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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

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 50 70 30 18 42 60 40
Female 22 51 73 27 19 42 61 39
Male 17 49 67 33 18 41 59 41
Asian 16 43 59 41 20 39 59 41
Black 4 44 48 52 5 27 33 67
Hispanic 11 57 68 32 7 41 48 52
White 37 52 89 11 32 53 84 16
Multiple Races 16 61 77 23 18 42 60 40
Students with Disabilities 10 27 37 63 11 23 34 66
Students without Disabilities 21 54 75 25 20 45 65 35
Economically Disadvantaged 4 45 49 51 7 33 40 60
Not Economically Disadvantaged 34 55 89 11 33 53 86 14
English Learners 1 28 29 71 2 13 15 85
Homeless - 40 40 60 < < < <
Military Connected 35 43 78 22 38 38 77 23
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 48 71 29 10 44 55 45
Female 27 45 71 29 11 45 55 45
Male 18 52 70 30 10 44 54 46
Asian 8 56 64 36 6 24 29 71
Black 8 38 46 54 4 21 25 75
Hispanic 18 49 67 33 6 45 52 48
White 37 51 88 12 16 62 78 22
Multiple Races 14 64 79 21 11 48 59 41
Students with Disabilities 11 26 36 64 7 22 28 72
Students without Disabilities 24 51 76 24 11 49 60 40
Economically Disadvantaged 6 43 49 51 4 23 27 73
Not Economically Disadvantaged 36 53 89 11 16 66 83 17
English Learners - 50 50 50 - 22 22 78
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < <
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 46 65 35 17 46 63 37
Female 18 48 66 34 19 46 65 35
Male 21 44 65 35 15 46 61 39
Asian 20 44 64 36 29 43 71 29
Black 5 37 41 59 7 35 41 59
Hispanic 11 57 69 31 8 34 42 58
White 37 52 89 11 28 61 89 11
Multiple Races 17 50 67 33 10 35 45 55
Students with Disabilities 10 24 35 65 21 18 39 61
Students without Disabilities 20 50 70 30 17 50 67 33
Economically Disadvantaged 4 39 44 56 7 34 41 59
Not Economically Disadvantaged 35 53 88 12 29 59 88 12
English Learners 5 32 37 63 - 21 21 79
Homeless - 27 27 73 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 35 58 42 13 45 58 42
Female 25 38 63 37 16 43 60 40
Male 21 32 53 47 9 47 56 44
Asian 16 42 58 42 17 33 50 50
Black 4 26 31 69 1 22 23 77
Hispanic 8 45 53 47 5 40 45 55
White 50 36 86 14 21 64 84 16
Multiple Races 21 53 74 26 17 39 56 44
Students with Disabilities 11 17 28 72 3 26 29 71
Students without Disabilities 25 39 64 36 14 48 62 38
Economically Disadvantaged 5 31 36 64 7 37 44 56
Not Economically Disadvantaged 45 40 85 15 24 63 87 13
English Learners - 11 11 89 - 4 4 96
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 11 33 44 56
Female 20 54 74 26 7 34 41 59
Male 17 47 64 36 15 31 46 54
Asian 16 37 53 47 13 38 50 50
Black 4 56 60 40 1 18 19 81
Hispanic 6 52 58 42 7 27 33 67
White 38 47 85 15 25 53 78 22
Multiple Races 17 50 67 33 8 35 42 58
Students with Disabilities 10 28 38 62 3 14 17 83
Students without Disabilities 20 55 76 24 12 36 48 52
Economically Disadvantaged 6 48 54 46 2 24 26 74
Not Economically Disadvantaged 35 53 89 11 28 51 79 21
English Learners - 5 5 95 4 - 4 96
Homeless < < < < < < < <
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 73 27 15 45 60 40
Female 16 62 78 22 12 51 63 37
Male 18 51 70 30 17 39 56 44
Asian 14 29 43 57 13 56 69 31
Black 2 51 54 46 6 26 31 69
Hispanic 3 78 80 20 5 55 61 39
White 36 53 89 11 28 56 84 16
Multiple Races 16 74 89 11 20 47 67 33
Students with Disabilities 9 35 44 56 12 33 45 55
Students without Disabilities 19 59 78 22 16 47 63 38
Economically Disadvantaged 2 56 57 43 3 37 41 59
Not Economically Disadvantaged 33 56 90 10 32 56 88 12
English Learners - 11 11 89 - 17 17 83
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 53 66 34 16 42 58 42
Female 19 52 71 29 19 43 62 38
Male 7 55 62 38 13 41 53 47
Asian 20 40 60 40 < < < <
Black 1 46 47 53 6 33 39 61
Hispanic 11 60 71 29 3 42 45 55
White 25 59 84 16 28 51 79 21
Multiple Races 13 60 73 27 18 36 55 45
Students with Disabilities 3 28 31 69 14 11 24 76
Students without Disabilities 14 58 72 28 16 49 65 35
Economically Disadvantaged 2 44 46 54 7 32 39 61
Not Economically Disadvantaged 23 62 86 14 27 54 80 20
English Learners - - - 100 7 - 7 93
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 72 94 6 47 36 82 18
Female 28 67 95 5 46 34 80 20
Male 18 76 94 6 48 37 85 15
Asian < < < < 35 40 75 25
Black 2 84 86 14 18 47 65 35
Hispanic 20 75 95 5 15 45 61 39
White 33 65 98 2 67 26 93 7
Multiple Races 13 87 100 0 46 50 96 4
Students with Disabilities 17 75 92 8 17 38 55 45
Students without Disabilities 23 71 95 5 50 36 86 14
Economically Disadvantaged 2 83 85 15 21 46 68 32
Not Economically Disadvantaged 31 67 98 2 63 29 92 8
English Learners < < 100 0 15 8 23 77
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 43 74 26
Female 39 40 79 21
Male 24 46 70 30
American Indian < < < <
Asian 31 55 86 14
Black 3 46 49 51
Hispanic 22 60 82 18
White 55 36 92 8
Multiple Races 23 39 61 39
Students with Disabilities 14 18 33 67
Students without Disabilities 33 46 79 21
Economically Disadvantaged 7 47 54 46
Not Economically Disadvantaged 51 40 91 9
English Learners < < < <
Homeless < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 39 60 40
Female 29 39 69 31
Male 13 39 52 48
Asian 27 55 82 18
Black 1 32 33 67
Hispanic 23 57 80 20
White 42 40 82 18
Multiple Races 18 41 59 41
Students with Disabilities 9 9 17 83
Students without Disabilities 23 44 67 33
Economically Disadvantaged 5 32 37 63
Not Economically Disadvantaged 38 47 85 15
Homeless < < < <
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 48 90 10
Female 49 41 89 11
Male 36 55 91 9
Asian 33 56 89 11
Black 8 73 80 20
Hispanic 20 64 84 16
White 66 33 99 1
Multiple Races 29 36 64 36
Students with Disabilities 29 43 71 29
Students without Disabilities 43 48 91 9
Economically Disadvantaged 10 69 79 21
Not Economically Disadvantaged 63 35 97 3
English Learners < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 5 37 42 58
Female 18 54 72 28 3 37 41 59
Male 18 53 71 29 7 36 43 57
Asian 21 60 81 19 11 35 46 54
Black 3 47 50 50 2 14 16 84
Hispanic 8 63 71 29 1 26 27 73
White 34 56 90 10 7 59 66 34
Multiple Races 19 53 72 28 7 32 38 62
Students with Disabilities 6 34 40 60 6 13 19 81
Students without Disabilities 20 57 77 23 5 41 46 54
Economically Disadvantaged 4 53 56 44 2 19 21 79
Not Economically Disadvantaged 32 55 87 13 9 60 69 31
English Learners 2 56 58 42 1 14 15 85
Homeless 2 45 48 52 < < < <
Military Connected 20 68 88 12 15 46 62 38
Foster Care - 46 46 54 < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 52 75 25 7 43 49 51
Female 24 48 72 28 4 45 49 51
Male 23 56 79 21 9 41 50 50
Asian 26 52 78 22 12 18 29 71
Black 4 44 47 53 2 11 13 87
Hispanic 14 61 76 24 - 48 48 52
White 39 54 93 7 10 66 75 25
Multiple Races 25 54 79 21 11 46 57 43
Students with Disabilities 6 23 30 70 4 11 15 85
Students without Disabilities 26 56 82 18 7 49 56 44
Economically Disadvantaged 8 51 59 41 3 19 22 78
Not Economically Disadvantaged 36 52 89 11 10 68 78 22
English Learners 7 64 71 29 - 19 19 81
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 50 71 29 8 42 50 50
Female 15 55 69 31 7 42 49 51
Male 28 45 73 27 9 42 52 48
Asian 36 40 76 24 20 33 53 47
Black 1 50 51 49 4 21 25 75
Hispanic 9 66 74 26 2 30 32 68
White 46 48 94 6 13 65 78 22
Multiple Races 14 44 58 42 - 32 32 68
Students with Disabilities 8 29 37 63 11 18 29 71
Students without Disabilities 23 53 77 23 8 46 54 46
Economically Disadvantaged 3 49 52 48 2 24 26 74
Not Economically Disadvantaged 41 50 91 9 15 63 78 22
