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Grayson County Public Schools

General school information

Division: Grayson County Public Schools
Division Number: 38
Address: 412 E Main St Independence, VA 24348-0888
Superintendent: Mr. Kelly Wilmore
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 70 82 18 11 64 76 24
Female 14 72 86 14 10 69 79 21
Male 12 68 80 20 12 60 72 28
Black - 61 61 39 9 48 57 43
Hispanic 4 59 63 37 4 48 52 48
White 14 71 85 15 12 67 78 22
Multiple Races < < < < < < < <
Students with Disabilities 6 41 47 53 4 31 35 65
Students without Disabilities 14 76 90 10 13 72 84 16
Economically Disadvantaged 9 68 77 23 8 63 71 29
Not Economically Disadvantaged 18 73 91 9 16 67 83 17
English Learners - 30 30 70 < < < <
Military Connected < < 100 0 < < 100 0
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 16 62 78 22 7 71 77 23
Female 14 66 79 21 6 73 79 21
Male 18 59 77 23 8 68 76 24
Black < < < < < < < <
Hispanic 10 60 70 30 < < < <
White 17 63 80 20 7 71 78 22
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 11 41 52 48 - 25 25 75
Students without Disabilities 17 69 86 14 8 77 84 16
Economically Disadvantaged 16 58 74 26 6 69 75 25
Not Economically Disadvantaged 15 73 88 12 8 73 81 19
Military Connected < < 100 0
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 77 23 16 65 80 20
Female 17 65 83 17 10 75 84 16
Male 17 54 71 29 20 57 77 23
Hispanic < < < < < < < <
White 20 61 81 19 16 65 82 18
Students with Disabilities 5 32 37 63 6 17 22 78
Students without Disabilities 20 67 86 14 17 73 91 9
Economically Disadvantaged 12 60 72 28 10 63 74 26
Not Economically Disadvantaged 28 59 88 13 23 67 90 10
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 85 15 10 64 74 26
Female 20 65 86 14 13 60 74 26
Male 18 66 85 15 8 67 75 25
Black < < < < < < < <
Hispanic 7 60 67 33 < < < <
White 22 67 89 11 12 66 78 22
Multiple Races < < 100 0 < < < <
Students with Disabilities 4 50 54 46 7 45 52 48
Students without Disabilities 23 70 93 7 12 71 83 17
Economically Disadvantaged 13 66 79 21 8 61 69 31
Not Economically Disadvantaged 28 65 93 7 15 68 83 17
English Learners < < < < < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 82 18 4 65 70 30
Female 16 72 88 12 2 73 76 24
Male 14 64 78 22 7 57 64 36
Black < < < < < < < <
Hispanic - 50 50 50 < < < <
White 17 69 86 14 5 69 74 26
Students with Disabilities 8 46 54 46 - 35 35 65
Students without Disabilities 16 72 89 11 6 74 80 20
Economically Disadvantaged 10 66 76 24 2 61 63 37
Not Economically Disadvantaged 23 70 94 6 10 73 83 17
English Learners < < < <
Military Connected < < 100 0 < < 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 11 71 82 18 9 64 73 27
Female 15 69 84 16 9 65 74 26
Male 7 73 80 20 9 63 71 29
Black < < < < < < < <
Hispanic 8 62 69 31 - 40 40 60
White 11 73 84 16 9 68 77 23
Multiple Races < < 100 0
Students with Disabilities - 23 23 77 - 33 33 67
Students without Disabilities 12 77 89 11 10 69 79 21
Economically Disadvantaged 4 75 79 21 6 65 70 30
Not Economically Disadvantaged 23 64 87 13 13 63 75 25
English Learners < < < < < < < <
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 7 78 84 16 13 62 75 25
Female 6 83 89 11 16 68 84 16
Male 7 72 79 21 10 57 68 32
Black < < 100 0 < < < <
Hispanic < < < < - 55 55 45
White 7 79 87 13 15 64 79 21
Students with Disabilities - 53 53 47 5 15 20 80
Students without Disabilities 8 82 90 10 14 71 86 14
Economically Disadvantaged 6 72 78 22 12 58 69 31
Not Economically Disadvantaged 8 86 94 6 15 70 85 15
Military Connected < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 83 88 12 18 61 79 21
Female 8 84 92 8 16 69 84 16
Male 3 82 85 15 21 53 74 26
Black < < < < < < < <
Hispanic < < < < < < < <
White 6 84 90 10 18 62 80 20
Multiple Races < < < <
Students with Disabilities 10 30 40 60 7 40 47 53
Students without Disabilities 5 88 93 7 21 65 86 14
Economically Disadvantaged 3 80 84 16 14 64 78 22
Not Economically Disadvantaged 7 86 93 7 27 55 82 18
Military Connected < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35
Female 16 63 79 21
Male 3 47 51 49
White 10 56 66 34
Students with Disabilities - 25 25 75
Not Economically Disadvantaged 12 64 76 24
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 10 56 66 34
Female 16 63 79 21
Male 3 48 52 48
White 10 56 66 34
Students with Disabilities - 26 26 74
Not Economically Disadvantaged 12 65 78 22
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 < < < <
Male < < < <
White < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
< = 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 10 76 87 13 5 63 68 32
Female 11 81 92 8 4 66 70 30
Male 10 72 82 18 6 60 66 34
Black - 81 81 19 - 35 35 65
Hispanic 2 73 75 25 - 47 47 53
White 12 77 89 11 5 65 70 30
Multiple Races < < < < < < 100 0
Students with Disabilities 5 59 64 36 2 28 30 70
Students without Disabilities 12 80 92 8 5 70 76 24
Economically Disadvantaged 6 79 85 15 3 59 62 38
Not Economically Disadvantaged 18 73 90 10 8 69 77 23
English Learners - 70 70 30 < < < <
Military Connected < < 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 11 81 92 8 3 75 78 22
Female 7 86 93 7 2 75 77 23
Male 16 75 91 9 4 76 80 20
Black < < < < < < < <
Hispanic 10 70 80 20 < < < <
White 12 82 94 6 2 78 80 20
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 7 59 67 33 - 42 42 58
Students without Disabilities 13 87 100 0 3 80 83 17
Economically Disadvantaged 11 79 90 10 3 72 75 25
Not Economically Disadvantaged 12 85 97 3 3 81 84 16
Military Connected < < 100 0
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 70 89 11 3 63 66 34
Female 13 81 94 6 4 65 69 31
Male 25 58 83 17 3 62 65 35
Hispanic < < < < < < < <
White 22 67 90 10 4 62 65 35
Students with Disabilities 5 63 68 32 6 11 17 83
Students without Disabilities 22 72 94 6 3 72 76 24
Economically Disadvantaged 10 75 85 15 1 59 60 40
Not Economically Disadvantaged 38 59 97 3 6 69 75 25
Military Connected < < 100 0 < < 100 0
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 18 70 89 11 4 60 64 36
Female 18 76 94 6 4 62 66 34
Male 18 66 85 15 4 58 62 38
Black < < < < < < < <
Hispanic - 71 71 29 < < < <
White 22 70 92 8 4 64 68 32
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 4 58 63 38 3 28 31 69
Students without Disabilities 22 73 96 4 4 72 76 24
Economically Disadvantaged 10 76 87 13 3 55 58 42
Not Economically Disadvantaged 30 61 91 9 5 68 73 27
English Learners < < < < < < < <
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 8 76 84 16 6 49 55 45
Female 12 79 91 9 - 58 58 42
Male 4 74 78 22 11 41 52 48
Black < < < < < < < <
Hispanic - 60 60 40 < < < <
White 9 78 87 13 6 55 62 38
Students with Disabilities 13 50 63 38 - 30 30 70
Students without Disabilities 7 82 89 11 7 55 62 38
Economically Disadvantaged 2 78 80 20 5 41 46 54
Not Economically Disadvantaged 17 72 89 11 7 67 73 27
English Learners < < < <
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 79 85 15 8 61 69 31
Female 10 80 90 10 9 58 67 33
Male 2 78 80 20 7 64 71 29
Black < < < < < < 100 0
Hispanic < < < < - 40 40 60
White 7 81 88 12 9 62 71 29
Multiple Races < < 100 0
Students with Disabilities - 69 69 31 - 33 33 67
Students without Disabilities 7 81 88 12 9 66 75 25
Economically Disadvantaged 2 85 87 13 4 58 62 38
Not Economically Disadvantaged 15 65 81 19 13 64 77 23
English Learners < < 100 0 < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 80 20 1 37 38 62
Female 30 57 87 13 - 44 44 56
Male 14 61 75 25 2 32 34 66
Black < < < <
Hispanic < < 100 0 < < < <
White 21 58 79 21 1 39 40 60
Students with Disabilities - 46 46 54 5 - 5 95
Students without Disabilities 26 63 89 11 - 49 49 51
Economically Disadvantaged 10 68 78 23 - 32 32 68
Not Economically Disadvantaged 42 42 84 16 4 48 52 48
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 4 85 89 11 6 81 87 13
Female 9 86 95 5 6 83 89 11
Male - 83 83 17 7 78 85 15
Black < < 100 0 < < < <
Hispanic < < 100 0 < < < <
White 5 84 89 11 7 82 88 12
Students with Disabilities - 78 78 22 - 67 67 33
Students without Disabilities 5 86 92 8 7 83 90 10
Economically Disadvantaged 1 87 88 12 4 83 87 13
Not Economically Disadvantaged 9 82 91 9 9 77 86 14
Military Connected < < 100 0
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 79 21 7 76 83 17
Female 10 77 87 13 9 78 87 13
Male 5 65 71 29 4 74 78 22
Black - 90 90 10
Hispanic - 62 62 38 < < 100 0
White 10 71 80 20 7 74 81 19
Students with Disabilities - 36 36 64 < < < <
Students without Disabilities 9 76 85 15 7 78 84 16
Economically Disadvantaged 7 71 78 22 - 78 78 22
Not Economically Disadvantaged 10 71 81 19 13 74 87 13
Military Connected < < 100 0 < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 94 96 4 < < 100 0
Female - 96 96 4
Male 4 93 96 4 < < 100 0
Black < < 100 0
Hispanic < < < <
White 2 95 97 3 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 1 94 96 4 < < 100 0
Economically Disadvantaged - 96 96 4 < < 100 0
Not Economically Disadvantaged 2 93 96 4
< = 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 12 68 80 20 8 63 72 28
Female 10 72 82 18 8 68 76 24
Male 14 64 78 22 8 59 67 33
Black - 60 60 40 < < < <
Hispanic 17 57 74 26 - 61 61 39
White 12 69 82 18 9 64 74 26
Multiple Races < < < < < < < <
Students with Disabilities 2 42 44 56 3 22 25 75
Students without Disabilities 14 74 88 12 9 72 82 18
Economically Disadvantaged 7 68 76 24 6 58 64 36
Not Economically Disadvantaged 19 68 87 13 12 70 82 18
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 23 54 76 24 11 55 67 33
Female 18 53 71 29 11 57 68 32
Male 26 54 80 20 12 54 65 35
Black < < < < < < < <
Hispanic 21 36 57 43 < < < <
White 24 57 80 20 13 54 67 33
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 4 38 42 58 7 31 38 62
Students without Disabilities 28 58 86 14 13 64 78 22
Economically Disadvantaged 16 53 69 31 11 55 66 34
Not Economically Disadvantaged 33 54 87 13 12 56 68 32
English Learners < < < < < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 8 70 78 22
Female 8 73 81 19 7 74 81 19
Male 10 69 79 21 9 67 76 24
Black < < 100 0 < < < <
Hispanic < < < < - 55 55 45
White 10 72 82 18 9 73 82 18
Students with Disabilities - 42 42 58 - 20 20 80
Students without Disabilities 11 77 87 13 9 79 89 11
Economically Disadvantaged 3 71 75 25 4 70 73 27
Not Economically Disadvantaged 15 71 86 14 15 71 85 15
Military Connected < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 68 80 20 4 61 65 35
Female 11 76 87 13 5 69 74 26
Male 13 60 73 27 4 52 55 45
Black < < < < < < < <
Hispanic 30 60 90 10 < < < <
White 11 69 80 20 5 62 66 34
Multiple Races < < < <
Students with Disabilities 5 45 50 50 - 11 11 89
Students without Disabilities 14 73 86 14 5 70 75 25
Economically Disadvantaged 8 68 76 24 2 45 47 53
Not Economically Disadvantaged 17 69 85 15 7 78 85 15
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 81 85 15 15 78 93 7
Female 2 85 88 13 17 78 94 6
Male 6 77 83 17 < < < <
Black < < < <
Hispanic < < 100 0 < < 100 0
White 4 80 84 16 16 76 92 8
Students with Disabilities - 45 45 55
Students without Disabilities 5 90 95 5 15 78 93 7
Economically Disadvantaged 1 81 82 18 < < < <
Not Economically Disadvantaged 9 81 91 9 17 78 94 6
< = 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 60 81 19
Female 21 66 87 14
Male 22 54 76 24
Black - 67 67 33
Hispanic 19 59 78 22
White 23 60 83 17
Multiple Races < < < <
Students with Disabilities 8 42 51 49
Students without Disabilities 24 63 87 13
Economically Disadvantaged 16 61 76 24
Not Economically Disadvantaged 31 59 89 11
English Learners < < 100 0
Military Connected < < 100 0
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 4 50 54 46
Female - 60 60 40
Male 7 43 50 50
Black < < < <
Hispanic < < < <
White 5 57 62 38
Students with Disabilities < < < <
Students without Disabilities - 58 58 42
Economically Disadvantaged 7 40 47 53
Not Economically Disadvantaged < < < <
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 58 73 27
Female 8 67 76 24
Male 22 49 71 29
Black < < < <
Hispanic < < 100 0
White 16 56 72 28
Students with Disabilities 6 28 33 67
Students without Disabilities 18 65 83 18
Economically Disadvantaged 12 54 66 34
Not Economically Disadvantaged 21 67 88 12
Military Connected < < 100 0
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 72 94 6
Female 26 69 95 5
Male 17 76 93 7
Black < < 100 0
Hispanic < < 100 0
White 21 72 93 7
Students with Disabilities < < < <
Students without Disabilities 22 73 95 5
Economically Disadvantaged 13 75 88 13
Not Economically Disadvantaged 27 70 98 2
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 16 69 85 15
Female 21 68 89 11
Male 12 69 81 19
Black < < < <
Hispanic 8 58 67 33
White 17 70 88 12
Students with Disabilities - 62 62 38
Students without Disabilities 18 70 88 12
Economically Disadvantaged 11 74 85 15
Not Economically Disadvantaged 26 58 84 16
English Learners < < 100 0
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 44 83 17
Female 35 59 94 6
Male 44 27 71 29
Black < < < <
Hispanic < < < <
White 43 41 84 16
Multiple Races < < < <
Students with Disabilities 12 41 53 47
Students without Disabilities 45 44 90 10
Economically Disadvantaged 29 51 79 21
Not Economically Disadvantaged 61 29 90 10
English Learners < < 100 0
Military Connected < < 100 0
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-kindergarten454044
Kindergarten12513693
Grade 1110119125
Grade 2119105123
Grade 3113122107
Grade 499116123
Grade 511594110
Grade 6129112101
Grade 7116131110
Grade 8123117127
Grade 997124116
Grade 1012594120
Grade 1111613192
Grade 12110115126
Total Students1,5421,5561,517

< = 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 Students154215561517
Female753754750
Male789802767
American Indian211
Black454749
Hispanic124124114
Native Hawaiian1--
White135613631335
Multiple Races142017
Students with Disabilities265267247
Students without Disabilities127712891270
Economically Disadvantaged988934889
Not Economically Disadvantaged554622628
English Learners262725
Not English Learners151615291492
Migrant4118
Homeless65-
Military Connected101213
Foster Care883
< = 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 57 68 4 1 0 0
State 51257 36989 2115 702 4150 1952
Female Division 35 34 1 1 0 0
State 28271 16178 697 250 1329 759
Male Division 22 34 3 0 0 0
State 22980 20805 1418 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Black Division < < < < 0 <
State 7933 10580 774 148 1017 761
Hispanic Division 6 4 0 0 0 0
State 5891 6757 240 88 1844 312
White Division 49 60 4 1 0 0
State 28757 16258 916 407 1095 755
Students with Disabilities Division 1 18 4 0 0 0
State 1332 7339 2115 98 863 108
Economically Disadvantaged Division 18 50 4 1 0 0
State 11820 19248 1268 371 2167 1346
English Learners Division < < < < 0 <
State 1281 4093 206 19 1532 67
Foster Care Division < < < < 0 <
State 20 159 24 11 67 22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1301299913010000
Female7170997110000
Male59591005910000
American Indian<<100<10000
Black<<100<10000
Hispanic10101001010000
White1141139911410000
Students with Disabilities23231002310000
Economically Disadvantaged7372997310000
English Learners<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment175 / 39.06%151 / 32.54%134 / 29.52%
Governor's School Enrollment - - -
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 StudentsDivision1026536
State86,21159,46231
FemaleDivision493529
State43,37932,57825
MaleDivision533043
State42,83226,88437
American IndianDivision<<100
State22013539
BlackDivision<<100
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision875636
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision482940
State28,17015,21546
AsianDivision--100
State6,3805,55313
English LearnersDivision--100
State5,2972,82847
< = 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 AssessmentsDivision11--
 State4,0955111,508
State LicensuresDivision2--
 State2,2313331,030
Industry CertificationDivision379--
 State107,23443,66048,781
Workplace ReadinessDivision42--
 State44,897--
Total Credentials EarnedDivision434--
 State158,45744,50451,319
Students Earning One or More CredentialsDivision205--
 State126,04439,25445,542
CTE CompletersDivision93112127
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$4,027$7,422$1,491
State$6,642$5,388$901
2019-2020Division$3,736$7,058$1,376
State$6,770$5,603$867
2020-2021Division$4,324$8,296$2,422
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,3691241,313144
Female6795164872
Male6907366572
American Indian<<<<
Asian--<<
Black435413
Hispanic101199015
Native Hawaiian<<--
White1,210991,165125
Multiple Races121151
Students with Disabilities2313020936
Economically Disadvantaged854109758120
English Learners224162
Homeless101<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 18
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons <
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 Indian0.10.10.1
Asian--0.10.1
Black2.91336.73.24.8
Hispanic814.8813.37.54.8
Native Hawaiian0.1----
White87.972.287.6808890.5
Multiple Races0.91.31.1
< = 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 Indian0.10.10.1
Asian0.10.1
Black2.933.2
Hispanic887.5
Native Hawaiian0.1
White87.987.688
Multiple Races0.91.31.1
< = 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 Indian0.10.10.1
Asian--0.10.1
Black2.933.2
Hispanic887.5
Native Hawaiian0.1----
White87.987.688
Multiple Races0.91.31.1
< = 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 64.167.467.4
< = 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 49.650.750.7
< = 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 77.677.177.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 10.72 : 1

student 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: 10.04 : 1

student 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
2018-201954%43%0%3%
2019-202054%41%2%3%
2020-202155%40%2%3%
< = 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 Students97%84%84%
Asian-90%84%
Black<83%84%
Hispanic<82%84%
White96%86%84%
Economically Disadvantaged97%81%84%
English Learners-74%84%
Students with Disabilities77%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 Students10%9%12%10%
Asian<<10%10%
Black7%9%13%10%
Hispanic14%15%13%10%
White10%9%13%10%
Economically Disadvantaged14%12%15%10%
English Learners11%14%12%10%
Students with Disabilities15%13%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

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

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency<<<

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students96%4%96%4%98%2%
Asian------
Black90%10%95%5%92%8%
Hispanic100%-100%-100%-
White96%4%96%4%98%2%
Economically Disadvantaged95%5%96%4%97%3%
Not Economically Disadvantaged97%3%97%3%99%1%
English Learners100%-100%-<<
Students with Disabilities92%8%94%6%96%4%
Students without Disabilities97%3%97%3%98%2%
Female96%4%96%4%98%2%
Male96%4%97%3%97%3%
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Grayson County Public Schools to top