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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

Accreditation

Accreditation Status
Elementary Schools
Highland View ElementaryAccredited with Conditions
Joseph Van Pelt ElementaryAccredited
Stonewall Jackson ElementaryAccredited
Washington-Lee ElementaryAccredited
Middle Schools
Virginia MiddleAccredited with Conditions
High Schools
Virginia 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 9 61 70 30 12 59 71 29 11 61 72 28
Female 10 62 72 28 12 60 72 28 11 62 73 27
Male 8 60 69 31 11 58 69 31 11 61 71 29
American Indian < < 100 0 < < < < < < < <
Asian 9 82 91 9 25 58 83 17 - 80 80 20
Black 4 58 61 39 2 55 57 43 3 52 55 45
Hispanic 4 63 67 33 11 55 66 34 11 62 74 26
White 11 61 71 29 13 60 73 27 12 63 76 24
Multiple Races 3 62 65 35 6 59 65 35 10 52 62 38
Students with Disabilities 6 34 41 59 6 37 43 57 4 44 48 52
Students without Disabilities 10 66 76 24 13 64 77 23 13 65 78 22
Economically Disadvantaged 7 58 64 36 8 60 68 32 8 63 70 30
Not Economically Disadvantaged 13 67 81 19 19 57 76 24 21 57 78 22
English Learners - 50 50 50 - 39 39 61 - 40 40 60
Homeless 3 58 61 39 4 49 53 47 7 47 53 47
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
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 5 51 57 43 14 56 70 30 13 56 68 32
Female 4 53 57 43 12 59 72 28 14 57 70 30
Male 7 50 57 43 16 51 67 33 12 54 66 34
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < < < - 30 30 70 - 43 43 57
Hispanic - 33 33 67 < < < < 29 43 71 29
White 7 51 58 42 14 58 73 27 15 57 72 28
Multiple Races - 45 45 55 10 60 70 30 - 58 58 42
Students with Disabilities 9 30 39 61 13 35 48 52 8 46 54 46
Students without Disabilities 5 55 60 40 14 61 75 25 14 58 72 28
Economically Disadvantaged 4 46 51 49 14 51 65 35 8 57 65 35
Not Economically Disadvantaged 8 61 69 31 14 69 83 17 24 52 76 24
English Learners - 40 40 60 < < < < < < < <
Homeless < < < < - 40 40 60 15 46 62 38
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 7 66 73 27 10 60 70 30 10 69 79 21
Female 9 66 74 26 8 61 70 30 10 67 77 23
Male 5 66 71 29 11 59 70 30 9 72 81 19
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black < < < < - 73 73 27 - 58 58 42
Hispanic < < 100 0 - 63 63 38 < < 100 0
White 9 62 70 30 11 60 72 28 10 72 82 18
Multiple Races - 71 71 29 9 55 64 36 10 60 70 30
Students with Disabilities 15 33 48 52 4 50 54 46 5 61 66 34
Students without Disabilities 5 74 79 21 11 62 73 27 11 72 83 17
Economically Disadvantaged 5 68 73 27 9 60 69 31 7 71 77 23
Not Economically Disadvantaged 11 62 72 28 11 60 72 28 18 66 84 16
English Learners < < 100 0 - 40 40 60 < < 100 0
Homeless < < < < < < < < - 50 50 50
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 12 63 74 26 9 56 66 34 10 66 76 24
Female 13 66 79 21 9 60 69 31 5 71 76 24
Male 10 59 69 31 9 53 62 38 14 61 75 25
Asian < < 100 0 < < 100 0
Black 10 40 50 50 - 50 50 50 < < < <
Hispanic < < < < < < < < 7 73 80 20
White 13 63 76 24 12 57 68 32 12 65 76 24
Multiple Races 8 62 69 31 - 64 64 36 7 60 67 33
Students with Disabilities 7 36 43 57 14 28 42 58 4 38 42 58
Students without Disabilities 13 69 81 19 8 65 73 27 11 71 82 18
Economically Disadvantaged 9 59 67 33 6 60 65 35 7 68 75 25
Not Economically Disadvantaged 19 71 90 10 18 49 67 33 18 61 79 21
English Learners < < < < < < < <
Homeless < < < < < < < < - 50 50 50
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
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 9 61 70 30 10 62 72 28 8 63 71 29
Female 7 59 66 34 11 61 73 27 10 65 74 26
Male 11 62 73 27 9 62 71 29 5 61 66 34
American Indian < < 100 0
Black < < < < 6 56 61 39 - 75 75 25
Hispanic < < < < < < < < < < < <
White 11 60 71 29 11 64 75 25 9 62 71 29
Multiple Races - 60 60 40 6 47 53 47 10 52 62 38
Students with Disabilities - 64 64 36 - 35 35 65 6 44 50 50
Students without Disabilities 10 60 70 30 13 68 80 20 8 68 77 23
Economically Disadvantaged 6 56 63 37 6 60 67 33 4 68 72 28
Not Economically Disadvantaged 15 68 83 17 23 65 88 13 22 44 66 34
Homeless < < < < 8 42 50 50 - 50 50 50
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 9 64 73 27 6 59 65 35 9 50 60 40
Female 14 65 78 22 6 63 69 31 10 50 60 40
Male 6 63 69 31 6 56 62 38 9 51 59 41
Black < < < < - 55 55 45 5 25 30 70
Hispanic < < < < 9 64 73 27 < < < <
White 10 63 73 27 7 59 66 34 10 57 68 32
Multiple Races < < < < - 65 65 35 12 29 41 59
Students with Disabilities 4 35 39 61 - 44 44 56 - 26 26 74
Students without Disabilities 11 71 81 19 7 63 71 29 11 55 66 34
Economically Disadvantaged 7 61 68 32 3 63 66 34 6 48 54 46
Not Economically Disadvantaged 14 67 81 19 12 50 62 38 19 56 74 26
English Learners < < < < < < < <
Homeless < < 100 0 10 70 80 20 < < < <
Foster Care < < 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 12 58 70 30 7 63 70 30 8 65 73 27
Female 10 62 72 28 11 58 70 30 11 59 70 30
Male 13 56 69 31 2 67 70 30 6 70 76 24
Asian < < 100 0 < < 100 0 < < < <
Black < < < < - 58 58 42 9 45 55 45
Hispanic < < < < < < < < < < < <
White 13 58 71 29 6 64 70 30 7 71 78 22
Multiple Races < < < < 18 59 76 24 13 54 67 33
Students with Disabilities - 12 12 88 - 29 29 71 - 45 45 55
Students without Disabilities 13 65 79 21 8 69 77 23 10 70 80 20
Economically Disadvantaged 7 51 58 42 3 66 69 31 5 68 73 28
Not Economically Disadvantaged 18 68 86 14 14 58 72 28 18 58 76 24
English Learners < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 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 10 68 78 22 25 57 82 18 21 60 82 18
Female 12 66 78 22 25 59 84 16 23 67 90 10
Male 7 70 77 23 26 55 80 20 20 55 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 8 58 67 33 8 69 77 23
Hispanic < < < < < < 100 0 < < < <
White 12 70 81 19 28 57 85 15 25 58 84 16
Multiple Races < < < < - 60 60 40 20 50 70 30
Students with Disabilities - 38 38 62 10 35 45 55 - 33 33 67
Students without Disabilities 11 71 82 18 28 60 88 12 25 64 89 11
Economically Disadvantaged 9 64 72 28 18 61 79 21 20 59 79 21
Not Economically Disadvantaged 11 73 83 17 37 50 87 13 24 63 88 12
English Learners < < 100 0 < < < < < < < <
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

