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Frederick County Public Schools

General school information

Division: Frederick County Public Schools
Division Number: 34
Address: 1415 Amherst St Winchester, VA 22601
Superintendent: Dr. David T. Sovine
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 11 52 64 36
Female 15 62 77 23 12 56 68 32
Male 12 59 70 30 10 49 59 41
American Indian 13 56 69 31 - 59 59 41
Asian 20 67 87 13 18 55 73 27
Black 10 54 64 36 10 37 46 54
Hispanic 7 54 60 40 6 44 50 50
Native Hawaiian < < 100 0 < < < <
White 15 63 78 22 13 56 69 31
Multiple Races 12 58 70 30 12 49 61 39
Students with Disabilities 8 30 38 62 8 23 31 69
Students without Disabilities 14 66 80 20 12 57 69 31
Economically Disadvantaged 7 53 60 40 5 41 47 53
Not Economically Disadvantaged 17 65 82 18 15 58 73 27
English Learners 2 23 25 75 3 15 18 82
Homeless 5 44 49 51 5 25 30 70
Military Connected 9 73 82 18 14 57 70 30
Foster Care 17 42 58 42 11 50 61 39
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 50 67 33 8 48 56 44
Female 18 53 71 29 8 53 61 39
Male 15 47 63 37 9 42 51 49
American Indian < < 100 0 < < < <
Asian 25 45 70 30 13 67 80 20
Black 16 47 63 37 3 33 37 63
Hispanic 6 43 49 51 3 35 38 62
Native Hawaiian < < 100 0
White 19 52 72 28 10 52 62 38
Multiple Races 11 49 61 39 12 49 61 39
Students with Disabilities 7 27 34 66 7 28 35 65
Students without Disabilities 18 54 72 28 8 51 59 41
Economically Disadvantaged 9 42 51 49 4 35 39 61
Not Economically Disadvantaged 22 56 78 22 11 56 67 33
English Learners 1 31 32 68 4 22 26 74
Homeless < < < < 6 29 35 65
Military Connected < < < < < < < <
Foster Care < < < <
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 13 57 70 30 10 51 61 39
Female 14 58 73 27 11 55 66 34
Male 12 55 67 33 9 48 56 44
American Indian < < 100 0 < < < <
Asian 12 76 88 12 - 60 60 40
Black 10 48 57 43 3 48 52 48
Hispanic 7 50 57 43 5 40 46 54
Native Hawaiian < < 100 0
White 16 59 75 25 11 55 67 33
Multiple Races 10 45 55 45 19 46 65 35
Students with Disabilities 9 33 42 58 5 28 34 66
Students without Disabilities 14 60 74 26 11 55 66 34
Economically Disadvantaged 6 49 55 45 3 40 43 57
Not Economically Disadvantaged 18 62 80 20 14 59 73 27
English Learners 1 36 37 63 - 18 18 82
Homeless - 36 36 64 9 18 27 73
Military Connected 18 73 91 9 < < < <
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 7 52 59 41
Female 20 58 78 22 8 54 62 38
Male 17 51 68 32 6 50 56 44
American Indian < < < < < < < <
Asian 26 65 91 9 5 45 50 50
Black 10 55 65 35 8 38 46 54
Hispanic 10 49 59 41 3 42 45 55
White 22 55 77 23 9 57 66 34
Multiple Races 15 63 78 22 5 50 55 45
Students with Disabilities 9 27 36 64 6 21 27 73
Students without Disabilities 20 59 79 21 7 59 66 34
Economically Disadvantaged 9 50 59 41 3 44 46 54
Not Economically Disadvantaged 26 57 83 17 10 57 67 33
English Learners - 17 17 83 2 17 19 81
Homeless 13 50 63 38 - 21 21 79
Foster Care < < 100 0 < < 100 0
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 69 31 8 54 62 38
Female 15 56 71 29 9 58 67 33
Male 13 56 68 32 7 51 58 42
American Indian < < < < < < 100 0
Asian 28 67 94 6 27 47 73 27
Black 7 32 39 61 3 47 50 50
Hispanic 7 52 58 42 2 44 46 54
Native Hawaiian < < 100 0
White 16 58 74 26 10 59 69 31
Multiple Races 15 50 65 35 6 54 60 40
Students with Disabilities 7 19 27 73 3 20 23 77
Students without Disabilities 15 62 77 23 9 59 67 33
Economically Disadvantaged 6 52 58 42 3 40 42 58
Not Economically Disadvantaged 18 58 77 23 11 63 74 26
English Learners 3 6 9 91 2 6 8 92
Homeless 7 40 47 53 - 18 18 82
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 13 63 76 24 11 53 64 36
Female 15 66 82 18 12 58 69 31
Male 12 60 71 29 10 49 59 41
American Indian < < < < < < < <
Asian 28 67 94 6 17 70 87 13
Black 8 72 80 20 19 41 59 41
Hispanic 7 58 65 35 5 47 53 47
Native Hawaiian < < 100 0 < < < <
White 15 63 78 22 12 56 68 32
Multiple Races 15 67 83 17 6 53 58 42
Students with Disabilities 6 34 40 60 10 10 20 80
Students without Disabilities 15 68 82 18 11 60 71 29
Economically Disadvantaged 7 58 65 35 5 43 48 52
Not Economically Disadvantaged 17 66 82 18 14 60 74 26
English Learners 3 6 9 91 2 14 16 84
Homeless 6 38 44 56 - 20 20 80
Military Connected < < < < < < < <
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 10 66 76 24 7 49 56 44
Female 15 66 81 19 8 52 60 40
Male 6 65 71 29 6 46 52 48
American Indian < < 100 0 < < < <
Asian 8 92 100 0 14 50 64 36
Black 7 53 60 40 6 19 25 75
Hispanic 7 55 62 38 5 38 44 56
White 11 69 80 20 7 54 61 39
Multiple Races 13 60 74 26 13 45 58 42
Students with Disabilities 7 34 41 59 7 11 19 81
Students without Disabilities 11 71 82 18 7 55 62 38
Economically Disadvantaged 5 54 58 42 2 38 40 60
Not Economically Disadvantaged 13 72 85 15 10 54 64 36
English Learners 3 11 14 86 4 - 4 96
Homeless < < < < - 17 17 83
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 80 86 14 27 57 84 16
Female 6 82 88 12 28 60 88 12
Male 5 79 84 16 25 54 79 21
Asian 10 67 76 24 44 44 88 13
Black 10 73 83 17 24 32 57 43
Hispanic 2 73 75 25 18 57 75 25
Native Hawaiian < < 100 0
White 6 83 89 11 29 58 88 12
Multiple Races 3 83 85 15 32 46 79 21
Students with Disabilities 11 39 50 50 15 39 54 46
Students without Disabilities 5 86 91 9 29 60 89 11
Economically Disadvantaged 3 73 77 23 19 54 72 28
Not Economically Disadvantaged 6 83 90 10 30 58 88 12
English Learners 3 20 23 77 7 20 27 73
Homeless < < < < 25 58 83 17
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

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 23 52 75 25
Female 29 53 83 17
Male 17 51 68 32
Asian 34 43 77 23
Black 16 43 60 40
Hispanic 14 54 68 32
Native Hawaiian < < 100 0
White 26 52 78 22
Multiple Races 21 59 80 20
Students with Disabilities 10 21 31 69
Students without Disabilities 25 57 82 18
Economically Disadvantaged 12 49 61 39
Not Economically Disadvantaged 28 54 82 18
English Learners 3 16 19 81
Homeless - 73 73 27
Military Connected < < < <
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 21 48 69 31
Female 29 49 78 22
Male 14 48 62 38
Hispanic 13 49 61 39
White 24 48 72 28
Multiple Races 25 50 75 25
Students with Disabilities 7 19 27 73
Economically Disadvantaged 10 41 52 48
Not Economically Disadvantaged 27 52 78 22
English Learners 3 17 21 79
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 25 56 82 18
Female 30 58 88 12
Male 21 54 75 25
Asian 41 32 73 27
Black 26 48 74 26
Hispanic 15 59 74 26
White 28 56 83 17
Multiple Races 15 72 87 13
Students with Disabilities 13 23 36 64
Students without Disabilities 27 60 88 12
Economically Disadvantaged 15 58 73 27
Not Economically Disadvantaged 30 55 85 15
English Learners 3 14 17 83
Homeless < < < <
Military Connected < < < <
< = 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 12 68 79 21 4 45 49 51
Female 12 69 81 19 3 46 49 51
Male 12 66 78 22 4 44 48 52
American Indian 12 59 71 29 6 39 44 56
Asian 27 68 95 5 7 56 63 37
Black 7 58 66 34 2 28 31 69
Hispanic 7 64 71 29 2 34 36 64
Native Hawaiian < < 100 0 < < < <
White 13 69 82 18 4 50 54 46
Multiple Races 13 65 78 22 7 38 44 56
Students with Disabilities 7 38 45 55 7 16 23 77
Students without Disabilities 12 73 85 15 3 50 53 47
Economically Disadvantaged 6 61 67 33 2 30 32 68
Not Economically Disadvantaged 15 72 86 14 5 54 58 42
English Learners 3 46 49 51 2 14 16 84
Homeless 3 47 51 49 2 12 14 86
Military Connected 17 67 83 17 3 38 41 59
Foster Care - 64 64 36 5 47 53 47
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 14 65 79 21 4 46 51 49
Female 12 67 79 21 3 46 48 52
Male 16 63 79 21 6 47 53 47
American Indian < < 100 0 < < < <
Asian 15 75 90 10 - 81 81 19
Black 10 61 71 29 - 31 31 69
Hispanic 10 60 70 30 3 31 34 66
Native Hawaiian < < < <
White 15 68 83 17 5 52 57 43
Multiple Races 15 46 61 39 2 39 41 59
Students with Disabilities 9 30 39 61 8 20 28 73
Students without Disabilities 15 71 86 14 4 51 54 46
Economically Disadvantaged 8 59 67 33 2 31 33 67
Not Economically Disadvantaged 19 69 87 13 6 56 62 38
English Learners 6 50 55 45 3 25 28 72
Homeless < < < < 6 24 29 71
Military Connected < < < < < < < <
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 16 65 80 20 6 40 47 53
Female 13 69 82 18 4 43 48 52
Male 19 60 79 21 8 38 45 55
American Indian < < < < < < < <
Asian 17 83 100 0 - 50 50 50
Black 7 60 67 33 3 27 30 70
Hispanic 7 68 75 25 2 27 29 71
Native Hawaiian < < < <
White 19 64 83 17 7 45 53 47
Multiple Races 15 63 77 23 15 42 56 44
Students with Disabilities 11 42 53 47 9 11 20 80
Students without Disabilities 17 68 85 15 6 46 51 49
Economically Disadvantaged 7 61 68 32 2 28 30 70
Not Economically Disadvantaged 22 67 89 11 9 49 57 43
English Learners 3 60 63 37 - 15 15 85
Homeless - 36 36 64 8 8 17 83
Military Connected - 91 91 9 < < < <
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 14 62 76 24 4 36 39 61
Female 13 63 76 24 3 35 38 62
Male 15 61 76 24 4 36 41 59
American Indian < < < < < < < <
Asian 35 61 96 4 5 25 30 70
Black 8 57 65 35 - 30 30 70
Hispanic 10 55 65 35 2 29 30 70
White 15 63 79 21 4 41 45 55
Multiple Races 9 76 85 15 7 16 23 77
Students with Disabilities 10 33 43 57 6 9 15 85
Students without Disabilities 15 67 81 19 3 41 45 55
Economically Disadvantaged 6 58 65 35 2 23 24 76
Not Economically Disadvantaged 19 64 84 16 5 44 49 51
English Learners - 35 35 65 2 3 5 95
Homeless 6 65 71 29 - 7 7 93
Foster Care < < 100 0 < < 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 7 59 65 35 3 36 38 62
Female 6 58 64 36 3 36 39 61
Male 7 60 67 33 3 35 37 63
American Indian < < < < < < < <
Asian < < < < 13 40 53 47
Black 5 40 44 56 3 16 19 81
Hispanic 7 54 61 39 1 23 24 76
Native Hawaiian < < 100 0
White 7 62 69 31 3 42 45 55
Multiple Races 10 49 59 41 2 36 38 62
Students with Disabilities 6 25 31 69 6 8 14 86
Students without Disabilities 7 68 74 26 2 39 41 59
Economically Disadvantaged 5 51 56 44 1 18 19 81
Not Economically Disadvantaged 8 65 73 27 3 46 49 51
English Learners 3 21 24 76 2 - 2 98
Homeless 7 36 43 57 - - - 100
Military Connected < < < < < < < <
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 11 71 81 19 2 29 31 69
Female 11 75 85 15 1 27 29 71
Male 11 67 78 22 2 31 33 67
American Indian < < < < < < < <
Asian 32 63 95 5 - 38 38 62
Black 7 65 72 28 3 17 20 80
Hispanic 7 64 71 29 1 22 23 77
Native Hawaiian < < 100 0 < < < <
White 11 73 83 17 2 34 36 64
Multiple Races 16 74 90 10 7 18 25 75
Students with Disabilities 6 38 44 56 10 7 16 84
Students without Disabilities 11 76 87 13 - 35 35 65
Economically Disadvantaged 6 64 70 30 2 21 24 76
Not Economically Disadvantaged 13 75 88 12 1 36 38 62
English Learners 3 34 37 63 4 9 13 88
Homeless 6 53 59 41 - 5 5 95
Military Connected < < < < < < < <
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 5 73 78 22 2 32 34 66
Female 6 76 82 18 2 32 34 66
Male 3 71 74 26 2 31 33 67
American Indian < < 100 0 < < < <
Asian 40 60 100 0 17 50 67 33
Black 6 61 67 33 3 6 9 91
Hispanic 5 66 71 29 2 27 29 71
Native Hawaiian < < 100 0 < < 100 0
White 4 77 81 19 2 35 37 63
Multiple Races 5 70 75 25 4 29 33 67
Students with Disabilities 6 38 44 56 7 8 14 86
Students without Disabilities 4 81 86 14 1 36 38 63
Economically Disadvantaged 5 62 67 33 3 20 22 78
Not Economically Disadvantaged 4 81 85 15 2 39 41 59
English Learners 3 37 39 61 4 8 11 89
Homeless < < < < - 8 8 92
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 12 70 81 19 3 65 68 32
Female 14 70 84 16 3 70 73 27
Male 9 69 78 22 3 61 64 36
American Indian < < 100 0 < < < <
Asian 27 64 91 9 - 86 86 14
Black 7 62 69 31 5 55 60 40
Hispanic 4 72 76 24 2 60 62 38
Native Hawaiian < < 100 0 < < 100 0
White 13 70 82 18 3 67 70 30
Multiple Races 21 69 90 10 9 57 66 34
Students with Disabilities 1 54 55 45 - 40 40 60
Students without Disabilities 13 72 86 14 3 69 73 27
Economically Disadvantaged 5 66 71 29 2 55 57 43
Not Economically Disadvantaged 15 71 86 14 4 70 74 26
English Learners 2 59 61 39 - 25 25 75
Homeless - 31 31 69 - 40 40 60
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 75 84 16 3 80 84 16
Female 11 75 86 14 6 80 86 14
Male 8 75 82 18 1 81 82 18
American Indian < < 100 0
Asian 14 79 93 7 7 80 87 13
Black 2 61 64 36 - 44 44 56
Hispanic 4 72 76 24 2 78 80 20
White 11 76 87 13 3 82 86 14
Multiple Races 9 84 94 6 11 89 100 0
Students with Disabilities - 49 49 51 - 50 50 50
Students without Disabilities 10 77 87 13 4 81 85 15
Economically Disadvantaged 4 68 72 28 3 66 69 31
Not Economically Disadvantaged 11 77 88 12 4 84 87 13
English Learners - 35 35 65 < < < <
Homeless < < < < < < < <
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 18 77 95 5 9 84 93 7
Female 19 76 95 5 10 86 96 4
Male 17 78 94 6 8 83 91 9
American Indian < < 100 0
Asian 50 50 100 0 < < < <
Black 9 73 82 18
Hispanic 20 73 93 7 < < 100 0
White 17 79 96 4 7 86 93 7
Multiple Races 19 69 88 13 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 18 77 95 5 9 84 93 7
Economically Disadvantaged 12 79 91 9 - 80 80 20
Not Economically Disadvantaged 19 76 96 4 10 85 94 6
English Learners < < < <
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 15 65 79 21 5 47 52 48
Female 13 66 79 21 5 46 50 50
Male 16 64 79 21 5 49 54 46
American Indian < < < < < < < <
Asian 27 60 87 13 11 47 58 42
Black 8 60 68 32 1 35 35 65
Hispanic 7 60 68 32 2 37 38 62
Native Hawaiian < < 100 0 < < 100 0
White 16 67 83 17 6 52 58 42
Multiple Races 17 60 77 23 5 44 49 51
Students with Disabilities 6 36 42 58 4 18 22 78
Students without Disabilities 16 70 85 15 5 52 57 43
Economically Disadvantaged 7 59 66 34 2 34 35 65
Not Economically Disadvantaged 18 68 87 13 6 54 61 39
English Learners 1 29 30 70 2 7 8 92
Homeless 5 36 41 59 - 24 24 76
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 74 26 6 36 42 58
Female 15 58 74 26 7 34 41 59
Male 20 55 75 25 6 37 43 57
American Indian < < < < < < < <
Asian 48 43 91 9 5 30 35 65
Black 8 57 65 35 - 25 25 75
Hispanic 11 50 60 40 1 20 21 79
White 19 60 79 21 8 43 51 49
Multiple Races 20 54 74 26 9 23 32 68
Students with Disabilities 7 31 38 62 4 14 17 83
Students without Disabilities 19 61 81 19 7 40 47 53
Economically Disadvantaged 9 53 62 38 1 25 27 73
Not Economically Disadvantaged 24 60 84 16 9 42 51 49
English Learners - 27 27 73 2 3 5 95
Homeless 12 53 65 35 - 14 14 86
Foster Care < < < < < < 100 0
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 61 80 20 2 45 47 53
Female 19 61 80 20 2 42 44 56
Male 19 61 80 20 2 49 51 49
American Indian < < 100 0 < < < <
Asian 15 85 100 0 8 58 67 33
Black 7 62 69 31 - 14 14 86
Hispanic 11 55 66 34 - 34 34 66
White 22 62 84 16 2 51 53 47
Multiple Races 17 60 77 23 6 48 54 46
Students with Disabilities 7 34 41 59 3 12 15 85
Students without Disabilities 21 66 87 13 2 51 53 47
Economically Disadvantaged 9 56 65 35 1 30 30 70
Not Economically Disadvantaged 24 64 88 12 3 54 57 43
English Learners 3 28 31 69 - 4 4 96
Homeless < < < < - 14 14 86
Military Connected < < 100 0 < < 100 0
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 10 72 82 18 6 58 64 36
Female 9 76 85 15 5 58 63 37
Male 11 68 79 21 7 58 65 35
American Indian < < 100 0 < < < <
Asian 19 69 88 13 20 60 80 20
Black 2 61 63 37 2 55 57 43
Hispanic 5 69 74 26 2 55 56 44
Native Hawaiian < < 100 0 < < 100 0
White 12 74 86 14 7 59 66 34
Multiple Races 13 64 77 23 - 60 60 40
Students with Disabilities 1 38 38 62 1 28 28 72
Students without Disabilities 11 76 87 13 6 62 69 31
Economically Disadvantaged 4 64 68 32 2 46 48 52
Not Economically Disadvantaged 13 75 88 12 7 63 70 30
English Learners - 18 18 82 - 17 17 83
Homeless < < < < - 42 42 58
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 33 61 94 6 < < < <
Female 34 55 89 11 < < < <
Male 33 66 98 2 < < < <
Asian < < < < < < < <
Black < < 100 0
Hispanic 10 75 85 15
Native Hawaiian < < 100 0
White 35 61 95 5 < < 100 0
Multiple Races 46 46 92 8 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 33 61 94 6 < < < <
Economically Disadvantaged 15 70 85 15
Not Economically Disadvantaged 36 59 95 5 < < < <
English Learners < < < <
Homeless < < 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 4 73 77 23 - 16 16 84
Female 2 72 74 26 - 17 17 83
Male 6 74 79 21 < < < <
Asian 7 64 71 29
Black 6 66 71 29 < < < <
Hispanic - 70 70 30 < < < <
White 5 74 79 21 < < < <
Multiple Races - 76 76 24 < < < <
Students with Disabilities 2 44 47 53 < < < <
Students without Disabilities 4 79 83 17 - 23 23 77
Economically Disadvantaged 2 64 66 34 < < < <
Not Economically Disadvantaged 5 78 83 17 - 20 20 80
English Learners - 39 39 61 < < < <
Homeless - 10 10 90 < < < <
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 22 59 81 19
Female 19 61 81 19
Male 26 57 82 18
American Indian < < < <
Asian 46 48 94 6
Black 11 60 71 29
Hispanic 16 59 75 25
Native Hawaiian < < 100 0
White 24 59 84 16
Multiple Races 17 61 79 21
Students with Disabilities 9 41 50 50
Students without Disabilities 24 62 86 14
Economically Disadvantaged 12 58 70 30
