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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.

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

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 12 32 44 56
Female 16 36 53 47
Male 9 28 36 64
Asian 27 20 47 53
Black 1 17 18 82
Hispanic - 23 23 77
White 26 50 76 24
Multiple Races 17 39 56 44
Students with Disabilities 2 14 16 84
Students without Disabilities 14 36 50 50
Economically Disadvantaged 2 16 18 82
Not Economically Disadvantaged 25 50 75 25
English Learners - 5 5 95
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 32 44 56
Female 16 36 53 47
Male 9 28 37 63
Asian 27 20 47 53
Black 1 18 19 81
Hispanic - 23 23 77
White 26 50 76 24
Multiple Races 17 39 56 44
Students with Disabilities 2 15 17 83
Students without Disabilities 14 36 50 50
Economically Disadvantaged 2 17 19 81
Not Economically Disadvantaged 25 50 75 25
English Learners - 5 5 95
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Black < < < <
Students with Disabilities < < < <
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

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 5 37 42 58 8 47 55 45
Female 3 37 41 59 7 49 56 44
Male 7 36 43 57 10 44 55 45
Asian 11 35 46 54 14 55 69 31
Black 2 14 16 84 - 24 25 75
Hispanic 1 26 27 73 3 40 44 56
White 7 59 66 34 15 65 80 20
Multiple Races 7 32 38 62 8 44 52 48
Students with Disabilities 6 13 19 81 2 25 26 74
Students without Disabilities 5 41 46 54 10 50 60 40
Economically Disadvantaged 2 19 21 79 2 33 35 65
Not Economically Disadvantaged 9 60 69 31 15 61 75 25
English Learners 1 14 15 85 1 26 26 74
Homeless < < < < < < < <
Military Connected 15 46 62 38 < < < <
Foster Care < < < < 9 27 36 64
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 43 49 51 10 47 57 43
Female 4 45 49 51 7 48 55 45
Male 9 41 50 50 12 46 58 42
Asian 12 18 29 71 19 50 69 31
Black 2 11 13 87 - 17 17 83
Hispanic - 48 48 52 8 46 54 46
White 10 66 75 25 14 67 81 19
Multiple Races 11 46 57 43 16 40 56 44
Students with Disabilities 4 11 15 85 5 16 22 78
Students without Disabilities 7 49 56 44 11 53 64 36
Economically Disadvantaged 3 19 22 78 3 29 32 68
Not Economically Disadvantaged 10 68 78 22 14 59 73 27
English Learners - 19 19 81 - 29 29 71
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 42 50 50 14 42 56 44
Female 7 42 49 51 9 46 55 45
Male 9 42 52 48 17 39 57 43
Asian 20 33 53 47 11 33 44 56
Black 4 21 25 75 1 15 16 84
Hispanic 2 30 32 68 9 49 57 43
White 13 65 78 22 24 55 79 21
Multiple Races - 32 32 68 8 50 58 42
Students with Disabilities 11 18 29 71 2 13 15 85
Students without Disabilities 8 46 54 46 16 47 63 37
Economically Disadvantaged 2 24 26 74 3 25 28 72
Not Economically Disadvantaged 15 63 78 22 22 55 78 22
English Learners - 19 19 81 4 28 32 68
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 31 33 67 7 33 40 60
Female 1 28 28 72 4 35 39 61
Male 2 35 37 63 10 31 42 58
Asian - 39 39 61 22 43 65 35
Black - 7 7 93 1 16 18 82
Hispanic - 17 17 83 2 17 19 81
White 3 51 54 46 14 55 69 31
Multiple Races 5 19 24 76 - 24 24 76
Students with Disabilities - 12 12 88 - 23 23 77
Students without Disabilities 2 34 36 64 8 35 43 57
Economically Disadvantaged 2 20 22 78 1 20 21 79
Not Economically Disadvantaged - 55 55 45 14 48 62 38
English Learners - 3 3 97 - 11 11 89
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 22 27 73 11 45 56 44
Female 2 16 18 82 10 43 54 46
Male 8 28 36 64 12 46 59 41
Asian 13 38 50 50 13 54 67 33
Black - 3 3 97 - 16 16 84
Hispanic 3 7 10 90 5 43 48 53
White 12 43 55 45 19 61 81 19
Multiple Races - 31 31 69 14 45 59 41
Students with Disabilities 3 6 9 91 - 23 23 77
Students without Disabilities 5 25 30 70 13 48 61 39
Economically Disadvantaged 1 10 11 89 6 38 44 56
Not Economically Disadvantaged 13 45 59 41 20 57 77 23
English Learners 4 - 4 96 - 12 12 88
Foster Care < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 13 16 84 1 36 37 63
Female - 17 17 83 1 36 37 63
Male 5 11 16 84 1 36 37 63
Asian - 9 9 91 8 62 69 31
Black 5 4 9 91 - 17 17 83
Hispanic - 14 14 86 - 25 25 75
White - 32 32 68 2 67 68 32
Multiple Races 9 - 9 91 - 38 38 62
Students with Disabilities 11 7 18 82 - 25 25 75
Students without Disabilities - 15 15 85 1 38 39 61
Economically Disadvantaged 3 7 10 90 1 24 25 75
Not Economically Disadvantaged 2 31 33 67 1 60 62 38
English Learners - - - 100 - 14 14 86
Homeless < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 8 12 88 - 21 21 79
Female 5 9 14 86 - 23 23 77
Male 3 8 11 89 - 19 19 81
Asian < < < < < < < <
Black 7 10 17 83 - 14 14 86
Hispanic - 8 8 92 - 20 20 80
White - - - 100 - 36 36 64
Multiple Races < < < < - 31 31 69
Students with Disabilities 7 7 15 85 - 22 22 78
Students without Disabilities - 9 9 91 - 21 21 79
Economically Disadvantaged 5 7 12 88 - 16 16 84
Not Economically Disadvantaged - 13 13 88 - 34 34 66
English Learners 7 - 7 93 - 14 14 86
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 42 47 53 7 71 77 23
Female 6 47 53 47 5 75 81 19
Male 3 37 39 61 8 66 74 26
Asian 25 67 92 8 6 88 94 6
Black 1 26 27 73 - 56 56 44
Hispanic - 32 32 68 2 77 79 21
White 6 59 65 35 14 75 88 12
Multiple Races 6 35 41 59 11 79 89 11
Students with Disabilities - 21 21 79 2 50 52 48
Students without Disabilities 5 46 51 49 8 74 82 18
Economically Disadvantaged 1 27 28 72 - 66 66 34
Not Economically Disadvantaged 9 63 73 27 13 74 87 13
English Learners - 52 52 48 - 86 86 14
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 57 62 38 17 65 81 19
Female 2 60 62 38 17 68 84 16
Male 9 54 62 38 16 61 77 23
Asian < < < < < < < <
Black - 26 26 74 - 67 67 33
Hispanic - 48 48 52 5 55 60 40
White 8 72 80 20 25 69 95 5
Multiple Races 7 43 50 50 14 57 71 29
Students with Disabilities - 31 31 69 < < < <
Students without Disabilities 6 59 65 35 18 66 84 16
Economically Disadvantaged - 33 33 67 - 67 67 33
Not Economically Disadvantaged 8 71 79 21 25 64 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 3 88 91 9
Female 7 78 85 15 2 88 90 10
Male 7 67 74 26 4 87 91 9
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < <
White 5 78 83 17 3 89 92 8
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities 7 72 79 21 3 88 91 9
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 7 73 81 19 3 90 93 7
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