English Learners - 50 50 50 - 19 19 81
Homeless - 27 27 73 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 39 41 59 2 31 33 67
Female 1 43 44 56 1 28 28 72
Male 3 36 38 62 2 35 37 63
Asian - 54 54 46 - 39 39 61
Black 2 21 22 78 - 7 7 93
Hispanic - 40 40 60 - 17 17 83
White 3 69 72 28 3 51 54 46
Multiple Races 8 42 50 50 5 19 24 76
Students with Disabilities 5 27 31 69 - 12 12 88
Students without Disabilities 1 43 44 56 2 34 36 64
Economically Disadvantaged 2 27 29 71 2 20 22 78
Not Economically Disadvantaged 1 65 66 34 - 55 55 45
English Learners - 14 14 86 - 3 3 97
Military Connected < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 55 75 25 5 22 27 73
Female 20 56 76 24 2 16 18 82
Male 20 54 74 26 8 28 36 64
Asian 32 53 84 16 13 38 50 50
Black 6 54 60 40 - 3 3 97
Hispanic 16 55 71 29 3 7 10 90
White 32 59 91 9 12 43 55 45
Multiple Races 27 41 68 32 - 31 31 69
Students with Disabilities 8 30 38 62 3 6 9 91
Students without Disabilities 22 60 82 18 5 25 30 70
Economically Disadvantaged 8 56 64 36 1 10 11 89
Not Economically Disadvantaged 36 54 89 11 13 45 59 41
English Learners - 57 57 43 4 - 4 96
Homeless < < < < < < < <
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 38 66 34 3 13 16 84
Female 32 37 69 31 - 17 17 83
Male 25 38 64 36 5 11 16 84
Asian 23 38 62 38 - 9 9 91
Black 8 29 37 63 5 4 9 91
Hispanic 9 59 68 32 - 14 14 86
White 52 38 90 10 - 32 32 68
Multiple Races < < < < 9 - 9 91
Students with Disabilities 7 25 32 68 11 7 18 82
Students without Disabilities 32 40 72 28 - 15 15 85
Economically Disadvantaged 5 45 49 51 3 7 10 90
Not Economically Disadvantaged 50 31 81 19 2 31 33 67
English Learners - 42 42 58 - - - 100
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 57 60 40 3 8 12 88
Female 4 56 60 40 5 9 14 86
Male 2 58 60 40 3 8 11 89
Asian < < < < < < < <
Black - 44 44 56 7 10 17 83
Hispanic - 69 69 31 - 8 8 92
White 7 64 71 29 - - - 100
Multiple Races 7 67 73 27 < < < <
Students with Disabilities 3 39 42 58 7 7 15 85
Students without Disabilities 3 62 65 35 - 9 9 91
Economically Disadvantaged 1 52 53 47 5 7 12 88
Not Economically Disadvantaged 8 67 74 26 - 13 13 88
English Learners - 46 46 54 7 - 7 93
Foster Care < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 68 81 19 4 42 47 53
Female 12 71 83 17 6 47 53 47
Male 13 66 79 21 3 37 39 61
Asian 6 94 100 0 25 67 92 8
Black 2 70 72 28 1 26 27 73
Hispanic 2 79 81 19 - 32 32 68
White 27 62 89 11 6 59 65 35
Multiple Races 27 40 67 33 6 35 41 59
Students with Disabilities 3 64 67 33 - 21 21 79
Students without Disabilities 14 69 83 17 5 46 51 49
Economically Disadvantaged 1 72 74 26 1 27 28 72
Not Economically Disadvantaged 24 64 88 12 9 63 73 27
English Learners - 90 90 10 - 52 52 48
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 85 15 5 57 62 38
Female 19 66 85 15 2 60 62 38
Male 14 70 84 16 9 54 62 38
Asian 10 81 90 10 < < < <
Black - 64 64 36 - 26 26 74
Hispanic 9 74 83 17 - 48 48 52
White 33 65 97 3 8 72 80 20
Multiple Races 17 71 88 13 7 43 50 50
Students with Disabilities - 50 50 50 - 31 31 69
Students without Disabilities 19 70 88 12 6 59 65 35
Economically Disadvantaged - 74 74 26 - 33 33 67
Not Economically Disadvantaged 30 63 93 7 8 71 79 21
English Learners - 63 63 37 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 58 92 8 7 71 78 22
Female 38 55 93 7 7 78 85 15
Male 30 62 92 8 7 67 74 26
Asian 25 67 92 8 < < 100 0
Black 10 80 90 10 < < 100 0
Hispanic < < < < < < < <
White 41 53 94 6 5 78 83 17
Multiple Races 10 80 90 10 < < < <
Students with Disabilities < < < <
Students without Disabilities 34 58 92 8 7 72 79 21
Economically Disadvantaged 13 63 75 25 < < < <
Not Economically Disadvantaged 37 58 95 5 7 73 81 19
English Learners < < 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 science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 52 67 33 10 38 47 53
Female 15 52 67 33 8 39 47 53
Male 17 51 68 32 11 37 47 53
Asian 9 60 69 31 8 38 45 55
Black 2 38 40 60 1 17 18 82
Hispanic 7 55 62 38 4 27 31 69
White 31 59 90 10 17 55 72 28
Multiple Races 15 60 75 25 12 39 51 49
Students with Disabilities 5 35 39 61 3 20 23 77
Students without Disabilities 18 54 72 28 11 41 51 49
Economically Disadvantaged 2 44 46 54 2 23 25 75
Not Economically Disadvantaged 29 58 87 13 19 57 76 24
English Learners - 31 31 69 2 5 7 93
Homeless - 29 29 71 < < < <
Military Connected - 82 82 18 < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 36 51 49 3 30 33 67
Female 15 35 50 50 2 32 34 66
Male 16 36 52 48 3 29 32 68
Asian 17 33 50 50 - 28 28 72
Black 3 18 20 80 - 7 7 93
Hispanic 11 32 43 57 2 10 12 88
White 30 58 87 13 5 50 56 44
Multiple Races 20 40 60 40 - 40 40 60
Students with Disabilities 8 20 27 73 - 15 15 85
Students without Disabilities 17 40 57 43 3 33 36 64
Economically Disadvantaged 3 25 28 72 2 17 19 81
Not Economically Disadvantaged 30 50 80 20 4 60 64 36
English Learners - 11 11 89 - - - 100
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35 9 35 44 56
Female 7 55 62 38 9 38 47 53
Male 12 55 67 33 9 32 41 59
Asian 9 45 55 45 - 60 60 40
Black - 39 39 61 3 17 19 81
Hispanic 3 53 55 45 - 24 24 76
White 21 68 89 11 18 53 71 29
Multiple Races 5 68 74 26 17 25 42 58
Students with Disabilities - 33 33 67 5 13 18 82
Students without Disabilities 11 58 70 30 10 40 50 50
Economically Disadvantaged - 46 46 54 2 19 20 80
Not Economically Disadvantaged 19 64 83 17 18 54 72 28
English Learners - 10 10 90 - 7 7 93
Homeless < < < < < < < <
Military Connected < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 86 14 17 47 64 36
Female 23 64 86 14 15 47 62 38
Male 24 62 86 14 19 48 67 33
Asian 9 83 91 9 25 33 58 42
Black 6 63 69 31 - 28 28 72
Hispanic 5 88 93 7 9 52 61 39
White 45 49 94 6 27 59 87 13
Multiple Races 13 79 92 8 21 42 63 38
Students with Disabilities 5 63 68 33 3 34 37 63
Students without Disabilities 26 63 89 11 19 49 68 32
Economically Disadvantaged 3 72 75 25 2 36 38 62
Not Economically Disadvantaged 40 55 95 5 29 57 86 14
English Learners - 67 67 33 6 12 18 82
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 67 92 8 < < < <
Female 20 68 88 12 < < < <
Male 31 66 97 3 < < 100 0
Asian 15 77 92 8
Black 6 72 78 22 < < < <
Hispanic 10 80 90 10
White 30 65 95 5 < < 100 0
Multiple Races 40 50 90 10 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 25 67 92 8 < < < <
Economically Disadvantaged 3 72 76 24 < < < <
Not Economically Disadvantaged 31 65 96 4 < < < <
Military Connected < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 48 57 43 < < < <
Female 11 45 56 44
Male 7 51 57 43 < < < <
Asian - 55 55 45
Black - 34 34 66 < < < <
Hispanic 6 49 55 45
White 23 63 86 14
Multiple Races 11 53 63 37
Students with Disabilities - 32 32 68 < < < <
Students without Disabilities 11 51 62 38
Economically Disadvantaged - 36 36 64 < < < <
Not Economically Disadvantaged 20 62 82 18
English Learners - 35 35 65
Military Connected < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 72 28
Female 22 50 72 28
Male 22 51 73 27
Black 5 41 46 54
Hispanic 13 59 72 28
White 38 54 92 8
Students with Disabilities 10 33 43 57
Economically Disadvantaged 5 47 51 49
Not Economically Disadvantaged 37 54 91 9
English Learners 5 41 46 54
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 60 69 31
Female 8 54 62 38
Male 9 65 75 25
Black 2 50 52 48
Hispanic - 56 56 44
White 19 71 90 10
Students with Disabilities - 47 47 53
Economically Disadvantaged - 53 53 47
