Hanover County Public Schools

General school information

Division: Hanover County Public Schools
Division Number: 42
Address: 200 Berkley St Ashland, VA 23005-1399
Superintendent: Dr. Michael B. Gill
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Battlefield Park Elementary	Accredited
Beaverdam Elementary	Accredited
Cold Harbor Elementary	Accredited
Cool Spring Elementary	Accredited
Elmont Elementary	Accredited
Henry Clay Elementary	Accredited
John M. Gandy Elementary	Accredited
Kersey Creek Elementary	Accredited
Laurel Meadow Elementary	Accredited
Mechanicsville Elementary	Accredited
Pearson's Corner Elementary	Accredited
Pole Green Elementary	Accredited
Rural Point Elementary	Accredited
South Anna Elementary	Accredited
Washington-Henry Elementary	Accredited
Middle Schools
Bell Creek Middle	Accredited
Chickahominy Middle	Accredited
Liberty Middle	Accredited
Oak Knoll Middle	Accredited
High Schools
Atlee High	Accredited
Hanover High	Accredited
Mechanicsville High	Accredited
Patrick Henry High	Accredited

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	20	61	81	19	16	65	81	19	17	64	80	20
Female	22	61	83	17	18	66	84	16	17	65	82	18
Male	18	62	79	21	15	64	79	21	16	63	79	21
American Indian	13	63	75	25	13	63	75	25	5	73	77	23
Asian	25	53	78	22	25	57	83	18	23	60	83	17
Black	12	51	62	38	8	56	64	36	7	56	64	36
Hispanic	10	55	65	35	7	61	68	33	9	57	66	34
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	21	63	84	16	18	67	85	15	18	65	84	16
Multiple Races	21	62	83	17	14	67	81	19	15	67	82	18
Students with Disabilities	9	36	45	55	7	40	46	54	8	39	47	53
Students without Disabilities	21	66	87	13	18	69	87	13	18	68	86	14
Economically Disadvantaged	9	54	62	38	7	58	65	35	8	58	65	35
Not Economically Disadvantaged	23	64	87	13	20	68	88	12	21	67	87	13
English Learners	3	14	17	83	1	30	31	69	-	28	28	72
Homeless	-	46	46	54	<	<	<	<	7	50	57	43
Military Connected	33	58	92	8	23	67	90	10	24	59	84	16
Foster Care	-	67	67	33	<	<	<	<	-	55	55	45
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	15	58	73	27	11	64	75	25	12	62	74	26
Female	17	57	74	26	12	67	79	21	12	63	74	26
Male	14	58	72	28	11	62	73	27	12	60	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	29	42	71	29	20	57	77	23	5	72	77	23
Black	13	44	56	44	6	58	63	37	5	51	56	44
Hispanic	7	53	59	41	5	57	61	39	10	46	56	44
Native Hawaiian					<	<	100	0	<	<	100	0
White	16	60	76	24	12	65	78	22	13	63	76	24
Multiple Races	14	61	75	25	12	70	82	18	16	69	84	16
Students with Disabilities	9	37	46	54	6	37	43	57	7	34	41	59
Students without Disabilities	17	62	78	22	13	69	81	19	13	67	80	20
Economically Disadvantaged	8	49	57	43	6	56	62	38	6	56	62	38
Not Economically Disadvantaged	18	61	79	21	14	67	81	19	15	64	79	21
English Learners	4	22	26	74	-	41	41	59	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	33	58	92	8	4	74	78	22	24	71	95	5
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	79	21	21	61	82	18	17	62	79	21
Female	21	61	82	18	23	62	85	15	15	64	79	21
Male	17	60	77	23	20	60	80	20	18	61	78	22
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	14	52	67	33	30	58	88	13	26	63	89	11
Black	12	48	60	40	7	60	68	32	6	68	74	26
Hispanic	4	51	55	45	8	63	71	29	8	61	69	31
Native Hawaiian									<	<	100	0
White	21	62	83	17	24	60	84	16	19	60	79	21
Multiple Races	14	57	71	29	16	76	93	7	12	75	88	12
Students with Disabilities	9	31	41	59	8	41	49	51	7	33	40	60
Students without Disabilities	21	66	87	13	23	64	88	12	18	67	85	15
Economically Disadvantaged	8	51	59	41	8	61	69	31	9	59	68	32
Not Economically Disadvantaged	23	64	87	13	26	61	88	12	20	63	83	17
English Learners	-	14	14	86	-	38	38	63	-	51	51	49
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	32	64	95	5	47	53	100	0	17	65	83	17
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	17	63	80	20	12	67	80	20	13	67	80	20
Female	18	63	81	19	15	69	84	16	13	68	81	19
Male	16	63	79	21	10	66	76	24	14	65	79	21
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	22	59	81	19	24	59	83	17	18	64	82	18
Black	13	46	59	41	6	51	57	43	7	55	62	38
Hispanic	14	60	74	26	5	52	58	42	8	57	65	35
White	17	64	81	19	14	71	84	16	15	69	84	16
Multiple Races	23	66	89	11	7	67	74	26	13	65	77	23
Students with Disabilities	9	40	50	50	5	38	43	57	5	43	49	51
Students without Disabilities	19	67	85	15	14	73	87	13	15	71	85	15
Economically Disadvantaged	5	55	60	40	4	56	60	40	5	58	64	36
Not Economically Disadvantaged	21	66	86	14	16	72	88	12	17	70	87	13
English Learners	-	18	18	82	3	23	26	74	-	15	15	85
Homeless	<	<	<	<					<	<	<	<
Military Connected	25	75	100	0	22	67	89	11	43	48	90	10
Foster Care	<	<	<	<					<	<	<	<
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	18	62	80	20	14	65	79	21	14	66	79	21
Female	17	61	78	22	16	66	82	18	15	68	83	17
Male	18	63	81	19	12	64	77	23	12	64	76	24
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	19	63	81	19	27	52	79	21	27	49	76	24
Black	6	51	57	43	8	50	58	42	9	47	57	43
Hispanic	10	46	56	44	3	67	69	31	2	52	55	45
White	19	64	83	17	16	67	82	18	15	70	85	15
Multiple Races	19	71	90	10	12	68	79	21	9	61	70	30
Students with Disabilities	2	37	40	60	8	39	47	53	7	43	49	51
Students without Disabilities	20	66	86	14	15	69	84	16	15	70	85	15
Economically Disadvantaged	9	52	61	39	4	57	61	39	6	54	60	40
Not Economically Disadvantaged	21	66	86	14	18	68	86	14	18	71	89	11
English Learners	-	7	7	93	-	24	24	76	-	3	3	97
Homeless	<	<	100	0					<	<	<	<
Military Connected	39	39	78	22	17	74	91	9	19	61	81	19
Foster Care	<	<	<	<					<	<	100	0
Grade 7 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	65	82	18	14	66	81	19	14	66	80	20
Female	18	65	83	17	16	65	82	18	17	66	84	16
Male	15	66	81	19	13	67	80	20	12	66	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	27	60	87	13	14	71	86	14	19	61	81	19
Black	4	60	63	37	6	46	53	47	5	56	61	39
Hispanic	6	61	67	33	8	60	68	32	8	61	70	30
White	18	67	85	15	17	69	86	14	16	67	83	17
Multiple Races	19	61	81	19	12	68	80	20	13	71	84	16
Students with Disabilities	8	36	45	55	4	39	43	57	10	41	51	49
Students without Disabilities	18	71	89	11	16	71	87	13	15	70	85	15
Economically Disadvantaged	7	57	64	36	7	58	65	35	6	57	63	37
Not Economically Disadvantaged	20	68	88	12	18	70	88	12	18	70	88	12
English Learners	-	14	14	86	-	26	26	74	-	13	13	87
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	27	55	82	18	27	59	86	14	9	77	86	14
Foster Care					<	<	100	0	<	<	<	<
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	18	67	84	16	12	69	81	19	14	66	80	20
Female	22	65	87	13	14	69	83	17	16	67	82	18
Male	13	68	82	18	11	68	79	21	13	65	78	22
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	25	50	75	25	30	60	90	10	25	63	88	13
Black	5	54	60	40	7	60	67	33	5	51	56	44
Hispanic	8	59	67	33	6	59	66	34	9	56	65	35
White	19	69	88	12	13	71	84	16	16	69	85	15
Multiple Races	27	57	84	16	11	66	77	23	15	64	79	21
Students with Disabilities	10	38	48	52	6	37	43	57	6	31	37	63
Students without Disabilities	19	71	90	10	13	74	87	13	16	71	86	14
Economically Disadvantaged	9	55	63	37	6	59	65	35	6	55	62	38
Not Economically Disadvantaged	20	70	90	10	15	73	87	13	18	71	89	11
English Learners	15	-	15	85	4	24	28	72	-	19	19	81
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	29	67	95	5	15	77	92	8	30	61	91	9
Foster Care	<	<	100	0	<	<	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	29	57	86	14	27	63	91	9	30	60	90	10
Female	33	57	89	11	29	63	92	8	32	59	91	9
Male	26	56	83	17	26	63	89	11	28	62	90	10
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	31	53	83	17	31	47	78	22	45	45	90	10
Black	20	52	72	28	14	66	80	20	15	65	79	21
Hispanic	19	54	73	27	14	65	80	20	19	64	83	17
Native Hawaiian									<	<	100	0
White	31	57	88	12	30	64	94	6	32	60	92	8
Multiple Races	29	60	89	11	26	57	82	18	32	65	97	3
Students with Disabilities	14	33	47	53	10	49	60	40	12	49	62	38
Students without Disabilities	32	60	92	8	30	65	94	6	32	62	94	6
Economically Disadvantaged	14	57	71	29	14	63	77	23	15	64	79	21
Not Economically Disadvantaged	34	57	90	10	32	63	95	5	35	59	94	6
English Learners	-	17	17	83	-	21	21	79	-	19	19	81
Homeless					<	<	100	0	<	<	<	<
Military Connected	50	44	94	6	35	65	100	0	32	26	58	42
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	51	61	39	18	48	66	34
Female					12	56	69	31	22	52	73	27
Male					8	47	55	45	13	45	58	42
American Indian					<	<	<	<	<	<	<	<
Asian					24	59	82	18	39	48	88	12
Black					4	37	41	59	6	34	40	60
Hispanic					4	34	38	62	13	36	49	51
White					10	55	66	34	19	51	70	30
Multiple Races					17	37	54	46	19	49	69	31
Students with Disabilities					1	18	19	81	-	13	13	87
Students without Disabilities					11	57	69	31	20	53	74	26
Economically Disadvantaged					4	37	41	59	8	40	48	52
Not Economically Disadvantaged					12	57	69	31	23	52	75	25
English Learners					-	6	6	94	-	11	11	89
Homeless					<	<	<	<	<	<	<	<
Military Connected					15	46	62	38	21	58	79	21
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					9	52	61	39	17	49	66	34
Female					11	57	69	31	21	52	73	27
Male					7	48	55	45	13	46	58	42
American Indian					<	<	<	<	<	<	<	<
Asian					14	69	83	17	31	55	86	14
Black					3	38	41	59	6	35	40	60
Hispanic					4	34	38	62	13	36	48	52
White					10	56	66	34	19	52	70	30
Multiple Races					15	38	53	47	19	49	69	31
Students with Disabilities					1	19	20	80	-	13	13	87
Students without Disabilities					10	58	68	32	20	54	74	26
Economically Disadvantaged					4	37	41	59	8	40	48	52
Not Economically Disadvantaged					11	58	69	31	22	53	75	25
English Learners					-	6	6	94	-	11	11	89
Homeless					<	<	<	<	<	<	<	<
Military Connected					15	46	62	38	21	58	79	21
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
All Students					42	18	61	39	52	13	65	35
Female					56	13	69	31	55	18	73	27
Male					29	24	53	47	50	8	58	42
Asian					<	<	<	<	<	<	100	0
Black					<	<	<	<	<	<	<	<
Hispanic					<	<	<	<	<	<	100	0
White					33	25	58	42	44	13	56	44
Students with Disabilities					-	8	8	92	<	<	<	<
Students without Disabilities					70	25	95	5	63	16	79	21
Economically Disadvantaged					<	<	<	<	<	<	<	<
Not Economically Disadvantaged					58	17	75	25	67	11	78	22
< = 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.

select test

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	12	66	78	22	13	68	80	20	14	69	83	17
Female	12	66	78	22	12	69	80	20	13	70	83	17
Male	13	66	79	21	14	66	80	20	15	68	83	17
American Indian	18	41	59	41	4	64	68	32	9	55	64	36
Asian	21	62	83	17	26	60	86	14	24	63	86	14
Black	5	47	52	48	5	55	60	40	5	63	68	32
Hispanic	8	57	65	35	5	62	67	33	7	63	70	30
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	13	68	82	18	14	70	84	16	16	71	87	13
Multiple Races	12	62	74	26	11	65	76	24	12	67	80	20
Students with Disabilities	9	38	48	52	4	46	50	50	5	49	54	46
Students without Disabilities	13	71	84	16	14	71	86	14	16	73	88	12
Economically Disadvantaged	5	54	59	41	5	58	63	37	6	63	69	31
Not Economically Disadvantaged	15	70	85	15	16	71	88	12	18	72	90	10
English Learners	4	31	35	65	1	38	40	60	1	43	45	55
Homeless	-	40	40	60	-	31	31	69	9	47	56	44
Military Connected	16	67	84	16	20	67	87	13	25	67	92	8
Foster Care	6	44	50	50	<	<	<	<	10	50	60	40
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	14	60	74	26	13	69	81	19	17	65	82	18
Female	11	60	72	28	9	69	78	22	12	67	79	21
Male	16	60	76	24	16	68	84	16	22	63	84	16
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	63	79	21	16	69	84	16	12	72	84	16
Black	5	45	51	49	7	66	74	26	5	59	64	36
Hispanic	7	52	58	42	4	61	65	35	9	54	63	37
Native Hawaiian					<	<	100	0	<	<	100	0
White	16	62	78	22	14	69	83	17	20	66	85	15
Multiple Races	6	58	64	36	12	72	84	16	16	70	86	14
Students with Disabilities	8	46	54	46	7	46	53	47	9	41	51	49
Students without Disabilities	15	63	78	22	14	72	86	14	18	69	87	13
Economically Disadvantaged	5	50	55	45	5	62	68	32	9	61	71	29
Not Economically Disadvantaged	17	64	81	19	16	71	87	13	21	66	87	13
English Learners	3	31	34	66	2	44	46	54	2	54	56	44
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	25	58	83	17	13	65	78	22	24	71	95	5
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	61	79	21	20	61	81	19	20	64	83	17
Female	16	63	79	21	16	64	80	20	14	66	81	19
Male	19	60	80	20	23	59	82	18	24	62	85	15
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	23	55	77	23	22	66	88	12	27	59	86	14
Black	5	40	46	54	8	46	54	46	8	67	75	25
Hispanic	8	56	65	35	8	59	67	33	6	68	74	26
Native Hawaiian									<	<	100	0
White	20	64	84	16	23	62	85	15	22	63	85	15
Multiple Races	10	57	67	33	12	66	78	22	23	68	91	9
Students with Disabilities	11	36	47	53	6	42	49	51	5	44	49	51
Students without Disabilities	19	66	86	14	22	64	86	14	22	67	89	11
Economically Disadvantaged	6	54	60	40	6	57	63	37	8	62	71	29
Not Economically Disadvantaged	22	64	87	13	25	63	88	12	25	65	89	11
English Learners	4	22	26	74	-	42	42	58	2	48	50	50
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	5	86	91	9	47	41	88	12	35	48	83	17
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	8	66	74	26	11	65	76	24	10	69	78	22
Female	7	66	73	27	11	68	79	21	10	69	79	21
Male	9	66	75	25	11	63	74	26	9	68	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	6	65	71	29	29	54	83	17	23	60	83	17
Black	-	49	49	51	1	49	50	50	1	56	57	43
Hispanic	14	59	73	27	5	59	65	35	7	58	65	35
White	8	68	76	24	13	69	81	19	11	72	82	18
Multiple Races	10	63	73	27	7	62	68	32	6	74	81	19
Students with Disabilities	13	37	50	50	3	42	45	55	5	43	48	52
Students without Disabilities	7	72	80	20	13	71	84	16	11	74	85	15
Economically Disadvantaged	5	53	58	42	5	55	59	41	6	57	63	37
Not Economically Disadvantaged	10	71	81	19	14	71	85	15	12	75	87	13
English Learners	-	47	47	53	3	34	37	63	-	41	41	59
Homeless	<	<	<	<					<	<	<	<
Military Connected	33	53	87	13	13	75	88	13	15	62	77	23
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	13	62	75	25	12	65	77	23	16	65	81	19
Female	10	60	71	29	11	67	78	22	15	66	82	18
Male	17	63	80	20	13	64	76	24	16	64	80	20
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	26	53	79	21	23	50	73	27	31	53	84	16
Black	3	38	41	59	4	41	46	54	5	54	59	41
Hispanic	5	45	50	50	3	56	59	41	9	53	62	38
White	14	65	80	20	13	69	82	18	18	69	87	13
Multiple Races	20	59	80	20	12	62	74	26	3	63	66	34
Students with Disabilities	8	35	42	58	4	43	47	53	6	44	50	50
Students without Disabilities	14	66	80	20	13	69	82	18	17	69	87	13
Economically Disadvantaged	4	45	50	50	3	55	58	42	7	55	62	38
Not Economically Disadvantaged	17	67	84	16	16	69	85	15	20	70	90	10
English Learners	-	6	6	94	-	30	30	70	3	14	17	83
Homeless	<	<	100	0					<	<	<	<
Military Connected	22	44	67	33	33	62	95	5	28	64	92	8
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	4	62	66	34	4	61	65	35	4	70	74	26
Female	3	61	64	36	4	61	65	35	5	73	78	22
Male	4	64	68	32	5	61	65	35	4	67	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	12	59	71	29	5	63	68	32
Black	4	39	43	57	1	45	46	54	3	53	55	45
Hispanic	4	50	54	46	-	49	49	51	3	54	57	43
White	3	66	70	30	5	65	71	29	5	74	79	21
Multiple Races	5	53	58	42	4	69	73	27	2	67	69	31
Students with Disabilities	5	31	36	64	3	34	38	62	5	41	46	54
Students without Disabilities	3	72	75	25	4	68	73	27	4	77	81	19
Economically Disadvantaged	3	49	52	48	3	45	48	52	4	59	63	37
Not Economically Disadvantaged	4	69	73	27	5	72	77	23	5	77	82	18
English Learners	-	21	21	79	-	26	26	74	-	29	29	71
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	14	57	71	29	8	83	92	8
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	11	71	82	18	11	75	85	15
Female	12	72	83	17	11	71	82	18	10	74	84	16
Male	10	69	80	20	11	71	82	18	12	75	87	13
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	22	61	83	17	45	48	93	7	19	62	81	19
Black	5	52	57	43	4	63	68	32	4	66	70	30
Hispanic	10	57	68	32	3	62	65	35	2	73	75	25
White	11	74	85	15	11	74	86	14	13	77	89	11
Multiple Races	8	62	70	30	15	58	73	27	10	75	85	15
Students with Disabilities	11	36	47	53	2	54	56	44	3	52	55	45
Students without Disabilities	11	76	87	13	13	74	87	13	12	79	91	9
Economically Disadvantaged	7	57	64	36	4	63	67	33	3	68	71	29
Not Economically Disadvantaged	12	74	86	14	14	74	88	12	15	78	93	7
English Learners	20	33	53	47	3	29	32	68	-	39	39	61
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	75	90	10	7	80	87	13	33	62	95	5
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	68	80	20	15	71	86	14	16	74	90	10
Female	14	68	83	17	16	72	88	12	17	73	91	9
Male	11	68	78	22	14	71	85	15	14	75	89	11
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	14	79	93	7	30	68	97	3	35	65	100	0
Black	5	53	58	42	7	70	76	24	6	78	84	16
Hispanic	5	74	79	21	10	71	81	19	8	80	88	12
Native Hawaiian	<	<	100	0					<	<	100	0
White	13	69	82	18	17	72	89	11	17	74	91	9
Multiple Races	17	62	79	21	10	65	75	25	19	65	84	16
Students with Disabilities	3	49	51	49	2	59	61	39	3	74	77	23
Students without Disabilities	14	71	86	14	17	73	90	10	18	74	92	8
Economically Disadvantaged	4	62	67	33	7	65	72	28	4	77	81	19
Not Economically Disadvantaged	15	70	85	15	19	73	92	8	21	73	94	6
English Learners	-	65	65	35	-	64	64	36	3	66	68	32
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	14	71	86	14	13	79	92	8	27	73	100	0
Foster Care	<	<	<	<					<	<	<	<
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	79	93	7	12	75	86	14	16	70	86	14
Female	15	77	92	8	10	77	88	12	16	72	88	12
Male	12	81	93	7	13	72	85	15	15	69	84	16
American Indian	<	<	100	0	<	<	100	0
Asian	21	68	89	11	36	55	91	9	26	70	96	4
Black	-	87	87	13	7	50	57	43	-	70	70	30
Hispanic	-	77	77	23	-	76	76	24	21	50	71	29
White	14	79	94	6	13	78	90	10	16	73	89	11
Multiple Races	12	81	92	8	14	64	79	21	19	47	67	33
Students with Disabilities	8	31	38	62	7	29	37	63	2	28	30	70
Students without Disabilities	13	80	94	6	12	78	89	11	17	74	90	10
Economically Disadvantaged	3	75	78	22	5	59	64	36	8	59	67	33
Not Economically Disadvantaged	15	80	94	6	14	80	93	7	18	74	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	27	64	91	9	13	87	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	16	76	91	9	18	77	95	5	22	70	92	8
Female	19	75	94	6	18	78	96	4	16	76	92	8
Male	13	76	89	11	18	77	94	6	27	65	92	8
American Indian	<	<	100	0
Asian	50	50	100	0	36	57	93	7	<	<	100	0
Black	<	<	<	<	<	<	<	<	27	36	64	36
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	15	78	92	8	18	78	95	5	23	71	94	6
Multiple Races	<	<	100	0	17	78	94	6	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	16	75	91	9	18	77	95	5	22	71	92	8
Economically Disadvantaged	9	55	64	36	8	84	92	8	10	69	79	21
Not Economically Disadvantaged	16	78	94	6	19	76	95	5	24	70	94	6
English Learners									<	<	100	0
Homeless									<	<	100	0
Military Connected	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

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					24	55	79	21	21	57	78	22
Female					20	58	78	22	17	60	77	23
Male					28	52	80	20	25	55	79	21
American Indian					<	<	<	<	8	75	83	17
Asian					43	45	88	13	40	50	89	11
Black					12	48	60	40	10	49	59	41
Hispanic					14	54	68	32	12	58	70	30
Native Hawaiian					<	<	100	0	<	<	100	0
White					26	56	83	17	23	59	81	19
Multiple Races					22	54	75	25	24	53	77	23
Students with Disabilities					7	39	46	54	6	38	44	56
Students without Disabilities					27	57	84	16	24	60	84	16
Economically Disadvantaged					11	51	62	38	10	53	63	37
Not Economically Disadvantaged					30	56	86	14	27	59	86	14
English Learners					2	35	37	63	2	33	35	65
Homeless					<	<	<	<	6	50	56	44
Military Connected					37	47	84	16	26	59	85	15
Foster Care					<	<	<	<	<	<	<	<
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					10	32	42	58	6	43	49	51
Female					15	23	38	62	3	40	42	58
Male					6	38	44	56	8	46	54	46
Asian					<	<	<	<	<	<	100	0
Black					-	30	30	70	-	39	39	61
Hispanic					<	<	<	<	-	36	36	64
White					10	38	49	51	7	45	53	47
Multiple Races					<	<	<	<	-	30	30	70
Students with Disabilities					-	17	17	83	-	24	24	76
Students without Disabilities					17	42	58	42	8	50	58	42
Economically Disadvantaged					-	13	13	87	-	36	36	64
Not Economically Disadvantaged					20	50	70	30	13	51	64	36
English Learners									<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
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					12	66	78	22	9	65	74	26
Female					9	68	76	24	6	63	69	31
Male					15	64	79	21	11	66	77	23
American Indian					<	<	<	<	<	<	100	0
Asian					31	46	77	23	30	65	95	5
Black					5	45	49	51	4	56	60	40
Hispanic					9	64	72	28	7	60	67	33
Native Hawaiian									<	<	100	0
White					12	69	81	19	9	66	76	24
Multiple Races					20	66	86	14	9	61	70	30
Students with Disabilities					3	48	52	48	7	41	48	52
Students without Disabilities					13	68	81	19	9	69	79	21
Economically Disadvantaged					7	56	63	37	4	56	60	40
Not Economically Disadvantaged					14	70	84	16	11	69	81	19
English Learners					-	43	43	57	-	18	18	82
Homeless					<	<	<	<	<	<	<	<
Military Connected					20	50	70	30	10	90	100	0
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					8	62	69	31	8	57	65	35
Female					4	64	68	32	5	57	62	38
Male					11	60	71	29	11	57	68	32
American Indian					<	<	<	<
Asian					17	75	92	8	10	60	70	30
Black					3	38	41	59	-	33	33	67
Hispanic					-	35	35	65	-	58	58	42
White					8	66	74	26	10	61	71	29
Multiple Races					12	53	65	35	7	53	60	40
Students with Disabilities					-	19	19	81	-	17	17	83
Students without Disabilities					8	65	73	27	9	62	71	29
Economically Disadvantaged					1	38	39	61	4	31	34	66
Not Economically Disadvantaged					10	69	79	21	10	67	76	24
English Learners					<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected					<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
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	67	72	28	5	66	71	29
Female					4	66	70	30	3	71	74	26
Male					6	68	74	26	7	61	68	32
American Indian					<	<	100	0	<	<	100	0
Asian					<	<	<	<	17	42	58	42
Black					2	52	54	46	2	47	49	51
Hispanic					2	64	67	33	-	58	58	42
White					6	71	77	23	7	75	82	18
Multiple Races					8	75	83	17	-	39	39	61
Students with Disabilities					-	44	44	56	3	35	38	62
Students without Disabilities					6	73	79	21	5	72	77	23
Economically Disadvantaged					1	58	59	41	2	55	56	44
Not Economically Disadvantaged					7	73	80	20	7	74	82	18
English Learners					-	38	38	62	-	14	14	86
Homeless									<	<	<	<
Military Connected					<	<	<	<	<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					32	54	86	14	26	62	88	12
Female					26	60	86	14	24	63	86	14
Male					36	49	85	15	28	62	89	11
American Indian					<	<	<	<	<	<	<	<
Asian					50	40	90	10	27	63	90	10
Black					18	57	75	25	9	59	69	31
Hispanic					17	53	70	30	14	64	78	22
Native Hawaiian					<	<	100	0
White					35	54	89	11	29	62	91	9
Multiple Races					24	54	78	22	24	68	92	8
Students with Disabilities					9	43	52	48	4	51	55	45
Students without Disabilities					35	56	91	9	29	64	92	8
Economically Disadvantaged					14	58	72	28	13	63	75	25
Not Economically Disadvantaged					39	52	92	8	31	62	93	7
English Learners					-	27	27	73	-	40	40	60
Homeless					<	<	<	<	<	<	100	0
Military Connected					38	54	92	8	32	59	91	9
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					37	43	80	20	36	45	81	19
Female					32	46	78	22	29	53	81	19
Male					42	41	83	17	42	40	82	18
American Indian					<	<	100	0	<	<	<	<
Asian					60	33	93	7	66	32	98	2
Black					18	41	58	42	27	43	69	31
Hispanic					28	46	74	26	26	53	79	21
Native Hawaiian									<	<	100	0
White					39	44	83	17	36	46	82	18
Multiple Races					32	44	76	24	47	41	88	12
Students with Disabilities					13	34	46	54	10	35	45	55
Students without Disabilities					41	45	86	14	40	47	87	13
Economically Disadvantaged					18	44	62	38	18	50	69	31
Not Economically Disadvantaged					44	43	87	13	43	43	87	13
English Learners					<	<	<	<	9	61	70	30
Homeless					<	<	<	<	<	<	<	<
Military Connected					65	24	88	12	41	50	91	9
Foster Care					<	<	<	<
< = 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

	2020-2021	2021-2022	2022-2023
Division	5	19	20
State	1,324	4,006	4,460
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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	227	323	276
Kindergarten	1,106	1,058	1,115
Grade 1	1,133	1,196	1,086
Grade 2	1,152	1,190	1,239
Grade 3	1,192	1,231	1,192
Grade 4	1,181	1,265	1,259
Grade 5	1,251	1,256	1,268
Grade 6	1,242	1,294	1,270
Grade 7	1,332	1,260	1,307
Grade 8	1,355	1,363	1,277
Grade 9	1,440	1,440	1,402
Grade 10	1,426	1,405	1,398
Grade 11	1,393	1,406	1,365
Grade 12	1,435	1,379	1,366
Total Students	16,865	17,066	16,820

< = 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	2021-2022	2022-2023	2023-2024
All Students	16865	17066	16820
Female	8037	8112	8021
Male	8826	8954	8799
American Indian	40	41	33
Asian	414	510	562
Black	1551	1545	1482
Hispanic	1132	1252	1311
Native Hawaiian	5	6	5
White	12801	12673	12332
Multiple Races	922	1039	1095
Students with Disabilities	2376	2466	2538
Students without Disabilities	14489	14600	14282
Economically Disadvantaged	4127	5108	5601
Not Economically Disadvantaged	12738	11958	11219
English Learners	519	625	664
Not English Learners	16346	16441	16156
Homeless	18	37	16
Military Connected	243	270	271
Foster Care	17	13	18
< = 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	931	408	19	11	42	10
	State	50941	37883	2120	845	5319	1819
Female	Division	483	165	5	2	9	6
	State	27811	16344	671	288	1971	747
Male	Division	448	243	14	9	33	4
	State	23072	21492	1448	557	3346	1069
American Indian	Division	<	<	<	<	0	<
	State	120	112	5	2	8	9
Asian	Division	26	7	0	0	0	0
	State	6009	1299	108	12	87	30
Black	Division	60	56	0	1	12	5
	State	8188	10171	708	177	1106	701
Hispanic	Division	37	31	2	1	7	0
	State	6685	7832	305	130	2570	425
White	Division	767	287	16	8	21	5
	State	26830	16390	881	458	1333	565
Multiple Races	Division	39	25	1	1	2	0
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	17	107	19	4	12	1
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	138	200	9	5	31	6
	State	12376	19803	1180	475	2916	1248
English Learners	Division	5	12	0	0	5	0
	State	1612	4284	306	28	2112	174
Homeless	Division	2	3	0	0	4	1
	State	183	697	76	17	189	78
Military Connected	Division	12	9	0	0	0	0
	State	2401	1298	51	21	47	32
Foster Care	Division	<	<	<	<	<	<
	State	25	145	23	13	82	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,421	1,358	96	1,369	96	42	3
Female	670	653	98	655	98	9	1
Male	751	705	94	714	95	33	4
American Indian	<	<	100	<	100	0	0
Asian	33	33	100	33	100	0	0
Black	134	116	87	117	87	12	9
Hispanic	78	70	90	71	91	7	9
White	1,104	1,070	97	1,078	98	21	2
Multiple Races	68	65	96	66	97	2	3
Students with Disabilities	161	143	89	147	91	12	8
Economically Disadvantaged	389	347	89	352	91	31	8
English Learners	22	17	77	17	77	5	23
Homeless	10	5	50	5	50	4	40
Military Connected	21	21	100	21	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	712 / 12.42%	1,060 / 18.62%	1,078 / 19.15%
Advanced Placement Course Enrollment	1,215 / 21.2%	1,269 / 22.29%	1,389 / 24.67%
Dual Enrollment	352 / 6.14%	361 / 6.34%	363 / 6.45%
Governor's School Enrollment	50 / .87%	52 / .91%	52 / .92%
IB Course Enrollment	548 / 9.56%	506 / 8.89%	490 / 8.7%
Senior Enrolled in IB Program	115 / 2.01%	53 / .93%	84 / 1.49%

< = 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 Students	Division	1,349	935	31
	State	87,317	57,081	35
Female	Division	702	535	24
	State	43,705	31,577	28
Male	Division	647	400	38
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	42	36	14
	State	6,741	5,862	13
Black	Division	128	77	40
	State	18,624	10,601	43
Hispanic	Division	50	27	46
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	1,075	758	29
	State	45,098	30,844	32
Multiple Races	Division	49	34	31
	State	4,380	2,929	33
Students with Disabilities	Division	149	47	68
	State	8,185	3,548	57
Economically Disadvantaged	Division	230	102	56
	State	30,335	14,987	51
English Learners	Division	15	<	100
	State	6,579	3,319	50
< = 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
		2020-2021	2021-2022	2022-2023
NOCTI Assessments	Division	83	56	45
	State	1,542	2,590	3,844
State Licensures	Division	133	78	130
	State	1,077	1,236	1,563
Industry Certification	Division	1,389	2,045	2,168
	State	51,685	95,688	100,255
Workplace Readiness	Division	99	146	118
	State	16,885	44,348	41,819
Total Credentials Earned	Division	1,704	2,325	2,461
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	1,365	1,806	1,972
	State	60,992	115,682	117,932
Armed Services Vocational Aptitude Battery Examination	Division	43	64	88
	State	302	761	962
CTE Completers	Division	727	764	748
	State	42,303	45,094	45,627

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	71.5	70.1	70.2

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$5,124	$5,327	$538
	State	$6,770	$5,603	$867
2020-2021	Division	$5,855	$5,650	$822
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,676	$5,868	$1,413
	State	$7,134	$6,454	$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	15,565	825	15,351	1,300	15,257	1,432
Female	7,444	380	7,327	612	7,218	702
Male	8,121	445	8,024	688	8,039	730
American Indian	38	4	33	9	28	8
Asian	362	21	406	29	467	58
Black	1,392	133	1,355	159	1,300	178
Hispanic	941	87	969	147	1,054	159
Native Hawaiian	<	<	<	<	<	<
White	12,062	524	11,772	854	11,507	891
Multiple Races	765	56	811	102	899	136
Students with Disabilities	2,132	231	2,041	345	2,053	405
Economically Disadvantaged	4,009	549	3,917	811	4,271	891
English Learners	449	47	482	74	559	81
Homeless	32	18	15	26	40	34
< = 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	234
Behaviors related to School Operations	846
Relationship Behaviors without Physical Harm	615
Behaviors of a Safety Concern	953
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	389
Behaviors used to determine Persistently Dangerous Schools	12

< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.4	0.2	0.2	0.2	0.3
Asian	2.4	2	2.5	0.9	3	1.4
Black	9.5	17.6	9.2	19.2	9.1	21.1
Hispanic	6.2	4.9	6.7	8.5	7.3	8.7
Native Hawaiian	0		0	0.3	0	0.2
White	76.6	68.2	75.9	64.5	74.3	59.1
Multiple Races	5	6.9	5.5	6.4	6.1	9.3
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.2	4.3	0.2
Asian	2.4		2.5		3
Black	9.5	8.3	9.2	34.8	9.1	21.7
Hispanic	6.2	8.3	6.7	8.7	7.3	6.5
Native Hawaiian	0		0		0
White	76.6	83.3	75.9	30.4	74.3	60.9
Multiple Races	5		5.5	21.7	6.1	10.9
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.2		0.2
Asian	2.4		2.5		3
Black	9.5		9.2		9.1
Hispanic	6.2		6.7		7.3
Native Hawaiian	0		0		0
White	76.6		75.9		74.3
Multiple Races	5		5.5		6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	22.6	22.6	26.2
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	29.1	29.1	27.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	64.3	64.3	54.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio: 12.71 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 13.93 : 1

Teacher Quality

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

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

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

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	30%	67%	1%	2%
2021-2022	31%	66%	1%	2%
2022-2023	32%	64%	1%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	82%	77%	88%
Asian	83%	83%	91%	88%
Black	65%	66%	64%	88%
Hispanic	67%	69%	63%	88%
White	84%	85%	84%	88%
Multiple Races	82%	82%	82%	88%
Economically Disadvantaged	66%	66%	63%	88%
English Learners	47%	48%	53%	88%
Students with Disabilities	47%	47%	50%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	83%	86%	72%	85%
Asian	85%	88%	90%	85%
Black	66%	70%	56%	85%
Hispanic	69%	73%	58%	85%
White	86%	89%	80%	85%
Multiple Races	81%	83%	75%	85%
Economically Disadvantaged	68%	70%	57%	85%
English Learners	58%	62%	52%	85%
Students with Disabilities	50%	56%	47%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	74%
Asian	77%
Black	47%
Hispanic	59%
White	79%
Multiple Races	77%
Economically Disadvantaged	57%
English Learners	40%
Students with Disabilities	40%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	84%	84%
Asian	100%	90%	84%
Black	88%	83%	84%
Hispanic	82%	82%	84%
White	94%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	83%	81%	84%
English Learners	71%	74%	84%
Students with Disabilities	73%	70%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	9%	9%	12%	10%
Asian	11%	11%	10%	10%
Black	12%	12%	13%	10%
Hispanic	13%	13%	13%	10%
White	7%	7%	13%	10%
Multiple Races	13%	13%	14%	10%
Economically Disadvantaged	17%	17%	15%	10%
English Learners	13%	13%	12%	10%
Students with Disabilities	16%	16%	16%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	60%	52%	58%
English Learner Proficiency	11%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	218	365	60%
English Learner Proficiency	52	470	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	96%	4%
Asian	100%	-	100%	-	99%	1%
Black	100%	-	99%	1%	93%	7%
Hispanic	100%	-	100%	-	95%	5%
White	100%	-	100%	-	96%	4%
Multiple Races	100%	-	100%	-	95%	5%
Economically Disadvantaged	100%	-	99%	1%	94%	6%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	99%	1%
Students with Disabilities	100%	-	99%	1%	93%	7%
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	83%	86%
Asian	85%	88%
Black	68%	74%
Hispanic	71%	75%
White	85%	89%
Multiple Races	82%	84%
Economically Disadvantaged	70%	74%
English Learners	54%	64%
Students with Disabilities	55%	61%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks