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Gloucester County Public Schools

General school information

Division: Gloucester County Public Schools
Division Number: 36
Address: 6099 T.C. Walker Road Gloucester, VA 23061
Superintendent: Dr. Walter Clemons
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 81 19 12 60 73 27
Female 18 66 84 16 13 63 76 24
Male 12 67 79 21 12 58 69 31
American Indian < < < < < < < <
Asian 18 73 91 9 < < < <
Black 6 68 73 27 8 58 65 35
Hispanic 16 66 81 19 11 62 73 27
Native Hawaiian < < 100 0 < < 100 0
White 15 67 82 18 13 60 73 27
Multiple Races 17 65 83 17 8 63 70 30
Students with Disabilities 4 37 41 59 7 27 34 66
Students without Disabilities 16 71 87 13 13 66 78 22
Economically Disadvantaged 11 62 73 27 8 56 65 35
Not Economically Disadvantaged 18 70 88 12 16 64 80 20
English Learners 3 66 69 31 - 19 19 81
Homeless < < < < - 69 69 31
Military Connected 18 71 89 11 12 65 77 23
Foster Care < < < < < < 100 0
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 14 65 79 21 10 55 65 35
Female 17 66 83 17 12 58 69 31
Male 12 64 76 24 8 53 61 39
American Indian < < < < < < 100 0
Black 4 74 78 22 6 59 65 35
Hispanic 17 60 77 23 12 47 59 41
White 15 65 80 20 10 54 64 36
Multiple Races 15 64 79 21 6 69 75 25
Students with Disabilities 10 40 50 50 3 32 35 65
Students without Disabilities 15 69 83 17 11 60 71 29
Economically Disadvantaged 11 56 67 33 8 51 59 41
Not Economically Disadvantaged 17 72 88 12 12 61 72 28
English Learners < < < < < < < <
Military Connected 13 77 90 10 12 62 74 26
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 15 58 73 27
Female 20 61 81 19 15 63 78 22
Male 17 63 80 20 14 53 67 33
Asian < < 100 0
Black 17 48 65 35 9 55 64 36
Hispanic 17 66 83 17 8 54 62 38
Native Hawaiian < < 100 0 < < 100 0
White 19 62 82 18 16 59 75 25
Multiple Races 12 61 73 27 7 47 53 47
Students with Disabilities 2 34 36 64 11 24 35 65
Students without Disabilities 21 66 88 12 15 63 79 21
Economically Disadvantaged 13 60 73 27 12 52 64 36
Not Economically Disadvantaged 23 63 86 14 18 64 81 19
English Learners < < < < < < < <
Homeless < < < <
Military Connected 25 68 92 8 13 62 75 25
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 27 58 85 15 7 63 70 30
Female 31 56 87 13 4 64 68 32
Male 24 60 84 16 10 63 72 28
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 12 68 80 20 9 73 82 18
Hispanic 47 47 95 5 9 55 64 36
White 27 57 84 16 7 64 71 29
Multiple Races 26 63 89 11 6 59 65 35
Students with Disabilities 6 45 51 49 16 25 42 58
Students without Disabilities 30 60 90 10 5 70 76 24
Economically Disadvantaged 19 56 75 25 5 56 62 38
Not Economically Disadvantaged 34 59 93 7 9 70 79 21
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 32 64 95 5 10 58 68 32
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 16 66 82 18 13 58 70 30
Female 20 67 86 14 13 60 73 27
Male 12 66 78 22 13 55 67 33
American Indian < < 100 0 < < < <
Asian < < 100 0
Black 4 67 70 30 9 39 48 52
Hispanic 9 64 73 27 12 74 85 15
Native Hawaiian < < 100 0
White 16 67 83 17 13 58 71 29
Multiple Races 28 59 86 14 15 46 62 38
Students with Disabilities 2 31 33 67 6 21 27 73
Students without Disabilities 18 72 90 10 14 63 77 23
Economically Disadvantaged 12 64 75 25 7 55 62 38
Not Economically Disadvantaged 19 68 87 13 18 60 78 22
Homeless < < 100 0 < < < <
Military Connected 20 70 89 11 12 73 85 15
Foster Care < < 100 0
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 14 67 80 20 10 64 75 25
Female 19 65 84 16 12 67 79 21
Male 8 69 76 24 9 62 70 30
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 70 70 30 8 60 68 32
Hispanic 15 69 85 15 18 71 88 12
Native Hawaiian < < 100 0
White 14 66 80 20 10 64 74 26
Multiple Races 18 68 86 14 10 70 80 20
Students with Disabilities 7 41 49 51 4 32 36 64
Students without Disabilities 15 70 84 16 11 69 80 20
Economically Disadvantaged 11 61 73 27 6 62 68 32