Not Economically Disadvantaged 18 68 86 14
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 52 69 31
Female 15 46 60 40
Male 19 58 77 23
Black 5 40 45 55
Hispanic 4 71 75 25
White 34 47 81 19
Students with Disabilities 7 50 57 43
Economically Disadvantaged 4 49 53 47
Not Economically Disadvantaged 34 56 90 10
Foster Care < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 82 18
Female 13 70 83 17
Male 17 64 81 19
Black 6 61 67 33
Hispanic 12 61 73 27
White 22 71 94 6
Students with Disabilities 11 53 63 37
Economically Disadvantaged 6 60 67 33
Not Economically Disadvantaged 21 72 94 6
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 69 99 1
Female 27 73 100 0
Male 36 62 98 2
Black < < < <
Hispanic < < 100 0
White 35 65 100 0
Students with Disabilities < < < <
Economically Disadvantaged 7 87 93 7
Not Economically Disadvantaged 34 66 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 43 68 32
Female 31 34 66 34
Male 19 51 70 30
Black 3 40 43 57
Hispanic 21 52 73 27
White 53 40 93 7
Students with Disabilities 6 26 31 69
Economically Disadvantaged 3 44 47 53
Not Economically Disadvantaged 46 42 87 13
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 34 62 38
Female 28 37 65 35
Male 28 31 59 41
Black 5 26 31 69
Hispanic 17 54 71 29
White 55 34 89 11
Students with Disabilities 10 23 33 67
Economically Disadvantaged 5 34 39 61
Not Economically Disadvantaged 54 34 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division247
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten224235199
Kindergarten387351307
Grade 1426401305
Grade 2379393345
Grade 3395354356
Grade 4360384329
Grade 5365312327
Grade 6291359301
Grade 7270273325
Grade 8266257268
Grade 9348336321
Grade 10304323325
Grade 11282280293
Grade 12264286258
Post Graduate-56
Total Students4,5614,5494,265

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students456145494265
Female221722122092
Male234423372173
American Indian323
Asian298282255
Black147414001363
Hispanic544571562
Native Hawaiian1--
White188918951691
Multiple Races352399391
Students with Disabilities595632583
Students without Disabilities396639173682
Economically Disadvantaged201119851956
Not Economically Disadvantaged255025642309
English Learners617651641
Not English Learners394438983624
Migrant1--
Homeless653820
Military Connected584431
Foster Care253124
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 170 88 11 0 6 4
State 51295 36973 2078 699 4153 1962
Female Division 88 42 3 0 4 1
State 28290 16169 687 250 1331 757
Male Division 82 46 8 0 2 3
State 22999 20798 1391 449 2821 1205
Asian Division 18 8 0 0 0 0
State 5778 1304 69 12 65 34
Black Division 30 39 7 0 3 2
State 7939 10584 760 145 1021 763
Hispanic Division 20 15 2 0 3 1
State 5902 6751 234 88 1846 314
White Division 95 19 2 0 0 1
State 28772 16247 907 407 1091 763
Multiple Races Division 7 7 0 0 0 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 11 12 11 0 1 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 61 66 9 0 2 3
State 11835 19243 1250 370 2163 1354
English Learners Division 8 21 1 0 2 0
State 1286 4091 201 19 1534 65
Homeless Division < < < < < <
State 166 486 49 19 184 55
Military Connected Division < < < < 0 <
State 2252 1404 60 15 48 38
Foster Care Division < < < < < <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students279269962699662
Female138133961339643
Male141136971369721
Asian26261002610000
Black817694769434
Hispanic413790379037
White117116991169900
Multiple Races14141001410000
Students with Disabilities353497349713
Economically Disadvantaged141136971369721
English Learners333091309126
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken501 / 41.89%98 / 8%326 / 27.3%
Advanced Placement Course Enrollment502 / 41.97%101 / 8.24%522 / 43.72%
Dual Enrollment163 / 13.63%156 / 12.73%215 / 18.01%
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
State86,21159,46231
FemaleDivision13210024
State43,37932,57825
MaleDivision1227638
State42,83226,88437
AsianDivision121017
State6,3805,55313
BlackDivision875240
State18,49311,40838
HispanicDivision301840
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1138822
State46,06033,07528
Multiple RacesDivision11<100
State4,1342,89130
Students with DisabilitiesDivision291548
State7,5273,57553
Economically DisadvantagedDivision1016140
State28,17015,21546
English LearnersDivision211433
State5,2972,82847
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
2018-20192019-20202020-2021
State LicensuresDivision11--
 State2,2313331,030
Industry CertificationDivision326183-
 State107,23443,66048,781
Workplace ReadinessDivision215--
 State44,897--
Total Credentials EarnedDivision552183-
 State158,45744,50451,319
Students Earning One or More CredentialsDivision483183-
 State126,04439,25445,542
CTE CompletersDivision1079298
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$12,044$3,976$1,059
State$6,462$5,219$867
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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students3,9383523,628389
Female1,9251521,800167
Male2,0132001,812222
American Indian<<<<
Asian255142399
Black1,1891681,022224
Hispanic4684247047
Native Hawaiian<<--
White1,732961,57171
Multiple Races2913132438
Students with Disabilities4929549991
Economically Disadvantaged1,7242701,894346
English Learners5874558852
Homeless57191011
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.400.1
Asian6.52.56.20.86
Black32.366.330.874.732100
Hispanic11.97.112.64.613.2
Native Hawaiian0----
White41.414.941.714.939.7
Multiple Races7.78.98.859.2
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.100.1
Asian6.56.26
Black32.310030.832
Hispanic11.912.613.2
Native Hawaiian0
White41.441.739.7
Multiple Races7.78.89.2
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.100.1
Asian6.56.26
Black32.330.832
Hispanic11.912.613.2
Native Hawaiian0----
White41.441.739.7
Multiple Races7.78.89.2
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 5554.754.7
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 46.745.145.1
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 68.464.264.2
< = 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: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201932%62%2%4%
2019-202034%61%2%3%
2020-202133%62%3%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%84%84%
Asian57%90%84%
Black84%83%84%
Hispanic70%82%84%
White96%86%84%
Economically Disadvantaged79%81%84%
English Learners54%74%84%
Students with Disabilities62%70%84%

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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%9%12%10%
Asian4%4%10%10%
Black18%15%13%10%
Hispanic9%9%13%10%
White4%5%13%10%
Economically Disadvantaged15%15%15%10%
English Learners8%8%12%10%
Students with Disabilities15%16%16%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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency---

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

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

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students80%82%86%
Asian79%85%85%
Black75%77%80%
Hispanic83%85%86%
White82%85%90%
Economically Disadvantaged77%80%81%
Not Economically Disadvantaged84%86%93%
English Learners86%88%87%
Students with Disabilities76%79%74%
Students without Disabilities80%83%88%
Female78%81%85%
Male81%84%87%
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports