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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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
C. Hunter Ritchie ElementaryAccredited
C.M. Bradley ElementaryAccredited
Claude Thompson ElementaryAccredited
Grace Miller ElementaryAccredited
Greenville ElementaryAccredited
H.M. Pearson ElementaryAccredited with Conditions
James G. Brumfield ElementaryAccredited
Margaret M. Pierce ElementaryAccredited
Mary Walter ElementaryAccredited
P.B. Smith ElementaryAccredited
W.G. Coleman ElementaryAccredited
Middle Schools
Auburn MiddleAccredited
Cedar Lee MiddleAccredited
Marshall MiddleAccredited
W.C. Taylor MiddleAccredited
Warrenton MiddleAccredited
High Schools
Fauquier HighAccredited
Kettle Run HighAccredited
Liberty HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 68 32 11 63 73 27
Female 12 59 72 28 11 65 77 23
Male 11 54 65 35 10 60 70 30
American Indian < < < < < < 100 0
Asian 20 48 69 31 19 66 85 15
Black 9 45 54 46 7 51 58 42
Hispanic 6 50 56 44 6 56 62 38
Native Hawaiian < < < < < < < <
White 13 61 74 26 12 66 78 22
Multiple Races 11 56 67 33 11 64 74 26
Students with Disabilities 11 31 43 57 8 36 44 56
Students without Disabilities 12 61 72 28 11 67 78 22
Economically Disadvantaged 5 47 52 48 5 53 58 42
Not Economically Disadvantaged 15 61 76 24 13 66 79 21
English Learners - 22 22 78 2 26 28 72
Homeless 5 25 30 70 5 39 45 55
Military Connected 8 74 82 18 11 70 81 19
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 56 63 37 8 58 66 34
Female 8 59 67 33 10 59 69 31
Male 8 52 60 40 6 56 63 37
American Indian < < 100 0
Asian - 67 67 33 20 30 50 50
Black 3 53 55 45 6 42 48 52
Hispanic 4 42 46 54 6 48 53 47
White 10 59 69 31 9 64 73 27
Multiple Races 7 64 71 29 13 57 70 30
Students with Disabilities 10 37 47 53 4 38 42 58
Students without Disabilities 8 58 66 34 9 61 70 30
Economically Disadvantaged 3 42 45 55 1 45 47 53
Not Economically Disadvantaged 10 62 72 28 11 63 74 26
English Learners - 29 29 71 3 29 32 68
Homeless < < < < < < < <
Military Connected < < < < 27 36 64 36
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 12 62 74 26
Female 10 63 74 26 14 63 76 24
Male 13 57 69 31 10 61 71 29
Asian < < < < 40 60 100 0
Black 20 45 65 35 4 61 65 35
Hispanic 5 60 64 36 5 57 61 39
White 12 63 75 25 15 63 78 22
Multiple Races 19 50 69 31 8 67 75 25
Students with Disabilities 10 34 44 56 8 38 45 55
Students without Disabilities 12 64 75 25 13 66 79 21
Economically Disadvantaged 4 51 55 45 4 56 60 40
Not Economically Disadvantaged 16 65 81 19 15 64 79 21
English Learners - 42 42 58 1 46 47 53
Homeless - 21 21 79 < < < <
Military Connected - 83 83 17 < < < <
Foster Care < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 8 60 68 32
Female 9 61 70 30 8 66 74 26
Male 9 55 64 36 8 54 62 38
American Indian < < 100 0 < < 100 0
Asian < < < < < < < <
Black 6 33 39 61 12 41 53 47
Hispanic 4 54 58 42 5 53 58 42
Native Hawaiian < < 100 0 < < 100 0
White 10 62 73 27 8 65 73 27
Multiple Races 7 59 66 34 11 57 68 32
Students with Disabilities 7 31 38 62 9 28 37 63
Students without Disabilities 9 61 71 29 8 66 74 26
Economically Disadvantaged 4 47 51 49 4 45 50 50
Not Economically Disadvantaged 12 63 75 25 10 65 75 25
English Learners - 21 21 79 1 23 25 75
Homeless 17 33 50 50 < < < <
Military Connected < < < < - 62 62 38
Foster Care < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 65 35 8 59 67 33
Female 11 61 72 28 8 62 70 30
Male 11 48 60 40 8 57 65 35
Asian 8 46 54 46 27 64 91 9
Black 13 39 52 48 5 44 48 52
Hispanic 9 48 57 43 4 48 53 48
Native Hawaiian < < 100 0 < < < <
White 12 58 70 30 9 64 74 26
Multiple Races 9 66 74 26 10 59 69 31
Students with Disabilities 12 28 40 60 7 31 38 62
Students without Disabilities 11 59 70 30 8 63 72 28
Economically Disadvantaged 7 47 53 47 4 49 53 47
Not Economically Disadvantaged 14 59 73 27 10 63 73 27
English Learners - 10 10 90 - 2 2 98
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 7 64 71 29
Female 12 59 71 29 9 67 75 25
Male 9 58 66 34 6 61 68 32
American Indian < < 100 0
Asian 27 45 73 27 - 73 73 27
Black 4 45 49 51 9 45 55 45
Hispanic 6 51 57 43 5 60 65 35
Native Hawaiian < < < < < < 100 0
White 12 63 75 25 8 67 75 25
Multiple Races 14 56 69 31 4 69 73 27
Students with Disabilities 16 28 44 56 8 30 38 62
Students without Disabilities 9 63 73 27 7 70 77 23
Economically Disadvantaged 4 51 54 46 5 55 60 40
Not Economically Disadvantaged 14 63 76 24 9 67 76 24
English Learners - 8 8 92 3 14 17 83
Homeless < < < < < < < <
Military Connected 9 91 100 0 - 90 90 10
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35 8 66 74 26
Female 12 56 69 31 10 70 80 20
Male 8 54 62 38 6 62 68 32
Asian 23 38 62 38 7 79 86 14
Black 4 41 45 55 5 60 65 35
Hispanic 3 46 49 51 3 61 64 36
Native Hawaiian < < < < < < < <
White 12 62 74 26 10 68 78 22
Multiple Races 16 42 58 42 8 70 77 23
Students with Disabilities 13 24 37 63 9 29 37 63
Students without Disabilities 9 61 70 30 8 72 80 20
Economically Disadvantaged 4 42 46 54 3 56 59 41
Not Economically Disadvantaged 13 62 75 25 10 69 79 21
English Learners - 3 3 97 3 13 16 84
Homeless < < < < < < < <
Military Connected < < 100 0 8 92 100 0
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 56 74 26 21 69 89 11
Female 20 57 76 24 20 69 89 11
Male 17 54 71 29 21 68 89 11
American Indian < < < < < < 100 0
Asian 41 41 82 18 28 72 100 0
Black 10 54 65 35 9 64 73 27
Hispanic 12 48 60 40 13 67 80 20
White 21 58 79 21 23 70 93 7
Multiple Races 8 54 62 38 23 66 89 11
Students with Disabilities 11 35 45 55 11 55 66 34
Students without Disabilities 19 59 79 21 22 71 93 7
Economically Disadvantaged 8 49 57 43 13 67 81 19
Not Economically Disadvantaged 21 58 79 21 22 69 91 9
English Learners - 11 11 89 - 35 35 65
Homeless < < < < < < < <
Military Connected 12 69 81 19 13 75 88 13
Foster Care < < 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 19 62 81 19
Female 23 60 83 17
Male 15 63 78 22
American Indian < < 100 0
Asian 33 67 100 0
Black 11 38 48 52
Hispanic 8 63 71 29
White 22 64 86 14
Multiple Races 23 54 77 23
Students with Disabilities 2 43 45 55
Students without Disabilities 21 64 85 15
Economically Disadvantaged 9 55 64 36
Not Economically Disadvantaged 22 63 85 15
English Learners - 30 30 70
Homeless < < < <
Military Connected 21 71 93 7
Foster Care < < 100 0
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Black < < < <
White < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19
Female 23 60 84 16
Male 15 63 78 22
American Indian < < 100 0
Asian 33 67 100 0
Black 11 38 49 51
Hispanic 8 63 71 29
White 22 64 86 14
Multiple Races 23 54 77 23
Students with Disabilities 3 44 46 54
Students without Disabilities 21 64 85 15
Economically Disadvantaged 9 55 64 36
Not Economically Disadvantaged 22 63 85 15
English Learners - 30 30 70
Homeless < < < <
Military Connected 21 71 93 7
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 46 51 49 5 59 64 36
Female 3 47 50 50 5 60 64 36
Male 5 46 51 49 6 58 64 36
American Indian < < < < < < < <
Asian 13 55 68 32 12 64 77 23
Black 3 29 33 67 4 45 49 51
Hispanic 3 35 38 62 2 55 57 43
Native Hawaiian < < < < < < < <
White 5 52 57 43 7 62 69 31
Multiple Races 4 43 47 53 2 58 61 39
Students with Disabilities 10 18 28 72 2 34 36 64
Students without Disabilities 3 51 54 46 6 63 69 31
Economically Disadvantaged 1 31 33 67 2 47 48 52
Not Economically Disadvantaged 6 54 60 40 7 63 70 30
English Learners - 19 19 81 1 35 36 64
Homeless 2 24 26 74 3 34 37 63
Military Connected 3 60 63 37 3 76 79 21
Foster Care < < < < < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 58 42 6 58 64 36
Female 5 52 57 43 6 55 61 39
Male 7 51 59 41 6 61 67 33
American Indian < < 100 0
Asian 25 58 83 17 - 60 60 40
Black - 34 34 66 4 46 50 50
Hispanic 3 34 37 63 1 50 51 49
White 8 58 65 35 9 62 71 29
Multiple Races - 61 61 39 2 66 68 32
Students with Disabilities 12 29 41 59 3 33 36 64
Students without Disabilities 5 55 60 40 7 62 69 31
Economically Disadvantaged - 34 35 65 1 42 43 57
Not Economically Disadvantaged 9 59 68 32 9 65 73 27
English Learners - 23 23 77 - 34 34 66
Homeless < < < < < < < <
Military Connected < < < < - 82 82 18
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 56 44 9 58 68 32
Female 6 45 51 49 8 58 66 34
Male 11 49 60 40 11 59 69 31
Asian < < < < 40 40 80 20
Black 7 41 48 52 10 39 49 51
Hispanic 5 35 40 60 4 57 61 39
White 10 53 63 37 11 61 72 28
Multiple Races 16 38 54 46 2 62 63 37
Students with Disabilities 10 19 28 72 3 34 38 62
Students without Disabilities 9 51 60 40 10 63 73 27
Economically Disadvantaged 3 34 37 63 2 52 55 45
Not Economically Disadvantaged 12 54 66 34 12 61 72 28
English Learners - 27 27 73 1 48 49 51
Homeless - 17 17 83 < < < <
Military Connected - 69 69 31 < < < <
Foster Care < < < < < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 42 46 54 10 53 63 37
Female 2 41 43 57 7 55 63 37
Male 5 44 48 52 13 51 64 36
American Indian < < 100 0
Asian < < < < < < < <
Black - 19 19 81 9 39 47 53
Hispanic 4 38 42 58 4 48 52 48
Native Hawaiian < < < < < < 100 0
White 4 46 50 50 13 57 70 30
Multiple Races 3 47 50 50 7 50 57 43
Students with Disabilities 7 17 24 76 2 30 33 67
Students without Disabilities 3 47 50 50 12 57 69 31
Economically Disadvantaged 2 25 27 73 3 42 45 55
Not Economically Disadvantaged 5 53 58 42 13 57 71 29
English Learners - 15 15 85 1 30 31 69
Homeless 10 40 50 50 < < < <
Military Connected < < < < 8 62 69 31
Foster Care < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 45 55 2 47 49 51
Female 3 41 44 56 1 49 50 50
Male 6 40 46 54 2 45 47 53
Asian 13 53 67 33 < < < <
Black 11 26 38 62 - 31 31 69
Hispanic 2 29 31 69 - 41 41 59
Native Hawaiian < < < <
White 4 47 50 50 3 51 54 46
Multiple Races 3 47 50 50 - 49 49 51
Students with Disabilities 11 11 23 77 1 25 26 74
Students without Disabilities 3 46 49 51 2 51 53 47
Economically Disadvantaged 1 28 29 71 1 33 35 65
Not Economically Disadvantaged 6 48 55 45 2 53 55 45
English Learners - 6 6 94 - 14 14 86
Homeless < < < < < < < <
Military Connected 10 40 50 50 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 38 42 58 5 52 57 43
Female 3 40 43 57 5 58 63 37
Male 5 36 42 58 5 47 52 48
American Indian < < < <
Asian < < < < 23 54 77 23
Black 4 22 26 74 7 36 42 58
Hispanic 2 30 32 68 3 56 59 41
White 4 44 48 52 4 53 58 42
Multiple Races 11 30 41 59 4 54 58 42
Students with Disabilities 10 7 18 82 4 21 25 75
Students without Disabilities 3 44 47 53 5 59 63 37
Economically Disadvantaged 1 29 30 70 2 47 48 52
Not Economically Disadvantaged 6 43 49 51 6 54 60 40
English Learners - 3 3 97 3 21 24 76
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 35 37 63 1 55 55 45
Female 2 33 35 65 1 56 57 43
Male 2 36 38 62 1 53 54 46
Asian < < < < - 50 50 50
Black - 15 15 85 2 31 33 67
Hispanic 1 24 25 75 1 49 50 50
Native Hawaiian < < < < < < < <
White 2 43 45 55 1 60 61 39
Multiple Races - 29 29 71 - 49 49 51
Students with Disabilities 9 13 22 78 2 23 24 76
Students without Disabilities - 40 40 60 1 61 62 38
Economically Disadvantaged - 15 15 85 - 39 39 61
Not Economically Disadvantaged 3 48 51 49 1 61 62 38
English Learners - 11 11 89 - 10 10 90
Homeless < < < < < < < <
Military Connected - 80 80 20 < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 53 55 45 4 75 78 22
Female 2 55 57 43 3 76 78 22
Male 1 51 52 48 4 74 78 22
American Indian < < < < < < < <
Asian 23 38 62 38 - 83 83 17
Black - 39 39 61 - 72 72 28
Hispanic 1 49 49 51 2 73 75 25
Native Hawaiian < < < <
White 2 58 60 40 5 76 81 19
Multiple Races - 36 36 64 - 72 72 28
Students with Disabilities 1 28 29 71 - 61 61 39
Students without Disabilities 2 57 59 41 4 77 81 19
Economically Disadvantaged - 46 46 54 2 67 68 32
Not Economically Disadvantaged 2 56 58 42 4 77 81 19
English Learners - 30 30 70 - 63 63 37
Homeless - 27 27 73 < < 100 0
Military Connected < < < < - 93 93 7
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 65 67 33 6 78 84 16
Female 2 71 74 26 8 78 86 14
Male 1 58 60 40 5 78 83 18
Asian < < < < 9 91 100 0
Black - 50 50 50 - 79 79 21
Hispanic - 47 47 53 5 67 71 29
White 2 70 72 28 7 79 86 14
Multiple Races - 52 52 48 10 80 90 10
Students with Disabilities < < < < - 58 58 42
Students without Disabilities 2 65 67 33 7 79 85 15
Economically Disadvantaged - 48 48 52 9 67 76 24
Not Economically Disadvantaged 2 69 71 29 6 80 86 14
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 60 62 38 5 70 75 25
Female 2 56 57 43 3 69 72 28
Male 1 64 65 35 7 72 79 21
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic - 80 80 20 < < < <
White 1 61 62 38 5 72 77 23
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 1 61 62 38 4 71 75 25
Economically Disadvantaged 6 50 56 44 < < < <
Not Economically Disadvantaged 1 62 63 38 5 73 78 23
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

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

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

2020-20212021-2022
Division612
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2019-20202020-20212021-2022
Pre-kindergarten165111147
Kindergarten742633764
Grade 1725653725
Grade 2786651747
Grade 3778703721
Grade 4773723758
Grade 5799728785
Grade 6889751778
Grade 7845843805
Grade 8872797904
Grade 9958903935
Grade 10970940906
Grade 11880914887
Grade 129999421,012
Post Graduate-71
Total Students11,18110,29910,875

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students111811029910875
Female536249115206
Male581953885668
American Indian141210
Asian175165160
Black855789811
Hispanic197820172274
Native Hawaiian151010
White748566796912
Multiple Races659627698
Students with Disabilities158615041552
Students without Disabilities959587959323
Economically Disadvantaged294126012784
Not Economically Disadvantaged824076988091
English Learners101310401100
Not English Learners1016892599775
Homeless18713176
Military Connected194151126
Foster Care262422
< = 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 533 384 15 10 27 14
State 52155 36614 2104 742 5115 1918
Female Division 284 159 4 2 6 7
State 28657 15782 656 261 1814 775
Male Division 249 225 11 8 21 7
State 23476 20803 1445 481 3299 1142
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division 18 1 0 1 1 0
State 6085 1306 80 10 86 37
Black Division 33 29 1 3 3 1
State 8346 9963 754 162 1159 734
Hispanic Division 84 75 5 1 11 2
State 6300 7018 283 77 2283 402
Native Hawaiian Division < < < < 0 <
State 88 51 5 0 5 1
White Division 381 251 9 4 10 10
State 28369 16213 874 438 1366 647
Multiple Races Division 14 28 0 1 2 1
State 2868 1988 105 54 196 90
Students with Disabilities Division 17 91 15 1 5 0
State 1554 7396 2104 109 967 124
Economically Disadvantaged Division 75 112 3 6 11 2
State 12246 19205 1240 410 2874 1298
English Learners Division 12 21 3 0 6 5
State 1452 3787 257 23 1873 143
Homeless Division 2 6 1 0 1 0
State 183 577 36 11 178 56
Military Connected Division 16 7 0 0 0 0
State 2323 1296 41 16 47 27
Foster Care Division < < < < < <
State 22 160 31 10 65 16
< = 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 Students9839329595297273
Female462447974569961
Male5214859349695214
American Indian<<100<10000
Asian211991209515
Black706390669434
Hispanic1781649216794116
Native Hawaiian<<100<10000
White6656419665398102
Multiple Races464291439424
Students with Disabilities129123951249654
Economically Disadvantaged2091909119694115
English Learners4736774187613
Homeless10990990110
Military Connected23231002310000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken703 / 18.47%430 / 11.64%991 / 26.5%
Advanced Placement Course Enrollment1,208 / 31.73%1,007 / 27.25%1,024 / 27.39%
Dual Enrollment1,054 / 27.69%954 / 25.82%989 / 26.45%
Governor's School Enrollment70 / 1.84%69 / 1.87%67 / 1.79%
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
State86,21159,46331
FemaleDivision44134222
State43,37932,57925
MaleDivision45829835
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision181517
State6,3805,55313
BlackDivision653152
State18,49311,40838
HispanicDivision1217240
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision66049725
State46,06133,07628
Multiple RacesDivision312326
State4,1342,89130
Students with DisabilitiesDivision874054
State7,5273,57553
Economically DisadvantagedDivision1758949
State28,16915,21546
English LearnersDivision331167
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
Industry CertificationDivision443717-
 State43,66051,68595,688
Workplace ReadinessDivision106146288
 State26,62716,88544,348
Total Credentials EarnedDivision549868288
 State71,13171,189143,862
Students Earning One or More CredentialsDivision503817288
 State62,89960,992115,682
Armed Services Vocational Aptitude Battery ExaminationDivision14--
 State917302761
CTE CompletersDivision563520576
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision-5-
 State3331,0771,236

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$9,007$4,216$559
State$6,642$5,388$901
2019-2020Division$8,610$4,395$541
State$6,770$5,603$867
2020-2021Division$8,537$5,256$1,203
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 Students9,7423889,0021,622
Female4,6801544,307769
Male5,0622344,693853
American Indian101101
Asian17001498
Black72362671101
Hispanic1,8781141,800459
Native Hawaiian82<<
White6,3671705,793944
Multiple Races58639571108
Students with Disabilities1,3991031,256316
Economically Disadvantaged3,1172882,174681
English Learners98171898262
Homeless140285640
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.30.1
Asian1.60.31.6
Black7.618.77.75.3
Hispanic17.714.619.610.5
Native Hawaiian0.10.1
White66.955.864.973.7
Multiple Races5.910.26.110.5
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian1.61.6
Black7.623.37.7
Hispanic17.73.319.6
Native Hawaiian0.10.1
White66.96064.9
Multiple Races5.913.36.1
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian1.61.6
Black7.67.7
Hispanic17.719.6
Native Hawaiian0.10.1
White66.964.9
Multiple Races5.96.1
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 27.427.427.4
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 40.540.540.5
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 71.371.371.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.11 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 10.86 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202041%56%1%2%
2020-202143%54%1%2%
2021-202243%51%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%77%--
Asian83%85%--
Black59%63%--
Hispanic61%65%--
White77%82%--
Multiple Races73%76%--
Economically Disadvantaged57%62%--
English Learners47%53%--
Students with Disabilities42%44%--

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students66%76%--
Asian80%89%--
Black49%61%--
Hispanic57%68%--
White70%80%--
Multiple Races64%74%--
Economically Disadvantaged49%63%--
English Learners48%61%--
Students with Disabilities34%44%--

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students65%
Asian80%
Black49%
Hispanic50%
White72%
Multiple Races64%
Economically Disadvantaged42%
English Learners39%
Students with Disabilities32%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian100%90%84%
Black87%82%84%
Hispanic91%82%84%
White96%86%84%
Multiple Races98%89%84%
Economically Disadvantaged89%80%84%
English Learners84%71%84%
Students with Disabilities85%65%84%
Homeless80%--
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%9%13%10%
Asian5%3%10%10%
Black13%10%14%10%
Hispanic20%12%14%10%
White14%9%14%10%
Multiple Races16%16%15%10%
Economically Disadvantaged24%16%17%10%
English Learners23%13%13%10%
Students with Disabilities20%14%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%50%58%
English Learner Proficiency7%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress27958448%
English Learner Proficiency638607%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-99%1%99%1%
Asian99%1%100%-100%-
Black99%1%99%1%99%1%
Hispanic100%-99%1%99%1%
White100%-99%1%99%1%
Multiple Races99%1%99%1%99%1%
Economically Disadvantaged100%-99%1%99%1%
Not Economically Disadvantaged100%-99%1%100%-
English Learners100%-100%-99%1%
Students with Disabilities100%-99%1%98%2%
Students without Disabilities100%-99%1%100%-
Female100%-99%1%99%1%
Male100%-99%1%100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students81%78%
Asian87%81%
Black74%71%
Hispanic76%75%
White84%80%
Multiple Races84%77%
Economically Disadvantaged74%70%
English Learners70%74%
Students with Disabilities66%62%

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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