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Charlotte County Public Schools

General school information

Division: Charlotte County Public Schools
Division Number: 20
Address: 250 Legrande Ave, Suite E Suite E Charlotte Court House, VA 23923
Superintendent: Dr. Robbie W. Mason
Region: 8
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
Bacon District ElementaryAccredited
Eureka ElementaryAccredited
Phenix ElementaryAccredited
Middle Schools
Central MiddleAccredited
High Schools
Randolph-Henry HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 71 29 13 62 75 25
Female 9 66 75 25 15 66 80 20
Male 11 57 68 32 11 59 71 29
Asian < < 100 0 < < 100 0
Black 6 48 54 46 7 57 64 36
Hispanic - 67 67 33 17 67 83 17
White 12 66 78 22 16 64 80 20
Multiple Races 6 67 73 27 5 67 71 29
Students with Disabilities 4 26 30 70 2 30 32 68
Students without Disabilities 11 67 77 23 14 67 81 19
Economically Disadvantaged 7 58 65 35 6 61 68 32
Not Economically Disadvantaged 13 65 78 22 21 64 84 16
English Learners < < < < < < 100 0
Homeless < < < < < < < <
Military Connected 23 62 85 15 20 67 87 13
Foster Care < < 100 0 < < 100 0
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 55 63 37 7 60 66 34
Female 11 59 70 30 8 60 68 32
Male 5 51 56 44 6 59 65 35
Black 7 52 59 41 4 39 43 57
Hispanic < < < < < < 100 0
White 7 55 62 38 9 68 77 23
Multiple Races 8 67 75 25 < < < <
Students with Disabilities - 9 9 91 - 45 45 55
Students without Disabilities 9 59 68 32 8 61 69 31
Economically Disadvantaged 6 58 64 36 9 48 57 43
Not Economically Disadvantaged 10 52 62 38 4 73 77 23
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 15 62 77 23
Female 15 69 83 17 18 65 83 17
Male 18 58 76 24 11 59 70 30
Asian < < 100 0
Black 9 56 65 35 17 60 77 23
Hispanic < < < < < < 100 0
White 22 64 87 13 14 65 79 21
Multiple Races 10 70 80 20 7 50 57 43
Students with Disabilities < < < < 10 10 20 80
Students without Disabilities 18 65 83 17 15 66 82 18
Economically Disadvantaged 12 61 73 27 7 65 72 28
Not Economically Disadvantaged 22 64 85 15 27 59 86 14
English Learners < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 70 30 5 66 71 29
Female 6 69 75 25 6 69 75 25
Male 13 54 67 33 4 64 68 32
Black 9 48 57 43 3 67 70 30
Hispanic < < < < < < < <
White 11 65 76 24 7 66 73 27
Multiple Races < < < < - 67 67 33
Students with Disabilities - 39 39 61 - - - 100
Students without Disabilities 11 66 77 23 5 73 78 22
Economically Disadvantaged 6 56 63 38 4 59 63 37
Not Economically Disadvantaged 12 65 77 23 6 75 81 19
English Learners < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 59 66 34 9 71 80 20
Female 2 59 61 39 10 73 83 17
Male 12 59 71 29 9 69 78 22
Black - 30 30 70 4 64 68 32
Hispanic < < 100 0 < < < <
White 10 70 80 20 13 72 85 15
Multiple Races < < < < 7 79 86 14
Students with Disabilities 12 18 29 71 - 43 43 57
Students without Disabilities 5 67 73 27 11 75 85 15
Economically Disadvantaged 5 53 58 42 2 72 73 27
Not Economically Disadvantaged 8 67 75 25 18 70 88 13
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 66 72 28 16 62 77 23
Female 5 78 84 16 16 67 82 18
Male 6 55 61 39 16 57 72 28
Black 3 55 58 42 - 54 54 46
Hispanic < < < < < < 100 0
White 6 72 78 22 20 63 83 18
Multiple Races < < < < < < 100 0
Students with Disabilities - 31 31 69 - 27 27 73
Students without Disabilities 7 70 77 23 18 67 85 15
Economically Disadvantaged 3 62 65 35 6 62 68 32
Not Economically Disadvantaged 9 70 79 21 29 61 90 10
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 68 32 9 56 65 35
Female 8 63 71 29 11 67 77 23
Male 3 62 64 36 7 46 54 46
Asian < < 100 0
Black 4 44 48 52 6 44 50 50
Hispanic < < 100 0 < < < <
White 7 70 77 23 11 58 69 31
Multiple Races < < < < < < 100 0
Students with Disabilities - 18 18 82 - 19 19 81
Students without Disabilities 6 69 75 25 10 61 71 29
Economically Disadvantaged 2 51 53 47 8 49 57 43
Not Economically Disadvantaged 9 75 84 16 10 62 72 28
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 80 20 28 61 90 10
Female 16 67 83 17 32 61 93 7
Male 14 63 77 23 25 62 87 13
Black 8 51 59 41 10 67 77 23
Hispanic < < < < < < 100 0
White 18 70 89 11 38 60 98 3
Multiple Races < < < < < < < <
Students with Disabilities 11 32 42 58 5 50 55 45
Students without Disabilities 16 70 86 14 33 63 96 4
Economically Disadvantaged 10 63 73 27 8 75 83 17
Not Economically Disadvantaged 19 67 86 14 44 51 94 6
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 53 63 37
Female 13 65 78 22
Male 6 42 48 52
Asian < < 100 0
Black 1 48 49 51
Hispanic < < < <
White 13 55 68 32
Multiple Races 15 69 85 15
Students with Disabilities - 13 13 87
Students without Disabilities 11 60 72 28
Economically Disadvantaged 6 50 57 43
Not Economically Disadvantaged 13 57 70 30
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 53 62 38
Female 13 73 86 14
Male 6 35 42 58
Asian < < 100 0
Black 3 46 49 51
Hispanic < < 100 0
White 12 54 66 34
Multiple Races < < 100 0
Students with Disabilities - 7 7 93
Students without Disabilities 10 59 69 31
Economically Disadvantaged 8 51 59 41
Not Economically Disadvantaged 10 55 65 35
Military Connected < < 100 0
Foster Care < < 100 0
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 53 63 37
Female 13 58 71 29
Male 6 48 55 45
Asian < < 100 0
Black - 50 50 50
Hispanic < < < <
White 14 55 70 30
Multiple Races < < < <
Students with Disabilities - 16 16 84
Students without Disabilities 12 62 74 26
Economically Disadvantaged 5 50 55 45
Not Economically Disadvantaged 17 58 75 25
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 46 50 50 8 65 73 27
Female 3 48 51 49 6 69 75 25
Male 6 43 49 51 9 61 70 30
Asian < < 100 0 < < 100 0
Black 1 33 34 66 3 60 63 37
Hispanic - 48 48 52 5 85 90 10
White 6 52 58 42 10 67 77 23
Multiple Races - 40 40 60 3 61 64 36
Students with Disabilities 4 19 23 77 - 40 40 60
Students without Disabilities 4 50 54 46 9 68 77 23
Economically Disadvantaged 3 38 41 59 5 60 66 34
Not Economically Disadvantaged 6 54 60 40 11 71 82 18
English Learners < < < < < < 100 0
Homeless < < < < - 73 73 27
Military Connected - 65 65 35 8 75 83 17
Foster Care < < 100 0 < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 46 48 52 10 62 72 28
Female 2 47 48 52 6 66 72 28
Male 2 45 47 53 14 58 72 28
Black - 22 22 78 - 45 45 55
Hispanic < < < < < < 100 0
White 1 56 57 43 16 67 83 17
Multiple Races - 33 33 67 < < < <
Students with Disabilities - 9 9 91 - 45 45 55
Students without Disabilities 2 50 51 49 11 64 75 25
Economically Disadvantaged 2 35 37 63 11 49 60 40
Not Economically Disadvantaged 2 57 59 41 8 77 85 15
English Learners < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 54 46 6 65 71 29
Female 2 52 54 46 5 71 76 24
Male 6 47 53 47 6 58 64 36
Asian < < 100 0
Black - 41 41 59 - 56 56 44
Hispanic < < < < < < 100 0
White 7 57 64 36 7 70 77 23
Multiple Races - 30 30 70 - 57 57 43
Students with Disabilities < < < < - 20 20 80
Students without Disabilities 5 52 57 43 6 69 75 25
Economically Disadvantaged 5 33 39 61 1 61 63 38
Not Economically Disadvantaged 4 65 69 31 13 71 84 16
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 49 57 43 9 63 72 28
Female - 52 52 48 2 66 68 32
Male 15 46 61 39 15 60 75 25
Black 4 42 46 54 6 55 61 39
Hispanic < < < < < < < <
White 10 51 61 39 12 68 80 20
Multiple Races < < < < - 55 55 45
Students with Disabilities - 32 32 68 - 36 36 64
Students without Disabilities 9 53 62 38 10 65 75 25
Economically Disadvantaged 4 40 45 55 7 56 63 37
Not Economically Disadvantaged 11 56 67 33 11 72 83 17
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 43 52 48 11 54 65 35
Female 8 36 44 56 10 57 67 33
Male 10 51 61 39 13 51 63 37
Black 3 23 26 74 4 56 59 41
Hispanic < < < < < < < <
White 13 51 64 36 15 54 69 31
Multiple Races < < < < 8 46 54 46
Students with Disabilities 19 13 31 69 - 36 36 64
Students without Disabilities 8 48 55 45 13 56 69 31
Economically Disadvantaged 7 37 43 57 5 49 54 46
Not Economically Disadvantaged 13 50 63 38 18 58 76 24
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 42 46 54 11 63 74 26
Female 4 57 61 39 15 56 71 29
Male 3 29 32 68 8 68 77 23
Black - 31 31 69 4 50 54 46
Hispanic < < < < < < 100 0
White 5 45 50 50 15 64 79 21
Multiple Races < < < < < < < <
Students with Disabilities - 14 14 86 - 20 20 80
Students without Disabilities 4 46 50 50 13 69 82 18
Economically Disadvantaged 2 39 41 59 7 60 67 33
Not Economically Disadvantaged 5 46 51 49 17 67 83 17
Homeless < < 100 0
Military Connected < < < < < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 30 30 70 2 70 71 29
Female - 26 26 74 - 88 88 12
Male - 34 34 66 3 57 60 40
Black - 15 15 85 - 72 72 28
Hispanic < < < < < < 100 0
White - 31 31 69 2 67 69 31
Multiple Races < < < < < < 100 0
Students with Disabilities - 17 17 83 - 38 38 63
Students without Disabilities - 33 33 67 2 75 78 22
Economically Disadvantaged - 25 25 75 2 71 73 27
Not Economically Disadvantaged - 38 38 63 2 67 69 31
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 47 50 50 6 78 84 16
Female 5 54 58 42 5 79 84 16
Male 2 38 40 60 7 76 83 17
Asian < < 100 0
Black - 42 42 58 6 78 84 16
Hispanic < < < < < < 100 0
White 6 49 56 44 7 78 85 15
Multiple Races < < < < - 70 70 30
Students with Disabilities - 24 24 76 - 71 71 29
Students without Disabilities 4 53 57 43 7 79 86 14
Economically Disadvantaged - 45 45 55 5 75 80 20
Not Economically Disadvantaged 9 49 57 43 7 81 88 12
Homeless < < 100 0 < < 100 0
Foster Care < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 63 65 35 3 74 77 23
Female - 60 60 40 4 75 79 21
Male 4 67 71 29 < < < <
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0
White 3 69 72 28 4 70 74 26
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 2 63 65 35 3 77 80 20
Economically Disadvantaged - 62 62 38 8 54 62 38
Not Economically Disadvantaged 3 64 67 33 - 89 89 11
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 54 57 43 8 58 66 34
Female 2 53 54 46 6 61 67 33
Male 6 54 60 40 9 55 65 35
Asian < < 100 0
Black 1 34 35 65 3 52 55 45
Hispanic < < < < - 80 80 20
White 5 61 67 33 11 61 71 29
Multiple Races - 53 53 47 4 54 58 42
Students with Disabilities - 20 20 80 2 29 31 69
Students without Disabilities 5 59 64 36 8 63 71 29
Economically Disadvantaged 1 44 46 54 5 55 61 39
Not Economically Disadvantaged 6 62 68 32 10 62 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 39 48 52 12 50 62 38
Female - 36 36 64 6 45 51 49
Male 17 43 59 41 17 54 71 29
Black - 35 35 65 6 42 48 52
Hispanic < < < < < < < <
White 13 42 55 45 18 54 72 28
Multiple Races < < < < - 42 42 58
Students with Disabilities - 26 26 74 - 10 10 90
Students without Disabilities 11 42 53 47 13 54 67 33
Economically Disadvantaged 2 35 37 63 10 41 51 49
Not Economically Disadvantaged 14 43 57 43 15 62 77 23
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 47 48 52 1 56 57 43
Female - 51 51 49 2 64 66 34
Male 3 42 45 55 - 50 50 50
Asian < < 100 0
Black - 27 27 73 - 45 45 55
Hispanic < < < < < < < <
White 2 53 55 45 1 60 62 38
Multiple Races < < < < < < < <
Students with Disabilities - 17 17 83 - 25 25 75
Students without Disabilities 1 52 53 47 1 61 62 38
Economically Disadvantaged - 36 36 64 - 53 53 47
Not Economically Disadvantaged 2 59 61 39 2 60 62 38
English Learners < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 61 63 37 10 71 81 19
Female 4 61 65 35 8 77 85 15
Male 1 60 62 38 11 65 76 24
Asian < < 100 0
Black 3 32 35 65 - 74 74 26
Hispanic < < 100 0 < < 100 0
White 2 73 76 24 15 68 83 17
Multiple Races < < < < < < < <
Students with Disabilities - 16 16 84 - 40 40 60
Students without Disabilities 3 69 72 28 12 78 89 11
Economically Disadvantaged 2 51 53 47 5 74 78 22
Not Economically Disadvantaged 3 69 72 28 16 67 84 16
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
White < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 80 82 18 < < < <
Female 4 76 80 20 < < < <
Male - 85 85 15 < < < <
Black - 55 55 45 < < < <
Hispanic < < 100 0
White 3 90 93 7 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 2 86 88 12 < < < <
Economically Disadvantaged - 68 68 32
Not Economically Disadvantaged 4 88 92 8 < < < <
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

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 49 70 30
Female 18 52 71 29
Male 25 45 70 30
Asian < < 100 0
Black 13 42 55 45
Hispanic 20 70 90 10
White 26 49 75 25
Multiple Races 13 67 79 21
Students with Disabilities - 37 37 63
Students without Disabilities 24 50 74 26
Economically Disadvantaged 14 49 63 37
Not Economically Disadvantaged 32 48 80 20
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 51 52 48
Female - 52 52 48
Male 2 49 51 49
Black - 31 31 69
Hispanic < < 100 0
White 2 61 63 37
Multiple Races < < < <
Students with Disabilities - 36 36 64
Students without Disabilities 1 52 54 46
Economically Disadvantaged - 37 37 63
Not Economically Disadvantaged 3 72 75 25
Homeless < < < <
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22
Female 6 75 81 19
Male 27 45 73 27
Black < < < <
White 14 67 81 19
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 17 70 87 13
Economically Disadvantaged - 70 70 30
Not Economically Disadvantaged 24 59 82 18
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Black < < < <
White < < 100 0
Multiple Races < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 63 37
Female 14 60 74 26
Male 10 44 54 46
Asian < < 100 0
Black 5 45 50 50
Hispanic < < < <
White 15 54 68 32
Multiple Races < < 100 0
Students with Disabilities - 25 25 75
Students without Disabilities 14 55 69 31
Economically Disadvantaged 9 48 58 42
Not Economically Disadvantaged 15 55 70 30
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 46 80 20
Female 29 48 77 23
Male 40 44 83 17
Asian < < 100 0
Black 25 46 71 29
Hispanic < < 100 0
White 40 41 81 19
Multiple Races 16 72 88 12
Students with Disabilities - 50 50 50
Students without Disabilities 37 46 82 18
Economically Disadvantaged 21 54 75 25
Not Economically Disadvantaged 53 34 87 13
English Learners < < 100 0
Homeless < < < <
Military Connected < < 100 0
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division--
State1,3244,006
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 2019-20202020-20212021-2022
Pre-kindergarten716664
Kindergarten124117144
Grade 1141126117
Grade 2129129116
Grade 3129126109
Grade 4115121142
Grade 5130111123
Grade 6130129118
Grade 7115130131
Grade 8135107130
Grade 9154142136
Grade 10150147119
Grade 11132154122
Grade 12108121131
Total Students1,7631,7261,702

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students176317261702
Female863840836
Male900886866
American Indian21-
Asian676
Black490497473
Hispanic444344
White110710521045
Multiple Races114126134
Students with Disabilities256228211
Students without Disabilities150714981491
Economically Disadvantaged1018860899
Not Economically Disadvantaged745866803
English Learners181416
Not English Learners174517121686
Military Connected242724
Foster Care666
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 70 75 4 4 8 1
State 52155 36614 2104 742 5115 1918
Female Division 51 28 2 0 1 0
State 28657 15782 656 261 1814 775
Male Division 19 47 2 4 7 1
State 23476 20803 1445 481 3299 1142
Asian Division < < < < 0 <
State 6085 1306 80 10 86 37
Black Division 15 25 0 2 2 1
State 8346 9963 754 162 1159 734
Hispanic Division < < < < 0 <
State 6300 7018 283 77 2283 402
White Division 48 41 4 2 5 0
State 28369 16213 874 438 1366 647
Multiple Races Division < < < < < <
State 2868 1988 105 54 196 90
Students with Disabilities Division 1 16 4 0 3 0
State 1554 7396 2104 109 967 124
Economically Disadvantaged Division 30 47 3 2 6 0
State 12246 19205 1240 410 2874 1298
English Learners Division < < < < 0 <
State 1452 3787 257 23 1873 143
< = 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 Students162149921539485
Female828199819911
Male806885729079
Asian<<100<10000
Black454089429324
Hispanic<<100<10000
White1009393959555
Multiple Races<<<<<<<
Students with Disabilities2421882188313
Economically Disadvantaged888091829367
English Learners<<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 2019-20202020-20212021-2022
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment107 / 19.67%144 / 25.53%116 / 22.83%
Governor's School Enrollment20 / 3.68%18 / 3.19%14 / 2.76%
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 StudentsDivision1197735
State86,21159,46331
FemaleDivision584031
State43,37932,57925
MaleDivision613739
State42,83226,88437
BlackDivision322134
State18,49311,40838
HispanicDivision<<100
State10,7996,31841
WhiteDivision845535
State46,06133,07628
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision462350
State28,16915,21546
American IndianDivision--100
State22013539
AsianDivision--100
State6,3805,55313
Native HawaiianDivision--100
State1248234
English LearnersDivision--100
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
State LicensuresDivision6519
 State3331,0771,236
Industry CertificationDivision166173278
 State43,66051,68595,688
Workplace ReadinessDivision71031
 State26,62716,88544,348
Total Credentials EarnedDivision179188328
 State71,13171,189143,862
Students Earning One or More CredentialsDivision167151243
 State62,89960,992115,682
CTE CompletersDivision8791122
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

