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Fairfax County Public Schools

General school information

Division: Fairfax County Public Schools
Division Number: 29
Address: Gatehouse Adm Ctr 8115 Gatehouse Rd Falls Church, VA 22042
Superintendent: Dr. Michelle C. Reid
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Aldrin ElementaryAccredited
Annandale Terrace ElementaryAccredited
Archer ElementaryAccredited
Armstrong ElementaryAccredited
Bailey's Elementary School for the Arts and SciencesAccredited
Bailey's Upper Elementary School for the Arts and SciencesAccredited
Beech Tree ElementaryAccredited
Belle View ElementaryAccredited
Belvedere ElementaryAccredited
Bonnie Brae ElementaryAccredited
Braddock ElementaryAccredited
Bren Mar Park ElementaryAccredited
Brookfield ElementaryAccredited
Bucknell ElementaryAccredited
Bull Run ElementaryAccredited
Bush Hill ElementaryAccredited
Camelot ElementaryAccredited
Cameron ElementaryAccredited
Canterbury Woods ElementaryAccredited
Cardinal Forest ElementaryAccredited
Centre Ridge ElementaryAccredited
Centreville ElementaryAccredited
Cherry Run ElementaryAccredited
Chesterbrook ElementaryAccredited
Churchill Road ElementaryAccredited
Clearview ElementaryAccredited
Clermont ElementaryAccredited
Coates ElementaryAccredited
Columbia ElementaryAccredited
Colvin Run ElementaryAccredited
Crestwood ElementaryAccredited
Crossfield ElementaryAccredited
Cub Run ElementaryAccredited
Cunningham Park ElementaryAccredited
Daniels Run ElementaryAccredited
Deer Park ElementaryAccredited
Dogwood ElementaryAccredited
Dranesville ElementaryAccredited
Eagle View ElementaryAccredited
Fairfax Villa ElementaryAccredited
Fairhill ElementaryAccredited
Fairview ElementaryAccredited
Flint Hill ElementaryAccredited
Floris ElementaryAccredited
Forest Edge ElementaryAccredited
Forestdale ElementaryAccredited
Forestville ElementaryAccredited
Fort Belvoir ElementaryAccredited
Fort Belvoir Upper ElementaryAccredited
Fort Hunt ElementaryAccredited
Fox Mill ElementaryAccredited
Franconia ElementaryAccredited
Freedom Hill ElementaryAccredited
Garfield ElementaryAccredited
Glen Forest ElementaryAccredited
Graham Road ElementaryAccredited
Great Falls ElementaryAccredited
Greenbriar East ElementaryAccredited
Greenbriar West ElementaryAccredited
Groveton ElementaryAccredited
Gunston ElementaryAccredited
Halley ElementaryAccredited
Haycock ElementaryAccredited
Hayfield ElementaryAccredited
Herndon ElementaryAccredited
Hollin Meadows ElementaryAccredited
Hunt Valley ElementaryAccredited
Hunters Woods Elementary School for the Arts and SciencesAccredited
Hutchison ElementaryAccredited
Hybla Valley ElementaryAccredited
Island Creek ElementaryAccredited
Keene Mill ElementaryAccredited
Kent Gardens ElementaryAccredited
Kings Glen ElementaryAccredited
Kings Park ElementaryAccredited
Lake Anne ElementaryAccredited
Lane ElementaryAccredited
Laurel Hill ElementaryAccredited
Laurel Ridge ElementaryAccredited
Lees Corner ElementaryAccredited
Lemon Road ElementaryAccredited
Little Run ElementaryAccredited
London Towne ElementaryAccredited
Lorton Station ElementaryAccredited
Lynbrook ElementaryAccredited
Mantua ElementaryAccredited
Marshall Road ElementaryAccredited
Mason Crest ElementaryAccredited
McNair ElementaryAccredited
McNair Upper ElementaryAccredited
Mosaic ElementaryAccredited
Mount Eagle ElementaryAccredited
Mount Vernon Woods ElementaryAccredited
Navy ElementaryAccredited
Newington Forest ElementaryAccredited
North Springfield ElementaryAccredited
Oak Hill ElementaryAccredited
Oak View ElementaryAccredited
Oakton ElementaryAccredited
Olde Creek ElementaryAccredited
Orange Hunt ElementaryAccredited
Parklawn ElementaryAccredited
Pine Spring ElementaryAccredited
Poplar Tree ElementaryAccredited
Powell ElementaryAccredited
Providence ElementaryAccredited
Ravensworth ElementaryAccredited
Riverside ElementaryAccredited
Rolling Valley ElementaryAccredited
Rose Hill ElementaryAccredited
Sangster ElementaryAccredited
Saratoga ElementaryAccredited
Sherman ElementaryAccredited
Shrevewood ElementaryAccredited
Silverbrook ElementaryAccredited
Sleepy Hollow ElementaryAccredited
Spring Hill ElementaryAccredited
Springfield Estates ElementaryAccredited
Stenwood ElementaryAccredited
Stratford Landing ElementaryAccredited
Sunrise Valley ElementaryAccredited
Terra Centre ElementaryAccredited
Terraset ElementaryAccredited
Timber Lane ElementaryAccredited
Union Mill ElementaryAccredited
Vienna ElementaryAccredited
Virginia Run ElementaryAccredited
Wakefield Forest ElementaryAccredited
Waples Mill ElementaryAccredited
Washington Mill ElementaryAccredited
Waynewood ElementaryAccredited
West Springfield ElementaryAccredited
Westbriar ElementaryAccredited
Westgate ElementaryAccredited
Westlawn ElementaryAccredited
Weyanoke ElementaryAccredited
White Oaks ElementaryAccredited
Willow Springs ElementaryAccredited
Wolftrap ElementaryAccredited
Woodburn ElementaryAccredited
Woodlawn ElementaryAccredited
Woodley Hills ElementaryAccredited
Middle Schools
Carson MiddleAccredited
Cooper MiddleAccredited
Franklin MiddleAccredited
Frost MiddleAccredited
Glasgow MiddleAccredited
Herndon MiddleAccredited
Holmes MiddleAccredited
Hughes MiddleAccredited
Irving MiddleAccredited
Jackson MiddleAccredited
Johnson MiddleAccredited
Key MiddleAccredited
Kilmer MiddleAccredited
Liberty MiddleAccredited
Longfellow MiddleAccredited
Poe MiddleAccredited
Rocky Run MiddleAccredited
Sandburg MiddleAccredited
South County MiddleAccredited
Stone MiddleAccredited
Thoreau MiddleAccredited
Twain MiddleAccredited
Whitman MiddleAccredited with Conditions
High Schools
Annandale HighAccredited
Bryant HighAccredited Alternative Accreditation Plan
Centreville HighAccredited
Chantilly HighAccredited
Edison HighAccredited
Fairfax County Adult HighAccredited Alternative Accreditation Plan
Fairfax HighAccredited
Falls Church HighAccredited
Herndon HighAccredited
Justice HighAccredited with Conditions
Langley HighAccredited
Lewis HighAccredited
Madison HighAccredited
Marshall HighAccredited
McLean HighAccredited
Mount Vernon HighAccredited
Mountain View HighAccredited Alternative Accreditation Plan
Oakton HighAccredited
South County HighAccredited
South Lakes HighAccredited
Thomas Jefferson High for Science and TechnologyAccredited
West Potomac HighAccredited
West Springfield HighAccredited
Westfield HighAccredited
Woodson HighAccredited
Combined Schools
Hayfield SecondaryAccredited
Key CenterAccredited
Kilmer CenterAccredited
Lake Braddock SecondaryAccredited
Robinson SecondaryAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 55 73 27 22 57 79 21
Female 20 56 76 24 24 57 81 19
Male 16 55 71 29 20 57 77 23
American Indian 12 62 73 27 12 61 73 27
Asian 27 59 86 14 32 57 89 11
Black 10 56 66 34 12 60 72 28
Hispanic 6 42 48 52 8 49 56 44
Native Hawaiian 12 64 76 24 15 65 80 20
White 23 62 86 14 28 61 89 11
Multiple Races 25 60 85 15 30 60 90 10
Students with Disabilities 9 38 47 53 8 44 52 48
Students without Disabilities 20 58 78 22 24 60 84 16
Economically Disadvantaged 6 43 49 51 6 51 57 43
Not Economically Disadvantaged 25 62 87 13 29 60 89 11
English Learners 2 19 22 78 1 30 32 68
Homeless 3 30 33 67 3 33 36 64
Military Connected 22 64 86 14 27 63 90 10
Foster Care 5 45 51 49 5 55 60 40
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 15 57 72 28
Female 14 53 67 33 16 58 75 25
Male 10 51 61 39 13 56 69 31
American Indian 8 46 54 46 6 55 61 39
Asian 19 59 78 22 21 62 83 17
Black 6 50 56 44 9 55 64 36
Hispanic 4 30 34 66 5 41 46 54
Native Hawaiian < < < < 18 64 82 18
White 15 63 78 22 19 65 84 16
Multiple Races 16 60 77 23 21 65 86 14
Students with Disabilities 8 34 42 58 6 42 48 52
Students without Disabilities 13 54 67 33 16 60 76 24
Economically Disadvantaged 3 32 35 65 3 42 46 54
Not Economically Disadvantaged 17 63 80 20 20 64 84 16
English Learners 1 24 26 74 2 38 39 61
Homeless 2 30 33 67 1 25 26 74
Military Connected 14 63 78 22 18 65 83 17
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 54 71 29 21 55 77 23
Female 19 55 74 26 24 54 78 22
Male 15 53 69 31 18 57 75 25
American Indian 10 69 79 21 10 59 69 31
Asian 25 59 84 16 30 58 88 12
Black 11 52 63 37 12 58 70 30
Hispanic 5 37 42 58 7 45 52 48
Native Hawaiian 6 69 75 25 - 58 58 42
White 21 63 84 16 28 60 88 12
Multiple Races 26 60 85 15 29 59 88 12
Students with Disabilities 10 38 49 51 9 45 54 46
Students without Disabilities 18 57 75 25 24 58 81 19
Economically Disadvantaged 4 39 43 57 5 47 52 48
Not Economically Disadvantaged 24 62 86 14 29 60 88 12
English Learners 2 26 28 72 2 41 43 57
Homeless 4 16 20 80 3 36 39 61
Military Connected 22 63 85 15 29 59 88 12
Foster Care - 70 70 30 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28 15 62 77 23
Female 16 58 74 26 17 63 80 20
Male 13 57 70 30 13 61 75 25
American Indian 5 76 81 19 13 53 65 35
Asian 21 64 85 15 21 67 88 12
Black 9 57 65 35 8 60 69 31
Hispanic 5 39 44 56 5 49 53 47
Native Hawaiian - 40 40 60 5 81 86 14
White 19 66 85 15 20 68 88 12
Multiple Races 21 62 83 17 23 67 90 10
Students with Disabilities 8 39 47 53 5 45 50 50
Students without Disabilities 16 60 76 24 17 65 83 17
Economically Disadvantaged 4 42 46 54 3 51 54 46
Not Economically Disadvantaged 21 66 87 13 20 67 88 12
English Learners 1 14 16 84 - 32 32 68
Homeless 3 33 36 64 2 33 34 66
Military Connected 18 67 86 14 20 70 90 10
Foster Care - 50 50 50 - 64 64 36
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 55 78 22 25 56 81 19
Female 25 55 80 20 27 55 82 18
Male 22 55 76 24 23 56 79 21
American Indian 18 68 85 15 15 56 70 30
Asian 33 56 89 11 37 53 90 10
Black 12 55 67 33 13 60 73 27
Hispanic 8 45 52 48 9 50 59 41
Native Hawaiian 25 69 94 6 6 63 69 31
White 30 60 90 10 31 60 91 9
Multiple Races 31 59 89 11 34 57 91 9
Students with Disabilities 11 39 49 51 10 44 54 46
Students without Disabilities 25 57 82 18 28 58 86 14
Economically Disadvantaged 7 46 54 46 7 52 59 41
Not Economically Disadvantaged 32 59 90 10 34 57 91 9
English Learners 3 13 16 84 1 24 25 75
Homeless 2 23 25 75 3 39 42 58
Military Connected 29 62 91 9 27 65 92 8
Foster Care < < < < 10 70 80 20
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 19 60 79 21
Female 24 58 82 18 20 61 81 19
Male 17 59 76 24 17 60 77 23
American Indian 11 63 74 26 7 74 81 19
Asian 31 60 91 9 28 62 89 11
Black 10 63 72 28 10 62 72 28
Hispanic 6 48 54 46 6 51 57 43
Native Hawaiian 17 58 75 25 23 64 86 14
White 26 63 89 11 25 65 90 10
Multiple Races 28 63 91 9 26 65 91 9
Students with Disabilities 7 39 46 54 6 42 48 52
Students without Disabilities 22 62 84 16 21 64 85 15
Economically Disadvantaged 6 49 55 45 4 53 58 42
Not Economically Disadvantaged 27 63 90 10 26 64 89 11
English Learners 2 16 19 81 1 18 19 81
Homeless - 30 30 70 1 36 37 63
Military Connected 22 67 90 10 25 66 91 9
Foster Care 8 33 42 58 - 77 77 23
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 19 60 79 21
Female 23 58 81 19 22 60 82 18
Male 19 58 77 23 16 61 76 24
American Indian 18 55 73 27 15 65 80 20
Asian 31 59 89 11 30 61 91 9
Black 12 60 72 28 8 62 70 30
Hispanic 8 47 55 45 6 52 58 42
Native Hawaiian < < < < 17 57 74 26
White 26 64 91 9 24 66 89 11
Multiple Races 28 61 89 11 26 64 90 10
Students with Disabilities 9 35 44 56 6 38 44 56
Students without Disabilities 23 62 85 15 21 64 85 15
Economically Disadvantaged 7 48 55 45 5 53 59 41
Not Economically Disadvantaged 27 62 90 10 25 64 89 11
English Learners 2 11 14 86 1 19 20 80
Homeless 4 59 63 37 3 25 28 72
Military Connected 27 62 88 12 23 66 88 12
Foster Care 15 62 77 23 - 44 44 56
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 51 71 29 38 49 87 13
Female 22 51 73 27 39 49 88 12
Male 19 51 70 30 36 50 86 14
American Indian 6 50 56 44 23 59 82 18
Asian 32 48 80 20 51 42 93 7
Black 12 58 69 31 22 63 85 15
Hispanic 9 49 58 42 15 53 68 32
Native Hawaiian < < < < 30 65 95 5
White 32 53 85 15 48 48 96 4
Multiple Races 33 48 82 18 52 44 96 4
Students with Disabilities 11 40 51 49 13 52 65 35
Students without Disabilities 23 54 77 23 41 49 90 10
Economically Disadvantaged 9 51 60 40 14 56 69 31
Not Economically Disadvantaged 30 51 82 18 48 46 95 5
English Learners 4 17 21 79 2 22 24 76
Homeless 4 40 44 56 9 42 51 49
Military Connected 29 54 83 17 48 47 95 5
Foster Care 7 20 27 73 7 43 50 50
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 46 78 22
Female 34 47 81 19
Male 31 45 76 24
American Indian < < 100 0
Asian 46 44 91 9
Black 20 50 70 30
Hispanic 13 41 54 46
Native Hawaiian < < 100 0
White 43 48 91 9
Multiple Races 46 48 94 6
Students with Disabilities 10 37 47 53
Students without Disabilities 36 47 83 17
Economically Disadvantaged 13 45 58 42
Not Economically Disadvantaged 43 46 89 11
English Learners - 12 12 88
Homeless 13 19 31 69
Military Connected 44 46 91 9
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 46 78 22
Female 34 47 81 19
Male 31 45 76 24
American Indian < < 100 0
Asian 46 44 91 9
Black 20 50 70 30
Hispanic 13 41 54 46
Native Hawaiian < < 100 0
White 43 48 91 9
Multiple Races 46 48 94 6
Students with Disabilities 10 37 47 53
Students without Disabilities 36 47 83 17
Economically Disadvantaged 13 45 58 42
Not Economically Disadvantaged 43 46 89 11
English Learners - 12 12 88
Homeless 13 19 31 69
Military Connected 44 46 91 9
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup 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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 50 61 39 17 58 74 26
Female 10 50 60 40 15 59 74 26
Male 12 50 61 39 18 57 75 25
American Indian 7 53 59 41 12 59 71 29
Asian 25 56 80 20 34 55 89 11
Black 4 42 46 54 7 56 63 37
Hispanic 3 30 33 67 4 48 52 48
Native Hawaiian 7 50 57 43 10 64 74 26
White 11 62 73 27 19 66 85 15
Multiple Races 14 58 73 27 22 63 85 15
Students with Disabilities 7 29 36 64 5 41 47 53
Students without Disabilities 12 53 65 35 19 61 79 21
Economically Disadvantaged 3 31 34 66 4 48 53 47
Not Economically Disadvantaged 15 60 75 25 22 62 85 15
English Learners 2 17 19 81 2 35 37 63
Migrant < < 100 0 < < 100 0
Homeless 1 17 18 82 1 27 28 72
Military Connected 9 60 70 30 16 67 83 17
Foster Care 3 23 26 74 3 49 52 48
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 46 55 45 14 57 71 29
Female 8 44 52 48 13 57 69 31
Male 11 47 58 42 16 57 72 28
American Indian 4 42 46 54 6 50 56 44
Asian 20 54 73 27 27 57 85 15
Black 4 35 39 61 7 53 60 40
Hispanic 2 23 25 75 3 42 45 55
Native Hawaiian < < < < 9 64 73 27
White 10 60 70 30 18 66 84 16
Multiple Races 14 57 71 29 18 66 84 16
Students with Disabilities 7 30 37 63 6 42 48 52
Students without Disabilities 10 48 58 42 16 59 75 25
Economically Disadvantaged 2 23 25 75 3 43 46 54
Not Economically Disadvantaged 14 59 73 27 20 63 83 17
English Learners 1 19 20 80 2 39 41 59
Homeless 2 17 19 81 1 21 22 78
Military Connected 8 63 70 30 13 67 80 20
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 46 60 40 20 52 72 28
Female 12 46 58 42 18 52 70 30
Male 16 47 63 37 22 52 74 26
American Indian 7 53 60 40 13 47 60 40
Asian 28 51 79 21 37 51 88 12
Black 6 38 43 57 8 50 58 42
Hispanic 3 26 29 71 5 42 47 53
Native Hawaiian 6 50 56 44 17 67 83 17
White 16 58 74 26 23 61 84 16
Multiple Races 19 56 75 25 28 53 81 19
Students with Disabilities 9 30 39 61 8 40 47 53
Students without Disabilities 15 49 64 36 22 54 77 23
Economically Disadvantaged 3 26 29 71 4 42 47 53
Not Economically Disadvantaged 20 57 77 23 27 57 84 16
English Learners 2 19 21 79 3 38 41 59
Homeless 3 11 14 86 2 18 20 80
Military Connected 13 58 71 29 22 60 82 18
Foster Care - 18 18 82 < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 38 41 59 6 55 61 39
Female 2 38 40 60 5 57 62 38
Male 3 39 42 58 7 53 61 39
American Indian - 54 54 46 - 50 50 50
Asian 6 52 58 42 11 66 77 23
Black 1 28 29 71 2 47 50 50
Hispanic 1 18 19 81 2 38 40 60
Native Hawaiian < < < < 6 71 76 24
White 3 54 57 43 8 68 76 24
Multiple Races 3 48 51 49 11 66 77 23
Students with Disabilities 4 22 26 74 3 36 39 61
Students without Disabilities 2 42 45 55 7 60 67 33
Economically Disadvantaged 1 19 20 80 2 39 41 59
Not Economically Disadvantaged 4 54 58 42 8 66 74 26
English Learners 2 9 11 89 1 29 30 70
Homeless - 6 6 94 - 20 20 80
Military Connected 4 49 53 47 9 69 77 23
Foster Care - 20 20 80 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 51 61 39 16 59 75 25
Female 9 51 60 40 14 60 74 26
Male 10 51 62 38 18 57 76 24
American Indian 11 44 56 44 29 43 71 29
Asian 20 59 79 21 33 56 89 11
Black 3 39 43 57 6 58 65 35
Hispanic 3 30 33 67 5 48 52 48
Native Hawaiian 8 25 33 67 - 71 71 29
White 10 63 73 27 18 68 86 14
Multiple Races 13 61 74 26 23 63 86 14
Students with Disabilities 7 28 35 65 6 42 48 52
Students without Disabilities 10 55 65 35 18 62 81 19
Economically Disadvantaged 2 31 33 67 4 48 52 48
Not Economically Disadvantaged 14 62 76 24 22 64 86 14
English Learners 4 10 14 86 2 29 31 69
Homeless - 15 15 85 1 25 25 75
Military Connected 10 61 71 29 17 69 86 14
Foster Care < < < < - 45 45 55
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 44 61 39 20 49 69 31
Female 17 44 61 39 19 50 69 31
Male 19 43 62 38 22 47 69 31
American Indian 12 48 61 39 11 71 83 17
Asian 39 44 83 17 42 45 86 14
Black 6 40 46 54 7 49 56 44
Hispanic 3 25 29 71 5 39 44 56
Native Hawaiian 6 56 63 38 - 53 53 47
White 19 56 75 25 24 58 82 18
Multiple Races 23 50 73 27 28 55 84 16
Students with Disabilities 9 22 31 69 5 34 40 60
Students without Disabilities 19 47 67 33 23 52 75 25
Economically Disadvantaged 4 27 31 69 5 40 45 55
Not Economically Disadvantaged 24 52 76 24 28 53 81 19
English Learners 3 7 10 90 1 18 19 81
Homeless 3 11 14 86 1 14 15 85
Military Connected 15 55 70 30 19 61 80 20
Foster Care - 18 18 82 - 50 50 50
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 53 47 10 57 66 34
Female 5 50 55 45 10 58 68 32
Male 4 47 51 49 9 56 65 35
American Indian - 56 56 44 12 61 73 27
Asian 9 66 74 26 19 65 84 16
Black 2 37 39 61 4 50 54 46
Hispanic 2 24 26 74 2 42 45 55
Native Hawaiian < < < < 11 53 63 37
White 5 64 69 31 13 67 79 21
Multiple Races 5 61 66 34 14 67 81 19
Students with Disabilities 5 18 23 77 2 32 35 65
Students without Disabilities 4 55 59 41 11 62 73 27
Economically Disadvantaged 2 27 29 71 2 43 45 55
Not Economically Disadvantaged 6 61 67 33 14 65 78 22
English Learners 3 9 12 88 - 22 23 77
Homeless - - - 100 2 20 22 78
Military Connected 4 55 59 41 11 66 77 23
Foster Care < < < < 8 46 54 46
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 69 31 18 68 86 14
Female 11 60 71 29 18 69 87 13
Male 10 57 67 33 17 67 84 16
American Indian 7 62 69 31 17 71 88 13
Asian 28 61 88 12 39 56 95 5
Black 4 54 58 42 7 72 79 21
Hispanic 2 46 49 51 5 70 75 25
Native Hawaiian 14 71 86 14 24 62 86 14
White 9 68 77 23 20 71 92 8
Multiple Races 13 63 76 24 22 67 89 11
Students with Disabilities 2 42 44 56 4 61 65 35
Students without Disabilities 12 61 73 27 20 69 89 11
Economically Disadvantaged 3 47 50 50 6 70 75 25
Not Economically Disadvantaged 15 64 79 21 24 67 91 9
English Learners 1 33 33 67 1 64 65 35
Migrant < < 100 0
Homeless - 39 39 61 - 63 63 37
Military Connected 8 67 75 25 18 73 92 8
Foster Care - 33 33 67 - 54 54 46
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 69 84 16 23 67 90 10
Female 15 69 84 16 23 68 90 10
Male 16 69 84 16 24 66 90 10
American Indian < < < < 13 74 87 13
Asian 29 64 94 6 40 56 96 4
Black 7 66 73 27 10 69 79 21
Hispanic 4 56 60 40 8 66 75 25
Native Hawaiian < < < < 13 67 80 20
White 12 77 89 11 20 73 94 6
Multiple Races 19 70 89 11 27 67 94 6
Students with Disabilities 11 53 64 36 11 50 61 39
Students without Disabilities 15 69 85 15 24 68 92 8
Economically Disadvantaged 7 59 66 34 9 66 75 25
Not Economically Disadvantaged 18 71 89 11 26 67 93 7
English Learners 1 17 18 82 3 27 30 70
Migrant < < 100 0
Homeless < < < < - 43 43 57
Military Connected 8 76 84 16 19 73 92 8
Foster Care < < < < < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 57 86 14 35 56 91 9
Female 30 55 84 16 32 57 89 11
Male 28 59 87 13 37 55 92 8
American Indian < < 100 0 < < < <
Asian 46 50 96 4 51 45 96 4
Black 12 50 62 38 12 67 79 21
Hispanic 11 58 69 31 18 61 79 21
Native Hawaiian < < < < < < 100 0
White 19 64 83 17 26 64 90 10
Multiple Races 18 68 86 14 32 59 91 9
Students with Disabilities 15 44 59 41 30 51 80 20
Students without Disabilities 29 57 86 14 35 56 91 9
Economically Disadvantaged 14 54 68 32 20 60 79 21
Not Economically Disadvantaged 30 58 88 12 37 55 92 8
English Learners 4 49 53 47 8 61 69 31
Homeless < < < < < < < <
Military Connected 10 65 75 25 15 69 84 16
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 53 65 35 15 57 72 28
Female 12 53 65 35 13 58 71 29
Male 14 52 66 34 16 56 72 28
American Indian 8 52 60 40 13 54 67 33
Asian 23 58 81 19 25 61 86 14
Black 4 45 49 51 5 53 58 42
Hispanic 3 34 37 63 4 43 47 53
Native Hawaiian 4 60 65 35 7 62 69 31
White 15 64 79 21 19 66 84 16
Multiple Races 19 59 78 22 22 63 84 16
Students with Disabilities 6 29 36 64 6 35 41 59
Students without Disabilities 14 56 70 30 16 61 77 23
Economically Disadvantaged 3 34 37 63 4 43 47 53
Not Economically Disadvantaged 17 62 79 21 20 63 84 16
English Learners 2 9 10 90 1 20 21 79
Migrant < < 100 0 < < 100 0
Homeless 1 19 20 80 2 22 24 76
Military Connected 15 63 77 23 17 68 84 16
Foster Care 3 38 41 59 4 38 41 59
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 43 55 45 17 50 67 33
Female 11 43 53 47 15 51 66 34
Male 13 44 57 43 19 49 69 31
American Indian 10 48 57 43 14 48 62 38
Asian 21 50 71 29 28 54 82 18
Black 4 34 38 62 7 45 52 48
Hispanic 3 23 26 74 5 37 42 58
Native Hawaiian - 20 20 80 10 57 67 33
White 14 55 70 30 22 58 80 20
Multiple Races 19 48 67 33 25 57 82 18
Students with Disabilities 6 26 33 67 7 33 40 60
Students without Disabilities 13 46 59 41 19 54 73 27
Economically Disadvantaged 3 23 26 74 5 36 41 59
Not Economically Disadvantaged 17 54 71 29 23 57 80 20
English Learners 1 6 7 93 1 22 23 77
Homeless - 16 16 84 1 14 15 85
Military Connected 15 54 69 31 19 62 82 18
Foster Care - 50 50 50 - 55 55 45
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 10 61 71 29
Female 9 59 67 33 9 62 71 29
Male 11 59 70 30 11 60 70 30
American Indian 4 61 65 35 9 47 56 44
Asian 19 65 84 16 19 67 87 13
Black 3 49 53 47 3 54 57 43
Hispanic 2 37 39 61 2 42 45 55
Native Hawaiian < < < < 4 61 65 35
White 12 71 83 17 12 71 83 17
Multiple Races 15 68 83 17 13 72 85 15
Students with Disabilities 6 31 37 63 3 35 38 62
Students without Disabilities 11 63 74 26 11 65 76 24
Economically Disadvantaged 2 37 39 61 2 44 46 54
Not Economically Disadvantaged 13 68 82 18 14 69 83 17
English Learners 2 7 8 92 - 13 14 86
Homeless 4 32 36 64 1 16 17 83
Military Connected 11 71 82 18 9 73 82 18
Foster Care 8 46 54 46 - 50 50 50
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 73 27 18 60 78 22
Female 14 59 74 26 16 63 78 22
Male 16 57 73 27 20 58 78 22
American Indian 8 51 59 41 15 73 88 13
Asian 27 60 88 12 30 60 91 9
Black 5 52 57 43 6 61 66 34
Hispanic 4 43 47 53 5 50 56 44
Native Hawaiian 8 64 72 28 11 68 79 21
White 18 67 85 15 23 68 91 9
Multiple Races 21 64 85 15 27 62 89 11
Students with Disabilities 4 34 38 62 6 40 45 55
Students without Disabilities 17 61 78 22 20 63 83 17
Economically Disadvantaged 3 44 47 53 4 52 56 44
Not Economically Disadvantaged 21 64 85 15 25 65 89 11
English Learners 1 12 13 87 - 24 24 76
Migrant < < 100 0
Homeless - 13 13 87 3 43 46 54
Military Connected 17 66 83 17 22 67 90 10
Foster Care < < < < 9 30 39 61
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 41 46 54 8 51 59 41
Female 6 42 48 52 7 48 55 45
Male 4 41 44 56 9 54 63 37
American Indian < < 100 0 < < < <
Asian 7 57 64 36 15 63 78 22
Black - 26 26 74 1 35 36 64
Hispanic - 18 18 82 2 34 36 64
Native Hawaiian < < 100 0 < < < <
White 8 52 60 40 11 63 74 26
Multiple Races 11 50 61 39 16 47 63 37
Students with Disabilities - 7 7 93 3 20 22 78
Students without Disabilities 5 45 50 50 9 54 63 37
Economically Disadvantaged 2 21 23 77 1 32 33 67
Not Economically Disadvantaged 6 51 57 43 12 59 71 29
English Learners 1 19 20 80 1 26 27 73
Homeless < < < < < < < <
Military Connected 9 49 59 41 10 66 76 24
Foster Care < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 23 25 75 1 34 35 65
Female 2 22 24 76 1 32 33 67
Male 3 24 27 73 - 35 36 64
American Indian < < < < < < < <
Asian 10 28 38 62 - 49 49 51
Black - 22 22 78 1 37 38 62
Hispanic - 15 15 85 - 19 19 81
Native Hawaiian < < < < < < < <
White 5 46 51 49 1 67 69 31
Multiple Races 9 27 36 64 < < < <
Students with Disabilities - 13 13 87 2 17 19 81
Students without Disabilities 3 27 30 70 - 39 39 61
Economically Disadvantaged - 15 15 85 - 19 19 81
Not Economically Disadvantaged 5 35 40 60 1 56 57 43
English Learners - 9 9 91 - 19 19 81
Homeless < < < < 5 11 16 84
Military Connected 5 50 55 45 - 83 83 17
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 55 77 23
Female 20 57 77 23
Male 23 54 77 23
American Indian < < < <
Asian 38 54 91 9
Black 8 56 65 35
Hispanic 7 44 51 49
Native Hawaiian < < < <
White 25 64 88 12
Multiple Races 32 60 92 8
Students with Disabilities 5 37 42 58
Students without Disabilities 24 58 82 18
Economically Disadvantaged 7 45 52 48
Not Economically Disadvantaged 28 59 87 13
English Learners 1 27 28 72
Homeless 5 32 36 64
Military Connected 18 69 87 13
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 52 55 45
Female 4 52 56 44
Male 2 51 53 47
Asian 2 61 63 37
Black - 51 51 49
Hispanic 2 25 27 73
Native Hawaiian < < 100 0
White 6 71 76 24
Multiple Races 6 83 89 11
Students with Disabilities - 24 24 76
Students without Disabilities 3 56 60 40
Economically Disadvantaged - 35 35 65
Not Economically Disadvantaged 4 61 66 34
English Learners - 25 25 75
Homeless - 40 40 60
Military Connected 8 80 88 12
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 59 80 20
Female 20 59 79 21
Male 22 58 80 20
American Indian < < < <
Asian 34 57 91 9
Black 9 64 73 27
Hispanic 7 50 56 44
Native Hawaiian < < 100 0
White 27 64 91 9
Multiple Races 34 60 93 7
Students with Disabilities 6 41 47 53
Students without Disabilities 24 61 85 15
Economically Disadvantaged 7 51 58 42
Not Economically Disadvantaged 28 62 90 10
English Learners 1 30 30 70
Homeless 8 25 33 67
Military Connected 24 70 94 6
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 47 81 19
Female 29 50 79 21
Male 38 45 82 18
American Indian < < 100 0
Asian 47 49 96 4
Black 11 31 42 58
Hispanic 14 29 44 56
Native Hawaiian < < < <
White 24 58 82 18
Multiple Races 41 45 86 14
Students with Disabilities 3 28 31 69
Students without Disabilities 36 48 84 16
Economically Disadvantaged 13 24 37 63
Not Economically Disadvantaged 37 51 88 12
English Learners 6 18 24 76
Military Connected 10 58 68 32
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
Division3771,235
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten3,4783,8894,280
Kindergarten10,86112,04211,795
Grade 112,48011,90012,876
Grade 212,77712,62412,246
Grade 312,78012,75912,881
Grade 413,27712,65112,962
Grade 513,17413,12812,888
Grade 613,55313,01313,339
Grade 714,29413,37013,098
Grade 814,18714,21813,611
Grade 914,69114,89915,331
Grade 1015,00114,54915,118
Grade 1114,80714,73714,844
Grade 1214,71614,85614,858
Post Graduate-13
Total Students180,076178,636180,130

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2020-20212021-20222022-2023
All Students180076178636180130
Female865588575986255
Male935189275193633
American Indian461466494
Asian356053447634161
Black180591763817619
Hispanic488774900850566
Native Hawaiian225224206
White662466594865855
Multiple Races106031087611229
Students with Disabilities258902667127839
Students without Disabilities154186151965152291
Economically Disadvantaged499915670867128
Not Economically Disadvantaged130085121928113002
English Learners483164623247657
Not English Learners131760132404132473
Migrant12-
Homeless505727887
Military Connected112171167411975
Foster Care175177162
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 9553 4157 216 29 715 123
State 52170 36661 2122 745 5113 1898
Female Division 4889 1714 63 11 252 59
State 28666 15796 664 262 1814 769
Male Division 4655 2434 153 18 463 64
State 23482 20836 1455 483 3297 1128
American Indian Division 19 11 0 0 7 1
State 99 75 3 1 20 7
Asian Division 2569 459 36 3 26 16
State 6086 1308 80 10 86 38
Black Division 810 607 31 1 43 17
State 8348 9965 761 162 1156 732
Hispanic Division 1496 1641 58 11 587 68
State 6301 7052 288 78 2283 404
Native Hawaiian Division 10 6 0 0 0 0
State 88 51 5 0 5 1
White Division 4085 1253 83 13 39 18
State 28378 16223 879 440 1367 628
Multiple Races Division 564 180 8 1 13 3
State 2870 1987 106 54 196 88
Students with Disabilities Division 445 1210 216 9 75 12
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 1841 2102 79 10 318 71
State 12249 19238 1246 413 2873 1301
English Learners Division 384 1240 102 4 584 58
State 1453 3818 259 23 1873 155
Homeless Division 19 64 5 0 43 4
State 183 580 38 11 180 55
Military Connected Division 459 208 3 2 4 1
State 2323 1295 41 16 47 26
Foster Care Division 3 13 4 0 6 1
State 22 161 31 10 65 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students14,79313,9269414,010957155
Female6,9886,666956,706962524
Male7,7877,242937,286944636
American Indian3830793079718
Asian3,1093,064993,06999261
Black1,5091,448961,45196433
Hispanic3,8613,195833,2548458715
Native Hawaiian16161001610000
White5,4915,421995,43799391
Multiple Races7697529875398132
Students with Disabilities1,9701,871951,88496754
Economically Disadvantaged4,4214,022914,076923187
English Learners2,3811,726731,7807558425
Homeless135886590674332
Military Connected677670996729941
Foster Care2720742074622
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken15,976 / 26.7%15,329 / 25.9%15,474 / 26.22%
Advanced Placement Course Enrollment17,058 / 28.51%17,879 / 30.21%16,281 / 27.59%
Dual Enrollment3,439 / 5.75%4,066 / 6.87%4,102 / 6.95%
Governor's School Enrollment1,815 / 3.03%1,823 / 3.08%1,915 / 3.24%
IB Course Enrollment6,350 / 10.61%6,496 / 10.98%6,349 / 10.76%
Senior Enrolled in IB Program598 / 1%471 / .8%538 / .91%

< = 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 StudentsDivision12,88510,57918
State86,21159,46331
FemaleDivision6,3375,37415
State43,37932,57925
MaleDivision6,5485,20521
State42,83226,88437
American IndianDivision211719
State22013539
AsianDivision2,8612,52412
State6,3805,55313
BlackDivision1,3471,08220
State18,49311,40838
HispanicDivision2,5321,60836
State10,7996,31841
Native HawaiianDivision191142
State1248234
WhiteDivision5,4494,78712
State46,06133,07628
Multiple RacesDivision65655016
State4,1342,89130
Students with DisabilitiesDivision1,42091935
State7,5273,57553
Economically DisadvantagedDivision3,0182,06931
State28,16915,21546
English LearnersDivision1,7181,01941
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
Industry CertificationDivision6,5313,06811,541
 State43,66051,68595,688
Workplace ReadinessDivision2,869117,273
 State26,62716,88544,348
Total Credentials EarnedDivision9,4003,12118,845
 State71,13171,189143,862
Students Earning One or More CredentialsDivision8,8872,94716,443
 State62,89960,992115,682
Armed Services Vocational Aptitude Battery ExaminationDivision19-85
 State917302761
CTE CompletersDivision4,9664,9825,034
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision-4231
 State3331,0771,236

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$11,673$3,743$684
State$6,642$5,388$901
2019-2020Division$12,005$3,876$627
State$6,770$5,603$867
2020-2021Division$11,918$4,462$1,033
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students166,6948,870148,55726,768
Female80,7153,93471,26812,938
Male85,9524,93077,13613,783
American Indian3994436495
Asian34,46875730,3403,778
Black16,4081,28914,6482,600
Hispanic42,2814,94736,24111,750
Native Hawaiian215718637
White62,8101,47757,2207,243
Multiple Races10,1133499,5581,265
Students with Disabilities22,9202,54320,4745,815
Economically Disadvantaged54,3816,79942,27314,298
English Learners43,4714,82636,92010,721
Homeless643388863665
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 93
Disorderly or Disruptive Behavior Offenses 202
Other Offenses Against Persons 255
All Other Offenses 41
Property Offenses <
Weapons Offenses 20
Offenses Against Staff 61
Offenses Against Student 33
Technology Offenses 19

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.50.31.2
Asian19.56.519.89.5
Black9.820.81014.9
Hispanic26.844.927.248.2
Native Hawaiian0.10.20.1
White37.822.836.817.9
Multiple Races5.74.25.98.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.70.3
Asian19.59.219.8
Black9.821.310
Hispanic26.855.327.2100
Native Hawaiian0.10.1
White37.812.136.8
Multiple Races5.71.45.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian19.519.8
Black9.810
Hispanic26.827.2
Native Hawaiian0.10.1
White37.836.8
Multiple Races5.75.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 30.930.930.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 38.538.538.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 72.872.872.8
< = 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: 12.17 : 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

2019-2020 Grades 8-12 Student Teacher Ratio: 12.89 : 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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202025%72%2%1%
2020-202126%71%2%1%
2021-202227%71%2%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students70%76%--
Asian78%84%--
Black65%69%--
Hispanic52%58%--
White79%85%--
Multiple Races81%86%--
Economically Disadvantaged52%57%--
English Learners51%56%--
Students with Disabilities48%53%--

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%81%--
Asian89%92%--
Black64%71%--
Hispanic52%64%--
White85%89%--
Multiple Races85%89%--
Economically Disadvantaged53%63%--
English Learners51%63%--
Students with Disabilities47%55%--

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students76%
Asian89%
Black64%
Hispanic52%
White86%
Multiple Races87%
Economically Disadvantaged52%
English Learners40%
Students with Disabilities45%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students92%84%84%
Asian97%90%84%
Black93%82%84%
Hispanic78%82%84%
White97%86%84%
Multiple Races96%89%84%
Economically Disadvantaged84%80%84%
English Learners70%71%84%
Students with Disabilities81%65%84%
Homeless54%--
Foster Care36%--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%11%13%10%
Asian11%8%10%10%
Black15%11%14%10%
Hispanic24%17%14%10%
White11%8%14%10%
Multiple Races12%12%15%10%
Economically Disadvantaged25%17%17%10%
English Learners23%15%13%10%
Students with Disabilities22%17%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress51%50%58%
English Learner Proficiency10%--

< = 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 Progress107772110151%
English Learner Proficiency35023409410%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students91%9%99%1%99%1%
Asian88%12%99%1%100%-
Black93%7%99%1%99%1%
Hispanic95%5%99%1%99%1%
White89%11%99%1%100%-
Multiple Races91%9%99%1%99%1%
Economically Disadvantaged95%5%99%1%99%1%
Not Economically Disadvantaged89%11%99%1%100%-
English Learners98%2%99%1%99%1%
Students with Disabilities94%6%98%2%98%2%
Students without Disabilities90%10%99%1%100%-
Female90%10%99%1%99%1%
Male91%9%99%1%99%1%
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%85%
Asian93%94%
Black81%78%
Hispanic75%73%
White92%91%
Multiple Races94%91%
Economically Disadvantaged75%74%
English Learners74%74%
Students with Disabilities71%68%

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

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

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