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Falls Church City Public Schools

General school information

Division: Falls Church City Public Schools
Division Number: 109
Address: 150 S Washington St, Suite 400 Falls Church, VA 22046-2921
Superintendent: Dr. Peter Noonan
Region: 4
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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 32 59 91 9 34 56 90 10
Female 34 59 93 7 38 54 92 8
Male 30 60 89 11 31 57 88 12
Asian 28 61 89 11 31 57 87 13
Black 18 60 78 22 13 72 85 15
Hispanic 14 61 75 25 16 54 70 30
White 36 60 95 5 38 55 94 6
Multiple Races 40 56 96 4 41 54 96 4
Students with Disabilities 12 55 67 33 13 44 56 44
Students without Disabilities 35 60 95 5 37 57 94 6
Economically Disadvantaged 5 58 64 36 9 50 59 41
Not Economically Disadvantaged 34 60 94 6 36 56 93 7
English Learners 2 30 32 68 6 33 39 61
Military Connected 34 59 93 7 17 77 94 6
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 40 48 88 12 27 60 86 14
Female 38 52 90 10 30 67 96 4
Male 41 45 86 14 25 56 80 20
Asian 31 44 75 25 33 53 87 13
Black < < 100 0 < < < <
Hispanic 22 44 67 33 14 57 71 29
White 42 50 92 8 29 61 90 10
Multiple Races 52 44 96 4 31 63 94 6
Students with Disabilities 5 42 47 53 9 35 43 57
Students without Disabilities 44 49 93 7 30 64 94 6
Economically Disadvantaged - 50 50 50 8 58 67 33
Not Economically Disadvantaged 43 48 91 9 28 60 88 12
English Learners - 40 40 60 7 53 60 40
Military Connected 45 45 91 9 < < 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 32 57 89 11 45 48 93 7
Female 35 54 90 10 48 48 96 4
Male 27 60 88 12 42 47 89 11
Asian 20 73 93 7 27 67 93 7
Black < < < < < < < <
Hispanic 13 47 60 40 38 46 85 15
White 39 56 95 5 46 49 95 5
Multiple Races 29 67 96 4 72 22 94 6
Students with Disabilities 8 48 56 44 23 46 69 31
Students without Disabilities 36 59 94 6 47 48 95 5
Economically Disadvantaged - 42 42 58 20 60 80 20
Not Economically Disadvantaged 35 59 94 6 47 47 94 6
English Learners - 35 35 65 < < < <
Military Connected < < < < 25 67 92 8
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 43 49 92 8 28 62 90 10
Female 44 50 94 6 30 60 90 10
Male 43 48 91 9 27 64 91 9
Asian 31 56 88 13 39 50 89 11
Black < < < < < < < <
Hispanic 20 57 77 23 - 58 58 42
White 47 49 96 4 30 65 95 5
Multiple Races 67 29 96 4 45 55 100 0
Students with Disabilities 37 43 80 20 14 36 50 50
Students without Disabilities 44 50 94 6 30 64 94 6
Economically Disadvantaged 15 55 70 30 - 57 57 43
Not Economically Disadvantaged 46 49 95 5 31 63 93 7
English Learners < < < < < < < <
Military Connected 39 56 94 6 < < < <
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 36 55 91 9 33 53 85 15
Female 43 52 96 4 36 50 86 14
Male 29 58 87 13 28 56 84 16
Asian < < 100 0 - 80 80 20
Black < < < < < < < <
Hispanic 11 59 70 30 15 33 48 52
White 39 57 96 4 43 54 97 3
Multiple Races 45 48 93 7 35 57 91 9
Students with Disabilities 13 30 43 57 18 27 45 55
Students without Disabilities 39 59 98 2 35 57 92 8
Economically Disadvantaged 6 50 56 44 - 21 21 79
Not Economically Disadvantaged 39 56 94 6 36 56 92 8
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 59 93 7 26 64 90 10
Female 36 60 96 4 28 62 90 10
Male 31 59 90 10 25 65 90 10
Asian 32 59 91 9 36 57 93 7
Black < < < < < < < <
Hispanic 20 67 87 13 3 71 74 26
White 39 58 96 4 31 61 92 8
Multiple Races 31 69 100 0 30 67 97 3
Students with Disabilities 13 63 77 23 18 50 68 32
Students without Disabilities 37 59 96 4 28 66 94 6
Economically Disadvantaged 7 73 80 20 - 71 71 29
Not Economically Disadvantaged 36 58 94 6 28 63 92 8
English Learners < < < < < < < <
Military Connected 22 72 94 6 21 79 100 0
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 66 89 11 31 59 90 10
Female 25 67 92 8 34 58 92 8
Male 22 65 87 13 28 60 88 12
Asian < < < < 36 45 82 18
Black < < 100 0 < < 100 0
Hispanic 11 57 69 31 21 58 79 21
White 26 69 95 5 31 60 91 9
Multiple Races 39 61 100 0 36 57 93 7
Students with Disabilities 3 58 61 39 6 44 50 50
Students without Disabilities 27 67 95 5 33 61 93 7
Economically Disadvantaged - 67 67 33 21 57 79 21
Not Economically Disadvantaged 26 66 92 8 31 59 91 9
English Learners < < < < < < < <
Military Connected 36 55 91 9 < < < <
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 14 83 96 4 47 45 93 7
Female 15 80 96 4 52 41 93 7
Male 11 85 97 3 42 50 92 8
Asian 24 76 100 0 33 50 83 17
Black < < < < 31 69 100 0
Hispanic 3 90 93 7 25 53 78 22
White 17 81 98 2 56 40 95 5
Multiple Races 6 89 94 6 48 52 100 0
Students with Disabilities 3 87 90 10 - 67 67 33
Students without Disabilities 16 82 97 3 52 43 95 5
Economically Disadvantaged 10 80 90 10 15 35 50 50
Not Economically Disadvantaged 14 83 97 3 51 47 97 3
English Learners < < < < < < < <
Military Connected 8 92 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 40 90 10
Female 60 33 93 7
Male 38 48 86 14
Asian 45 45 90 10
Black 21 57 79 21
Hispanic 33 44 77 23
White 55 37 93 7
Multiple Races 50 47 97 3
Students with Disabilities 10 50 60 40
Students without Disabilities 57 39 95 5
Economically Disadvantaged 14 52 66 34
Not Economically Disadvantaged 52 40 92 8
English Learners 9 9 18 82
Military Connected 39 48 87 13
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 53 40 93 7
Female 64 31 95 5
Male 43 48 91 9
Asian 50 45 95 5
Black 20 50 70 30
Hispanic 29 57 86 14
White 65 31 96 4
Multiple Races 39 56 94 6
Students with Disabilities 16 56 72 28
Students without Disabilities 61 36 97 3
Economically Disadvantaged 36 55 91 9
Not Economically Disadvantaged 54 39 93 7
English Learners < < < <
Military Connected 33 50 83 17
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 66 91 9 19 65 84 16
Female 23 68 91 9 17 67 84 16
Male 26 64 90 10 20 63 83 17
Asian 23 71 95 5 26 61 87 13
Black 10 73 82 18 7 49 56 44
Hispanic 13 61 74 26 8 54 61 39
Native Hawaiian < < < < < < < <
White 27 67 94 6 20 68 88 12
Multiple Races 33 62 95 5 23 67 90 10
Students with Disabilities 7 55 63 38 6 44 49 51
Students without Disabilities 27 68 95 5 20 68 88 12
Economically Disadvantaged 4 65 70 30 4 43 47 53
Not Economically Disadvantaged 27 66 93 7 20 67 87 13
English Learners 2 49 52 48 3 38 41 59
Military Connected 27 62 89 11 17 63 80 20
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 39 56 94 6 27 56 84 16
Female 34 62 96 4 27 61 88 12
Male 44 49 93 7 27 54 81 19
Asian 29 65 94 6 43 36 79 21
Black < < 100 0 < < < <
Hispanic 22 56 78 22 16 48 64 36
White 45 53 97 3 29 61 90 10
Multiple Races 39 57 96 4 29 65 94 6
Students with Disabilities - 63 63 37 4 48 52 48
Students without Disabilities 43 55 98 2 31 58 89 11
Economically Disadvantaged 8 58 67 33 15 46 62 38
Not Economically Disadvantaged 41 55 96 4 28 57 86 14
English Learners 6 65 71 29 6 50 56 44
Military Connected 55 45 100 0 < < 100 0
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 56 92 8 35 55 90 10
Female 26 64 90 10 29 64 93 7
Male 49 46 95 5 42 45 87 13
Asian 19 81 100 0 25 63 88 13
Black < < 100 0 < < < <
Hispanic 17 50 67 33 38 38 77 23
White 47 49 96 4 34 60 93 7
Multiple Races 32 68 100 0 56 33 89 11
Students with Disabilities 24 48 72 28 8 54 62 38
Students without Disabilities 39 57 95 5 37 56 93 8
Economically Disadvantaged - 55 55 45 20 60 80 20
Not Economically Disadvantaged 41 56 97 3 36 55 91 9
English Learners - 39 39 61 < < < <
Military Connected < < 100 0 42 25 67 33
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 33 60 94 6 36 51 87 13
Female 29 65 94 6 33 52 85 15
Male 37 56 93 7 38 50 88 12
Asian 25 75 100 0 53 32 84 16
Black < < 100 0 < < < <
Hispanic 16 61 77 23 9 45 55 45
Native Hawaiian < < < <
White 35 60 95 5 38 56 94 6
Multiple Races 54 46 100 0 43 48 91 9
Students with Disabilities 23 57 80 20 - 50 50 50
Students without Disabilities 35 61 96 4 39 51 90 10
Economically Disadvantaged 10 60 70 30 - 57 57 43
Not Economically Disadvantaged 36 60 96 4 39 50 89 11
English Learners < < < < 10 50 60 40
Military Connected 28 67 94 6 < < 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 4 82 87 13 4 57 62 38
Female 4 90 94 6 5 59 64 36
Male 4 73 78 22 3 56 58 42
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic 5 70 75 25 - 29 29 71
White 5 89 95 5 6 70 77 23
Multiple Races - 83 83 17 7 64 71 29
Students with Disabilities - 50 50 50 - 12 12 88
Students without Disabilities 5 90 95 5 5 68 73 27
Economically Disadvantaged 8 54 62 38 - 7 7 93
Not Economically Disadvantaged 4 87 90 10 5 66 71 29
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 72 85 15 7 69 76 24
Female 16 71 86 14 6 76 82 18
Male 10 74 84 16 8 63 70 30
Asian 23 54 77 23 < < < <
Black < < < < < < < <
Hispanic 7 73 80 20 4 54 58 42
White 14 76 90 10 9 72 81 19
Multiple Races 17 75 92 8 6 78 83 17
Students with Disabilities - 67 67 33 10 39 48 52
Students without Disabilities 16 74 89 11 6 76 82 18
Economically Disadvantaged - 71 71 29 - 33 33 67
Not Economically Disadvantaged 14 73 87 13 8 73 80 20
English Learners < < < < < < < <
Military Connected 21 58 79 21 < < < <
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 23 63 86 14 3 76 79 21
Female 24 63 87 13 4 79 83 17
Male 22 63 86 14 3 73 75 25
Asian 18 73 91 9 8 77 85 15
Black < < 100 0 < < < <
Hispanic 4 56 59 41 - 74 74 26
White 27 64 91 9 5 74 78 22
Multiple Races < < 100 0 - 90 90 10
Students with Disabilities - 50 50 50 - 44 44 56
Students without Disabilities 28 66 93 7 4 80 84 16
Economically Disadvantaged - 61 61 39 - 50 50 50
Not Economically Disadvantaged 26 64 89 11 4 78 82 18
English Learners < < < < < < < <
Military Connected < < < < < < < <
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 24 66 90 10 11 74 86 14
Female 25 68 92 8 12 69 81 19
Male 24 65 89 11 11 79 90 10
Asian 43 57 100 0 < < 100 0
Black - 100 100 0 < < < <
Hispanic 18 55 73 27 - 58 58 42
White 22 71 92 8 11 77 88 12
Multiple Races 50 45 95 5 17 76 93 7
Students with Disabilities 3 47 50 50 8 50 58 42
Students without Disabilities 28 70 97 3 12 76 88 12
Economically Disadvantaged - 76 76 24 - 36 36 64
Not Economically Disadvantaged 26 65 92 8 12 77 89 11
English Learners - 90 90 10 < < < <
Military Connected < < < < 15 69 85 15
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 74 92 8 19 78 97 3
Female 21 70 91 9 19 76 95 5
Male 16 77 93 7 18 80 99 1
Asian < < < < 21 79 100 0
Black < < < < < < < <
Hispanic 10 73 83 17 - 100 100 0
White 20 75 96 4 20 79 99 1
Multiple Races 42 58 100 0 25 75 100 0
Students with Disabilities 4 60 64 36 < < < <
Students without Disabilities 21 77 97 3 20 78 98 2
Economically Disadvantaged - 77 77 23 < < 100 0
Not Economically Disadvantaged 20 74 94 6 19 78 97 3
English Learners < < < < < < 100 0
Military Connected 9 82 91 9 < < < <
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 19 71 91 9 13 73 87 13
Female 21 70 91 9 11 74 84 16
Male 18 73 91 9 15 73 88 12
Asian 23 77 100 0 < < < <
Black 20 70 90 10 < < < <
Hispanic 16 60 76 24 < < < <
White 20 73 94 6 13 78 91 9
Multiple Races 13 67 80 20 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 20 72 92 8 14 74 88 12
Economically Disadvantaged 17 83 100 0
Not Economically Disadvantaged 20 70 90 10 13 73 87 13
English Learners < < < < < < < <
Military Connected 20 60 80 20 < < < <
< = 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 27 64 91 9 20 63 83 17
Female 26 66 92 8 16 65 82 18
Male 28 63 91 9 23 60 84 16
Asian 21 69 90 10 25 52 77 23
Black 10 69 79 21 7 43 50 50
Hispanic 17 64 81 19 4 54 58 42
White 31 63 94 6 21 68 89 11
Multiple Races 29 65 95 5 32 63 95 5
Students with Disabilities 11 63 74 26 4 47 51 49
Students without Disabilities 30 64 94 6 22 65 87 13
Economically Disadvantaged 7 65 72 28 2 48 50 50
Not Economically Disadvantaged 29 64 93 7 22 64 86 14
English Learners 4 30 33 67 6 21 26 74
Military Connected 20 69 89 11 13 63 75 25
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 17 67 84 16 19 55 74 26
Female 16 67 83 17 16 57 73 27
Male 19 66 85 15 23 52 75 25
Asian 19 63 81 19 11 58 68 32
Black < < < < < < < <
Hispanic 3 67 70 30 - 29 29 71
White 19 68 87 13 23 60 82 18
Multiple Races 24 68 92 8 35 57 91 9
Students with Disabilities 19 47 66 34 7 27 33 67
Students without Disabilities 17 70 87 13 21 57 78 22
Economically Disadvantaged 10 45 55 45 - 38 38 62
Not Economically Disadvantaged 18 69 86 14 21 56 77 23
English Learners < < < < 20 10 30 70
Military Connected 17 67 83 17 < < < <
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 27 66 93 7 18 71 89 11
Female 24 71 95 5 18 72 90 10
Male 29 62 91 9 19 70 89 11
Asian < < < < 27 55 82 18
Black < < 100 0 < < < <
Hispanic 21 56 76 24 - 75 75 25
White 28 68 96 4 21 71 93 7
Multiple Races 39 61 100 0 21 71 93 7
Students with Disabilities 3 74 77 23 7 47 53 47
Students without Disabilities 31 65 96 4 19 73 92 8
Economically Disadvantaged - 72 72 28 - 62 62 38
Not Economically Disadvantaged 29 66 95 5 20 72 91 9
English Learners < < < < < < < <
Military Connected 18 82 100 0 < < 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 37 59 96 4 25 65 89 11
Female 39 59 98 2 18 69 87 13
Male 35 59 95 5 32 60 92 8
Asian 40 60 100 0 42 53 95 5
Black 7 79 86 14 17 42 58 42
Hispanic 29 71 100 0 10 65 74 26
White 44 53 97 3 23 70 93 7
Multiple Races 19 75 94 6 45 55 100 0
Students with Disabilities 6 72 78 22 4 64 68 32
Students without Disabilities 40 58 98 2 28 65 93 7
Economically Disadvantaged 15 85 100 0 6 61 67 33
Not Economically Disadvantaged 38 58 96 4 27 65 92 9
English Learners < < < < < < < <
Military Connected 30 60 90 10 6 76 82 18
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 63 98 2 - 55 55 45
Female 32 65 97 3 - 58 58 42
Male 37 62 98 2 < < < <
Asian 9 91 100 0 < < < <
Black < < 100 0 < < < <
Hispanic 25 63 88 13 < < 100 0
White 38 61 99 1 - 67 67 33
Multiple Races 38 56 94 6 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 35 63 98 2 - 63 63 38
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 36 62 98 2 - 55 55 45
English Learners < < < <
Military Connected 25 58 83 17
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 3 70 73 28 - 17 17 83
Female - 72 72 28 < < < <
Male 5 68 73 27 < < < <
Asian < < < < < < < <
Black < < < < < < < <
Hispanic - 57 57 43 < < < <
White - 87 87 13 < < < <
Students with Disabilities - 71 71 29 < < < <
Students without Disabilities 4 69 73 27 < < < <
Economically Disadvantaged - 50 50 50 < < < <
Not Economically Disadvantaged 3 77 80 20 < < < <
English Learners < < < < < < < <
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 44 51 95 5
Female 42 53 95 5
Male 46 49 95 5
Asian 42 56 98 2
Black 25 50 75 25
Hispanic 28 61 89 11
White 49 48 97 3
Multiple Races 47 48 95 5
Students with Disabilities 15 70 86 14
Students without Disabilities 49 48 96 4
Economically Disadvantaged 6 71 77 23
Not Economically Disadvantaged 47 49 96 4
English Learners 14 41 55 45
Military Connected 40 60 100 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 14 82 96 4
Female 19 77 96 4
Male 8 87 95 5
Asian < < 100 0
Black < < < <
Hispanic 16 79 95 5
White 9 89 98 2
Multiple Races 21 79 100 0
Students with Disabilities 13 73 87 13
Students without Disabilities 14 83 97 3
Economically Disadvantaged < < < <
Not Economically Disadvantaged 14 82 96 4
English Learners < < < <
Military Connected < < 100 0
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 41 52 93 7
Female 40 53 93 7
Male 42 51 93 7
Asian 30 60 90 10
Black < < 100 0
Hispanic 24 53 76 24
White 46 52 98 2
Multiple Races 56 44 100 0
Students with Disabilities 7 72 79 21
Students without Disabilities 47 49 95 5
Economically Disadvantaged - 63 63 37
Not Economically Disadvantaged 45 51 96 4
English Learners - 27 27 73
Military Connected 27 73 100 0
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 20 60 80 20
Female 29 48 76 24
Male 11 74 84 16
Asian < < 100 0
Black < < < <
Hispanic < < < <
White 24 60 84 16
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 22 61 83 17
Economically Disadvantaged < < < <
Not Economically Disadvantaged 22 61 83 17
English Learners < < 100 0
Military Connected < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 50 97 3
Male 53 44 97 3
White 53 44 98 2
Students with Disabilities 7 86 93 7
Not Economically Disadvantaged 51 47 97 3
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 65 32 98 2
Male 68 29 96 4
White 71 28 99 1
Students with Disabilities 35 53 88 12
Not Economically Disadvantaged 67 31 97 3
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division3-
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-kindergarten706451
Kindergarten165180130
Grade 1180172167
Grade 2189175162
Grade 3188189163
Grade 4175185188
Grade 5230177183
Grade 6194235157
Grade 7209209230
Grade 8196218210
Grade 9220218205
Grade 10201226218
Grade 11196207226
Grade 12208194210
Total Students2,6212,6492,500

< = 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 Students262126492500
Female124012441189
Male138114051311
American Indian222
Asian204205187
Black929286
Hispanic367374345
Native Hawaiian211
White166616681577
Multiple Races288307302
Students with Disabilities338333302
Students without Disabilities228323162198
Economically Disadvantaged230205204
Not Economically Disadvantaged239124442296
English Learners270257218
Not English Learners235123922282
Homeless4-7
Military Connected152151126
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 148 53 0 0 2 1
State 51255 36996 2098 701 4149 1959
Female Division 57 20 0 0 1 1
State 28269 16181 690 250 1331 761
Male Division 90 33 0 0 1 0
State 22980 20809 1408 451 2817 1198
Asian Division 8 6 0 0 0 0
State 5775 1305 72 12 65 35
Black Division < < < < 0 <
State 7933 10585 767 147 1019 761
Hispanic Division 10 10 0 0 0 0
State 5891 6757 237 88 1844 313
White Division 115 31 0 0 1 1
State 28755 16260 913 407 1092 761
Multiple Races Division 12 4 0 0 1 0
State 2685 1935 100 44 114 85
Students with Disabilities Division 6 16 0 0 0 0
State 1331 7347 2098 98 860 109
Economically Disadvantaged Division 10 10 0 0 0 0
State 11820 19252 1260 371 2162 1349
English Learners Division 1 10 0 0 0 0
State 1281 4093 203 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 184 54
Military Connected Division 5 4 0 0 1 0
State 2252 1403 62 15 48 37
< = 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 Students204201992019921
Female797798779811
Male124123991239911
Asian14141001410000
Black<<100<10000
Hispanic20201002010000
White148146991469911
Multiple Races171694169416
Students with Disabilities22221002210000
Economically Disadvantaged20201002010000
English Learners11111001110000
Homeless<<100<10000
Military Connected10990990110
< = 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 Taken - 290 / 34.32%248 / 28.87%
Advanced Placement Course Enrollment - 290 / 34.32%248 / 28.87%
Dual Enrollment71 / 8.61%5 / .59%0 / 0%
Governor's School Enrollment - - -
IB Course Enrollment - 390 / 46.15%222 / 25.84%
Senior Enrolled in IB Program - 42 / 4.97%50 / 5.82%

< = 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 StudentsDivision20018010
State86,21159,46231
FemaleDivision107997
State43,37932,57825
MaleDivision938113
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision19185
State6,3805,55313
BlackDivision<<100
State18,49311,40838
HispanicDivision221627
State10,8006,31841
WhiteDivision13111810
State46,06033,07528
Multiple RacesDivision21210
State4,1342,89130
Students with DisabilitiesDivision282511
State7,5273,57553
Economically DisadvantagedDivision191711
State28,17015,21546
English LearnersDivision191426
State5,2972,82847
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 AssessmentsDivision41--
 State4,0955111,508
Industry CertificationDivision103112-
 State107,23443,66048,781
Workplace ReadinessDivision145--
 State44,897--
Total Credentials EarnedDivision289112-
 State158,45744,50451,319
Students Earning One or More CredentialsDivision241112-
 State126,04439,25445,542
CTE CompletersDivision104983
 State42,22244,53939,042
State LicensuresDivision---
 State2,2313331,030
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$16,463$2,421$206
State$6,462$5,219$867
2018-2019Division$17,720$2,532$232
State$6,642$5,388$901
2019-2020Division$17,040$2,757$262
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 Students2,4221192,34771
Female1,161541,12430
Male1,261651,22241
American Indian<<<<
Asian188151793
Black747812
Hispanic3301929423
Native Hawaiian<<<<
White1,554641,50136
Multiple Races273132906
Students with Disabilities2852827815
Economically Disadvantaged2101720823
English Learners2462019120
Homeless<<<<
< = 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

-1 Offenses
  Number of 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
Asian7.89.17.723.17.5
Black3.518.23.53.4
Hispanic1418.214.138.513.8
Native Hawaiian0.100
White63.636.46330.863.1
Multiple Races1118.211.67.712.1
< = 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
Asian7.87.77.5
Black3.53.53.4
Hispanic1414.113.8
Native Hawaiian0.100
White63.66363.1
Multiple Races1111.612.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian7.87.77.5
Black3.53.53.4
Hispanic1414.113.8
Native Hawaiian0.100
White63.66363.1
Multiple Races1111.612.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 6.27.27.2
< = 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 31.647.747.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 80.479.879.8
< = 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: 11.98 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 11.72 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201921%75%2%2%
2019-202018%76%3%3%
2020-202120%76%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

Federal Graduation Indicator

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

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian100%90%84%
Black91%83%84%
Hispanic85%82%84%
White96%86%84%
Economically Disadvantaged76%81%84%
English Learners71%74%84%
Students with Disabilities94%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 Students3%4%12%10%
Asian2%5%10%10%
Black2%5%13%10%
Hispanic7%6%13%10%
White2%3%13%10%
Economically Disadvantaged10%9%15%10%
English Learners9%8%12%10%
Students with Disabilities5%7%16%10%

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

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

English Learner Progress and Proficiency

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

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

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

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

ESSA Participation Rates

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

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students96%97%96%
Asian97%96%98%
Black97%97%100%
Hispanic98%100%98%
White97%97%96%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged96%97%96%
English Learners96%99%98%
Students with Disabilities90%93%84%
Students without Disabilities97%98%97%
Female96%96%96%
Male97%98%96%
Migrant---

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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