< = 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

2020-2021 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
2018-2019Division$2,596$9,688$1,116
State$6,642$5,388$901
2019-2020Division$2,901$8,372$597
State$6,770$5,603$867
2020-2021Division$3,046$7,879$1,637
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,4422101,228368
Female71297598181
Male730113630187
American Indian<<--
Asian<<<<
Black38186322121
Hispanic328348
White93188767211
Multiple Races91279928
Students with Disabilities1794012274
Economically Disadvantaged724169637283
English Learners130150
Homeless55125
< = 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

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Offenses Against Student <
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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.30.4
Black27.843.228.825
Hispanic2.52.62.5
Native Hawaiian----
White62.845.26175
Multiple Races6.597.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.30.4
Black27.828.8
Hispanic2.52.5
Native Hawaiian
White62.85061
Multiple Races6.5507.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.30.4
Black27.828.8
Hispanic2.52.5
Native Hawaiian----
White62.861
Multiple Races6.57.3
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 57.957.957.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 51.851.851.8
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 64.164.164.1
< = 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: 11.26 : 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 icon

2019-2020 Grades 8-12 Student Teacher Ratio: 12.41 : 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 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.

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202057%39%0%4%
2020-202160%35%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%79%--
Asian<93%--
Black61%67%--
Hispanic82%86%--
White81%83%--
Multiple Races75%83%--
Economically Disadvantaged69%72%--
English Learners<82%--
Students with Disabilities30%38%--

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%83%--
Asian<100%--
Black64%76%--
Hispanic86%88%--
White80%87%--
Multiple Races63%78%--
Economically Disadvantaged68%78%--
English Learners<100%--
Students with Disabilities40%45%--

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students67%
Asian<
Black51%
Hispanic<
White75%
Multiple Races56%
Economically Disadvantaged62%
English Learners<
Students with Disabilities26%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian<90%84%
Black88%82%84%
Hispanic<82%84%
White92%86%84%
Multiple Races<89%84%
Economically Disadvantaged85%80%84%
English Learners-71%84%
Students with Disabilities72%65%84%
Homeless<--
Foster Care---

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students23%20%13%10%
Asian<5%10%10%
Black27%21%14%10%
Hispanic19%23%14%10%
White22%20%14%10%
Multiple Races22%22%15%10%
Economically Disadvantaged31%25%17%10%
English Learners-2%13%10%
Students with Disabilities38%27%18%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<50%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian<<<<<<
Black100%-100%-99%1%
Hispanic100%-100%-<<
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners<<<<<<
Students with Disabilities100%-100%-97%3%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students83%87%
Asian<<
Black78%84%
Hispanic88%100%
White85%89%
Multiple Races80%84%
Economically Disadvantaged78%86%
English Learners<<
Students with Disabilities53%68%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Charlotte County Public Schools to top