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

2020-20212021-2022
Division723
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 2020-20212021-20222022-2023
Pre-kindergarten199215234
Kindergarten307302344
Grade 1305322339
Grade 2345315347
Grade 3356342316
Grade 4329339349
Grade 5327301318
Grade 6301322299
Grade 7325277302
Grade 8268322281
Grade 9321370437
Grade 10325302346
Grade 11293289291
Grade 12258272288
Post Graduate6--
Total Students4,2654,2904,491

< = 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 2020-20212021-20222022-2023
All Students426542904491
Female209220732197
Male217321842294
American Indian323
Asian255238238
Black136312741256
Hispanic562553587
White169117661795
Multiple Races391457611
Students with Disabilities583587562
Students without Disabilities368237033929
Economically Disadvantaged195620052404
Not Economically Disadvantaged230922852087
English Learners641626765
Not English Learners362436643726
Homeless202856
Military Connected312420
Foster Care24248
< = 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 176 87 14 0 12 9
State 52170 36661 2122 745 5113 1898
Female Division 86 47 1 0 7 3
State 28666 15796 664 262 1814 769
Male Division 90 40 13 0 5 6
State 23482 20836 1455 483 3297 1128
Asian Division 11 5 0 0 0 0
State 6086 1308 80 10 86 38
Black Division 22 35 8 0 5 2
State 8348 9965 761 162 1156 732
Hispanic Division 14 16 0 0 6 3
State 6301 7052 288 78 2283 404
White Division 111 24 2 0 1 3
State 28378 16223 879 440 1367 628
Multiple Races Division 18 7 4 0 0 1
State 2870 1987 106 54 196 88
Students with Disabilities Division 9 20 14 0 3 1
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 43 65 13 0 8 6
State 12249 19238 1246 413 2873 1301
English Learners Division 6 18 1 0 6 3
State 1453 3818 259 23 1873 155
Homeless Division < < < < 0 <
State 183 580 38 11 180 55
Foster Care Division < < < < < <
State 22 161 31 10 65 15
< = 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 Students2982779327793124
Female144134931349375
Male154143931439353
Asian16161001610000
Black726590659057
Hispanic3930773077615
White141137971379711
Multiple Races302997299700
Students with Disabilities474392439236
Economically Disadvantaged135121901219086
English Learners3425742574618
Homeless<<<<<00
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken98 / 8%326 / 27.3%410 / 33.31%
Advanced Placement Course Enrollment101 / 8.24%522 / 43.72%496 / 40.29%
Dual Enrollment156 / 12.73%215 / 18.01%205 / 16.65%
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

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 StudentsDivision25417631
State86,21159,46331
FemaleDivision13210024
State43,37932,57925
MaleDivision1227638
State42,83226,88437
AsianDivision121017
State6,3805,55313
BlackDivision875240
State18,49311,40838
HispanicDivision301840
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1138822
State46,06133,07628
Multiple RacesDivision11<100
State4,1342,89130
Students with DisabilitiesDivision291548
State7,5273,57553
Economically DisadvantagedDivision1016140
State28,16915,21546
English LearnersDivision211433
State5,2962,82847
American IndianDivision--100
State22013539
< = 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
Industry CertificationDivision183153229
 State43,66051,68595,688
Workplace ReadinessDivision5552198
 State26,62716,88544,348
Total Credentials EarnedDivision238205436
 State71,13171,189143,862
Students Earning One or More CredentialsDivision235203393
 State62,89960,992115,682
CTE CompletersDivision9298130
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision--9
 State3331,0771,236
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$12,925$3,817$791
State$6,642$5,388$901
2019-2020Division$13,286$3,983$1,048
State$6,770$5,603$867
2020-2021Division$13,949$4,372$1,361
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 Students3,6283893,309768
Female1,8001671,627373
Male1,8122221,682395
American Indian<<<<
Asian239920015
Black1,022224804348
Hispanic47047399127
White1,571711,561165
Multiple Races32438343113
Students with Disabilities49991433155
Economically Disadvantaged1,8943462,240679
English Learners58852542125
Homeless1011137
< = 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 <

< = 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 Indian00.1
Asian6.20.86
Black30.874.732100
Hispanic12.64.613.2
Native Hawaiian----
White41.714.939.7
Multiple Races8.859.2
< = 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 Indian00.1
Asian6.26
Black30.832
Hispanic12.613.2
Native Hawaiian
White41.739.7
Multiple Races8.89.2
< = 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 Indian00.1
Asian6.26
Black30.832
Hispanic12.613.2
Native Hawaiian----
White41.739.7
Multiple Races8.89.2
< = 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 54.754.754.7
< = 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 45.145.145.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 64.264.264.2
< = 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: 10.59 : 1

student 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: 8.26 : 1

student 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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202034%60%3%3%
2020-202133%63%3%1%
2021-202233%62%2%3%
< = 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 Students63%66%--
Asian69%63%--
Black34%44%--
Hispanic49%61%--
White86%87%--
Multiple Races63%69%--
Economically Disadvantaged41%47%--
English Learners38%45%--
Students with Disabilities34%33%--

< = 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 Students56%66%--
Asian71%77%--
Black25%43%--
Hispanic46%63%--
White80%85%--
Multiple Races54%64%--
Economically Disadvantaged35%49%--
English Learners36%54%--
Students with Disabilities27%35%--

< = 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 Students54%
Asian66%
Black27%
Hispanic38%
White80%
Multiple Races46%
Economically Disadvantaged32%
English Learners21%
Students with Disabilities32%

< = 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 Students90%84%84%
Asian92%90%84%
Black83%82%84%
Hispanic89%82%84%
White93%86%84%
Multiple Races100%89%84%
Economically Disadvantaged84%80%84%
English Learners68%71%84%
Students with Disabilities59%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 Students19%11%13%10%
Asian7%6%10%10%
Black30%17%14%10%
Hispanic24%13%14%10%
White10%6%14%10%
Multiple Races25%25%15%10%
Economically Disadvantaged23%17%17%10%
English Learners19%11%13%10%
Students with Disabilities26%18%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 Progress44%50%58%
English Learner Proficiency6%--

< = 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 Progress13530644%
English Learner Proficiency294996%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%100%-97%3%
Asian100%-100%-100%-
Black98%2%99%1%96%4%
Hispanic99%1%100%-99%1%
White99%1%100%-97%3%
Multiple Races99%1%100%-94%6%
Economically Disadvantaged99%1%99%1%97%3%
Not Economically Disadvantaged99%1%100%-100%-
English Learners99%1%100%-99%1%
Students with Disabilities97%3%98%2%93%7%
Students without Disabilities99%1%100%-99%1%
Female99%1%100%-99%1%
Male99%1%100%-99%1%
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 Students76%72%
Asian83%85%
Black58%55%
Hispanic70%58%
White89%88%
Multiple Races77%70%
Economically Disadvantaged63%61%
English Learners67%60%
Students with Disabilities59%51%

< = 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​​​
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