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Fluvanna County Public Schools

General school information

Division: Fluvanna County Public Schools
Division Number: 32
Address: 14455 James Madison Highway Palmyra, VA 22963
Superintendent: Dr. Peter M Gretz
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 60 75 25 16 55 70 30
Female 17 62 78 22 18 56 74 26
Male 14 57 72 28 14 54 67 33
American Indian < < < < < < < <
Asian < < < < < < < <
Black 5 51 56 44 5 41 46 54
Hispanic 11 62 73 27 12 51 63 37
Native Hawaiian < < 100 0 < < < <
White 18 61 79 21 19 57 76 24
Multiple Races 13 63 76 24 9 56 66 34
Students with Disabilities 10 23 33 67 13 23 37 63
Students without Disabilities 16 64 80 20 16 59 75 25
Economically Disadvantaged 7 53 60 40 8 46 54 46
Not Economically Disadvantaged 20 63 83 17 20 60 81 19
English Learners - 45 45 55 5 21 26 74
Homeless 15 45 60 40 5 36 41 59
Military Connected 14 68 82 18 3 60 63 37
Foster Care 14 50 64 36 < < < <
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 17 48 65 35 11 47 57 43
Female 17 57 74 26 9 52 61 39
Male 17 40 57 43 12 42 54 46
American Indian < < < <
Black 8 37 45 55 - 24 24 76
Hispanic < < < < 7 53 60 40
White 20 48 68 32 15 50 64 36
Multiple Races 13 69 81 19 - 44 44 56
Students with Disabilities - 26 26 74 5 15 20 80
Students without Disabilities 18 50 68 32 12 51 63 37
Economically Disadvantaged 5 43 48 52 3 38 41 59
Not Economically Disadvantaged 24 51 75 25 17 53 70 30
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 24 52 76 24 18 53 70 30
Female 28 50 77 23 18 52 70 30
Male 21 54 75 25 18 53 71 29
Asian < < 100 0 < < < <
Black 8 42 50 50 - 47 47 53
Hispanic 13 63 75 25 17 33 50 50
White 28 53 81 19 21 58 79 21
Multiple Races 28 50 78 22 15 44 59 41
Students with Disabilities 8 28 36 64 55 9 64 36
Students without Disabilities 26 54 80 20 15 56 71 29
Economically Disadvantaged 13 52 65 35 14 36 50 50
Not Economically Disadvantaged 31 52 83 17 20 63 83 17
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 19 54 73 27 8 53 61 39
Female 19 58 77 23 4 63 67 33
Male 20 50 70 30 10 48 58 42
Asian < < 100 0
Black 5 44 49 51 - 42 42 58
Hispanic 15 73 88 12 < < < <
White 24 56 80 20 11 53 63 37
Multiple Races 11 41 52 48 < < < <
Students with Disabilities 15 30 45 55 5 30 35 65
Students without Disabilities 19 56 76 24 8 57 65 35
Economically Disadvantaged 6 49 56 44 2 38 40 60
Not Economically Disadvantaged 26 57 83 17 12 64 77 23
English Learners < < 100 0 < < < <
Military Connected < < < < < < < <
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 14 56 70 30 14 54 69 31
Female 18 54 72 28 20 48 68 32
Male 9 57 66 34 10 59 69 31
Black 6 41 47 53 - 46 46 54
Hispanic 14 50 64 36 6 39 44 56
White 15 57 73 27 18 57 75 25
Multiple Races 15 70 85 15 20 60 80 20
Students with Disabilities 8 17 25 75 8 33 42 58
Students without Disabilities 15 61 76 24 15 57 73 27
Economically Disadvantaged 7 50 57 43 1 51 52 48
Not Economically Disadvantaged 18 59 77 23 23 56 79 21
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 15 62 77 23 18 61 80 20
Female 15 64 79 21 16 64 80 20
Male 16 60 76 24 20 59 79 21
American Indian < < < < < < < <
Asian < < < <
Black 2 54 57 43 9 45 55 45
Hispanic 14 57 71 29 13 69 81 19
Native Hawaiian < < < <
White 19 64 84 16 23 66 89 11
Multiple Races 6 65 71 29 - 50 50 50
Students with Disabilities 6 21 27 73 20 20 40 60
Students without Disabilities 17 67 84 16 18 66 83 17
Economically Disadvantaged 5 59 63 37 10 51 60 40
Not Economically Disadvantaged 22 64 86 14 23 68 91 9
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 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 10 63 73 27 14 49 63 37
