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Bristol City Public Schools

General school information

Division: Bristol City Public Schools
Division Number: 102
Address: 280 Lee Street Bristol, VA 24201
Superintendent: Dr. David D. Scott
Region: 7
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

MOP

Accreditation

Accreditation Status
Elementary Schools
Virginia Primary SchoolAccredited
Middle Schools
Virginia MiddleAccredited with Conditions
High Schools
Virginia HighAccredited with Conditions

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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 71 29 11 61 72 28 11 60 71 29
Female 12 60 72 28 11 62 73 27 11 61 72 28
Male 11 58 69 31 11 61 71 29 12 59 71 29
American Indian < < < < < < < < < < < <
Asian 25 58 83 17 - 80 80 20 < < 100 0
Black 2 55 57 43 3 52 55 45 7 53 60 40
Hispanic 11 55 66 34 11 62 74 26 6 66 72 28
White 13 60 73 27 12 63 76 24 13 60 73 27
Multiple Races 6 59 65 35 10 52 62 38 7 60 66 34
Students with Disabilities 6 37 43 57 4 44 48 52 4 37 42 58
Students without Disabilities 13 64 77 23 13 65 78 22 13 65 79 21
Economically Disadvantaged 8 60 68 32 8 63 70 30 8 59 67 33
Not Economically Disadvantaged 19 57 76 24 21 57 78 22 19 62 80 20
English Learners - 39 39 61 - 40 40 60 - 40 40 60
Homeless 4 49 53 47 7 47 53 47 10 56 66 34
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 56 70 30 13 56 68 32 8 52 60 40
Female 12 59 72 28 14 57 70 30 9 54 63 37
Male 16 51 67 33 12 54 66 34 7 50 57 43
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 30 30 70 - 43 43 57 15 31 46 54
Hispanic < < < < 29 43 71 29 10 40 50 50
White 14 58 73 27 15 57 72 28 9 55 65 35
Multiple Races 10 60 70 30 - 58 58 42 - 48 48 52
Students with Disabilities 13 35 48 52 8 46 54 46 - 43 43 57
Students without Disabilities 14 61 75 25 14 58 72 28 11 55 67 33
Economically Disadvantaged 14 51 65 35 8 57 65 35 4 50 54 46
Not Economically Disadvantaged 14 69 83 17 24 52 76 24 18 55 73 27
English Learners < < < < < < < < < < < <
Homeless - 40 40 60 15 46 62 38 < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 60 70 30 10 69 79 21 20 57 77 23
Female 8 61 70 30 10 67 77 23 20 55 75 25
Male 11 59 70 30 9 72 81 19 20 58 79 21
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 73 73 27 - 58 58 42 - 57 57 43
Hispanic - 63 63 38 < < 100 0 17 50 67 33
White 11 60 72 28 10 72 82 18 24 55 80 20
Multiple Races 9 55 64 36 10 60 70 30 12 65 76 24
Students with Disabilities 4 50 54 46 5 61 66 34 10 41 51 49
Students without Disabilities 11 62 73 27 11 72 83 17 23 62 85 15
Economically Disadvantaged 9 60 69 31 7 71 77 23 13 58 71 29
Not Economically Disadvantaged 11 60 72 28 18 66 84 16 39 53 92 8
English Learners - 40 40 60 < < 100 0 < < 100 0
Homeless < < < < - 50 50 50 < < 100 0
Foster Care < < < < < < 100 0
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 56 66 34 10 66 76 24 8 64 72 28
Female 9 60 69 31 5 71 76 24 8 66 74 26
Male 9 53 62 38 14 61 75 25 7 63 70 30
Asian < < 100 0 < < 100 0
Black - 50 50 50 < < < < < < < <
Hispanic < < < < 7 73 80 20 < < < <
White 12 57 68 32 12 65 76 24 8 67 75 25
Multiple Races - 64 64 36 7 60 67 33 9 59 68 32
Students with Disabilities 14 28 42 58 4 38 42 58 6 29 34 66
Students without Disabilities 8 65 73 27 11 71 82 18 8 76 84 16
Economically Disadvantaged 6 60 65 35 7 68 75 25 5 63 68 32
Not Economically Disadvantaged 18 49 67 33 18 61 79 21 15 68 83 17
English Learners < < < <
Homeless < < < < - 50 50 50 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 72 28 8 63 71 29 10 61 71 29
Female 11 61 73 27 10 65 74 26 8 59 67 33
Male 9 62 71 29 5 61 66 34 12 63 75 25
American Indian < < 100 0
Black 6 56 61 39 - 75 75 25 < < < <
Hispanic < < < < < < < < - 76 76 24
White 11 64 75 25 9 62 71 29 13 54 68 32
Multiple Races 6 47 53 47 10 52 62 38 - 75 75 25
Students with Disabilities - 35 35 65 6 44 50 50 5 35 40 60
Students without Disabilities 13 68 80 20 8 68 77 23 11 65 76 24
Economically Disadvantaged 6 60 67 33 4 68 72 28 9 57 65 35
Not Economically Disadvantaged 23 65 88 13 22 44 66 34 13 71 83 17
Homeless 8 42 50 50 - 50 50 50 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 59 65 35 9 50 60 40 4 66 70 30
Female 6 63 69 31 10 50 60 40 3 68 71 29
Male 6 56 62 38 9 51 59 41 5 63 68 32
Black - 55 55 45 5 25 30 70 - 73 73 27
Hispanic 9 64 73 27 < < < < < < < <
White 7 59 66 34 10 57 68 32 5 64 69 31
Multiple Races - 65 65 35 12 29 41 59 - 59 59 41
Students with Disabilities - 44 44 56 - 26 26 74 3 38 41 59
Students without Disabilities 7 63 71 29 11 55 66 34 4 73 77 23
Economically Disadvantaged 3 63 66 34 6 48 54 46 4 68 72 28
Not Economically Disadvantaged 12 50 62 38 19 56 74 26 4 61 65 35
English Learners < < < < < < < <
Homeless 10 70 80 20 < < < < < < < <
Foster Care < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 8 65 73 27 11 58 69 31
Female 11 58 70 30 11 59 70 30 8 61 69 31
Male 2 67 70 30 6 70 76 24 14 54 68 32
Asian < < 100 0 < < < <
Black - 58 58 42 9 45 55 45 11 33 44 56
Hispanic < < < < < < < < < < < <
White 6 64 70 30 7 71 78 22 11 61 73 27
Multiple Races 18 59 76 24 13 54 67 33 12 59 71 29
Students with Disabilities - 29 29 71 - 45 45 55 4 36 40 60
Students without Disabilities 8 69 77 23 10 70 80 20 12 62 74 26
Economically Disadvantaged 3 66 69 31 5 68 73 28 10 53 64 36
Not Economically Disadvantaged 14 58 72 28 18 58 76 24 13 68 81 19
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 82 18 21 60 82 18 18 63 82 18
Female 25 59 84 16 23 67 90 10 19 62 81 19
Male 26 55 80 20 20 55 75 25 18 64 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 58 67 33 8 69 77 23 17 58 75 25
Hispanic < < 100 0 < < < < < < < <
White 28 57 85 15 25 58 84 16 19 62 82 18
Multiple Races - 60 60 40 20 50 70 30 18 64 82 18
Students with Disabilities 10 35 45 55 - 33 33 67 - 36 36 64
Students without Disabilities 28 60 88 12 25 64 89 11 20 66 86 14
Economically Disadvantaged 18 61 79 21 20 59 79 21 12 68 79 21
Not Economically Disadvantaged 37 50 87 13 24 63 88 12 25 59 84 16
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 46 54 46 10 54 64 36 < < < <
Female 11 47 58 42 9 58 67 33
Male 5 46 51 49 11 50 61 39 < < < <
Asian < < < < < < < <
Black - 25 25 75 13 42 54 46
Hispanic < < < < - 62 62 38
White 6 50 56 44 12 54 66 34 < < < <
Multiple Races 29 35 65 35 - 55 55 45
Students with Disabilities - - - 100 - 14 14 86 < < < <
Students without Disabilities 9 54 63 37 12 61 72 28
Economically Disadvantaged 5 48 53 47 7 48 55 45
Not Economically Disadvantaged 14 43 57 43 16 67 83 17 < < < <
English Learners < < < <
Homeless < < < < 10 20 30 70
Military Connected < < 100 0
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 46 54 46 5 46 51 49
Female 11 47 58 42 3 50 53 47
Male 5 46 51 49 6 44 50 50
Black - 25 25 75 9 18 27 73
Hispanic < < < < < < < <
White 6 50 56 44 5 50 55 45
Multiple Races 29 35 65 35 - 42 42 58
Students with Disabilities - - - 100 - 7 7 93
Students without Disabilities 9 54 63 37 6 55 61 39
Economically Disadvantaged 5 48 53 47 3 41 44 56
Not Economically Disadvantaged 14 43 57 43 9 66 74 26
Homeless < < < < < < < <
Military Connected < < 100 0
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 63 80 20 < < < <
Female 16 68 84 16
Male 18 58 76 24 < < < <
Asian < < < <
Black 15 62 77 23
Hispanic < < < <
White 20 60 80 20 < < < <
Multiple Races < < < <
Students with Disabilities - 29 29 71 < < < <
Students without Disabilities 19 68 87 13
Economically Disadvantaged 14 60 74 26
Not Economically Disadvantaged 22 67 89 11 < < < <
English Learners < < < <
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 56 64 36 7 58 65 35 6 60 66 34
Female 7 57 64 36 5 60 65 35 5 60 64 36
Male 9 55 64 36 9 55 65 35 6 61 67 33
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 67 92 8 7 79 86 14 < < 100 0
Black 2 46 48 52 4 47 51 49 2 56 58 42
Hispanic 7 57 64 36 6 65 71 29 4 63 67 33
White 9 57 66 34 7 61 68 32 6 61 68 32
Multiple Races 4 51 55 45 8 40 47 53 5 50 55 45
Students with Disabilities 4 27 31 69 1 40 41 59 - 36 36 64
Students without Disabilities 9 62 71 29 8 62 70 30 7 67 73 27
Economically Disadvantaged 6 53 59 41 6 55 60 40 3 59 62 38
Not Economically Disadvantaged 12 64 75 25 11 67 78 22 11 63 74 26
English Learners - 58 58 42 - 63 63 37 - 37 37 63
Homeless 5 36 41 59 3 39 42 58 2 43 45 55
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 53 62 38 5 55 60 40 5 52 57 43
Female 7 51 58 42 2 53 55 45 7 53 59 41
Male 10 56 66 34 8 58 65 35 4 52 55 45
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 30 30 70 7 43 50 50 - 38 38 62
Hispanic < < < < - 71 71 29 - 55 55 45
White 10 57 66 34 6 55 61 39 7 53 60 40
Multiple Races 5 40 45 55 - 47 47 53 - 52 52 48
Students with Disabilities 13 23 35 65 3 41 43 57 - 25 25 75
Students without Disabilities 8 61 68 32 6 59 65 35 7 63 70 30
Economically Disadvantaged 8 47 55 45 2 51 53 47 1 48 49 51
Not Economically Disadvantaged 11 72 83 17 14 66 80 20 14 61 75 25
English Learners < < < < < < < < < < < <
Homeless - 40 40 60 - 38 38 62 < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 60 70 30 10 66 76 24 10 66 76 24
Female 8 63 71 29 7 70 77 23 8 60 68 32
Male 11 57 68 32 14 61 74 26 12 73 85 15
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 64 64 36 - 50 50 50 7 57 64 36
Hispanic 13 56 69 31 < < < < 17 75 92 8
White 9 62 71 29 11 68 79 21 11 64 76 24
Multiple Races 9 45 55 45 15 60 75 25 - 76 76 24
Students with Disabilities 4 35 38 62 - 63 63 37 3 46 49 51
Students without Disabilities 11 64 75 25 13 66 80 20 12 72 85 15
Economically Disadvantaged 7 58 65 35 8 66 74 26 3 69 73 28
Not Economically Disadvantaged 15 64 79 21 18 63 82 18 27 59 86 14
English Learners - 60 60 40 < < 100 0 < < 100 0
Homeless < < < < - 40 40 60 < < < <
Foster Care < < < < < < 100 0
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 56 66 34 10 63 73 27 3 64 68 32
Female 6 62 68 32 4 71 75 25 - 69 69 31
Male 12 51 63 37 16 54 70 30 7 59 66 34
Asian < < 100 0 < < 100 0
Black - 60 60 40 < < < < < < < <
Hispanic < < < < - 81 81 19 < < < <
White 11 56 67 33 12 65 77 23 3 69 72 28
Multiple Races - 71 71 29 7 33 40 60 9 55 64 36
Students with Disabilities 6 14 19 81 8 29 38 63 - 34 34 66
Students without Disabilities 10 69 80 20 10 69 79 21 4 73 78 22
Economically Disadvantaged 6 57 63 37 8 61 68 32 1 61 62 38
Not Economically Disadvantaged 16 56 71 29 15 69 85 15 10 71 81 19
English Learners < < < < < < < <
Homeless < < < < - 50 50 50 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 44 50 50 3 54 57 43 8 51 59 41
Female 8 43 51 49 2 56 59 41 4 47 51 49
Male 5 45 50 50 4 51 55 45 13 56 68 32
American Indian < < 100 0
Black 6 28 33 67 - 42 42 58 < < < <
Hispanic < < < < < < < < 6 59 65 35
White 7 47 54 46 3 58 61 39 8 52 60 40
Multiple Races - 38 38 63 5 29 33 67 8 25 33 67
Students with Disabilities 3 17 20 80 - 30 30 70 - 32 32 68
Students without Disabilities 8 50 57 43 4 61 65 35 9 54 63 37
Economically Disadvantaged 5 38 43 57 3 54 58 42 6 49 54 46
Not Economically Disadvantaged 13 62 74 26 3 50 53 47 13 57 70 30
Homeless 8 23 31 69 - 30 30 70 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 52 58 42 9 47 57 43 3 56 60 40
Female 3 57 60 40 8 49 57 43 3 59 62 38
Male 9 48 58 42 12 44 56 44 4 53 57 43
Black 9 27 36 64 5 50 55 45 - 40 40 60
Hispanic - 55 55 45 < < < < < < < <
White 8 58 65 35 9 52 61 39 4 59 63 37
Multiple Races - 35 35 65 12 18 29 71 - 35 35 65
Students with Disabilities - 38 38 62 - 30 30 70 - 24 24 76
Students without Disabilities 8 56 64 36 11 51 62 38 4 65 69 31
Economically Disadvantaged 4 48 53 47 6 42 48 52 3 58 61 39
Not Economically Disadvantaged 12 62 74 26 19 60 79 21 4 52 56 44
English Learners < < < < < < < <
Homeless 10 40 50 50 < < < < < < < <
Foster Care < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 44 49 51 3 41 44 56 - 48 48 52
Female 7 38 44 56 2 45 47 53 - 46 46 54
Male 3 49 52 48 4 38 42 58 - 50 50 50
Asian < < 100 0 < < < <
Black - 17 17 83 - 30 30 70 - 67 67 33
Hispanic < < < < < < < < < < < <
White 5 40 45 55 3 46 49 51 - 49 49 51
Multiple Races 7 71 79 21 5 23 27 73 - 29 29 71
Students with Disabilities - 13 13 88 - 31 31 69 - 40 40 60
Students without Disabilities 5 51 56 44 4 43 47 53 - 50 50 50
Economically Disadvantaged 6 44 51 49 4 37 41 59 - 44 44 56
Not Economically Disadvantaged - 43 43 57 - 54 54 46 - 58 58 42
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 75 84 16 10 73 84 16 8 71 79 21
Female 10 74 84 16 11 74 85 15 9 71 81 19
Male 10 75 85 15 10 73 83 17 6 71 77 23
Asian < < < < < < 100 0
Black - 88 88 13 10 70 80 20 6 75 81 19
Hispanic < < < < 9 82 91 9 < < < <
White 12 73 85 15 10 73 84 16 7 72 80 20
Multiple Races 7 71 79 21 17 67 83 17 13 61 74 26
Students with Disabilities - 71 71 29 - 55 55 45 - 49 49 51
Students without Disabilities 11 75 86 14 11 75 86 14 9 77 87 13
Economically Disadvantaged 8 73 81 19 11 69 80 20 5 72 76 24
Not Economically Disadvantaged 14 78 92 8 9 84 93 7 13 71 84 16
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < < 10 40 50 50
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 69 77 23 - 78 78 22 3 78 80 20
Female 3 71 74 26 - 76 76 24 6 76 82 18
Male 15 65 81 19 - 81 81 19 - 78 78 22
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < < < < 100 0
White 8 69 76 24 - 78 78 23 3 79 82 18
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0
Students without Disabilities 8 71 80 20 - 77 77 23 3 78 80 20
Economically Disadvantaged 4 71 75 25 - 61 61 39 5 75 80 20
Not Economically Disadvantaged 11 68 78 22 - 89 89 11 - 80 80 20
English Learners < < 100 0
Homeless < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < 100 0
Female < < < < < < < < < < 100 0
Male < < < < < < < < < < 100 0
Asian < < 100 0
Black < < 100 0
Hispanic < < < <
White < < < < < < < < < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < < < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 52 62 38 9 55 64 36 8 53 61 39
Female 7 55 63 37 8 55 62 38 7 51 57 43
Male 12 50 61 39 11 56 66 34 10 56 65 35
Asian < < < < < < < < < < < <
Black - 27 27 73 3 49 51 49 - 43 43 58
Hispanic 9 50 59 41 16 59 76 24 - 43 43 57
White 11 55 66 34 10 58 68 32 9 57 66 34
Multiple Races 2 56 59 41 4 42 45 55 12 36 48 52
Students with Disabilities 10 18 28 72 5 38 43 57 3 26 29 71
Students without Disabilities 10 59 69 31 10 58 68 32 9 59 68 32
Economically Disadvantaged 6 52 58 42 8 51 59 41 7 48 55 45
Not Economically Disadvantaged 16 53 70 30 13 65 78 22 10 63 73 27
English Learners < < < < - 60 60 40 - 30 30 70
Homeless - 38 38 63 - 50 50 50 - 61 61 39
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 45 64 36 22 50 72 28 18 43 61 39
Female 17 51 68 32 17 50 67 33 14 42 56 44
Male 22 38 61 39 26 50 76 24 23 45 68 32
Asian < < 100 0 < < 100 0
Black - 30 30 70 < < < < < < < <
Hispanic < < < < 19 63 81 19 < < < <
White 23 46 68 32 24 46 71 29 19 47 66 34
Multiple Races 7 50 57 43 7 60 67 33 27 27 55 45
Students with Disabilities 20 14 34 66 13 29 42 58 6 20 26 74
Students without Disabilities 19 54 73 27 23 54 77 23 22 50 73 27
Economically Disadvantaged 14 49 62 38 17 55 72 28 15 42 57 43
Not Economically Disadvantaged 33 36 69 31 36 36 72 28 26 48 74 26
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 56 58 42 4 54 58 42 5 54 58 42
Female 3 55 58 42 3 52 55 45 4 49 52 48
Male 2 56 59 41 5 57 62 38 6 60 66 34
Asian < < 100 0 < < < <
Black - 25 25 75 - 45 45 55 - 28 28 72
Hispanic < < < < < < < < < < < <
White 3 56 59 41 5 60 65 35 6 62 68 32
Multiple Races - 71 71 29 - 33 33 67 - 41 41 59
Students with Disabilities - 13 13 88 - 45 45 55 4 30 35 65
Students without Disabilities 3 63 66 34 5 57 61 39 5 58 63 37
Economically Disadvantaged 1 54 55 45 4 48 53 47 2 48 50 50
Not Economically Disadvantaged 5 60 65 35 3 73 75 25 10 67 77 23
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 56 65 35 5 60 65 35 4 66 69 31
Female 4 61 65 35 5 61 66 34 3 68 70 30
Male 15 51 66 34 6 58 64 36 5 64 69 31
Black - 29 29 71 - 57 57 43 - 80 80 20
Hispanic < < < < 25 42 67 33 < < < <
White 10 62 71 29 4 63 67 33 4 66 71 29
Multiple Races < < < < 7 43 50 50 6 50 56 44
Students with Disabilities 6 33 39 61 8 33 42 58 - 26 26 74
Students without Disabilities 10 60 69 31 5 62 67 33 4 72 77 23
Economically Disadvantaged 5 55 61 39 4 50 54 46 5 62 67 33
Not Economically Disadvantaged 16 58 74 26 7 79 85 15 2 72 74 26
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < < < < < 100 0 < < < <
Black < < < <
Hispanic < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 61 61 39 - 62 62 38 - 38 38 62
Female - 50 50 50 - 58 58 42 - 37 37 63
Male - 69 69 31 - 64 64 36 - 40 40 60
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0
White - 69 69 31 - 76 76 24 - 43 43 57
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 68 68 32 - 63 63 37 - 40 40 60
Economically Disadvantaged - 43 43 57 - 60 60 40 - 27 27 73
Not Economically Disadvantaged < < < < < < < < - 58 58 42
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 44 61 39 16 49 65 35 18 53 70 30
Female 16 40 56 44 12 46 58 42 15 47 63 37
Male 18 48 65 35 21 51 73 28 20 58 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 7 33 40 60 6 35 41 59 8 58 67 33
Hispanic 15 41 56 44 17 42 58 42 21 63 83 17
White 19 45 64 36 18 52 69 31 19 51 70 30
Multiple Races 12 40 52 48 15 45 60 40 10 58 69 31
Students with Disabilities 8 31 39 61 6 29 35 65 1 39 40 60
Students without Disabilities 19 46 65 35 18 52 71 29 22 56 77 23
Economically Disadvantaged 12 44 57 43 13 48 60 40 12 55 67 33
Not Economically Disadvantaged 28 43 70 30 29 53 81 19 30 48 79 21
English Learners < < < < < < < < < < < <
Homeless 15 30 45 55 12 56 68 32 6 59 65 35
Foster Care < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 47 47 53 < < < < < < < <
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Asian < < < <
Black < < < < < < < <
Hispanic < < < <
White - 55 55 45 < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 50 50 50 < < < < < < < <
Economically Disadvantaged - 60 60 40 < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 56 71 29 16 59 75 25 9 76 86 14
Female 16 56 73 27 11 57 68 32 13 67 79 21
Male 13 56 69 31 19 61 81 19 7 84 91 9
Asian < < 100 0 < < 100 0 < < < <
Black 9 45 55 45 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 16 59 75 25 16 60 76 24 10 77 87 13
Multiple Races 20 50 70 30 14 57 71 29 7 86 93 7
Students with Disabilities - 33 33 67 10 40 50 50 - 75 75 25
Students without Disabilities 17 59 76 24 17 61 77 23 11 77 88 12
Economically Disadvantaged 9 56 65 35 14 58 72 28 4 81 86 14
Not Economically Disadvantaged 26 56 82 18 24 64 88 12 19 68 86 14
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0 < < 100 0
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 46 46 54 5 48 53 47 - 14 14 86
Female - 38 38 62 - 44 44 56 < < < <
Male - 52 52 48 12 54 65 35 < < < <
Black < < < < - 40 40 60
Hispanic < < < < < < < <
White - 47 47 53 7 52 59 41 - 14 14 86
Multiple Races < < < < < < < <
Students with Disabilities - 26 26 74 - 9 9 91 < < < <
Students without Disabilities - 52 52 48 6 57 63 37 < < < <
Economically Disadvantaged - 38 38 62 4 47 51 49 < < < <
Not Economically Disadvantaged - 68 68 32 < < < < < < < <
English Learners < < < <
Homeless < < 100 0 < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 42 56 44 9 48 57 43 8 54 63 38
Female 13 33 46 54 6 44 50 50 5 50 55 45
Male 14 50 64 36 14 52 66 34 12 59 71 29
American Indian < < 100 0
Black 9 27 36 64 5 20 25 75 - 54 54 46
Hispanic 9 45 55 45 < < < < < < < <
White 16 45 61 39 11 55 66 34 10 53 64 36
Multiple Races 5 35 40 60 6 35 41 59 6 47 53 47
Students with Disabilities 6 47 53 47 4 21 25 75 - 33 33 67
Students without Disabilities 16 41 57 43 10 53 63 37 10 58 68 32
Economically Disadvantaged 9 45 54 46 5 43 48 52 7 52 59 41
Not Economically Disadvantaged 27 34 61 39 21 62 82 18 13 60 73 28
English Learners < < < <
Homeless 10 50 60 40 < < < < < < < <
Foster Care < < 100 0
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 37 70 30 29 44 74 26 33 40 73 27
Female 28 38 67 33 25 46 71 29 29 40 69 31
Male 36 36 73 27 34 42 77 23 38 40 78 22
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 10 50 60 40 17 42 58 42 14 50 64 36
Hispanic 38 46 85 15 < < < < 42 50 92 8
White 34 38 71 29 30 44 75 25 36 38 73 27
Multiple Races 27 18 45 55 26 47 74 26 18 47 65 35
Students with Disabilities 22 13 35 65 9 37 46 54 3 33 36 64
Students without Disabilities 34 41 76 24 36 47 82 18 42 42 84 16
Economically Disadvantaged 26 39 65 35 24 46 70 30 22 45 68 32
Not Economically Disadvantaged 46 33 79 21 45 39 84 16 59 29 88 12
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < - 60 60 40 < < 100 0
Foster Care < < < < < < < <
< = 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

2021-20222022-20232023-2024
Division136
State4,0064,4606,361
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 2021-20222022-20232023-2024
Pre-kindergarten8791104
Kindergarten172150150
Grade 1162184164
Grade 2180160176
Grade 3154177155
Grade 4165153171
Grade 5155155151
Grade 6167160148
Grade 7160167154
Grade 8159161156
Grade 9154177161
Grade 10163152173
Grade 11158152151
Grade 12164156140
Total Students2,2002,1952,154

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students220021952154
Female108310701063
Male111711241091
American Indian654
Asian253028
Black185193172
Hispanic111113116
Native Hawaiian11-
White167616371610
Multiple Races196216224
Students with Disabilities384383394
Students without Disabilities181618121760
Economically Disadvantaged147512831394
Not Economically Disadvantaged725912760
English Learners364441
Not English Learners216421512113
Homeless8110179
Military Connected8611
Foster Care699
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 41 91 5 0 12 4
State 50340 39360 1868 906 4434 1716
Female Division 24 37 2 0 6 2
State 27397 17331 608 349 1644 700
Male Division 17 54 3 0 6 2
State 22883 21948 1258 556 2786 1013
Asian Division < < < < 0 <
State 6021 1445 96 16 68 37
Black Division 3 10 0 0 2 0
State 8112 10542 637 224 1119 708
Hispanic Division < < < < < <
State 7128 8364 268 133 1854 356
White Division 34 67 5 0 8 4
State 25863 16576 761 464 1211 504
Multiple Races Division 3 8 0 0 1 0
State 3011 2255 98 62 170 106
Students with Disabilities Division 0 15 5 0 2 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 21 65 4 0 10 3
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < 0 <
State 1583 4218 262 26 1426 145
Homeless Division < < < < < <
State 197 697 48 28 170 78
Foster Care Division < < < < 0 <
State 22 180 23 11 85 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 Students1531379013790128
Female716389638969
Male827490749067
Asian<<100<10000
Black1513871387213
Hispanic<<<<<<<
White118106901069087
Multiple Races121192119218
Students with Disabilities222091209129
Economically Disadvantaged103908790871010
English Learners<<100<10000
Homeless<<<<<<<
Foster Care<<<<<00
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken6 / .94%2 / .31%6 / .96%
Advanced Placement Course Enrollment6 / .94%2 / .31%6 / .96%
Dual Enrollment95 / 14.87%127 / 19.94%138 / 22.08%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision1419036
State87,31757,08135
FemaleDivision785628
State43,70531,57728
MaleDivision633446
State43,61225,50442
American IndianDivision<<100
State23213044
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision1308138
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision11<100
State8,1853,54857
Economically DisadvantagedDivision733947
State30,33514,98751
AsianDivision--100
State6,7415,86213
Native HawaiianDivision--100
State1329330
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
2021-20222022-20232023-2024
State LicensuresDivision4--
 State1,2361,5632,069
Industry CertificationDivision119169108
 State95,688100,255101,956
Workplace ReadinessDivision291824
 State44,34841,81935,066
Total Credentials EarnedDivision152187132
 State143,862147,481142,668
Students Earning One or More CredentialsDivision11413489
 State115,682117,932115,611
CTE CompletersDivision377065
 State45,09446,02848,628
NOCTI AssessmentsDivision---
 State2,5903,8443,577
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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

2022-2023 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$2,729$7,426$2,005
State$6,770$5,603$867
2020-2021Division$3,284$7,558$3,131
State$6,669$6,185$1,352
2021-2022Division$3,821$8,365$4,184
State$7,134$6,454$1,936
2022-2023Division$5,810$7,250$4,981
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,3727361,4306911,471577
Female693350702335716294
Male679385727356755283
American Indian<<<<<<
Asian212243174
Black100731067511544
Hispanic683678318423
Native Hawaiian<<<<--
White1,0615411,0825031,101433
Multiple Races120781357815073
Students with Disabilities239144256146261132
Economically Disadvantaged865553959594926441
English Learners344367348
Homeless455155484034
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 204
Relationship Behaviors without Physical Harm 217
Behaviors of a Safety Concern 228
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 49

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.31.40.20.2
Asian1.11.41.3
Black8.410.18.814.2818.3
Hispanic57.25.16.45.48.7
Native Hawaiian00--
White76.273.974.669.174.754.8
Multiple Races8.97.29.810.310.418.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.20.2
Asian1.11.41.3
Black8.48.8508
Hispanic55.15.4
Native Hawaiian00
White76.210074.65074.766.7
Multiple Races8.99.810.433.3
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.20.2
Asian1.11.41.3
Black8.48.88
Hispanic55.15.4
Native Hawaiian00--
White76.274.674.7100
Multiple Races8.99.810.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 88.7100100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 53.453.456.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 74.566.571.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio