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Franklin County Public Schools

General school information

Division: Franklin County Public Schools
Division Number: 33
Address: 25 Bernard Road Rocky Mount, VA 24151-6614
Superintendent: Dr. Joyce Bernice Cobbs
Region: 6
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 65 79 21 12 60 72 28
Female 16 66 82 18 13 61 74 26
Male 14 63 77 23 11 59 70 30
American Indian < < < < < < 100 0
Asian 47 47 94 6 50 44 94 6
Black 8 54 62 38 6 50 56 44
Hispanic 8 63 71 29 8 57 65 35
Native Hawaiian < < < <
White 16 66 82 18 14 61 75 25
Multiple Races 9 65 74 26 5 59 63 37
Students with Disabilities 9 38 47 53 7 35 42 58
Students without Disabilities 16 70 86 14 13 64 78 22
Economically Disadvantaged 9 62 72 28 6 58 64 36
Not Economically Disadvantaged 20 67 87 13 19 62 81 19
English Learners - 37 37 63 - 55 55 45
Homeless < < < < < < < <
Military Connected 7 76 83 17 18 62 80 20
Foster Care 9 38 47 53 - 44 44 56
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 16 58 74 26 10 58 68 32
Female 17 56 73 27 10 59 69 31
Male 15 60 75 25 10 56 67 33
Asian < < 100 0 < < 100 0
Black 11 46 57 43 5 41 46 54
Hispanic 3 51 54 46 7 63 71 29
White 19 60 78 22 12 58 70 30
Multiple Races 4 62 65 35 2 68 71 29
Students with Disabilities 12 39 51 49 3 39 43 57
Students without Disabilities 17 62 79 21 12 62 74 26
Economically Disadvantaged 11 57 68 32 4 56 61 39
Not Economically Disadvantaged 21 59 80 20 18 60 78 22
English Learners - 33 33 67 - 62 62 38
Military Connected < < < < 10 60 70 30
Foster Care < < < < < < 100 0
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 18 61 79 21 15 61 76 24
Female 18 64 82 18 15 65 80 20
Male 18 58 76 24 15 57 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 6 57 64 36 3 47 50 50
Hispanic 7 71 78 22 13 63 75 25
White 21 60 81 19 17 62 79 21
Multiple Races 11 66 76 24 11 63 74 26
Students with Disabilities 9 33 42 58 7 46 53 47
Students without Disabilities 20 67 87 13 16 63 80 20
Economically Disadvantaged 9 64 73 27 8 64 71 29
Not Economically Disadvantaged 27 58 85 15 25 58 83 17
English Learners - 69 69 31 - 40 40 60
Military Connected 8 85 92 8 < < < <
Foster Care < < < < < < < <
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 22 59 82 18 8 57 65 35
Female 20 63 83 17 8 55 63 37
Male 24 56 80 20 9 59 68 32
Asian < < 100 0 < < 100 0
Black 15 48 63 37 6 32 38 62
Hispanic 15 55 70 30 3 42 45 55
Native Hawaiian < < 100 0
White 24 61 84 16 9 60 69 31
Multiple Races 19 65 84 16 3 62 65 35
Students with Disabilities 11 43 54 46 7 26 33 67
Students without Disabilities 24 62 87 13 9 63 72 28
Economically Disadvantaged 16 62 78 22 4 55 60 40
Not Economically Disadvantaged 27 57 84 16 13 59 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 10 70 80 20 < < 100 0
Foster Care < < < < < < < <
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 13 64 77 23 12 57 69 31
Female 16 63 79 21 15 54 69 31
Male 10 66 76 24 9 60 70 30
Asian < < 100 0 < < < <
Black 9 51 60 40 5 55 59 41
Hispanic 9 64 73 27 10 46 56 44
White 14 67 80 20 14 60 74 26
Multiple Races 4 56 60 40 5 41 46 54
Students with Disabilities 5 37 42 58 5 36 42 58
Students without Disabilities 15 70 85 15 14 62 75 25
Economically Disadvantaged 9 60 69 31 5 53 59 41
Not Economically Disadvantaged 17 69 86 14 20 61 81 19
Military Connected 9 64 73 27 - 73 73 27
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 17 69 86 14 10 62 72 28
Female 20 67 88 12 10 65 75 25
Male 13 70 84 16 10 59 69 31
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 4 67 72 28 6 55 62 38
Hispanic 15 68 82 18 8 51 59 41
Native Hawaiian < < < <
White 18 70 89 11 12 63 75 25
Multiple Races 18 53 71 29 - 68 68 32
Students with Disabilities 9 49 58 42 11 33 44 56
Students without Disabilities 18 73 91 9 10 67 76 24
Economically Disadvantaged 11 66 77 23 6 58 64 36
Not Economically Disadvantaged 23 71 94 6 15 67 82 18
Military Connected 8 83 92 8 < < 100 0
Foster Care < < < < < < 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 11 66 78 22 13 62 74 26
Female 14 70 84 16 15 62 77 23
Male 9 63 72 28 10 62 72 28
Asian < < 100 0 < < 100 0
Black 4 43 48 52 2 62 64 36
Hispanic 9 65 74 26 9 68 76 24
White 13 68 81 19 14 63 77 23
Multiple Races 3 78 81 19 9 44 53 47
Students with Disabilities 10 32 42 58 6 32 38 62
Students without Disabilities 12 73 85 15 14 67 80 20
Economically Disadvantaged 5 62 67 33 7 57 65 35
Not Economically Disadvantaged 18 71 89 11 18 67 85 15
Military Connected - 70 70 30 < < < <
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 5 75 80 20 18 64 82 18
Female 5 80 85 15 19 69 88 12
Male 6 70 76 24 16 59 75 25
Asian < < < < < < 100 0
Black 7 61 68 32 21 58 79 21
Hispanic - 70 70 30 11 68 79 21
White 5 77 82 18 19 64 83 17
Multiple Races - 78 78 22 - 67 67 33
Students with Disabilities 8 28 36 64 9 33 41 59
Students without Disabilities 5 83 88 12 19 68 87 13
Economically Disadvantaged 4 66 70 30 9 64 73 27
Not Economically Disadvantaged 6 81 87 13 24 64 88 12
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

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 17 57 74 26
Female 22 59 81 19
Male 12 55 68 32
Black 10 45 54 46
Hispanic 9 65 74 26
White 19 59 78 22
Students with Disabilities 10 23 32 68
Economically Disadvantaged 9 53 62 38
Not Economically Disadvantaged 24 61 85 15
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 16 56 72 28
Female 21 60 81 19
Male 11 52 63 37
Black 7 36 42 58
White 18 58 76 25
Students with Disabilities 12 20 32 68
Economically Disadvantaged 8 52 61 39
Not Economically Disadvantaged 24 59 83 17
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 18 59 77 23
Female 24 58 82 18
Male 13 59 72 28
Black 13 52 64 36
Hispanic 6 64 70 30
White 20 60 80 20
Students with Disabilities 7 26 33 67
Economically Disadvantaged 9 54 63 37
Not Economically Disadvantaged 24 62 87 13
< = 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 16 69 86 14 10 58 68 32
Female 17 71 88 12 10 59 69 31
Male 16 67 83 17 10 57 67 33
American Indian < < 100 0 < < < <
Asian 40 60 100 0 53 33 87 13
Black 9 66 75 25 3 45 49 51
Hispanic 14 70 84 16 6 56 62 38
Native Hawaiian < < < < < < < <
White 18 69 87 13 11 60 72 28
Multiple Races 9 71 80 20 4 53 57 43
Students with Disabilities 9 46 55 45 7 32 39 61
Students without Disabilities 18 74 91 9 10 63 73 27
Economically Disadvantaged 9 69 79 21 5 53 58 42
Not Economically Disadvantaged 23 69 92 8 16 64 79 21
English Learners - 75 75 25 3 58 60 40
Homeless < < < < < < < <
Military Connected 18 71 89 11 13 57 70 30
Foster Care 4 62 67 33 - 46 46 54
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 19 70 89 11 10 59 69 31
Female 19 69 88 12 12 55 67 33
Male 20 71 90 10 8 63 71 29
Asian < < 100 0 < < 100 0
Black 14 59 73 27 2 57 60 40
Hispanic 13 67 79 21 7 61 68 32
White 21 71 92 8 12 58 70 30
Multiple Races - 73 73 27 2 71 73 27
Students with Disabilities 14 52 66 34 5 33 38 62
Students without Disabilities 20 74 94 6 11 65 76 24
Economically Disadvantaged 11 73 83 17 3 59 62 38
Not Economically Disadvantaged 28 67 94 6 18 60 78 22
English Learners - 78 78 22 5 67 71 29
Military Connected < < < < 30 30 60 40
Foster Care < < < < < < < <
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 20 68 87 13 11 61 72 28
Female 19 70 89 11 8 64 71 29
Male 21 65 86 14 14 58 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 11 68 79 21 - 50 50 50
Hispanic 12 68 80 20 9 66 75 25
White 23 66 89 11 13 62 75 25
Multiple Races 8 84 92 8 5 55 61 39
Students with Disabilities 9 51 60 40 7 42 49 51
Students without Disabilities 22 71 94 6 12 64 75 25
Economically Disadvantaged 9 74 83 17 6 58 64 36
Not Economically Disadvantaged 31 62 92 8 17 65 82 18
English Learners - 81 81 19 - 60 60 40
Military Connected 8 92 100 0 < < < <
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14 10 59 69 31
Female 13 75 88 12 11 58 68 32
Male 17 67 84 16 9 60 70 30
Asian < < 100 0 < < 100 0
Black 9 70 78 22 9 26 35 65
Hispanic 15 68 83 18 3 44 46 54
Native Hawaiian < < 100 0
White 17 71 88 12 12 64 76 24
Multiple Races 3 68 70 30 3 47 50 50
Students with Disabilities 11 46 57 43 12 29 41 59
Students without Disabilities 16 75 92 8 10 65 75 25
Economically Disadvantaged 11 71 82 18 5 58 63 37
Not Economically Disadvantaged 19 71 89 11 16 60 77 23
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 20 60 80 20 < < < <
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 68 80 20 12 50 62 38
Female 13 70 83 17 13 52 65 35
Male 11 66 77 23 12 46 58 42
Asian < < 100 0 < < < <
Black 9 60 69 31 7 36 43 57
Hispanic 6 74 79 21 8 45 53 47
White 12 70 82 18 13 54 67 33
Multiple Races 16 48 64 36 5 33 38 62
Students with Disabilities 5 34 39 61 5 26 32 68
Students without Disabilities 14 75 89 11 14 55 69 31
Economically Disadvantaged 8 63 71 29 5 43 48 52
Not Economically Disadvantaged 17 73 90 10 21 57 78 22
Military Connected 27 64 91 9 - 73 73 27
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 20 66 86 14 10 53 63 37
Female 20 68 88 12 11 54 65 35
Male 19 64 83 17 9 52 62 38
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 7 65 72 28 2 40 43 57
Hispanic 26 59 85 15 8 51 59 41
Native Hawaiian < < < <
White 21 67 88 12 13 56 68 32
Multiple Races 15 59 74 26 3 49 51 49
Students with Disabilities 10 43 53 47 13 20 32 68
Students without Disabilities 22 71 92 8 10 59 68 32
Economically Disadvantaged 13 66 78 22 6 46 52 48
Not Economically Disadvantaged 27 67 93 7 16 62 78 22
English Learners < < < < < < < <
Military Connected 25 67 92 8 < < < <
Foster Care < < 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 11 72 83 17 4 53 56 44
Female 13 74 87 13 4 55 59 41
Male 9 71 80 20 4 50 54 46
Black 8 55 63 38 2 41 44 56
Hispanic 27 67 93 7 6 52 58 42
White 11 75 85 15 4 55 59 41
Multiple Races 3 76 79 21 - 46 46 54
Students with Disabilities 12 43 55 45 6 17 23 77
Students without Disabilities 11 80 90 10 3 60 63 37
Economically Disadvantaged 8 71 78 22 3 46 49 51
Not Economically Disadvantaged 15 75 90 10 5 62 68 32
Military Connected < < < < < < < <
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 15 71 86 14 12 70 82 18
Female 20 73 94 6 12 75 86 14
Male 10 70 80 20 12 66 78 22
Asian < < 100 0 < < 100 0
Black 9 82 91 9 - 66 66 34
Hispanic 12 74 86 14 - 78 78 22
White 15 70 86 14 13 71 84 16
Multiple Races 13 75 88 13 8 68 76 24
Students with Disabilities 1 54 55 45 - 66 66 34
Students without Disabilities 17 74 91 9 14 71 85 15
Economically Disadvantaged 8 73 81 19 5 66 71 29
Not Economically Disadvantaged 21 70 91 9 18 74 91 9
Homeless < < < < < < < <
Military Connected 30 70 100 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 10 73 82 18 2 77 79 21
Female 10 77 87 13 - 75 75 25
Male 9 68 77 23 4 80 84 16
Asian < < 100 0
Black 6 66 72 28 < < < <
Hispanic - 88 88 13 < < < <
White 11 72 83 17 2 77 80 20
Multiple Races 10 81 90 10 < < 100 0
Students with Disabilities - 43 43 57 < < < <
Students without Disabilities 10 75 85 15 2 79 81 19
Economically Disadvantaged 4 66 70 30 - 65 65 35
Not Economically Disadvantaged 14 77 90 10 2 80 83 17
Homeless < < 100 0
Military Connected < < 100 0 < < < <
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 30 63 93 7 19 69 88 13
Female 29 64 93 7 < < 100 0
Male 30 61 91 9 < < < <
Asian < < 100 0
Black - 85 85 15
Hispanic 8 75 83 17 < < 100 0
White 33 60 93 7 21 64 86 14
Multiple Races 20 80 100 0
Students with Disabilities < < < <
Students without Disabilities 30 63 94 6 19 69 88 13
Economically Disadvantaged 17 71 89 11 < < 100 0
Not Economically Disadvantaged 35 59 94 6 25 58 83 17
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 16 66 82 18 9 53 62 38
Female 14 70 84 16 8 53 60 40
Male 18 63 81 19 10 53 63 37
Asian < < 100 0 < < 100 0
Black 9 57 66 34 2 31 33 67
Hispanic 8 66 74 26 2 52 54 46
Native Hawaiian < < < < < < 100 0
White 18 67 85 15 10 57 67 33
Multiple Races 6 68 74 26 3 37 41 59
Students with Disabilities 7 41 48 52 5 25 30 70
Students without Disabilities 17 71 88 12 9 58 68 32
Economically Disadvantaged 9 65 74 26 5 47 52 48
Not Economically Disadvantaged 21 67 89 11 13 59 72 28
English Learners - 35 35 65 < < < <
Homeless < < < < < < < <
Military Connected 12 74 85 15 4 50 54 46
Foster Care 4 57 61 39 - 9 9 91
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 22 62 83 17 14 42 56 44
Female 18 63 81 19 13 41 54 46
Male 25 60 85 15 15 44 59 41
Asian < < 100 0 < < 100 0
Black 15 48 63 37 6 15 21 79
Hispanic 13 60 73 28 3 33 36 64
Native Hawaiian < < 100 0
White 24 63 87 13 17 46 63 37
Multiple Races 8 65 73 27 3 35 38 62
Students with Disabilities 12 48 60 40 9 22 32 68
Students without Disabilities 23 64 88 12 15 46 61 39
Economically Disadvantaged 17 61 77 23 9 40 49 51
Not Economically Disadvantaged 25 62 88 12 21 44 65 35
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 40 40 80 20 < < < <
Foster Care < < < < < < < <
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 19 66 85 15 9 56 65 35
Female 16 69 84 16 8 55 63 37
Male 21 64 86 14 10 57 67 33
Asian < < 100 0 < < 100 0
Black 9 47 56 44 2 29 32 68
Hispanic 21 64 85 15 3 58 61 39
White 21 68 88 12 10 60 71 29
Multiple Races 5 78 84 16 3 39 42 58
Students with Disabilities 12 37 49 51 9 26 35 65
Students without Disabilities 20 72 91 9 9 61 70 30
Economically Disadvantaged 11 66 77 23 5 50 55 45
Not Economically Disadvantaged 26 67 93 7 13 62 75 25
Military Connected - 90 90 10 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 79 21 6 62 68 32
Female 14 69 83 17 4 63 68 32
Male 14 61 75 25 7 61 67 33
Asian < < 100 0 < < 100 0
Black 4 62 66 34 - 54 54 46
Hispanic - 76 76 24 - 70 70 30
White 16 65 81 19 6 64 71 29
Multiple Races 7 59 66 34 5 44 49 51
Students with Disabilities 2 36 38 62 - 27 27 73
Students without Disabilities 16 70 85 15 6 67 73 27
Economically Disadvantaged 5 64 70 30 1 55 57 43
Not Economically Disadvantaged 20 66 86 14 10 68 78 22
Homeless < < < <
Military Connected < < 100 0 < < < <
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 19 75 94 6 50 21 71 29
Female 12 83 95 5 < < < <
Male 28 64 92 8 70 10 80 20
Black 10 60 70 30
Hispanic < < < < < < < <
White 20 76 96 4 55 18 73 27
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 19 76 95 5 50 21 71 29
Economically Disadvantaged 9 82 91 9 < < < <
Not Economically Disadvantaged 22 73 95 5 55 27 82 18
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 6 72 78 22 2 53 55 45
Female 5 79 84 16 2 54 56 44
Male 7 67 74 26 2 52 53 47
Asian < < 100 0
Black 8 76 84 16 - 24 24 76
Hispanic - 61 61 39 - 53 53 47
White 8 73 81 19 3 58 61 39
Multiple Races - 69 69 31 - 18 18 82
Students with Disabilities - 38 38 62 - 22 22 78
Students without Disabilities 8 79 86 14 3 60 63 37
Economically Disadvantaged 3 68 71 29 - 41 41 59
Not Economically Disadvantaged 10 76 86 14 4 63 66 34
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
< = 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 26 55 81 19
Female 24 57 81 19
Male 28 54 82 18
Asian 38 62 100 0
Black 16 53 69 31
Hispanic 19 60 79 21
White 29 55 83 17
Multiple Races 12 63 75 25
Students with Disabilities 12 37 49 51
Students without Disabilities 29 59 87 13
Economically Disadvantaged 17 58 75 25
Not Economically Disadvantaged 34 53 87 13
Homeless < < < <
Military Connected 27 63 90 10
Foster Care 13 50 63 37
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 7 52 58 42
Female 3 50 53 47
Male 11 53 64 36
Asian < < 100 0
Black 5 47 53 47
Hispanic - 58 58 42
White 7 53 60 40
Multiple Races < < < <
Students with Disabilities - 18 18 82
Students without Disabilities 9 61 70 30
Economically Disadvantaged 5 48 53 47
Not Economically Disadvantaged 8 55 63 37
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
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 18 63 81 19
Female 18 65 84 16
Male 18 61 79 21
Asian < < 100 0
Black 12 52 64 36
Hispanic 18 66 84 16
White 20 63 83 17
Multiple Races - 76 76 24
Students with Disabilities 3 34 37 63
Students without Disabilities 21 67 88 12
Economically Disadvantaged 12 61 73 27
Not Economically Disadvantaged 24 65 88 12
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 15 60 75 25
Female 11 63 74 26
Male 20 56 76 24
Asian < < 100 0
Black 13 53 65 35
Hispanic 10 66 76 24
White 18 60 78 22
Multiple Races - 63 63 37
Students with Disabilities 2 31 33 67
Students without Disabilities 17 64 81 19
Economically Disadvantaged 7 58 66 34
Not Economically Disadvantaged 21 61 82 18
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Economically Disadvantaged < < 100 0
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 28 60 88 12
Female 32 58 90 10
Male 25 62 87 13
Asian < < 100 0
Black 11 64 75 25
Hispanic 19 74 94 6
White 32 58 90 10
Multiple Races 16 68 84 16
Students with Disabilities 7 43 50 50
Students without Disabilities 32 63 95 5
Economically Disadvantaged 16 66 82 18
Not Economically Disadvantaged 40 55 95 5
Military Connected 10 80 90 10
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 49 83 17
Female 31 50 81 19
Male 38 47 85 15
Asian < < 100 0
Black 20 52 72 28
Hispanic 22 53 74 26
White 39 47 86 14
Multiple Races 20 58 78 22
Students with Disabilities 13 43 56 44
Students without Disabilities 39 50 89 11
Economically Disadvantaged 22 55 78 22
Not Economically Disadvantaged 46 43 89 11
Military Connected 48 43 91 9
< = 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
Division31
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-kindergarten261222256
Kindergarten506451425
Grade 1490494429
Grade 2483496465
Grade 3507481469
Grade 4572511447
Grade 5565558488
Grade 6526566516
Grade 7550509527
Grade 8519542495
Grade 9569566544
Grade 10532524526
Grade 11464473471
Grade 12518494475
Total Students7,0626,8876,533

< = 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 Students706268876533
Female349633633213
Male356635243320
American Indian13109
Asian262629
Black587568570
Hispanic473502493
Native Hawaiian322
White549852914910
Multiple Races462488520
Students with Disabilities110711601074
Students without Disabilities595557275459
Economically Disadvantaged322332073172
Not Economically Disadvantaged383936803361
English Learners196180162
Not English Learners686667076371
Homeless365
Military Connected118118103
Foster Care746836
< = 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 229 211 17 0 30 5
State 51257 36989 2115 702 4150 1952
Female Division 133 91 3 0 11 2
State 28271 16178 697 250 1329 759
Male Division 96 120 14 0 19 3
State 22980 20805 1418 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 20 24 6 0 0 1
State 7933 10580 774 148 1017 761
Hispanic Division 18 8 0 0 3 0
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 178 157 10 0 27 3
State 28757 16258 916 407 1095 755
Multiple Races Division 10 20 1 0 0 1
State 2685 1935 101 44 114 85
Students with Disabilities Division 2 52 17 0 12 0
State 1332 7339 2115 98 863 108
Economically Disadvantaged Division 76 125 10 0 15 4
State 11820 19248 1268 371 2167 1346
English Learners Division < < < < 0 <
State 1281 4093 206 19 1532 67
Military Connected Division < < < < < <
State 2252 1403 62 15 48 37
Foster Care Division < < < < < <
State 20 159 24 11 67 22
< = 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 Students4924579345793306
Female2402279522795115
Male2522309123091198
American Indian<<100<10000
Asian<<100<10000
Black515098509800
Hispanic2926902690310
Native Hawaiian<<100<10000
White3753459234592277
Multiple Races323197319700
Students with Disabilities83718671861215
Economically Disadvantaged2302119221192157
English Learners<<100<10000
Military Connected<<<<<<<
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 2018-20192019-20202020-2021
Advanced Placement Test Taken179 / 8.59%125 / 6.08%101 / 5.01%
Advanced Placement Course Enrollment179 / 8.59%168 / 8.17%175 / 8.68%
Dual Enrollment270 / 12.96%306 / 14.88%264 / 13.1%
Governor's School Enrollment29 / 1.39%29 / 1.41%29 / 1.44%
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 StudentsDivision49530039
State86,21159,46231
FemaleDivision26618829
State43,37932,57825
MaleDivision22911251
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision382826
State18,49311,40838
HispanicDivision191047
State10,8006,31841
WhiteDivision40824440
State46,06033,07528
Multiple RacesDivision271544
State4,1342,89130
Students with DisabilitiesDivision471372
State7,5273,57553
Economically DisadvantagedDivision1758154
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 AssessmentsDivision1816356
 State4,0955111,508
State LicensuresDivision296-
 State2,2313331,030
Industry CertificationDivision568429411
 State107,23443,66048,781
Workplace ReadinessDivision242--
 State44,897--
Total Credentials EarnedDivision1,020498467
 State158,45744,50451,319
Students Earning One or More CredentialsDivision828444390
 State126,04439,25445,542
CTE CompletersDivision341215258
 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

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$5,051$6,102$1,046
State$6,642$5,388$901
2019-2020Division$4,894$6,343$1,065
State$6,770$5,603$867
2020-2021Division$4,793$7,055$1,406
State$6,669$6,185$1,352

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 Students6,1605755,1191,072
Female3,0492942,558505
Male3,1112812,561567
American Indian94<<
Asian251262
Black52040374147
Hispanic42630345109
Native Hawaiian<<<<
White4,8094484,013695
Multiple Races37051355117
Students with Disabilities967151841222
Economically Disadvantaged2,8254132,555822
English Learners195812045
Homeless<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 131
Disorderly or Disruptive Behavior Offenses 140
Other Offenses Against Persons 42
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 18
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.50.110.1
Asian0.40.40.40.4
Black8.3148.215.68.717.6
Hispanic6.75.27.34.27.57.7
Native Hawaiian00.500
White77.970.176.867.575.263.7
Multiple Races6.59.77.111.7810.6
< = 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 Indian0.2200.10.1
Asian0.40.40.4
Black8.38.2508.7
Hispanic6.77.37.5
Native Hawaiian000
White77.98076.82575.2
Multiple Races6.57.1258
< = 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 Indian0.20.10.1
Asian0.40.40.4
Black8.38.28.7
Hispanic6.77.37.5
Native Hawaiian000
White77.976.875.2
Multiple Races6.57.18
< = 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 55.256.356.3
< = 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 53.753.353.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 73.372.272.2
< = 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: 10.71 : 1

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