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Greene County Public Schools

General school information

Division: Greene County Public Schools
Division Number: 39
Address: 40 Celt Road Stanardsville, VA 22973
Superintendent: Dr. Andrea Whitmarsh
Region: 5
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
Nathanael Greene ElementaryAccredited
Nathanael Greene PrimaryAccredited
Ruckersville ElementaryAccredited
Middle Schools
William Monroe MiddleAccredited
High Schools
William Monroe 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 9 54 64 36 11 51 62 38 10 54 65 35
Female 10 57 67 33 12 54 66 34 11 56 67 33
Male 9 52 61 39 11 48 59 41 9 53 63 37
American Indian < < < < < < < < < < < <
Asian 19 56 75 25 27 55 82 18 15 74 89 11
Black 1 53 54 46 4 42 46 54 2 48 50 50
Hispanic 5 48 53 47 8 47 55 45 5 49 54 46
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 11 56 67 33 13 53 66 34 12 57 68 32
Multiple Races 6 49 54 46 7 44 51 49 11 46 57 43
Students with Disabilities 7 21 28 72 5 18 23 77 4 26 30 70
Students without Disabilities 10 59 69 31 12 55 67 33 11 59 70 30
Economically Disadvantaged 4 45 49 51 6 43 49 51 4 47 51 49
Not Economically Disadvantaged 15 63 78 22 16 57 72 28 15 61 76 24
English Learners - 21 21 79 - 22 22 78 1 18 19 81
Homeless < < < < 12 12 24 76 6 18 24 76
Military Connected 20 57 76 24 23 53 76 24 19 61 80 20
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 6 46 52 48 8 40 48 52 9 45 55 45
Female 5 46 51 49 7 49 57 43 12 46 58 42
Male 6 46 52 48 8 30 38 62 7 44 51 49
Asian < < < < < < < < < < 100 0
Black - 30 30 70 - 50 50 50 - 25 25 75
Hispanic 10 55 65 35 - 32 32 68 - 42 42 58
White 6 50 57 43 9 43 53 47 10 47 57 43
Multiple Races - 21 21 79 5 32 36 64 15 45 60 40
Students with Disabilities - 19 19 81 6 - 6 94 4 25 29 71
Students without Disabilities 7 49 55 45 8 44 52 48 10 48 58 42
Economically Disadvantaged 1 35 36 64 6 30 36 64 1 44 44 56
Not Economically Disadvantaged 11 58 70 30 9 49 59 41 18 47 65 35
English Learners - 38 38 62 - 25 25 75 - 31 31 69
Homeless < < < < < < < <
Military Connected 19 56 75 25 27 45 73 27 < < < <
Foster Care < < < < < < < <
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 10 49 59 41 13 49 62 38 13 44 57 43
Female 12 51 63 37 13 47 60 40 15 45 59 41
Male 9 48 56 44 13 50 64 36 12 43 55 45
Asian < < 100 0 < < < < < < 100 0
Black - 42 42 58 - 50 50 50 - 57 57 43
Hispanic - 46 46 54 25 50 75 25 - 40 40 60
White 14 52 65 35 14 49 63 37 16 45 61 39
Multiple Races 4 46 50 50 - 53 53 47 21 29 50 50
Students with Disabilities 4 20 24 76 5 33 38 62 4 22 26 74
Students without Disabilities 11 53 65 35 14 51 65 35 15 47 62 38
Economically Disadvantaged 5 45 50 50 5 45 50 50 8 33 41 59
Not Economically Disadvantaged 16 55 71 29 22 54 75 25 18 54 72 28
English Learners - 30 30 70 - 40 40 60 - 23 23 77
Homeless < < < < < < < < < < < <
Military Connected 30 70 100 0 28 56 83 17 < < < <
Foster Care < < < < < < 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 6 55 61 39 6 51 57 43 8 52 60 40
Female 8 55 63 37 4 55 60 40 7 54 61 39
Male 5 54 59 41 8 48 56 44 8 51 59 41
American Indian < < 100 0 < < < <
Asian 10 60 70 30 < < 100 0 < < < <
Black - 55 55 45 - 36 36 64 - 55 55 45
Hispanic 4 38 42 58 7 40 47 53 19 57 76 24
White 7 59 66 34 7 56 64 36 7 55 62 38
Multiple Races 7 40 47 53 4 40 44 56 5 32 36 64
Students with Disabilities 6 35 41 59 4 11 15 85 - 20 20 80