Not Economically Disadvantaged 28 60 87 13
English Learners 3 37 40 60
Homeless 12 50 62 38
Military Connected 20 70 90 10
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 6 70 76 24
Female 3 72 75 25
Male 10 68 78 22
Asian 9 64 73 27
Black - 72 72 28
Hispanic 5 57 62 38
White 8 73 81 19
Multiple Races - 79 79 21
Students with Disabilities 2 28 30 70
Students without Disabilities 7 75 81 19
Economically Disadvantaged 2 61 63 37
Not Economically Disadvantaged 8 74 83 17
English Learners - 15 15 85
Homeless < < < <
Military Connected < < 100 0
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 24 65 89 11
Female 20 68 88 12
Male 28 62 89 11
Asian 55 40 95 5
Black 12 60 72 28
Hispanic 16 71 87 13
Native Hawaiian < < 100 0
White 26 64 90 10
Multiple Races 23 60 83 17
Students with Disabilities 9 53 62 38
Students without Disabilities 26 67 93 7
Economically Disadvantaged 11 71 82 18
Not Economically Disadvantaged 30 62 92 8
English Learners 7 54 61 39
Homeless 9 55 64 36
Military Connected < < < <
Foster Care < < 100 0
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 23 56 79 21
Female 18 60 78 22
Male 27 52 80 20
American Indian < < 100 0
Asian 53 40 93 7
Black 15 51 66 34
Hispanic 19 59 78 23
Native Hawaiian < < 100 0
White 23 56 79 21
Multiple Races 24 50 74 26
Students with Disabilities 6 38 44 56
Students without Disabilities 25 59 83 17
Economically Disadvantaged 15 51 66 34
Not Economically Disadvantaged 25 58 83 17
English Learners - 50 50 50
Homeless < < < <
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division194
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-kindergarten119121118
Kindergarten993947908
Grade 19581,028917
Grade 29541,022940
Grade 3989988971
Grade 41,0371,010941
Grade 51,0501,083989
Grade 61,1281,0961,045
Grade 71,0711,1591,088
Grade 81,0441,0961,174
Grade 91,1421,1271,163
Grade 101,1081,1141,090
Grade 119931,0511,075
Grade 121,0411,0381,102
Total Students13,62713,88013,521

< = 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 Students136271388013521
Female669667886630
Male693170926891
American Indian263027
Asian227239253
Black580576593
Hispanic241726902788
Native Hawaiian111821
White971196719161
Multiple Races655656678
Students with Disabilities178118961820
Students without Disabilities118461198411701
Economically Disadvantaged452347544368
Not Economically Disadvantaged910491269153
English Learners106211651217
Not English Learners125651271512304
Homeless104126127
Military Connected497360
Foster Care43321
< = 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 543 481 14 1 47 23
State 51295 36973 2078 699 4153 1962
Female Division 300 206 5 1 14 7
State 28290 16169 687 250 1331 757
Male Division 243 275 9 0 33 16
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < < <
State 103 103 9 1 12 3
Asian Division 12 6 0 0 0 0
State 5778 1304 69 12 65 34
Black Division 20 17 2 0 4 3
State 7939 10584 760 145 1021 763
Hispanic Division 75 90 4 0 21 6
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 410 347 8 1 19 13
State 28772 16247 907 407 1091 763
Multiple Races Division 24 20 0 0 2 1
State 2688 1933 99 44 115 84
Students with Disabilities Division 13 95 14 0 9 1
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 94 154 9 0 14 11
State 11835 19243 1250 370 2163 1354
English Learners Division 15 26 0 0 7 2
State 1286 4091 201 19 1534 65
Homeless Division 5 10 1 0 1 3
State 166 486 49 19 184 55
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 Students1,1091,038941,03994474
Female5335119651296143
Male5765279252792336
American Indian<<<<<<<
Asian18181001810000
Black463985398549
Hispanic19616986169862111
Native Hawaiian<<100<10000
White7987659676696192
Multiple Races474494449424
Students with Disabilities132122921229297
Economically Disadvantaged2822579125791145
English Learners5041824182714
Homeless201680168015
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 Taken265 / 6.19%330 / 7.63%1,143 / 25.8%
Advanced Placement Course Enrollment1,084 / 25.3%1,029 / 23.79%301 / 6.79%
Dual Enrollment777 / 18.14%767 / 17.73%837 / 18.89%
Governor's School Enrollment - 55 / 1.27%55 / 1.24%
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 StudentsDivision92958537
State86,21159,46231
FemaleDivision47535226
State43,37932,57825
MaleDivision45423349
State42,83226,88437
AsianDivision161131
State6,3805,55313
BlackDivision452447
State18,49311,40838
HispanicDivision1025942
State10,8006,31841
WhiteDivision73146736
State46,06033,07528
Multiple RacesDivision352431
State4,1342,89130
Students with DisabilitiesDivision762172
State7,5273,57553
Economically DisadvantagedDivision23410555
State28,17015,21546
English LearnersDivision351751
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 AssessmentsDivision57-9
 State4,0955111,508
State LicensuresDivision493959
 State2,2313331,030
Industry CertificationDivision1,4661,150889
 State107,23443,66048,781
Workplace ReadinessDivision637--
 State44,897--
Total Credentials EarnedDivision2,2091,189957
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,5991,023765
 State126,04439,25445,542
CTE CompletersDivision626609572
 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$6,253$5,544$611
State$6,462$5,219$867
2018-2019Division$6,453$5,836$601
State$6,642$5,388$901
2019-2020Division$6,463$6,070$559
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 Students11,8901,51811,9751,444
Female5,8537235,932635
Male6,0377956,043809
American Indian224262
Asian2092024215
Black49087462117
Hispanic2,1002952,418392
Native Hawaiian92183
White8,5151,0228,220821
Multiple Races5458858994
Students with Disabilities1,5483441,571342
Economically Disadvantaged4,0398543,860919
English Learners9761221,064202
Homeless1106913899
< = 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 42
Disorderly or Disruptive Behavior Offenses 57
Other Offenses Against Persons 38
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 24
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 Indian0.20.20.20.8
Asian1.70.21.70.61.9
Black4.311.24.26.94.411.6
Hispanic17.713.619.414.720.614.7
Native Hawaiian0.10.50.10.20.8
White71.368.769.770.367.859.7
Multiple Races4.85.94.77.5512.4
< = 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
Asian1.73.81.76.31.9
Black4.315.44.212.54.4
Hispanic17.73.819.42520.6
Native Hawaiian0.10.10.2
White71.369.269.756.367.8100
Multiple Races4.87.74.75
< = 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
Asian1.71.71.9
Black4.34.24.4
Hispanic17.719.420.6
Native Hawaiian0.10.10.2
White71.310069.767.8
Multiple Races4.84.75
< = 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 34.335.135.1
< = 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 33.432.432.4
< = 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: