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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
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
Mount Daniel ElementaryAccredited
Oak Street ElementaryAccredited
Middle Schools
Mary Ellen Henderson MiddleAccredited
High Schools
Meridian HighAccredited

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 34 56 90 10 34 58 92 8
Female 38 54 92 8 38 55 93 7
Male 31 57 88 12 31 60 90 10
Asian 31 57 87 13 39 58 97 3
Black 13 72 85 15 7 68 76 24
Hispanic 16 54 70 30 21 53 74 26
Native Hawaiian < < < <
White 38 55 94 6 37 58 95 5
Multiple Races 41 54 96 4 39 57 96 4
Students with Disabilities 13 44 56 44 15 53 68 32
Students without Disabilities 37 57 94 6 37 58 96 4
Economically Disadvantaged 9 50 59 41 9 55 64 36
Not Economically Disadvantaged 36 56 93 7 36 58 94 6
English Learners 6 33 39 61 12 42 54 46
Homeless < < < <
Military Connected 17 77 94 6 26 62 88 12
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 60 86 14 24 63 87 13
Female 30 67 96 4 25 60 85 15
Male 25 56 80 20 23 67 90 10
Asian 33 53 87 13 18 82 100 0
Black < < < < < < < <
Hispanic 14 57 71 29 11 61 72 28
White 29 61 90 10 25 64 89 11
Multiple Races 31 63 94 6 30 57 87 13
Students with Disabilities 9 35 43 57 11 39 50 50
Students without Disabilities 30 64 94 6 26 66 92 8
Economically Disadvantaged 8 58 67 33 < < < <
Not Economically Disadvantaged 28 60 88 12 25 64 89 11
English Learners 7 53 60 40 8 58 67 33
Military Connected < < 100 0 - 80 80 20
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 48 93 7 43 49 91 9
Female 48 48 96 4 44 50 94 6
Male 42 47 89 11 41 47 89 11
Asian 27 67 93 7 53 35 88 12
Black < < < < < < < <
Hispanic 38 46 85 15 35 40 75 25
White 46 49 95 5 41 53 94 6
Multiple Races 72 22 94 6 67 33 100 0
Students with Disabilities 23 46 69 31 23 38 62 38
Students without Disabilities 47 48 95 5 46 50 96 4
Economically Disadvantaged 20 60 80 20 20 60 80 20
Not Economically Disadvantaged 47 47 94 6 44 48 92 8
English Learners < < < < 23 38 62 38
Military Connected 25 67 92 8 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 62 90 10 30 64 94 6
Female 30 60 90 10 36 60 96 4
Male 27 64 91 9 24 67 92 8
Asian 39 50 89 11 33 67 100 0
Black < < < < < < < <
Hispanic - 58 58 42 29 57 86 14
White 30 65 95 5 31 64 95 5
Multiple Races 45 55 100 0 32 58 89 11
Students with Disabilities 14 36 50 50 20 55 75 25
Students without Disabilities 30 64 94 6 32 65 96 4
Economically Disadvantaged - 57 57 43 - 64 64 36
Not Economically Disadvantaged 31 63 93 7 32 64 96 4
English Learners < < < < < < < <
Military Connected < < < < 18 73 91 9
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 53 85 15 42 51 93 7
Female 36 50 86 14 48 48 97 3
Male 28 56 84 16 36 54 90 10
Asian - 80 80 20 50 45 95 5
Black < < < < < < < <
Hispanic 15 33 48 52 11 61 72 28
Native Hawaiian < < < <
White 43 54 97 3 47 48 96 4
Multiple Races 35 57 91 9 40 60 100 0
Students with Disabilities 18 27 45 55 9 61 70 30
Students without Disabilities 35 57 92 8 46 50 96 4
Economically Disadvantaged - 21 21 79 21 50 71 29
Not Economically Disadvantaged 36 56 92 8 43 51 95 5
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 64 90 10 25 63 89 11
Female 28 62 90 10 28 60 88 12
Male 25 65 90 10 20 69 89 11
Asian 36 57 93 7 8 92 100 0
Black < < < < < < < <
Hispanic 3 71 74 26 10 47 57 43
White 31 61 92 8 34 63 96 4
Multiple Races 30 67 97 3 21 79 100 0
Students with Disabilities 18 50 68 32 - 57 57 43
Students without Disabilities 28 66 94 6 29 64 93 7
Economically Disadvantaged - 71 71 29 - 45 45 55
Not Economically Disadvantaged 28 63 92 8 28 66 94 6
English Learners < < < < - 20 20 80
Homeless < < < <
Military Connected 21 79 100 0 20 80 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 59 90 10 29 63 93 7
Female 34 58 92 8 32 63 95 5
Male 28 60 88 12 28 63 91 9
Asian 36 45 82 18 50 50 100 0
Black < < 100 0 < < 100 0
Hispanic 21 58 79 21 20 60 80 20
White 31 60 91 9 28 66 94 6
Multiple Races 36 57 93 7 39 56 94 6
Students with Disabilities 6 44 50 50 16 49 65 35
Students without Disabilities 33 61 93 7 32 66 98 2
Economically Disadvantaged 21 57 79 21 6 59 65 35
Not Economically Disadvantaged 31 59 91 9 31 64 95 5
English Learners < < < < 20 20 40 60
Military Connected < < < < 25 50 75 25
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 45 93 7 46 49 95 5
Female 52 41 93 7 54 44 98 2
Male 42 50 92 8 39 53 92 8
Asian 33 50 83 17 42 58 100 0
Black 31 69 100 0 < < < <
Hispanic 25 53 78 22 33 50 83 17
White 56 40 95 5 49 48 98 2
Multiple Races 48 52 100 0 58 42 100 0
Students with Disabilities - 67 67 33 21 65 85 15
Students without Disabilities 52 43 95 5 52 45 97 3
Economically Disadvantaged 15 35 50 50 14 59 73 27
Not Economically Disadvantaged 51 47 97 3 50 47 98 2
English Learners < < < < 9 55 64 36
Military Connected < < 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

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 48 41 89 11
Female 56 38 94 6
Male 41 44 85 15
Asian 60 40 100 0
Black 23 31 54 46
Hispanic 26 43 69 31
White 51 42 93 7
Multiple Races 63 35 98 2
Students with Disabilities 30 41 71 29
Students without Disabilities 52 41 93 7
Economically Disadvantaged 36 42 79 21
Not Economically Disadvantaged 49 41 90 10
English Learners 15 45 60 40
Military Connected 60 33 93 7
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 48 42 89 11
Female 50 44 94 6
Male 46 40 85 15
Asian 57 43 100 0
Black < < < <
Hispanic 19 55 74 26
White 50 41 91 9
Multiple Races 64 33 97 3
Students with Disabilities 41 35 76 24
Students without Disabilities 49 43 92 8
Economically Disadvantaged 64 21 86 14
Not Economically Disadvantaged 46 43 89 11
English Learners < < < <
Military Connected 60 30 90 10
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 40 89 11
Female 62 32 94 6
Male 37 48 85 15
Asian 63 38 100 0
Black < < < <
Hispanic 32 32 65 35
White 51 43 95 5
Multiple Races 61 39 100 0
Students with Disabilities 21 46 67 33
Students without Disabilities 56 39 95 5
Economically Disadvantaged 16 58 74 26
Not Economically Disadvantaged 52 38 91 9
English Learners 9 36 45 55
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 19 65 84 16 25 62 87 13
Female 17 67 84 16 23 64 88 12
Male 20 63 83 17 27 61 87 13
Asian 26 61 87 13 21 75 95 5
Black 7 49 56 44 4 60 65 35
Hispanic 8 54 61 39 15 52 67 33
Native Hawaiian < < < < < < < <
White 20 68 88 12 28 64 91 9
Multiple Races 23 67 90 10 30 59 90 10
Students with Disabilities 6 44 49 51 12 44 56 44
Students without Disabilities 20 68 88 12 27 65 92 8
Economically Disadvantaged 4 43 47 53 7 52 59 41
Not Economically Disadvantaged 20 67 87 13 26 63 90 10
English Learners 3 38 41 59 8 45 53 48
Homeless < < < <
Military Connected 17 63 80 20 22 63 85 15
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 56 84 16 25 61 86 14
Female 27 61 88 12 16 65 81 19
Male 27 54 81 19 35 57 91 9
Asian 43 36 79 21 9 91 100 0
Black < < < < < < < <
Hispanic 16 48 64 36 16 53 68 32
White 29 61 90 10 29 60 89 11
Multiple Races 29 65 94 6 26 61 87 13
Students with Disabilities 4 48 52 48 11 44 56 44
Students without Disabilities 31 58 89 11 27 63 90 10
Economically Disadvantaged 15 46 62 38 < < < <
Not Economically Disadvantaged 28 57 86 14 27 62 89 11
English Learners 6 50 56 44 8 50 58 42
Military Connected < < 100 0 20 50 70 30
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 55 90 10 35 53 88 12
Female 29 64 93 7 26 61 87 13
Male 42 45 87 13 41 47 89 11
Asian 25 63 88 13 29 59 88 12
Black < < < < < < < <
Hispanic 38 38 77 23 29 38 67 33
White 34 60 93 7 35 57 93 7
Multiple Races 56 33 89 11 53 40 93 7
Students with Disabilities 8 54 62 38 8 50 58 42
Students without Disabilities 37 56 93 8 40 54 94 6
Economically Disadvantaged 20 60 80 20 18 36 55 45
Not Economically Disadvantaged 36 55 91 9 36 54 91 9
English Learners < < < < 27 33 60 40
Military Connected 42 25 67 33 < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 51 87 13 38 55 92 8
Female 33 52 85 15 38 56 94 6
Male 38 50 88 12 37 54 90 10
Asian 53 32 84 16 27 73 100 0
Black < < < < < < < <
Hispanic 9 45 55 45 31 38 69 31
White 38 56 94 6 39 56 95 5
Multiple Races 43 48 91 9 50 40 90 10
Students with Disabilities - 50 50 50 20 55 75 25
Students without Disabilities 39 51 90 10 40 55 95 5
Economically Disadvantaged - 57 57 43 8 69 77 23
Not Economically Disadvantaged 39 50 89 11 40 54 94 6
English Learners 10 50 60 40 < < < <
Military Connected < < 100 0 36 55 91 9
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 57 62 38 17 60 77 23
Female 5 59 64 36 21 63 84 16
Male 3 56 58 42 13 57 70 30
Asian < < < < 8 75 83 17
Black < < < < < < < <
Hispanic - 29 29 71 6 44 50 50
Native Hawaiian < < < <
White 6 70 77 23 23 62 85 15
Multiple Races 7 64 71 29 6 56 63 38
Students with Disabilities - 12 12 88 - 32 32 68
Students without Disabilities 5 68 73 27 20 66 86 14
Economically Disadvantaged - 7 7 93 18 45 64 36
Not Economically Disadvantaged 5 66 71 29 17 62 78 22
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 76 24 23 58 80 20
Female 6 76 82 18 18 59 77 23
Male 8 63 70 30 28 55 84 16
Asian < < < < 29 71 100 0
Black < < < < < < < <
Hispanic 4 54 58 42 - 50 50 50
White 9 72 81 19 28 59 87 13
Multiple Races 6 78 83 17 33 57 90 10
Students with Disabilities 10 39 48 52 6 38 44 56
Students without Disabilities 6 76 82 18 25 60 85 15
Economically Disadvantaged - 33 33 67 - 48 48 52
Not Economically Disadvantaged 8 73 80 20 27 59 86 14
English Learners < < < < - 17 17 83
Homeless < < < <
Military Connected < < < < 18 73 91 9
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 76 79 21 24 59 84 16
Female 4 79 83 17 25 62 87 13
Male 3 73 75 25 23 57 80 20
Asian 8 77 85 15 < < 100 0
Black < < < < < < < <
Hispanic - 74 74 26 8 62 69 31
White 5 74 78 22 27 59 86 14
Multiple Races - 90 90 10 40 44 84 16
Students with Disabilities - 44 44 56 12 35 47 53
Students without Disabilities 4 80 84 16 27 65 92 8
Economically Disadvantaged - 50 50 50 6 38 44 56
Not Economically Disadvantaged 4 78 82 18 26 61 88 13
English Learners < < < < - 33 33 67
Military Connected < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 74 86 14 14 77 91 9
Female 12 69 81 19 15 78 93 7
Male 11 79 90 10 13 76 89 11
Asian < < 100 0 10 85 95 5
Black < < < < - 50 50 50
Hispanic - 58 58 42 22 61 83 17
White 11 77 88 12 12 83 95 5
Multiple Races 17 76 93 7 26 74 100 0
Students with Disabilities 8 50 58 42 16 58 74 26
Students without Disabilities 12 76 88 12 14 80 93 7
Economically Disadvantaged - 36 36 64 8 75 83 17
Not Economically Disadvantaged 12 77 89 11 14 77 92 8
English Learners < < < < - 70 70 30
Military Connected 15 69 85 15 9 73 82 18
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 78 97 3 24 73 97 3
Female 19 76 95 5 25 72 96 4
Male 18 80 99 1 24 73 97 3
Asian 21 79 100 0 < < 100 0
Black < < < < < < < <
Hispanic - 100 100 0 < < 100 0
White 20 79 99 1 27 69 97 3
Multiple Races 25 75 100 0 12 88 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 20 78 98 2 23 74 97 3
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 19 78 97 3 25 73 98 2
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 87 13 14 82 96 4
Female 11 74 84 16 19 76 95 5
Male 15 73 88 12 10 87 97 3
Asian < < < < < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < 100 0
White 13 78 91 9 11 84 95 5
Multiple Races < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities 14 74 88 12 14 82 96 4
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 13 73 87 13 14 82 96 4
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 20 63 83 17 23 65 88 12
Female 16 65 82 18 20 68 88 12
Male 23 60 84 16 25 62 87 13
Asian 25 52 77 23 17 74 91 9
Black 7 43 50 50 - 73 73 27
Hispanic 4 54 58 42 12 57 69 31
White 21 68 89 11 26 65 92 8
Multiple Races 32 63 95 5 24 65 89 11
Students with Disabilities 4 47 51 49 19 43 62 38
Students without Disabilities 22 65 87 13 23 68 91 9
Economically Disadvantaged 2 48 50 50 4 53 57 43
Not Economically Disadvantaged 22 64 86 14 24 66 90 10
English Learners 6 21 26 74 - 43 43 57
Military Connected 13 63 75 25 26 57 83 17
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 55 74 26 28 56 84 16
Female 16 57 73 27 26 55 81 19
Male 23 52 75 25 30 58 88 12
Asian 11 58 68 32 13 73 87 13
Black < < < < < < < <
Hispanic - 29 29 71 31 31 63 38
White 23 60 82 18 29 58 87 13
Multiple Races 35 57 91 9 37 53 89 11
Students with Disabilities 7 27 33 67 21 47 68 32
Students without Disabilities 21 57 78 22 29 57 86 14
Economically Disadvantaged - 38 38 62 15 38 54 46
Not Economically Disadvantaged 21 56 77 23 29 57 86 14
English Learners 20 10 30 70 < < < <
Military Connected < < < < 36 45 82 18
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 89 11 19 69 88 12
Female 18 72 90 10 14 76 91 9
Male 19 70 89 11 24 63 87 13
Asian 27 55 82 18 21 79 100 0
Black < < < < < < < <
Hispanic - 75 75 25 6 71 77 23
White 21 71 93 7 22 69 91 9
Multiple Races 21 71 93 7 25 61 86 14
Students with Disabilities 7 47 53 47 11 47 58 42
Students without Disabilities 19 73 92 8 21 73 94 6
Economically Disadvantaged - 62 62 38 - 50 50 50
Not Economically Disadvantaged 20 72 91 9 21 70 91 9
English Learners < < < < - 36 36 64
Military Connected < < 100 0 8 75 83 17
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 65 89 11 25 69 94 6
Female 18 69 87 13 22 75 97 3
Male 32 60 92 8 27 63 90 10
Asian 42 53 95 5 20 80 100 0
Black 17 42 58 42 < < < <
Hispanic 10 65 74 26 11 61 71 29
White 23 70 93 7 30 67 98 2
Multiple Races 45 55 100 0 19 78 96 4
Students with Disabilities 4 64 68 32 31 31 63 38
Students without Disabilities 28 65 93 7 24 72 96 4
Economically Disadvantaged 6 61 67 33 - 65 65 35
Not Economically Disadvantaged 27 65 92 9 27 69 96 4
English Learners < < < < - 69 69 31
Military Connected 6 76 82 18 40 50 90 10
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 55 55 45 5 79 84 16
Female - 58 58 42 < < < <
Male < < < < 10 70 80 20
Asian < < < < < < 100 0
Black < < < <
Hispanic < < 100 0
White - 67 67 33 8 83 92 8
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities - 63 63 38 5 79 84 16
Not Economically Disadvantaged - 55 55 45 5 79 84 16
English Learners < < < < < < 100 0
Military Connected < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 17 17 83 - 44 44 56
Female < < < < < < < <
Male < < < < - 55 55 45
Asian < < < < < < < <
Black < < < < < < 100 0
Hispanic < < < < < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 43 43 57
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < - 38 38 62
English Learners < < < < - 27 27 73
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