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 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 2020-2021 2021-2022 2022-2023
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 2020-2021 2021-2022 2022-2023
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

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

Science Performance: All Students

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 10 47 58 42 10 52 62 38 9 55 64 36
Female 6 49 56 44 7 55 63 37 8 55 62 38
Male 14 46 60 40 12 50 61 39 11 56 66 34
Asian < < 100 0 < < < < < < < <
Black 4 41 44 56 - 27 27 73 3 49 51 49
Hispanic 6 44 50 50 9 50 59 41 16 59 76 24
White 11 49 60 40 11 55 66 34 10 58 68 32
Multiple Races 3 41 44 56 2 56 59 41 4 42 45 55
Students with Disabilities 8 19 27 73 10 18 28 72 5 38 43 57
Students without Disabilities 11 52 63 37 10 59 69 31 10 58 68 32
Economically Disadvantaged 7 41 48 52 6 52 58 42 8 51 59 41
Not Economically Disadvantaged 15 58 73 28 16 53 70 30 13 65 78 22
English Learners < < < < < < < < - 60 60 40
Homeless < < < < - 38 38 63 - 50 50 50
Military Connected < < 100 0 < < 100 0 < < 100 0
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 17 43 60 40 19 45 64 36 22 50 72 28
Female 12 48 60 40 17 51 68 32 17 50 67 33
Male 21 37 59 41 22 38 61 39 26 50 76 24
Asian < < 100 0 < < 100 0
Black 10 30 40 60 - 30 30 70 < < < <
Hispanic < < < < < < < < 19 63 81 19
White 18 45 63 37 23 46 68 32 24 46 71 29
Multiple Races 8 25 33 67 7 50 57 43 7 60 67 33
Students with Disabilities 19 22 41 59 20 14 34 66 13 29 42 58
Students without Disabilities 16 48 64 36 19 54 73 27 23 54 77 23
Economically Disadvantaged 10 37 47 53 14 49 62 38 17 55 72 28
Not Economically Disadvantaged 31 56 88 13 33 36 69 31 36 36 72 28
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
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 47 56 44 2 56 58 42 4 54 58 42
Female 3 52 55 45 3 55 58 42 3 52 55 45
Male 13 43 57 43 2 56 59 41 5 57 62 38
Asian < < 100 0 < < 100 0 < < < <
Black < < < < - 25 25 75 - 45 45 55
Hispanic < < < < < < < < < < < <
White 10 48 58 42 3 56 59 41 5 60 65 35
Multiple Races < < < < - 71 71 29 - 33 33 67
Students with Disabilities - 6 6 94 - 13 13 88 - 45 45 55
Students without Disabilities 10 54 64 36 3 63 66 34 5 57 61 39
Economically Disadvantaged 6 37 42 58 1 54 55 45 4 48 53 47
Not Economically Disadvantaged 13 61 73 27 5 60 65 35 3 73 75 25
English Learners < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 53 57 43 9 56 65 35 5 60 65 35
Female 2 48 50 50 4 61 65 35 5 61 66 34
Male 7 57 64 36 15 51 66 34 6 58 64 36
Black - 50 50 50 - 29 29 71 - 57 57 43
Hispanic < < < < < < < < 25 42 67 33
White 5 53 58 42 10 62 71 29 4 63 67 33
Multiple Races - 46 46 54 < < < < 7 43 50 50
Students with Disabilities - 29 29 71 6 33 39 61 8 33 42 58
Students without Disabilities 5 56 61 39 10 60 69 31 5 62 67 33
Economically Disadvantaged 5 51 56 44 5 55 61 39 4 50 54 46
Not Economically Disadvantaged 4 56 59 41 16 58 74 26 7 79 85 15
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < 100 0 < < < < < < 100 0
White < < < < < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Homeless < < 100 0
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 < < < < - 61 61 39 - 62 62 38
Female - 50 50 50 - 58 58 42
Male < < < < - 69 69 31 - 64 64 36
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White < < < < - 69 69 31 - 76 76 24
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 68 68 32 - 63 63 37
Economically Disadvantaged < < < < - 43 43 57 - 60 60 40
Not Economically Disadvantaged < < < < < < < <
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

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 17 44 61 39 16 49 65 35
Female 16 40 56 44 12 46 58 42
Male 18 48 65 35 21 51 73 28
American Indian < < 100 0 < < 100 0
Asian < < < < < < < <
Black 7 33 40 60 6 35 41 59
Hispanic 15 41 56 44 17 42 58 42
White 19 45 64 36 18 52 69 31
Multiple Races 12 40 52 48 15 45 60 40
Students with Disabilities 8 31 39 61 6 29 35 65
Students without Disabilities 19 46 65 35 18 52 71 29
Economically Disadvantaged 12 44 57 43 13 48 60 40
Not Economically Disadvantaged 28 43 70 30 29 53 81 19
English Learners < < < < < < < <
Homeless 15 30 45 55 12 56 68 32
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 - 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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 56 71 29 16 59 75 25
Female 16 56 73 27 11 57 68 32
Male 13 56 69 31 19 61 81 19
Asian < < 100 0 < < 100 0
Black 9 45 55 45 < < < <
Hispanic < < < < < < < <
White 16 59 75 25 16 60 76 24
Multiple Races 20 50 70 30 14 57 71 29
Students with Disabilities - 33 33 67 10 40 50 50
Students without Disabilities 17 59 76 24 17 61 77 23
Economically Disadvantaged 9 56 65 35 14 58 72 28
Not Economically Disadvantaged 26 56 82 18 24 64 88 12
English Learners < < 100 0
Homeless < < < < < < 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 < < < < < < < <
Female < < < < < < < <
Male < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 46 46 54 5 48 53 47
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
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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 42 56 44 9 48 57 43
Female 13 33 46 54 6 44 50 50
Male 14 50 64 36 14 52 66 34
Black 9 27 36 64 5 20 25 75
Hispanic 9 45 55 45 < < < <
White 16 45 61 39 11 55 66 34
Multiple Races 5 35 40 60 6 35 41 59
Students with Disabilities 6 47 53 47 4 21 25 75
Students without Disabilities 16 41 57 43 10 53 63 37
Economically Disadvantaged 9 45 54 46 5 43 48 52
Not Economically Disadvantaged 27 34 61 39 21 62 82 18
English Learners < < < <
Homeless 10 50 60 40 < < < <
Foster Care < < 100 0
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 32 37 70 30 29 44 74 26
Female 28 38 67 33 25 46 71 29
Male 36 36 73 27 34 42 77 23
American Indian < < 100 0
Asian < < < < < < 100 0
Black 10 50 60 40 17 42 58 42
Hispanic 38 46 85 15 < < < <
White 34 38 71 29 30 44 75 25
Multiple Races 27 18 45 55 26 47 74 26
Students with Disabilities 22 13 35 65 9 37 46 54
Students without Disabilities 34 41 76 24 36 47 82 18
Economically Disadvantaged 26 39 65 35 24 46 70 30
Not Economically Disadvantaged 46 33 79 21 45 39 84 16
English Learners < < < < < < 100 0
Homeless < < < < - 60 60 40
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

2020-20212021-20222022-2023
Division-13
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 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 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 46 95 4 1 15 6
State 50941 37883 2120 845 5319 1819
Female Division 27 41 0 0 7 4
State 27811 16344 671 288 1971 747
Male Division 19 54 4 1 8 2
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 2 10 1 0 1 2
State 8188 10171 708 177 1106 701
Hispanic Division < < < < < <
State 6685 7832 305 130 2570 425
Native Hawaiian Division < < < < 0 <
State 96 62 1 1 3 2
White Division 40 74 2 1 12 3
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < < <
State 3013 2017 112 65 212 87
Students with Disabilities Division 1 17 4 0 5 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 16 70 3 1 12 4
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Foster Care Division < < < < < <
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 Students1671458714687159
Female796886688679
Male887788788989
Asian<<100<10000
Black161381138116
Hispanic<<<<<<<
Native Hawaiian<<100<10000
White1321168811789129
Multiple Races<<<<<<<
Students with Disabilities2722822282519
Economically Disadvantaged106898490851211
English Learners<<100<10000
Homeless<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken18 / 2.83%6 / .94%2 / .31%
Advanced Placement Course Enrollment18 / 2.83%6 / .94%2 / .31%
Dual Enrollment101 / 15.88%95 / 14.87%127 / 19.94%
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
2020-20212021-20222022-2023
Workplace ReadinessDivision102918
 State16,88544,34841,819
Total Credentials EarnedDivision10152187
 State71,189143,862147,481
Students Earning One or More CredentialsDivision10114134
 State60,992115,682117,932
CTE CompletersDivision913770
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision-4-
 State1,0771,2361,563
Industry CertificationDivision-119169
 State51,68595,688100,255
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

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 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 Students1,5815461,3727361,430691
Female794272693350702335
Male787274679385727356
American Indian<<<<<<
Asian241212243
Black103531007310675
Hispanic653168367831
Native Hawaiian<<<<<<
White1,2464041,0615411,082503
Multiple Races141551207813578
Students with Disabilities263130239144256146
Economically Disadvantaged943424865553959594
English Learners297344367
Homeless432945515548
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 136
Relationship Behaviors without Physical Harm 264
Behaviors of a Safety Concern 251
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 76

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.30.2
Asian0.91.11.4
Black7.124.48.4108.813.7
Hispanic4.42.455.75.16.3
Native Hawaiian0.100
White78.168.376.275.774.668.3
Multiple Races9.24.98.98.69.811.7
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.30.2
Asian0.91.11.4
Black7.18.48.850
Hispanic4.455.1
Native Hawaiian0.100
White78.176.210074.650
Multiple Races9.28.99.8
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.30.2
Asian0.91.11.4
Black7.18.48.8
Hispanic4.455.1
Native Hawaiian0.100
White78.176.274.6
Multiple Races9.28.99.8
< = 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 88.788.7100
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 53.453.453.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available