Female 10 69 79 21 19 48 68 32
Male 11 58 68 32 8 49 57 43
Black 3 62 64 36 4 16 20 80
Hispanic 4 58 63 38 12 47 59 41
White 12 63 76 24 17 51 67 33
Multiple Races 16 63 79 21 10 71 81 19
Students with Disabilities 7 11 18 82 10 10 19 81
Students without Disabilities 11 68 79 21 15 55 70 30
Economically Disadvantaged 7 51 57 43 10 42 52 48
Not Economically Disadvantaged 12 68 80 20 16 53 69 31
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < 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 9 79 88 12 22 63 85 15
Female 11 77 88 12 25 64 89 11
Male 8 81 89 11 19 62 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 6 70 77 23 14 55 69 31
Hispanic < < < < 24 65 88 12
Native Hawaiian < < 100 0
White 11 79 90 10 25 64 89 11
Multiple Races - 100 100 0 12 59 71 29
Students with Disabilities 19 33 53 47 14 34 49 51
Students without Disabilities 8 86 94 6 23 67 90 10
Economically Disadvantaged 8 69 77 23 15 60 74 26
Not Economically Disadvantaged 10 82 92 8 26 65 90 10
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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

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 18 57 75 25
Female 23 58 81 19
Male 14 56 69 31
Asian < < 100 0
Black 6 52 58 42
Hispanic 17 48 66 34
White 21 57 79 21
Multiple Races 10 65 74 26
Students with Disabilities 14 22 36 64
Students without Disabilities 19 60 79 21
Economically Disadvantaged 10 49 59 41
Not Economically Disadvantaged 21 60 81 19
English Learners < < < <
Homeless < < < <
Military Connected 14 64 79 21
Foster Care < < 100 0
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 9 54 62 38
Female 11 61 73 27
Male 6 47 54 46
Black 3 44 46 54
Hispanic 17 39 57 43
White 9 57 66 34
Multiple Races 5 53 58 42
Students with Disabilities 4 4 7 93
Students without Disabilities 9 59 68 32
Economically Disadvantaged 3 37 40 60
Not Economically Disadvantaged 11 61 72 28
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
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 29 60 89 11
Female 36 54 89 11
Male 22 66 88 12
Asian < < 100 0
Black 10 60 69 31
Hispanic < < 100 0
White 35 58 92 8
Multiple Races 17 83 100 0
Students with Disabilities 26 43 70 30
Students without Disabilities 29 62 91 9
Economically Disadvantaged 19 67 86 14
Not Economically Disadvantaged 32 58 90 10
Homeless < < < <
Military Connected < < 100 0
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

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 14 70 84 16 6 55 61 39
Female 13 73 86 14 4 58 62 38
Male 15 67 82 18 7 53 60 40
American Indian < < < < < < < <
Asian < < 100 0 < < < <
Black 4 64 68 32 1 35 36 64
Hispanic 10 76 85 15 4 44 48 52
Native Hawaiian < < 100 0 < < 100 0
White 17 70 87 13 7 60 67 33
Multiple Races 11 73 84 16 3 53 57 43
Students with Disabilities 8 44 52 48 8 28 36 64
Students without Disabilities 15 73 87 13 5 59 64 36
Economically Disadvantaged 6 68 73 27 3 38 41 59
Not Economically Disadvantaged 18 71 89 11 7 66 73 27
English Learners 6 75 81 19 - 21 21 79
Homeless 11 47 58 42 - 30 30 70
Military Connected 13 83 96 4 - 59 59 41
Foster Care 6 59 65 35 < < < <
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 13 68 81 19 4 47 51 49
Female 12 75 86 14 1 49 51 49
Male 14 63 77 23 7 45 52 48
American Indian < < 100 0
Black 5 53 58 42 - 18 18 82
Hispanic < < < < - 53 53 47
White 16 72 87 13 6 52 58 42
Multiple Races 7 73 80 20 - 33 33 67
Students with Disabilities - 56 56 44 - 25 25 75
Students without Disabilities 14 69 83 17 5 50 55 45
Economically Disadvantaged - 65 65 35 1 37 39 61
Not Economically Disadvantaged 21 70 91 9 6 54 60 40
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 34 54 88 12 10 53 63 37
Female 30 56 86 14 7 48 55 45
Male 38 53 90 10 14 58 72 28
Asian < < 100 0 < < < <
Black 11 63 74 26 - 35 35 65
Hispanic 13 75 88 13 9 27 36 64
White 42 50 91 9 11 61 72 28
Multiple Races 28 61 89 11 12 42 54 46
Students with Disabilities 17 29 46 54 27 18 45 55
Students without Disabilities 36 57 93 7 9 55 64 36
Economically Disadvantaged 17 65 81 19 3 37 40 60
Not Economically Disadvantaged 44 48 93 7 14 63 77 23
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
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 12 72 84 16 1 43 44 56
Female 12 72 83 17 - 50 50 50
Male 11 73 84 16 2 39 41 59
Asian < < 100 0
Black 3 61 64 36 - 13 13 88
Hispanic 10 86 95 5 < < < <
White 15 73 88 12 1 50 51 49
Multiple Races 8 69 77 23 < < < <
Students with Disabilities 10 55 65 35 6 22 28 72
Students without Disabilities 12 74 86 14 - 48 48 52
Economically Disadvantaged 2 65 67 33 2 29 31 69
Not Economically Disadvantaged 18 77 94 6 - 56 56 44
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 63 80 20 5 54 60 40
Female 14 67 81 19 7 51 58 42
Male 19 59 78 22 4 57 61 39
Black - 69 69 31 - 35 35 65
Hispanic 25 50 75 25 - 35 35 65
White 19 63 82 18 8 60 67 33
Multiple Races 11 78 89 11 - 62 62 38
Students with Disabilities 9 31 40 60 11 26 37 63
Students without Disabilities 18 69 87 13 5 58 63 37
Economically Disadvantaged 7 63 69 31 3 38 41 59
Not Economically Disadvantaged 22 64 86 14 7 65 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 3 73 76 24 2 58 60 40
Female 2 79 81 19 2 65 66 34
Male 5 66 71 29 2 49 51 49
American Indian < < < < < < < <
Asian < < < <
Black - 51 51 49 5 24 29 71
Hispanic - 75 75 25 - 50 50 50
Native Hawaiian < < 100 0
White 4 80 84 16 2 75 76 24
Multiple Races 6 72 78 22 - 40 40 60
Students with Disabilities 3 38 41 59 13 20 33 67
Students without Disabilities 3 79 83 17 - 64 64 36
Economically Disadvantaged 3 65 68 32 2 29 31 69
Not Economically Disadvantaged 3 80 84 16 2 83 84 16
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
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 10 69 80 20 8 51 59 41
Female 12 78 90 10 7 51 59 41
Male 9 62 72 28 9 51 59 41
Black - 44 44 56 - 33 33 67
Hispanic - 73 73 27 - 47 47 53
White 12 72 84 16 11 54 65 35
Multiple Races 15 75 90 10 8 62 69 31
Students with Disabilities 3 23 27 73 7 17 24 76
Students without Disabilities 11 75 86 14 8 57 65 35
Economically Disadvantaged 4 62 66 34 2 38 39 61
Not Economically Disadvantaged 14 72 86 14 11 58 69 31
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 8 81 89 11 4 55 58 42
Female 11 79 91 9 2 61 63 37
Male 6 83 88 12 5 49 54 46
American Indian < < < <
Black 2 84 86 14 - 46 46 54
Hispanic 5 95 100 0 15 50 65 35
White 11 79 90 10 3 56 60 40
Multiple Races - 81 81 19 - 71 71 29
Students with Disabilities - 80 80 20 - 43 43 57
Students without Disabilities 9 81 91 9 4 57 61 39
Economically Disadvantaged 3 85 88 13 3 35 37 63
Not Economically Disadvantaged 11 79 90 10 4 71 75 25
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 78 87 13 8 77 85 15
Female 9 76 84 16 7 80 86 14
Male 10 79 89 11 10 73 83 17
Asian < < 100 0 < < 100 0
Black 5 70 75 25 < < < <
Hispanic 11 83 94 6 < < < <
White 9 79 88 12 9 80 88 12
Multiple Races 13 80 93 7 < < < <
Students with Disabilities < < < < < < 100 0
Students without Disabilities 9 78 87 13 8 76 84 16
Economically Disadvantaged 6 75 81 19 - 79 79 21
Not Economically Disadvantaged 10 79 89 11 10 76 86 14
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0
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 26 63 89 11 7 76 84 16
Female 22 68 90 10 - 81 81 19
Male 35 54 88 12 14 72 86 14
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 28 62 89 11 9 75 85 15
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 27 62 89 11 7 76 84 16
Economically Disadvantaged < < < < 8 77 85 15
Not Economically Disadvantaged 28 65 93 7 7 76 83 17
English Learners < < 100 0
Homeless < < < <
< = 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 19 65 85 15 6 53 59 41
Female 19 67 87 13 7 54 62 38
Male 19 64 83 17 5 52 57 43
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 7 63 69 31 - 34 34 66
Hispanic 21 57 79 21 2 53 56 44
White 22 67 89 11 8 57 64 36
Multiple Races 13 68 81 19 10 52 62 38
Students with Disabilities 8 41 48 52 2 25 27 73
Students without Disabilities 21 68 89 11 7 58 65 35
Economically Disadvantaged 10 64 74 26 2 41 43 57
Not Economically Disadvantaged 24 66 90 10 9 61 70 30
English Learners - 67 67 33 < < < <
Homeless 20 10 30 70 < < < <
Military Connected 19 65 85 15 27 27 55 45
Foster Care 20 40 60 40 < < < <
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 32 54 86 14 13 50 63 38
Female 28 58 86 14 16 46 63 38
Male 37 50 86 14 10 52 63 38
Asian < < 100 0
Black 15 46 62 38 - 42 42 58
Hispanic 35 50 85 15 < < < <
White 38 54 92 8 14 53 67 33
Multiple Races 15 67 81 19 < < < <
Students with Disabilities 15 55 70 30 - 25 25 75
Students without Disabilities 34 54 88 13 15 54 69 31
Economically Disadvantaged 16 53 69 31 2 40 42 58
Not Economically Disadvantaged 42 54 96 4 20 56 76 24
English Learners < < 100 0 < < < <
Military Connected < < < < < < < <
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 12 65 77 23 5 55 60 40
Female 12 66 78 22 7 58 64 36
Male 12 63 76 24 3 52 55 45
Black 3 56 59 41 - 21 21 79
Hispanic 8 52 60 40 - 60 60 40
White 15 67 82 18 6 59 65 35
Multiple Races 10 70 80 20 10 62 71 29
Students with Disabilities 3 21 24 76 - 29 29 71
Students without Disabilities 13 70 83 17 6 59 65 35
Economically Disadvantaged 7 54 61 39 1 49 51 49
Not Economically Disadvantaged 14 69 84 16 7 58 65 35
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 4 55 59 41
Female 18 73 91 9 4 56 60 40
Male 18 66 83 17 4 54 58 42
American Indian < < < <
Asian < < 100 0
Black 2 71 73 27 - 36 36 64
Hispanic 27 53 80 20 5 55 60 40
White 21 71 92 8 5 60 65 35
Multiple Races 21 57 79 21 - 47 47 53
Students with Disabilities - 45 45 55 - 24 24 76
Students without Disabilities 20 72 92 8 5 59 64 36
Economically Disadvantaged 6 75 81 19 2 37 39 61
Not Economically Disadvantaged 23 67 90 10 5 66 71 29
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 15 69 85 15 < < 100 0
Female < < < <
Male < < < < < < 100 0
Hispanic < < 100 0
White 17 67 83 17 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 18 64 82 18 < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged 20 70 90 10 < < 100 0
English Learners < < 100 0
Homeless < < < <
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 14 75 89 11 - 28 28 72
Female 18 73 91 9 < < < <
Male 11 77 87 13 - 25 25 75
Asian < < 100 0
Black 4 76 80 20 < < < <
Hispanic 18 76 94 6 < < 100 0
White 16 75 91 9 - 27 27 73
Multiple Races 8 75 83 17 < < < <
Students with Disabilities - 52 52 48 < < < <
Students without Disabilities 16 77 93 7 - 42 42 58
Economically Disadvantaged 5 79 84 16 < < < <
Not Economically Disadvantaged 18 73 91 9 - 40 40 60
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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 22 59 81 19
Female 21 60 81 19
Male 23 59 82 18
Asian < < 100 0
Black 8 59 67 33
Hispanic 14 64 79 21
White 25 59 85 15
Multiple Races 25 53 79 21
Students with Disabilities 7 34 41 59
Students without Disabilities 24 62 85 15
Economically Disadvantaged 9 59 69 31
Not Economically Disadvantaged 28 59 87 13
English Learners 5 55 60 40
Homeless 18 45 64 36
Military Connected 24 68 92 8
Foster Care < < < <
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 5 53 59 41
Female 3 45 48 52
Male 7 63 70 30
Asian < < 100 0
Black - 56 56 44
Hispanic < < < <
White 6 53 58 42
Multiple Races < < < <
Students with Disabilities - 27 27 73
Students without Disabilities 6 60 66 34
Economically Disadvantaged 5 40 45 55
Not Economically Disadvantaged 5 61 66 34
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 63 83 17
Female 22 62 84 16
Male 19 64 83 17
Asian < < 100 0
Black 11 57 67 33
Hispanic 21 71 93 7
White 22 64 86 14
Multiple Races 22 57 78 22
Students with Disabilities 4 38 42 58
Students without Disabilities 22 65 87 13
Economically Disadvantaged 8 61 69 31
Not Economically Disadvantaged 25 64 89 11
English Learners < < 100 0
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
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 21 72 92 8
Female 16 75 91 9
Male 27 67 93 7
Black 4 80 84 16
Hispanic 8 85 92 8
White 24 69 94 6
Multiple Races 30 60 90 10
Students with Disabilities < < 100 0
Students without Disabilities 20 72 92 8
Economically Disadvantaged 14 72 86 14
Not Economically Disadvantaged 23 71 95 5
English Learners < < 100 0
Military Connected < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 57 57 43
Female < < < <
Male - 53 53 47
Black < < < <
Hispanic < < 100 0
White - 69 69 31
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 63 63 37
Economically Disadvantaged < < < <
Not Economically Disadvantaged - 50 50 50
English Learners < < 100 0
Military Connected < < 100 0
Foster Care < < < <
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 17 63 80 20
Female 17 63 80 20
Male 17 63 80 20
Asian < < 100 0
Black 8 61 68 32
Hispanic 13 58 71 29
White 19 64 83 17
Multiple Races 20 60 80 20
Students with Disabilities - 22 22 78
Students without Disabilities 19 67 86 14
Economically Disadvantaged 4 62 66 34
Not Economically Disadvantaged 23 63 86 14
English Learners < < < <
Homeless < < 100 0
Military Connected < < < <
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 36 44 80 20
Female 34 43 78 22
Male 38 44 82 18
Asian < < 100 0
Black 13 50 63 37
Hispanic 19 50 69 31
White 43 42 85 15
Multiple Races 33 44 78 22
Students with Disabilities 13 35 48 52
Students without Disabilities 38 45 83 17
Economically Disadvantaged 14 52 66 34
Not Economically Disadvantaged 50 39 89 11
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
< = 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
Division1-
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-kindergarten868050
Kindergarten215217159
Grade 1235222202
Grade 2234237203
Grade 3223237210
Grade 4260234230
Grade 5289266228
Grade 6286288277
Grade 7298279283
Grade 8303300266
Grade 9334324326
Grade 10276316299
Grade 11294262299
Grade 12257287265
Total Students3,5903,5493,297

< = 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 Students359035493297
Female175817391618
Male183218101679
American Indian887
Asian141614
Black528523484
Hispanic232242262
Native Hawaiian344
White252724642219
Multiple Races278292307
Students with Disabilities413439423
Students without Disabilities317731102874
Economically Disadvantaged114413181358
Not Economically Disadvantaged244622311939
English Learners878793
Not English Learners350334623204
Homeless465063
Military Connected808471
Foster Care303023
< = 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 144 113 8 0 7 6
State 51295 36973 2078 699 4153 1962
Female Division 92 55 3 0 4 2
State 28290 16169 687 250 1331 757
Male Division 52 58 5 0 3 4
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Black Division 18 20 1 0 0 0
State 7939 10584 760 145 1021 763
Hispanic Division 10 5 0 0 1 1
State 5902 6751 234 88 1846 314
White Division 108 81 6 0 6 3
State 28772 16247 907 407 1091 763
Multiple Races Division 8 7 0 0 0 2
State 2688 1933 99 44 115 84
Students with Disabilities Division 2 23 8 0 3 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 33 59 5 0 7 2
State 11835 19243 1250 370 2163 1354
English Learners Division < < < < < <
State 1286 4091 201 19 1534 65
Homeless Division < < < < < <
State 166 486 49 19 184 55
Military Connected Division < < < < 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 Students278265952659573
Female156150961509643
Male122115941159433
American Indian<<100<10000
Black39391003910000
Hispanic171588158816
White204195961959663
Multiple Races171588158800
Students with Disabilities373389338938
Economically Disadvantaged1069792979277
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<100<10000
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 Taken171 / 14.73%124 / 10.43%89 / 7.49%
Advanced Placement Course Enrollment180 / 15.5%124 / 10.43%100 / 8.41%
Dual Enrollment235 / 20.24%248 / 20.86%241 / 20.27%
Governor's School Enrollment121 / 10.42%137 / 11.52%139 / 11.69%
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 StudentsDivision24614840
State86,21159,46231
FemaleDivision1218232
State43,37932,57825
MaleDivision1256647
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision431956
State18,49311,40838
HispanicDivision16<100
State10,8006,31841
WhiteDivision17811436
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision281257
State7,5273,57553
Economically DisadvantagedDivision662562
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision502911
 State4,0955111,508
State LicensuresDivision3078
 State2,2313331,030
Industry CertificationDivision504309330
 State107,23443,66048,781
Workplace ReadinessDivision151--
 State44,897--
Total Credentials EarnedDivision735345349
 State158,45744,50451,319
Students Earning One or More CredentialsDivision591317322
 State126,04439,25445,542
CTE CompletersDivision137168131
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$4,882$5,463$562
State$6,462$5,219$867
2018-2019Division$4,993$5,620$564
State$6,642$5,388$901
2019-2020Division$4,916$5,788$481
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students2,8665932,744466
Female1,4182881,347229
Male1,4483051,397237
American Indian<<<<
Asian104102
Black4386639566
Hispanic1825021841
Native Hawaiian<<<<
White2,0204201,881289
Multiple Races2085123265
Students with Disabilities2879934558
Economically Disadvantaged9123031,099260
English Learners73177818
Homeless26154119
< = 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 15
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Weapons Offenses <
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 Indian0.20.20.2
Asian0.40.50.4
Black14.731.614.724.814.725.9
Hispanic6.56.36.86.77.9
Native Hawaiian0.10.10.1
White70.458.669.462.967.363
Multiple Races7.73.48.25.79.311.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian0.40.50.4
Black14.714.710014.7
Hispanic6.56.87.9
Native Hawaiian0.10.10.1
White70.469.467.3
Multiple Races7.78.29.3
< = 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 Indian0.20.20.2
Asian0.40.50.4
Black14.714.714.7
Hispanic6.56.8507.9
Native Hawaiian0.10.10.1
White70.469.45067.3
Multiple Races7.78.29.3
< = 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 32.236.736.7
< = 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 33.632.532.5
< = 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: