Charlottesville City Public Schools

General school information

Division: Charlottesville City Public Schools
Division Number: 104
Address: 1562 Dairy Rd Charlottesville, VA 22903-1304
Superintendent: Dr. Royal A. Gurley Jr.
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Burnley-Moran Elementary	Accredited
Clark Elementary	Accredited with Conditions
Greenbrier Elementary	Accredited
Jackson-Via Elementary	Accredited
Johnson Elementary	Accredited
Venable Elementary	Accredited
Walker Upper Elementary	Accredited with Conditions
Middle Schools
Buford Middle	Accredited with Conditions
High Schools
Charlottesville High	Accredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	32	44	56	11	31	42	58
Female					16	36	53	47	11	32	43	57
Male					9	28	36	64	12	29	41	59
Asian					27	20	47	53	9	36	45	55
Black					1	17	18	82	1	14	16	84
Hispanic					-	23	23	77	9	29	37	63
White					26	50	76	24	24	48	72	28
Multiple Races					17	39	56	44	10	31	41	59
Students with Disabilities					2	14	16	84	3	3	5	95
Students without Disabilities					14	36	50	50	13	36	49	51
Economically Disadvantaged					2	16	18	82	3	21	25	75
Not Economically Disadvantaged					25	50	75	25	24	46	70	30
English Learners					-	5	5	95	-	-	-	100
Homeless									<	<	<	<
Military Connected									<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	32	44	56	12	31	43	57
Female					16	36	53	47	11	32	43	57
Male					9	28	37	63	12	30	43	57
Asian					27	20	47	53	9	36	45	55
Black					1	18	19	81	1	15	16	84
Hispanic					-	23	23	77	9	29	37	63
White					26	50	76	24	24	49	73	27
Multiple Races					17	39	56	44	11	33	44	56
Students with Disabilities					2	15	17	83	3	3	6	94
Students without Disabilities					14	36	50	50	13	36	49	51
Economically Disadvantaged					2	17	19	81	3	22	25	75
Not Economically Disadvantaged					25	50	75	25	26	48	74	26
English Learners					-	5	5	95	-	-	-	100
Homeless									<	<	<	<
Military Connected									<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
EOC Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	<	<
Female									<	<	<	<
Male					<	<	<	<	<	<	<	<
Black					<	<	<	<	<	<	<	<
White									<	<	<	<
Multiple Races									<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged					<	<	<	<	<	<	<	<
Not Economically Disadvantaged									<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	37	42	58	8	47	55	45	12	48	60	40
Female	3	37	41	59	7	49	56	44	11	50	61	39
Male	7	36	43	57	10	44	55	45	13	47	60	40
American Indian									<	<	100	0
Asian	11	35	46	54	14	55	69	31	12	48	60	40
Black	2	14	16	84	-	24	25	75	2	32	34	66
Hispanic	1	26	27	73	3	40	44	56	4	49	53	47
Native Hawaiian									<	<	100	0
White	7	59	66	34	15	65	80	20	22	62	84	16
Multiple Races	7	32	38	62	8	44	52	48	9	40	49	51
Students with Disabilities	6	13	19	81	2	25	26	74	5	29	34	66
Students without Disabilities	5	41	46	54	10	50	60	40	13	52	65	35
Economically Disadvantaged	2	19	21	79	2	33	35	65	3	38	41	59
Not Economically Disadvantaged	9	60	69	31	15	61	75	25	23	61	84	16
English Learners	1	14	15	85	1	26	26	74	-	32	32	68
Homeless	<	<	<	<	<	<	<	<	-	22	22	78
Military Connected	15	46	62	38	<	<	<	<	27	64	91	9
Foster Care	<	<	<	<	9	27	36	64	<	<	<	<
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	43	49	51	10	47	57	43	14	46	59	41
Female	4	45	49	51	7	48	55	45	13	46	59	41
Male	9	41	50	50	12	46	58	42	14	45	59	41
Asian	12	18	29	71	19	50	69	31	-	50	50	50
Black	2	11	13	87	-	17	17	83	3	26	28	72
Hispanic	-	48	48	52	8	46	54	46	3	46	49	51
White	10	66	75	25	14	67	81	19	26	58	85	15
Multiple Races	11	46	57	43	16	40	56	44	9	40	49	51
Students with Disabilities	4	11	15	85	5	16	22	78	6	33	39	61
Students without Disabilities	7	49	56	44	11	53	64	36	14	47	61	39
Economically Disadvantaged	3	19	22	78	3	29	32	68	5	33	37	63
Not Economically Disadvantaged	10	68	78	22	14	59	73	27	24	61	85	15
English Learners	-	19	19	81	-	29	29	71	2	31	33	67
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	42	50	50	14	42	56	44	18	46	64	36
Female	7	42	49	51	9	46	55	45	16	46	62	38
Male	9	42	52	48	17	39	57	43	19	46	65	35
Asian	20	33	53	47	11	33	44	56	33	40	73	27
Black	4	21	25	75	1	15	16	84	2	24	27	73
Hispanic	2	30	32	68	9	49	57	43	4	60	64	36
White	13	65	78	22	24	55	79	21	27	56	83	17
Multiple Races	-	32	32	68	8	50	58	42	15	48	63	37
Students with Disabilities	11	18	29	71	2	13	15	85	8	21	29	71
Students without Disabilities	8	46	54	46	16	47	63	37	19	51	70	30
Economically Disadvantaged	2	24	26	74	3	25	28	72	4	32	36	64
Not Economically Disadvantaged	15	63	78	22	22	55	78	22	29	58	87	13
English Learners	-	19	19	81	4	28	32	68	-	35	35	65
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	31	33	67	7	33	40	60	10	40	50	50
Female	1	28	28	72	4	35	39	61	7	42	50	50
Male	2	35	37	63	10	31	42	58	12	38	51	49
Asian	-	39	39	61	22	43	65	35	6	44	50	50
Black	-	7	7	93	1	16	18	82	1	17	18	82
Hispanic	-	17	17	83	2	17	19	81	8	31	39	61
White	3	51	54	46	14	55	69	31	16	60	76	24
Multiple Races	5	19	24	76	-	24	24	76	9	27	36	64
Students with Disabilities	-	12	12	88	-	23	23	77	2	18	20	80
Students without Disabilities	2	34	36	64	8	35	43	57	11	44	55	45
Economically Disadvantaged	2	20	22	78	1	20	21	79	1	23	24	76
Not Economically Disadvantaged	-	55	55	45	14	48	62	38	19	58	78	22
English Learners	-	3	3	97	-	11	11	89	-	10	10	90
Homeless									<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Grade 6 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	22	27	73	11	45	56	44	13	36	49	51
Female	2	16	18	82	10	43	54	46	12	38	50	50
Male	8	28	36	64	12	46	59	41	14	34	48	52
Asian	13	38	50	50	13	54	67	33	10	48	57	43
Black	-	3	3	97	-	16	16	84	4	24	28	72
Hispanic	3	7	10	90	5	43	48	53	2	31	33	67
White	12	43	55	45	19	61	81	19	30	52	83	17
Multiple Races	-	31	31	69	14	45	59	41	8	21	28	72
Students with Disabilities	3	6	9	91	-	23	23	77	8	25	33	68
Students without Disabilities	5	25	30	70	13	48	61	39	14	38	52	48
Economically Disadvantaged	1	10	11	89	6	38	44	56	4	27	31	69
Not Economically Disadvantaged	13	45	59	41	20	57	77	23	26	48	74	26
English Learners	4	-	4	96	-	12	12	88	-	18	18	82
Homeless	<	<	<	<					<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	13	16	84	1	36	37	63	6	51	57	43
Female	-	17	17	83	1	36	37	63	7	52	59	41
Male	5	11	16	84	1	36	37	63	5	50	55	45
Asian	-	9	9	91	8	62	69	31	-	53	53	47
Black	5	4	9	91	-	17	17	83	1	35	36	64
Hispanic	-	14	14	86	-	25	25	75	3	47	50	50
White	-	32	32	68	2	67	68	32	13	73	87	13
Multiple Races	9	-	9	91	-	38	38	62	4	32	36	64
Students with Disabilities	11	7	18	82	-	25	25	75	2	24	27	73
Students without Disabilities	-	15	15	85	1	38	39	61	7	56	63	37
Economically Disadvantaged	3	7	10	90	1	24	25	75	3	39	42	58
Not Economically Disadvantaged	2	31	33	67	1	60	62	38	11	75	86	14
English Learners	-	-	-	100	-	14	14	86	-	12	12	88
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	8	12	88	-	21	21	79	1	23	23	77
Female	5	9	14	86	-	23	23	77	-	26	26	74
Male	3	8	11	89	-	19	19	81	1	20	21	79
Asian	<	<	<	<	<	<	<	<	-	17	17	83
Black	7	10	17	83	-	14	14	86	1	13	14	86
Hispanic	-	8	8	92	-	20	20	80	-	29	29	71
White	-	-	-	100	-	36	36	64	-	48	48	52
Multiple Races	<	<	<	<	-	31	31	69	-	19	19	81
Students with Disabilities	7	7	15	85	-	22	22	78	3	19	22	78
Students without Disabilities	-	9	9	91	-	21	21	79	-	24	24	76
Economically Disadvantaged	5	7	12	88	-	16	16	84	-	21	21	79
Not Economically Disadvantaged	-	13	13	88	-	34	34	66	3	32	35	65
English Learners	7	-	7	93	-	14	14	86	-	13	13	87
Homeless									<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	42	47	53	7	71	77	23	12	72	84	16
Female	6	47	53	47	5	75	81	19	15	73	88	12
Male	3	37	39	61	8	66	74	26	9	71	80	20
American Indian									<	<	100	0
Asian	25	67	92	8	6	88	94	6	20	65	85	15
Black	1	26	27	73	-	56	56	44	-	72	72	28
Hispanic	-	32	32	68	2	77	79	21	6	79	85	15
White	6	59	65	35	14	75	88	12	24	68	91	9
Multiple Races	6	35	41	59	11	79	89	11	11	81	93	7
Students with Disabilities	-	21	21	79	2	50	52	48	2	53	56	44
Students without Disabilities	5	46	51	49	8	74	82	18	13	75	88	12
Economically Disadvantaged	1	27	28	72	-	66	66	34	3	75	78	22
Not Economically Disadvantaged	9	63	73	27	13	74	87	13	24	67	91	9
English Learners	-	52	52	48	-	86	86	14	-	87	87	13
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	57	62	38	17	65	81	19	12	66	78	22
Female	2	60	62	38	17	68	84	16	2	70	72	28
Male	9	54	62	38	16	61	77	23	20	62	82	18
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	26	26	74	-	67	67	33	-	36	36	64
Hispanic	-	48	48	52	5	55	60	40	11	61	72	28
White	8	72	80	20	25	69	95	5	17	76	93	7
Multiple Races	7	43	50	50	14	57	71	29	10	50	60	40
Students with Disabilities	-	31	31	69	<	<	<	<	11	44	56	44
Students without Disabilities	6	59	65	35	18	66	84	16	13	69	81	19
Economically Disadvantaged	-	33	33	67	-	67	67	33	-	50	50	50
Not Economically Disadvantaged	8	71	79	21	25	64	89	11	17	72	89	11
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<
Algebra II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	71	78	22	3	88	91	9	27	67	94	6
Female	7	78	85	15	2	88	90	10	24	73	98	2
Male	7	67	74	26	4	87	91	9	29	60	90	10
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian									<	<	100	0
White	5	78	83	17	3	89	92	8	28	66	94	6
Multiple Races	<	<	<	<	<	<	<	<	17	83	100	0
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities	7	72	79	21	3	88	91	9	27	68	95	5
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	7	73	81	19	3	90	93	7	30	65	94	6
English Learners					<	<	100	0	<	<	100	0
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

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	44	55	45	15	36	51	49
Female					9	46	55	45	12	41	53	47
Male					13	41	55	45	18	32	50	50
Asian					13	49	62	38	15	38	54	46
Black					1	27	28	72	-	24	25	75
Hispanic					5	39	44	56	13	29	42	58
White					22	59	81	19	31	51	82	18
Multiple Races					13	40	53	47	14	36	50	50
Students with Disabilities					3	22	25	75	3	13	16	84
Students without Disabilities					13	47	60	40	18	41	59	41
Economically Disadvantaged					1	29	30	70	3	30	32	68
Not Economically Disadvantaged					22	59	81	19	34	46	80	20
English Learners					-	16	16	84	-	17	17	83
Homeless					<	<	<	<	10	30	40	60
Military Connected					<	<	100	0	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
VA & US History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	25	25	75	-	8	8	92
Female					-	17	17	83	<	<	<	<
Male					-	33	33	67	<	<	<	<
Asian					<	<	<	<	<	<	<	<
Black					<	<	<	<	<	<	<	<
Hispanic					<	<	<	<	<	<	<	<
White					-	33	33	67	<	<	100	0
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					-	28	28	72	<	<	<	<
Economically Disadvantaged					-	6	6	94	<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
English Learners					-	9	9	91	<	<	<	<
Homeless									<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
World History I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	<	<
Black					<	<	<	<	<	<	<	<
Hispanic					<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged					<	<	<	<	<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
World History II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					3	41	44	56	4	12	15	85
Female					8	31	38	62	-	14	14	86
Male					-	48	48	52	8	8	17	83
Asian					<	<	<	<	<	<	<	<
Black					-	14	14	86	<	<	<	<
Hispanic					10	50	60	40	<	<	<	<
White					-	77	77	23	<	<	<	<
Multiple Races					9	55	64	36	<	<	<	<
Students with Disabilities					-	50	50	50	<	<	<	<
Students without Disabilities					4	39	43	57	5	15	20	80
Economically Disadvantaged					-	24	24	76	-	9	9	91
Not Economically Disadvantaged					8	64	72	28	<	<	<	<
English Learners					<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	57	69	31	1	19	20	80
Female					7	61	67	33	-	22	22	78
Male					18	52	70	30	2	17	19	81
Asian					6	56	63	38	<	<	<	<
Black					1	42	43	57	-	8	8	92
Hispanic					2	49	51	49	-	33	33	67
White					22	68	90	10	-	38	38	62
Multiple Races					16	63	79	21	<	<	<	<
Students with Disabilities					5	22	27	73	-	7	7	93
Students without Disabilities					13	62	74	26	1	24	26	74
Economically Disadvantaged					1	43	44	56	1	15	16	84
Not Economically Disadvantaged					20	69	89	11	-	41	41	59
English Learners					-	19	19	81	-	14	14	86
Homeless					<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	39	50	50	12	48	60	40
Female					12	44	56	44	6	53	59	41
Male					10	35	45	55	18	43	61	39
Asian					12	41	53	47	17	33	50	50
Black					-	24	24	76	-	44	44	56
Hispanic					4	39	43	57	11	29	40	60
White					26	55	82	18	26	64	90	10
Multiple Races					10	35	45	55	7	47	53	47
Students with Disabilities					2	22	24	76	3	25	28	72
Students without Disabilities					13	43	55	45	13	52	65	35
Economically Disadvantaged					-	26	26	74	2	44	46	54
Not Economically Disadvantaged					25	56	81	19	30	56	86	14
English Learners					-	11	11	89	-	18	18	82
Homeless					<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					14	35	49	51	26	36	62	38
Female					11	32	43	57	24	39	63	37
Male					17	38	55	45	27	34	61	39
Asian					25	63	88	13	<	<	<	<
Black					1	18	19	81	1	17	18	82
Hispanic					10	24	34	66	32	36	68	32
White					23	51	74	26	39	45	84	16
Multiple Races					15	23	38	62	21	43	64	36
Students with Disabilities					3	17	20	80	6	12	18	82
Students without Disabilities					16	38	54	46	29	40	68	32
Economically Disadvantaged					2	23	25	75	5	28	34	66
Not Economically Disadvantaged					26	48	74	26	41	42	83	17
English Learners					-	27	27	73	<	<	100	0
Homeless									<	<	<	<
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

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

	2020-2021	2021-2022	2022-2023
Division	7	23	37
State	1,324	4,006	4,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	199	215	234
Kindergarten	307	302	344
Grade 1	305	322	339
Grade 2	345	315	347
Grade 3	356	342	316
Grade 4	329	339	349
Grade 5	327	301	318
Grade 6	301	322	299
Grade 7	325	277	302
Grade 8	268	322	281
Grade 9	321	370	437
Grade 10	325	302	346
Grade 11	293	289	291
Grade 12	258	272	288
Post Graduate	6	-	-
Total Students	4,265	4,290	4,491

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	4265	4290	4491
Female	2092	2073	2197
Male	2173	2184	2294
American Indian	3	2	3
Asian	255	238	238
Black	1363	1274	1256
Hispanic	562	553	587
White	1691	1766	1795
Multiple Races	391	457	611
Students with Disabilities	583	587	562
Students without Disabilities	3682	3703	3929
Economically Disadvantaged	1956	2005	2404
Not Economically Disadvantaged	2309	2285	2087
English Learners	641	626	765
Not English Learners	3624	3664	3726
Homeless	20	28	56
Military Connected	31	24	20
Foster Care	24	24	8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

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

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

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

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

Status of the Students in the 2022-2023 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	174	97	4	2	13	6
	State	50941	37883	2120	845	5319	1819
Female	Division	104	41	3	2	3	4
	State	27811	16344	671	288	1971	747
Male	Division	70	56	1	0	10	2
	State	23072	21492	1448	557	3346	1069
American Indian	Division	<	<	<	<	0	<
	State	120	112	5	2	8	9
Asian	Division	11	3	1	0	0	0
	State	6009	1299	108	12	87	30
Black	Division	29	54	2	0	4	4
	State	8188	10171	708	177	1106	701
Hispanic	Division	16	14	0	0	4	1
	State	6685	7832	305	130	2570	425
White	Division	105	18	0	1	2	1
	State	26830	16390	881	458	1333	565
Multiple Races	Division	13	7	1	1	3	0
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	9	21	4	0	4	0
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	47	70	3	1	9	5
	State	12376	19803	1180	475	2916	1248
English Learners	Division	8	16	1	0	3	0
	State	1612	4284	306	28	2112	174
Homeless	Division	<	<	<	<	0	<
	State	183	697	76	17	189	78
Military Connected	Division	<	<	<	<	0	<
	State	2401	1298	51	21	47	32
Foster Care	Division	<	<	<	<	0	<
	State	25	145	23	13	82	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	296	275	93	277	94	13	4
Female	157	148	94	150	96	3	2
Male	139	127	91	127	91	10	7
American Indian	<	<	100	<	100	0	0
Asian	15	15	100	15	100	0	0
Black	93	85	91	85	91	4	4
Hispanic	35	30	86	30	86	4	11
White	127	123	97	124	98	2	2
Multiple Races	25	21	84	22	88	3	12
Students with Disabilities	38	34	90	34	90	4	11
Economically Disadvantaged	135	120	89	121	90	9	7
English Learners	29	25	86	25	86	3	10
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	326 / 27.3%	410 / 33.31%	456 / 33.55%
Advanced Placement Course Enrollment	522 / 43.72%	496 / 40.29%	520 / 38.26%
Dual Enrollment	215 / 18.01%	205 / 16.65%	190 / 13.98%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	270	174	36
	State	87,317	57,081	35
Female	Division	134	94	30
	State	43,705	31,577	28
Male	Division	136	80	41
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	74	32	57
	State	18,624	10,601	43
Hispanic	Division	26	17	35
	State	12,110	6,622	45
White	Division	142	105	26
	State	45,098	30,844	32
Multiple Races	Division	20	13	35
	State	4,380	2,929	33
Students with Disabilities	Division	24	12	50
	State	8,185	3,548	57
Economically Disadvantaged	Division	108	51	53
	State	30,335	14,987	51
English Learners	Division	22	15	32
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2020-2021	2021-2022	2022-2023
Industry Certification	Division	153	229	237
	State	51,685	95,688	100,255
Workplace Readiness	Division	52	198	172
	State	16,885	44,348	41,819
Total Credentials Earned	Division	205	436	418
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	203	393	371
	State	60,992	115,682	117,932
CTE Completers	Division	98	130	134
	State	42,303	45,094	45,627
NOCTI Assessments	Division	-	-	-
	State	1,542	2,590	3,844
State Licensures	Division	-	9	9
	State	1,077	1,236	1,563
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	302	761	962

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	70.9	72.5	67.6

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$13,286	$3,983	$1,048
	State	$6,770	$5,603	$867
2020-2021	Division	$13,949	$4,372	$1,361
	State	$6,669	$6,185	$1,352
2021-2022	Division	$13,895	$4,590	$1,514
	State	$7,134	$6,454	$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,628	389	3,309	768	3,306	895
Female	1,800	167	1,627	373	1,627	413
Male	1,812	222	1,682	395	1,679	482
American Indian	<	<	<	<	<	<
Asian	239	9	200	15	183	30
Black	1,022	224	804	348	785	351
Hispanic	470	47	399	127	408	141
Native Hawaiian	-	-	-	-	<	<
White	1,571	71	1,561	165	1,517	221
Multiple Races	324	38	343	113	410	152
Students with Disabilities	499	91	433	155	403	147
Economically Disadvantaged	1,894	346	2,240	679	1,531	700
English Learners	588	52	542	125	591	215
Homeless	10	11	13	7	41	41
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	5
Behaviors related to School Operations	27
Relationship Behaviors without Physical Harm	72
Behaviors of a Safety Concern	239
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	120
Behaviors used to determine Persistently Dangerous Schools	1

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0		0.1
Asian	6		5.6		5.3	1.1
Black	32	100	29.7	72.1	28	67.5
Hispanic	13.2		12.9	11.8	13.1	6.3
Native Hawaiian	-	-	-	-	0
White	39.7		41.2	7.4	40	13.1
Multiple Races	9.2		10.7	8.8	13.6	11.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0		0.1
Asian	6		5.6		5.3
Black	32		29.7	75	28	80
Hispanic	13.2		12.9		13.1	20
Native Hawaiian					0
White	39.7		41.2	12.5	40
Multiple Races	9.2		10.7	12.5	13.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0		0.1
Asian	6		5.6		5.3
Black	32		29.7		28	100
Hispanic	13.2		12.9		13.1
Native Hawaiian	-	-	-	-	0
White	39.7		41.2		40
Multiple Races	9.2		10.7		13.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Charlottesville City Public Schools

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions: