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Goochland County Public Schools

General school information

Division: Goochland County Public Schools
Division Number: 37
Address: 2938-I River Rd W Goochland, VA 23063-0169
Superintendent: Dr. Michael T. Cromartie
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

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

Accreditation

Accreditation Status
Elementary Schools
Byrd ElementaryAccredited
Goochland ElementaryAccredited
Randolph ElementaryAccredited
Middle Schools
Goochland MiddleAccredited
High Schools
Goochland HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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. 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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 57 74 26 17 61 78 22 18 63 80 20
Female 19 56 76 24 20 60 80 20 19 64 83 17
Male 15 58 73 27 14 62 76 24 17 61 78 22
American Indian < < < < < < 100 0
Asian < < 100 0 33 67 100 0 60 40 100 0
Black 8 53 61 39 9 52 60 40 6 53 59 41
Hispanic 11 50 61 39 9 56 65 35 7 66 72 28
White 19 59 78 22 20 63 83 17 21 64 85 15
Multiple Races 14 52 66 34 8 69 77 23 7 68 74 26
Students with Disabilities 8 29 37 63 5 33 38 62 6 42 48 52
Students without Disabilities 19 62 80 20 19 65 84 16 19 66 85 15
Economically Disadvantaged 7 50 57 43 6 54 60 40 5 59 64 36
Not Economically Disadvantaged 21 60 80 20 22 64 86 14 23 64 88 12
English Learners 8 32 40 60 6 39 45 55 - 39 39 61
Homeless < < < < < < 100 0 < < < <
Military Connected 27 73 100 0 18 65 82 18 29 66 94 6
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 65 35 11 54 65 35 16 60 76 24
Female 12 62 73 27 12 57 69 31 14 60 75 25
Male 3 53 56 44 10 51 61 39 17 60 77 23
Asian < < 100 0 < < 100 0
Black 8 42 50 50 8 46 54 46 - 40 40 60
Hispanic < < < < 12 41 53 47 9 36 45 55
White 8 59 68 32 12 56 68 33 19 63 81 19
Multiple Races < < < < < < < < - 83 83 17
Students with Disabilities 4 37 41 59 - 26 26 74 14 29 43 57
Students without Disabilities 8 62 70 30 12 57 70 30 16 64 80 20
Economically Disadvantaged - 39 39 61 3 50 53 47 2 53 55 45
Not Economically Disadvantaged 10 64 74 26 15 56 71 29 21 63 83 17
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 74 26 20 59 79 21 19 58 77 23
Female 14 60 74 26 24 59 84 16 26 58 84 16
Male 15 58 73 27 14 59 74 26 13 57 70 30
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 53 53 47 10 60 70 30 11 48 59 41
Hispanic < < < < 7 64 71 29 20 53 73 27
White 18 60 78 22 23 58 81 19 22 60 82 18
Multiple Races < < < < < < < < 10 50 60 40
Students with Disabilities 11 28 39 61 14 23 37 63 - 47 47 53
Students without Disabilities 15 63 79 21 21 67 88 12 21 59 80 20
Economically Disadvantaged 3 55 58 42 5 61 66 34 5 55 59 41
Not Economically Disadvantaged 19 60 79 21 26 59 85 15 27 60 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 10 68 78 22 13 65 78 22
Female 12 60 71 29 10 72 82 18 17 65 82 18
Male 13 64 77 23 10 63 73 27 9 65 74 26
American Indian < < 100 0
Black - 64 64 36 - 53 53 47 9 50 59 41
Hispanic 14 36 50 50 7 50 57 43 13 69 81 19
White 14 67 81 19 15 72 87 13 14 67 81 19
Multiple Races < < < < - 71 71 29 10 60 70 30
Students with Disabilities - 33 33 67 - 39 39 61 3 41 43 57
Students without Disabilities 14 67 81 19 13 74 86 14 15 70 85 15
Economically Disadvantaged 3 53 56 44 - 54 54 46 6 59 65 35
Not Economically Disadvantaged 15 65 80 20 16 74 90 10 16 68 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 70 30 13 63 76 24 12 66 78 22
Female 22 45 67 33 14 59 73 27 12 71 83 17
Male 12 61 73 27 11 68 79 21 12 61 73 27
Asian < < 100 0 < < 100 0
Black < < < < 10 50 60 40 - 48 48 52
Hispanic 8 42 50 50 4 67 71 29 - 69 69 31
White 17 56 73 27 16 65 81 19 18 70 89 11
Multiple Races < < < < - 55 55 45 - 67 67 33
Students with Disabilities 12 12 24 76 - 27 27 73 8 40 48 52
Students without Disabilities 17 61 78 22 15 68 82 18 13 70 83 17
Economically Disadvantaged 14 39 53 47 3 51 54 46 3 51 54 46
Not Economically Disadvantaged 17 60 78 22 17 69 87 13 16 74 90 10
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 74 26 15 57 72 28 14 63 77 23
Female 16 59 75 25 16 54 70 30 13 62 75 25
Male 18 54 72 28 14 60 74 26 14 64 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 50 59 41 11 32 42 58 - 61 61 39
Hispanic 18 45 64 36 12 47 59 41 - 67 67 33
White 19 60 79 21 16 62 78 22 18 62 80 20
Multiple Races < < < < 7 67 73 27 < < < <
Students with Disabilities 11 33 44 56 9 30 39 61 - 40 40 60
Students without Disabilities 18 59 77 23 16 61 76 24 16 66 82 18
Economically Disadvantaged 11 46 57 43 3 52 55 45 - 60 60 40
Not Economically Disadvantaged 19 59 78 22 21 60 81 19 19 64 84 16
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 24 71 94 6
Foster Care < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 74 26 17 63 80 20 17 63 81 19
Female 17 55 72 28 25 60 85 15 15 67 82 18
Male 16 60 76 24 9 66 76 24 19 61 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 38 46 54 10 55 65 35 6 47 53 47
Hispanic < < < < 11 42 53 47 8 58 67 33
White 18 60 78 22 19 68 86 14 20 65 86 14
Multiple Races < < < < < < < < 7 79 86 14
Students with Disabilities 24 24 47 53 8 31 38 62 4 35 38 62
Students without Disabilities 15 65 80 20 18 68 85 15 19 68 87 13
Economically Disadvantaged 3 52 55 45 11 46 57 43 6 57 63 37
Not Economically Disadvantaged 21 61 82 18 19 71 90 10 23 67 90 10
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 55 85 15 30 62 92 8 31 62 93 7
Female 38 51 89 11 33 61 94 6 31 64 95 5
Male 23 58 81 19 27 63 90 10 30 61 91 9
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 57 70 30 13 59 72 28 11 71 82 18
Hispanic 16 63 79 21 15 85 100 0 - 100 100 0
White 35 52 87 13 35 60 95 5 37 58 95 5
Multiple Races 36 64 100 0 18 73 91 9 < < < <
Students with Disabilities - 32 32 68 - 62 62 38 14 67 81 19
Students without Disabilities 34 57 91 9 33 62 95 5 33 62 94 6
Economically Disadvantaged 10 64 74 26 17 65 82 18 12 78 90 10
Not Economically Disadvantaged 37 52 88 12 35 61 96 4 38 57 94 6
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 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.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 51 61 39 11 42 53 47
Female 13 58 71 29 12 46 59 41
Male 8 46 54 46 11 38 48 52
American Indian < < < <
Asian < < 100 0 < < < <
Black 3 30 33 68 5 23 27 73
Hispanic - 53 53 47 12 28 40 60
White 12 58 69 31 12 49 60 40
Multiple Races 27 27 55 45 20 13 33 67
Students with Disabilities - 14 14 86 - 11 11 89
Students without Disabilities 12 57 68 32 13 46 59 41
Economically Disadvantaged 2 28 30 70 4 25 29 71
Not Economically Disadvantaged 13 59 72 28 15 51 66 34
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 54 61 39 10 43 53 47
Female 9 61 70 30 12 47 59 41
Male 5 48 53 47 9 39 48 52
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 3 32 34 66 - 25 25 75
Hispanic - 53 53 47 13 26 39 61
White 8 61 69 31 11 50 60 40
Multiple Races < < < < 14 14 29 71
Students with Disabilities - 15 15 85 - 13 13 88
Students without Disabilities 8 59 67 33 12 47 58 42
Economically Disadvantaged 2 29 30 70 3 26 29 71
Not Economically Disadvantaged 9 63 72 28 14 51 65 35
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 50 17 67 33 19 35 54 46
Female < < < < 14 43 57 43
Male < < < < 25 25 50 50
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic < < < <
White 54 15 69 31 20 40 60 40
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 60 20 80 20 22 39 61 39
Economically Disadvantaged < < < < 9 18 27 73
Not Economically Disadvantaged 53 18 71 29 27 47 73 27
< = 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 math results reflect reduced student participation in state math assessments due to COVID-19. 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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 57 43 9 63 72 28 9 70 80 20
Female 6 52 58 42 8 65 73 27 9 72 81 19
Male 6 50 56 44 9 62 71 29 10 69 79 21
American Indian < < 100 0 < < 100 0 < < < <
Asian 20 60 80 20 18 55 73 27 20 70 90 10
Black 3 28 31 69 2 50 52 48 3 60 63 38
Hispanic 3 39 41 59 8 58 66 34 8 67 75 25
White 7 56 63 37 11 67 78 22 11 72 84 16
Multiple Races 2 47 49 51 - 62 62 38 4 73 77 23
Students with Disabilities 7 20 27 73 5 35 40 60 4 51 55 45
Students without Disabilities 6 56 62 38 9 68 77 23 10 73 84 16
Economically Disadvantaged 1 30 32 68 2 50 53 47 3 62 65 35
Not Economically Disadvantaged 8 58 65 35 12 70 82 18 12 74 87 13
English Learners 4 17 22 78 3 47 50 50 3 49 51 49
Homeless < < < < < < < < < < < <
Military Connected 17 75 92 8 20 67 87 13 6 80 86 14
Foster Care < < 100 0 < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 54 62 38 12 61 73 27 16 65 80 20
Female 9 55 64 36 11 69 80 20 14 63 77 23
Male 7 53 59 41 12 54 66 34 16 67 84 16
Asian < < 100 0 < < 100 0
Black 8 33 42 58 4 50 54 46 - 47 47 53
Hispanic < < < < 12 53 65 35 9 45 55 45
White 8 57 65 35 14 64 78 22 19 67 85 15
Multiple Races < < < < < < < < - 92 92 8
Students with Disabilities - 32 32 68 - 42 42 58 5 38 43 57
Students without Disabilities 10 58 68 32 13 64 77 23 17 69 86 14
Economically Disadvantaged - 28 28 73 6 51 57 43 4 55 60 40
Not Economically Disadvantaged 11 62 73 27 15 67 82 18 20 69 88 12
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 24 55 79 21 15 62 77 23
Female 13 56 69 31 24 56 80 20 15 66 81 19
Male 23 46 69 31 24 55 78 22 15 58 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 29 29 71 10 55 65 35 11 41 52 48
Hispanic < < < < 20 53 73 27 14 50 64 36
White 22 54 75 25 27 55 83 17 17 66 84 16
Multiple Races < < < < < < < < - 70 70 30
Students with Disabilities 22 17 39 61 11 34 46 54 - 58 58 42
Students without Disabilities 17 56 74 26 27 60 86 14 17 62 79 21
Economically Disadvantaged - 38 38 63 3 49 53 47 5 58 62 38
Not Economically Disadvantaged 23 55 79 21 32 58 90 10 21 64 85 15
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 55 60 40 4 61 65 35 14 64 78 22
Female 6 52 59 41 5 63 68 32 13 67 79 21
Male 3 59 62 38 3 59 61 39 16 60 77 23
American Indian < < < <
Black - 29 29 71 - 27 27 73 9 50 59 41
Hispanic - 36 36 64 - 38 38 62 21 64 86 14
White 7 64 71 29 6 74 79 21 15 67 81 19
Multiple Races < < < < - 71 71 29 10 60 70 30
Students with Disabilities - 17 17 83 - 25 25 75 8 56 64 36
Students without Disabilities 6 64 70 30 4 69 73 27 16 66 82 18
Economically Disadvantaged - 37 37 63 - 42 42 58 5 60 65 35
Not Economically Disadvantaged 7 63 70 30 6 72 78 22 20 66 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 41 49 51 9 53 62 38 13 62 76 24
Female 5 45 50 50 4 54 58 42 13 63 75 25
Male 12 37 48 52 15 51 66 34 14 62 76 24
Asian < < 100 0 < < < <
Black < < < < - 41 41 59 - 41 41 59
Hispanic 8 50 58 42 5 60 65 35 13 53 67 33
White 8 41 49 51 12 54 66 34 19 70 89 11
Multiple Races < < < < < < < < - 70 70 30
Students with Disabilities 11 6 17 83 13 29 42 58 - 48 48 52
Students without Disabilities 8 48 56 44 8 58 66 34 16 65 80 20
Economically Disadvantaged - 31 31 69 2 46 47 53 2 55 56 44
Not Economically Disadvantaged 12 45 58 42 14 57 71 29 19 66 85 15
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 27 33 67 2 53 55 45 1 51 53 48
Female 14 23 36 64 - 50 50 50 - 54 54 46
Male - 30 30 70 4 56 60 40 3 47 50 50
Asian < < 100 0
Black 15 - 15 85 7 43 50 50 - 20 20 80
Hispanic < < < < - 46 46 54 - 55 55 45
White 5 43 48 52 2 56 58 42 2 54 56 44
Multiple Races < < < < < < < < < < < <
Students with Disabilities 15 - 15 85 5 23 27 73 - 11 11 89
Students without Disabilities 3 38 41 59 1 62 63 37 2 64 66 34
Economically Disadvantaged 11 - 11 89 2 31 33 67 - 29 29 71
Not Economically Disadvantaged 4 44 48 52 2 72 74 26 2 67 70 30
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < <
Foster Care < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 43 45 55 5 66 71 29 2 81 83 17
Female 2 45 47 53 4 66 71 29 2 81 84 16
Male 1 43 44 56 5 67 71 29 2 80 82 18
Black - 27 27 73 - 54 54 46 - 79 79 21
Hispanic < < < < 13 50 63 38 - 85 85 15
White 1 47 48 52 5 74 78 22 3 79 82 18
Multiple Races < < < < - 50 50 50 - 87 87 13
Students with Disabilities 11 11 22 78 - 42 42 58 3 66 69 31
Students without Disabilities - 49 49 51 5 70 75 25 2 83 85 15
Economically Disadvantaged - 26 26 74 2 54 57 43 - 72 72 28
Not Economically Disadvantaged 2 47 49 51 6 72 77 23 3 85 88 12
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 53 55 45 3 82 85 15 6 84 90 10
Female 1 55 56 44 3 83 86 14 8 85 92 8
Male 3 51 54 46 4 81 84 16 4 83 88 12
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 32 32 68 - 79 79 21 - 96 96 4
Hispanic - 35 35 65 6 89 94 6 8 77 85 15
White 3 60 63 37 4 83 87 13 7 84 91 9
Multiple Races - 47 47 53 - 64 64 36 8 67 75 25
Students with Disabilities - 43 43 57 4 54 58 42 7 70 78 22
Students without Disabilities 2 54 57 43 3 85 89 11 6 86 92 8
Economically Disadvantaged 2 32 34 66 1 72 74 26 3 79 82 18
Not Economically Disadvantaged 2 61 63 37 4 86 90 10 7 86 94 6
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 7 86 93 7
Foster Care < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 58 59 41 5 65 70 30 3 78 81 19
Female - 57 57 43 3 72 75 25 1 83 85 15
Male 3 58 62 38 7 59 66 34 5 73 78 22
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 33 33 67 - 43 43 57 - 79 79 21
Hispanic - 50 50 50 < < < < < < < <
White 1 62 63 37 6 68 74 26 4 79 82 18
Multiple Races < < 100 0 - 82 82 18 < < < <
Students with Disabilities < < < < - 33 33 67 < < < <
Students without Disabilities 2 60 61 39 6 68 74 26 4 80 83 17
Economically Disadvantaged 3 34 38 62 2 51 54 46 5 71 76 24
Not Economically Disadvantaged 1 64 65 35 7 71 78 22 3 80 83 17
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 - 92 92 8
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 76 79 21 5 68 73 27 13 83 96 4
Female 6 65 71 29 - 70 70 30 14 86 100 0
Male - 88 88 12 8 67 75 25 12 81 92 8
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < < <
White 3 74 77 23 5 74 79 21 14 83 97 3
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 3 76 79 21 5 71 76 24 13 83 96 4
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 3 76 79 21 5 74 79 21 12 83 95 5
English Learners < < 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

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 56 66 34 7 60 67 33 12 59 71 29
Female 10 56 66 34 5 63 68 32 11 58 69 31
Male 10 56 66 34 10 57 67 33 13 59 72 28
American Indian < < 100 0 < < 100 0 < < < <
Asian 15 77 92 8 20 70 90 10 < < < <
Black 1 35 36 64 3 44 47 53 8 40 48 52
Hispanic 4 43 47 53 8 38 46 54 9 49 58 42
White 13 62 75 25 8 66 75 25 14 63 77 23
Multiple Races - 37 37 63 5 54 59 41 4 58 62 38
Students with Disabilities - 30 30 70 3 25 27 73 2 39 42 58
Students without Disabilities 11 60 71 29 8 65 74 26 14 62 75 25
Economically Disadvantaged - 41 41 59 2 45 48 52 5 44 50 50
Not Economically Disadvantaged 13 61 75 25 10 67 78 22 15 65 80 20
English Learners - 9 9 91 - 25 25 75 - 41 41 59
Homeless < < 100 0 < < < < < < < <
Military Connected 30 60 90 10 < < < < 14 70 84 16
Foster Care < < 100 0 < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 9 52 62 38 22 56 78 22
Female 23 42 65 35 5 58 64 36 21 58 80 20
Male 13 60 73 27 14 45 59 41 23 54 76 24
American Indian < < < <
Black - 41 41 59 3 30 33 67 18 45 64 36
Hispanic 7 50 57 43 7 29 36 64 19 63 81 19
White 24 52 75 25 12 58 70 30 23 57 81 19
Multiple Races < < < < - 71 71 29 10 60 70 30
Students with Disabilities - 27 27 73 6 23 29 71 5 59 65 35
Students without Disabilities 21 55 76 24 10 58 68 32 25 56 81 19
Economically Disadvantaged - 49 49 51 2 38 39 61 11 52 62 38
Not Economically Disadvantaged 24 51 76 24 13 60 73 27 27 58 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 5 54 60 40 9 48 57 43
Female 3 55 58 42 3 51 54 46 9 46 55 45
Male 12 48 59 41 7 57 65 35 10 50 60 40
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 26 30 70 6 28 33 67 11 26 37 63
Hispanic < < < < 11 22 33 67 - 42 42 58
White 9 57 66 34 5 61 67 33 12 52 63 37
Multiple Races < < < < - 53 53 47 < < < <
Students with Disabilities - 32 32 68 4 26 30 70 3 24 28 72
Students without Disabilities 9 53 63 37 6 58 64 36 10 52 63 37
Economically Disadvantaged - 29 29 71 3 33 36 64 2 28 29 71
Not Economically Disadvantaged 10 57 67 33 7 66 73 27 13 57 69 31
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 18 59 76 24
Foster Care < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 62 71 29 6 61 67 33 8 66 73 27
Female 9 67 76 24 5 63 68 32 7 69 76 24
Male 10 57 67 33 7 59 66 34 9 63 71 29
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 33 33 67 - 47 47 53 5 48 52 48
Hispanic - 38 38 63 7 47 53 47 7 54 61 39
White 11 69 80 20 6 68 74 26 9 73 82 18
Multiple Races < < < < 10 43 52 48 8 42 50 50
Students with Disabilities - 38 38 63 - 23 23 77 - 30 30 70
Students without Disabilities 10 64 74 26 7 66 73 27 9 70 79 21
Economically Disadvantaged - 41 41 59 3 49 52 48 6 47 53 47
Not Economically Disadvantaged 12 68 80 20 8 67 75 25 9 74 83 17
English Learners < < < < < < < < - 45 45 55
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 6 75 81 19
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < 100 0 < < < <
Male < < < <
Black < < < <
White < < < < < < < <
Multiple Races < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < 100 0 < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 64 36 9 71 80 20 10 64 73 27
Female 5 55 60 40 6 77 84 16 6 60 66 34
Male 7 61 68 32 12 66 78 23 13 66 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 39 39 61 5 59 64 36 - 29 29 71
Hispanic < < < < 6 56 61 39 14 41 55 45
White 8 67 75 25 10 77 87 13 11 70 81 19
Multiple Races - 31 31 69 < < < < - 79 79 21
Students with Disabilities - 25 25 75 - 28 28 72 - 39 39 61
Students without Disabilities 7 63 70 30 10 77 87 13 11 67 78 22
Economically Disadvantaged - 42 42 58 2 62 63 37 3 48 52 48
Not Economically Disadvantaged 8 66 74 26 13 75 88 13 13 71 85 15
English Learners < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 55 75 25 19 60 79 21
Female 19 54 73 27 15 62 77 23
Male 22 56 78 22 24 58 81 19
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 11 48 59 41 12 57 69 31
Hispanic 13 51 64 36 13 49 62 38
White 23 58 82 18 23 60 83 17
Multiple Races 13 33 45 55 7 79 86 14
Students with Disabilities 12 32 44 56 2 48 50 50
Students without Disabilities 22 58 80 20 21 61 83 17
Economically Disadvantaged 7 46 52 48 10 54 64 36
Not Economically Disadvantaged 27 59 85 15 25 63 88 12
English Learners - 50 50 50 < < < <
Military Connected < < 100 0 17 75 92 8
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < < < < < 100 0
Male < < 100 0
Asian < < 100 0
White < < < < < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged < < < <
Military Connected < < 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 47 51 49 - 75 75 25
Female 3 39 42 58 - 64 64 36
Male 5 56 61 39 < < 100 0
Asian < < 100 0 < < 100 0
Black - 35 35 65 < < < <
Hispanic - 50 50 50 < < 100 0
White 5 57 62 38 < < < <
Multiple Races - 19 19 81 < < 100 0
Students with Disabilities - 30 30 70 < < < <
Students without Disabilities 5 51 55 45 - 80 80 20
Economically Disadvantaged 2 39 41 59 < < < <
Not Economically Disadvantaged 5 54 59 41 - 70 70 30
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 36 36 64 < < < <
Female < < < < < < 100 0
Male < < < < < < < <
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < < <
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 93 96 4 12 86 97 3
Female 3 95 98 3 - 97 97 3
Male 5 91 95 5 20 78 98 3
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 3 94 97 3 12 85 97 3
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 4 93 96 4 12 85 97 3
Economically Disadvantaged - 85 85 15 < < < <
Not Economically Disadvantaged 4 94 99 1 13 85 98 2
Military Connected < < 100 0 < < 100 0
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 60 79 21 6 62 69 31
Female 16 61 77 23 4 59 63 38
Male 22 59 81 19 9 65 74 26
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 9 53 63 38 - 60 60 40
Hispanic 19 44 63 38 5 37 42 58
White 22 65 87 13 9 65 74 26
Multiple Races < < < < - 90 90 10
Students with Disabilities 4 35 39 61 - 43 43 57
Students without Disabilities 21 63 84 16 8 66 74 26
Economically Disadvantaged 7 47 54 46 3 53 57 43
Not Economically Disadvantaged 24 65 89 11 9 70 79 21
English Learners < < < < < < < <
Military Connected < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 40 81 19 34 47 80 20
Female 39 43 82 18 29 52 81 19
Male 44 35 79 21 38 42 80 20
American Indian < < 100 0
Asian < < 100 0
Black 30 40 70 30 22 52 74 26
Hispanic 21 50 71 29 20 53 73 27
White 44 39 83 17 38 45 83 17
Multiple Races < < < < 20 50 70 30
Students with Disabilities 26 31 57 43 6 56 61 39
Students without Disabilities 44 41 86 14 37 46 82 18
Economically Disadvantaged 14 45 59 41 18 47 65 35
Not Economically Disadvantaged 52 38 90 10 42 47 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
< = 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

2020-20212021-20222022-2023
Division1--
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten959995
Kindergarten149186162
Grade 1153160183
Grade 2172164165
Grade 3173175162
Grade 4203187176
Grade 5178208183
Grade 6187180222
Grade 7189196186
Grade 8233198191
Grade 9221248203
Grade 10218208244
Grade 11207209188
Grade 12218225212
Total Students2,5962,6432,572

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students259626432572
Female126312591242
Male133213831329
American Indian434
Asian322724
Black342349335
Hispanic207225235
Native Hawaiian22-
White184618791813
Multiple Races163158161
Students with Disabilities340353366
Students without Disabilities225622902206
Economically Disadvantaged705820824
Not Economically Disadvantaged189118231748
English Learners848568
Not English Learners251225582504
Homeless1103
Military Connected226062
Foster Care5610
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 177 44 2 1 5 2
State 50941 37883 2120 845 5319 1819
Female Division 92 16 0 1 3 0
State 27811 16344 671 288 1971 747
Male Division 85 28 2 0 2 2
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 21 8 0 0 2 0
State 8188 10171 708 177 1106 701
Hispanic Division 11 3 0 0 0 1
State 6685 7832 305 130 2570 425
Native Hawaiian Division < < < < 0 <
State 96 62 1 1 3 2
White Division 133 31 2 1 2 1
State 26830 16390 881 458 1333 565
Multiple Races Division 8 2 0 0 1 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 5 14 2 0 0 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 45 23 0 0 3 1
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Foster Care Division < < < < < <
State 25 145 23 13 82 21
< = 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 Students231223972259752
Female112108961099733
Male119115971169822
Asian<<100<10000
Black312994299427
Hispanic1514931510000
Native Hawaiian<<100<10000
White170166981679821
Multiple Races111091109119
Students with Disabilities21211002110000
Economically Disadvantaged726894699634
English Learners<<100<10000
Homeless<<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 2020-20212021-20222022-2023
Advanced Placement Test Taken114 / 13.32%169 / 19.56%126 / 14.16%
Advanced Placement Course Enrollment305 / 35.63%338 / 39.12%217 / 24.38%
Dual Enrollment184 / 21.5%186 / 21.53%207 / 23.26%
Governor's School Enrollment26 / 3.04%26 / 3.01%24 / 2.7%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision20014129
State87,31757,08135
FemaleDivision1058024
State43,70531,57728
MaleDivision956136
State43,61225,50442
BlackDivision352334
State18,62410,60143
HispanicDivision10<100
State12,1106,62245
WhiteDivision15011027
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision15<100
State8,1853,54857
Economically DisadvantagedDivision221150
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
AsianDivision--100
State6,7415,86213
Native HawaiianDivision--100
State1329330
< = 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
2020-20212021-20222022-2023
CTE CompletersDivision9110497
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision---
 State1,0771,2361,563
Industry CertificationDivision---
 State51,68595,688100,255
Workplace ReadinessDivision---
 State16,88544,34841,819
Total Credentials EarnedDivision---
 State71,189143,862147,481
Students Earning One or More CredentialsDivision---
 State60,992115,682117,932
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

< = 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

2021-2022 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
2019-2020Division$9,046$3,086$611
State$6,770$5,603$867
2020-2021Division$8,877$3,186$1,333
State$6,669$6,185$1,352
2021-2022Division$9,793$3,501$1,930
State$7,134$6,454$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,3221932,1853202,289247
Female1,134951,0631521,128111
Male1,187981,1211681,161136
American Indian<<<<<<
Asian350283270
Black283572744827054
Hispanic168221753219522
Native Hawaiian<<<<<<
White1,712931,5732071,676144
Multiple Races118201312811725
Students with Disabilities276512537328053
Economically Disadvantaged576142608187658155
English Learners6887116779
Homeless<<<<56
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 74
Relationship Behaviors without Physical Harm 162
Behaviors of a Safety Concern 175
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 45

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.1
Asian1.31.21
Black13.917.613.235.613.232.5
Hispanic7.817.687.98.57.9
Native Hawaiian0.10.10.1
White71.652.971.144.671.150.9
Multiple Races5.111.86.311.968.8
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.1
Asian1.31.21
Black13.913.212.513.233.3
Hispanic7.850812.58.5
Native Hawaiian0.10.10.1
White71.671.17571.133.3
Multiple Races5.1506.3633.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.1
Asian1.31.21
Black13.913.213.2
Hispanic7.888.5
Native Hawaiian0.10.10.1
White71.671.171.1
Multiple Races5.16.36
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 26.226.231.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available