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.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Mount Daniel Elementary	Accredited
Oak Street Elementary	Accredited
Middle Schools
Mary Ellen Henderson Middle	Accredited
High Schools
Meridian High	Accredited

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.

select test

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

	2020-2021	2021-2022
Division	-	5
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	51	54	63
Kindergarten	130	157	131
Grade 1	167	150	175
Grade 2	162	179	155
Grade 3	163	165	187
Grade 4	188	174	161
Grade 5	183	179	178
Grade 6	157	182	201
Grade 7	230	176	193
Grade 8	210	228	188
Grade 9	205	223	242
Grade 10	218	205	226
Grade 11	226	196	199
Grade 12	210	225	208
Total Students	2,500	2,493	2,507

< = 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	2020-2021	2021-2022	2022-2023
All Students	2500	2493	2507
Female	1189	1209	1214
Male	1311	1283	1282
American Indian	2	1	2
Asian	187	176	180
Black	86	83	79
Hispanic	345	332	309
Native Hawaiian	1	1	1
White	1577	1596	1614
Multiple Races	302	304	322
Students with Disabilities	302	281	289
Students without Disabilities	2198	2212	2218
Economically Disadvantaged	204	199	166
Not Economically Disadvantaged	2296	2294	2341
English Learners	218	193	197
Not English Learners	2282	2300	2310
Homeless	7	3	3
Military Connected	126	114	98
Foster Care	2	3	1
< = 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	52168	36669	2129	747	5100	1879
Female	Division	80	30	0	1	1	0
	State	28664	15798	666	263	1813	760
Male	Division	81	29	0	0	0	1
	State	23482	20842	1460	484	3285	1118
Asian	Division	10	5	0	0	0	0
	State	6086	1308	81	11	85	37
Black	Division	8	4	0	0	0	0
	State	8347	9965	765	162	1156	730
Hispanic	Division	15	18	0	0	1	0
	State	6301	7054	289	79	2275	395
White	Division	111	27	0	0	0	1
	State	28377	16228	880	440	1364	623
Multiple Races	Division	17	5	0	1	0	0
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	8	15	0	1	0	1
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	9	14	0	0	1	0
	State	12248	19244	1249	413	2860	1292
English Learners	Division	2	8	0	0	1	0
	State	1452	3819	261	24	1863	151
Homeless	Division	<	<	<	<	0	<
	State	183	581	38	11	180	54
Military Connected	Division	<	<	<	<	0	<
	State	2322	1295	41	17	46	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 Students	223	220	99	222	100	1	0
Female	112	110	98	111	99	1	1
Male	111	110	99	111	100	0	0
Asian	15	15	100	15	100	0	0
Black	12	12	100	12	100	0	0
Hispanic	34	33	97	33	97	1	3
White	139	138	99	139	100	0	0
Multiple Races	23	22	96	23	100	0	0
Students with Disabilities	25	23	92	25	100	0	0
Economically Disadvantaged	24	23	96	23	96	1	4
English Learners	11	10	91	10	91	1	9
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
< = 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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	290 / 34.32%	248 / 28.87%	249 / 29.33%
Advanced Placement Course Enrollment	290 / 34.32%	248 / 28.87%	249 / 29.33%
Dual Enrollment	5 / .59%	0 / 0%	0 / 0%
Governor's School Enrollment	-	-	-
IB Course Enrollment	390 / 46.15%	222 / 25.84%	278 / 32.74%
Senior Enrolled in IB Program	42 / 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 Students	Division	200	180	10
	State	86,211	59,463	31
Female	Division	107	99	7
	State	43,379	32,579	25
Male	Division	93	81	13
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	19	18	5
	State	6,380	5,553	13
Black	Division	<	<	100
	State	18,493	11,408	38
Hispanic	Division	22	16	27
	State	10,799	6,318	41
White	Division	131	118	10
	State	46,061	33,076	28
Multiple Races	Division	21	21	0
	State	4,134	2,891	30
Students with Disabilities	Division	28	25	11
	State	7,527	3,575	53
Economically Disadvantaged	Division	19	17	11
	State	28,169	15,215	46
English Learners	Division	19	14	26
	State	5,296	2,828	47
Native Hawaiian	Division	-	-	100
	State	124	82	34
< = 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
		2019-2020	2020-2021	2021-2022
Industry Certification	Division	112	-	-
	State	43,660	51,685	95,688
Workplace Readiness	Division	18	10	97
	State	26,627	16,885	44,348
Total Credentials Earned	Division	130	10	97
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	125	10	97
	State	62,899	60,992	115,682
CTE Completers	Division	49	83	153
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	-	-
	State	333	1,077	1,236
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	917	302	761

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	65.7	66.4	65.5

Per-Pupil Spending

2021-2022 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
2018-2019	Division	$17,720	$2,532	$232
	State	$6,642	$5,388	$901
2019-2020	Division	$17,040	$2,757	$262
	State	$6,770	$5,603	$867
2020-2021	Division	$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 Students	2,347	71	2,272	193
Female	1,124	30	1,108	87
Male	1,222	41	1,163	106
American Indian	<	<	<	<
Asian	179	3	159	14
Black	81	2	76	6
Hispanic	294	23	272	46
Native Hawaiian	<	<	<	<
White	1,501	36	1,477	107
Multiple Races	290	6	287	19
Students with Disabilities	278	15	275	40
Economically Disadvantaged	208	23	164	31
English Learners	191	20	160	38
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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.1
Asian	7.7	23.1	7.5
Black	3.5		3.4
Hispanic	14.1	38.5	13.8
Native Hawaiian	0		0
White	63	30.8	63.1
Multiple Races	11.6	7.7	12.1
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1
Asian	7.7		7.5
Black	3.5		3.4
Hispanic	14.1		13.8
Native Hawaiian	0		0
White	63		63.1
Multiple Races	11.6		12.1
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1
Asian	7.7		7.5
Black	3.5		3.4
Hispanic	14.1		13.8
Native Hawaiian	0		0
White	63		63.1
Multiple Races	11.6		12.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	7.2	7.2	7.2
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	47.7	47.7	47.7
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	79.8	79.8	79.8
< = 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.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 10.76 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 12.2 : 1

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
2019-2020	18%	75%	4%	3%
2020-2021	19%	76%	2%	3%
2021-2022	20%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	90%	91%	75%	88%
Asian	93%	90%	91%	88%
Black	80%	82%	60%	88%
Hispanic	72%	77%	59%	88%
White	93%	94%	83%	88%
Multiple Races	95%	94%	81%	88%
Economically Disadvantaged	61%	64%	59%	88%
English Learners	62%	64%	47%	88%
Students with Disabilities	64%	67%	43%	88%

< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	87%	89%	70%	85%
Asian	93%	92%	90%	85%
Black	76%	77%	51%	85%
Hispanic	66%	72%	53%	85%
White	91%	93%	79%	85%
Multiple Races	87%	91%	73%	85%
Economically Disadvantaged	58%	62%	52%	85%
English Learners	62%	66%	46%	85%
Students with Disabilities	55%	63%	40%	85%

< = 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 Group	Current Rate
All Students	88%
Asian	90%
Black	76%
Hispanic	77%
White	91%
Multiple Races	88%
Economically Disadvantaged	61%
English Learners	51%
Students with Disabilities	62%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	97%	84%	84%
Asian	93%	90%	84%
Black	<	82%	84%
Hispanic	95%	82%	84%
White	99%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	95%	80%	84%
English Learners	89%	71%	84%
Students with Disabilities	91%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	8%	6%	13%	10%
Asian	8%	8%	10%	10%
Black	7%	7%	14%	10%
Hispanic	14%	8%	14%	10%
White	7%	5%	14%	10%
Multiple Races	6%	6%	15%	10%
Economically Disadvantaged	16%	12%	17%	10%
English Learners	19%	11%	13%	10%
Students with Disabilities	13%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	58%	50%	58%
English Learner Proficiency	17%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	43	74	58%
English Learner Proficiency	22	126	17%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	100%	-	98%	2%
Asian	96%	4%	98%	2%	95%	5%
Black	98%	2%	100%	-	91%	9%
Hispanic	99%	1%	99%	1%	96%	4%
White	99%	1%	100%	-	99%	1%
Multiple Races	99%	1%	100%	-	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	92%	8%
Not Economically Disadvantaged	99%	1%	100%	-	100%	-
English Learners	99%	1%	98%	2%	93%	7%
Students with Disabilities	98%	2%	99%	1%	91%	9%
Students without Disabilities	99%	1%	100%	-	100%	-
Female	99%	1%	99%	1%	99%	1%
Male	99%	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 Group	Growth English Reading	Growth Mathematics
All Students	94%	92%
Asian	99%	99%
Black	83%	85%
Hispanic	83%	82%
White	96%	94%
Multiple Races	97%	91%
Economically Disadvantaged	79%	80%
English Learners	81%	81%
Students with Disabilities	77%	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.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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