Students without Disabilities 6 58 65 35 7 57 64 36 9 56 65 35
Economically Disadvantaged 2 46 48 52 5 41 47 53 3 44 47 53
Not Economically Disadvantaged 10 62 72 28 7 59 66 34 13 62 75 25
English Learners - 18 18 82 < < < < < < < <
Homeless < < < < < < < <
Military Connected 29 36 64 36 27 67 93 7 18 55 73 27
Foster Care < < 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 9 58 67 33 10 50 60 40 6 53 59 41
Female 5 67 72 28 11 57 68 32 4 57 61 39
Male 11 51 63 37 9 45 54 46 8 49 57 43
Asian < < 100 0 < < < < < < 100 0
Black - 44 44 56 - 58 58 42 - 27 27 73
Hispanic 4 69 73 27 4 42 46 54 3 44 47 53
Native Hawaiian < < 100 0 < < 100 0
White 10 56 67 33 13 51 64 36 8 57 65 35
Multiple Races 5 68 73 27 6 31 38 63 4 52 56 44
Students with Disabilities 4 25 29 71 3 17 20 80 6 22 28 72
Students without Disabilities 9 63 72 28 11 56 67 33 6 58 64 36
Economically Disadvantaged 4 44 48 52 1 44 45 55 5 42 47 53
Not Economically Disadvantaged 12 72 84 16 16 55 71 29 7 62 70 30
English Learners < < < < - 27 27 73 < < < <
Homeless < < < < < < < <
Military Connected < < < < 33 33 67 33 17 75 92 8
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 7 63 70 30 9 53 63 37 9 63 73 27
Female 10 62 71 29 8 59 68 32 11 63 74 26
Male 5 63 68 32 10 49 59 41 8 63 71 29
Asian < < < < < < 100 0 < < < <
Black - 71 71 29 5 27 32 68 < < < <
Hispanic 4 54 58 42 9 52 61 39 3 59 62 38
White 9 64 73 27 9 58 67 33 11 64 76 24
Multiple Races 5 52 57 43 9 50 59 41 14 36 50 50
Students with Disabilities 8 28 36 64 4 8 12 88 6 32 39 61
Students without Disabilities 7 67 74 26 10 59 69 31 10 69 78 22
Economically Disadvantaged 2 52 54 46 7 43 50 50 3 54 57 43
Not Economically Disadvantaged 13 73 85 15 11 60 72 28 14 70 84 16
English Learners < < < < < < < < - 25 25 75
Military Connected 9 55 64 36 < < < < 27 47 73 27
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 12 47 59 41 9 54 63 37 7 62 69 31
Female 13 47 59 41 10 58 68 32 8 66 74 26
Male 11 47 58 42 9 50 58 42 6 59 65 35
Asian < < < < < < < < < < 100 0
Black 8 62 69 31 7 36 43 57 6 39 44 56
Hispanic 8 19 27 73 - 46 46 54 - 53 53 47
White 13 50 63 37 11 56 66 34 9 65 74 26
Multiple Races 13 50 63 38 10 62 71 29 - 73 73 27
Students with Disabilities 18 3 21 79 4 23 27 73 4 24 28 72
Students without Disabilities 11 54 65 35 10 58 68 32 7 66 73 27
Economically Disadvantaged 5 40 45 55 2 46 48 52 1 53 54 46
Not Economically Disadvantaged 19 53 72 28 15 60 75 25 11 68 79 21
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < 8 54 62 38 < < < <
Foster Care < < 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 17 61 78 22 23 55 78 22 18 58 76 24
Female 15 70 86 14 28 50 78 22 21 58 79 21
Male 18 54 72 28 19 59 78 22 16 58 74 26
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 64 64 36 11 47 58 42 6 65 71 29
Hispanic 8 58 67 33 15 63 78 22 10 48 59 41
White 20 61 81 19 27 55 82 18 21 60 80 20
Multiple Races 9 64 73 27 20 40 60 40 18 55 73 27
Students with Disabilities 7 18 25 75 9 31 41 59 2 33 35 65
Students without Disabilities 18 68 86 14 26 58 84 16 22 64 85 15
Economically Disadvantaged 9 56 65 35 15 52 67 33 10 55 65 35
Not Economically Disadvantaged 23 65 88 12 28 56 84 16 25 60 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 27 53 80 20
Foster Care < < 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 29 39 61 8 42 50 50
Female 11 33 44 56 9 55 64 36
Male 9 25 34 66 6 33 39 61
Asian < < < < < < 100 0
Black 7 - 7 93 - 11 11 89
Hispanic - 15 15 85 3 31 34 66
White 11 34 44 56 8 47 55 45
Multiple Races 10 33 43 57 10 50 60 40
Students with Disabilities - 4 4 96 5 - 5 95
Students without Disabilities 11 32 43 57 8 46 54 46
Economically Disadvantaged 3 15 18 82 2 30 31 69
Not Economically Disadvantaged 14 39 53 47 12 52 64 36
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 8 38 46 54 < < < <
Foster Care < < < < < < 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 10 29 39 61 8 42 50 50
Female 11 33 44 56 9 55 64 36
Male 9 25 34 66 6 33 39 61
Asian < < < < < < 100 0
Black 7 - 7 93 - 11 11 89
Hispanic - 15 15 85 3 31 34 66
White 11 34 44 56 8 47 55 45
Multiple Races 10 33 43 57 10 50 60 40
Students with Disabilities - 4 4 96 5 - 5 95
Students without Disabilities 11 32 43 57 8 46 54 46
Economically Disadvantaged 3 15 18 82 2 30 31 69
Not Economically Disadvantaged 14 39 53 47 12 52 64 36
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 8 38 46 54 < < < <
Foster Care < < < < < < 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
< = 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 3 37 40 60 4 51 56 44 6 58 64 36
Female 3 38 41 59 3 52 56 44 4 61 65 35
Male 4 36 40 60 6 50 56 44 7 56 63 37
American Indian < < < < < < < < < < < <
Asian 3 69 71 29 13 79 92 8 20 76 96 4
Black 1 20 21 79 2 29 31 69 2 45 47 53
Hispanic 2 31 33 67 1 45 46 54 2 56 58 42
Native Hawaiian < < < < < < < < < < 100 0
White 4 40 44 56 5 55 60 40 6 60 67 33
Multiple Races 3 27 30 70 3 45 48 52 4 53 57 43
Students with Disabilities 6 12 17 83 3 21 24 76 2 28 30 70
Students without Disabilities 3 41 44 56 5 55 60 40 6 63 69 31
Economically Disadvantaged 1 25 26 74 1 40 41 59 2 48 50 50
Not Economically Disadvantaged 5 50 55 45 7 60 67 33 8 67 76 24
English Learners - 12 12 88 - 20 20 80 - 39 39 61
Homeless < < < < - 19 19 81 6 18 24 76
Military Connected 7 61 68 32 14 55 69 31 13 63 76 24
Foster Care < < < < < < < < < < < <
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 6 47 52 48 4 54 59 41 8 53 60 40
Female 5 49 54 46 2 51 53 47 5 52 56 44
Male 6 45 51 49 7 58 65 35 11 54 65 35
Asian < < < < < < 100 0 < < 100 0
Black - 30 30 70 - 38 38 62 - 58 58 42
Hispanic - 43 43 57 - 48 48 52 6 39 44 56
White 8 50 59 41 6 57 63 37 8 52 60 40
Multiple Races - 29 29 71 - 52 52 48 5 67 71 29
Students with Disabilities 5 5 10 90 6 13 19 81 4 29 33 67
Students without Disabilities 6 51 57 43 4 58 63 37 8 56 64 36
Economically Disadvantaged - 33 33 67 1 45 46 54 3 44 47 53
Not Economically Disadvantaged 12 62 74 26 7 62 69 31 13 62 74 26
English Learners - 21 21 79 - 46 46 54 - 46 46 54
Homeless < < < < < < < <
Military Connected 19 75 94 6 18 64 82 18 < < < <
Foster Care < < < < < < < <
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 5 33 38 62 7 45 52 48 10 49 59 41
Female 1 33 34 66 3 45 48 52 5 52 57 43
Male 9 34 42 58 9 46 55 45 15 45 60 40
Asian < < 100 0 < < < < < < 100 0
Black - 8 8 92 8 17 25 75 8 46 54 46
Hispanic 4 21 25 75 - 67 67 33 4 58 62 38
White 6 38 44 56 8 46 54 46 11 51 61 39
Multiple Races 4 29 33 67 - 35 35 65 4 33 38 63
Students with Disabilities 4 8 12 88 5 14 19 81 4 13 17 83
Students without Disabilities 5 37 42 58 7 49 56 44 10 54 64 36
Economically Disadvantaged 2 25 27 73 1 32 33 67 5 40 44 56
Not Economically Disadvantaged 9 43 52 48 12 59 71 29 14 57 71 29
English Learners - 17 17 83 - 18 18 82 - 64 64 36
Homeless < < < < < < < < < < < <
Military Connected 10 70 80 20 17 56 72 28 < < < <
Foster Care < < < < < < 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 3 42 46 54 6 38 44 56 6 49 55 45
Female 4 43 47 53 3 38 41 59 1 51 52 48
Male 3 41 44 56 9 38 46 54 10 48 58 42
American Indian < < 100 0 < < < <
Asian - 90 90 10 < < 100 0 < < < <
Black - 36 36 64 7 - 7 93 9 9 18 82
Hispanic - 30 30 70 3 28 31 69 4 57 61 39
White 4 45 49 51 7 44 51 49 7 54 61 39
Multiple Races 7 13 20 80 8 31 38 62 - 36 36 64
Students with Disabilities 3 18 21 79 - 7 7 93 - 15 15 85
Students without Disabilities 3 47 51 49 7 43 50 50 7 53 60 40
Economically Disadvantaged 2 29 31 69 2 28 30 70 1 38 39 61
Not Economically Disadvantaged 4 54 58 42 9 46 55 45 12 63 75 25
English Learners - - - 100 - 10 10 90 < < < <
Homeless < < < < < < < <
Military Connected 7 50 57 43 13 67 80 20 9 55 64 36
Foster Care < < < <
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 1 28 28 72 2 44 46 54 - 35 35 65
Female - 31 31 69 2 45 47 53 - 35 35 65
Male 1 25 26 74 2 43 46 54 - 35 35 65
Asian < < < < < < 100 0 < < 100 0
Black - 6 6 94 - 33 33 67 - 7 7 93
Hispanic - 33 33 67 - 33 33 67 - 25 25 75
White 1 31 32 68 2 48 50 50 - 44 44 56
Multiple Races - 17 17 83 8 23 31 69 - 22 22 78
Students with Disabilities 4 11 14 86 3 17 20 80 - 16 16 84
Students without Disabilities - 30 30 70 2 50 52 48 - 40 40 60
Economically Disadvantaged 1 21 22 78 - 31 31 69 - 26 26 74
Not Economically Disadvantaged - 36 36 64 4 54 58 42 - 45 45 55
English Learners < < < < - 8 8 92 < < < <
Homeless < < < < < < < <
Military Connected < < < < 25 25 50 50 < < < <
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 1 35 37 63 2 55 57 43 4 64 68 32
Female 2 35 37 63 2 59 61 39 3 68 72 28
Male 1 35 36 64 3 52 55 45 4 61 65 35
Asian < < 100 0 < < 100 0 < < 100 0
Black - 21 21 79 - 26 26 74 < < < <
Hispanic 8 19 27 73 - 54 54 46 3 50 53 47
White 1 37 38 62 3 59 62 38 3 65 68 32
Multiple Races - 32 32 68 5 48 52 48 11 67 78 22
Students with Disabilities 13 8 21 79 - 17 17 83 3 23 26 74
Students without Disabilities - 38 38 62 3 59 62 38 4 71 75 25
Economically Disadvantaged 1 18 19 81 1 42 43 57 3 46 49 51
Not Economically Disadvantaged 2 52 54 46 3 64 67 33 4 79 83 17
English Learners < < < < < < < < - 17 17 83
Military Connected - 36 36 64 < < < < - 75 75 25
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 4 1 5 95 - 22 22 78 - 7 7 93
Female 2 - 2 98 - 26 26 74 - 12 12 88
Male 7 2 9 91 - 19 19 81 - 4 4 96
Black < < < < < < < < < < < <
Hispanic - - - 100 - 5 5 95 - - - 100
White 2 2 3 97 - 29 29 71 - 10 10 90
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 3 17 83 - 22 22 78 - - - 100
Students without Disabilities - - - 100 - 23 23 77 - 11 11 89
Economically Disadvantaged 2 - 2 98 - 22 22 78 - 8 8 93
Not Economically Disadvantaged 9 3 12 88 - 24 24 76 - 7 7 93
English Learners - - - 100 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < < <
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 1 38 38 62 3 67 70 30 3 81 84 16
Female 2 41 43 57 1 70 72 28 2 87 89 11
Male - 35 35 65 4 65 68 32 4 76 80 20
American Indian < < < < < < < <
Asian < < < < < < 100 0 < < 100 0
Black - 21 21 79 - 65 65 35 - 75 75 25
Hispanic - 50 50 50 3 64 67 33 - 88 88 12
Native Hawaiian < < < < < < 100 0
White 1 39 40 60 3 67 70 30 4 79 83 17
Multiple Races - 33 33 67 - 73 73 27 9 87 96 4
Students with Disabilities - 20 20 80 3 41 44 56 - 81 81 19
Students without Disabilities 1 41 42 58 2 71 73 27 4 81 85 15
Economically Disadvantaged - 26 26 74 2 58 59 41 2 78 79 21
Not Economically Disadvantaged 1 50 51 49 3 74 77 23 4 84 89 11
English Learners < < < < - 40 40 60 - 79 79 21
Homeless < < < < < < < < < < < <
Military Connected - 71 71 29 8 54 62 38 15 70 85 15
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 5 56 60 40 8 62 70 30 6 80 87 13
Female 5 44 49 51 11 66 77 23 5 81 86 14
Male 4 69 72 28 6 59 65 35 8 80 88 12
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < < <
White 6 56 62 38 10 67 77 23 6 82 88 12
Multiple Races - 50 50 50 - 55 55 45 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 5 57 62 38 8 63 72 28 6 80 87 13
Economically Disadvantaged 3 45 48 53 - 62 62 38 6 76 82 18
Not Economically Disadvantaged 6 62 68 32 11 63 74 26 6 82 88 12
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < < < - 70 70 30 < < 100 0
Foster Care < < 100 0
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 10 67 76 24 22 74 96 4 28 70 98 2
Female 7 71 79 21 25 67 92 8 29 71 100 0
Male 14 57 71 29 20 80 100 0 27 69 96 4
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 9 66 74 26 24 72 96 4 33 64 97 3
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 10 67 76 24 23 77 100 0 28 70 98 2
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 11 70 81 19 23 73 96 4 31 67 97 3
Military Connected < < 100 0 < < 100 0 < < 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 6 50 56 44 6 50 56 44 8 54 62 38
Female 7 52 58 42 6 49 56 44 6 56 62 38
Male 5 49 55 45 7 51 57 43 10 52 63 37
American Indian < < < < < < < < < < < <
Asian 8 58 67 33 - 62 62 38 36 45 82 18
Black 3 40 44 56 - 44 44 56 2 41 43 57
Hispanic 3 33 36 64 - 31 31 69 4 50 54 46
Native Hawaiian < < 100 0 < < < < < < 100 0
White 7 54 61 39 8 54 62 38 9 57 66 34
Multiple Races 2 55 56 44 8 50 58 42 9 49 58 42
Students with Disabilities 4 19 24 76 4 18 22 78 3 18 21 79
Students without Disabilities 6 56 62 38 7 55 62 38 9 58 67 33
Economically Disadvantaged 2 37 39 61 2 40 41 59 1 46 48 52
Not Economically Disadvantaged 10 62 71 29 10 58 68 32 15 60 75 25
English Learners - 6 6 94 - 15 15 85 3 11 14 86
Homeless < < < < - 27 27 73 - 20 20 80
Military Connected 10 56 66 34 12 68 81 19 17 60 77 23
Foster Care < < < < < < < < < < < <
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 4 40 45 55 3 38 42 58 11 37 47 53
Female 5 41 46 54 2 35 37 63 7 38 44 56
Male 4 39 43 57 4 41 46 54 14 36 50 50
American Indian < < < < < < < <
Asian 10 70 80 20 < < 100 0 < < < <
Black - 36 36 64 - 36 36 64 9 18 27 73
Hispanic 4 30 33 67 - 23 23 77 13 46 58 42
White 5 43 48 52 4 43 47 53 11 39 50 50
Multiple Races - 20 20 80 4 38 42 58 5 23 27 73
Students with Disabilities 3 18 21 79 - 15 15 85 - 10 10 90
Students without Disabilities 5 45 49 51 4 42 46 54 12 40 51 49
Economically Disadvantaged 1 27 28 72 1 34 35 65 1 31 32 68
Not Economically Disadvantaged 7 52 59 41 5 42 47 53 22 43 65 35
English Learners - - - 100 - 10 10 90 < < < <
Homeless < < < < < < < <
Military Connected 14 43 57 43 13 67 80 20 27 27 55 45
Foster Care < < < <
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 7 45 52 48 7 46 53 47 8 51 59 41
Female 5 47 51 49 8 44 52 48 6 52 58 42
Male 9 43 52 48 5 48 53 47 10 50 60 40
Asian < < < < < < < < < < 100 0
Black 8 38 46 54 - 29 29 71 - 28 28 72
Hispanic - 24 24 76 - 30 30 70 3 49 51 49
White 8 49 57 43 9 50 59 41 8 56 64 36
Multiple Races 7 47 53 47 - 43 43 57 13 43 57 43
Students with Disabilities 13 7 20 80 4 15 19 81 - 16 16 84
Students without Disabilities 6 51 57 43 7 50 57 43 9 55 64 36
Economically Disadvantaged 2 33 35 65 1 29 30 70 2 41 43 57
Not Economically Disadvantaged 12 57 69 31 11 59 70 30 12 58 70 30
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected - 70 70 30 15 46 62 38 < < < <
Foster Care < < 100 0 < < < < < < 100 0
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 60 68 32 12 53 65 35 9 62 71 29
Female 11 61 72 28 11 59 70 30 10 61 71 29
Male 6 58 64 36 12 48 60 40 8 63 71 29
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 5 45 50 50 - 39 39 61 - 60 60 40
Hispanic 7 43 50 50 - 38 38 63 - 59 59 41
Native Hawaiian < < 100 0
White 9 63 72 28 14 56 70 30 11 61 72 28
Multiple Races - 73 73 27 18 59 77 23 10 71 81 19
Students with Disabilities - 28 28 72 2 21 23 77 4 12 16 84
Students without Disabilities 9 64 73 27 14 60 74 26 10 68 78 22
Economically Disadvantaged 2 45 48 52 3 45 48 52 1 59 60 40
Not Economically Disadvantaged 12 69 82 18 17 59 76 24 15 64 79 21
English Learners < < < < < < < < - 20 20 80
Homeless < < < < < < < <
Military Connected < < 100 0 20 67 87 13 19 81 100 0
Foster Care < < 100 0 < < 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 4 56 60 40 2 62 64 36 6 65 71 29
Female 6 55 61 39 2 57 59 41 3 69 72 28
Male 3 57 59 41 3 66 68 32 8 61 70 30
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black - 39 39 61 - 71 71 29 - 67 67 33
Hispanic - 35 35 65 - 35 35 65 3 45 48 52
Native Hawaiian < < 100 0
White 6 59 65 35 3 66 69 31 6 69 75 25
Multiple Races - 74 74 26 6 69 75 25 10 60 70 30
Students with Disabilities - 24 24 76 - 23 23 77 4 32 36 64
Students without Disabilities 5 63 69 31 3 68 71 29 6 69 75 25
Economically Disadvantaged 2 44 46 54 1 52 53 47 1 56 57 43
Not Economically Disadvantaged 7 68 75 25 3 70 74 26 10 74 84 16
English Learners < < < < - 15 15 85 < < < <
Homeless < < < < < < < < < < < <
Military Connected 7 60 67 33 - 93 93 7 13 53 67 33
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 < < 100 0
Female < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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 9 48 57 43 13 43 56 44
Female 6 53 59 41 12 46 58 42
Male 13 43 56 44 14 40 55 45
Asian < < < < 9 82 91 9
Black 4 34 38 62 13 39 52 48
Hispanic 5 44 49 51 9 38 47 53
White 11 50 61 39 15 45 59 41
Multiple Races 8 43 51 49 10 28 38 62
Students with Disabilities 3 14 17 83 5 10 15 85
Students without Disabilities 10 52 62 38 15 48 63 37
Economically Disadvantaged 3 38 41 59 7 32 40 60
Not Economically Disadvantaged 15 56 71 29 18 52 70 30
English Learners - 13 13 88 - 16 16 84
Homeless < < < < < < < <
Military Connected 23 43 66 34 25 42 67 33
Foster Care < < < < < < 100 0
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 - 23 23 77 < < < <
Female < < < < < < < <
Male < < < < < < < <
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0
Homeless < < < < < < < <
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 - 33 33 67 < < < <
Female - 43 43 57 < < < <
Male - 26 26 74 < < < <
White - 34 34 66 < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 37 37 63 < < < <
Economically Disadvantaged - 30 30 70 < < < <
Not Economically Disadvantaged - 36 36 64 < < < <
English Learners < < < <
Homeless < < < < < < < <
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 5 21 26 74 < < < <
Female < < < < < < < <
Male - 13 13 87
White 8 31 38 62 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 7 27 33 67 < < < <
Economically Disadvantaged - 18 18 82 < < < <
Not Economically Disadvantaged < < < <
English Learners < < < <
Homeless < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 58 63 37 < < < <
Female 4 59 63 37 < < < <
Male 6 57 63 37 < < < <
White 6 61 67 33 < < < <
Multiple Races 6 67 72 28 < < < <
Students with Disabilities 4 8 12 88
Students without Disabilities 5 64 69 31 < < < <
Economically Disadvantaged 1 43 44 56 < < < <
Not Economically Disadvantaged 8 69 78 22
English Learners < < < < < < < <
Homeless < < < < < < < <
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 13 54 67 33 16 52 68 32
Female 6 61 67 33 20 52 71 29
Male 18 49 66 34 13 52 65 35
Asian < < 100 0 < < < <
Black 5 32 36 64 < < < <
Hispanic 9 56 65 35 17 41 59 41
White 14 56 70 30 17 51 68 32
Multiple Races 14 55 68 32 17 58 75 25
Students with Disabilities 4 17 22 78 6 19 26 74
Students without Disabilities 14 57 71 29 18 57 75 25
Economically Disadvantaged 8 46 54 46 8 44 52 48
Not Economically Disadvantaged 17 59 75 25 22 57 78 22
English Learners < < < < - 17 17 83
Homeless < < < <
Military Connected < < < < 33 33 67 33
Foster Care < < 100 0
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 14 35 49 51 11 36 47 53
Female 7 41 48 52 6 41 47 53
Male 20 31 50 50 17 31 48 52
Asian < < < < < < 100 0
Black 9 27 36 64 14 29 43 57
Hispanic 10 48 57 43 - 33 33 67
White 16 38 54 46 13 41 54 46
Multiple Races 6 17 22 78 8 17 25 75
Students with Disabilities 5 19 24 76 5 - 5 95
Students without Disabilities 15 38 53 47 12 41 53 47
Economically Disadvantaged 3 29 32 68 8 25 33 67
Not Economically Disadvantaged 25 42 67 33 13 46 60 40
English Learners - 10 10 90 - 17 17 83
Homeless < < < < < < < <
Military Connected 28 39 67 33 < < < <
Foster Care < < 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
Division425
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-kindergarten454348
Kindergarten180215187
Grade 1194171212
Grade 2227184184
Grade 3180209194
Grade 4201188202
Grade 5203196187
Grade 6218207206
Grade 7259217208
Grade 8235251211
Grade 9261258269
Grade 10270250254
Grade 11202234222
Grade 12222215234
Total Students2,8972,8382,818

< = 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 Students289728382818
Female139313811359
Male150414571459
American Indian433
Asian544641
Black207183189
Hispanic370383412
Native Hawaiian222
White198319551908
Multiple Races277266263
Students with Disabilities379352371
Students without Disabilities251824862447
Economically Disadvantaged138513061225
Not Economically Disadvantaged151215321593
English Learners218213220
Not English Learners267926252598
Homeless222431
Military Connected148129129
Foster Care91118
< = 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 98 111 6 1 4 2
State 50941 37883 2120 845 5319 1819
Female Division 63 45 2 0 0 1
State 27811 16344 671 288 1971 747
Male Division 35 66 4 1 4 1
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 7 10 0 0 0 1
State 8188 10171 708 177 1106 701
Hispanic Division 17 10 0 0 1 0
State 6685 7832 305 130 2570 425
White Division 67 80 5 0 1 1
State 26830 16390 881 458 1333 565
Multiple Races Division 5 11 1 1 2 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 1 21 6 0 1 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 22 59 4 1 4 1
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < < <
State 1612 4284 306 28 2112 174
Homeless Division < < < < < <
State 183 697 76 17 189 78
Foster Care Division < < < < 0 <
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 Students222215972169742
Female111110991109900
Male111105951069644
Asian<<100<10000
Black181794179400
Hispanic282796279614
White154152991529911
Multiple Races2017851890210
Students with Disabilities292897289713
Economically Disadvantaged918593869544
English Learners<<<<<<<
Homeless<<<<<<<
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 2020-20212021-20222022-2023
Advanced Placement Test Taken62 / 6.49%20 / 2.09%76 / 7.94%
Advanced Placement Course Enrollment75 / 7.85%23 / 2.41%94 / 9.82%
Dual Enrollment183 / 19.14%170 / 17.8%152 / 15.88%
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

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 StudentsDivision20813635
State87,31757,08135
FemaleDivision1077926
State43,70531,57728
MaleDivision1015744
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision10<100
State18,62410,60143
HispanicDivision191047
State12,1106,62245
WhiteDivision16010534
State45,09830,84432
Multiple RacesDivision13<100
State4,3802,92933
Students with DisabilitiesDivision<<100
State8,1853,54857
Economically DisadvantagedDivision683647
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
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
State LicensuresDivision23811
 State1,0771,2361,563
Industry CertificationDivision106311194
 State51,68595,688100,255
Total Credentials EarnedDivision129319205
 State71,189143,862147,481
Students Earning One or More CredentialsDivision125279198
 State60,992115,682117,932
CTE CompletersDivision159-152
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
Workplace ReadinessDivision---
 State16,88544,34841,819
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

2022-2023 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$4,403$6,674$693
State$6,770$5,603$867
2020-2021Division$3,868$7,001$1,086
State$6,669$6,185$1,352
2021-2022Division$4,706$7,471$1,401
State$7,134$6,454$1,936
2022-2023Division$5,059$8,005$1,889
State$7,802$6,956$1,918

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 Students2,6092972,2215922,057736
Female1,2641381,0682831,023334
Male1,3451591,1533091,034402
American Indian<<<<<<
Asian5444823211
Black194221545414243
Hispanic309283064529484
Native Hawaiian<<<<<<
White1,8222021,5014241,399524
Multiple Races227392076618772
Students with Disabilities3275626494239115
Economically Disadvantaged1,223209846389847450
English Learners201151882714553
Homeless17415121412
< = 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 628
Relationship Behaviors without Physical Harm 238
Behaviors of a Safety Concern 231
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 56

< = 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 Indian0.10.10.50.10.4
Asian21.90.51.60.4
Black7.32.97.18.26.46.8
Hispanic11.48.612.88.213.510.8
Native Hawaiian00.10.10.4
White70.174.368.572.468.967.3
Multiple Races9.114.39.610.29.413.9
< = 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 Indian0.10.10.1
Asian21.91.6
Black7.37.16.4
Hispanic11.412.813.5
Native Hawaiian00.10.1
White70.168.568.9
Multiple Races9.19.69.4
< = 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 Indian0.10.10.1
Asian21.91.6
Black7.37.16.4
Hispanic11.412.813.5
Native Hawaiian00.10.1
White70.168.568.9
Multiple Races9.19.69.4
< = 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