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Colonial Beach Public Schools

General school information

Division: Colonial Beach Public Schools
Division Number: 202
Address: 16 N. Irving Ave Colonial Beach, VA 22443-2324
Superintendent: Dr. Dashan Turner
Region: 3
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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 12 61 72 28 9 55 64 36
Female 12 66 78 22 11 60 71 29
Male 12 56 68 32 7 48 56 44
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 1 47 48 52 2 36 38 62
Hispanic 14 71 86 14 < < < <
Native Hawaiian < < 100 0 < < < <
White 16 64 80 20 13 65 78 22
Multiple Races 11 68 79 21 8 44 52 48
Students with Disabilities 3 32 35 65 3 31 33 67
Students without Disabilities 14 67 81 19 11 60 71 29
Economically Disadvantaged 10 59 69 31 7 53 60 40
Not Economically Disadvantaged 19 71 90 10 21 65 85 15
English Learners < < < < < < < <
Homeless 6 53 59 41 - 57 57 43
Military Connected < < < < < < < <
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 17 42 60 40 3 65 68 32
Female 14 45 59 41 4 74 78 22
Male 20 40 60 40 - 50 50 50
Black 9 9 18 82 - 58 58 42
White 19 53 72 28 - 79 79 21
Multiple Races < < < < < < < <
Students with Disabilities 14 21 36 64 < < < <
Students without Disabilities 18 50 68 32 3 64 67 33
Economically Disadvantaged 16 37 53 47 3 65 68 32
Not Economically Disadvantaged < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 8 46 54 46 - 61 61 39
Female 6 59 65 35 - 64 64 36
Male 10 39 48 52 - 56 56 44
Asian < < 100 0 < < 100 0
Black - 25 25 75 < < < <
Hispanic < < < <
White 13 47 60 40 - 78 78 22
Multiple Races < < < < < < < <
Students with Disabilities - 27 27 73 < < < <
Students without Disabilities 11 51 62 38 - 72 72 28
Economically Disadvantaged 8 46 54 46 - 52 52 48
Not Economically Disadvantaged < < 100 0
Homeless < < 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 17 66 83 17 15 48 63 37
Female 12 76 88 12 18 41 59 41
Male 21 57 79 21 13 54 67 33
Black - 46 46 54 - 30 30 70
Hispanic < < 100 0 < < 100 0
White 24 73 97 3 18 61 79 21
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < 10 40 50 50
Students without Disabilities 20 71 91 9 17 50 67 33
Economically Disadvantaged 11 68 80 20 13 47 61 39
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 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 22 62 84 16 10 45 55 45
Female 24 60 84 16 13 56 69 31
Male 20 64 84 16 8 38 46 54
American Indian < < < <
Black - 57 57 43 < < < <
Hispanic < < 100 0 < < 100 0
White 37 59 96 4 12 52 64 36
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 27 66 93 7 12 55 67 33
Economically Disadvantaged 19 62 81 19 6 47 53 47
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 10 67 76 24 13 59 72 28
Female 14 73 86 14 17 61 78 22
Male 7 62 69 31 6 56 63 38
Asian < < < <
Black - 58 58 42 - 45 45 55
Native Hawaiian < < < <
White 10 74 84 16 20 68 88 12
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 23 23 77 < < < <
Students without Disabilities 13 82 95 5 16 65 81 19
Economically Disadvantaged 10 61 71 29 6 58 65 35
Not Economically Disadvantaged 10 90 100 0 < < 100 0
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
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 2 64 66 34 < < < <
Female 4 72 76 24 < < 100 0
Male - 55 55 45 < < < <
Asian < < < < < < 100 0
Black < < < < < < < <
White 3 63 67 33 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 2 64 66 34 < < < <
Economically Disadvantaged - 61 61 39 < < < <
Not Economically Disadvantaged 7 71 79 21 < < < <
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 2 81 84 16 < < 100 0
Female 6 78 83 17 < < 100 0
White 3 79 83 17 < < 100 0
Students without Disabilities 3 89 92 8 < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 56 75 25
Female 20 62 82 18
Male 17 50 67 33
Asian < < < <
Black - 78 78 22
White 24 54 78 22
Students with Disabilities 9 27 36 64
Students without Disabilities 20 60 80 20
Economically Disadvantaged 18 52 70 30
Not Economically Disadvantaged 20 68 88 12
English Learners < < 100 0
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 13 53 67 33
Female 17 63 79 21
Male 10 43 52 48
Asian < < < <
Black < < < <
White 18 57 75 25
Students with Disabilities < < < <
Students without Disabilities 12 57 69 31
Economically Disadvantaged 9 48 58 42
Not Economically Disadvantaged 25 67 92 8
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 12 64 76 24 3 38 42 58
Female 12 70 82 18 4 44 48 52
Male 12 59 72 28 3 32 35 65
American Indian < < < < < < < <
Asian < < < < < < < <
Black 2 51 53 47 - 21 21 79
Hispanic 25 63 88 13 < < < <
Native Hawaiian < < < < < < < <
White 15 69 84 16 5 46 51 49
Multiple Races 10 71 81 19 3 33 37 63
Students with Disabilities 4 35 39 61 2 11 13 87
Students without Disabilities 14 71 85 15 4 44 48 52
Economically Disadvantaged 10 64 74 26 2 35 37 63
Not Economically Disadvantaged 21 68 89 11 9 55 64 36
English Learners < < 100 0 < < < <
Homeless 12 47 59 41 - 33 33 67
Military Connected < < < < < < < <
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 65 83 17 - 43 43 57
Female 9 68 77 23 - 48 48 52
Male 23 63 87 13 - 36 36 64
Black - 55 55 45 - 25 25 75
White 19 69 88 13 - 58 58 42
Multiple Races < < 100 0 < < < <
Students with Disabilities 14 43 57 43 < < < <
Students without Disabilities 18 74 92 8 - 42 42 58
Economically Disadvantaged 12 67 79 21 - 41 41 59
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 10 65 75 25 - 41 41 59
Female 12 71 82 18 - 36 36 64
Male 10 61 71 29 - 50 50 50
Asian < < 100 0 < < < <
Black 8 50 58 42 < < < <
Hispanic < < < <
White 13 67 80 20 - 57 57 43
Multiple Races < < 100 0 < < < <
Students with Disabilities - 36 36 64 < < < <
Students without Disabilities 14 73 86 14 - 50 50 50
Economically Disadvantaged 10 65 75 25 - 36 36 64
Not Economically Disadvantaged < < < <
Homeless < < 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 17 68 85 15 2 26 28 72
Female 12 72 84 16 - 32 32 68
Male 21 64 86 14 4 21 25 75
Black - 62 62 38 - - - 100
Hispanic < < 100 0 < < < <
White 24 74 97 3 - 36 36 64
Multiple Races < < < < < < < <
Students with Disabilities < < < < 10 - 10 90
Students without Disabilities 20 71 91 9 - 33 33 67
Economically Disadvantaged 11 70 82 18 - 21 21 79
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 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 18 62 80 20 3 45 48 53
Female 20 56 76 24 6 50 56 44
Male 16 68 84 16 - 42 42 58
American Indian < < < <
Black 7 43 50 50 < < < <
Hispanic < < 100 0 < < 100 0
White 26 67 93 7 4 56 60 40
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 22 71 93 7 3 55 58 42
Economically Disadvantaged 19 60 79 21 3 42 44 56
Not Economically Disadvantaged < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 16 69 84 16 10 46 56 44
Female 18 73 91 9 9 52 61 39
Male 14 66 79 21 13 38 50 50
Asian < < < <
Black - 58 58 42 - 36 36 64
Native Hawaiian < < < <
White 19 71 90 10 12 56 68 32
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 46 46 54 < < < <
Students without Disabilities 21 76 97 3 13 52 65 35
Economically Disadvantaged 12 68 80 20 3 45 48 52
Not Economically Disadvantaged 30 70 100 0 < < < <
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 41 44 56 < < < <
Female - 65 65 35 < < < <
Male 6 18 24 76 < < < <
Asian < < < < < < 100 0
Black < < < < < < < <
Native Hawaiian < < < <
White 6 59 65 35 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 45 45 55 < < < <
Economically Disadvantaged - 35 35 65 < < < <
Not Economically Disadvantaged < < < < < < < <
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 6 61 66 34 7 39 45 55
Female 13 63 77 23 12 53 65 35
Male - 59 59 41 4 30 33 67
American Indian < < 100 0 < < 100 0
Asian < < 100 0
Black - 47 47 53 < < < <
Hispanic < < 100 0 < < < <
Native Hawaiian < < < <
White 8 60 69 31 12 36 48 52
Multiple Races < < < < < < < <
Students with Disabilities - 27 27 73 < < < <
Students without Disabilities 7 70 77 23 8 44 51 49
Economically Disadvantaged 6 58 64 36 8 33 42 58
Not Economically Disadvantaged 6 67 72 28 < < < <
Homeless < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 86 89 11 < < < <
Female 5 95 100 0
Male < < < < < < < <
Black < < < <
Hispanic < < < <
White 4 91 96 4 < < < <
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 4 89 93 7 < < < <
Economically Disadvantaged 5 81 86 14 < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 71 86 14 < < < <
Female 8 83 92 8 < < < <
Male < < < <
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 12 71 82 18 < < < <
Multiple Races < < 100 0
Students without Disabilities 14 71 86 14 < < < <
Economically Disadvantaged 12 71 82 18 < < < <
Not Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 5 43 48 52
Female 11 69 80 20 4 47 51 49
Male 11 65 76 24 6 40 46 54
American Indian < < < < < < < <
Asian < < < < < < 100 0
Black - 59 59 41 - 16 16 84
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < < < < < < <
White 16 70 86 14 7 47 53 47
Multiple Races 6 69 75 25 < < < <
Students with Disabilities - 36 36 64 8 15 23 77
Students without Disabilities 12 72 84 16 5 48 52 48
Economically Disadvantaged 9 68 77 23 5 36 42 58
Not Economically Disadvantaged 15 66 81 19 5 67 71 29
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 32 47 79 21 9 26 35 65
Female 28 48 76 24 5 27 32 68
Male 36 46 82 18 13 25 38 63
Black - 46 46 54 - 10 10 90
Hispanic < < 100 0 < < 100 0
White 48 42 91 9 11 29 39 61
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < 10 - 10 90
Students without Disabilities 38 49 87 13 8 33 42 58
Economically Disadvantaged 25 52 77 23 8 21 29 71
Not Economically Disadvantaged < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 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 4 72 76 24 7 50 57 43
Female 9 74 83 17 < < < <
Male - 70 70 30 < < < <
Asian < < < < < < 100 0
Black < < < < < < < <
Native Hawaiian < < 100 0
White 7 81 89 11 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 5 72 77 23 8 54 62 38
Economically Disadvantaged 6 67 73 27 9 55 64 36
Not Economically Disadvantaged - 85 85 15 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 79 79 21 - 62 62 38
Female - 80 80 20 - 69 69 31
Male - 77 77 23 - 56 56 44
American Indian < < < <
Asian < < 100 0
Black - 80 80 20 < < < <
Hispanic < < 100 0
Native Hawaiian < < < <
White - 75 75 25 - 71 71 29
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 91 91 9 - 59 59 41
Economically Disadvantaged - 81 81 19 - 50 50 50
Not Economically Disadvantaged - 73 73 27 - 90 90 10
Homeless < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 73 76 24
Female 4 78 81 19
Male 4 68 71 29
American Indian < < < <
Asian < < 100 0
Black - 50 50 50
Hispanic < < 100 0
White 6 81 86 14
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 4 77 81 19
Economically Disadvantaged 2 73 76 24
Not Economically Disadvantaged 7 71 79 21
Homeless < < < <
< = 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 11 58 69 31
Female 11 64 76 24
Male 11 51 62 38
American Indian < < < <
Asian < < < <
Black 8 40 47 53
Hispanic < < 100 0
White 14 63 77 23
Multiple Races 5 52 57 43
Students with Disabilities 5 16 21 79
Students without Disabilities 12 65 78 22
Economically Disadvantaged 10 54 64 36
Not Economically Disadvantaged 15 72 87 13
Homeless 10 50 60 40
Military Connected < < < <
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 - 50 50 50
Female - 58 58 42
Male - 43 43 57
American Indian < < < <
Black < < < <
White - 61 61 39
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities - 65 65 35
Economically Disadvantaged - 55 55 45
Not Economically Disadvantaged < < < <
Homeless < < < <
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 7 73 80 20
Female 10 76 86 14
Male 4 69 73 27
Asian < < 100 0
Black - 60 60 40
Hispanic < < 100 0
White 8 76 84 16
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 8 82 90 10
Economically Disadvantaged 5 73 78 23
Not Economically Disadvantaged 13 73 87 13
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 16 42 58 42
Female 8 50 58 42
Male < < < <
Black < < < <
White 8 58 67 33
Multiple Races < < < <
Students without Disabilities 16 42 58 42
Economically Disadvantaged 13 33 47 53
Not Economically Disadvantaged < < 100 0
Homeless < < < <
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 13 65 78 22
Female 13 69 82 18
Male 13 61 74 26
Asian < < < <
Black 5 55 59 41
Hispanic < < 100 0
White 19 69 87 13
Multiple Races < < < <
Students with Disabilities - 43 43 57
Students without Disabilities 16 69 84 16
Economically Disadvantaged 13 59 72 28
Not Economically Disadvantaged 15 85 100 0
Homeless < < < <
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 15 38 52 48
Female 18 47 65 35
Male 13 32 45 55
Asian < < 100 0
Black 8 17 25 75
White 20 43 63 37
Multiple Races < < < <
Students with Disabilities 9 - 9 91
Students without Disabilities 16 49 65 35
Economically Disadvantaged 15 38 52 48
Homeless < < < <
Military Connected < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
Division--
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-kindergarten313534
Kindergarten514446
Grade 1495138
Grade 2504448
Grade 3524940
Grade 4505144
Grade 5554851
Grade 6535147
Grade 7564950
Grade 8495448
Grade 9494055
Grade 10435741
Grade 11374252
Grade 12463740
Total Students671652634

< = 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 Students671652634
Female333315315
Male338337319
American Indian457
Asian686
Black159155131
Hispanic252428
Native Hawaiian216
White411390379
Multiple Races646977
Students with Disabilities9510096
Students without Disabilities576552538
Economically Disadvantaged370355352
Not Economically Disadvantaged301297282
English Learners12115
Not English Learners659641629
Homeless302428
Military Connected11712
< = 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 19 16 1 0 0 2
State 51295 36973 2078 699 4153 1962
Female Division 11 6 1 0 0 2
State 28290 16169 687 250 1331 757
Male Division 8 10 0 0 0 0
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Black Division 2 8 0 0 0 0
State 7939 10584 760 145 1021 763
White Division 15 6 0 0 0 2
State 28772 16247 907 407 1091 763
Multiple Races Division < < < < 0 <
State 2688 1933 99 44 115 84
Students with Disabilities Division < < < < 0 <
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 7 10 0 0 0 1
State 11835 19243 1250 370 2163 1354
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
Military Connected Division < < < < 0 <
State 2252 1404 60 15 48 38
< = 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 Students383695369500
Female201890189000
Male18181001810000
American Indian<<100<10000
Black10101001010000
White232191219100
Multiple Races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged181794179400
Homeless<<100<10000
Military Connected<<100<10000
< = 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 Taken7 / 4% - -
Advanced Placement Course Enrollment21 / 12% - -
Dual Enrollment30 / 17.14%6 / 3.41%0 / 0%
Governor's School Enrollment6 / 3.43%6 / 3.41%6 / 3.19%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision463133
State86,21159,46231
FemaleDivision251924
State43,37932,57825
MaleDivision211243
State42,83226,88437
BlackDivision<<100
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision342429
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision171135
State28,17015,21546
American IndianDivision--100
State22013539
AsianDivision--100
State6,3805,55313
Native HawaiianDivision--100
State1248234
English LearnersDivision--100
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
State LicensuresDivision1-2
 State2,2313331,030
Industry CertificationDivision70-44
 State107,23443,66048,781
Workplace ReadinessDivision30--
 State44,897--
Total Credentials EarnedDivision101-46
 State158,45744,50451,319
Students Earning One or More CredentialsDivision77-45
 State126,04439,25445,542
CTE CompletersDivision383119
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$3,732$6,684$1,245
State$6,462$5,219$867
2018-2019Division$3,520$6,874$1,235
State$6,642$5,388$901
2019-2020Division$3,259$7,305$1,284
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 Students56266500102
Female2773225349
Male2853424753
American Indian<<<<
Asian<<<<
Black128208740
Hispanic203224
Native Hawaiian<<<<
White3513331546
Multiple Races50106011
Students with Disabilities87117020
Economically Disadvantaged3014126276
English Learners130<<
Homeless265259
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
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 Indian0.60.81.41.1
Asian0.91.21.40.9
Black23.750.723.85020.766.7
Hispanic3.71.43.71.44.416.7
Native Hawaiian0.30.21.40.9
White61.339.459.831.459.8
Multiple Races9.58.510.612.912.116.7
< = 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 Indian0.60.81.1
Asian0.91.20.9
Black23.723.820.7
Hispanic3.73.74.4
Native Hawaiian0.30.20.9
White61.359.859.8
Multiple Races9.510.612.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.60.81.1
Asian0.91.20.9
Black23.723.820.7
Hispanic3.73.74.4
Native Hawaiian0.30.20.9
White61.359.859.8
Multiple Races9.510.612.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 77.677.577.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 57.149.849.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 75.865.365.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 14.56 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2019-2020 Grades 8-12 Student Teacher Ratio: 11.26 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201969%22%0%9%
2019-202073%25%0%2%
2020-202160%33%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

Federal Graduation Indicator

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

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian-90%84%
Black<83%84%
Hispanic<82%84%
White96%86%84%
Economically Disadvantaged94%81%84%
English Learners<74%84%
Students with Disabilities<70%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

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

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students17%14%12%10%
Asian<-10%10%
Black32%22%13%10%
Hispanic15%14%13%10%
White13%11%13%10%
Economically Disadvantaged22%17%15%10%
English Learners<11%12%10%
Students with Disabilities22%16%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

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

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

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

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

ESSA Participation Rates

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

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students88%89%97%
Asian<<<
Black93%92%91%
Hispanic<<<
White86%88%100%
Economically Disadvantaged88%89%96%
Not Economically Disadvantaged90%91%100%
English Learners<<-
Students with Disabilities95%95%100%
Students without Disabilities87%88%96%
Female90%91%98%
Male86%87%96%
Migrant---

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Colonial Beach Public Schools to top