 57 43
American Indian < < 100 0
Asian 50 33 83 17
Black 6 39 44 56
Hispanic 24 48 71 29
White 18 50 69 31
Multiple Races 17 34 52 48
Students with Disabilities 8 16 24 76
Students without Disabilities 20 53 73 27
Economically Disadvantaged 11 38 49 51
Not Economically Disadvantaged 22 54 77 23
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
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 32 55 88 12
Female 37 54 91 9
Male 28 56 84 16
Asian 44 56 100 0
Black 14 63 78 22
Hispanic 21 61 82 18
White 35 54 89 11
Multiple Races 22 63 84 16
Students with Disabilities 7 37 44 56
Students without Disabilities 34 56 90 10
Economically Disadvantaged 16 58 74 26
Not Economically Disadvantaged 39 54 93 7
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 69 83 17 6 49 55 45
Female 14 71 84 16 5 49 54 46
Male 13 68 82 18 7 49 55 45
American Indian 18 64 82 18 8 50 58 42
Asian 36 58 94 6 12 66 78 22
Black 7 61 68 32 3 28 31 69
Hispanic 11 72 83 17 5 43 47 53
Native Hawaiian < < < < < < 100 0
White 14 71 85 15 6 51 57 43
Multiple Races 8 64 72 28 5 43 48 52
Students with Disabilities 12 36 48 52 10 18 28 72
Students without Disabilities 14 73 87 13 5 53 58 42
Economically Disadvantaged 7 65 72 28 3 37 40 60
Not Economically Disadvantaged 18 72 90 10 8 58 65 35
English Learners 10 70 80 20 5 45 50 50
Homeless 5 55 60 40 - 29 29 71
Military Connected 18 70 88 12 - 44 44 56
Foster Care 9 59 68 32 5 36 41 59
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 13 69 83 17 9 50 60 40
Female 13 67 80 20 8 50 59 41
Male 14 72 86 14 10 50 60 40
American Indian < < < <
Asian 46 54 100 0 < < 100 0
Black 11 58 69 31 2 28 30 70
Hispanic 16 74 90 10 3 47 50 50
White 13 71 84 16 10 55 65 35
Multiple Races 9 64 73 27 12 30 42 58
Students with Disabilities 11 42 53 47 8 19 27 73
Students without Disabilities 14 72 86 14 9 54 63 37
Economically Disadvantaged 7 67 74 26 6 40 45 55
Not Economically Disadvantaged 17 71 89 11 13 61 73 27
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
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 15 69 84 16 10 55 65 35
Female 12 72 84 16 8 54 62 38
Male 17 67 83 17 12 57 68 32
American Indian < < 100 0 < < 100 0
Asian < < < < 17 58 75 25
Black 4 53 57 43 2 38 40 60
Hispanic 8 75 83 17 8 35 42 58
White 17 69 86 14 11 58 69 31
Multiple Races 3 79 82 18 6 59 65 35
Students with Disabilities 10 39 49 51 13 23 36 64
Students without Disabilities 16 73 88 12 10 59 69 31
Economically Disadvantaged 8 66 73 27 3 49 52 48
Not Economically Disadvantaged 20 71 90 10 15 60 76 24
English Learners - 83 83 17 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
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 16 68 84 16 10 50 60 40
Female 14 67 81 19 8 46 54 46
Male 17 69 86 14 11 54 66 34
Asian 20 73 93 7 17 75 92 8
Black 5 64 69 31 9 27 36 64
Hispanic 19 67 86 14 3 60 63 37
White 17 69 86 14 10 52 62 38
Multiple Races 12 61 73 27 7 40 47 53
Students with Disabilities 11 34 46 54 9 16 25 75
Students without Disabilities 16 73 89 11 10 54 64 36
Economically Disadvantaged 9 68 77 23 3 40 43 57
Not Economically Disadvantaged 20 68 88 12 15 58 73 27
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
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 17 62 79 21 5 48 53 47
Female 15 68 83 17 2 46 48 52
Male 19 57 75 25 6 50 56 44
American Indian < < 100 0 < < < <
Asian 79 21 100 0 < < < <
Black 10 62 72 28 2 27 30 70
Hispanic 13 55 68 32 10 28 38 62
White 17 63 80 20 5 50 54 46
Multiple Races 7 69 76 24 3 61 64 36
Students with Disabilities 18 27 45 55 13 7 20 80
Students without Disabilities 17 67 83 17 3 53 57 43
Economically Disadvantaged 8 56 64 36 3 34 37 63
Not Economically Disadvantaged 23 67 90 10 6 59 65 35
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 7 67 73 27 3 18 21 79
Female 6 72 79 21 1 18 19 81
Male 7 62 69 31 4 19 22 78
Asian < < < < < < < <
Black 6 53 59 41 6 9 15 85
Hispanic - 77 77 23 - 33 33 67
White 7 69 76 24 3 18 21 79
Multiple Races 4 59 63 37 - 17 17 83
Students with Disabilities 18 28 46 54 13 11 24 76
Students without Disabilities 4 75 79 21 - 20 20 80
Economically Disadvantaged 5 61 66 34 3 17 20 80
Not Economically Disadvantaged 8 73 80 20 2 20 22 78
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 5 71 76 24 2 33 35 65
Female 4 76 80 20 1 36 37 63
Male 5 67 72 28 2 31 33 67
Asian < < < < < < < <
Black 2 60 61 39 6 20 26 74
Hispanic - 69 69 31 5 32 36 64
Native Hawaiian < < 100 0
White 5 74 79 21 1 35 36 64
Multiple Races 7 48 56 44 - 18 18 82
Students with Disabilities 14 22 36 64 14 17 32 68
Students without Disabilities 3 82 85 15 - 35 35 65
Economically Disadvantaged 4 59 63 37 2 24 26 74
Not Economically Disadvantaged 5 80 85 15 2 40 42 58
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < < < < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 75 88 12 2 60 62 38
Female 18 72 91 9 3 62 65 35
Male 7 78 85 15 1 58 59 41
American Indian < < < <
Asian 19 81 100 0 5 80 85 15
Black 10 67 78 22 - 32 32 68
Hispanic 11 81 92 8 - 58 58 42
White 13 76 89 11 2 62 64 36
Multiple Races 20 52 72 28 3 64 67 33
Students with Disabilities 3 63 66 34 - 32 32 68
Students without Disabilities 14 76 90 10 2 63 65 35
Economically Disadvantaged 4 74 78 22 2 45 46 54
Not Economically Disadvantaged 18 76 93 7 2 69 71 29
English Learners < < < < < < < <
Homeless < < < < < < < <
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 12 75 87 13 1 67 69 31
Female 12 75 87 13 - 73 73 27
Male 12 75 87 13 2 63 65 35
American Indian < < < <
Asian 47 53 100 0 < < < <
Black 3 68 71 29 < < < <
Hispanic 7 72 79 21 < < < <
White 12 77 90 10 1 71 71 29
Multiple Races - 57 57 43 < < < <
Students with Disabilities - 44 44 56 < < < <
Students without Disabilities 13 76 89 11 1 70 71 29
Economically Disadvantaged 7 71 79 21 3 53 56 44
Not Economically Disadvantaged 14 76 91 9 1 71 72 28
English Learners < < 100 0
Homeless < < < <
Foster Care < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 69 94 6 9 78 86 14
Female 26 69 95 5 10 80 90 10
Male 23 69 92 8 7 74 80 20
Asian 38 54 92 8 < < 100 0
Black 13 83 96 4 < < < <
Hispanic < < 100 0 < < < <
White 26 67 93 7 9 79 88 12
Multiple Races 12 88 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 25 69 93 7 9 78 86 14
Economically Disadvantaged 18 71 89 11 10 70 80 20
Not Economically Disadvantaged 26 69 95 5 9 79 87 13
English Learners < < 100 0
Homeless < < 100 0
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 14 67 81 19 6 51 57 43
Female 13 68 81 19 6 49 55 45
Male 15 67 81 19 6 54 60 40
American Indian < < 100 0 < < 100 0
Asian 23 68 91 9 19 56 75 25
Black 4 55 59 41 1 33 34 66
Hispanic 12 64 76 24 5 42 48 52
Native Hawaiian < < 100 0 < < 100 0
White 15 69 83 17 6 54 61 39
Multiple Races 5 65 71 29 1 39 40 60
Students with Disabilities 6 44 50 50 2 27 29 71
Students without Disabilities 14 70 84 16 6 54 60 40
Economically Disadvantaged 7 62 69 31 3 38 41 59
Not Economically Disadvantaged 17 70 87 13 8 60 68 32
English Learners 19 48 67 33 < < < <
Homeless - 67 67 33 - 17 17 83
Military Connected 44 50 94 6 6 63 69 31
Foster Care 7 33 40 60 - 45 45 55
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 26 58 84 16 11 48 59 41
Female 21 58 78 22 11 41 52 48
Male 30 58 89 11 11 55 66 34
Asian 33 67 100 0 33 42 75 25
Black 6 52 58 42 2 34 36 64
Hispanic 17 63 80 20 17 43 60 40
White 29 58 86 14 11 50 62 38
Multiple Races 10 64 74 26 5 45 50 50
Students with Disabilities 10 40 51 49 - 29 29 71
Students without Disabilities 28 61 88 12 12 51 63 37
Economically Disadvantaged 16 59 76 24 5 42 47 53
Not Economically Disadvantaged 32 57 89 11 16 53 69 31
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 65 74 26 3 45 48 52
Female 8 66 74 26 1 42 42 58
Male 9 64 74 26 4 48 52 48
Asian 8 67 75 25 13 56 69 31
Black 3 48 52 48 2 20 22 78
Hispanic 17 44 61 39 4 46 50 50
White 10 67 77 23 2 50 52 48
Multiple Races - 62 62 38 - 15 15 85
Students with Disabilities 12 32 44 56 6 24 30 70
Students without Disabilities 8 69 77 23 2 49 51 49
Economically Disadvantaged 4 55 59 41 3 29 31 69
Not Economically Disadvantaged 12 71 82 18 3 56 59 41
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 70 83 17 8 55 63 37
Female 14 71 85 15 9 57 66 34
Male 12 69 81 19 6 54 60 40
Asian 25 63 88 13 25 58 83 17
Black 7 54 61 39 - 41 41 59
Hispanic 8 68 75 25 - 43 43 57
White 14 72 86 14 9 57 66 34
Multiple Races 3 69 72 28 - 58 58 42
Students with Disabilities - 51 51 49 - 37 37 63
Students without Disabilities 14 72 86 14 8 57 65 35
Economically Disadvantaged 5 65 70 30 2 43 44 56
Not Economically Disadvantaged 17 73 89 11 11 63 74 26
English Learners 10 30 40 60 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
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 7 66 73 27 < < < <
Female 2 73 75 25 < < < <
Male 10 60 71 29
Asian < < 100 0
Black - 73 73 27
Hispanic < < < <
Native Hawaiian < < 100 0
White 9 64 73 27 < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 7 65 72 28 < < < <
Economically Disadvantaged 4 81 85 15 < < < <
Not Economically Disadvantaged 8 61 69 31 < < 100 0
English Learners < < 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 9 75 84 16 2 56 57 43
Female 9 76 85 15 2 52 54 46
Male 9 75 83 17 1 59 60 40
American Indian < < 100 0 < < 100 0
Asian 25 70 95 5 8 67 75 25
Black 2 61 62 38 - 34 34 66
Hispanic 13 68 81 19 - 38 38 63
Native Hawaiian < < 100 0
White 9 77 86 14 2 59 62 38
Multiple Races 7 75 82 18 - 39 39 61
Students with Disabilities - 52 52 48 - 20 20 80
Students without Disabilities 10 78 88 12 2 59 61 39
Economically Disadvantaged 4 67 71 29 1 38 39 61
Not Economically Disadvantaged 12 81 92 8 2 67 70 30
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < 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 22 54 75 25
Female 20 55 74 26
Male 23 53 76 24
American Indian < < 100 0
Asian 29 56 85 15
Black 11 47 58 42
Hispanic 23 41 64 36
Native Hawaiian < < 100 0
White 23 55 78 22
Multiple Races 16 47 63 37
Students with Disabilities 8 29 37 63
Students without Disabilities 23 57 80 20
Economically Disadvantaged 12 47 59 41
Not Economically Disadvantaged 27 58 85 15
English Learners 22 26 48 52
Homeless - 36 36 64
Military Connected 14 64 79 21
Foster Care 14 29 43 57
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 5 68 73 27
Female 4 69 74 26
Male 6 67 73 27
Asian < < < <
Black - 46 46 54
Hispanic - 55 55 45
White 5 74 79 21
Multiple Races < < < <
Students with Disabilities - 38 38 62
Students without Disabilities 6 72 78 22
Economically Disadvantaged - 52 52 48
Not Economically Disadvantaged 7 74 81 19
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 75 25
Female 12 63 76 24
Male 14 60 74 26
American Indian < < 100 0
Asian 32 58 89 11
Black 3 55 58 42
Hispanic 28 44 72 28
White 13 64 77 23
Multiple Races 14 41 55 45
Students with Disabilities 1 30 32 68
Students without Disabilities 15 65 80 20
Economically Disadvantaged 5 52 57 43
Not Economically Disadvantaged 18 67 85 15
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 38 41 59
Female 2 29 31 69
Male 6 50 56 44
Asian < < 100 0
Black 5 45 50 50
Hispanic < < < <
White 3 37 40 60
Multiple Races < < < <
Students with Disabilities - 10 10 90
Students without Disabilities 4 42 46 54
Economically Disadvantaged 4 21 25 75
Not Economically Disadvantaged 3 53 57 43
English Learners < < < <
Homeless < < 100 0
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 50 52 48
Female 4 44 48 52
Male - 58 58 42
Asian < < 100 0
Black < < < <
Hispanic < < < <
White - 48 48 52
Multiple Races < < < <
Students with Disabilities - 20 20 80
Students without Disabilities 3 66 69 31
Economically Disadvantaged - 41 41 59
Not Economically Disadvantaged 6 65 71 29
English Learners < < < <
Homeless < < < <
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 23 58 80 20
Female 24 61 85 15
Male 22 55 77 23
Asian 17 58 75 25
Black 13 52 66 34
Hispanic 22 44 67 33
White 24 59 83 17
Multiple Races 17 53 69 31
Students with Disabilities 4 29 33 67
Students without Disabilities 25 61 85 15
Economically Disadvantaged 12 54 66 34
Not Economically Disadvantaged 29 60 88 12
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
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 37 43 80 20
Female 32 45 77 23
Male 40 42 82 18
American Indian < < 100 0
Asian < < < <
Black 20 33 53 47
Hispanic 31 38 69 31
White 39 45 83 17
Multiple Races 21 42 63 37
Students with Disabilities 7 31 38 62
Students without Disabilities 40 45 85 15
Economically Disadvantaged 23 43 66 34
Not Economically Disadvantaged 45 43 88 12
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

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

2018-20192020-2021
Division-4
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-kindergarten152164159
Kindergarten691702621
Grade 1675678635
Grade 2707686655
Grade 3681675658
Grade 4696684651
Grade 5704704650
Grade 6728689663
Grade 7748740704
Grade 8734763729
Grade 9798767782
Grade 10807755747
Grade 11741797717
Grade 12772758804
Total Students9,6349,5629,175

< = 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 Students963495629175
Female462745954387
Male500749674788
American Indian272223
Asian186182170
Black766760738
Hispanic375390375
Native Hawaiian775
White783477247376
Multiple Races439477488
Students with Disabilities106310741030
Students without Disabilities857184888145
Economically Disadvantaged343738813431
Not Economically Disadvantaged619756815744
English Learners169161169
Not English Learners946594019006
Homeless204545
Military Connected454139
Foster Care461658
< = 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 413 317 31 9 34 20
State 51295 36973 2078 699 4153 1962
Female Division 216 130 15 3 14 10
State 28290 16169 687 250 1331 757
Male Division 197 187 16 6 20 10
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 15 7 1 0 0 0
State 5778 1304 69 12 65 34
Black Division 20 32 3 0 2 4
State 7939 10584 760 145 1021 763
Hispanic Division 4 18 0 0 3 0
State 5902 6751 234 88 1846 314
White Division 361 246 24 9 28 14
State 28772 16247 907 407 1091 763
Multiple Races Division 13 13 3 0 1 2
State 2688 1933 99 44 115 84
Students with Disabilities Division 6 58 31 0 4 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 80 157 18 4 20 13
State 11835 19243 1250 370 2163 1354
English Learners Division 3 6 0 0 3 0
State 1286 4091 201 19 1534 65
Homeless Division 1 6 1 0 1 1
State 166 486 49 19 184 55
Military Connected Division < < < < 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 Students8247619277093344
Female3883619336494144
Male4364009240693205
American Indian<<100<10000
Asian23231002310000
Black615590559023
Hispanic2522882288312
White6826319364094284
Multiple Races322991299113
Students with Disabilities1019594959444
Economically Disadvantaged2922558725989207
English Learners12975975325
Homeless10880880110
Military Connected<<100<10000
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 Taken282 / 9.04%207 / 6.74%255 / 8.36%
Advanced Placement Course Enrollment328 / 10.52%232 / 7.55%346 / 11.35%
Dual Enrollment608 / 19.5%492 / 16.02%376 / 12.33%
Governor's School Enrollment60 / 1.92%50 / 1.63%29 / .95%
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 StudentsDivision69246533
State86,21159,46231
FemaleDivision37227925
State43,37932,57825
MaleDivision32018642
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision11109
State6,3805,55313
BlackDivision372338
State18,49311,40838
HispanicDivision181328
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision60240832
State46,06033,07528
Multiple RacesDivision20<100
State4,1342,89130
Students with DisabilitiesDivision38<100
State7,5273,57553
Economically DisadvantagedDivision1747955
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision19-11
 State4,0955111,508
State LicensuresDivision3919
 State2,2313331,030
Industry CertificationDivision646143526
 State107,23443,66048,781
Workplace ReadinessDivision311--
 State44,897--
Total Credentials EarnedDivision1,015144546
 State158,45744,50451,319
Students Earning One or More CredentialsDivision86858534
 State126,04439,25445,542
CTE CompletersDivision282294307
 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$4,015$5,918$787
State$6,462$5,219$867
2018-2019Division$4,338$6,170$744
State$6,642$5,388$901
2019-2020Division$4,168$6,468$774
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 Students8,6627797,4431,574
Female4,1273863,586719
Male4,5353933,857855
American Indian233184
Asian186515911
Black70648573148
Hispanic3362832445
Native Hawaiian<<<<
White7,0146595,9661,283
Multiple Races3913640082
Students with Disabilities892133789234
Economically Disadvantaged3,0774972,962987
English Learners163815715
Homeless30132641
< = 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 49
Disorderly or Disruptive Behavior Offenses 103
Other Offenses Against Persons 21
All Other Offenses 13
Property Offenses <
Weapons Offenses <
Offenses Against Staff 16
Offenses Against Student 49
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 Indian0.30.20.20.3
Asian1.90.51.90.21.9
Black816.8817.5814.3
Hispanic3.93.74.12.54.1
Native Hawaiian0.10.10.1
White81.370.680.871.980.475.8
Multiple Races4.68.357.95.39.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.20.3
Asian1.91.92.41.9
Black816.989.58
Hispanic3.91.74.19.54.1
Native Hawaiian0.10.10.1
White81.372.980.871.480.475
Multiple Races4.68.557.15.325
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available