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Chesapeake City Public Schools

General school information

Division: Chesapeake City Public Schools
Division Number: 136
Address: 312 Cedar Rd Chesapeake, VA 23322
Superintendent: Dr. Jared A. Cotton
Region: 2
Division Website (opens new window)
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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

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

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 52 58 42 9 65 74 26
Female 6 53 59 41 8 67 75 25
Male 7 51 58 42 10 63 73 27
American Indian 4 59 63 38 7 70 77 23
Asian 14 68 82 18 25 68 93 7
Black 3 38 41 59 3 55 59 41
Hispanic 5 50 55 45 7 65 72 28
Native Hawaiian 7 61 67 33 12 65 77 23
White 9 60 68 32 12 71 83 17
Multiple Races 7 54 61 39 10 68 77 23
Students with Disabilities 8 28 35 65 4 43 47 53
Students without Disabilities 6 57 63 37 10 69 79 21
Economically Disadvantaged 3 38 41 59 4 56 60 40
Not Economically Disadvantaged 8 60 69 31 11 69 81 19
English Learners 3 30 33 67 3 44 47 53
Homeless 2 15 17 83 2 32 34 66
Military Connected 9 61 69 31 13 71 84 16
Foster Care 4 24 29 71 2 49 51 49
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 55 66 34 14 64 77 23
Female 9 56 66 34 12 65 77 23
Male 12 54 66 34 15 62 77 23
American Indian < < < < < < < <
Asian 18 65 82 18 26 70 96 4
Black 4 42 46 54 5 57 62 38
Hispanic 9 54 63 37 11 65 75 25
Native Hawaiian < < 100 0 < < 100 0
White 15 63 78 22 19 68 87 13
Multiple Races 8 60 68 32 14 68 82 18
Students with Disabilities 10 37 46 54 7 45 52 48
Students without Disabilities 11 59 70 30 15 67 82 18
Economically Disadvantaged 5 43 48 52 6 58 63 37
Not Economically Disadvantaged 14 64 79 21 17 67 84 16
English Learners 2 37 39 61 2 59 61 39
Homeless < < < < - 33 33 67
Military Connected 12 64 76 24 19 68 87 13
Foster Care - 36 36 64 < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 56 68 32 13 62 75 25
Female 10 57 67 33 11 64 75 25
Male 14 55 69 31 15 60 75 25
American Indian < < < < < < < <
Asian 24 65 89 11 28 60 88 12
Black 5 42 47 53 5 51 57 43
Hispanic 9 53 62 38 10 65 74 26
Native Hawaiian < < < < < < 100 0
White 16 64 80 20 19 67 86 14
Multiple Races 11 61 72 28 10 64 75 25
Students with Disabilities 11 33 44 56 5 41 46 54
Students without Disabilities 12 61 73 27 14 66 80 20
Economically Disadvantaged 5 46 51 49 6 52 58 42
Not Economically Disadvantaged 16 63 79 21 16 66 82 18
English Learners 2 37 40 60 4 51 55 45
Homeless < < < < 4 43 48 52
Military Connected 17 63 80 20 17 67 84 16
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 52 63 37 14 61 75 25
Female 10 53 63 37 12 62 74 26
Male 11 52 63 37 15 61 76 24
American Indian 6 63 69 31 < < < <
Asian 15 74 89 11 38 55 93 8
Black 4 37 41 59 5 52 58 42
Hispanic 5 52 57 43 10 60 70 30
Native Hawaiian < < < < < < < <
White 15 60 75 25 19 67 86 14
Multiple Races 15 52 66 34 12 66 77 23
Students with Disabilities 8 29 37 63 5 42 47 53
Students without Disabilities 11 57 68 32 16 65 80 20
Economically Disadvantaged 5 40 45 55 6 52 59 41
Not Economically Disadvantaged 15 61 75 25 17 65 82 18
English Learners 4 29 32 68 6 33 39 61
Homeless < < < < - 29 29 71
Military Connected 15 58 73 27 20 66 86 14
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 29 31 69 2 55 56 44
Female 2 28 30 70 1 58 59 41
Male 3 29 31 69 2 52 54 46
American Indian - 70 70 30
Asian 6 39 44 56 5 86 91 9
Black 3 14 17 83 1 37 38 62
Hispanic 2 28 30 70 1 53 54 46
Native Hawaiian < < < < < < < <
White 1 38 40 60 2 68 71 29
Multiple Races 3 36 39 61 1 62 63 37
Students with Disabilities 6 15 21 79 3 31 34 66
Students without Disabilities 1 33 33 67 2 61 62 38
Economically Disadvantaged 3 15 18 82 1 40 41 59
Not Economically Disadvantaged 2 40 42 58 2 64 67 33
English Learners 5 5 11 89 2 11 14 86
Homeless < < < < - 13 13 87
Military Connected 1 41 43 57 3 69 72 28
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 37 39 61 4 62 66 34
Female 2 38 40 60 3 65 69 31
Male 2 36 38 62 4 59 64 36
American Indian < < < < < < < <
Asian 6 67 72 28 8 76 85 15
Black 1 21 23 77 2 50 51 49
Hispanic 3 31 34 66 4 62 66 34
Native Hawaiian < < < < < < < <
White 2 48 51 49 5 71 76 24
Multiple Races 2 40 41 59 6 64 70 30
Students with Disabilities 6 15 22 78 4 33 37 63
Students without Disabilities 1 42 43 57 4 69 73 27
Economically Disadvantaged 2 21 22 78 3 49 52 48
Not Economically Disadvantaged 2 48 51 49 4 70 74 26
English Learners 5 11 16 84 4 20 24 76
Homeless < < < < 7 20 27 73
Military Connected 2 49 51 49 5 74 80 20
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 45 48 52 5 60 66 34
Female 2 46 48 52 5 63 68 32
Male 4 44 48 52 6 57 63 37
American Indian - 30 30 70 < < < <
Asian 13 56 70 30 22 66 88 12
Black 1 31 33 67 2 48 50 50
Hispanic 1 43 44 56 4 59 63 37
Native Hawaiian < < < < - 75 75 25
White 4 55 59 41 7 69 76 24
Multiple Races 3 45 49 51 7 63 71 29
Students with Disabilities 8 17 25 75 2 31 33 67
Students without Disabilities 2 51 53 47 6 66 72 28
Economically Disadvantaged 3 31 34 66 3 47 50 50
Not Economically Disadvantaged 3 54 57 43 7 66 73 27
English Learners 5 14 19 81 2 25 27 73
Homeless < < < < - 25 25 75
Military Connected 4 60 63 37 10 68 78 22
Foster Care < < < < - 50 50 50
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 66 69 31 7 79 87 13
Female 4 67 71 29 7 81 88 12
Male 3 64 66 34 8 78 86 14
American Indian < < < < - 83 83 17
Asian 12 75 88 12 29 68 97 3
Black 1 61 63 37 3 79 82 18
Hispanic 2 68 70 30 7 80 86 14
Native Hawaiian - 90 90 10 < < 100 0
White 4 67 71 29 9 80 90 10
Multiple Races 4 66 70 30 9 80 89 11
Students with Disabilities - 46 47 53 2 70 72 28
Students without Disabilities 4 69 73 27 9 81 90 10
Economically Disadvantaged 1 59 60 40 3 77 80 20
Not Economically Disadvantaged 5 69 74 26 10 81 91 9
English Learners - 52 52 48 4 68 72 28
Homeless < < < < - 50 50 50
Military Connected 5 72 77 23 13 80 93 7
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 77 84 16 10 78 88 12
Female 7 77 85 15 10 79 89 11
Male 8 77 84 16 10 76 86 14
American Indian < < < < < < 100 0
Asian 12 83 95 5 30 68 98 2
Black 3 70 73 27 3 73 76 24
Hispanic 4 76 80 20 8 83 91 9
Native Hawaiian < < < < < < 100 0
White 8 80 88 12 11 80 91 9
Multiple Races 9 73 82 18 13 73 86 14
Students with Disabilities 3 44 46 54 3 59 61 39
Students without Disabilities 8 78 86 14 11 79 89 11
Economically Disadvantaged 3 74 77 23 3 75 78 22
Not Economically Disadvantaged 8 78 86 14 12 78 91 9
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 8 78 85 15 12 79 91 9
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 73 82 18 22 71 94 6
Female 9 73 83 17 19 74 93 7
Male 8 73 82 18 26 69 95 5
American Indian < < 100 0
Asian 21 71 93 7 38 63 100 0
Black 5 64 69 31 9 72 81 19
Hispanic 3 71 74 26 13 73 85 15
Native Hawaiian < < 100 0
White 7 77 84 16 24 73 96 4
Multiple Races 18 70 88 13 27 71 98 2
Students with Disabilities < < 100 0 21 71 93 7
Students without Disabilities 9 73 82 18 22 71 94 6
Economically Disadvantaged 2 62 64 36 20 68 88 13
Not Economically Disadvantaged 10 75 85 15 23 72 95 5
English Learners < < 100 0
Military Connected 11 67 78 22 28 66 93 7
< = 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 9 58 66 34 11 62 72 28
Female 8 57 65 35 10 63 72 28
Male 10 58 68 32 12 61 73 27
American Indian 3 76 78 22 12 67 79 21
Asian 18 67 85 15 23 66 89 11
Black 3 44 47 53 4 50 54 46
Hispanic 6 55 61 39 8 63 71 29
Native Hawaiian 12 65 77 23 8 46 54 46
White 12 66 78 22 15 69 84 16
Multiple Races 10 60 70 30 12 65 78 22
Students with Disabilities 5 29 34 66 6 41 46 54
Students without Disabilities 9 63 72 28 12 66 78 22
Economically Disadvantaged 3 44 47 53 5 52 57 43
Not Economically Disadvantaged 11 65 76 24 14 67 81 19
English Learners 2 19 21 79 1 23 24 76
Homeless 5 43 48 52 3 25 28 72
Military Connected 12 64 76 24 15 69 84 16
Foster Care - 10 10 90 4 48 52 48
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 44 56 44 13 55 68 32
Female 11 43 54 46 12 53 65 35
Male 13 46 59 41 14 57 71 29
American Indian 7 67 73 27 < < < <
Asian 16 60 76 24 25 58 83 18
Black 4 29 33 67 6 40 46 54
Hispanic 9 39 48 52 10 55 65 35
Native Hawaiian < < < < < < < <
White 17 54 71 29 19 63 82 18
Multiple Races 14 46 60 40 10 62 72 28
Students with Disabilities 6 25 31 69 6 38 45 55
Students without Disabilities 13 48 61 39 14 58 72 28
Economically Disadvantaged 5 31 35 65 7 44 51 49
Not Economically Disadvantaged 17 53 70 30 17 62 79 21
English Learners 4 14 18 82 3 21 24 76
Homeless < < < < - 19 19 81
Military Connected 16 52 67 33 19 64 83 17
Foster Care < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 64 36 8 60 68 32
Female 5 57 62 38 7 61 68 32
Male 9 56 65 35 9 59 68 32
American Indian - 91 91 9 < < < <
Asian 23 63 85 15 19 70 89 11
Black 2 41 43 57 2 46 48 52
Hispanic 3 55 59 41 8 59 67 33
Native Hawaiian < < < < < < < <
White 10 67 77 23 11 70 81 19
Multiple Races 9 59 68 32 11 65 76 24
Students with Disabilities 5 27 32 68 4 37 41 59
Students without Disabilities 7 62 70 30 8 66 74 26
Economically Disadvantaged 3 43 47 53 3 50 53 47
Not Economically Disadvantaged 9 64 73 27 11 67 77 23
English Learners - 14 14 86 - 16 16 84
Homeless < < < < 8 12 20 80
Military Connected 8 66 74 26 10 68 79 21
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 64 73 27 12 63 75 25
Female 8 66 74 26 11 65 76 24
Male 10 62 72 28 13 60 73 27
American Indian < < < < < < < <
Asian 22 70 92 8 29 61 89 11
Black 2 55 58 42 3 55 59 41
Hispanic 7 62 69 31 8 67 75 25
Native Hawaiian < < 100 0 < < < <
White 13 69 81 19 19 67 85 15
Multiple Races 8 69 76 24 15 65 80 20
Students with Disabilities 2 29 31 69 4 41 45 55
Students without Disabilities 10 69 79 21 14 67 80 20
Economically Disadvantaged 3 52 56 44 4 56 60 40
Not Economically Disadvantaged 12 69 81 19 16 66 82 18
English Learners 4 22 26 74 - 25 25 75
Homeless < < < < - 43 43 57
Military Connected 14 70 84 16 16 70 86 14
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 67 33 12 63 75 25
Female 13 48 61 39 9 66 74 26
Male 4 68 72 28 18 59 76 24
Asian < < 100 0 < < 100 0
Black 18 45 64 36 - 77 77 23
Hispanic < < < < 8 77 85 15
Native Hawaiian < < 100 0
White 10 55 65 35 19 38 56 44
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities 9 59 67 33 12 63 75 25
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 9 65 74 26 12 63 76 24
Military Connected 16 64 80 20 8 64 72 28
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 75 25 9 74 83 17
Female 5 66 72 28 7 76 83 17
Male 5 74 79 21 11 73 83 17
American Indian < < 100 0 < < < <
Asian 6 80 86 14 21 76 97 3
Black 1 57 59 41 3 66 69 31
Hispanic 2 73 74 26 7 77 83 17
Native Hawaiian < < < < < < < <
White 8 76 84 16 12 79 91 9
Multiple Races 9 73 81 19 12 73 85 15
Students with Disabilities 3 42 45 55 3 57 59 41
Students without Disabilities 6 74 79 21 10 77 87 13
Economically Disadvantaged 1 57 58 42 3 68 71 29
Not Economically Disadvantaged 7 76 83 17 12 77 89 11
English Learners - 32 32 68 - 50 50 50
Homeless < < 100 0 < < < <
Military Connected 7 73 80 20 12 78 90 10
Foster Care < < < < < < < <
< = 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 23 51 74 26
Female 21 53 74 26
Male 25 49 74 26
American Indian 13 64 77 23
Asian 43 49 91 9
Black 10 46 56 44
Hispanic 20 52 72 28
Native Hawaiian 16 60 76 24
White 32 54 85 15
Multiple Races 28 52 80 20
Students with Disabilities 9 40 49 51
Students without Disabilities 26 53 79 21
Economically Disadvantaged 11 47 58 42
Not Economically Disadvantaged 30 53 84 16
English Learners 4 27 31 69
Homeless 7 33 40 60
Military Connected 33 53 86 14
Foster Care 5 29 33 67
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 48 51 49
Female 2 47 49 51
Male 5 48 53 47
Asian < < < <
Black 1 32 33 67
Hispanic 8 36 44 56
Native Hawaiian < < 100 0
White 3 65 68 32
Multiple Races 8 62 69 31
Students with Disabilities - 18 18 82
Students without Disabilities 5 60 65 35
Economically Disadvantaged 1 32 33 67
Not Economically Disadvantaged 5 57 63 37
English Learners - 29 29 71
Homeless < < < <
Military Connected 2 69 71 29
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 57 75 25
Female 15 60 75 25
Male 19 55 74 26
American Indian 6 72 78 22
Asian 43 52 95 5
Black 7 51 58 42
Hispanic 15 60 75 25
Native Hawaiian < < < <
White 25 61 86 14
Multiple Races 20 59 79 21
Students with Disabilities 8 43 50 50
Students without Disabilities 19 60 80 20
Economically Disadvantaged 7 51 58 42
Not Economically Disadvantaged 24 61 85 15
English Learners 1 33 35 65
Homeless 5 32 37 63
Military Connected 28 61 89 11
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 41 55 45
Female 13 44 57 43
Male 16 37 53 47
Asian 47 47 94 6
Black 6 32 38 62
Hispanic 15 45 60 40
White 18 45 63 37
Multiple Races 14 50 64 36
Students with Disabilities - 25 25 75
Students without Disabilities 15 42 58 42
Economically Disadvantaged 4 29 33 67
Not Economically Disadvantaged 20 47 67 33
English Learners < < < <
Homeless < < < <
Military Connected 17 56 73 27
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < 100 0
Black < < < <
Hispanic < < 100 0
White < < < <
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
Military Connected < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28
Female 16 56 72 28
Male 19 52 71 29
American Indian 7 64 71 29
Asian 25 68 93 7
Black 6 46 52 48
Hispanic 15 51 66 34
Native Hawaiian < < < <
White 25 59 84 16
Multiple Races 24 56 81 19
Students with Disabilities 7 39 46 54
Students without Disabilities 20 57 77 23
Economically Disadvantaged 7 47 54 46
Not Economically Disadvantaged 25 58 83 17
English Learners - 19 19 81
Homeless 6 22 28 72
Military Connected 25 58 84 16
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 41 79 21
Female 35 42 77 23
Male 41 41 82 18
American Indian < < < <
Asian 64 21 85 15
Black 19 44 63 37
Hispanic 34 44 78 22
Native Hawaiian < < < <
White 50 40 90 10
Multiple Races 42 41 83 17
Students with Disabilities 15 41 56 44
Students without Disabilities 42 41 83 17
Economically Disadvantaged 22 44 66 34
Not Economically Disadvantaged 49 39 88 12
English Learners 12 28 40 60
Homeless 13 40 53 47
Military Connected 50 39 89 11
Foster Care < < 100 0
< = 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
Division1428
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-kindergarten658780768
Kindergarten2,3192,7222,680
Grade 12,6402,8403,029
Grade 22,6152,8002,942
Grade 32,8702,7412,882
Grade 42,8063,0022,840
Grade 52,9362,8743,107
Grade 63,1063,0842,982
Grade 73,1713,1493,146
Grade 83,3093,2033,190
Grade 93,3463,5513,395
Grade 103,3653,2623,406
Grade 113,2563,2213,194
Grade 123,2763,2493,260
Total Students39,67340,47840,821

< = 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 Students396734047840821
Female192671982619959
Male204062063220810
American Indian106106116
Asian114611971244
Black128701278912807
Hispanic446947795016
Native Hawaiian868790
White176271799217847
Multiple Races336935283701
Students with Disabilities742072847570
Students without Disabilities322533319433251
Economically Disadvantaged132361600816378
Not Economically Disadvantaged264372447024443
English Learners132514331560
Not English Learners383483904539261
Homeless334438
Military Connected811687308787
Foster Care9010381
< = 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 1882 1080 108 36 92 85
State 52168 36669 2129 747 5100 1879
Female Division 1037 455 42 7 33 30
State 28664 15798 666 263 1813 760
Male Division 845 624 65 29 59 55
State 23482 20842 1460 484 3285 1118
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division 91 17 1 1 0 0
State 6086 1308 81 11 85 37
Black Division 490 475 65 10 36 39
State 8347 9965 765 162 1156 730
Hispanic Division 176 100 8 2 25 14
State 6301 7054 289 79 2275 395
Native Hawaiian Division < < < < 0 <
State 88 51 5 0 5 1
White Division 949 409 26 20 29 23
State 28377 16228 880 440 1364 623
Multiple Races Division 167 71 7 3 2 9
State 2870 1988 106 54 195 86
Students with Disabilities Division 89 325 108 4 24 15
State 1554 7408 2129 108 959 126
Economically Disadvantaged Division 462 503 76 15 45 63
State 12248 19244 1249 413 2860 1292
English Learners Division 13 17 1 0 13 7
State 1452 3819 261 24 1863 151
Homeless Division 4 13 1 1 2 1
State 183 581 38 11 180 54
Military Connected Division 339 134 6 4 2 4
State 2322 1295 41 17 46 26
Foster Care Division < < < < < <
State 22 161 31 10 64 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 Students3,2833,070943,11095923
Female1,6041,534961,54496332
Male1,6771,534921,56493594
American Indian<<100<10000
Asian1101099911010000
Black1,1151,030921,04193363
Hispanic3252848728989258
Native Hawaiian<<100<10000
White1,4561,384951,40496292
Multiple Races259245952489621
Students with Disabilities5675229252793244
Economically Disadvantaged1,1641,041891,05991454
English Learners51316134671326
Homeless221882198629
Military Connected489479984839920
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 Taken1,237 / 9.34%858 / 6.48%1,114 / 8.39%
Advanced Placement Course Enrollment2,410 / 18.21%2,504 / 18.91%2,060 / 15.51%
Dual Enrollment591 / 4.46%737 / 5.57%609 / 4.58%
Governor's School Enrollment87 / .66%89 / .67%90 / .68%
IB Course Enrollment218 / 1.65%224 / 1.69%240 / 1.81%
Senior Enrolled in IB Program49 / .37%59 / .45%43 / .32%

< = 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 StudentsDivision2,9212,04530
State86,21159,46331
FemaleDivision1,5261,16024
State43,37932,57925
MaleDivision1,39588537
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision877217
State6,3805,55313
BlackDivision93760635
State18,49311,40838
HispanicDivision22115530
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1,4831,07528
State46,06133,07628
Multiple RacesDivision18012531
State4,1342,89130
Students with DisabilitiesDivision27713850
State7,5273,57553
Economically DisadvantagedDivision78842246
State28,16915,21546
English LearnersDivision372241
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision394345
 State5111,5422,590
State LicensuresDivision34766
 State3331,0771,236
Industry CertificationDivision1,8152,5414,268
 State43,66051,68595,688
Workplace ReadinessDivision684449725
 State26,62716,88544,348
Total Credentials EarnedDivision2,5413,0805,104
 State71,13171,189143,862
Students Earning One or More CredentialsDivision2,3442,6984,266
 State62,89960,992115,682
CTE CompletersDivision1,418957943
 State44,53942,30344,149
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$5,044$5,997$816
State$6,642$5,388$901
2019-2020Division$5,032$6,309$822
State$6,770$5,603$867
2020-2021Division$4,796$6,967$1,231
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 Students35,5713,53931,9387,685
Female17,4111,59215,7453,686
Male18,1511,94316,1693,981
American Indian87127725
Asian1,125241,11283
Black10,9341,6779,4043,095
Hispanic3,9235273,6461,032
Native Hawaiian8876223
White16,3721,03514,8372,782
Multiple Races3,0422572,800645
Students with Disabilities6,4959355,6741,888
Economically Disadvantaged13,1062,60911,3934,934
English Learners1,2062391,166341
Homeless824173110
< = 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 44
Disorderly or Disruptive Behavior Offenses 331
Other Offenses Against Persons 151
All Other Offenses 15
Property Offenses <
Weapons Offenses 24
Offenses Against Staff 29
Offenses Against Student 44
Technology Offenses 14

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.30.2
Asian2.80.72.90.8
Black32.262.732.444.4
Hispanic10.77.511.39.8
Native Hawaiian0.20.30.2
White45.822.744.435.5
Multiple Races7.968.59.2
< = 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 Indian0.31.70.3
Asian2.82.9
Black32.260.332.4
Hispanic10.78.611.3
Native Hawaiian0.20.2
White45.829.344.4
Multiple Races7.98.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian2.82.9
Black32.283.332.4
Hispanic10.711.3
Native Hawaiian0.20.2
White45.816.744.4
Multiple Races7.98.5
< = 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 40.340.340.3
< = 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 42.642.642.6
< = 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 58.458.458.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 13.25 : 1

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2020-2021 Grades 8-12 Student Teacher Ratio: 13.67 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio 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
2019-202036%58%1%5%
2020-202137%57%1%5%
2021-202238%56%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%81%75%88%
Asian90%91%91%88%
Black65%70%60%88%
Hispanic76%79%59%88%
White86%88%83%88%
Multiple Races82%85%81%88%
Economically Disadvantaged65%69%59%88%
English Learners59%67%47%88%
Students with Disabilities47%50%43%88%

< = 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 Students74%81%70%85%
Asian92%94%90%85%
Black59%71%51%85%
Hispanic72%80%53%85%
White84%88%79%85%
Multiple Races77%85%73%85%
Economically Disadvantaged60%71%52%85%
English Learners61%73%46%85%
Students with Disabilities47%53%40%85%

< = 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 Students72%
Asian88%
Black53%
Hispanic70%
White83%
Multiple Races78%
Economically Disadvantaged56%
English Learners47%
Students with Disabilities45%

< = 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%
Asian96%90%84%
Black86%82%84%
Hispanic85%82%84%
White93%86%84%
Multiple Races95%89%84%
Economically Disadvantaged83%80%84%
English Learners68%71%84%
Students with Disabilities68%65%84%
Homeless88%--
Foster Care23%--

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%5%10%10%
Black25%14%14%10%
Hispanic22%13%14%10%
White16%9%14%10%
Multiple Races19%19%15%10%
Economically Disadvantaged30%19%17%10%
English Learners23%13%13%10%
Students with Disabilities25%16%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 Progress54%50%58%
English Learner Proficiency13%--

< = 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 Progress35966854%
English Learner Proficiency138104913%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathema