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Chesterfield County Public Schools

General school information

Division: Chesterfield County Public Schools
Division Number: 21
Address: 9900 Krause Rd Chesterfield, VA 23832
Superintendent: Dr. Mervin B Daugherty
Region: 1
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

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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 15 64 79 21 13 50 64 36
Female 16 66 82 18 15 51 66 34
Male 13 62 75 25 12 50 62 38
American Indian 9 73 82 18 20 63 83 18
Asian 23 64 87 13 21 56 77 23
Black 8 61 69 31 7 45 52 48
Hispanic 8 59 67 33 5 43 48 52
Native Hawaiian 7 69 76 24 17 57 74 26
White 20 67 87 13 18 55 73 27
Multiple Races 15 67 82 18 14 51 65 35
Students with Disabilities 10 36 46 54 9 27 36 64
Students without Disabilities 15 68 83 17 14 54 68 32
Economically Disadvantaged 7 59 67 33 6 44 50 50
Not Economically Disadvantaged 19 67 86 14 15 52 67 33
English Learners 3 36 39 61 2 17 19 81
Military Connected 20 69 89 11 13 55 69 31
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 16 56 73 27 10 51 61 39
Female 18 57 75 25 11 54 64 36
Male 15 55 70 30 10 48 59 41
American Indian 10 60 70 30 < < 100 0
Asian 28 47 75 25 15 58 73 27
Black 10 54 64 36 5 41 46 54
Hispanic 8 51 59 41 4 38 41 59
Native Hawaiian 7 60 67 33 < < < <
White 23 58 81 19 15 60 75 25
Multiple Races 14 64 79 21 9 52 61 39
Students with Disabilities 12 32 44 56 12 25 36 64
Students without Disabilities 17 60 77 23 10 55 65 35
Economically Disadvantaged 9 51 60 40 31 23 54 46
Not Economically Disadvantaged 22 59 81 19 10 51 61 39
English Learners 3 43 46 54 2 23 26 74
Military Connected 21 67 88 12 11 61 72 28
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 18 61 79 21 14 51 64 36
Female 19 64 82 18 15 51 66 34
Male 17 59 76 24 13 51 63 37
American Indian 10 90 100 0 < < 100 0
Asian 29 55 85 15 20 55 76 24
Black 9 59 69 31 7 44 51 49
Hispanic 10 62 71 29 5 41 45 55
Native Hawaiian < < < < < < 100 0
White 23 63 85 15 20 57 77 23
Multiple Races 23 64 87 13 16 48 63 37
Students with Disabilities 9 36 45 55 12 25 37 63
Students without Disabilities 19 65 84 16 14 55 69 31
Economically Disadvantaged 9 60 70 30 35 30 65 35
Not Economically Disadvantaged 23 62 85 15 14 51 64 36
English Learners 3 52 55 45 2 23 25 75
Military Connected 18 68 86 14 21 56 77 23
Foster Care < < < < < < 100 0
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 58 81 19 11 52 63 37
Female 26 57 83 17 13 51 64 36
Male 21 58 78 22 10 52 62 38
American Indian 20 60 80 20 < < < <
Asian 36 54 89 11 22 59 81 19
Black 12 59 71 29 6 46 51 49
Hispanic 13 60 72 28 3 44 47 53
Native Hawaiian < < < < < < < <
White 32 56 88 12 16 57 73 27
Multiple Races 24 62 86 14 11 50 61 39
Students with Disabilities 13 33 45 55 9 27 36 64
Students without Disabilities 25 61 86 14 11 56 67 33
Economically Disadvantaged 12 58 70 30 11 41 51 49
Not Economically Disadvantaged 31 57 88 12 11 52 63 37
English Learners 3 36 39 61 1 15 16 84
Military Connected 27 61 88 13 15 52 67 33
Foster Care < < 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 14 62 76 24 10 48 58 42
Female 16 65 81 19 11 49 60 40
Male 13 59 72 28 9 47 57 43
American Indian < < < < < < < <
Asian 22 63 85 15 22 56 77 23
Black 8 59 67 33 5 40 45 55
Hispanic 8 55 63 37 3 41 45 55
Native Hawaiian < < < < < < < <
White 20 66 85 15 14 54 68 32
Multiple Races 16 62 78 22 14 48 61 39
Students with Disabilities 9 33 42 58 5 23 29 71
Students without Disabilities 15 66 81 19 11 51 62 38
Economically Disadvantaged 7 57 64 36 4 40 44 56
Not Economically Disadvantaged 19 65 84 16 14 52 66 34
English Learners 2 16 18 82 - 8 8 92
Military Connected 15 71 85 15 11 52 63 37
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 14 65 79 21 9 51 60 40
Female 15 66 81 19 11 53 63 37
Male 12 64 76 24 8 48 57 43
American Indian < < < < < < < <
Asian 21 71 92 8 17 61 77 23
Black 7 63 69 31 5 41 46 54
Hispanic 9 59 67 33 3 45 48 52
Native Hawaiian < < < < < < < <
White 19 68 86 14 13 55 68 32
Multiple Races 13 69 82 18 8 54 62 38
Students with Disabilities 10 38 48 52 9 23 32 68
Students without Disabilities 14 69 83 17 9 54 64 36
Economically Disadvantaged 7 59 66 34 3 42 45 55
Not Economically Disadvantaged 18 69 86 14 13 55 67 33
English Learners 4 18 22 78 3 10 13 87
Military Connected 23 73 95 5 9 53 61 39
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 10 65 75 25 8 45 53 47
Female 12 67 79 21 9 46 55 45
Male 8 63 71 29 8 43 51 49
American Indian < < < < < < < <
Asian 15 73 88 12 13 53 66 34
Black 5 58 63 37 3 39 42 58
Hispanic 4 55 60 40 4 41 45 55
Native Hawaiian < < < < < < < <
White 14 72 86 14 12 48 59 41
Multiple Races 6 67 73 27 6 47 53 47
Students with Disabilities 8 33 40 60 5 18 23 77
Students without Disabilities 10 70 80 20 9 48 57 43
Economically Disadvantaged 5 56 60 40 4 38 42 58
Not Economically Disadvantaged 13 70 83 17 10 48 58 42
English Learners 2 9 11 89 1 6 7 93
Military Connected 13 77 90 10 8 46 54 46
Foster Care < < < <
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 7 80 87 13 26 56 82 18
Female 8 82 90 10 29 55 84 16
Male 6 79 85 15 23 57 80 20
American Indian < < 100 0 27 73 100 0
Asian 14 78 92 8 38 50 88 12
Black 4 74 78 22 12 58 71 29
Hispanic 3 77 80 20 14 54 68 32
Native Hawaiian < < < < < < 100 0
White 10 85 94 6 36 55 91 9
Multiple Races 3 88 91 9 29 56 84 16
Students with Disabilities 9 47 56 44 11 43 54 46
Students without Disabilities 7 84 91 9 28 57 86 14
Economically Disadvantaged 3 75 78 22 12 57 69 31
Not Economically Disadvantaged 9 83 92 8 32 55 87 13
English Learners 2 29 31 69 1 17 18 82
Military Connected 18 82 100 0 23 71 94 6
< = 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 24 51 75 25
Female 29 52 81 19
Male 19 51 70 30
American Indian 17 61 78 22
Asian 41 50 91 9
Black 11 50 62 38
Hispanic 13 52 65 35
Native Hawaiian 27 55 82 18
White 33 52 85 15
Multiple Races 24 51 74 26
Students with Disabilities 8 32 40 60
Students without Disabilities 26 54 80 20
Economically Disadvantaged 10 49 60 40
Not Economically Disadvantaged 31 52 84 16
English Learners 3 11 14 86
Military Connected 43 50 93 7
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 23 49 72 28
Female 29 51 80 20
Male 18 47 65 35
American Indian < < < <
Asian 43 48 91 9
Black 11 46 58 42
Hispanic 17 49 66 34
Native Hawaiian < < < <
White 31 51 82 18
Multiple Races 19 48 67 33
Students with Disabilities 7 27 34 66
Students without Disabilities 26 52 78 22
Economically Disadvantaged 11 46 57 43
Not Economically Disadvantaged 30 51 81 19
English Learners 12 20 32 68
Military Connected 45 45 90 10
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 25 54 78 22
Female 29 53 82 18
Male 20 54 74 26
American Indian 17 58 75 25
Asian 40 52 91 9
Black 11 54 66 34
Hispanic 10 54 64 36
Native Hawaiian < < 100 0
White 35 53 88 12
Multiple Races 28 53 81 19
Students with Disabilities 9 37 47 53
Students without Disabilities 27 56 82 18
Economically Disadvantaged 9 53 62 38
Not Economically Disadvantaged 33 54 86 14
English Learners 1 9 10 90
Military Connected 41 59 100 0
< = 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 15 67 82 18 6 46 52 48
Female 15 69 84 16 5 46 51 49
Male 15 65 80 20 6 46 52 48
American Indian 9 73 82 18 6 64 69 31
Asian 33 61 93 7 18 58 75 25
Black 6 65 72 28 2 30 33 67
Hispanic 8 67 75 25 2 32 34 66
Native Hawaiian 19 69 87 13 8 60 68 33
White 20 68 89 11 8 57 65 35
Multiple Races 13 70 83 17 5 46 51 49
Students with Disabilities 10 47 57 43 7 21 29 71
Students without Disabilities 15 70 85 15 6 49 55 45
Economically Disadvantaged 7 64 72 28 2 30 32 68
Not Economically Disadvantaged 19 69 88 12 7 50 57 43
English Learners 4 59 63 37 1 18 19 81
Military Connected 24 66 91 9 7 53 60 40
Foster Care < < < < < < < <
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 17 67 84 16 9 48 57 43
Female 14 68 82 18 7 47 54 46
Male 19 66 85 15 10 49 59 41
American Indian 10 70 80 20 < < 100 0
Asian 33 58 91 9 17 59 77 23
Black 8 66 74 26 3 27 30 70
Hispanic 10 68 78 22 3 33 36 64
Native Hawaiian 20 60 80 20 < < 100 0
White 23 67 90 10 12 61 74 26
Multiple Races 13 73 86 14 6 47 53 47
Students with Disabilities 14 46 61 39 10 28 39 61
Students without Disabilities 17 70 87 13 8 51 59 41
Economically Disadvantaged 9 66 75 25 17 17 33 67
Not Economically Disadvantaged 22 67 89 11 9 48 57 43
English Learners 7 68 74 26 2 24 26 74
Military Connected 31 62 93 7 9 57 67 33
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 63 85 15 10 45 54 46
Female 19 65 85 15 8 44 52 48
Male 23 62 84 16 11 45 56 44
American Indian 30 60 90 10 < < < <
Asian 36 59 95 5 22 54 77 23
Black 10 64 73 27 4 30 34 66
Hispanic 14 70 84 16 3 32 35 65
Native Hawaiian < < < < < < < <
White 28 62 90 10 14 54 69 31
Multiple Races 24 59 83 17 8 49 57 43
Students with Disabilities 12 46 57 43 11 19 30 70
Students without Disabilities 22 66 89 11 9 48 58 42
Economically Disadvantaged 11 66 77 23 41 12 53 47
Not Economically Disadvantaged 28 62 89 11 9 45 54 46
English Learners 5 73 78 22 2 22 24 76
Military Connected 23 65 88 12 16 50 66 34
Foster Care < < 100 0 < < < <
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 6 70 76 24 2 32 34 66
Female 6 73 78 22 2 32 34 66
Male 6 67 73 27 3 32 34 66
American Indian < < < < < < 100 0
Asian 11 79 90 10 4 46 50 50
Black 4 64 68 32 2 19 21 79
Hispanic 4 71 75 25 1 24 25 75
Native Hawaiian < < < < < < < <
White 9 72 81 19 3 44 47 53
Multiple Races 5 74 79 21 1 31 32 68
Students with Disabilities 9 43 52 48 8 17 26 74
Students without Disabilities 5 76 82 18 1 36 36 64
Economically Disadvantaged 4 66 69 31 10 13 23 77
Not Economically Disadvantaged 8 74 82 18 2 32 34 66
English Learners 2 52 54 46 2 12 14 86
Military Connected 8 78 86 14 9 31 41 59
Foster Care < < 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 14 67 80 20 4 39 43 57
Female 13 70 83 17 4 37 41 59
Male 14 64 78 22 5 40 46 54
American Indian < < < < < < < <
Asian 31 62 93 7 21 46 67 33
Black 6 62 68 32 2 20 21 79
Hispanic 8 66 74 26 1 27 28 72
Native Hawaiian < < < < < < < <
White 19 69 88 12 6 52 57 43
Multiple Races 11 72 83 17 4 39 43 57
Students with Disabilities 10 40 51 49 5 16 21 79
Students without Disabilities 14 71 85 15 4 42 47 53
Economically Disadvantaged 7 62 69 31 - 16 16 84
Not Economically Disadvantaged 18 70 88 12 6 48 54 46
English Learners 2 39 41 59 - 7 7 93
Military Connected 30 61 91 9 8 45 53 47
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 27 69 96 4 7 60 67 33
Female 29 69 98 2 6 61 67 33
Male 26 69 95 5 8 60 67 33
American Indian < < 100 0 < < < <
Asian 32 66 98 2 11 60 71 29
Black 21 75 96 4 10 49 58 42
Hispanic 18 76 93 7 5 40 45 55
Native Hawaiian < < 100 0 < < < <
White 30 67 97 3 7 68 74 26
Multiple Races 28 66 94 6 4 56 60 40
Students with Disabilities 55 26 81 19 35 39 74 26
Students without Disabilities 25 72 98 2 5 62 67 33
Economically Disadvantaged 22 71 93 7 1 46 47 53
Not Economically Disadvantaged 29 68 97 3 9 64 73 27
English Learners 45 55 100 0 < < < <
Military Connected < < 100 0 - 47 47 53
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 13 58 71 29 3 36 39 61
Female 14 59 73 27 3 35 38 62
Male 13 56 69 31 3 36 39 61
American Indian < < < < < < < <
Asian 34 56 90 10 10 61 71 29
Black 6 53 59 41 2 19 21 79
Hispanic 7 53 60 40 1 22 23 77
Native Hawaiian < < < < < < 100 0
White 19 62 81 19 4 45 49 51
Multiple Races 13 60 72 28 1 39 40 60
Students with Disabilities 9 31 40 60 4 10 15 85
Students without Disabilities 14 62 76 24 3 40 42 58
Economically Disadvantaged 6 49 55 45 1 20 21 79
Not Economically Disadvantaged 18 63 81 19 4 44 47 53
English Learners 6 23 29 71 1 4 4 96
Military Connected 18 69 87 13 2 53 54 46
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 15 70 85 15 6 53 59 41
Female 18 71 89 11 7 55 63 37
Male 12 70 82 18 5 51 56 44
American Indian - 90 90 10 < < < <
Asian 42 52 94 6 19 62 81 19
Black 6 74 80 20 1 42 43 57
Hispanic 7 70 77 23 4 42 46 54
Native Hawaiian 10 90 100 0 < < < <
White 23 69 91 9 9 63 73 27
Multiple Races 13 73 85 15 6 53 60 40
Students with Disabilities 1 68 69 31 1 32 33 67
Students without Disabilities 17 71 88 12 7 56 62 38
Economically Disadvantaged 6 72 78 22 3 41 43 57
Not Economically Disadvantaged 21 69 90 10 8 60 68 32
English Learners - 64 64 36 - 22 22 78
Military Connected 36 59 95 5 5 61 66 34
Foster Care < < 100 0 < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 70 81 19 3 52 55 45
Female 12 70 83 17 3 52 55 45
Male 11 69 79 21 4 51 56 44
American Indian - 77 77 23 < < < <
Asian 26 66 92 9 17 65 82 18
Black 3 62 66 34 1 36 36 64
Hispanic 4 67 71 29 1 35 36 64
Native Hawaiian < < < < 10 80 90 10
White 17 73 90 10 5 64 69 31
Multiple Races 8 76 84 16 4 51 55 45
Students with Disabilities 2 54 56 44 2 23 25 75
Students without Disabilities 12 71 83 17 4 54 58 42
Economically Disadvantaged 3 62 65 35 1 31 32 68
Not Economically Disadvantaged 15 73 88 12 4 60 65 35
English Learners - 45 45 55 - 14 14 86
Military Connected 29 65 94 6 2 70 72 28
Foster Care < < < <
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 14 78 92 8 14 61 75 25
Female 12 80 93 7 15 57 72 28
Male 15 76 91 9 14 64 78 22
American Indian 9 82 91 9 < < 100 0
Asian 34 64 98 2 41 53 94 6
Black 5 81 86 14 3 43 47 53
Hispanic 6 82 88 12 - 48 48 53
Native Hawaiian < < 100 0
White 17 78 94 6 15 69 84 16
Multiple Races 13 80 93 7 16 58 74 26
Students with Disabilities 6 75 81 19 17 17 33 67
Students without Disabilities 14 78 92 8 14 62 77 23
Economically Disadvantaged 5 80 85 15 4 39 43 57
Not Economically Disadvantaged 17 78 94 6 16 66 82 18
English Learners - 58 58 42 < < < <
Military Connected 6 88 94 6 < < < <
< = 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 14 67 82 18 7 53 60 40
Female 13 68 82 18 6 53 59 41
Male 15 66 81 19 8 53 61 39
American Indian 6 79 85 15 8 65 73 27
Asian 26 67 93 7 16 63 79 21
Black 5 64 68 32 2 40 42 58
Hispanic 7 65 71 29 2 39 41 59
Native Hawaiian 14 69 83 17 8 58 65 35
White 21 70 90 10 10 63 73 27
Multiple Races 13 71 84 16 6 54 60 40
Students with Disabilities 7 45 53 47 4 28 31 69
Students without Disabilities 15 70 85 15 7 56 63 37
Economically Disadvantaged 6 63 69 31 1 41 43 57
Not Economically Disadvantaged 19 69 88 12 9 57 65 35
English Learners 2 34 36 64 1 8 9 91
Military Connected 24 65 89 11 7 62 70 30
Foster Care < < < < < < < <
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 24 57 81 19 11 40 51 49
Female 24 57 81 19 9 39 48 52
Male 25 57 82 18 13 40 53 47
American Indian 30 50 80 20 < < 100 0
Asian 43 50 92 8 23 47 70 30
Black 11 58 68 32 4 27 30 70
Hispanic 13 62 76 24 3 30 33 67
Native Hawaiian < < < < < < < <
White 34 55 89 11 17 49 65 35
Multiple Races 23 61 84 16 10 37 47 53
Students with Disabilities 12 38 50 50 7 26 33 67
Students without Disabilities 26 60 86 14 12 42 53 47
Economically Disadvantaged 11 60 71 29 8 31 39 61
Not Economically Disadvantaged 33 55 88 12 11 40 51 49
English Learners 3 45 48 52 1 9 10 90
Military Connected 27 63 89 11 14 46 59 41
Foster Care < < 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 12 69 80 20 3 44 48 52
Female 10 71 81 19 3 44 47 53
Male 14 66 80 20 4 44 48 52
American Indian < < < < < < < <
Asian 19 73 93 7 9 59 68 32
Black 3 63 66 34 - 26 26 74
Hispanic 5 63 68 32 - 34 34 66
Native Hawaiian 10 70 80 20 < < < <
White 17 72 90 10 5 54 59 41
Multiple Races 9 71 80 20 2 47 48 52
Students with Disabilities 8 40 47 53 2 17 19 81
Students without Disabilities 12 72 84 16 3 48 51 49
Economically Disadvantaged 4 62 67 33 - 29 29 71
Not Economically Disadvantaged 15 72 87 13 5 51 56 44
English Learners 1 15 17 83 - 7 7 93
Military Connected 20 68 88 12 7 44 51 49
Foster Care < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 71 84 16 7 63 70 30
Female 13 72 85 15 6 65 71 29
Male 11 70 82 18 8 61 69 31
American Indian - 77 77 23 < < < <
Asian 27 68 95 5 19 63 83 17
Black 3 71 74 26 3 51 53 47
Hispanic 4 68 72 28 2 46 49 51
Native Hawaiian < < 100 0 < < < <
White 19 73 92 8 9 73 82 18
Multiple Races 12 73 85 15 5 64 70 30
Students with Disabilities 2 50 53 47 2 32 35 65
Students without Disabilities 13 74 87 13 7 66 73 27
Economically Disadvantaged 3 69 71 29 2 48 49 51
Not Economically Disadvantaged 17 73 90 10 8 69 77 23
English Learners - 31 31 69 - 9 9 91
Military Connected 14 86 100 0 4 84 88 13
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 4 25 29 71
Female 16 70 86 14 - 15 15 85
Male 24 64 88 12 7 36 43 57
American Indian < < 100 0
Asian 32 60 92 8 < < < <
Black 7 68 75 25 - - - 100
Hispanic 11 64 76 24 - 27 27 73
Native Hawaiian < < 100 0
White 23 69 92 8 5 38 43 57
Multiple Races 25 63 88 12 < < < <
Students with Disabilities 14 69 83 17 < < < <
Students without Disabilities 19 68 87 13 4 26 30 70
Economically Disadvantaged 9 65 73 27 6 17 22 78
Not Economically Disadvantaged 22 68 90 10 3 30 32 68
English Learners - 58 58 42 < < < <
Military Connected 50 40 90 10 < < < <
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 7 73 80 20 7 59 65 35
Female 6 72 78 22 5 58 63 37
Male 8 73 81 19 8 60 67 33
American Indian - 100 100 0 < < < <
Asian 15 77 93 7 12 79 91 9
Black 2 62 64 36 2 46 48 52
Hispanic 2 68 70 30 2 43 44 56
Native Hawaiian 20 60 80 20 < < < <
White 11 79 91 9 10 69 79 21
Multiple Races 7 83 90 10 5 60 65 35
Students with Disabilities 2 55 56 44 1 33 34 66
Students without Disabilities 8 75 83 17 7 61 69 31
Economically Disadvantaged 2 64 65 35 1 45 46 54
Not Economically Disadvantaged 10 78 88 12 9 65 74 26
English Learners - 36 36 64 - 7 7 93
Military Connected 27 53 80 20 4 76 80 20
< = 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 20 59 79 21
Female 18 61 79 21
Male 23 57 79 21
American Indian 14 79 93 7
Asian 35 56 91 9
Black 9 58 67 33
Hispanic 13 59 71 29
Native Hawaiian 26 58 84 16
White 28 59 87 13
Multiple Races 21 58 80 20
Students with Disabilities 9 44 54 46
Students without Disabilities 22 61 82 18
Economically Disadvantaged 10 56 66 34
Not Economically Disadvantaged 26 60 86 14
English Learners 7 44 51 49
Military Connected 37 51 88 12
Foster Care < < 100 0
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 4 54 59 41
Female 3 54 58 42
Male 5 55 60 40
American Indian < < < <
Asian 23 49 71 29
Black 1 49 50 50
Hispanic 1 54 55 45
Native Hawaiian < < < <
White 8 62 70 30
Multiple Races 6 52 58 42
Students with Disabilities - 33 33 67
Students without Disabilities 5 59 64 36
Economically Disadvantaged 2 48 49 51
Not Economically Disadvantaged 6 60 66 34
English Learners - 27 27 73
Military Connected < < < <
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 12 65 76 24
Female 11 65 76 24
Male 13 64 77 23
American Indian - 100 100 0
Asian 26 64 90 10
Black 5 60 64 36
Hispanic 8 60 68 32
Native Hawaiian 36 45 82 18
White 16 69 85 15
Multiple Races 13 67 80 20
Students with Disabilities 4 52 56 44
Students without Disabilities 13 66 79 21
Economically Disadvantaged 6 57 63 37
Not Economically Disadvantaged 15 69 84 16
English Learners 1 48 49 51
Military Connected 27 53 80 20
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 18 68 86 14
Female 15 70 85 15
Male 22 66 88 12
American Indian 20 70 90 10
Asian 33 62 95 5
Black 7 69 76 24
Hispanic 13 68 81 19
Native Hawaiian < < 100 0
White 23 68 91 9
Multiple Races 19 69 88 12
Students with Disabilities 13 57 70 30
Students without Disabilities 18 69 87 13
Economically Disadvantaged 7 67 75 25
Not Economically Disadvantaged 22 69 90 10
English Learners - 36 36 64
Military Connected 40 60 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 79 97 3
Female 15 81 96 4
Male 22 76 98 2
Asian 33 67 100 0
Black 6 86 92 8
Hispanic 7 85 93 7
Native Hawaiian < < 100 0
White 22 77 99 1
Multiple Races 14 82 95 5
Students with Disabilities 7 71 79 21
Students without Disabilities 18 79 98 2
Economically Disadvantaged 10 82 91 9
Not Economically Disadvantaged 20 78 98 2
English Learners < < < <
Military Connected < < 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 21 59 80 20
Female 21 61 81 19
Male 22 58 79 21
American Indian < < 100 0
Asian 38 54 92 8
Black 8 60 67 33
Hispanic 11 59 70 30
Native Hawaiian < < < <
White 31 59 89 11
Multiple Races 14 63 77 23
Students with Disabilities 5 44 48 52
Students without Disabilities 23 61 84 16
Economically Disadvantaged 8 59 66 34
Not Economically Disadvantaged 28 59 88 12
English Learners 2 27 29 71
Military Connected 25 61 86 14
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 36 44 80 20
Female 32 48 80 20
Male 39 41 81 19
American Indian 30 60 90 10
Asian 55 39 93 7
Black 18 49 67 33
Hispanic 25 52 77 23
Native Hawaiian < < < <
White 46 41 87 13
Multiple Races 40 40 80 20
Students with Disabilities 14 37 51 49
Students without Disabilities 39 45 84 16
Economically Disadvantaged 20 48 69 31
Not Economically Disadvantaged 46 42 88 12
English Learners 15 53 68 32
Military Connected 47 42 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

2018-20192020-2021
Division16342
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-kindergarten785900847
Kindergarten4,2854,2903,636
Grade 14,3204,5744,192
Grade 24,4584,3704,437
Grade 34,4584,6164,224
Grade 44,6624,6124,587
Grade 54,6764,8114,538
Grade 64,8504,8764,838
Grade 74,8594,9694,765
Grade 84,8114,9244,964
Grade 95,0425,2535,118
Grade 104,9455,0565,108
Grade 114,6084,6564,846
Grade 124,8494,7624,804
Total Students61,60862,66960,904

< = 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 Students616086266960904
Female299103050729735
Male316983216231169
American Indian119118115
Asian204520732048
Black157991589316021
Hispanic101251103711393
Native Hawaiian122124105
White304003027228063
Multiple Races299831523159
Students with Disabilities769479157709
Students without Disabilities539145475453195
Economically Disadvantaged197302454724204
Not Economically Disadvantaged418783812236700
English Learners603374077412
Not English Learners555755526253492
Homeless407370202
Military Connected67576910
Foster Care979271
< = 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 2778 1731 79 30 277 78
State 51295 36973 2078 699 4153 1962
Female Division 1520 755 31 9 89 24
State 28290 16169 687 250 1331 757
Male Division 1258 976 48 21 188 54
State 22999 20798 1391 449 2821 1205
American Indian Division 6 7 1 0 0 0
State 103 103 9 1 12 3
Asian Division 150 35 2 1 3 4
State 5778 1304 69 12 65 34
Black Division 609 589 34 5 68 19
State 7939 10584 760 145 1021 763
Hispanic Division 284 373 11 7 135 17
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 1599 626 27 15 68 35
State 28772 16247 907 407 1091 763
Multiple Races Division 126 100 4 2 3 3
State 2688 1933 99 44 115 84
Students with Disabilities Division 75 313 79 5 54 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 730 1066 56 15 180 60
State 11835 19243 1250 370 2163 1354
English Learners Division 36 175 5 1 103 4
State 1286 4091 201 19 1534 65
Homeless Division 7 23 0 2 21 3
State 166 486 49 19 184 55
Military Connected Division 29 12 0 0 0 0
State 2252 1404 60 15 48 38
Foster Care Division 1 6 0 1 5 1
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 Students4,9734,588924,620932776
Female2,4282,306952,31595894
Male2,5452,282902,305911887
American Indian14141001410000
Asian195187961889632
Black1,3241,232931,23793685
Hispanic827668816778213516
Native Hawaiian<<100<10000
White2,3702,252952,26796683
Multiple Races238230972329831
Students with Disabilities53046788472895410
Economically Disadvantaged2,1071,852881,868891809
English Learners326216662196710332
Homeless56305432572138
Military Connected41411004110000
Foster Care14750857536
< = 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 Taken3,621 / 18.65%3,347 / 16.99%55 / .28%
Advanced Placement Course Enrollment4,764 / 24.54%4,980 / 25.28%4,941 / 24.9%
Dual Enrollment2,620 / 13.5%2,619 / 13.3%2,731 / 13.76%
Governor's School Enrollment362 / 1.86%363 / 1.84%366 / 1.84%
IB Course Enrollment146 / .75%166 / .84%190 / .96%
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 StudentsDivision4,4733,14430
State86,21159,46231
FemaleDivision2,1871,68723
State43,37932,57825
MaleDivision2,2861,45736
State42,83226,88437
American IndianDivision10<100
State22013539
AsianDivision15412916
State6,3805,55313
BlackDivision1,23983133
State18,49311,40838
HispanicDivision54430444
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision2,3181,73025
State46,06033,07528
Multiple RacesDivision20314429
State4,1342,89130
Students with DisabilitiesDivision36515956
State7,5273,57553
Economically DisadvantagedDivision1,50582745
State28,17015,21546
English LearnersDivision1656461
State5,2972,82847
< = 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
2018-20192019-20202020-2021
NOCTI AssessmentsDivision227-118
 State4,0955111,508
State LicensuresDivision60-35
 State2,2313331,030
Industry CertificationDivision7,4718123,747
 State107,23443,66048,781
Workplace ReadinessDivision1,352--
 State44,897--
Total Credentials EarnedDivision9,1108123,900
 State158,45744,50451,319
Students Earning One or More CredentialsDivision6,2227843,763
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision2620-
 State1,317917295
CTE CompletersDivision1,7701,8111,747
 State42,22244,53939,042

< = 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$4,055$5,499$660
State$6,462$5,219$867
2018-2019Division$4,153$5,655$676
State$6,642$5,388$901
2019-2020Division$4,070$5,900$604
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 Students54,2596,22354,2925,526
Female26,6002,82426,9122,390
Male27,6593,39927,3803,136
American Indian10791075
Asian1,9021271,93570
Black13,6031,85913,7931,928
Hispanic8,3861,5699,4491,637
Native Hawaiian10018989
White27,4812,33426,0721,579
Multiple Races2,6803072,838298
Students with Disabilities6,3471,1696,5291,091
Economically Disadvantaged21,9394,43824,2794,561
English Learners5,5588796,4251,116
Homeless438302239176
< = 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 57
Disorderly or Disruptive Behavior Offenses 111
Other Offenses Against Persons 159
All Other Offenses <
Property Offenses <
Weapons Offenses 18
Offenses Against Staff 12
Offenses Against Student 34
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.10.20.10.2
Asian3.30.83.30.63.40.4
Black25.752.625.451.126.341.8
Hispanic16.51317.616.118.714.9
Native Hawaiian0.20.20.20.10.20.4
White49.427.948.326.646.136.5
Multiple Races4.95.355.55.26
< = 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 Indian0.20.20.2
Asian3.33.33.4
Black25.725.426.3
Hispanic16.517.610018.7
Native Hawaiian0.20.20.2
White49.448.346.1
Multiple Races4.955.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available