Not Economically Disadvantaged 16 71 87 13 15 67 81 19
Homeless < < < <
Military Connected 15 67 83 17 20 64 84 16
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 6 64 70 30 9 60 69 31
Female 7 71 79 21 8 63 71 29
Male 4 58 62 38 10 57 68 32
American Indian < < < < < < 100 0
Black - 58 58 42 4 57 61 39
Hispanic 5 58 63 37 10 57 67 33
White 6 65 71 29 10 59 69 31
Multiple Races 6 67 72 28 5 77 82 18
Students with Disabilities 4 25 29 71 2 17 19 81
Students without Disabilities 6 70 76 24 10 66 76 24
Economically Disadvantaged 3 55 58 42 5 57 62 38
Not Economically Disadvantaged 8 71 79 21 13 63 76 24
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 3 73 75 25 7 65 72 28
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 7 85 92 8 22 63 85 15
Female 10 81 91 9 27 68 96 4
Male 5 88 92 8 18 59 77 23
Asian < < 100 0 < < 100 0
Black 3 86 90 10 9 61 70 30
Hispanic - 95 95 5 12 76 88 12
White 8 84 91 9 24 63 87 13
Multiple Races 12 88 100 0 8 69 77 23
Students with Disabilities - 43 43 57 9 41 50 50
Students without Disabilities 8 88 96 4 23 66 89 11
Economically Disadvantaged 3 86 89 11 18 62 80 20
Not Economically Disadvantaged 9 84 93 7 25 64 89 11
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected 6 87 94 6 12 69 81 19
< = 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 21 54 75 25
Female 27 53 80 20
Male 15 55 70 30
Asian < < < <
Black 4 65 68 32
Hispanic 21 58 79 21
White 23 52 75 25
Multiple Races 11 63 74 26
Students with Disabilities 2 23 25 75
Students without Disabilities 23 58 81 19
Economically Disadvantaged 13 53 66 34
Not Economically Disadvantaged 25 55 80 20
English Learners < < 100 0
Homeless < < < <
Military Connected 16 57 73 27
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 11 50 61 39
Male 6 47 52 48
White 12 51 62 38
Multiple Races 6 50 56 44
Students with Disabilities 2 15 17 83
Economically Disadvantaged 6 45 51 49
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 57 86 14
Female 35 52 88 12
Male 23 62 85 15
Asian < < 100 0
Black 6 71 77 23
Hispanic 17 74 91 9
White 32 54 86 14
Multiple Races 18 76 94 6
Students with Disabilities 3 32 34 66
Students without Disabilities 31 60 91 9
Economically Disadvantaged 20 61 82 18
Not Economically Disadvantaged 33 55 88 12
English Learners < < 100 0
Military Connected 26 68 94 6
< = 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 15 71 86 14 5 52 56 44
Female 15 73 89 11 4 52 57 43
Male 15 70 84 16 5 51 56 44
American Indian < < < < < < < <
Asian 23 69 92 8 < < < <
Black 9 72 81 19 4 39 43 57
Hispanic 17 69 86 14 4 52 56 44
Native Hawaiian < < 100 0 < < < <
White 15 72 87 13 5 53 57 43
Multiple Races 15 69 84 16 3 56 59 41
Students with Disabilities 7 49 56 44 7 20 27 73
Students without Disabilities 16 74 91 9 4 57 61 39
Economically Disadvantaged 10 71 81 19 3 43 46 54
Not Economically Disadvantaged 18 72 90 10 6 60 66 34
English Learners - 77 77 23 - 19 19 81
Homeless < < < < - 36 36 64
Military Connected 17 74 91 9 4 61 65 35
Foster Care < < 100 0 < < < <
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 21 70 91 9 6 56 63 38
Female 20 70 90 10 6 58 65 35
Male 22 70 92 8 6 54 60 40
American Indian < < < < < < 100 0
Black 15 74 89 11 - 38 38 63
Hispanic 17 73 90 10 6 50 56 44
White 22 71 93 7 7 56 63 37
Multiple Races 24 59 82 18 3 68 70 30
Students with Disabilities 12 50 62 38 7 31 38 62
Students without Disabilities 22 73 95 5 6 62 68 32
Economically Disadvantaged 14 75 89 11 3 51 54 46
Not Economically Disadvantaged 26 66 92 8 10 63 73 27
English Learners < < < < < < < <
Military Connected 27 67 94 6 7 65 72 28
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 25 63 88 12 7 55 62 38
Female 23 67 90 10 8 54 61 39
Male 27 59 87 13 7 56 63 37
Asian < < 100 0
Black 17 61 78 22 5 38 43 57
Hispanic 23 63 86 14 - 50 50 50
Native Hawaiian < < 100 0 < < 100 0
White 27 64 90 10 8 58 66 34
Multiple Races 19 56 75 25 7 33 40 60
Students with Disabilities 2 54 56 44 9 24 33 67
Students without Disabilities 29 65 94 6 7 60 67 33
Economically Disadvantaged 15 69 84 16 5 44 49 51
Not Economically Disadvantaged 34 58 91 9 10 65 75 25
English Learners < < < < < < < <
Homeless < < < <
Military Connected 25 68 92 8 7 56 62 38
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 28 64 92 8 11 52 63 37
Female 29 64 92 8 7 52 59 41
Male 28 64 92 8 13 53 66 34
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 24 68 92 8 10 43 52 48
Hispanic 47 53 100 0 18 50 68 32
White 28 64 92 8 10 54 64 36
Multiple Races 22 70 93 7 6 56 62 38
Students with Disabilities 10 58 67 33 15 15 29 71
Students without Disabilities 31 65 96 4 10 59 69 31
Economically Disadvantaged 19 69 88 13 7 42 49 51
Not Economically Disadvantaged 35 60 96 4 14 62 76 24
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 30 65 95 5 10 62 72 28
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 10 70 80 20 1 41 43 57
Female 9 72 81 19 1 36 37 63
Male 11 69 80 20 2 46 48 52
American Indian < < 100 0 < < < <
Asian < < < <
Black 9 65 74 26 - 5 5 95
Hispanic 10 60 70 30 - 50 50 50
Native Hawaiian < < < <
White 10 73 83 17 1 44 45 55
Multiple Races 6 61 67 33 5 41 45 55
Students with Disabilities 4 38 42 58 6 10 15 85
Students without Disabilities 11 77 89 11 - 48 49 51
Economically Disadvantaged 12 59 72 28 1 34 35 65
Not Economically Disadvantaged 8 81 88 12 2 51 53 47
Homeless < < 100 0 < < < <
Military Connected 11 79 89 11 - 66 66 34
Foster Care < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 74 77 23 1 25 27 73
Female 3 78 80 20 - 23 23 77
Male 4 70 73 27 3 28 30 70
Asian < < 100 0 < < 100 0
Black - 77 77 23 - 23 23 77
Hispanic - 71 71 29 < < < <
Native Hawaiian < < < <
White 3 74 77 23 1 26 26 74
Multiple Races 7 73 80 20 7 21 29 71
Students with Disabilities 5 53 58 43 7 7 14 86
Students without Disabilities 3 78 81 19 - 30 30 70
Economically Disadvantaged 2 73 74 26 2 21 23 77
Not Economically Disadvantaged 5 75 80 20 1 31 32 68
Homeless < < < <
Military Connected 5 73 77 23 - 46 46 54
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 8 75 83 17 2 47 49 51
Female 10 80 90 10 3 51 54 46
Male 6 71 77 23 1 44 45 55
American Indian < < < < < < < <
Asian < < < < < < 100 0
Black 3 77 80 20 7 37 44 56
Hispanic 12 76 88 12 - 41 41 59
White 7 75 83 17 2 48 50 50
Multiple Races 13 74 87 13 - 60 60 40
Students with Disabilities 6 35 40 60 2 14 16 84
Students without Disabilities 8 80 89 11 2 52 54 46
Economically Disadvantaged 6 72 78 22 2 37 39 61
Not Economically Disadvantaged 9 77 87 13 2 56 58 42
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 8 82 90 10 2 53 55 45
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 6 77 83 17 1 60 61 39
Female 9 79 88 12 1 63 65 35
Male 4 75 78 22 1 58 58 42
American Indian < < < <
Asian < < 100 0 < < 100 0
Black - 78 78 23 4 65 70 30
Hispanic 8 75 83 17 - 65 65 35
Native Hawaiian < < 100 0
White 6 77 83 17 1 59 59 41
Multiple Races 12 80 92 8 - 67 67 33
Students with Disabilities 2 66 68 32 - 41 41 59
Students without Disabilities 7 78 85 15 1 62 63 37
Economically Disadvantaged 3 71 74 26 1 53 54 46
Not Economically Disadvantaged 8 81 89 11 1 66 68 32
English Learners < < < < < < < <
Military Connected 11 81 91 9 2 67 70 30
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 79 91 9 4 76 80 20
Female 12 80 91 9 5 79 84 16
Male 13 78 91 9 2 73 75 25
Asian < < 100 0 < < < <
Black - 72 72 28 - 60 60 40
Hispanic 19 75 94 6 9 73 82 18
White 13 79 93 7 4 77 81 19
Multiple Races 7 79 86 14 - 85 85 15
Students with Disabilities 18 45 64 36 < < < <
Students without Disabilities 12 80 92 8 4 76 80 20
Economically Disadvantaged 10 77 87 13 3 74 78 22
Not Economically Disadvantaged 13 79 92 8 4 77 81 19
English Learners < < < < < < < <
Military Connected 8 75 83 17 - 73 73 27
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 14 78 92 8 4 70 74 26
Female 15 79 93 7 3 77 81 19
Male 14 77 92 8 6 56 63 38
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 16 76 93 7 5 71 76 24
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities 14 79 93 7 4 70 74 26
Economically Disadvantaged 5 86 91 9 - 58 58 42
Not Economically Disadvantaged 18 75 93 7 6 74 80 20
Military Connected - 91 91 9 < < < <
< = 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 18 68 86 14 6 52 58 42
Female 17 69 87 13 5 52 57 43
Male 18 67 86 14 7 52 59 41
American Indian < < < < < < < <
Asian 25 67 92 8 < < < <
Black 5 66 71 29 1 35 37 63
Hispanic 15 68 83 17 8 51 58 42
Native Hawaiian < < 100 0 < < 100 0
White 19 68 88 12 6 54 60 40
Multiple Races 11 72 83 17 7 48 55 45
Students with Disabilities 6 51 56 44 5 24 29 71
Students without Disabilities 19 71 90 10 6 57 63 37
Economically Disadvantaged 11 66 78 22 4 43 47 53
Not Economically Disadvantaged 22 70 92 8 7 60 67 33
English Learners 13 60 73 27 < < < <
Homeless < < < < < < < <
Military Connected 22 72 94 6 6 55 61 39
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 35 52 88 12 7 47 54 46
Female 36 51 87 13 6 44 49 51
Male 35 53 88 12 9 50 58 42
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 20 56 76 24 4 30 35 65
Hispanic 42 53 95 5 14 41 55 45
White 37 50 87 13 7 49 56 44
Multiple Races 26 67 93 7 3 47 50 50
Students with Disabilities 11 47 58 42 13 16 29 71
Students without Disabilities 39 53 92 8 6 53 59 41
Economically Disadvantaged 23 59 82 18 5 37 42 58
Not Economically Disadvantaged 45 47 92 8 9 56 66 34
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 44 53 97 3 8 48 56 44
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 11 66 77 23 5 51 56 44
Female 9 67 76 24 4 49 54 46
Male 12 65 77 23 6 53 59 41
American Indian < < < < < < 100 0
Black - 69 69 31 - 35 35 65
Hispanic 15 50 65 35 - 55 55 45
White 11 67 79 21 5 52 58 42
Multiple Races 6 65 71 29 9 55 64 36
Students with Disabilities 2 43 45 55 - 18 18 83
Students without Disabilities 12 70 82 18 6 56 61 39
Economically Disadvantaged 8 61 69 31 4 41 44 56
Not Economically Disadvantaged 13 70 83 17 6 60 65 35
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected - 85 85 15 5 56 61 39
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 71 88 12 5 58 64 36
Female 14 76 90 10 5 63 68 32
Male 19 67 86 14 6 54 59 41
Asian < < 100 0 < < < <
Black 3 61 63 37 - 41 41 59
Hispanic 6 83 89 11 10 57 67 33
Native Hawaiian < < 100 0
White 19 72 91 9 5 61 66 34
Multiple Races 5 67 71 29 12 41 53 47
Students with Disabilities 7 39 46 54 - 35 35 65
Students without Disabilities 18 74 92 8 6 62 69 31
Economically Disadvantaged 11 66 77 23 3 52 55 45
Not Economically Disadvantaged 20 74 94 6 7 64 71 29
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected 23 73 97 3 5 63 68 33
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 83 89 11 < < < <
Female 7 86 93 7 < < 100 0
Male 5 82 86 14 < < < <
Black < < 100 0
Hispanic < < < <
White 7 83 90 10 < < < <
Multiple Races < < 100 0
Students without Disabilities 6 83 89 11 < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged 7 89 96 4 < < < <
Military Connected < < < <
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 9 82 91 9 < < 100 0
Female 10 83 93 7 < < 100 0
Male 8 81 89 11 < < 100 0
Asian < < 100 0
Black - 74 74 26
Hispanic - 87 87 13
White 11 82 93 7 < < 100 0
Multiple Races 5 86 90 10
Students with Disabilities 2 71 73 27 < < 100 0
Students without Disabilities 10 83 93 7 < < 100 0
Economically Disadvantaged 5 77 82 18
Not Economically Disadvantaged 12 84 97 3 < < 100 0
English Learners < < < <
Military Connected 6 91 97 3
< = 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 61 83 17
Female 22 62 83 17
Male 23 60 83 17
American Indian < < < <
Asian 36 64 100 0
Black 7 61 68 32
Hispanic 21 63 84 16
White 24 60 85 15
Multiple Races 13 66 78 22
Students with Disabilities 5 46 51 49
Students without Disabilities 25 63 88 12
Economically Disadvantaged 16 60 76 24
Not Economically Disadvantaged 27 61 89 11
English Learners 8 50 58 42
Military Connected 26 65 90 10
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 8 67 75 25
Female 6 58 64 36
Male 9 74 83 17
Asian < < 100 0
Black - 60 60 40
Hispanic < < < <
White 9 67 76 24
Multiple Races < < < <
Students with Disabilities - 43 43 57
Students without Disabilities 10 72 82 18
Economically Disadvantaged 6 61 67 33
Not Economically Disadvantaged 9 71 80 20
Military Connected - 90 90 10
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 15 70 85 15
Female 17 71 88 13
Male 14 70 83 17
Asian < < 100 0
Black 6 63 69 31
Hispanic 4 76 80 20
White 17 70 87 13
Multiple Races 9 82 91 9
Students with Disabilities 13 54 67 33
Students without Disabilities 15 72 87 13
Economically Disadvantaged 10 67 76 24
Not Economically Disadvantaged 19 72 91 9
English Learners < < < <
Military Connected 14 78 92 8
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 26 60 87 13
Female 24 60 84 16
Male 28 60 89 11
American Indian < < 100 0
Asian < < 100 0
Black 4 65 70 30
Hispanic - 100 100 0
White 30 58 88 12
Multiple Races 18 53 71 29
Students with Disabilities 5 55 60 40
Students without Disabilities 28 60 88 12
Economically Disadvantaged 20 52 72 28
Not Economically Disadvantaged 29 64 93 7
English Learners < < 100 0
Military Connected 31 62 93 7
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 20 57 77 23
Female 17 65 82 18
Male 23 50 73 27
Black 8 54 63 38
White 21 58 79 21
Multiple Races 17 67 83 17
Students with Disabilities - 28 28 72
Economically Disadvantaged 14 55 69 31
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 34 52 86 14
Female 33 52 85 15
Male 36 51 87 13
Black 17 61 78 22
White 37 50 88 12
Multiple Races 12 61 73 27
Students with Disabilities 5 49 54 46
Economically Disadvantaged 24 59 83 17
Geography 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
Division--
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-kindergarten149136111
Kindergarten353354332
Grade 1386367352
Grade 2368383348
Grade 3403367363
Grade 4411401352
Grade 5421422373
Grade 6395412408
Grade 7372400404
Grade 8377375392
Grade 9480375372
Grade 10462459375
Grade 11441431427
Grade 12390424435
Total Students5,4085,3065,044

< = 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 Students540853065044
Female262125532401
Male278727532643
American Indian131115
Asian302428
Black356328309
Hispanic303302311
Native Hawaiian766
White434642644015
Multiple Races353371360
Students with Disabilities723726716
Students without Disabilities468545804328
Economically Disadvantaged197620662158
Not Economically Disadvantaged343232402886
English Learners757372
Not English Learners533352334972
Homeless51117
Military Connected583611638
Foster Care211
< = 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 176 203 22 7 17 5
State 51295 36973 2078 699 4153 1962
Female Division 94 85 4 1 6 0
State 28290 16169 687 250 1331 757
Male Division 82 118 18 6 11 5
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5778 1304 69 12 65 34
Black Division 4 20 4 0 0 1
State 7939 10584 760 145 1021 763
Hispanic Division 8 3 0 1 1 0
State 5902 6751 234 88 1846 314
White Division 155 169 18 5 12 4
State 28772 16247 907 407 1091 763
Multiple Races Division 5 9 0 1 4 0
State 2688 1933 99 44 115 84
Students with Disabilities Division 1 30 22 0 4 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 40 101 13 7 16 5
State 11835 19243 1250 370 2163 1354
English Learners Division < < < < 0 <
State 1286 4091 201 19 1534 65
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
Military Connected Division 18 14 3 0 0 0
State 2252 1404 60 15 48 38
< = 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 Students4304019340895174
Female190183961849763
Male2402189122493115
American Indian<<100<10000
Asian<<100<10000
Black292897289700
Hispanic131185129218
White3633429434796123
Multiple Races1914741579421
Students with Disabilities575393539347
Economically Disadvantaged1821548516189169
English Learners<<100<10000
Homeless<<100<10000
Military Connected35351003510000
< = 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 Taken48 / 2.71%51 / 3.02%43 / 2.67%
Advanced Placement Course Enrollment108 / 6.09%126 / 7.46%91 / 5.66%
Dual Enrollment262 / 14.78%298 / 17.64%232 / 14.42%
Governor's School Enrollment25 / 1.41%28 / 1.66%24 / 1.49%
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 StudentsDivision33918545
State86,21159,46231
FemaleDivision17911237
State43,37932,57825
MaleDivision1607354
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision201050
State18,49311,40838
HispanicDivision201145
State10,8006,31841
WhiteDivision27814946
State46,06033,07528
Multiple RacesDivision151127
State4,1342,89130
Students with DisabilitiesDivision25<100
State7,5273,57553
Economically DisadvantagedDivision1034556
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
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 AssessmentsDivision18219
 State4,0955111,508
State LicensuresDivision5-6
 State2,2313331,030
Industry CertificationDivision2284731
 State107,23443,66048,781
Workplace ReadinessDivision377--
 State44,897--
Total Credentials EarnedDivision6284956
 State158,45744,50451,319
Students Earning One or More CredentialsDivision4784647
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision4740-
 State1,317917295
CTE CompletersDivision146175138
 State42,22244,53939,042

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$4,754$5,563$654
State$6,462$5,219$867
2018-2019Division$5,095$5,819$692
State$6,642$5,388$901
2019-2020Division$5,444$6,033$639
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 Students4,5946264,382547
Female2,2542872,149222
Male2,3403392,233325
American Indian111122
Asian243262
Black3044325951
Hispanic2673126836
Native Hawaiian<<<<
White3,6855033,515407
Multiple Races2984429649
Students with Disabilities526119564108
Economically Disadvantaged1,8224081,993431
English Learners6876612
Homeless<<139
< = 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 78
Disorderly or Disruptive Behavior Offenses 26
Other Offenses Against Persons 15
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.30.9
Asian0.60.30.50.30.6
Black6.613.46.27.56.111.1
Hispanic5.64.85.75.56.22.8
Native Hawaiian0.10.30.10.30.1
White80.47480.477.679.680.6
Multiple Races6.57.278.87.14.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.3
Asian0.630.50.6
Black6.624.26.2106.1
Hispanic5.635.756.2
Native Hawaiian0.10.10.1
White80.466.780.48079.6100
Multiple Races6.53757.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.3
Asian0.60.50.6
Black6.66.216.76.1
Hispanic5.616.75.76.2100
Native Hawaiian0.10.10.1
White80.483.380.483.379.6
Multiple Races6.577.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 37.74040
< = 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 35.937.637.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 71.272.272.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.64 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 13.38 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201940%55%1%4%
2019-202042%54%0%4%
2020-202141%54%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black83%83%84%
Hispanic91%82%84%
White91%86%84%
Economically Disadvantaged85%81%84%
English Learners<74%84%
Students with Disabilities60%70%84%

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

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%12%12%10%
Asian7%9%10%10%
Black16%14%13%10%
Hispanic12%11%13%10%
White10%11%13%10%
Economically Disadvantaged18%18%15%10%
English Learners15%12%12%10%
Students with Disabilities16%17%16%10%