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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

MOP

Accreditation

Accreditation Status
Elementary Schools
Nathanael Greene ElementaryAccredited
Nathanael Greene PrimaryAccredited
Ruckersville ElementaryAccredited
Middle Schools
William Monroe MiddleAccredited with Conditions
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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 51 62 38 10 54 65 35 11 52 63 37
Female 12 54 66 34 11 56 67 33 10 54 64 36
Male 11 48 59 41 9 53 63 37 11 50 62 38
American Indian < < < < < < < < < < < <
Asian 27 55 82 18 15 74 89 11 - 82 82 18
Black 4 42 46 54 2 48 50 50 6 44 50 50
Hispanic 8 47 55 45 5 49 54 46 4 46 50 50
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 13 53 66 34 12 57 68 32 13 55 68 32
Multiple Races 7 44 51 49 11 46 57 43 9 46 55 45
Students with Disabilities 5 18 23 77 4 26 30 70 5 27 32 68
Students without Disabilities 12 55 67 33 11 59 70 30 12 56 67 33
Economically Disadvantaged 6 43 49 51 4 47 51 49 4 44 48 52
Not Economically Disadvantaged 16 57 72 28 15 61 76 24 17 59 75 25
English Learners - 22 22 78 1 18 19 81 - 26 26 74
Homeless 12 12 24 76 6 18 24 76 4 50 54 46
Military Connected 23 53 76 24 19 61 80 20 23 64 88 12
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 40 48 52 9 45 55 45 6 41 47 53
Female 7 49 57 43 12 46 58 42 7 42 49 51
Male 8 30 38 62 7 44 51 49 6 40 46 54
Asian < < < < < < 100 0 < < < <
Black - 50 50 50 - 25 25 75 4 46 50 50
Hispanic - 32 32 68 - 42 42 58 - 33 33 67
White 9 43 53 47 10 47 57 43 9 43 52 48
Multiple Races 5 32 36 64 15 45 60 40 6 33 39 61
Students with Disabilities 6 - 6 94 4 25 29 71 4 17 22 78
Students without Disabilities 8 44 52 48 10 48 58 42 7 44 51 49
Economically Disadvantaged 6 30 36 64 1 44 44 56 2 29 31 69
Not Economically Disadvantaged 9 49 59 41 18 47 65 35 11 54 65 35
English Learners - 25 25 75 - 31 31 69 - - - 100
Homeless < < < < < < < < < < < <
Military Connected 27 45 73 27 < < < < < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 49 62 38 13 44 57 43 18 55 73 27
Female 13 47 60 40 15 45 59 41 19 55 74 26
Male 13 50 64 36 12 43 55 45 17 54 71 29
Asian < < < < < < 100 0 < < 100 0
Black - 50 50 50 - 57 57 43 - 50 50 50
Hispanic 25 50 75 25 - 40 40 60 5 55 59 41
White 14 49 63 37 16 45 61 39 22 55 76 24
Multiple Races - 53 53 47 21 29 50 50 17 50 67 33
Students with Disabilities 5 33 38 62 4 22 26 74 4 48 52 48
Students without Disabilities 14 51 65 35 15 47 62 38 20 56 76 24
Economically Disadvantaged 5 45 50 50 8 33 41 59 5 56 61 39
Not Economically Disadvantaged 22 54 75 25 18 54 72 28 31 53 84 16
English Learners - 40 40 60 - 23 23 77 - 57 57 43
Homeless < < < < < < < < < < < <
Military Connected 28 56 83 17 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 57 43 8 52 60 40 7 55 63 37
Female 4 55 60 40 7 54 61 39 6 59 65 35
Male 8 48 56 44 8 51 59 41 9 51 60 40
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 36 36 64 - 55 55 45 - 47 47 53
Hispanic 7 40 47 53 19 57 76 24 4 46 50 50
White 7 56 64 36 7 55 62 38 9 59 68 32
Multiple Races 4 40 44 56 5 32 36 64 8 52 60 40
Students with Disabilities 4 11 15 85 - 20 20 80 - 32 32 68
Students without Disabilities 7 57 64 36 9 56 65 35 8 59 67 33
Economically Disadvantaged 5 41 47 53 3 44 47 53 5 47 52 48
Not Economically Disadvantaged 7 59 66 34 13 62 75 25 9 62 72 28
English Learners < < < < < < < < - 55 55 45
Homeless < < < < < < < < < < < <
Military Connected 27 67 93 7 18 55 73 27 < < < <
Foster Care < < 100 0 < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 50 60 40 6 53 59 41 8 45 53 47
Female 11 57 68 32 4 57 61 39 10 45 54 46
Male 9 45 54 46 8 49 57 43 7 45 51 49
Asian < < < < < < 100 0 < < < <
Black - 58 58 42 - 27 27 73 10 20 30 70
Hispanic 4 42 46 54 3 44 47 53 8 52 60 40
Native Hawaiian < < 100 0 < < 100 0
White 13 51 64 36 8 57 65 35 9 48 57 43
Multiple Races 6 31 38 63 4 52 56 44 5 27 32 68
Students with Disabilities 3 17 20 80 6 22 28 72 - 26 26 74
Students without Disabilities 11 56 67 33 6 58 64 36 9 47 56 44
Economically Disadvantaged 1 44 45 55 5 42 47 53 1 39 40 60
Not Economically Disadvantaged 16 55 71 29 7 62 70 30 14 50 64 36
English Learners - 27 27 73 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 33 33 67 33 17 75 92 8 18 64 82 18
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 53 63 37 9 63 73 27 8 50 57 43
Female 8 59 68 32 11 63 74 26 3 57 60 40
Male 10 49 59 41 8 63 71 29 12 44 56 44
Asian < < 100 0 < < < < < < 100 0
Black 5 27 32 68 < < < < 7 20 27 73
Hispanic 9 52 61 39 3 59 62 38 5 37 42 58
White 9 58 67 33 11 64 76 24 9 57 66 34
Multiple Races 9 50 59 41 14 36 50 50 4 48 52 48
Students with Disabilities 4 8 12 88 6 32 39 61 3 10 13 87
Students without Disabilities 10 59 69 31 10 69 78 22 9 57 65 35
Economically Disadvantaged 7 43 50 50 3 54 57 43 3 36 39 61
Not Economically Disadvantaged 11 60 72 28 14 70 84 16 11 61 72 28
English Learners < < < < - 25 25 75 < < < <
Military Connected < < < < 27 47 73 27 20 67 87 13
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 54 63 37 7 62 69 31 7 63 70 30
Female 10 58 68 32 8 66 74 26 10 65 74 26
Male 9 50 58 42 6 59 65 35 5 61 66 34
Asian < < < < < < 100 0 < < < <
Black 7 36 43 57 6 39 44 56 - 64 64 36
Hispanic - 46 46 54 - 53 53 47 6 48 55 45
White 11 56 66 34 9 65 74 26 8 66 74 26
Multiple Races 10 62 71 29 - 73 73 27 6 50 56 44
Students with Disabilities 4 23 27 73 4 24 28 72 8 24 32 68
Students without Disabilities 10 58 68 32 7 66 73 27 7 68 75 25
Economically Disadvantaged 2 46 48 52 1 53 54 46 1 46 47 53
Not Economically Disadvantaged 15 60 75 25 11 68 79 21 10 73 84 16
English Learners < < < < < < < < - 14 14 86
Homeless < < < < < < < < < < 100 0
Military Connected 8 54 62 38 < < < < 36 45 82 18
Foster Care < < < < < < 100 0 < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 55 78 22 18 58 76 24 20 55 75 25
Female 28 50 78 22 21 58 79 21 18 55 72 28
Male 19 59 78 22 16 58 74 26 21 55 76 24
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 11 47 58 42 6 65 71 29 27 64 91 9
Hispanic 15 63 78 22 10 48 59 41 3 56 59 41
White 27 55 82 18 21 60 80 20 23 53 75 25
Multiple Races 20 40 60 40 18 55 73 27 20 67 87 13
Students with Disabilities 9 31 41 59 2 33 35 65 16 31 47 53
Students without Disabilities 26 58 84 16 22 64 85 15 20 59 79 21
Economically Disadvantaged 15 52 67 33 10 55 65 35 8 56 63 37
Not Economically Disadvantaged 28 56 84 16 25 60 85 15 28 54 82 18
English Learners < < < < < < < < - 27 27 73
Homeless < < < < < < < <
Military Connected < < 100 0 27 53 80 20 15 85 100 0
Foster Care < < 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

Writing Performance: All Students

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 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 51 56 44 6 58 64 36 6 60 67 33
Female 3 52 56 44 4 61 65 35 5 61 66 34
Male 6 50 56 44 7 56 63 37 8 60 67 33
American Indian < < < < < < < < < < < <
Asian 13 79 92 8 20 76 96 4 19 76 95 5
Black 2 29 31 69 2 45 47 53 3 54 57 43
Hispanic 1 45 46 54 2 56 58 42 3 56 58 42
Native Hawaiian < < < < < < 100 0 < < 100 0
White 5 55 60 40 6 60 67 33 7 63 70 30
Multiple Races 3 45 48 52 4 53 57 43 5 57 62 38
Students with Disabilities 3 21 24 76 2 28 30 70 2 38 40 60
Students without Disabilities 5 55 60 40 6 63 69 31 7 64 71 29
Economically Disadvantaged 1 40 41 59 2 48 50 50 2 50 52 48
Not Economically Disadvantaged 7 60 67 33 8 67 76 24 10 69 79 21
English Learners - 20 20 80 - 39 39 61 1 38 39 61
Homeless - 19 19 81 6 18 24 76 7 36 43 57
Military Connected 14 55 69 31 13 63 76 24 13 69 82 18
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 54 59 41 8 53 60 40 9 58 68 32
Female 2 51 53 47 5 52 56 44 10 55 65 35
Male 7 58 65 35 11 54 65 35 9 62 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black - 38 38 62 - 58 58 42 4 54 58 42
Hispanic - 48 48 52 6 39 44 56 - 67 67 33
White 6 57 63 37 8 52 60 40 15 53 68 32
Multiple Races - 52 52 48 5 67 71 29 - 78 78 22
Students with Disabilities 6 13 19 81 4 29 33 67 - 35 35 65
Students without Disabilities 4 58 63 37 8 56 64 36 11 62 72 28
Economically Disadvantaged 1 45 46 54 3 44 47 53 2 53 55 45
Not Economically Disadvantaged 7 62 69 31 13 62 74 26 18 65 82 18
English Learners - 46 46 54 - 46 46 54 - 46 46 54
Homeless < < < < < < < < < < < <
Military Connected 18 64 82 18 < < < < < < < <
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 45 52 48 10 49 59 41 10 63 72 28
Female 3 45 48 52 5 52 57 43 6 65 71 29
Male 9 46 55 45 15 45 60 40 14 60 74 26
Asian < < < < < < 100 0 < < 100 0
Black 8 17 25 75 8 46 54 46 10 70 80 20
Hispanic - 67 67 33 4 58 62 38 9 57 65 35
White 8 46 54 46 11 51 61 39 9 64 73 27
Multiple Races - 35 35 65 4 33 38 63 16 53 68 32
Students with Disabilities 5 14 19 81 4 13 17 83 4 44 48 52
Students without Disabilities 7 49 56 44 10 54 64 36 11 66 76 24
Economically Disadvantaged 1 32 33 67 5 40 44 56 3 55 58 42
Not Economically Disadvantaged 12 59 71 29 14 57 71 29 16 70 87 13
English Learners - 18 18 82 - 64 64 36 6 50 56 44
Homeless < < < < < < < < < < < <
Military Connected 17 56 72 28 < < < < < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 38 44 56 6 49 55 45 10 53 63 38
Female 3 38 41 59 1 51 52 48 8 56 64 36
Male 9 38 46 54 10 48 58 42 13 48 61 39
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 7 - 7 93 9 9 18 82 - 40 40 60
Hispanic 3 28 31 69 4 57 61 39 7 48 55 45
White 7 44 51 49 7 54 61 39 11 57 68 32
Multiple Races 8 31 38 62 - 36 36 64 12 44 56 44
Students with Disabilities - 7 7 93 - 15 15 85 - 32 32 68
Students without Disabilities 7 43 50 50 7 53 60 40 11 55 66 34
Economically Disadvantaged 2 28 30 70 1 38 39 61 5 45 49 51
Not Economically Disadvantaged 9 46 55 45 12 63 75 25 14 59 73 27
English Learners - 10 10 90 < < < < - 42 42 58
Homeless < < < < < < < < < < 100 0
Military Connected 13 67 80 20 9 55 64 36 < < < <
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 44 46 54 - 35 35 65 1 34 35 65
Female 2 45 47 53 - 35 35 65 1 36 37 63
Male 2 43 46 54 - 35 35 65 - 33 33 67
Asian < < 100 0 < < 100 0 < < < <
Black - 33 33 67 - 7 7 93 < < < <
Hispanic - 33 33 67 - 25 25 75 - 44 44 56
White 2 48 50 50 - 44 44 56 1 35 36 64
Multiple Races 8 23 31 69 - 22 22 78 - 30 30 70
Students with Disabilities 3 17 20 80 - 16 16 84 - 14 14 86
Students without Disabilities 2 50 52 48 - 40 40 60 1 38 38 62
Economically Disadvantaged - 31 31 69 - 26 26 74 - 25 25 75
Not Economically Disadvantaged 4 54 58 42 - 45 45 55 1 45 47 53
English Learners - 8 8 92 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 25 25 50 50 < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 57 43 4 64 68 32 3 50 53 47
Female 2 59 61 39 3 68 72 28 2 51 53 47
Male 3 52 55 45 4 61 65 35 4 49 52 48
Asian < < 100 0 < < 100 0 < < 100 0
Black - 26 26 74 < < < < 7 20 27 73
Hispanic - 54 54 46 3 50 53 47 - 28 28 73
White 3 59 62 38 3 65 68 32 4 61 65 35
Multiple Races 5 48 52 48 11 67 78 22 - 42 42 58
Students with Disabilities - 17 17 83 3 23 26 74 - 16 16 84
Students without Disabilities 3 59 62 38 4 71 75 25 4 56 60 40
Economically Disadvantaged 1 42 43 57 3 46 49 51 1 32 33 67
Not Economically Disadvantaged 3 64 67 33 4 79 83 17 4 64 69 31
English Learners < < < < - 17 17 83 - 7 7 93
Military Connected < < < < - 75 75 25 < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 22 22 78 - 7 7 93 - 34 34 66
Female - 26 26 74 - 12 12 88 - 42 42 58
Male - 19 19 81 - 4 4 96 - 29 29 71
Black < < < < < < < < < < < <
Hispanic - 5 5 95 - - - 100 - 28 28 72
White - 29 29 71 - 10 10 90 - 34 34 66
Multiple Races < < < < < < < < - 45 45 55
Students with Disabilities - 22 22 78 - - - 100 - 29 29 71
Students without Disabilities - 23 23 77 - 11 11 89 - 35 35 65
Economically Disadvantaged - 22 22 78 - 8 8 93 - 22 22 78
Not Economically Disadvantaged - 24 24 76 - 7 7 93 - 49 49 51
English Learners < < < < < < < < - 14 14 86
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 67 70 30 3 81 84 16 3 88 91 9
Female 1 70 72 28 2 87 89 11 - 91 91 9
Male 4 65 68 32 4 76 80 20 5 85 90 10
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - 65 65 35 - 75 75 25 - 100 100 0
Hispanic 3 64 67 33 - 88 88 12 2 83 86 14
Native Hawaiian < < 100 0
White 3 67 70 30 4 79 83 17 4 87 91 9
Multiple Races - 73 73 27 9 87 96 4 - 86 86 14
Students with Disabilities 3 41 44 56 - 81 81 19 - 76 76 24
Students without Disabilities 2 71 73 27 4 81 85 15 4 89 93 7
Economically Disadvantaged 2 58 59 41 2 78 79 21 - 86 86 14
Not Economically Disadvantaged 3 74 77 23 4 84 89 11 5 88 93 7
English Learners - 40 40 60 - 79 79 21 - 88 88 12
Homeless < < < < < < < < < < < <
Military Connected 8 54 62 38 15 70 85 15 - 89 89 11
Foster Care < < 100 0 < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 62 70 30 6 80 87 13 1 83 84 16
Female 11 66 77 23 5 81 86 14 - 79 79 21
Male 6 59 65 35 8 80 88 12 1 86 88 13
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 4 77 81 19
Native Hawaiian < < < <
White 10 67 77 23 6 82 88 12 - 83 83 17
Multiple Races - 55 55 45 < < < < - 80 80 20
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 8 63 72 28 6 80 87 13 1 83 84 16
Economically Disadvantaged - 62 62 38 6 76 82 18 - 71 71 29
Not Economically Disadvantaged 11 63 74 26 6 82 88 12 1 88 89 11
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected - 70 70 30 < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 74 96 4 28 70 98 2 42 58 100 0
Female 25 67 92 8 29 71 100 0 37 63 100 0
Male 20 80 100 0 27 69 96 4 45 55 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White 24 72 96 4 33 64 97 3 40 60 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 23 77 100 0 28 70 98 2 40 60 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 23 73 96 4 31 67 97 3 46 54 100 0
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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44 8 54 62 38 6 58 64 36
Female 6 49 56 44 6 56 62 38 5 59 64 36
Male 7 51 57 43 10 52 63 37 8 56 64 36
American Indian < < < < < < < < < < 100 0
Asian - 62 62 38 36 45 82 18 13 75 88 13
Black - 44 44 56 2 41 43 57 3 45 48 52
Hispanic - 31 31 69 4 50 54 46 4 50 54 46
Native Hawaiian < < < < < < 100 0 < < 100 0
White 8 54 62 38 9 57 66 34 7 61 68 32
Multiple Races 8 50 58 42 9 49 58 42 7 49 57 43
Students with Disabilities 4 18 22 78 3 18 21 79 3 30 33 67
Students without Disabilities 7 55 62 38 9 58 67 33 7 61 68 32
Economically Disadvantaged 2 40 41 59 1 46 48 52 2 44 46 54
Not Economically Disadvantaged 10 58 68 32 15 60 75 25 10 67 77 23
English Learners - 15 15 85 3 11 14 86 - 29 29 71
Homeless - 27 27 73 - 20 20 80 8 42 50 50
Military Connected 12 68 81 19 17 60 77 23 12 60 71 29
Foster Care < < < < < < < < < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 38 42 58 11 37 47 53 11 43 54 46
Female 2 35 37 63 7 38 44 56 6 48 53 47
Male 4 41 46 54 14 36 50 50 18 37 55 45
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 36 36 64 9 18 27 73 7 33 40 60
Hispanic - 23 23 77 13 46 58 42 3 45 48 52
White 4 43 47 53 11 39 50 50 12 45 58 42
Multiple Races 4 38 42 58 5 23 27 73 16 32 48 52
Students with Disabilities - 15 15 85 - 10 10 90 - 18 18 82
Students without Disabilities 4 42 46 54 12 40 51 49 13 46 59 41
Economically Disadvantaged 1 34 35 65 1 31 32 68 5 36 41 59
Not Economically Disadvantaged 5 42 47 53 22 43 65 35 17 48 64 36
English Learners - 10 10 90 < < < < - 42 42 58
Homeless < < < < < < < < < < < <
Military Connected 13 67 80 20 27 27 55 45 < < < <
Foster Care < < < < < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 46 53 47 8 51 59 41 4 63 67 33
Female 8 44 52 48 6 52 58 42 4 67 71 29
Male 5 48 53 47 10 50 60 40 4 61 65 35
Asian < < < < < < 100 0 < < < <
Black - 29 29 71 - 28 28 72 - 64 64 36
Hispanic - 30 30 70 3 49 51 49 3 62 65 35
White 9 50 59 41 8 56 64 36 6 64 69 31
Multiple Races - 43 43 57 13 43 57 43 - 50 50 50
Students with Disabilities 4 15 19 81 - 16 16 84 4 28 32 68
Students without Disabilities 7 50 57 43 9 55 64 36 4 68 72 28
Economically Disadvantaged 1 29 30 70 2 41 43 57 - 46 46 54
Not Economically Disadvantaged 11 59 70 30 12 58 70 30 7 73 80 20
English Learners < < < < < < < < - 20 20 80
Homeless < < < < < < < < < < < <
Military Connected 15 46 62 38 < < < < 10 70 80 20
Foster Care < < < < < < 100 0 < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 53 65 35 9 62 71 29 5 61 65 35
Female 11 59 70 30 10 61 71 29 3 61 64 36
Male 12 48 60 40 8 63 71 29 6 60 66 34
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black - 39 39 61 - 60 60 40 - 54 54 46
Hispanic - 38 38 63 - 59 59 41 - 41 41 59
Native Hawaiian < < 100 0 < < 100 0
White 14 56 70 30 11 61 72 28 6 64 70 30
Multiple Races 18 59 77 23 10 71 81 19 6 59 65 35
Students with Disabilities 2 21 23 77 4 12 16 84 - 43 43 57
Students without Disabilities 14 60 74 26 10 68 78 22 6 63 68 32
Economically Disadvantaged 3 45 48 52 1 59 60 40 - 47 47 53
Not Economically Disadvantaged 17 59 76 24 15 64 79 21 8 70 79 21
English Learners < < < < - 20 20 80 - 8 8 92
Homeless < < < < < < < < < < < <
Military Connected 20 67 87 13 19 81 100 0 7 47 53 47
Foster Care < < 100 0 < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < <
Female < < 100 0 < < < <
Male < < 100 0 < < 100 0
White < < 100 0 < < < <
Students without Disabilities < < 100 0 < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 62 64 36 6 65 71 29 5 62 67 33
Female 2 57 59 41 3 69 72 28 5 62 67 33
Male 3 66 68 32 8 61 70 30 5 62 67 33
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black - 71 71 29 - 67 67 33 6 33 39 61
Hispanic - 35 35 65 3 45 48 52 7 51 58 42
Native Hawaiian < < 100 0
White 3 66 69 31 6 69 75 25 5 69 74 26
Multiple Races 6 69 75 25 10 60 70 30 - 61 61 39
Students with Disabilities - 23 23 77 4 32 36 64 - 28 28 72
Students without Disabilities 3 68 71 29 6 69 75 25 6 67 73 27
Economically Disadvantaged 1 52 53 47 1 56 57 43 2 45 47 53
Not Economically Disadvantaged 3 70 74 26 10 74 84 16 8 75 83 17
English Learners - 15 15 85 < < < < - 50 50 50
Homeless < < < < < < < < < < < <
Military Connected - 93 93 7 13 53 67 33 < < < <
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 48 57 43 13 43 56 44 13 46 59 41
Female 6 53 59 41 12 46 58 42 10 45 56 44
Male 13 43 56 44 14 40 55 45 16 46 62 38
Asian < < < < 9 82 91 9 < < 100 0
Black 4 34 38 62 13 39 52 48 12 28 40 60
Hispanic 5 44 49 51 9 38 47 53 10 42 52 48
White 11 50 61 39 15 45 59 41 14 48 61 39
Multiple Races 8 43 51 49 10 28 38 62 13 42 56 44
Students with Disabilities 3 14 17 83 5 10 15 85 3 29 32 68
Students without Disabilities 10 52 62 38 15 48 63 37 15 49 63 37
Economically Disadvantaged 3 38 41 59 7 32 40 60 6 34 40 60
Not Economically Disadvantaged 15 56 71 29 18 52 70 30 19 56 75 25
English Learners - 13 13 88 - 16 16 84 - 43 43 57
Homeless < < < < < < < < < < < <
Military Connected 23 43 66 34 25 42 67 33 17 70 87 13
Foster Care < < < < < < 100 0 < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 23 23 77 < < < < < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities < < < < < < 100 0 < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Homeless < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
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 < < < < < < 100 0
White - 34 34 66 < < < < < < 100 0
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities - 37 37 63 < < < < < < < <
Economically Disadvantaged - 30 30 70 < < < < < < < <
Not Economically Disadvantaged - 36 36 64 < < < < < < 100 0
English Learners < < < <
Homeless < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 58 63 37 < < < < 10 20 30 70
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 < < 100 0
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33 16 52 68 32 10 53 63 37
Female 6 61 67 33 20 52 71 29 7 54 61 39
Male 18 49 66 34 13 52 65 35 13 51 65 35
Asian < < 100 0 < < < < < < 100 0
Black 5 32 36 64 < < < < 7 27 33 67
Hispanic 9 56 65 35 17 41 59 41 8 42 50 50
White 14 56 70 30 17 51 68 32 11 61 72 28
Multiple Races 14 55 68 32 17 58 75 25 12 40 52 48
Students with Disabilities 4 17 22 78 6 19 26 74 - 23 23 77
Students without Disabilities 14 57 71 29 18 57 75 25 12 58 70 30
Economically Disadvantaged 8 46 54 46 8 44 52 48 5 39 45 55
Not Economically Disadvantaged 17 59 75 25 22 57 78 22 14 64 78 22
English Learners < < < < - 17 17 83 < < < <
Homeless < < < < < < < <
Military Connected < < < < 33 33 67 33 13 67 80 20
Foster Care < < 100 0
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 35 49 51 11 36 47 53 16 39 55 45
Female 7 41 48 52 6 41 47 53 13 38 51 49
Male 20 31 50 50 17 31 48 52 19 40 59 41
Asian < < < < < < 100 0 < < 100 0
Black 9 27 36 64 14 29 43 57 20 30 50 50
Hispanic 10 48 57 43 - 33 33 67 9 45 55 45
White 16 38 54 46 13 41 54 46 16 38 54 46
Multiple Races 6 17 22 78 8 17 25 75 17 44 61 39
Students with Disabilities 5 19 24 76 5 - 5 95 8 27 35 65
Students without Disabilities 15 38 53 47 12 41 53 47 17 41 58 42
Economically Disadvantaged 3 29 32 68 8 25 33 67 8 31 39 61
Not Economically Disadvantaged 25 42 67 33 13 46 60 40 24 47 71 29
English Learners - 10 10 90 - 17 17 83 - 64 64 36
Homeless < < < < < < < < < < < <
Military Connected 28 39 67 33 < < < < < < 100 0
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

2021-20222022-20232023-2024
Division2510
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten4348
Kindergarten215187
Grade 1171212
Grade 2184184
Grade 3209194
Grade 4188202
Grade 5196187
Grade 6207206
Grade 7217208
Grade 8251211
Grade 9258269
Grade 10250254
Grade 11234222
Grade 12215234
Total Students2,8382,818

< = 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 2022-20232023-2024
All Students28382818
Female13811359
Male14571459
American Indian33
Asian4641
Black183189
Hispanic383412
Native Hawaiian22
White19551908
Multiple Races266263
Students with Disabilities352371
Students without Disabilities24862447
Economically Disadvantaged13061225
Not Economically Disadvantaged15321593
English Learners213220
Not English Learners26252598
Homeless2431
Military Connected129129
Foster Care1118
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 98 123 0 0 12 0
State 50354 39349 1875 907 4438 1716
Female Division 61 45 0 0 5 0
State 27408 17323 610 350 1645 701
Male Division 37 78 0 0 7 0
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 4 10 0 0 0 0
State 8111 10540 640 225 1119 707
Hispanic Division 13 12 0 0 6 0
State 7130 8367 270 133 1858 359
White Division 72 84 0 0 5 0
State 25871 16565 763 464 1211 504
Multiple Races Division 4 14 0 0 1 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 2 29 0 0 0 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 26 72 0 0 8 0
State 12779 21123 1108 494 2352 1214
English Learners Division 3 4 0 0 4 0
State 1583 4224 267 26 1427 150
Homeless Division < < < < < <
State 197 699 48 29 170 78
Military Connected Division 9 6 0 0 0 0
State 2527 1493 44 18 52 30
Foster Care Division < < < < 0 <
State 22 180 23 11 85 24
< = 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 Students2332219522195125
Female111106961069655
Male122115941159476
American Indian<<100<10000
Asian<<100<10000
Black14141001410000
Hispanic3125812581619
White161156971569753
Multiple Races191895189515
Students with Disabilities31311003110000
Economically Disadvantaged1069893989388
English Learners11764764436
Homeless<<<<<<<
Military Connected15151001510000
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 2021-20222022-20232023-2024
Advanced Placement Test Taken20 / 2.09%76 / 7.94%75 / 7.66%
Advanced Placement Course Enrollment23 / 2.41%94 / 9.82%76 / 7.76%
Dual Enrollment170 / 17.8%152 / 15.88%172 / 17.57%
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
2021-20222022-20232023-2024
State LicensuresDivision81110
 State1,2361,5632,069
Industry CertificationDivision311194156
 State95,688100,255101,956
Total Credentials EarnedDivision319205187
 State143,862147,481142,668
Students Earning One or More CredentialsDivision279198173
 State115,682117,932115,611
NOCTI AssessmentsDivision---
 State2,5903,8443,577
Workplace ReadinessDivision--21
 State44,34841,81935,066
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022
CTE CompletersDivision-152171
 State45,09446,02848,643

< = 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 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,2215922,0577362,226569
Female1,0682831,0233341,099248
Male1,1533091,0344021,127321
American Indian<<<<<<
Asian4823211384
Black154541424315235
Hispanic306452948433088
Native Hawaiian<<<<<<
White1,5014241,3995241,506373
Multiple Races207661877219768
Students with Disabilities2649423911526192
Economically Disadvantaged846389847450991391
English Learners188271455318656
Homeless151214123019
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 435
Relationship Behaviors without Physical Harm 300
Behaviors of a Safety Concern 240
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 77

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.50.10.40.10.4
Asian1.90.51.60.41.50.7
Black7.18.26.46.86.79.3
Hispanic12.88.213.510.814.613.7
Native Hawaiian0.10.10.40.10.4
White68.572.468.967.767.760.7
Multiple Races9.610.29.413.59.314.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian1.91.61.5
Black7.16.46.7
Hispanic12.813.514.6
Native Hawaiian0.10.10.1
White68.568.967.7
Multiple Races9.69.49.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian1.91.61.5
Black7.16.46.7
Hispanic12.813.514.6
Native Hawaiian0.10.10.1
White68.568.967.7
Multiple Races9.69.49.3
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 40.667.167
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 36.749.148.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available