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Dinwiddie County Public Schools

General school information

Division: Dinwiddie County Public Schools
Division Number: 27
Address: 14016 Boydton Plank Road Dinwiddie, VA 23841
Superintendent: Dr. Kari Weston
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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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 13 64 77 23 9 54 64 36
Female 14 66 80 20 10 57 67 33
Male 12 61 74 26 9 52 61 39
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black 9 60 69 31 8 46 54 46
Hispanic 13 60 73 27 4 51 55 45
Native Hawaiian < < < < < < < <
White 16 66 82 18 11 58 70 30
Multiple Races 12 69 80 20 5 60 65 35
Students with Disabilities 13 39 52 48 11 28 40 60
Students without Disabilities 13 70 83 17 9 60 69 31
Economically Disadvantaged 9 62 71 29 7 49 56 44
Not Economically Disadvantaged 18 66 84 16 13 60 73 27
English Learners - 30 30 70 4 30 35 65
Homeless 3 39 42 58 7 39 46 54
Military Connected 23 55 77 23 13 55 68 32
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 7 49 56 44
Female 17 56 73 27 4 55 60 40
Male 12 58 69 31 10 43 53 47
Asian < < < <
Black 12 49 61 39 6 39 45 55
Hispanic 16 47 63 37 4 33 38 63
White 17 63 80 20 9 56 66 34
Multiple Races 4 57 61 39 - 53 53 47
Students with Disabilities 18 25 43 57 11 26 37 63
Students without Disabilities 14 64 77 23 7 53 60 40
Economically Disadvantaged 10 51 61 39 7 43 49 51
Not Economically Disadvantaged 20 64 85 15 8 58 66 34
English Learners - 45 45 55 10 20 30 70
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0
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 20 62 82 18 10 56 66 34
Female 19 66 85 15 9 60 69 31
Male 22 58 80 20 11 52 63 37
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 13 69 82 18 8 43 52 48
Hispanic 13 56 69 31 7 67 73 27
Native Hawaiian < < 100 0 < < 100 0
White 26 57 82 18 13 60 73 27
Multiple Races 17 74 91 9 - 62 62 38
Students with Disabilities 22 45 67 33 11 29 40 60
Students without Disabilities 20 66 86 14 10 61 71 29
Economically Disadvantaged 15 64 79 21 7 52 59 41
Not Economically Disadvantaged 26 61 86 14 15 62 77 23
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 84 16 9 57 66 34
Female 16 67 84 16 11 58 69 31
Male 18 68 85 15 6 57 64 36
Black 9 74 83 17 11 49 59 41
Hispanic 24 52 76 24 4 56 60 40
White 21 66 87 13 9 63 72 28
Multiple Races 6 75 81 19 6 59 65 35
Students with Disabilities 8 55 63 37 18 30 48 53
Students without Disabilities 19 70 90 10 7 63 70 30
Economically Disadvantaged 10 70 80 20 8 52 59 41
Not Economically Disadvantaged 26 64 90 10 11 67 78 22
English Learners < < < < < < < <
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 13 59 73 27 10 51 61 39
Female 13 64 77 23 10 55 64 36
Male 13 55 68 32 11 47 58 42
Asian < < 100 0
Black 10 50 60 40 7 54 61 39
Hispanic 10 60 70 30 - 62 62 38
Native Hawaiian < < < <
White 16 64 80 20 12 49 62 38
Multiple Races 11 58 68 32 11 50 61 39
Students with Disabilities 6 36 42 58 15 27 42 58
Students without Disabilities 15 65 80 20 9 57 66 34
Economically Disadvantaged 9 56 66 34 9 50 58 42
Not Economically Disadvantaged 19 64 82 18 12 53 65 35
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 6 53 59 41
Female 14 66 80 20 8 57 64 36
Male 14 61 74 26 5 50 55 45
Black 9 63 72 28 3 49 52 48
Hispanic 13 56 69 31 4 52 56 44
White 17 65 82 18 8 55 63 37
Multiple Races 24 65 88 12 - 64 64 36
Students with Disabilities 15 33 48 53 7 24 31 69
Students without Disabilities 14 72 86 14 6 59 65 35
Economically Disadvantaged 8 68 76 24 5 48 53 47
Not Economically Disadvantaged 21 58 79 21 9 62 70 30
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 6 66 72 28 12 54 65 35
Female 9 69 78 22 12 55 68 32
Male 4 63 67 33 11 52 63 37
Black 5 58 63 37 6 41 47 53
Hispanic 6 69 75 25 10 60 70 30
White 7 70 78 22 14 60 74 26
Multiple Races 13 75 88 13 15 38 54 46
Students with Disabilities 9 34 43 57 9 29 38 62
Students without Disabilities 6 73 79 21 12 59 71 29
Economically Disadvantaged 4 62 67 33 6 53 59 41
Not Economically Disadvantaged 9 70 79 21 18 55 73 27
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 77 23 12 58 70 30
Female 7 77 85 15 17 57 74 26
Male 5 65 70 30 8 59 67 33
Black 4 59 63 37 15 46 60 40
Hispanic 6 88 94 6 - 33 33 67
White 8 76 85 15 13 65 78 22
Multiple Races < < 100 0 - 89 89 11
Students with Disabilities 14 46 59 41 7 33 41 59
Students without Disabilities 4 76 81 19 13 64 78 22
Economically Disadvantaged 6 62 68 32 9 49 58 42
Not Economically Disadvantaged 6 79 85 15 14 66 80 20
English Learners < < < < < < < <
Homeless < < < < < < < <
< = 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 14 56 70 30
Female 19 63 82 18
Male 10 50 60 40
Black 9 53 62 38
Hispanic 9 64 73 27
White 18 58 76 24
Multiple Races 17 57 74 26
Students with Disabilities 11 30 41 59
Students without Disabilities 15 62 77 23
Economically Disadvantaged 9 51 60 40
Not Economically Disadvantaged 19 62 81 19
English Learners < < < <
Homeless < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 50 62 38
Female 15 61 77 23
Male 8 40 47 53
Black 9 46 55 45
White 13 52 65 35
Students with Disabilities 13 12 25 75
Economically Disadvantaged 8 42 50 50
Not Economically Disadvantaged 15 59 74 26
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 78 22
Female 22 65 86 14
Male 12 60 71 29
Black 10 58 68 32
Hispanic 11 72 83 17
White 22 64 85 15
Multiple Races < < < <
Students with Disabilities 8 47 55 45
Students without Disabilities 18 65 84 16
Economically Disadvantaged 11 60 70 30
Not Economically Disadvantaged 22 64 86 14
English Learners < < < <
Homeless < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

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

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 18 59 77 23
Female 15 63 79 21
Male 21 55 76 24
Black 11 57 69 31
Hispanic 17 62 79 21
White 23 59 82 18
Multiple Races 18 65 83 17
Students with Disabilities 13 43 56 44
Students without Disabilities 19 62 82 18
Economically Disadvantaged 12 59 71 29
Not Economically Disadvantaged 25 59 84 16
English Learners < < < <
Homeless 15 46 62 38
Military Connected < < 100 0
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 52 53 47
Female 1 57 58 42
Male 1 47 49 51
Black 2 44 46 54
White - 56 56 44
Multiple Races < < 100 0
Students with Disabilities - 29 29 71
Students without Disabilities 2 57 58 42
Economically Disadvantaged 2 46 48 52
Not Economically Disadvantaged - 61 61 39
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 6 71 77 23
Female 5 75 80 20
Male 8 67 74 26
Black 3 69 73 27
White 9 72 81 19
Multiple Races 4 79 83 17
Students with Disabilities 3 48 52 48
Students without Disabilities 7 75 82 18
Economically Disadvantaged 4 66 70 30
Not Economically Disadvantaged 8 75 83 17
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 70 86 14
Female 9 75 84 16
Male 29 62 90 10
Black 5 79 84 16
White 18 70 88 13
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 18 70 87 13
Economically Disadvantaged 9 70 80 20
Not Economically Disadvantaged 21 70 91 9
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 50 53 47
Female - 50 50 50
Male 7 50 57 43
Black - 31 31 69
White 7 60 67 33
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 4 57 61 39
Economically Disadvantaged 5 43 48 52
Not Economically Disadvantaged - 62 62 38
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 12 61 72 28
Female 12 63 75 25
Male 11 58 70 30
Black 9 52 61 39
Hispanic - 81 81 19
White 14 65 79 21
Multiple Races 19 56 75 25
Students with Disabilities - 38 38 62
Students without Disabilities 14 65 79 21
Economically Disadvantaged 5 60 65 35
Not Economically Disadvantaged 19 61 80 20
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
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 44 47 91 9
Female 39 51 90 10
Male 49 43 92 8
Black 33 58 91 9
Hispanic 43 43 87 13
White 51 41 92 8
Multiple Races 33 60 93 7
Students with Disabilities 25 53 77 23
Students without Disabilities 49 46 94 6
Economically Disadvantaged 27 61 88 12
Not Economically Disadvantaged 67 28 95 5
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division11
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-kindergarten364865
Kindergarten338333277
Grade 1327335319
Grade 2336332320
Grade 3327349315
Grade 4337304321
Grade 5350331301
Grade 6330327332
Grade 7352331323
Grade 8316348327
Grade 9376342364
Grade 10341339318
Grade 11311301325
Grade 12302327302
Total Students4,3794,3474,209

< = 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 Students437943474209
Female213621322077
Male224322152132
American Indian654
Asian111312
Black145214001357
Hispanic289322322
Native Hawaiian453
White237223662257
Multiple Races245236254
Students with Disabilities560538565
Students without Disabilities381938093644
Economically Disadvantaged231022912538
Not Economically Disadvantaged206920561671
English Learners98121126
Not English Learners428142264083
Homeless101016
Military Connected464758
Foster Care789
< = 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 2020: 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 2019-2020 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 141 164 14 8 16 8
State 50981 37565 2393 953 5062 1527
Female Division 91 59 2 4 7 2
State 28032 16195 772 327 1870 537
Male Division 50 105 12 4 9 6
State 22949 21370 1621 626 3192 990
American Indian Division < < < < 0 <
State 127 109 5 4 12 5
Asian Division < < < < 0 <
State 5504 1382 99 13 87 34
Black Division 47 71 3 4 5 2
State 7857 10933 899 202 1084 601
Hispanic Division 12 3 1 0 1 1
State 5873 7010 283 119 2545 241
Native Hawaiian Division < < < < 0 <
State 80 53 7 1 2 3
White Division 75 85 9 3 10 4
State 28901 16318 1003 543 1194 573
Multiple Races Division < < < < 0 <
State 2639 1760 97 71 138 70
Students with Disabilities Division 1 34 14 0 1 4
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 49 85 11 4 10 4
State 11627 19512 1409 505 2495 997
English Learners Division < < < < < <
State 1295 4669 241 28 2167 60
Foster Care Division < < < < 0 <
State 23 186 32 21 88 20
< = 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 Students3513199132893165
Female165152921569574
Male186167901729395
American Indian<<100<10000
Asian<<<<<00
Black132121921269654
Hispanic181689168916
Native Hawaiian<<100<10000
White1861699117293105
Multiple Races<<<<<00
Students with Disabilities544991499112
Economically Disadvantaged1631458915092106
English Learners<<<<<<<
Foster Care<<<<<00
< = 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 Taken61 / 4.59%65 / 4.97%43 / 3.28%
Advanced Placement Course Enrollment127 / 9.55%129 / 9.85%129 / 9.85%
Dual Enrollment64 / 4.81%92 / 7.03%0 / 0%
Governor's School Enrollment17 / 1.28%15 / 1.15%15 / 1.15%
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 StudentsDivision26614047
State86,21159,46231
FemaleDivision1298832
State43,37932,57825
MaleDivision1375262
State42,83226,88437
American IndianDivision<<100
State22013539
BlackDivision985346
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision1407546
State46,06033,07528
Multiple RacesDivision19<100
State4,1342,89130
Students with DisabilitiesDivision10<100
State7,5273,57553
Economically DisadvantagedDivision1184165
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
AsianDivision--100
State6,3805,55313
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision25425
 State4,0955111,508
State LicensuresDivision12-9
 State2,2313331,030
Industry CertificationDivision464193231
 State107,23443,66048,781
Workplace ReadinessDivision313--
 State44,897--
Total Credentials EarnedDivision814197265
 State158,45744,50451,319
Students Earning One or More CredentialsDivision639161233
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision18-7
 State1,317917295
CTE CompletersDivision216232196
 State42,22244,53939,042

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$3,545$6,508$777
State$6,462$5,219$867
2018-2019Division$4,573$6,127$709
State$6,642$5,388$901
2019-2020Division$3,639$7,282$718
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students3,7136133,0541,129
Female1,8232901,531519
Male1,8903231,523610
American Indian<<<<
Asian10291
Black1,272154954393
Hispanic2403723191
Native Hawaiian<<<<
White1,9823701,686566
Multiple Races2004816976
Students with Disabilities460109375152
Economically Disadvantaged1,8944501,644856
English Learners100109140
Homeless67611
< = 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 17
Disorderly or Disruptive Behavior Offenses 16
Other Offenses Against Persons 18
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
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 Indian0.10.10.1
Asian0.30.70.30.3
Black33.254.332.251.332.232.7
Hispanic6.63.77.45.27.75.8
Native Hawaiian0.10.10.1
White54.238.154.435.753.659.6
Multiple Races5.63.25.47.861.9
< = 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 Indian0.10.10.1
Asian0.30.30.3
Black33.210032.22032.2
Hispanic6.67.4407.7
Native Hawaiian0.10.10.1
White54.254.44053.6
Multiple Races5.65.46
< = 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 Indian0.10.10.1
Asian0.30.30.3
Black33.266.732.232.2
Hispanic6.67.47.7
Native Hawaiian0.10.10.1
White54.254.453.6
Multiple Races5.633.35.46
< = 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 53.651.951.9
< = 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 39.847.847.8
< = 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 57.959.959.9
< = 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: 13.05 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 12.73 : 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 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
2018-201950%49%1%0%
2019-202051%47%0%2%
2020-202153%46%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

Federal Graduation Indicator

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

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%84%84%
Asian<90%84%
Black88%83%84%
Hispanic83%82%84%
White86%86%84%
Economically Disadvantaged82%81%84%
English Learners<74%84%
Students with Disabilities63%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 Students27%20%12%10%
Asian10%14%10%10%
Black29%20%13%10%
Hispanic28%21%13%10%
White25%20%13%10%
Economically Disadvantaged34%27%15%10%
English Learners31%21%12%10%
Students with Disabilities29%24%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