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Fredericksburg City Public Schools

General school information

Division: Fredericksburg City Public Schools
Division Number: 110
Address: 210 Ferdinand Street Fredericksburg, VA 22401
Superintendent: Dr. Marceline R. Catlett
Region: 3
Division Website (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 10 53 63 37 9 46 55 45
Female 12 57 69 31 9 50 59 41
Male 8 50 58 42 9 42 51 49
American Indian < < 100 0 < < < <
Asian 15 63 78 22 9 36 45 55
Black 6 47 52 48 4 41 45 55
Hispanic 6 50 56 44 5 42 47 53
Native Hawaiian < < 100 0 < < < <
White 18 61 79 21 20 57 77 23
Multiple Races 7 56 63 37 4 50 54 46
Students with Disabilities 10 18 28 72 8 17 25 75
Students without Disabilities 10 59 69 31 9 51 60 40
Economically Disadvantaged 4 46 50 50 4 37 41 59
Not Economically Disadvantaged 15 61 76 24 14 55 69 31
English Learners 2 23 24 76 3 20 23 77
Homeless 6 38 44 56 8 42 50 50
Military Connected 18 73 90 10 12 68 79 21
Foster Care < < < < < < < <
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 10 40 50 50 4 42 46 55
Female 12 40 53 47 4 45 49 51
Male 8 39 47 53 3 39 42 58
American Indian < < < <
Asian 12 65 76 24 - 38 38 63
Black 8 31 38 62 - 42 42 58
Hispanic 5 30 34 66 - 41 41 59
White 13 52 65 35 13 44 56 44
Multiple Races 18 29 47 53 6 50 56 44
Students with Disabilities 19 14 33 67 - 15 15 85
Students without Disabilities 8 45 53 47 4 45 49 51
Economically Disadvantaged 8 31 40 60 - 35 35 65
Not Economically Disadvantaged 12 48 60 40 8 51 58 42
English Learners 5 27 32 68 - 22 22 78
Homeless < < < < < < < <
Military Connected < < < < < < 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 13 46 59 41 8 50 58 42
Female 16 50 66 34 8 58 66 34
Male 10 42 52 48 8 43 51 49
American Indian < < 100 0 < < 100 0
Asian 13 63 75 25 6 56 63 38
Black 7 34 41 59 6 47 53 47
Hispanic 9 45 54 46 - 38 38 62
White 23 53 77 23 20 66 85 15
Multiple Races 7 67 73 27 5 42 47 53
Students with Disabilities 8 17 25 75 15 25 40 60
Students without Disabilities 13 51 64 36 7 54 61 39
Economically Disadvantaged 3 44 47 53 2 45 47 53
Not Economically Disadvantaged 25 50 75 25 15 57 72 28
English Learners 2 32 34 66 3 28 30 70
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 11 48 59 41 11 48 59 41
Female 13 50 63 37 11 47 58 42
Male 9 46 55 45 12 48 59 41
Asian 16 53 68 32 23 46 69 31
Black 4 55 59 41 4 42 46 54
Hispanic 5 40 45 55 8 34 42 58
White 28 47 75 25 18 61 79 21
Multiple Races 4 39 43 57 < < < <
Students with Disabilities 4 18 22 78 22 30 52 48
Students without Disabilities 12 53 65 35 9 51 60 40
Economically Disadvantaged 2 43 45 55 8 43 51 49
Not Economically Disadvantaged 21 55 76 24 15 52 67 33
English Learners - 23 23 77 9 24 33 67
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 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 12 56 68 32 4 43 47 53
Female 13 61 74 26 5 51 56 44
Male 12 50 62 38 3 36 39 61
Asian 21 50 71 29 - 25 25 75
Black 7 49 56 44 - 39 39 61
Hispanic 5 61 65 35 3 50 53 47
White 24 61 85 15 14 48 62 38
Multiple Races 11 58 68 32 < < < <
Students with Disabilities 6 25 31 69 4 25 29 71
Students without Disabilities 13 60 74 26 4 47 52 48
Economically Disadvantaged 5 51 56 44 - 34 34 66
Not Economically Disadvantaged 20 61 81 19 10 56 66 34
English Learners - 17 17 83 7 13 20 80
Homeless 12 35 47 53 < < < <
Military Connected 23 69 92 8 < < < <
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 5 60 65 35 2 41 43 57
Female 7 62 69 31 3 32 35 65
Male 3 58 61 39 1 49 51 49
Asian < < 100 0 - 30 30 70
Black 1 49 51 49 2 33 36 64
Hispanic 2 60 62 38 - 31 31 69
White 10 69 79 21 6 65 71 29
Multiple Races 6 65 71 29 - 43 43 57
Students with Disabilities - 32 32 68 - - - 100
Students without Disabilities 6 63 69 31 3 49 51 49
Economically Disadvantaged - 58 58 42 1 22 24 76
Not Economically Disadvantaged 11 62 73 27 3 59 62 38
English Learners - 6 6 94 - 11 11 89
Homeless - 55 55 45 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 8 56 65 35 6 46 51 49
Female 9 64 74 26 6 57 63 37
Male 7 49 57 43 5 37 42 58
Asian 10 70 80 20 < < < <
Black 10 38 48 52 8 26 34 66
Hispanic 9 48 57 43 3 41 44 56
White 8 74 82 18 4 79 82 18
Multiple Races - 79 79 21 < < < <
Students with Disabilities 16 6 23 77 - 11 11 89
Students without Disabilities 7 64 71 29 7 53 59 41
Economically Disadvantaged 6 46 52 48 2 26 28 72
Not Economically Disadvantaged 11 68 79 21 8 63 71 29
English Learners - 5 5 95 - 9 9 91
Homeless 8 33 42 58 < < < <
Military Connected < < < < < < < <
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 10 71 81 19 21 49 70 30
Female 14 69 83 17 19 59 79 21
Male 6 72 78 22 23 39 62 38
Asian 17 75 92 8 27 18 45 55
Black 4 67 71 29 6 51 57 43
Hispanic 4 79 83 17 17 54 70 30
Native Hawaiian < < 100 0 < < < <
White 20 69 88 12 42 49 90 10
Multiple Races - 73 73 27 8 58 67 33
Students with Disabilities 14 18 32 68 7 11 19 81
Students without Disabilities 10 76 86 14 23 55 78 23
Economically Disadvantaged 10 53 63 37 13 47 59 41
Not Economically Disadvantaged 10 73 83 17 27 51 78 22
English Learners - 23 23 77 - 11 11 89
Homeless < < < < < < 100 0
Military Connected < < 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 11 43 54 46
Female 14 51 65 35
Male 8 36 44 56
Asian < < < <
Black 6 32 39 61
Hispanic 7 40 48 52
White 17 53 70 30
Multiple Races 6 39 44 56
Students with Disabilities 14 10 24 76
Students without Disabilities 10 49 59 41
Economically Disadvantaged 11 26 37 63
Not Economically Disadvantaged 11 47 57 43
English Learners < < < <
Homeless 7 27 33 67
Military Connected 10 60 70 30
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 12 45 56 44
Female 15 50 65 35
Male 8 40 48 52
Asian < < 100 0
Black 6 31 37 63
Hispanic 10 42 52 48
White 17 57 73 27
Multiple Races 7 47 53 47
Students with Disabilities 14 7 21 79
Students without Disabilities 11 51 62 38
Economically Disadvantaged 11 15 26 74
Not Economically Disadvantaged 12 49 61 39
Homeless 9 18 27 73
Military Connected < < < <
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 7 34 41 59
Female 6 56 63 38
Male 7 21 29 71
Asian < < < <
Black 7 40 47 53
Hispanic - 36 36 64
White 15 31 46 54
Multiple Races < < < <
Students with Disabilities 15 15 31 69
Students without Disabilities 3 42 45 55
Economically Disadvantaged 11 42 53 47
Not Economically Disadvantaged 4 28 32 68
English Learners < < < <
< = 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 8 53 61 39 3 24 27 73
Female 8 55 62 38 2 24 26 74
Male 8 52 60 40 4 23 27 73
American Indian < < 100 0 < < < <
Asian 12 71 83 17 5 31 36 64
Black 4 46 49 51 1 15 16 84
Hispanic 4 50 54 46 2 16 17 83
Native Hawaiian < < < < < < < <
White 15 60 76 24 6 40 46 54
Multiple Races 5 62 67 33 2 20 23 77
Students with Disabilities 10 19 30 70 9 6 16 84
Students without Disabilities 7 58 66 34 2 26 28 72
Economically Disadvantaged 4 47 51 49 2 13 14 86
Not Economically Disadvantaged 11 59 70 30 4 35 39 61
English Learners 2 43 45 55 3 7 10 90
Homeless 2 44 47 53 8 4 12 88
Military Connected 8 77 85 15 - 51 51 49
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 3 25 28 73
Female 9 67 76 24 2 22 24 76
Male 14 57 72 28 3 28 32 68
American Indian < < < <
Asian 6 94 100 0 - 20 20 80
Black 8 55 62 38 - 26 26 74
Hispanic 10 52 62 38 - 16 16 84
White 18 66 84 16 8 41 49 51
Multiple Races 12 71 82 18 6 18 24 76
Students with Disabilities 19 33 51 49 - - - 100
Students without Disabilities 11 67 78 22 3 28 31 69
Economically Disadvantaged 8 58 66 34 - 16 16 84
Not Economically Disadvantaged 16 65 81 19 5 36 41 59
English Learners 5 66 71 29 - 6 6 94
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 10 54 63 37 3 25 28 72
Female 10 52 61 39 - 25 25 75
Male 9 55 65 35 6 25 31 69
American Indian < < 100 0 < < 100 0
Asian 6 81 88 13 11 21 32 68
Black 3 45 49 51 - 11 11 89
Hispanic 6 53 59 41 - 19 19 81
White 22 54 76 24 5 50 55 45
Multiple Races - 65 65 35 6 17 22 78
Students with Disabilities 11 17 28 72 10 15 25 75
Students without Disabilities 9 59 69 31 2 27 29 71
Economically Disadvantaged 2 53 55 45 3 10 13 87
Not Economically Disadvantaged 19 54 73 27 3 45 47 53
English Learners 4 59 63 37 2 7 9 91
Homeless < < < < < < < <
Military Connected < < 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 7 53 60 40 10 34 44 56
Female 6 52 58 42 5 30 35 65
Male 7 55 62 38 13 38 52 48
Asian 15 55 70 30 13 53 67 33
Black 1 53 54 46 6 30 36 64
Hispanic 4 49 53 47 5 23 28 72
White 18 56 74 26 16 40 56 44
Multiple Races - 57 57 43 < < < <
Students with Disabilities 2 7 9 91 26 15 41 59
Students without Disabilities 8 62 69 31 7 38 45 55
Economically Disadvantaged 1 48 49 51 5 28 33 67
Not Economically Disadvantaged 14 59 73 27 15 41 56 44
English Learners - 34 34 66 11 14 24 76
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 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 3 46 49 51 2 4 6 94
Female 2 51 53 47 2 2 5 95
Male 4 41 45 55 1 4 6 94
Asian 10 50 60 40 - 18 18 82
Black 3 41 44 56 - 2 2 98
Hispanic - 41 41 59 6 - 6 94
White 5 60 65 35 - 5 5 95
Multiple Races - 50 50 50 < < < <
Students with Disabilities 11 14 25 75 8 - 8 92
Students without Disabilities 1 53 54 46 - 5 5 95
Economically Disadvantaged 4 38 42 58 - 2 2 98
Not Economically Disadvantaged 1 58 60 40 5 7 12 88
English Learners - 25 25 75 9 5 14 86
Homeless - 47 47 53 < < < <
Military Connected < < < < < < < <
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 6 49 54 46 1 12 13 87
Female 8 44 52 48 3 14 17 83
Male 4 52 56 44 - 10 10 90
Asian 17 67 83 17 - 20 20 80
Black 2 36 38 62 - 2 2 98
Hispanic 2 44 45 55 2 11 13 87
White 10 63 73 27 3 23 27 73
Multiple Races 11 61 72 28 - 14 14 86
Students with Disabilities 8 24 32 68 4 - 4 96
Students without Disabilities 6 51 57 43 1 14 15 85
Economically Disadvantaged 3 34 38 63 - 5 5 95
Not Economically Disadvantaged 9 65 74 26 3 21 25 75
English Learners 4 9 13 87 4 - 4 96
Homeless - 36 36 64 < < < <
Military Connected 20 80 100 0 < < < <
Foster Care < < < <
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 2 51 54 46 1 14 15 85
Female 2 61 63 37 2 12 14 86
Male 3 41 44 56 - 15 15 85
Asian < < < < < < < <
Black 4 41 44 56 - 3 3 97
Hispanic 2 47 49 51 - 3 3 97
White 2 61 63 37 4 36 39 61
Multiple Races < < < < - 10 10 90
Students with Disabilities 16 23 39 61 6 - 6 94
Students without Disabilities - 56 56 44 - 16 16 84
Economically Disadvantaged 2 44 47 53 - 2 2 98
Not Economically Disadvantaged 2 61 63 37 2 24 26 74
English Learners - 16 16 84 - - - 100
Homeless 10 50 60 40 < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 73 27 1 21 22 78
Female 8 67 75 25 1 22 23 77
Male 9 62 70 30 - 20 20 80
American Indian < < < <
Asian 8 92 100 0 8 38 46 54
Black 1 58 59 41 - 13 13 87
Hispanic 3 68 71 29 - 25 25 75
White 19 67 85 15 - 28 28 72
Multiple Races 8 54 62 38 < < < <
Students with Disabilities - 29 29 71 - 11 11 89
Students without Disabilities 9 67 76 24 1 22 23 77
Economically Disadvantaged 4 64 68 32 1 13 14 86
Not Economically Disadvantaged 10 65 74 26 - 27 27 73
English Learners - 52 52 48 - 14 14 86
Homeless - 50 50 50 < < < <
Military Connected < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 44 59 41 1 54 55 45
Female 20 45 65 35 - 53 53 47
Male 10 44 54 46 3 54 57 43
Asian < < < < < < 100 0
Black 6 39 45 55 - 40 40 60
Hispanic 6 47 53 47 - 29 29 71
Native Hawaiian < < 100 0
White 28 45 74 26 3 68 71 29
Multiple Races < < < < < < < <
Students with Disabilities - 16 16 84 < < < <
Students without Disabilities 16 48 64 36 1 56 58 42
Economically Disadvantaged 8 38 46 54 - 42 42 58
Not Economically Disadvantaged 17 47 64 36 2 59 61 39
English Learners - 23 23 77 < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 4 49 54 46 4 58 63 38
Female 4 40 44 56 - 85 85 15
Male 5 59 64 36 9 27 36 64
Asian < < 100 0 < < < <
Black - 25 25 75 < < < <
Hispanic - 38 38 63 < < 100 0
Native Hawaiian < < < <
White 5 68 73 27 7 64 71 29
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 5 51 55 45 4 58 63 38
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 5 50 55 45 5 70 75 25
English Learners < < 100 0
Homeless < < < <
Military Connected < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 4 38 42 58
Female 6 58 65 35 3 38 41 59
Male 10 55 65 35 5 39 43 57
Asian 20 57 76 24 6 47 53 47
Black 3 52 55 45 3 25 27 73
Hispanic 4 50 55 45 3 24 26 74
Native Hawaiian < < 100 0 < < < <
White 17 66 83 17 5 61 66 34
Multiple Races 7 59 66 34 4 42 46 54
Students with Disabilities 2 20 22 78 5 22 27 73
Students without Disabilities 9 61 71 29 3 41 45 55
Economically Disadvantaged 3 43 46 54 2 27 29 71
Not Economically Disadvantaged 11 64 75 25 5 49 54 46
English Learners 1 20 21 79 1 11 12 88
Homeless 2 46 48 52 < < < <
Military Connected 9 77 86 14 - 58 58 42
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 5 47 52 48 3 34 38 62
Female 4 43 47 53 1 27 28 72
Male 6 51 57 43 5 41 45 55
Asian 22 50 72 28 - 43 43 57
Black - 41 41 59 2 26 28 72
Hispanic 1 42 44 56 3 16 19 81
White 14 57 71 29 5 49 55 45
Multiple Races - 55 55 45 < < < <
Students with Disabilities - 9 9 91 12 28 40 60
Students without Disabilities 6 53 59 41 2 36 37 63
Economically Disadvantaged 1 34 35 65 3 24 27 73
Not Economically Disadvantaged 10 62 72 28 4 45 49 51
English Learners 2 26 28 72 3 11 14 86
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
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 14 52 67 33 3 31 35 65
Female 12 58 70 30 2 29 31 69
Male 16 47 63 37 5 33 38 63
Asian 10 70 80 20 < < < <
Black 8 43 51 49 3 13 16 84
Hispanic 8 44 52 48 6 17 22 78
White 22 64 86 14 - 76 76 24
Multiple Races 23 62 85 15 < < < <
Students with Disabilities 6 29 35 65 - 11 11 89
Students without Disabilities 15 56 71 29 4 35 40 60
Economically Disadvantaged 6 45 52 48 2 13 15 85
Not Economically Disadvantaged 22 60 82 18 5 47 52 48
English Learners - 17 17 83 - 18 18 82
Homeless - 64 64 36 < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 66 77 23 4 45 49 51
Female 7 74 80 20 4 48 53 47
Male 14 59 73 27 3 41 45 55
Asian < < < < 8 50 58 42
Black 5 63 68 32 2 30 31 69
Hispanic 10 66 76 24 - 36 36 64
Native Hawaiian < < 100 0 < < 100 0
White 15 70 86 14 7 63 70 30
Multiple Races 8 69 77 23 8 50 58 42
Students with Disabilities - 20 20 80 - 17 17 83
Students without Disabilities 11 70 81 19 4 49 53 47
Economically Disadvantaged 2 62 64 36 - 37 37 63
Not Economically Disadvantaged 12 67 79 21 7 52 59 41
English Learners - 8 8 92 - 4 4 96
Homeless 6 44 50 50 < < < <
Military Connected < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 84 16 < < 100 0
Female 9 72 81 19 < < 100 0
Male 20 68 88 12
Asian < < < < < < 100 0
Black - 87 87 13
Hispanic < < < <
Native Hawaiian < < 100 0
White 25 63 88 13
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 15 73 87 13 < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged 15 74 89 11 < < 100 0
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 58 62 38 < < < <
Female 3 56 59 41 < < 100 0
Male 4 60 64 36 < < < <
Asian < < < <
Black - 53 53 47 < < 100 0
Hispanic 2 50 52 48 < < < <
White 11 77 88 12 < < 100 0
Multiple Races - 45 45 55
Students with Disabilities - 21 21 79 < < 100 0
Students without Disabilities 4 63 67 33 < < < <
Economically Disadvantaged 2 50 52 48 < < < <
Not Economically Disadvantaged 4 60 64 36 < < 100 0
English Learners - 16 16 84
Homeless - 55 55 45
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 9 50 59 41
Female 9 52 61 39
Male 10 48 58 42
American Indian < < < <
Asian 12 71 83 17
Black 4 42 46 54
Hispanic 7 44 51 49
Native Hawaiian < < < <
White 18 60 78 22
Multiple Races 9 53 61 39
Students with Disabilities 4 22 26 74
Students without Disabilities 10 54 64 36
Economically Disadvantaged 4 45 49 51
Not Economically Disadvantaged 13 54 67 33
English Learners 2 28 30 70
Homeless 4 31 35 65
Military Connected 13 73 87 13
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 35 40 60
Female 2 33 35 65
Male 7 37 44 56
Asian < < < <
Black - 23 23 78
Hispanic - 39 39 61
White 13 47 60 40
Multiple Races < < < <
Students with Disabilities - 20 20 80
Students without Disabilities 6 38 44 56
Economically Disadvantaged - 20 20 80
Not Economically Disadvantaged 6 39 45 55
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 45 48 52
Female 2 40 43 57
Male 3 48 52 48
Asian < < 100 0
Black 2 35 37 63
Hispanic 3 35 39 61
Native Hawaiian < < 100 0
White 5 76 81 19
Multiple Races < < < <
Students with Disabilities - 15 15 85
Students without Disabilities 3 52 55 45
Economically Disadvantaged 3 55 58 42
Not Economically Disadvantaged 3 41 43 57
English Learners - 26 26 74
Homeless < < < <
Military Connected < < 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 4 55 59 41
Female 1 63 64 36
Male 6 48 54 46
Asian < < < <
Black - 50 50 50
Hispanic 3 41 44 56
Native Hawaiian < < < <
White 9 70 79 21
Multiple Races < < < <
Students with Disabilities - 30 30 70
Students without Disabilities 4 57 61 39
Economically Disadvantaged - 36 36 64
Not Economically Disadvantaged 4 59 63 37
English Learners - 10 10 90
Homeless < < < <
Military Connected < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 55 61 39
Female 4 61 65 35
Male 7 50 57 43
Asian 9 73 82 18
Black 2 40 42 58
Hispanic 8 40 47 53
White 8 74 81 19
Multiple Races 6 75 81 19
Students with Disabilities - 23 23 77
Students without Disabilities 6 59 66 34
Economically Disadvantaged 3 41 44 56
Not Economically Disadvantaged 9 70 78 22
English Learners - 19 19 81
Homeless - 45 45 55
Military Connected < < < <
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 13 50 63 37
Female 12 53 65 35
Male 13 48 61 39
American Indian < < 100 0
Asian < < 100 0
Black 6 47 52 48
Hispanic 2 52 54 46
White 26 54 80 20
Multiple Races 27 27 53 47
Students with Disabilities 5 18 23 77
Students without Disabilities 13 54 67 33
Economically Disadvantaged 4 46 50 50
Not Economically Disadvantaged 23 55 78 22
English Learners - - - 100
Homeless 9 27 36 64
Military Connected < < 100 0
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 18 49 67 33
Female 18 49 67 33
Male 19 48 66 34
American Indian < < < <
Asian 9 91 100 0
Black 8 45 54 46
Hispanic 19 52 71 29
White 34 44 78 22
Multiple Races 6 47 53 47
Students with Disabilities 4 21 25 75
Students without Disabilities 20 52 72 28
Economically Disadvantaged 7 50 57 43
Not Economically Disadvantaged 32 46 78 22
English Learners 4 70 74 26
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

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

2018-20192020-2021
Division205
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-kindergarten185181138
Kindergarten340355246
Grade 1302328320
Grade 2274295300
Grade 3266269287
Grade 4273253256
Grade 5296266241
Grade 6278293258
Grade 7243265276
Grade 8242236263
Grade 9286302254
Grade 10231267257
Grade 11254203232
Grade 12240242217
Post Graduate186
Total Students3,7113,7633,551

< = 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 Students371137633551
Female180018401685
Male191119231866
American Indian91011
Asian208234277
Black121812301183
Hispanic897908832
Native Hawaiian988
White11181085959
Multiple Races252288281
Students with Disabilities391437439
Students without Disabilities332033263112
Economically Disadvantaged174217212893
Not Economically Disadvantaged19692042658
English Learners630692728
Not English Learners308130712823
Homeless15110354
Military Connected998977
Foster Care14109
< = 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 114 81 4 5 24 6
State 51255 36996 2098 701 4149 1959
Female Division 60 41 1 3 10 2
State 28269 16181 690 250 1331 761
Male Division 54 40 3 2 14 4
State 22980 20809 1408 451 2817 1198
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 5 6 0 0 0 0
State 5775 1305 72 12 65 35
Black Division 29 38 2 1 8 3
State 7933 10585 767 147 1019 761
Hispanic Division 18 14 0 3 11 1
State 5891 6757 237 88 1844 313
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 55 20 2 0 2 2
State 28755 16260 913 407 1092 761
Multiple Races Division 6 2 0 1 3 0
State 2685 1935 100 44 114 85
Students with Disabilities Division 0 7 4 1 1 0
State 1331 7347 2098 98 860 109
Economically Disadvantaged Division 23 45 2 4 16 3
State 11820 19252 1260 371 2162 1349
English Learners Division 2 10 0 0 9 0
State 1281 4093 203 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 184 54
Military Connected Division < < < < 0 <
State 2252 1403 62 15 48 37
Foster Care Division < < < < < <
State 20 160 24 11 65 23
< = 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 Students23419985204872410
Female1171028710590109
Male117978399851412
American Indian<<100<10000
Asian11111001110000
Black8169857086810
Hispanic47326835751123
Native Hawaiian<<100<10000
White817795779523
Multiple Races12867975325
Students with Disabilities131185129218
Economically Disadvantaged93707574801617
English Learners2212551255941
Homeless<<100<10000
Military Connected<<100<10000
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 Taken122 / 12.07%140 / 13.81%85 / 8.85%
Advanced Placement Course Enrollment136 / 13.45%175 / 17.26%159 / 16.56%
Dual Enrollment27 / 2.67%31 / 3.06%44 / 4.58%
Governor's School Enrollment - - -
IB Course Enrollment13 / 1.29%2 / .2%2 / .21%
Senior Enrolled in IB Program13 / 1.29% - 3 / .31%

< = 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 StudentsDivision21113436
State86,21159,46231
FemaleDivision1117929
State43,37932,57825
MaleDivision1005545
State42,83226,88437
AsianDivision10<100
State6,3805,55313
BlackDivision783950
State18,49311,40838
HispanicDivision311552
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision846720
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision12<100
State7,5273,57553
Economically DisadvantagedDivision894648
State28,17015,21546
English LearnersDivision14<100
State5,2972,82847
American IndianDivision--100
State22013539
< = 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
Industry CertificationDivision168-125
 State107,23443,66048,781
Workplace ReadinessDivision289--
 State44,897--
Total Credentials EarnedDivision457-131
 State158,45744,50451,319
Students Earning One or More CredentialsDivision378-125
 State126,04439,25445,542
CTE CompletersDivision767680
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
State LicensuresDivision--6
 State2,2313331,030
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

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
2017-2018Division$8,382$4,046$1,347
State$6,462$5,219$867
2018-2019Division$8,113$4,164$1,331
State$6,642$5,388$901
2019-2020Division$8,193$4,362$1,207
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 Students3,1583601,0072,403
Female1,5431635291,102
Male1,6151974781,301
American Indian<<37
Asian1861561192
Black1,030103330810
Hispanic75498180622
Native Hawaiian<<<<
White97496349569
Multiple Races2014682197
Students with Disabilities32485105319
Economically Disadvantaged1,6152653961,469
English Learners60463107626
Homeless115391568
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 19
Other Offenses Against Persons <
Property 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 Indian0.20.30.3
Asian5.61.56.20.97.8
Black32.860.132.758.233.346.7
Hispanic24.216.224.115.923.426.7
Native Hawaiian0.20.20.2
White30.11528.819.72720
Multiple Races6.87.27.75.37.96.7
< = 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 Indian0.20.30.3
Asian5.66.27.8
Black32.832.733.3
Hispanic24.224.123.4100
Native Hawaiian0.20.20.2
White30.128.827
Multiple Races6.87.77.9
< = 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 Indian0.20.30.3
Asian5.66.27.8
Black32.832.733.3
Hispanic24.224.123.4
Native Hawaiian0.20.20.2
White30.128.827
Multiple Races6.87.77.9
< = 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 66.668.168.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available