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Campbell County Public Schools

General school information

Division: Campbell County Public Schools
Division Number: 16
Address: 684 Village Highway Rustburg, VA 24588
Superintendent: Dr. Robert Johnson
Region: 5
Division Website (opens new window)
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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 79 21 11 57 68 32
Female 16 66 82 18 12 60 73 27
Male 12 63 75 25 10 54 64 36
American Indian 14 57 71 29 - 59 59 41
Asian 29 60 88 12 17 71 88 12
Black 8 56 64 36 5 47 52 48
Hispanic 10 57 67 33 8 46 54 46
Native Hawaiian < < < < 10 50 60 40
White 16 67 82 18 13 60 73 27
Multiple Races 12 66 79 21 9 58 67 33
Students with Disabilities 15 34 49 51 16 25 41 59
Students without Disabilities 14 69 83 17 10 62 72 28
Economically Disadvantaged 10 60 70 30 7 51 58 42
Not Economically Disadvantaged 18 69 87 13 15 63 78 22
English Learners 1 33 34 66 - 24 24 76
Homeless 7 57 64 36 < < < <
Military Connected < < < < < < < <
Foster Care 7 41 48 52 < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 74 26 9 53 63 37
Female 22 54 76 24 10 55 65 35
Male 18 55 73 27 9 52 61 39
American Indian < < < < < < < <
Asian 31 62 92 8 < < < <
Black 14 51 65 35 6 39 44 56
Hispanic 17 40 57 43 6 33 39 61
Native Hawaiian < < 100 0 < < 100 0
White 22 56 78 22 11 57 68 32
Multiple Races 13 53 66 34 - 64 64 36
Students with Disabilities 27 35 62 38 16 24 40 60
Students without Disabilities 19 57 76 24 8 57 66 34
Economically Disadvantaged 17 50 67 33 6 46 51 49
Not Economically Disadvantaged 23 59 83 17 14 62 75 25
English Learners 6 29 35 65 - 28 28 72
Homeless < < 100 0 < < < <
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22 13 56 69 31
Female 22 59 81 19 15 62 78 22
Male 16 59 74 26 11 50 60 40
Asian < < < < < < 100 0
Black 8 55 63 38 6 46 52 48
Hispanic 10 60 70 30 11 58 68 32
Native Hawaiian < < < < < < < <
White 23 58 81 19 15 59 74 26
Multiple Races 11 69 80 20 16 48 65 35
Students with Disabilities 14 34 48 52 15 21 36 64
Students without Disabilities 20 63 83 17 13 61 74 26
Economically Disadvantaged 11 57 68 32 9 51 60 40
Not Economically Disadvantaged 27 60 87 13 18 62 80 20
English Learners - 47 47 53 - 38 38 63
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 56 76 24 11 54 65 35
Female 23 56 80 20 10 59 69 31
Male 17 56 73 27 11 49 60 40
American Indian < < 100 0 < < < <
Asian < < 100 0 9 73 82 18
Black 12 53 65 35 10 41 52 48
Hispanic 4 68 71 29 7 52 59 41
Native Hawaiian < < 100 0
White 22 56 78 22 12 56 68 32
Multiple Races 21 58 79 21 5 57 62 38
Students with Disabilities 16 26 43 58 20 28 48 52
Students without Disabilities 20 61 81 19 9 58 67 33
Economically Disadvantaged 13 55 68 32 7 50 57 43
Not Economically Disadvantaged 28 58 86 14 15 58 73 27
English Learners < < < < - 33 33 67
Homeless < < < < < < < <
Military Connected < < < <
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 79 21 12 58 70 30
Female 13 72 85 15 14 61 75 25
Male 12 61 73 27 9 56 65 35
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 7 53 60 40 4 51 56 44
Hispanic 12 48 61 39 - 44 44 56
Native Hawaiian < < < <
White 14 71 85 15 14 60 74 26
Multiple Races 15 62 76 24 10 63 73 28
Students with Disabilities 14 35 49 51 11 31 42 58
Students without Disabilities 12 71 83 17 12 62 74 26
Economically Disadvantaged 7 65 72 28 8 51 59 41
Not Economically Disadvantaged 18 68 85 15 15 66 81 19
English Learners < < < < - 14 14 86
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 10 56 66 34
Female 15 66 81 19 11 60 71 29
Male 12 64 76 24 9 53 62 38
American Indian < < < < < < < <
Asian 45 45 91 9 < < 100 0
Black 4 58 62 38 1 54 55 45
Hispanic 10 63 73 27 3 47 50 50
White 15 68 82 18 13 57 69 31
Multiple Races 13 66 78 22 9 60 69 31
Students with Disabilities 10 33 44 56 15 17 33 67
Students without Disabilities 14 70 84 16 9 63 72 28
Economically Disadvantaged 8 59 67 33 6 51 57 43
Not Economically Disadvantaged 18 71 88 12 14 62 76 24
English Learners < < < < - 9 9 91
Homeless < < < < < < < <
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 78 22 10 58 68 32
Female 11 71 82 18 11 61 72 28
Male 7 67 74 26 9 56 65 35
Black 7 51 57 43 7 39 45 55
Hispanic 10 76 86 14 18 33 51 49
White 9 72 81 19 10 66 76 24
Multiple Races 10 72 83 17 9 50 59 41
Students with Disabilities 10 38 49 51 14 25 39 61
Students without Disabilities 9 73 82 18 9 64 73 27
Economically Disadvantaged 6 62 69 31 7 47 55 45
Not Economically Disadvantaged 11 75 86 14 12 70 82 18
English Learners < < < < - 20 20 80
Homeless < < 100 0
Military Connected < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 83 87 13 13 62 75 25
Female 5 86 91 9 15 63 78 22
Male 4 80 84 16 12 60 73 27
American Indian < < < <
Asian < < < < < < 100 0
Black 2 72 74 26 3 59 62 38
Hispanic - 45 45 55 8 58 67 33
White 5 86 91 9 16 62 77 23
Multiple Races 3 91 94 6 14 66 79 21
Students with Disabilities 12 36 48 52 22 27 49 51
Students without Disabilities 4 88 91 9 12 66 78 22
Economically Disadvantaged 4 78 82 18 6 63 68 32
Not Economically Disadvantaged 5 86 90 10 17 61 79 21
English Learners < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 73 27
Female 19 60 79 21
Male 12 55 68 32
American Indian < < < <
Asian 31 46 77 23
Black 10 51 61 39
Hispanic 4 57 61 39
White 18 58 76 24
Multiple Races 11 69 80 20
Students with Disabilities 10 21 30 70
Students without Disabilities 16 62 78 22
Economically Disadvantaged 9 55 64 36
Not Economically Disadvantaged 21 59 80 20
English Learners < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33
Female 16 56 73 27
Male 10 51 61 39
Black 10 41 52 48
White 14 55 69 31
Multiple Races 14 59 72 28
Students with Disabilities 7 21 28 72
Students without Disabilities 14 58 72 28
Economically Disadvantaged 8 48 57 43
Not Economically Disadvantaged 17 58 75 25
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 61 79 21
Female 22 63 85 15
Male 15 59 74 26
American Indian < < 100 0
Asian < < < <
Black 10 59 68 32
Hispanic 9 45 55 45
White 21 61 82 18
Multiple Races 8 78 86 14
Students with Disabilities 12 21 33 67
Students without Disabilities 19 65 84 16
Economically Disadvantaged 10 62 72 28
Not Economically Disadvantaged 24 60 84 16
English Learners < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 84 16 6 48 54 46
Female 13 73 87 13 5 50 56 44
Male 14 67 81 19 8 45 53 47
American Indian 23 62 85 15 - 18 18 82
Asian 29 66 95 5 18 60 78 22
Black 6 65 72 28 3 32 35 65
Hispanic 11 67 78 22 6 42 48 52
Native Hawaiian < < < < 10 30 40 60
White 15 71 87 13 7 52 60 40
Multiple Races 10 75 85 15 5 43 48 52
Students with Disabilities 15 38 53 47 15 19 33 67
Students without Disabilities 13 75 88 12 5 52 58 42
Economically Disadvantaged 9 68 77 23 4 38 42 58
Not Economically Disadvantaged 18 73 91 9 9 58 67 33
English Learners 3 59 62 38 - 26 26 74
Homeless - 80 80 20 < < < <
Military Connected < < < < < < < <
Foster Care 6 55 61 39 < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 65 86 14 11 54 65 35
Female 18 68 86 14 8 56 64 36
Male 24 62 86 14 13 53 66 34
American Indian < < < < < < < <
Asian 23 69 92 8 < < < <
Black 11 60 72 28 4 33 37 63
Hispanic 13 70 83 17 3 42 45 55
Native Hawaiian < < 100 0 < < 100 0
White 25 65 90 10 13 60 73 27
Multiple Races 13 68 81 19 4 46 50 50
Students with Disabilities 33 38 71 29 19 19 39 61
Students without Disabilities 19 69 89 11 9 59 68 32
Economically Disadvantaged 16 65 81 19 7 46 53 47
Not Economically Disadvantaged 27 65 92 8 14 64 78 22
English Learners 6 65 71 29 - 44 44 56
Homeless < < 100 0 < < < <
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 7 52 59 41
Female 18 72 90 10 7 55 62 38
Male 18 65 83 17 8 48 56 44
Asian < < < < < < 100 0
Black 5 66 71 29 5 28 32 68
Hispanic 5 65 70 30 13 50 63 37
Native Hawaiian < < < < < < < <
White 21 69 90 10 7 59 66 34
Multiple Races 16 76 91 9 13 42 55 45
Students with Disabilities 14 39 53 47 15 13 28 72
Students without Disabilities 19 73 92 8 6 57 63 37
Economically Disadvantaged 11 69 80 20 4 42 46 54
Not Economically Disadvantaged 25 69 94 6 11 63 74 26
English Learners - 47 47 53 - 44 44 56
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 67 86 14 9 51 60 40
Female 19 69 88 12 8 54 63 38
Male 18 66 84 16 9 48 57 43
American Indian < < 100 0 < < < <
Asian < < 100 0 18 64 82 18
Black 6 67 73 27 5 37 41 59
Hispanic 11 71 82 18 11 61 71 29
Native Hawaiian < < < <
White 22 66 88 12 10 54 64 36
Multiple Races 8 82 89 11 2 50 52 48
Students with Disabilities 16 33 49 51 12 28 40 60
Students without Disabilities 19 73 91 9 8 55 63 37
Economically Disadvantaged 13 66 79 21 4 46 49 51
Not Economically Disadvantaged 25 69 94 6 14 57 72 28
English Learners < < < < - 33 33 67
Homeless < < 100 0 < < < <
Military Connected < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 82 18 6 43 49 51
Female 16 67 83 17 6 44 50 50
Male 17 64 81 19 6 41 47 53
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 11 56 67 33 1 24 25 75
Hispanic 18 70 88 12 4 28 32 68
Native Hawaiian < < < <
White 18 68 85 15 7 47 55 45
Multiple Races 15 65 79 21 3 50 53 48
Students with Disabilities 15 29 44 56 14 13 27 73
Students without Disabilities 16 71 87 13 5 47 52 48
Economically Disadvantaged 8 65 73 27 5 31 35 65
Not Economically Disadvantaged 24 66 90 10 7 55 63 37
English Learners < < < < - - - 100
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 76 24 5 32 37 63
Female 13 66 79 21 3 31 34 66
Male 12 61 72 28 6 33 39 61
American Indian < < < < < < < <
Asian 45 55 100 0 < < < <
Black 5 51 56 44 - 13 13 87
Hispanic 10 60 70 30 - 26 26 74
White 14 67 80 20 6 38 44 56
Multiple Races 3 66 69 31 3 23 26 74
Students with Disabilities 14 17 31 69 15 6 21 79
Students without Disabilities 12 70 82 18 3 37 39 61
Economically Disadvantaged 8 56 64 36 2 22 24 76
Not Economically Disadvantaged 16 70 86 14 8 44 52 48
English Learners < < < < - - - 100
Homeless < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 66 69 31 3 25 28 72
Female 2 75 77 23 2 27 29 71
Male 4 57 61 39 4 24 28 72
Black 3 58 61 39 4 13 16 84
Hispanic 8 62 69 31 - 21 21 79
White 3 68 71 29 3 31 34 66
Multiple Races - 69 69 31 8 12 19 81
Students with Disabilities 13 26 39 61 14 4 18 82
Students without Disabilities 1 75 76 24 - 31 31 69
Economically Disadvantaged 2 63 66 34 2 19 21 79
Not Economically Disadvantaged 4 69 73 27 5 36 41 59
English Learners < < < < - 10 10 90
Military Connected < < 100 0
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 84 88 13 3 64 68 32
Female 5 87 91 9 3 68 72 28
Male 3 81 85 15 3 60 64 36
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 3 82 85 15 - 67 67 33
Hispanic 3 79 83 17 11 57 68 32
White 4 84 88 12 4 64 67 33
Multiple Races 7 86 93 7 3 77 80 20
Students with Disabilities - 77 77 23 - 47 47 53
Students without Disabilities 4 85 89 11 4 67 71 29
Economically Disadvantaged 3 82 85 15 3 56 59 41
Not Economically Disadvantaged 5 86 90 10 3 71 74 26
English Learners - 45 45 55 < < < <
Homeless < < 100 0 < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 82 89 11 4 67 71 29
Female 5 85 90 10 3 64 67 33
Male 8 79 87 13 4 70 74 26
American Indian < < < <
Asian < < < < < < 100 0
Black 4 81 85 15 - 47 47 53
Hispanic - 50 50 50 < < < <
White 8 84 91 9 3 70 73 27
Multiple Races - 95 95 5 < < < <
Students with Disabilities - 44 44 56 < < < <
Students without Disabilities 7 85 92 8 4 68 72 28
Economically Disadvantaged 3 78 81 19 4 58 61 39
Not Economically Disadvantaged 9 84 93 7 4 71 75 25
English Learners < < < <
Homeless < < 100 0 < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 84 99 1 20 50 70 30
Female 13 86 99 1 < < < <
Male 17 81 98 2 < < < <
Asian < < 100 0 < < < <
Black 6 94 100 0 < < 100 0
Hispanic < < 100 0
White 14 84 98 2 < < < <
Multiple Races 10 90 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 15 84 99 1 20 50 70 30
Economically Disadvantaged 12 85 97 3 < < < <
Not Economically Disadvantaged 16 84 99 1 < < < <
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 67 80 20 5 47 52 48
Female 13 68 80 20 3 50 53 47
Male 14 66 80 20 6 45 51 49
American Indian 13 53 67 33 < < < <
Asian 28 64 92 8 11 71 82 18
Black 4 61 64 36 2 29 32 68
Hispanic 12 60 71 29 5 40 45 55
Native Hawaiian < < 100 0 < < < <
White 16 68 84 16 5 53 58 42
Multiple Races 6 72 78 22 3 36 39 61
Students with Disabilities 10 36 46 54 12 17 28 72
Students without Disabilities 14 71 84 16 4 52 56 44
Economically Disadvantaged 8 61 70 30 3 36 39 61
Not Economically Disadvantaged 18 72 89 11 7 59 66 34
English Learners - 39 39 61 - 12 12 88
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care - 44 44 56 < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 55 83 17 7 41 48 52
Female 30 53 83 17 4 46 50 50
Male 26 57 82 18 11 36 46 54
American Indian < < 100 0 < < < <
Asian < < 100 0 9 64 73 27
Black 8 58 66 34 6 28 34 66
Hispanic 32 50 82 18 7 33 41 59
Native Hawaiian < < < <
White 32 54 86 14 8 44 53 47
Multiple Races 13 71 84 16 2 33 36 64
Students with Disabilities 15 29 44 56 20 20 41 59
Students without Disabilities 30 59 88 12 6 44 49 51
Economically Disadvantaged 18 57 74 26 4 34 38 62
Not Economically Disadvantaged 40 52 92 8 11 48 59 41
English Learners < < < < - 25 25 75
Homeless < < < < < < < <
Military Connected < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 3 39 41 59
Female 7 64 71 29 2 38 41 59
Male 11 62 72 28 3 39 42 58
American Indian < < < < < < < <
Asian 36 55 91 9 < < < <
Black 3 56 59 41 2 20 22 78
Hispanic 9 56 66 34 - 38 38 63
White 10 66 76 24 3 44 47 53
Multiple Races 3 56 59 41 6 29 34 66
Students with Disabilities 9 23 32 68 10 13 23 77
Students without Disabilities 9 68 77 23 1 43 44 56
Economically Disadvantaged 6 52 58 42 2 29 31 69
Not Economically Disadvantaged 11 73 84 16 4 50 54 46
English Learners < < < < - - - 100
Homeless < < 100 0 < < 100 0
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 5 60 65 35
Female 9 76 85 15 4 60 64 36
Male 7 72 80 20 6 60 66 34
American Indian < < 100 0 < < < <
Asian < < < < 17 75 92 8
Black 1 65 66 34 - 40 40 60
Hispanic 4 67 70 30 13 50 63 38
White 10 76 86 14 6 65 71 29
Multiple Races 3 80 83 17 - 45 45 55
Students with Disabilities - 49 49 51 - 21 21 79
Students without Disabilities 9 77 86 14 5 63 68 32
Economically Disadvantaged 4 69 72 28 3 42 45 55
Not Economically Disadvantaged 12 78 90 10 6 73 79 21
English Learners < < < < < < < <
Homeless < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 84 85 15 < < < <
Female - 81 81 19 < < < <
Male 1 88 89 11
American Indian < < < <
Asian < < 100 0
Black - 76 76 24
Hispanic < < 100 0
White 1 86 87 13 < < < <
Multiple Races - 83 83 17
Students with Disabilities < < < <
Students without Disabilities 1 84 85 15 < < < <
Economically Disadvantaged 2 76 77 23
Not Economically Disadvantaged - 88 88 12 < < < <
English Learners < < 100 0
Homeless < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 70 81 19 3 53 56 44
Female 9 72 81 19 2 56 58 42
Male 13 69 81 19 4 50 54 46
American Indian < < 100 0
Asian 10 80 90 10
Black 2 60 62 38 - 32 32 68
Hispanic - 65 65 35 5 43 48 53
White 13 72 86 14 3 60 63 37
Multiple Races 7 76 83 17 4 43 46 54
Students with Disabilities - 46 46 54 - 15 15 85
Students without Disabilities 12 73 85 15 3 58 62 38
Economically Disadvantaged 5 66 70 30 1 42 43 57
Not Economically Disadvantaged 16 75 90 10 5 65 70 30
English Learners - 46 46 54 - 10 10 90
Homeless < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 62 83 17
Female 18 65 82 18
Male 23 60 83 17
American Indian 27 64 91 9
Asian 34 56 91 9
Black 9 60 69 31
Hispanic 10 66 77 23
White 23 63 86 14
Multiple Races 18 62 80 20
Students with Disabilities 14 44 58 42
Students without Disabilities 21 65 86 14
Economically Disadvantaged 15 59 74 26
Not Economically Disadvantaged 24 64 89 11
English Learners - 49 49 51
Homeless < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 48 53 47
Female 3 44 48 52
Male 5 53 58 42
Asian < < < <
Black 3 28 31 69
Hispanic < < < <
White 4 55 59 41
Multiple Races < < < <
Students with Disabilities - 14 14 86
Students without Disabilities 5 56 61 39
Economically Disadvantaged 5 39 44 56
Not Economically Disadvantaged 3 57 61 39
English Learners < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17
Female 15 70 84 16
Male 16 66 82 18
American Indian < < < <
Asian < < < <
Black 6 67 73 27
Hispanic 6 55 61 39
White 18 68 86 14
Multiple Races 16 71 87 13
Students with Disabilities 4 65 70 30
Students without Disabilities 17 68 85 15
Economically Disadvantaged 12 64 75 25
Not Economically Disadvantaged 18 71 89 11
English Learners - 27 27 73
Homeless < < 100 0
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 77 92 8
Female 9 81 90 10
Male 23 71 94 6
American Indian < < 100 0
Asian < < 100 0
Black 3 82 85 15
Hispanic 9 91 100 0
White 17 75 93 7
Multiple Races 5 79 84 16
Students with Disabilities 9 64 73 27
Students without Disabilities 15 77 92 8
Economically Disadvantaged 11 74 85 15
Not Economically Disadvantaged 17 78 95 5
English Learners < < 100 0
Homeless < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13
Female 23 64 87 13
Male 26 61 87 13
Black 12 55 67 33
White 27 63 91 9
Students with Disabilities 3 51 54 46
Students without Disabilities 27 64 91 9
Economically Disadvantaged 15 64 78 22
Not Economically Disadvantaged 33 61 94 6
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 52 77 23
Female 24 53 76 24
Male 26 51 77 23
Black 9 61 70 30
White 28 50 78 22
Students with Disabilities 2 38 40 60
Students without Disabilities 28 54 82 18
Economically Disadvantaged 17 52 69 31
Not Economically Disadvantaged 32 52 84 16
Homeless < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division6-
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten221250245
Kindergarten541533591
Grade 1551569517
Grade 2563554567
Grade 3592572532
Grade 4546600541
Grade 5621583600
Grade 6645619566
Grade 7595656618
Grade 8569593655
Grade 9662580604
Grade 10606648564
Grade 11586568615
Grade 12593596572
Total Students7,8917,9217,787

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students789179217787
Female383338403780
Male405840814007
American Indian363532
Asian10299106
Black121412631265
Hispanic358377417
Native Hawaiian8811
White572256605456
Multiple Races451479500
Students with Disabilities94510091004
Students without Disabilities694669126783
Economically Disadvantaged358437573430
Not Economically Disadvantaged430741644357
English Learners251258273
Not English Learners764076637514
Homeless313612
Military Connected6110
Foster Care312317
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 268 277 16 10 17 6
State 51295 36973 2078 699 4153 1962
Female Division 158 129 5 3 6 2
State 28290 16169 687 250 1331 757
Male Division 110 148 11 7 11 4
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5778 1304 69 12 65 34
Black Division 27 51 2 1 3 1
State 7939 10584 760 145 1021 763
Hispanic Division 8 9 0 1 4 0
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 213 202 14 7 9 5
State 28772 16247 907 407 1091 763
Multiple Races Division 11 12 0 1 1 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 6 57 16 0 1 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 65 133 3 9 9 6
State 11835 19243 1250 370 2163 1354
English Learners Division 5 7 0 0 4 0
State 1286 4091 201 19 1534 65
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
Foster Care Division < < < < 0 <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students5945619457196173
Female303292962959762
Male2912699227695114
American Indian<<100<10000
Asian<<100<10000
Black858094819534
Hispanic2217771882418
Native Hawaiian<<100<10000
White450429954369792
Multiple Races252392249614
Students with Disabilities807999799911
Economically Disadvantaged225201892109394
English Learners1612751275425
Homeless<<<<<00
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken117 / 4.78%128 / 5.35%281 / 11.93%
Advanced Placement Course Enrollment118 / 4.82%128 / 5.35%281 / 11.93%
Dual Enrollment242 / 9.89%248 / 10.37% -
Governor's School Enrollment29 / 1.19%29 / 1.21%14 / .59%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision58330747
State86,21159,46231
FemaleDivision27916342
State43,37932,57825
MaleDivision30414453
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision844843
State18,49311,40838
HispanicDivision12<100
State10,8006,31841
WhiteDivision45723748
State46,06033,07528
Multiple RacesDivision201050
State4,1342,89130
Students with DisabilitiesDivision441468
State7,5273,57553
Economically DisadvantagedDivision1957064
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision332315
 State4,0955111,508
State LicensuresDivision149-76
 State2,2313331,030
Industry CertificationDivision783198561
 State107,23443,66048,781
Workplace ReadinessDivision188--
 State44,897--
Total Credentials EarnedDivision1,153221652
 State158,45744,50451,319
Students Earning One or More CredentialsDivision872175544
 State126,04439,25445,542
CTE CompletersDivision244260240
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$3,543$5,883$749
State$6,462$5,219$867
2018-2019Division$3,714$6,190$782
State$6,642$5,388$901
2019-2020Division$3,564$6,322$847
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students6,9436997,069468
Female3,3693403,452221
Male3,5743593,617247
American Indian303311
Asian9731013
Black1,062991,11683
Hispanic3182436342
Native Hawaiian<<111
White5,0495155,000301
Multiple Races3835244737
Students with Disabilities81812086592
Economically Disadvantaged3,1025133,150354
English Learners2301226025
Homeless4014144
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 15
Disorderly or Disruptive Behavior Offenses 61
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 12
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.50.20.40.4
Asian1.30.11.30.11.4
Black15.426.415.926.616.223.3
Hispanic4.52.84.84.55.41.2
Native Hawaiian0.10.10.1
White72.564.871.561.970.168.6
Multiple Races5.75.766.96.47
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.40.4
Asian1.31.31.4
Black15.430.815.910016.2
Hispanic4.54.85.4
Native Hawaiian0.10.10.1
White72.553.871.570.1
Multiple Races5.715.466.4
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.50.40.4
Asian1.31.31.4
Black15.415.916.2
Hispanic4.54.85.4
Native Hawaiian0.10.10.1
White72.571.570.1
Multiple Races5.766.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 47.24949
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 4243.143.1
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 70.969.469.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 15.14 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 10.88 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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