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 36 53 89 11
Female 34 54 89 11
Male 38 51 89 11
Asian 33 55 88 12
Black 20 45 65 35
Hispanic 23 48 70 30
White 39 55 94 6
Multiple Races 45 49 94 6
Students with Disabilities 18 50 68 32
Students without Disabilities 39 53 93 7
Economically Disadvantaged 11 47 58 42
Not Economically Disadvantaged 38 53 92 8
English Learners 11 37 47 53
Homeless < < < <
Military Connected 34 55 90 10
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 83 91 9
Female 10 80 90 10
Male 8 85 92 8
Asian < < 100 0
Black < < < <
Hispanic < < 100 0
White 8 85 92 8
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 11 79 89 11
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 10 81 90 10
English Learners < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 61 95 5
Female 33 65 98 2
Male 35 58 93 7
Asian 36 64 100 0
Black < < 100 0
Hispanic 23 57 80 20
White 35 62 97 3
Multiple Races 46 51 97 3
Students with Disabilities 21 55 76 24
Students without Disabilities 36 62 98 2
Economically Disadvantaged 24 47 71 29
Not Economically Disadvantaged 35 62 97 3
English Learners - 40 40 60
Military Connected 42 50 92 8
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 62 67 33
Female 5 65 70 30
Male 6 56 61 39
Asian < < < <
Black < < < <
Hispanic < < < <
White 3 83 86 14
Multiple Races < < < <
Students with Disabilities < < 100 0
Students without Disabilities 5 59 65 35
Economically Disadvantaged < < < <
Not Economically Disadvantaged 5 63 68 32
English Learners < < < <
Military Connected < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 49 86 14
Female 38 45 84 16
Male 34 55 89 11
Asian 17 75 92 8
Black < < < <
Hispanic 19 41 59 41
White 44 49 93 7
Multiple Races 40 52 92 8
Students with Disabilities 14 33 48 52
Students without Disabilities 40 52 92 8
Economically Disadvantaged - 39 39 61
Not Economically Disadvantaged 41 51 92 8
English Learners < < < <
Homeless < < < <
Military Connected 30 60 90 10
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 39 90 10
Female 43 46 89 11
Male 56 34 90 10
Asian 47 35 82 18
Black < < < <
Hispanic 33 50 83 17
White 52 41 92 8
Multiple Races 67 27 93 7
Students with Disabilities 21 46 67 33
Students without Disabilities 56 38 93 7
Economically Disadvantaged < < < <
Not Economically Disadvantaged 52 38 90 10
English Learners 27 45 73 27
Military Connected < < 100 0
Geography 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
Division-5
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-kindergarten515463
Kindergarten130157131
Grade 1167150175
Grade 2162179155
Grade 3163165187
Grade 4188174161
Grade 5183179178
Grade 6157182201
Grade 7230176193
Grade 8210228188
Grade 9205223242
Grade 10218205226
Grade 11226196199
Grade 12210225208
Total Students2,5002,4932,507

< = 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 Students250024932507
Female118912091214
Male131112831282
American Indian212
Asian187176180
Black868379
Hispanic345332309
Native Hawaiian111
White157715961614
Multiple Races302304322
Students with Disabilities302281289
Students without Disabilities219822122218
Economically Disadvantaged204199166
Not Economically Disadvantaged229622942341
English Learners218193197
Not English Learners228223002310
Homeless733
Military Connected12611498
Foster Care231
< = 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 161 59 0 1 1 1
State 52170 36661 2122 745 5113 1898
Female Division 80 30 0 1 1 0
State 28666 15796 664 262 1814 769
Male Division 81 29 0 0 0 1
State 23482 20836 1455 483 3297 1128
Asian Division 10 5 0 0 0 0
State 6086 1308 80 10 86 38
Black Division 8 4 0 0 0 0
State 8348 9965 761 162 1156 732
Hispanic Division 15 18 0 0 1 0
State 6301 7052 288 78 2283 404
White Division 111 27 0 0 0 1
State 28378 16223 879 440 1367 628
Multiple Races Division 17 5 0 1 0 0
State 2870 1987 106 54 196 88
Students with Disabilities Division 8 15 0 1 0 1
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 9 14 0 0 1 0
State 12249 19238 1246 413 2873 1301
English Learners Division 2 8 0 0 1 0
State 1453 3818 259 23 1873 155
Homeless Division < < < < 0 <
State 183 580 38 11 180 55
Military Connected Division < < < < 0 <
State 2323 1295 41 16 47 26
< = 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 Students2232209922210010
Female112110981119911
Male1111109911110000
Asian15151001510000
Black12121001210000
Hispanic343397339713
White1391389913910000
Multiple Races2322962310000
Students with Disabilities2523922510000
Economically Disadvantaged242396239614
English Learners111091109119
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken290 / 34.32%248 / 28.87%249 / 29.33%
Advanced Placement Course Enrollment290 / 34.32%248 / 28.87%249 / 29.33%
Dual Enrollment5 / .59%0 / 0%0 / 0%
Governor's School Enrollment - - -
IB Course Enrollment390 / 46.15%222 / 25.84%278 / 32.74%
Senior Enrolled in IB Program42 / 4.97%50 / 5.82%65 / 7.66%

< = 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
State86,21159,46331
FemaleDivision107997
State43,37932,57925
MaleDivision938113
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision19185
State6,3805,55313
BlackDivision<<100
State18,49311,40838
HispanicDivision221627
State10,7996,31841
WhiteDivision13111810
State46,06133,07628
Multiple RacesDivision21210
State4,1342,89130
Students with DisabilitiesDivision282511
State7,5273,57553
Economically DisadvantagedDivision191711
State28,16915,21546
English LearnersDivision191426
State5,2962,82847
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
2019-20202020-20212021-2022
Industry CertificationDivision112--
 State43,66051,68595,688
Workplace ReadinessDivision181097
 State26,62716,88544,348
Total Credentials EarnedDivision1301097
 State71,13171,189143,862
Students Earning One or More CredentialsDivision1251097
 State62,89960,992115,682
CTE CompletersDivision4983153
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision---
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

< = 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$17,720$2,532$232
State$6,642$5,388$901
2019-2020Division$17,040$2,757$262
State$6,770$5,603$867
2020-2021Division$17,487$3,147$653
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 Students2,347712,272193
Female1,124301,10887
Male1,222411,163106
American Indian<<<<
Asian179315914
Black812766
Hispanic2942327246
Native Hawaiian<<<<
White1,501361,477107
Multiple Races290628719
Students with Disabilities2781527540
Economically Disadvantaged2082316431
English Learners1912016038
Homeless<<<<
< = 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

-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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian7.723.17.5
Black3.53.4
Hispanic14.138.513.8
Native Hawaiian00
White6330.863.1
Multiple Races11.67.712.1
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian7.77.5
Black3.53.4
Hispanic14.113.8
Native Hawaiian00
White6363.1
Multiple Races11.612.1
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian7.77.5
Black3.53.4
Hispanic14.113.8
Native Hawaiian00
White6363.1
Multiple Races11.612.1
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 7.27.27.2
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 47.747.747.7
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 79.879.879.8
< = 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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202018%75%4%3%
2020-202119%76%2%3%
2021-202220%76%1%3%
< = 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 Students90%91%--
Asian93%90%--
Black80%82%--
Hispanic72%77%--
White93%94%--
Multiple Races95%94%--
Economically Disadvantaged61%64%--
English Learners62%64%--
Students with Disabilities64%67%--

< = 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 Students87%89%--
Asian93%92%--
Black76%77%--
Hispanic66%72%--
White91%93%--
Multiple Races87%91%--
Economically Disadvantaged58%62%--
English Learners62%66%--
Students with Disabilities55%63%--

< = 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 Students88%
Asian90%
Black76%
Hispanic77%
White91%
Multiple Races88%
Economically Disadvantaged61%
English Learners51%
Students with Disabilities62%

< = 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 Students97%84%84%
Asian93%90%84%
Black<82%84%
Hispanic95%82%84%
White99%86%84%
Multiple Races89%89%84%
Economically Disadvantaged95%80%84%
English Learners89%71%84%
Students with Disabilities91%65%84%
Homeless<--
Foster Care---

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 Students8%6%13%10%
Asian8%8%10%10%
Black7%7%14%10%
Hispanic14%8%14%10%
White7%5%14%10%
Multiple Races6%6%15%10%
Economically Disadvantaged16%12%17%10%
English Learners19%11%13%10%
Students with Disabilities13%9%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 Progress58%50%58%
English Learner Proficiency17%--

< = 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 Progress437458%
English Learner Proficiency2212617%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%100%-98%2%
Asian96%4%98%2%95%5%
Black98%2%100%-91%9%
Hispanic99%1%99%1%96%4%
White99%1%100%-99%1%
Multiple Races99%1%100%-99%1%
Economically Disadvantaged99%1%99%1%92%8%
Not Economically Disadvantaged99%1%100%-100%-
English Learners99%1%98%2%93%7%
Students with Disabilities98%2%99%1%91%9%
Students without Disabilities99%1%100%-100%-
Female99%1%99%1%99%1%
Male99%1%100%-100%-
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 Students94%92%
Asian99%99%
Black83%85%
Hispanic83%82%
White96%94%
Multiple Races97%91%
Economically Disadvantaged79%80%
English Learners81%81%
Students with Disabilities77%70%

< = 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

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​​​
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