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Fauquier County Public Schools

General school information

Division: Fauquier County Public Schools
Division Number: 30
Address: 320 Hospital Drive Suite 40 Warrenton, VA 20186-3037
Superintendent: Dr. David Jeck
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

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 57 77 23
Female 24 59 83 17
Male 16 55 71 29
American Indian < < < <
Asian 31 58 89 11
Black 9 47 56 44
Hispanic 12 54 66 34
Native Hawaiian < < 100 0
White 22 59 81 19
Multiple Races 17 60 78 22
Students with Disabilities 15 27 42 58
Students without Disabilities 20 62 82 18
Economically Disadvantaged 9 53 61 39
Not Economically Disadvantaged 23 58 82 18
English Learners - 17 17 83
Homeless - 41 41 59
Military Connected 12 60 72 28
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31
Female 18 59 77 23
Male 11 51 62 38
Asian 30 60 90 10
Hispanic 8 49 57 43
White 16 57 73 27
Students with Disabilities 13 16 29 71
Not Economically Disadvantaged 18 57 75 25
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17
Female 29 59 88 12
Male 20 59 78 22
American Indian < < < <
Asian 31 56 88 13
Black 11 51 62 38
Hispanic 16 58 74 26
Native Hawaiian < < 100 0
White 28 60 88 12
Multiple Races 11 67 78 22
Students with Disabilities 17 34 50 50
Students without Disabilities 26 63 89 11
Economically Disadvantaged 12 57 69 31
Not Economically Disadvantaged 28 59 87 13
English Learners - 18 18 82
Homeless - 56 56 44
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

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

2018-20192020-2021
Division106
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten141165111
Kindergarten722742633
Grade 1783725653
Grade 2775786651
Grade 3775778703
Grade 4768773723
Grade 5873799728
Grade 6837889751
Grade 7875845843
Grade 8848872797
Grade 9981958903
Grade 10894970940
Grade 11937880914
Grade 12980999942
Post Graduate--7
Total Students11,18911,18110,299

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students111891118110299
Female538253624911
Male580758195388
American Indian141412
Asian185175165
Black852855789
Hispanic191319782017
Native Hawaiian161510
White760074856679
Multiple Races609659627
Students with Disabilities156515861504
Students without Disabilities962495958795
Economically Disadvantaged284729412601
Not Economically Disadvantaged834282407698
English Learners101010131040
Not English Learners10179101689259
Homeless202187131
Military Connected161194151
Foster Care132624
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 451 424 15 5 18 13
State 51295 36973 2078 699 4153 1962
Female Division 244 185 2 1 5 7
State 28290 16169 687 250 1331 757
Male Division 207 239 13 4 13 6
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 18 4 0 0 0 0
State 5778 1304 69 12 65 34
Black Division 19 49 5 0 4 0
State 7939 10584 760 145 1021 763
Hispanic Division 45 77 0 1 7 3
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 351 270 10 4 6 10
State 28772 16247 907 407 1091 763
Multiple Races Division 16 23 0 0 1 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 6 112 15 2 4 3
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 67 138 4 4 10 4
State 11835 19243 1250 370 2163 1354
English Learners Division 6 32 0 0 6 1
State 1286 4091 201 19 1534 65
Homeless Division 2 6 0 1 0 1
State 166 486 49 19 184 55
Military Connected Division 9 5 0 0 0 0
State 2252 1404 60 15 48 38
Foster Care Division < < < < 0 <
State 20 159 25 11 64 24
< = 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 Students9268909689997182
Female444431974369851
Male4824599546396133
American Indian<<100<10000
Asian22221002210000
Black777395739545
Hispanic133122921259475
Native Hawaiian<<100<10000
White651631976379861
Multiple Races403998399813
Students with Disabilities142133941359543
Economically Disadvantaged2272099221394104
English Learners4538843987613
Homeless1088099000
Military Connected14141001410000
Foster Care<<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 2018-20192019-20202020-2021
Advanced Placement Test Taken1,115 / 29.43%703 / 18.47% -
Advanced Placement Course Enrollment1,140 / 30.09%1,208 / 31.73%1,066 / 28.85%
Dual Enrollment1,044 / 27.55%1,054 / 27.69%954 / 25.82%
Governor's School Enrollment69 / 1.82%70 / 1.84%69 / 1.87%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision89964029
State86,21159,46231
FemaleDivision44134222
State43,37932,57825
MaleDivision45829835
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision181517
State6,3805,55313
BlackDivision653152
State18,49311,40838
HispanicDivision1217240
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision66049725
State46,06033,07528
Multiple RacesDivision312326
State4,1342,89130
Students with DisabilitiesDivision874054
State7,5273,57553
Economically DisadvantagedDivision1758949
State28,17015,21546
English LearnersDivision331167
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
State LicensuresDivision43-5
 State2,2313331,030
Industry CertificationDivision1,093443717
 State107,23443,66048,781
Workplace ReadinessDivision265--
 State44,897--
Total Credentials EarnedDivision1,401443722
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,194415706
 State126,04439,25445,542
CTE CompletersDivision586563515
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision-14-
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$8,111$4,221$565
State$6,462$5,219$867
2018-2019Division$9,007$4,216$559
State$6,642$5,388$901
2019-2020Division$8,610$4,395$541
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students10,2707169,742388
Female4,9463334,680154
Male5,3243835,062234
American Indian140101
Asian17841700
Black7596872362
Hispanic1,7641391,878114
Native Hawaiian14282
White6,9864666,367170
Multiple Races5553758639
Students with Disabilities1,3741591,399103
Economically Disadvantaged2,7833513,117288
English Learners9637798171
Homeless1904314028
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 12
Other Offenses Against Persons 13
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.50.10.30.1
Asian1.71.60.31.6
Black7.617.47.618.77.75.3
Hispanic17.113.517.714.619.610.5
Native Hawaiian0.10.10.1
White67.962.466.955.864.973.7
Multiple Races5.46.25.910.26.110.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian1.741.61.6
Black7.6167.623.37.7
Hispanic17.12017.73.319.6
Native Hawaiian0.10.10.1
White67.95666.96064.9
Multiple Races5.445.913.36.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian1.71.61.6
Black7.67.67.7
Hispanic17.117.719.6
Native Hawaiian0.10.10.1
White67.910066.964.9
Multiple Races5.45.96.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 26.927.427.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 3840.540.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 7271.371.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data