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Botetourt County Public Schools

General school information

Division: Botetourt County Public Schools
Division Number: 12
Address: 143 Poor Farm Rd Fincastle, VA 24090
Superintendent: Dr. Jonathan Russ
Region: 6
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
Breckinridge ElementaryAccredited
Buchanan ElementaryAccredited
Cloverdale ElementaryAccredited
Colonial ElementaryAccredited
Eagle Rock ElementaryAccredited
Greenfield ElementaryAccredited
Troutville ElementaryAccredited
Middle Schools
Central Academy MiddleAccredited
Read Mountain MiddleAccredited
High Schools
James River HighAccredited
Lord Botetourt HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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. 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 17 68 84 16 17 67 84 16
Female 16 68 84 16 17 69 87 13 18 67 85 15
Male 17 63 80 20 16 66 82 18 16 66 83 17
American Indian < < < < < < 100 0 < < 100 0
Asian 30 55 85 15 10 81 90 10 22 59 81 19
Black 8 56 65 35 12 69 80 20 18 58 76 24
Hispanic 5 63 68 32 8 59 67 33 10 56 65 35
White 17 66 83 17 18 68 86 14 18 68 86 14
Multiple Races 15 65 80 20 12 70 82 18 16 67 84 16
Students with Disabilities 6 40 46 54 7 45 52 48 8 47 55 45
Students without Disabilities 18 70 88 12 18 72 90 10 19 71 90 10
Economically Disadvantaged 6 60 66 34 7 66 73 27 11 63 74 26
Not Economically Disadvantaged 20 67 88 12 20 69 89 11 21 69 90 10
English Learners - 26 26 74 - 37 37 63 - 26 26 74
Homeless < < < < < < < < - 39 39 61
Military Connected 13 46 58 42 23 58 81 19 9 82 91 9
Foster Care - 42 42 58 < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 15 72 87 13 15 69 84 16
Female 17 59 76 24 19 70 89 11 16 70 86 14
Male 11 67 78 22 11 74 85 15 15 68 83 17
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic - 58 58 42 - 67 67 33 6 44 50 50
White 14 64 78 22 16 71 88 13 17 69 86 14
Multiple Races 25 50 75 25 6 81 88 13 - 88 88 13
Students with Disabilities 8 38 47 53 10 59 69 31 10 58 67 33
Students without Disabilities 15 69 85 15 16 75 91 9 17 72 89 11
Economically Disadvantaged 8 58 66 34 11 71 82 18 13 64 77 23
Not Economically Disadvantaged 17 66 82 18 16 73 89 11 17 72 89 11
English Learners - 50 50 50 - 60 60 40 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 20 62 83 17 23 64 87 13
Female 17 65 83 17 23 58 81 19 25 66 91 9
Male 18 59 78 22 18 66 84 16 21 61 83 17
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < 100 0
Hispanic 6 44 50 50 14 71 86 14 20 60 80 20
White 19 64 83 17 21 61 82 18 22 64 86 14
Multiple Races 12 65 76 24 13 75 88 13 32 63 95 5
Students with Disabilities 4 40 44 56 8 44 52 48 9 55 64 36
Students without Disabilities 21 67 88 12 23 67 90 10 25 65 90 10
Economically Disadvantaged 5 61 66 34 11 64 75 25 17 61 78 22
Not Economically Disadvantaged 23 63 86 14 25 62 86 14 26 65 91 9
English Learners - 30 30 70 < < < < - 50 50 50
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 11 71 83 17 12 70 81 19
Female 13 70 83 17 12 73 85 15 11 69 79 21
Male 16 61 76 24 11 69 80 20 13 70 83 17
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 56 56 44 - 47 47 53 5 58 63 37
White 16 68 83 17 12 73 85 15 13 69 82 18
Multiple Races 10 40 50 50 5 74 79 21 7 86 93 7
Students with Disabilities 8 36 43 57 4 45 49 51 4 53 56 44
Students without Disabilities 16 72 88 12 13 76 89 11 14 73 87 13
Economically Disadvantaged 4 56 61 39 7 66 73 27 7 64 72 28
Not Economically Disadvantaged 18 70 88 12 13 73 86 14 14 72 87 13
English Learners < < < < - 20 20 80 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 62 76 24 18 65 83 17 16 67 83 17
Female 12 65 77 23 18 70 88 12 18 66 85 15
Male 17 58 75 25 18 60 78 22 14 67 81 19
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 4 67 71 29 17 33 50 50 - 60 60 40
White 14 62 76 24 19 67 86 14 17 68 85 15
Multiple Races 13 67 80 20 12 59 71 29 17 61 78 22
Students with Disabilities 6 35 40 60 8 42 50 50 5 49 55 45
Students without Disabilities 15 67 83 17 20 70 90 10 18 70 89 11
Economically Disadvantaged 4 54 58 42 7 63 70 30 12 62 73 27
Not Economically Disadvantaged 19 66 85 15 23 66 88 12 18 70 88 12
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 85 15 11 68 80 20 16 68 84 16
Female 13 75 88 12 13 68 81 19 16 72 88 12
Male 16 65 81 19 10 68 78 22 16 64 80 20
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 80 80 20 4 79 83 17 - 58 58 42
White 16 69 85 15 12 68 79 21 17 70 87 13
Multiple Races - 85 85 15 12 65 76 24 6 67 72 28
Students with Disabilities 5 46 51 49 8 33 40 60 12 36 48 52
Students without Disabilities 16 74 89 11 12 73 85 15 17 76 92 8
Economically Disadvantaged 5 67 72 28 3 64 67 33 12 61 74 26
Not Economically Disadvantaged 17 72 89 11 15 70 85 15 18 72 91 9
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 70 84 16 13 70 84 16 13 67 80 20
Female 15 72 88 12 14 74 88 12 13 68 81 19
Male 14 67 81 19 13 66 79 21 12 67 79 21
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 13 67 80 20 13 44 56 44 12 60 72 28
White 15 70 85 15 14 71 86 14 12 69 81 19
Multiple Races 19 69 88 13 8 75 83 17 20 55 75 25
Students with Disabilities 5 42 47 53 3 36 39 61 6 43 49 51
Students without Disabilities 16 73 89 11 15 75 89 11 14 72 85 15
Economically Disadvantaged 7 64 71 29 3 68 70 30 4 63 68 32
Not Economically Disadvantaged 17 71 88 12 17 71 88 12 18 70 88 12
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < < < < 100 0
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 65 90 10 26 66 92 8 26 64 89 11
Female 27 67 94 6 24 71 95 5 27 62 89 11
Male 25 62 87 13 27 61 89 11 24 66 90 10
Asian < < 100 0 < < 100 0 < < < <
Black - 70 70 30 10 70 80 20 < < < <
Hispanic 20 70 90 10 7 73 80 20 25 50 75 25
White 26 65 91 9 27 65 92 8 25 66 91 9
Multiple Races 26 61 87 13 33 58 92 8 29 59 88 12
Students with Disabilities 6 44 50 50 7 57 63 37 8 32 39 61
Students without Disabilities 28 67 94 6 28 67 94 6 28 68 96 4
Economically Disadvantaged 14 63 77 23 11 67 78 22 14 64 79 21
Not Economically Disadvantaged 28 65 93 7 30 65 96 4 30 64 94 6
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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.

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 53 66 34 13 50 63 37
Female 12 63 74 26 17 55 72 28
Male 15 43 58 42 9 45 54 46
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic 31 46 77 23 5 57 62 38
White 13 54 67 33 15 51 65 35
Multiple Races 12 36 48 52 10 40 50 50
Students with Disabilities 5 14 19 81 - 19 19 81
Students without Disabilities 14 58 73 27 15 56 71 29
Economically Disadvantaged 5 38 43 57 9 39 48 52
Not Economically Disadvantaged 16 58 75 25 16 57 73 27
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 53 66 34 13 50 64 36
Female 12 63 74 26 17 55 72 28
Male 15 43 58 42 9 45 55 45
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic 31 46 77 23 5 57 62 38
White 13 54 67 33 15 51 65 35
Multiple Races 12 36 48 52 10 40 50 50
Students with Disabilities 5 14 19 81 - 19 19 81
Students without Disabilities 14 58 73 27 15 56 71 29
Economically Disadvantaged 5 38 43 57 9 39 48 52
Not Economically Disadvantaged 16 58 75 25 16 57 73 27
Homeless < < 100 0
Military Connected < < 100 0 < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Black < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
< = 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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 76 24 14 71 85 15 16 70 86 14
Female 9 68 77 23 13 73 86 14 14 73 87 13
Male 9 66 75 25 16 69 84 16 18 68 85 15
American Indian < < < < < < 100 0 < < 100 0
Asian 15 65 80 20 25 63 88 13 22 70 93 7
Black 9 51 60 40 10 65 75 25 15 67 81 19
Hispanic 3 62 65 35 6 66 72 28 8 64 72 28
White 9 68 78 22 15 71 86 14 17 70 87 13
Multiple Races 9 63 72 28 10 74 83 17 10 78 89 11
Students with Disabilities 6 34 40 60 4 55 59 41 3 59 62 38
Students without Disabilities 9 73 82 18 16 74 90 10 18 73 91 9
Economically Disadvantaged 2 56 58 42 6 68 74 26 8 69 77 23
Not Economically Disadvantaged 12 72 83 17 18 72 90 10 20 71 91 9
English Learners - 38 38 62 - 49 49 51 - 46 46 54
Homeless < < 100 0 < < < < - 60 60 40
Military Connected 8 54 63 38 9 72 81 19 8 69 78 22
Foster Care - 46 46 54 < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 64 69 31 11 77 88 12 16 67 83 17
Female 5 62 67 33 11 74 85 15 10 73 83 17
Male 6 65 72 28 11 79 90 10 23 61 84 16
Asian < < < < < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 8 42 50 50 - 58 58 42 11 50 61 39
White 6 64 70 30 12 79 90 10 17 67 84 16
Multiple Races - 67 67 33 - 75 75 25 13 75 88 13
Students with Disabilities 8 28 37 63 2 69 71 29 4 56 60 40
Students without Disabilities 5 73 78 22 13 78 91 9 20 70 90 10
Economically Disadvantaged 1 54 55 45 4 67 71 29 10 64 74 26
Not Economically Disadvantaged 8 69 76 24 13 80 94 6 20 68 88 12
English Learners - 50 50 50 - 55 55 45 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 77 23 17 69 86 14 19 67 86 14
Female 9 69 78 22 12 70 82 18 17 67 83 17
Male 14 61 75 25 20 69 89 11 20 67 88 12
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic - 56 56 44 14 71 86 14 7 87 93 7
White 13 65 78 22 18 68 86 14 19 66 85 15
Multiple Races 12 71 82 18 - 94 94 6 11 79 89 11
Students with Disabilities 6 29 35 65 5 62 67 33 5 57 61 39
Students without Disabilities 13 72 86 14 19 71 91 9 21 69 90 10
Economically Disadvantaged 2 61 64 36 11 69 79 21 9 68 77 23
Not Economically Disadvantaged 16 66 82 18 19 70 89 11 24 66 90 10
English Learners - 60 60 40 < < < < - 70 70 30
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 61 74 26 15 64 79 21 12 69 81 19
Female 12 66 78 22 13 66 79 21 12 67 79 21
Male 13 57 70 30 17 61 78 22 12 70 83 17
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 56 56 44 5 47 53 47 5 53 58 42
White 13 63 77 23 17 63 80 20 12 70 82 18
Multiple Races 10 30 40 60 5 79 84 16 7 79 86 14
Students with Disabilities 9 31 41 59 2 37 39 61 2 60 61 39
Students without Disabilities 13 68 81 19 18 69 87 13 14 71 85 15
Economically Disadvantaged 3 45 48 52 5 62 67 33 4 69 74 26
Not Economically Disadvantaged 16 68 84 16 19 64 83 17 17 69 86 14
English Learners < < < < - 30 30 70 < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 68 32 20 63 84 16 21 64 85 15
Female 9 59 67 33 17 68 85 15 18 67 86 14
Male 11 57 68 32 23 59 82 18 24 61 85 15
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 63 71 29 6 56 61 39 5 45 50 50
White 10 57 68 32 21 65 86 14 22 66 88 12
Multiple Races 7 71 79 21 12 59 71 29 28 61 89 11
Students with Disabilities 6 33 38 62 3 60 63 37 - 61 61 39
Students without Disabilities 11 63 74 26 24 64 88 12 26 65 90 10
Economically Disadvantaged 1 45 46 54 5 64 69 31 4 70 74 26
Not Economically Disadvantaged 15 65 80 20 26 63 90 10 30 61 91 9
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 10 71 80 20 16 70 86 14
Female 7 69 77 23 10 72 83 17 18 69 88 12
Male 9 64 72 28 9 69 78 22 14 70 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 54 54 46 4 70 74 26 6 72 78 22
White 8 69 77 23 11 70 81 19 18 69 87 13
Multiple Races 6 61 67 33 6 75 81 19 - 81 81 19
Students with Disabilities - 40 40 60 8 45 53 48 3 63 66 34
Students without Disabilities 9 71 80 20 10 75 85 15 20 72 92 8
Economically Disadvantaged 3 53 56 44 3 66 69 31 11 67 78 22
Not Economically Disadvantaged 10 72 82 18 13 73 86 14 21 72 93 7
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 63 64 36 2 79 80 20 4 76 81 19
Female 1 60 62 38 2 83 85 15 2 79 81 19
Male 1 65 66 34 1 74 75 25 7 74 80 20
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 50 50 50 - 73 73 27 6 63 69 31
White 1 68 69 31 2 78 80 20 5 76 81 19
Multiple Races < < < < - 87 87 13 - 83 83 17
Students with Disabilities 6 33 39 61 3 50 53 47 4 48 52 48
Students without Disabilities - 71 71 29 1 85 87 13 5 85 90 10
Economically Disadvantaged - 50 50 50 - 79 79 21 5 69 74 26
Not Economically Disadvantaged 2 69 70 30 3 78 81 19 4 84 88 12
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 79 86 14 18 73 91 9 19 74 92 8
Female 9 80 89 11 20 74 94 6 17 77 95 5
Male 4 78 82 18 16 72 88 12 20 69 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < - 83 83 17
Hispanic 4 80 84 16 10 75 85 15 12 76 88 12
White 7 80 87 13 18 74 92 8 21 72 93 7
Multiple Races 9 64 73 27 29 53 82 18 11 85 96 4
Students with Disabilities 3 53 56 44 3 61 63 37 - 74 74 26
Students without Disabilities 7 82 89 11 20 74 95 5 21 73 95 5
Economically Disadvantaged 2 73 75 25 7 74 81 19 11 75 85 15
Not Economically Disadvantaged 8 82 90 10 22 73 94 6 23 73 96 4
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 83 95 5 10 83 93 7 13 81 94 6
Female 14 79 93 7 6 91 96 4 12 86 98 2
Male 9 87 96 4 14 76 90 10 13 76 89 11
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 12 82 94 6 10 83 93 7 13 82 95 5
Multiple Races 18 82 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 84 95 5 9 85 94 6 13 82 95 5
Economically Disadvantaged - 89 89 11 14 73 86 14 13 68 81 19
Not Economically Disadvantaged 13 82 96 4 9 85 94 6 13 84 97 3
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 71 92 8 37 62 98 2 15 85 100 0
Female 11 79 89 11 31 69 100 0 13 88 100 0
Male 33 63 96 4 42 54 96 4 17 83 100 0
Asian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0
White 21 73 94 6 37 63 100 0 17 83 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 22 71 92 8 37 62 98 2 13 87 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 22 70 92 8 35 63 98 2 10 90 100 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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 65 73 27 11 65 76 24 10 65 74 26
Female 8 64 72 28 8 69 77 23 9 63 72 28
Male 10 65 75 25 13 61 75 25 10 66 77 23
American Indian < < < < < < 100 0 < < < <
Asian 13 47 60 40 18 64 82 18 6 81 88 13
Black 7 53 60 40 4 46 50 50 10 62 71 29
Hispanic 3 49 52 48 3 54 57 43 4 58 62 38
White 9 66 76 24 11 67 78 22 10 65 76 25
Multiple Races 7 56 62 38 20 55 75 25 8 63 71 29
Students with Disabilities 7 27 34 66 2 32 34 66 4 34 39 61
Students without Disabilities 9 69 78 22 12 70 82 18 10 70 80 20
Economically Disadvantaged 3 53 57 43 4 57 61 39 5 55 60 40
Not Economically Disadvantaged 11 69 80 20 13 68 81 19 12 70 82 18
English Learners < < < < - 22 22 78 - 18 18 82
Homeless < < < < < < 100 0 - 70 70 30
Military Connected 8 50 58 42 < < < < 12 71 82 18
Foster Care < < < < < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 69 31 22 55 77 23 16 60 75 25
Female 13 55 68 32 18 60 78 22 14 55 69 31
Male 18 52 70 30 27 49 75 25 17 64 81 19
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 6 35 41 59 5 42 47 53 11 53 63 37
White 17 56 73 27 23 55 78 22 16 60 76 24
Multiple Races - 30 30 70 26 58 84 16 7 64 71 29
Students with Disabilities 11 28 40 60 2 37 39 61 4 46 49 51
Students without Disabilities 17 59 76 24 26 58 84 16 18 63 81 19
Economically Disadvantaged 7 39 46 54 8 54 62 38 8 55 63 37
Not Economically Disadvantaged 19 60 79 21 27 55 82 18 20 63 83 17
English Learners < < < < - 30 30 70 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 8 71 78 22 7 63 70 30
Female 7 62 70 30 6 73 79 21 5 63 68 32
Male 11 64 74 26 10 68 78 22 9 63 71 29
Asian < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic - 64 64 36 - 63 63 38 - 64 64 36
White 10 65 74 26 8 72 80 20 7 63 70 30
Multiple Races 7 64 71 29 13 63 75 25 10 55 65 35
Students with Disabilities 8 25 33 67 5 29 34 66 6 27 33 67
Students without Disabilities 9 68 77 23 8 76 84 16 7 69 76 24
Economically Disadvantaged 5 49 54 46 5 64 69 31 5 47 52 48
Not Economically Disadvantaged 10 68 78 22 9 73 82 18 8 73 81 19
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < < < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 72 79 22 8 64 72 28 7 68 75 25
Female 5 72 78 22 5 67 72 28 9 66 74 26
Male 8 72 79 21 11 61 72 28 5 70 76 24
American Indian < < < <
Asian < < < < < < < < < < 100 0
Black - 62 62 38 < < < < < < < <
Hispanic 7 60 67 33 5 52 57 43 - 56 56 44
White 7 74 80 20 7 66 74 26 8 70 78 22
Multiple Races 12 53 65 35 27 40 67 33 8 54 62 38
Students with Disabilities - 32 32 68 - 23 23 77 5 24 29 71
Students without Disabilities 7 75 82 18 10 70 79 21 7 73 80 20
Economically Disadvantaged 1 65 66 34 2 46 48 52 4 57 61 39
Not Economically Disadvantaged 8 75 83 17 11 70 80 20 9 72 81 19
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < 46 31 77 23
Female < < 100 0 < < 100 0 < < < <
Male < < < < < < < < < < < <
Asian < < 100 0 < < 100 0
Black < < < <
White < < < < < < < < 50 30 80 20
Multiple Races < < < <
Students without Disabilities < < < < < < < < 46 31 77 23
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < < 50 33 83 17
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 70 71 29 1 77 78 22 6 80 85 15
Female 2 63 65 35 - 78 78 22 4 83 87 13
Male - 74 74 26 2 76 78 22 8 76 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic - 40 40 60 - 62 62 38 8 58 67 33
White 1 72 72 28 1 79 80 20 7 80 86 14
Multiple Races < < 100 0 < < < < - 92 92 8
Students with Disabilities - 25 25 75 - 47 47 53 - 45 45 55
Students without Disabilities 1 76 76 24 1 80 81 19 7 84 90 10
Economically Disadvantaged - 60 60 40 - 70 70 30 5 73 77 23
Not Economically Disadvantaged 1 76 77 23 1 79 81 19 7 85 92 8
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 57 81 19 23 56 80 20
Female 20 58 79 21 19 58 77 23
Male 27 56 84 16 28 55 83 17
American Indian < < < < < < < <
Asian 31 62 92 8 36 55 91 9
Black 19 38 56 44 13 70 83 17
Hispanic 25 45 70 30 19 53 72 28
White 24 58 82 18 23 56 79 21
Multiple Races 19 59 78 22 26 61 86 14
Students with Disabilities 7 38 45 55 7 44 50 50
Students without Disabilities 26 60 86 14 26 58 84 16
Economically Disadvantaged 14 54 67 33 17 52 69 31
Not Economically Disadvantaged 28 59 86 14 27 59 86 14
English Learners < < < < < < < <
Homeless < < 100 0 - 50 50 50
Military Connected 18 55 73 27 20 67 87 13
Foster Care < < < < < < < <
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 50 60 40 - 34 34 66
Female < < < < - 17 17 83
Male < < < < - 47 47 53
Black < < < <
Hispanic < < < <
White < < < < - 33 33 67
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 48 48 52
Economically Disadvantaged < < < < - 19 19 81
Not Economically Disadvantaged < < < < - 54 54 46
Homeless < < < <
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 77 23 11 69 79 21
Female 4 69 73 27 10 68 77 23
Male 8 73 82 18 12 70 82 18
American Indian < < < <
Asian < < < < < < 100 0
Black < < < < - 80 80 20
Hispanic 10 50 60 40 9 55 64 36
White 6 74 80 20 10 69 80 20
Multiple Races 7 53 60 40 23 65 88 12
Students with Disabilities - 33 33 67 3 46 49 51
Students without Disabilities 7 75 82 18 12 72 83 17
Economically Disadvantaged 3 57 59 41 8 64 72 28
Not Economically Disadvantaged 7 75 82 18 12 71 83 17
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 27 27 73
Female < < < < - 17 17 83
Male < < < < - 50 50 50
American Indian < < < <
Asian < < 100 0
Black < < < <
Hispanic < < < <
White < < < < - 27 27 73
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 28 28 72
Economically Disadvantaged < < < < - 17 17 83
Not Economically Disadvantaged < < < < - 33 33 67
Homeless < < < <
Military Connected < < < <
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 59 87 13 25 58 83 17
Female 22 68 90 10 18 65 84 16
Male 34 50 84 16 32 51 83 17
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic 27 53 80 20 30 61 91 9
White 28 59 87 13 26 57 82 18
Multiple Races 19 65 85 15 17 72 89 11
Students with Disabilities 8 44 53 47 4 44 49 51
Students without Disabilities 30 61 91 9 28 60 89 11
Economically Disadvantaged 12 65 77 23 13 57 71 29
Not Economically Disadvantaged 33 57 90 10 32 59 91 9
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 40 81 19 41 45 86 14
Female 40 36 76 24 35 46 82 18
Male 43 43 86 14 46 44 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 41 40 81 19 40 46 85 15
Multiple Races 31 56 88 13 42 47 89 11
Students with Disabilities 11 38 48 52 15 50 65 35
Students without Disabilities 48 40 89 11 45 44 89 11
Economically Disadvantaged 24 45 69 31 35 42 77 23
Not Economically Disadvantaged 50 37 87 13 44 47 91 9
English Learners < < 100 0
Homeless < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-20222022-2023
Division122
State1,3244,0064,460
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-kindergarten7794103
Kindergarten315345301
Grade 1298312362
Grade 2296306302
Grade 3312293324
Grade 4300322310
Grade 5299320325
Grade 6328330331
Grade 7320337346
Grade 8353328349
Grade 9372384354
Grade 10388373380
Grade 11392359345
Grade 12381369362
Total Students4,4314,4724,494

< = 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 Students443144724494
Female215521692160
Male227623022332
American Indian644
Asian414148
Black949084
Hispanic217241252
White385238763887
Multiple Races221220218
Students with Disabilities645679718
Students without Disabilities378637933776
Economically Disadvantaged145511701562
Not Economically Disadvantaged297633022932
English Learners107111116
Not English Learners432443614378
Homeless51530
Military Connected475963
Foster Care241115
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 189 163 8 6 5 9
State 50941 37876 2118 839 5331 1823
Female Division 91 70 3 3 2 0
State 27811 16341 671 288 1973 749
Male Division 98 93 5 3 3 9
State 23072 21488 1446 551 3356 1071
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 1 7 1 0 0 1
State 8188 10169 707 173 1111 703
Hispanic Division 6 8 0 0 2 1
State 6685 7830 305 129 2570 426
White Division 175 139 7 6 3 7
State 26830 16388 880 457 1339 566
Multiple Races Division 3 9 0 0 0 0
State 3013 2016 112 65 213 87
Students with Disabilities Division 3 19 8 1 3 2
State 1491 7326 2118 116 921 94
Economically Disadvantaged Division 28 66 0 3 0 5
State 12376 19799 1179 474 2919 1251
English Learners Division < < < < < <
State 1612 4282 306 28 2112 175
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 20 48 32
Foster Care Division < < < < 0 <
State 25 145 23 13 82 21
< = 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 Students380360953679751
Female169164971679921
Male211196932009531
Asian<<100<10000
Black1099099000
Hispanic1714821482212
White337321953289731
Multiple Races12121001210000
Students with Disabilities363083328938
Economically Disadvantaged1029492989600
English Learners<<<<<<<
Homeless<<<<<00
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 2020-20212021-20222022-2023
Advanced Placement Test Taken1 / .07%3 / .2%98 / 6.8%
Advanced Placement Course Enrollment1 / .07%4 / .27%140 / 9.72%
Dual Enrollment430 / 28.05%406 / 27.34%451 / 31.3%
Governor's School Enrollment33 / 2.15%32 / 2.15%29 / 2.01%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision39527231
State87,31757,08135
FemaleDivision20916919
State43,70531,57728
MaleDivision18610345
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
Native HawaiianDivision<<100
State1329330
WhiteDivision35424032
State45,09830,84432
Multiple RacesDivision191521
State4,3802,92933
Students with DisabilitiesDivision21<100
State8,1853,54857
Economically DisadvantagedDivision754047
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
< = 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
2020-20212021-20222022-2023
CTE CompletersDivision253235272
 State42,30345,09445,992
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision--70
 State1,0771,2361,563
Industry CertificationDivision--1,097
 State51,68595,688100,040
Workplace ReadinessDivision-89117
 State16,88544,34841,819
Total Credentials EarnedDivision-891,284
 State71,189143,862147,266
Students Earning One or More CredentialsDivision-89947
 State60,992115,682117,826
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

< = 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

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$5,124$5,826$605
State$6,770$5,603$867
2020-2021Division$5,768$6,344$1,081
State$6,669$6,185$1,352
2021-2022Division$5,542$6,529$1,242
State$7,134$6,454$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,0482413,9793653,923412
Female1,9771011,9191841,884214
Male2,0711402,0591812,039198
American Indian<<<<<<
Asian383394443
Black8077587210
Hispanic189181913621935
Native Hawaiian----<<
White3,5321993,4822933,391345
Multiple Races203141902319417
Students with Disabilities5576456786589104
Economically Disadvantaged1,0851419801991,278276
English Learners949951410419
Homeless76641515
< = 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

2021-2022 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 149
Relationship Behaviors without Physical Harm 342
Behaviors of a Safety Concern 266
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 53

< = 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
  2020-20212021-2022
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.940.91.6
Black2.1422.4
Hispanic4.9165.46.3
Native Hawaiian----
White86.96686.784.9
Multiple Races5104.94.8
< = 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
  2020-20212021-2022
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.90.9
Black2.1220
Hispanic4.95.4
Native Hawaiian
White86.986.780
Multiple Races54.9
< = 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
  2020-20212021-2022
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.90.9
Black2.12
Hispanic4.95.4
Native Hawaiian----
White86.986.7
Multiple Races54.9
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 27.427.435.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available