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.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
A.M. Davis Elementary	Accredited
Alberta Smith Elementary	Accredited
Bellwood Elementary	Accredited
Bensley Elementary	Accredited
Bettie Weaver Elementary	Accredited
Beulah Elementary	Accredited
Bon Air Elementary	Accredited
C.C. Wells Elementary	Accredited
C.E. Curtis Elementary	Accredited
Clover Hill Elementary	Accredited
Crestwood Elementary	Accredited
Ecoff Elementary	Accredited
Elizabeth Scott Elementary	Accredited
Enon Elementary	Accredited
Ettrick Elementary	Accredited
Evergreen Elementary	Accredited
Falling Creek Elementary	Accredited
Grange Hall Elementary	Accredited
Greenfield Elementary	Accredited
Harrowgate Elementary	Accredited
Hopkins Road Elementary	Accredited
J.A. Chalkley Elementary	Accredited
J.B. Watkins Elementary	Accredited
J.G. Hening Elementary	Accredited
Jacobs Road Elementary	Accredited
Marguerite F. Christian Elementary	Accredited
Matoaca Elementary	Accredited
O.B. Gates Elementary	Accredited
Old Hundred Elementary	Accredited
Providence Elementary	Accredited
Reams Road Elementary	Accredited
Robious Elementary	Accredited
Salem Church Elementary	Accredited
Spring Run Elementary	Accredited
Swift Creek Elementary	Accredited
Thelma Crenshaw Elementary	Accredited
W.W. Gordon Elementary	Accredited
Winterpock Elementary	Accredited
Woolridge Elementary	Accredited
Middle Schools
Bailey Bridge Middle	Accredited
Carver Middle	Accredited
Elizabeth Davis Middle	Accredited
Falling Creek Middle	Accredited with Conditions
Manchester Middle	Accredited
Matoaca Middle	Accredited
Midlothian Middle	Accredited
Providence Middle	Accredited
Robious Middle	Accredited
Salem Church Middle	Accredited
Swift Creek Middle	Accredited
Tomahawk Creek Middle	Accredited
High Schools
Carver College and Career Academy	Accredited with Conditions
Clover Hill High	Accredited
Cosby High	Accredited
James River High	Accredited
Lloyd C. Bird High	Accredited
Manchester High	Accredited
Matoaca High	Accredited
Meadowbrook High	Accredited
Midlothian High	Accredited
Monacan High	Accredited
Thomas Dale High	Accredited

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

select test

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

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

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

	2020-2021	2021-2022
Division	42	143
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	847	910	918
Kindergarten	3,636	4,327	4,399
Grade 1	4,192	4,342	4,769
Grade 2	4,437	4,410	4,540
Grade 3	4,224	4,616	4,605
Grade 4	4,587	4,390	4,798
Grade 5	4,538	4,672	4,560
Grade 6	4,838	4,804	4,854
Grade 7	4,765	4,923	4,938
Grade 8	4,964	4,892	5,103
Grade 9	5,118	5,448	5,491
Grade 10	5,108	5,101	5,428
Grade 11	4,846	4,754	4,776
Grade 12	4,804	4,911	4,783
Total Students	60,904	62,500	63,962

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	60904	62500	63962
Female	29735	30546	31261
Male	31169	31954	32701
American Indian	115	104	108
Asian	2048	2042	2065
Black	16021	16357	16893
Hispanic	11393	12168	13222
Native Hawaiian	105	112	111
White	28063	28409	28101
Multiple Races	3159	3308	3462
Students with Disabilities	7709	8123	7943
Students without Disabilities	53195	54377	56019
Economically Disadvantaged	24204	21260	23947
Not Economically Disadvantaged	36700	41240	40015
English Learners	7412	7895	8998
Not English Learners	53492	54605	54964
Homeless	202	304	424
Military Connected	910	1227	1294
Foster Care	71	69	91
< = 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	2830	1803	71	46	307	84
	State	52168	36669	2129	747	5100	1879
Female	Division	1590	757	30	17	107	37
	State	28664	15798	666	263	1813	760
Male	Division	1240	1046	41	29	200	47
	State	23482	20842	1460	484	3285	1118
American Indian	Division	4	5	1	0	0	0
	State	99	75	3	1	20	7
Asian	Division	161	36	3	0	1	0
	State	6086	1308	81	11	85	37
Black	Division	602	633	43	6	73	34
	State	8347	9965	765	162	1156	730
Hispanic	Division	302	387	5	8	141	10
	State	6301	7054	289	79	2275	395
Native Hawaiian	Division	<	<	<	<	0	<
	State	88	51	5	0	5	1
White	Division	1624	640	18	30	80	38
	State	28377	16228	880	440	1364	623
Multiple Races	Division	129	101	1	2	12	2
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	90	344	71	10	43	1
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	525	817	30	25	192	46
	State	12248	19244	1249	413	2860	1292
English Learners	Division	77	194	4	3	98	2
	State	1452	3819	261	24	1863	151
Homeless	Division	12	32	1	1	10	2
	State	183	581	38	11	180	54
Military Connected	Division	39	15	0	0	0	1
	State	2322	1295	41	17	46	26
Foster Care	Division	0	7	0	2	4	0
	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 Students	5,141	4,704	92	4,751	92	307	6
Female	2,538	2,377	94	2,395	94	107	4
Male	2,603	2,327	89	2,356	91	200	8
American Indian	10	10	100	10	100	0	0
Asian	201	200	100	200	100	1	1
Black	1,391	1,278	92	1,285	92	73	5
Hispanic	853	694	81	702	82	141	17
Native Hawaiian	<	<	100	<	100	0	0
White	2,430	2,282	94	2,312	95	80	3
Multiple Races	247	231	94	233	94	12	5
Students with Disabilities	565	505	89	515	91	43	8
Economically Disadvantaged	1,635	1,372	84	1,397	85	192	12
English Learners	378	275	73	278	74	98	26
Homeless	58	45	78	46	79	10	17
Military Connected	55	54	98	54	98	0	0
Foster Care	13	7	54	9	69	4	31
< = 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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	3,347 / 16.99%	3,182 / 16.04%	3,214 / 15.93%
Advanced Placement Course Enrollment	4,980 / 25.28%	4,941 / 24.9%	4,711 / 23.35%
Dual Enrollment	2,619 / 13.3%	2,731 / 13.76%	2,320 / 11.5%
Governor's School Enrollment	363 / 1.84%	366 / 1.84%	362 / 1.79%
IB Course Enrollment	166 / .84%	190 / .96%	211 / 1.05%
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 Students	Division	4,473	3,144	30
	State	86,211	59,463	31
Female	Division	2,187	1,687	23
	State	43,379	32,579	25
Male	Division	2,286	1,457	36
	State	42,832	26,884	37
American Indian	Division	10	<	100
	State	220	135	39
Asian	Division	154	129	16
	State	6,380	5,553	13
Black	Division	1,239	831	33
	State	18,493	11,408	38
Hispanic	Division	544	304	44
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	2,318	1,730	25
	State	46,061	33,076	28
Multiple Races	Division	203	144	29
	State	4,134	2,891	30
Students with Disabilities	Division	365	159	56
	State	7,527	3,575	53
Economically Disadvantaged	Division	1,505	827	45
	State	28,169	15,215	46
English Learners	Division	165	64	61
	State	5,296	2,828	47
< = 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
		2019-2020	2020-2021	2021-2022
Industry Certification	Division	812	3,747	5,769
	State	43,660	51,685	95,688
Workplace Readiness	Division	113	557	1,296
	State	26,627	16,885	44,348
Total Credentials Earned	Division	925	4,457	7,130
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	890	4,083	5,978
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	20	-	16
	State	917	302	761
CTE Completers	Division	1,811	1,879	2,119
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	118	-
	State	511	1,542	2,590
State Licensures	Division	-	35	65
	State	333	1,077	1,236

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	68.3	69.1	69.6

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
2018-2019	Division	$4,153	$5,655	$676
	State	$6,642	$5,388	$901
2019-2020	Division	$4,070	$5,900	$604
	State	$6,770	$5,603	$867
2020-2021	Division	$3,958	$6,518	$761
	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 Students	54,292	5,526	49,390	12,078
Female	26,912	2,390	24,254	5,785
Male	27,380	3,136	25,136	6,293
American Indian	107	5	86	20
Asian	1,935	70	1,836	202
Black	13,793	1,928	12,312	3,725
Hispanic	9,449	1,637	8,507	3,503
Native Hawaiian	98	9	87	22
White	26,072	1,579	23,926	4,001
Multiple Races	2,838	298	2,636	605
Students with Disabilities	6,529	1,091	5,699	1,892
Economically Disadvantaged	24,279	4,561	14,275	6,316
English Learners	6,446	1,121	5,998	2,414
Homeless	239	176	250	318
< = 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	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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.1	0.2
Asian	3.3	0.6	3.4	0.4
Black	25.4	51.1	26.3	41.8
Hispanic	17.6	16.1	18.7	14.9
Native Hawaiian	0.2	0.1	0.2	0.4
White	48.3	26.6	46.1	36.5
Multiple Races	5	5.5	5.2	6
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	3.3		3.4
Black	25.4		26.3
Hispanic	17.6	100	18.7
Native Hawaiian	0.2		0.2
White	48.3		46.1
Multiple Races	5		5.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	3.3		3.4
Black	25.4		26.3
Hispanic	17.6		18.7
Native Hawaiian	0.2		0.2
White	48.3		46.1
Multiple Races	5		5.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	38.1	38.1	38.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	40.7	40.7	40.7
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	67.1	67.1	67.1
< = 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: 12.89 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 13.73 : 1

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
2019-2020	41%	55%	2%	2%
2020-2021	41%	55%	2%	2%
2021-2022	41%	54%	1%	4%
< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	70%	77%	75%	88%
Asian	82%	86%	91%	88%
Black	58%	66%	60%	88%
Hispanic	57%	64%	59%	88%
White	80%	85%	83%	88%
Multiple Races	72%	79%	81%	88%
Economically Disadvantaged	55%	64%	59%	88%
English Learners	45%	56%	47%	88%
Students with Disabilities	39%	45%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	64%	76%	70%	85%
Asian	82%	89%	90%	85%
Black	47%	64%	51%	85%
Hispanic	51%	66%	53%	85%
White	77%	85%	79%	85%
Multiple Races	66%	78%	73%	85%
Economically Disadvantaged	47%	63%	52%	85%
English Learners	43%	62%	46%	85%
Students with Disabilities	36%	49%	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 Group	Current Rate
All Students	61%
Asian	82%
Black	42%
Hispanic	46%
White	75%
Multiple Races	63%
Economically Disadvantaged	42%
English Learners	36%
Students with Disabilities	32%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	90%	84%	84%
Asian	96%	90%	84%
Black	90%	82%	84%
Hispanic	77%	82%	84%
White	93%	86%	84%
Multiple Races	95%	89%	84%
Economically Disadvantaged	83%	80%	84%
English Learners	65%	71%	84%
Students with Disabilities	70%	65%	84%
Homeless	56%	-	-
Foster Care	43%	-	-

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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	20%	13%	13%	10%
Asian	10%	7%	10%	10%
Black	23%	16%	14%	10%
Hispanic	29%	21%	14%	10%
White	14%	10%	14%	10%
Multiple Races	19%	19%	15%	10%
Economically Disadvantaged	31%	21%	17%	10%
English Learners	29%	20%	13%	10%
Students with Disabilities	25%	19%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	44%	50%	58%
English Learner Proficiency	6%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	1521	3460	44%
English Learner Proficiency	295	5122	6%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97%	3%	98%	2%	97%	3%
Asian	97%	3%	98%	2%	99%	1%
Black	97%	3%	98%	2%	96%	4%
Hispanic	97%	3%	98%	2%	97%	3%
White	98%	2%	99%	1%	98%	2%
Multiple Races	97%	3%	98%	2%	96%	4%
Economically Disadvantaged	97%	3%	97%	3%	95%	5%
Not Economically Disadvantaged	98%	2%	99%	1%	99%	1%
English Learners	98%	2%	98%	2%	96%	4%
Students with Disabilities	97%	3%	97%	3%	95%	5%
Students without Disabilities	98%	2%	99%	1%	98%	2%
Female	97%	3%	98%	2%	98%	2%
Male	97%	3%	98%	2%	98%	2%
Migrant	-	-	-	-	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	79%	75%
Asian	88%	89%
Black	70%	64%
Hispanic	73%	69%
White	85%	83%
Multiple Races	79%	76%
Economically Disadvantaged	69%	65%
English Learners	68%	66%
Students with Disabilities	57%	57%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

2020 ESSA Status is based on the last available data from the 2018-2019 school year.

Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience