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Henrico County Public Schools

General school information

Division: Henrico County Public Schools
Division Number: 43
Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420
Superintendent: Dr. Amy E. Cashwell
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Anthony P. Mehfoud ElementaryAccredited
Arthur Ashe Jr. Elementary Accredited
Cashell Donahoe ElementaryAccredited
Chamberlayne ElementaryAccredited
Charles M. Johnson ElementaryAccredited
Colonial Trail ElementaryAccredited
Crestview ElementaryAccredited
David A. Kaechele Elementary Accredited
Dumbarton ElementaryAccredited
Echo Lake ElementaryAccredited
Elizabeth Holladay ElementaryAccredited
Fair Oaks ElementaryAccredited with Conditions
Gayton ElementaryAccredited
George F. Baker ElementaryAccredited
Glen Allen ElementaryAccredited
Glen Lea ElementaryAccredited with Conditions
Greenwood Elementary Accredited
Harold Macon Ratcliffe ElementaryAccredited with Conditions
Harvie ElementaryAccredited
Henry D. Ward ElementaryAccredited
Highland Springs ElementaryAccredited with Conditions
Jackson Davis ElementaryAccredited
Jacob L. Adams ElementaryAccredited
Laburnum ElementaryAccredited with Conditions
Lakeside ElementaryAccredited
Longdale ElementaryAccredited
Maude Trevvett ElementaryAccredited
Maybeury ElementaryAccredited
Montrose ElementaryAccredited with Conditions
Nuckols Farm ElementaryAccredited
Pemberton ElementaryAccredited
Pinchbeck ElementaryAccredited
R.C. Longan ElementaryAccredited
Ridge ElementaryAccredited
Rivers Edge ElementaryAccredited
Ruby F. Carver ElementaryAccredited
Sandston ElementaryAccredited
Seven Pines ElementaryAccredited
Shady Grove ElementaryAccredited
Short Pump ElementaryAccredited
Skipwith ElementaryAccredited
Springfield Park ElementaryAccredited
Three Chopt ElementaryAccredited
Tuckahoe ElementaryAccredited
Twin Hickory ElementaryAccredited
Varina ElementaryAccredited
Middle Schools
Brookland MiddleAccredited with Conditions
Elko MiddleAccredited with Conditions
Fairfield MiddleAccredited with Conditions
George H. Moody MiddleAccredited
Holman Middle Accredited
Hungary Creek Middle Accredited
John Rolfe MiddleAccredited with Conditions
L. Douglas Wilder MiddleAccredited with Conditions
Pocahontas MiddleAccredited
Quioccasin MiddleAccredited
Short Pump MiddleAccredited
Tuckahoe MiddleAccredited
High Schools
Deep Run HighAccredited
Douglas S. Freeman HighAccredited
Glen Allen HighAccredited
Henrico HighAccredited
Hermitage HighAccredited
Highland Springs HighAccredited
John Randolph Tucker HighAccredited
Mills E. Godwin HighAccredited
Varina HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 46 63 37 17 53 70 30
Female 19 47 66 34 18 55 73 27
Male 16 45 61 39 15 52 67 33
American Indian 7 64 71 29 11 65 76 24
Asian 34 51 85 15 34 57 90 10
Black 6 40 46 54 6 47 53 47
Hispanic 7 38 45 55 8 47 55 45
Native Hawaiian - 50 50 50 9 65 74 26
White 23 51 74 26 25 60 84 16
Multiple Races 18 48 66 34 21 57 78 22
Students with Disabilities 9 23 32 68 9 29 38 62
Students without Disabilities 19 49 68 32 18 57 75 25
Economically Disadvantaged 6 39 45 55 6 48 54 46
Not Economically Disadvantaged 26 51 76 24 26 58 84 16
English Learners 3 24 27 73 1 26 27 73
Homeless - 27 27 73 3 37 39 61
Military Connected 24 45 69 31 18 56 74 26
Foster Care 13 34 46 54 7 42 49 51
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 44 57 43 14 53 67 33
Female 11 48 59 41 14 54 69 31
Male 13 41 55 45 13 52 65 35
American Indian < < < < < < < <
Asian 28 56 84 16 27 59 86 14
Black 4 31 35 65 4 45 49 51
Hispanic 4 31 35 65 8 42 50 50
Native Hawaiian < < < < < < 100 0
White 16 54 70 30 20 63 83 17
Multiple Races 11 54 65 35 16 57 73 27
Students with Disabilities 9 22 31 69 7 31 38 62
Students without Disabilities 13 47 60 40 14 56 71 29
Economically Disadvantaged 3 34 37 63 4 46 51 49
Not Economically Disadvantaged 20 53 73 27 22 60 82 18
English Learners 1 23 25 75 2 32 34 66
Homeless - 11 11 89 2 23 25 75
Military Connected 19 56 74 26 17 58 75 25
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 45 62 38 19 51 70 30
Female 20 46 66 34 20 54 74 26
Male 15 43 59 41 18 48 66 34
American Indian < < < < 18 64 82 18
Asian 36 51 87 13 34 56 90 10
Black 5 39 44 56 7 44 51 49
Hispanic 4 34 38 62 10 44 54 46
Native Hawaiian < < < < < < < <
White 23 50 73 27 28 57 85 15
Multiple Races 24 44 68 32 21 59 81 19
Students with Disabilities 11 22 33 67 8 26 34 66
Students without Disabilities 18 48 67 33 21 55 75 25
Economically Disadvantaged 5 39 44 56 8 47 55 45
Not Economically Disadvantaged 27 50 77 23 29 54 82 18
English Learners 4 32 35 65 2 37 39 61
Homeless - 17 17 83 - 35 35 65
Military Connected 27 33 60 40 24 51 76 24
Foster Care 20 53 73 27 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 44 56 44 14 58 72 28
Female 13 47 60 40 16 60 75 25
Male 11 42 53 47 13 56 69 31
American Indian < < < < < < < <
Asian 29 55 85 15 28 64 92 8
Black 4 33 37 63 4 52 56 44
Hispanic 5 38 42 58 5 51 55 45
Native Hawaiian < < < < < < < <
White 15 51 66 34 21 64 86 14
Multiple Races 7 51 58 42 19 60 79 21
Students with Disabilities 6 21 27 73 6 32 38 62
Students without Disabilities 13 48 61 39 15 62 77 23
Economically Disadvantaged 4 36 40 60 4 53 57 43
Not Economically Disadvantaged 19 52 71 29 22 63 85 15
English Learners 3 22 24 76 1 31 32 68
Homeless - 23 23 77 5 37 42 58
Military Connected 18 61 79 21 16 65 81 19
Foster Care < < < < 6 65 71 29
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 44 59 41 15 48 63 37
Female 15 45 60 40 17 50 67 33
Male 14 43 58 42 13 46 59 41
American Indian < < < < < < < <
Asian 35 52 86 14 37 52 90 10
Black 5 34 38 62 5 38 42 58
Hispanic 5 36 40 60 5 39 45 55
Native Hawaiian < < < < < < < <
White 18 51 69 31 20 59 79 21
Multiple Races 15 45 61 39 19 53 72 28
Students with Disabilities 9 14 23 77 6 26 32 68
Students without Disabilities 16 49 64 36 16 51 68 32
Economically Disadvantaged 4 36 40 60 5 40 45 55
Not Economically Disadvantaged 22 50 72 28 26 55 81 19
English Learners 3 20 23 77 - 12 13 87
Homeless - 31 31 69 6 25 31 69
Military Connected 25 29 54 46 8 67 74 26
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 45 59 41 12 54 66 34
Female 15 46 61 39 13 55 68 32
Male 13 44 57 43 11 53 64 36
American Indian < < < < < < 100 0
Asian 31 54 85 15 27 64 91 9
Black 5 36 40 60 4 43 47 53
Hispanic 4 38 42 58 5 51 55 45
Native Hawaiian < < 100 0
White 16 49 66 34 17 63 80 20
Multiple Races 10 46 56 44 17 59 76 24
Students with Disabilities 8 19 27 73 10 23 32 68
Students without Disabilities 14 48 63 37 12 59 71 29
Economically Disadvantaged 5 34 39 61 4 46 50 50
Not Economically Disadvantaged 20 52 72 28 19 62 80 20
English Learners 3 23 26 74 - 17 17 83
Homeless - 20 20 80 2 24 26 74
Military Connected 16 44 59 41 11 43 55 45
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 46 60 40 14 54 67 33
Female 16 44 59 41 16 55 71 29
Male 13 48 60 40 11 52 63 37
American Indian < < < < < < < <
Asian 26 54 80 20 32 58 90 10
Black 6 37 43 57 5 45 50 50
Hispanic 6 37 43 57 8 45 53 47
Native Hawaiian < < 100 0 < < < <
White 17 52 69 31 19 63 82 18
Multiple Races 17 44 62 38 14 60 74 26
Students with Disabilities 10 16 26 74 10 24 34 66
Students without Disabilities 14 49 64 36 14 58 72 28
Economically Disadvantaged 4 37 41 59 5 44 49 51
Not Economically Disadvantaged 20 51 71 29 22 62 84 16
English Learners 1 23 24 76 1 10 11 89
Homeless - 29 29 71 - 48 48 52
Military Connected 14 50 64 36 19 48 67 33
Foster Care < < < < 20 30 50 50
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 50 82 18 30 55 85 15
Female 33 51 84 16 33 54 88 13
Male 29 50 80 20 27 56 83 17
American Indian < < < < < < < <
Asian 53 34 87 13 52 42 94 6
Black 12 56 68 32 12 62 74 26
Hispanic 22 56 78 22 15 63 78 22
Native Hawaiian < < < < < < 100 0
White 43 49 92 8 42 51 93 7
Multiple Races 36 51 87 13 40 52 92 8
Students with Disabilities 9 38 47 53 14 42 56 44
Students without Disabilities 34 52 87 13 33 57 90 10
Economically Disadvantaged 14 54 68 32 14 60 74 26
Not Economically Disadvantaged 42 49 90 10 41 52 93 7
English Learners 3 19 22 78 - 30 30 70
Homeless - 64 64 36 6 68 74 26
Military Connected 46 43 89 11 35 62 97 3
Foster Care 30 20 50 50 - 36 36 64
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 41 61 39
Female 24 43 67 33
Male 17 39 55 45
American Indian 12 35 47 53
Asian 51 38 89 11
Black 4 35 39 61
Hispanic 10 36 46 54
Native Hawaiian < < < <
White 30 48 78 22
Multiple Races 20 47 68 32
Students with Disabilities 2 16 18 82
Students without Disabilities 23 44 67 33
Economically Disadvantaged 6 34 40 60
Not Economically Disadvantaged 32 46 77 23
English Learners - 10 10 90
Homeless 1 25 26 74
Military Connected 20 49 68 32
Foster Care - 20 20 80
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 38 55 45
Female 20 41 62 38
Male 14 34 48 52
American Indian < < < <
Asian 48 41 90 10
Black 4 27 31 69
Hispanic 11 32 43 57
Native Hawaiian < < < <
White 23 49 71 29
Multiple Races 16 42 58 42
Students with Disabilities 1 10 11 89
Students without Disabilities 19 41 60 40
Economically Disadvantaged 4 28 33 67
Not Economically Disadvantaged 27 45 72 28
English Learners - 13 13 87
Homeless - 18 18 82
Military Connected 18 41 59 41
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 44 68 32
Female 28 45 73 27
Male 20 43 62 38
American Indian < < < <
Asian 54 35 89 11
Black 5 43 48 52
Hispanic 10 40 49 51
Native Hawaiian < < 100 0
White 36 48 84 16
Multiple Races 25 52 78 22
Students with Disabilities 4 22 25 75
Students without Disabilities 26 47 73 27
Economically Disadvantaged 7 41 47 53
Not Economically Disadvantaged 36 46 82 18
English Learners - 9 9 91
Homeless 3 34 38 62
Military Connected 22 59 80 20
Foster Care - 21 21 79
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 41 48 52 10 51 61 39
Female 7 42 49 51 9 52 61 39
Male 8 39 48 52 10 50 60 40
American Indian 6 45 51 49 5 60 66 34
Asian 23 57 80 20 30 58 89 11
Black 2 24 26 74 2 39 41 59
Hispanic 2 29 31 69 3 45 48 52
Native Hawaiian 14 29 43 57 13 48 61 39
White 7 52 59 41 12 63 75 25
Multiple Races 7 42 49 51 11 56 66 34
Students with Disabilities 7 15 21 79 5 27 32 68
Students without Disabilities 8 45 52 48 10 55 65 35
Economically Disadvantaged 2 26 29 71 3 41 44 56
Not Economically Disadvantaged 12 52 63 37 16 60 76 24
English Learners 2 23 25 75 1 31 32 68
Homeless - 14 14 86 1 21 23 77
Military Connected 4 47 51 49 10 58 68 32
Foster Care 4 28 33 67 5 31 36 64
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 37 47 53 13 50 63 37
Female 7 39 46 54 11 50 60 40
Male 12 35 48 52 14 51 66 34
American Indian < < < < < < < <
Asian 26 54 80 20 32 57 89 11
Black 3 16 19 81 2 37 39 61
Hispanic 3 23 26 74 5 46 51 49
Native Hawaiian < < < < < < 100 0
White 10 52 62 38 18 63 81 19
Multiple Races 10 42 51 49 14 53 67 33
Students with Disabilities 12 12 24 76 6 30 37 63
Students without Disabilities 9 40 50 50 13 53 67 33
Economically Disadvantaged 3 21 24 76 3 40 44 56
Not Economically Disadvantaged 16 50 66 34 21 59 80 20
English Learners 1 21 22 78 2 39 40 60
Homeless - 6 6 94 - 19 19 81
Military Connected 7 48 56 44 17 56 73 27
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 37 49 51 14 46 60 40
Female 11 37 48 52 11 49 60 40
Male 14 36 50 50 16 43 60 40
American Indian < < < < 18 64 82 18
Asian 36 48 84 16 36 52 88 12
Black 3 21 24 76 2 32 34 66
Hispanic 2 22 24 76 4 41 45 55
Native Hawaiian < < < < < < < <
White 13 49 62 38 20 59 79 21
Multiple Races 14 38 52 48 16 56 73 27
Students with Disabilities 9 15 24 76 4 21 25 75
Students without Disabilities 13 40 53 47 15 50 65 35
Economically Disadvantaged 3 23 26 74 3 38 41 59
Not Economically Disadvantaged 20 47 67 33 23 53 76 24
English Learners 4 23 28 72 1 39 39 61
Homeless - 5 5 95 - 9 9 91
Military Connected 10 35 45 55 14 57 70 30
Foster Care 13 27 40 60 < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 33 45 55 16 47 63 37
Female 11 34 45 55 16 48 63 37
Male 12 33 45 55 17 46 64 36
American Indian < < < < < < < <
Asian 34 48 81 19 42 48 91 9
Black 3 20 23 77 3 39 43 57
Hispanic 2 24 26 74 5 43 48 52
Native Hawaiian < < < < < < < <
White 14 43 57 43 23 56 79 21
Multiple Races 10 33 43 57 20 49 69 31
Students with Disabilities 6 12 18 82 5 27 32 68
Students without Disabilities 12 37 49 51 18 50 68 32
Economically Disadvantaged 2 23 25 75 4 41 45 55
Not Economically Disadvantaged 19 43 62 38 27 52 79 21
English Learners 3 18 21 79 1 30 32 68
Homeless - 12 12 88 2 24 26 74
Military Connected 11 59 70 30 20 57 77 23
Foster Care < < < < 11 28 39 61
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 23 25 75 2 30 32 68
Female 1 24 25 75 2 33 35 65
Male 3 22 26 74 2 28 30 70
American Indian < < < < < < < <
Asian 9 51 60 40 13 57 70 30
Black 1 14 15 85 1 18 20 80
Hispanic 1 12 13 87 - 22 22 78
Native Hawaiian < < < < < < < <
White 2 32 35 65 1 47 48 52
Multiple Races 3 26 29 71 3 33 35 65
Students with Disabilities 7 7 14 86 4 19 23 77
Students without Disabilities 1 27 28 72 2 33 35 65
Economically Disadvantaged 2 14 15 85 1 22 23 77
Not Economically Disadvantaged 3 36 39 61 4 45 49 51
English Learners 2 12 14 86 - 13 13 87
Homeless - - - 100 3 14 16 84
Military Connected - 47 47 53 8 29 38 63
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 36 43 57 8 41 49 51
Female 7 35 42 58 7 42 49 51
Male 7 37 44 56 8 41 50 50
American Indian 20 50 70 30 < < < <
Asian 21 58 79 21 30 53 83 17
Black 2 17 18 82 1 27 29 71
Hispanic 3 22 25 75 3 33 36 64
Native Hawaiian < < 100 0
White 8 46 54 46 9 55 64 36
Multiple Races 6 32 38 62 9 46 55 45
Students with Disabilities 8 9 17 83 4 17 21 79
Students without Disabilities 7 40 47 53 8 46 54 46
Economically Disadvantaged 2 19 21 79 2 31 32 68
Not Economically Disadvantaged 11 48 60 40 13 52 65 35
English Learners 2 18 20 80 - 15 15 85
Homeless - 17 17 83 - 14 14 86
Military Connected 5 24 29 71 7 43 50 50
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 28 30 70 2 43 44 56
Female 1 29 30 70 2 45 47 53
Male 4 27 30 70 2 41 42 58
American Indian < < < < < < < <
Asian 11 61 71 29 11 66 77 24
Black 2 13 14 86 1 33 34 66
Hispanic - 23 24 76 1 35 36 64
Native Hawaiian < < < <
White 2 34 36 64 2 54 56 44
Multiple Races - 31 31 69 3 49 52 48
Students with Disabilities 6 11 16 84 3 23 25 75
Students without Disabilities 2 31 33 67 2 47 48 52
Economically Disadvantaged 2 20 22 78 1 34 35 65
Not Economically Disadvantaged 4 36 40 60 3 54 57 43
English Learners 1 17 19 81 - 13 13 87
Homeless - - - 100 - 18 18 82
Military Connected - 28 28 72 - 47 47 53
Foster Care < < < < - 36 36 64
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 50 53 47 7 70 77 23
Female 3 53 56 44 7 73 80 20
Male 2 48 50 50 7 69 75 25
American Indian < < < < - 79 79 21
Asian 12 65 78 22 28 66 95 5
Black - 38 39 61 1 66 67 33
Hispanic 1 47 48 52 2 70 73 27
Native Hawaiian < < 100 0 < < 100 0
White 2 57 59 41 9 76 85 15
Multiple Races 2 54 56 44 6 74 80 20
Students with Disabilities - 25 25 75 1 51 52 48
Students without Disabilities 3 54 57 43 8 73 81 19
Economically Disadvantaged 1 40 40 60 2 67 69 31
Not Economically Disadvantaged 4 59 63 37 12 73 85 15
English Learners 2 36 38 62 - 55 55 45
Homeless - 31 31 69 - 50 50 50
Military Connected - 50 50 50 3 76 79 21
Foster Care - 20 20 80 - 47 47 53
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 61 68 32 8 70 78 22
Female 6 64 69 31 9 71 79 21
Male 8 59 67 33 8 69 76 24
American Indian < < < < < < < <
Asian 20 63 83 17 23 73 96 4
Black 2 41 43 57 1 53 54 46
Hispanic 3 63 65 35 6 63 69 31
Native Hawaiian < < < < < < < <
White 5 70 75 25 7 81 88 12
Multiple Races 6 60 65 35 8 67 75 25
Students with Disabilities 5 32 36 64 1 39 40 60
Students without Disabilities 7 62 69 31 8 71 79 21
Economically Disadvantaged 1 49 50 50 3 54 57 43
Not Economically Disadvantaged 9 65 74 26 11 77 88 12
English Learners - 55 55 45 5 13 18 83
Homeless < < < < - 29 29 71
Military Connected - 56 56 44 10 74 84 16
Foster Care < < < < < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 66 77 23 15 71 86 14
Female 10 67 78 22 16 70 85 15
Male 11 65 76 24 15 72 87 13
American Indian < < 100 0 < < < <
Asian 22 68 90 10 33 62 95 5
Black 3 42 45 55 2 69 71 29
Hispanic 3 59 62 38 9 74 82 18
Native Hawaiian < < 100 0
White 8 74 83 17 11 75 87 13
Multiple Races 13 60 73 27 12 79 91 9
Students with Disabilities 20 50 70 30 < < < <
Students without Disabilities 10 66 77 23 15 71 86 14
Economically Disadvantaged 4 55 59 41 11 66 77 23
Not Economically Disadvantaged 12 69 81 19 17 72 89 11
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 - 82 82 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 48 58 42 12 53 65 35
Female 9 50 59 41 12 54 66 34
Male 11 47 58 42 13 52 65 35
American Indian 9 57 65 35 7 52 59 41
Asian 25 59 84 16 31 58 89 11
Black 2 33 35 65 3 41 44 56
Hispanic 3 40 43 57 5 47 52 48
Native Hawaiian < < < < 25 25 50 50
White 12 58 70 30 17 65 82 18
Multiple Races 10 49 58 42 14 60 75 25
Students with Disabilities 4 20 24 76 9 25 34 66
Students without Disabilities 11 52 63 37 13 57 70 30
Economically Disadvantaged 2 34 37 63 4 43 47 53
Not Economically Disadvantaged 15 57 72 28 19 61 80 20
English Learners 2 21 22 78 1 15 16 84
Homeless 2 15 17 83 2 27 29 71
Military Connected 11 60 71 29 14 57 72 28
Foster Care 3 45 48 52 4 35 38 62
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 32 45 55 18 42 61 39
Female 13 33 45 55 17 43 59 41
Male 14 31 45 55 20 42 62 38
American Indian < < < < < < < <
Asian 38 40 78 22 40 45 85 15
Black 2 21 23 77 5 34 39 61
Hispanic 4 24 28 72 5 39 45 55
Native Hawaiian < < < < < < < <
White 16 40 56 44 27 50 77 23
Multiple Races 11 34 45 55 23 47 70 30
Students with Disabilities 5 13 18 82 10 22 32 68
Students without Disabilities 15 34 49 51 19 45 65 35
Economically Disadvantaged 3 22 25 75 6 36 42 58
Not Economically Disadvantaged 22 40 62 38 29 48 76 24
English Learners 2 17 19 81 1 20 21 79
Homeless - 15 15 85 2 17 19 81
Military Connected 19 48 67 33 20 50 70 30
Foster Care < < < < 6 35 41 59
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 49 54 46 6 51 57 43
Female 4 49 53 47 5 52 56 44
Male 7 49 56 44 7 50 57 43
American Indian < < < < - 50 50 50
Asian 15 70 85 15 17 69 87 13
Black 1 29 31 69 2 32 34 66
Hispanic 1 34 36 64 2 41 44 56
Native Hawaiian < < < <
White 6 58 64 36 7 67 75 25
Multiple Races 2 44 46 54 5 66 71 29
Students with Disabilities 6 20 25 75 7 22 30 70
Students without Disabilities 6 52 58 42 5 55 60 40
Economically Disadvantaged 1 32 33 67 2 36 38 62
Not Economically Disadvantaged 9 59 68 32 9 65 74 26
English Learners 1 23 24 76 1 8 9 91
Homeless - 9 9 91 - 25 25 75
Military Connected 3 58 61 39 2 53 56 44
Foster Care < < < < 8 33 42 58
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 64 36 11 56 67 33
Female 10 57 66 34 11 58 69 31
Male 11 51 62 38 12 53 65 35
American Indian < < < < < < < <
Asian 25 61 86 14 32 59 91 9
Black 1 40 41 59 2 44 46 54
Hispanic 2 49 51 49 5 50 56 44
Native Hawaiian < < < < < < < <
White 15 63 78 22 16 68 84 16
Multiple Races 11 60 70 30 16 62 78 22
Students with Disabilities 1 23 24 76 2 27 29 71
Students without Disabilities 12 58 69 31 13 59 72 28
Economically Disadvantaged 2 41 43 57 3 49 52 48
Not Economically Disadvantaged 16 62 78 22 18 62 80 20
English Learners - 16 16 84 - 15 15 85
Homeless 6 28 33 67 - 30 30 70
Military Connected 12 73 85 15 17 60 77 23
Foster Care < < < < - 41 41 59
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 30 32 68 5 48 53 47
Female - 32 32 68 6 61 68 32
Male 4 28 32 68 3 36 39 61
American Indian < < < <
Asian < < < < < < < <
Black - 8 8 92 - 52 52 48
Hispanic < < < < < < < <
White - 64 64 36 10 43 52 48
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 2 33 35 65 5 49 54 46
Economically Disadvantaged - 17 17 83 6 18 24 76
Not Economically Disadvantaged 4 42 46 54 4 60 64 36
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 72 28 15 70 85 15
Female 9 62 71 29 15 68 83 17
Male 11 62 73 27 15 71 86 14
American Indian < < 100 0 < < < <
Asian 23 64 87 13 32 64 96 4
Black 3 43 46 54 2 66 68 32
Hispanic 1 62 63 37 8 67 75 25
Native Hawaiian < < 100 0 < < 100 0
White 10 71 80 20 18 74 92 8
Multiple Races 14 56 70 30 11 73 84 16
Students with Disabilities 2 33 35 65 7 49 56 44
Students without Disabilities 10 64 74 26 15 71 87 13
Economically Disadvantaged 2 50 52 48 3 65 68 32
Not Economically Disadvantaged 13 67 80 20 21 72 93 7
English Learners 4 44 47 53 3 27 30 70
Homeless < < < < - 73 73 27
Military Connected 9 59 68 32 14 67 81 19
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 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 47 64 36
Female 15 49 64 36
Male 20 45 65 35
American Indian 24 52 76 24
Asian 43 48 91 9
Black 4 38 42 58
Hispanic 9 48 57 43
Native Hawaiian < < < <
White 26 56 81 19
Multiple Races 20 51 71 29
Students with Disabilities 4 25 29 71
Students without Disabilities 19 50 69 31
Economically Disadvantaged 6 41 47 53
Not Economically Disadvantaged 28 52 80 20
English Learners 3 30 33 67
Homeless 2 28 30 70
Military Connected 12 60 72 28
Foster Care 8 37 45 55
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 31 33 67
Female 1 30 31 69
Male 3 33 35 65
Asian 8 25 33 67
Black 1 27 28 72
Hispanic - 22 22 78
White 3 52 55 45
Multiple Races < < < <
Students with Disabilities 2 23 24 76
Students without Disabilities 2 34 36 64
Economically Disadvantaged 1 28 29 71
Not Economically Disadvantaged 3 36 39 61
English Learners - 10 10 90
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 64 36
Female 9 54 64 36
Male 12 52 64 36
American Indian - 58 58 42
Asian 28 64 92 8
Black 2 41 42 58
Hispanic 6 48 54 46
Native Hawaiian < < 100 0
White 16 64 81 19
Multiple Races 10 59 69 31
Students with Disabilities 2 26 29 71
Students without Disabilities 12 57 69 31
Economically Disadvantaged 3 43 46 54
Not Economically Disadvantaged 18 62 80 20
English Learners 1 27 28 72
Homeless 3 20 23 77
Military Connected 11 68 79 21
Foster Care - 39 39 61
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 49 58 42
Female 6 50 55 45
Male 14 47 61 39
American Indian < < 100 0
Asian 23 67 90 10
Black 2 28 30 70
Hispanic 8 48 57 43
Native Hawaiian < < 100 0
White 14 65 78 22
Multiple Races 12 49 60 40
Students with Disabilities - 27 27 73
Students without Disabilities 10 50 60 40
Economically Disadvantaged 4 35 39 61
Not Economically Disadvantaged 14 60 74 26
English Learners - 33 33 67
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 39 43 57
Female - 37 37 63
Male 6 41 46 54
Asian < < < <
Black - 36 36 64
Hispanic - 37 37 63
White - 47 47 53
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 4 41 44 56
Economically Disadvantaged - 31 31 69
Not Economically Disadvantaged 8 49 56 44
English Learners - 26 26 74
Homeless < < < <
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 50 67 33
Female 15 52 67 33
Male 19 47 66 34
American Indian < < < <
Asian 47 47 94 6
Black 3 41 45 55
Hispanic 8 55 63 37
Native Hawaiian < < < <
White 24 58 82 18
Multiple Races 19 52 71 29
Students with Disabilities 4 24 29 71
Students without Disabilities 19 53 72 28
Economically Disadvantaged 5 45 50 50
Not Economically Disadvantaged 28 54 82 18
English Learners 2 23 25 75
Homeless - 38 38 63
Military Connected 9 52 61 39
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 38 67 33
Female 26 41 67 33
Male 33 35 67 33
American Indian 45 55 100 0
Asian 59 31 90 10
Black 8 34 42 58
Hispanic 16 44 61 39
Native Hawaiian < < < <
White 43 41 84 16
Multiple Races 34 43 77 23
Students with Disabilities 8 24 32 68
Students without Disabilities 32 40 72 28
Economically Disadvantaged 11 38 49 51
Not Economically Disadvantaged 44 38 82 18
English Learners 6 41 47 53
Homeless - 19 19 81
Military Connected 22 51 73 27
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

2020-20212021-2022
Division56160
State1,3244,006
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 2019-20202020-20212021-2022
Pre-kindergarten1,1419731,082
Kindergarten3,7413,1503,466
Grade 13,7043,5843,456
Grade 23,7513,5963,620
Grade 33,7183,6373,566
Grade 43,7473,6183,558
Grade 53,9043,6323,597
Grade 63,9803,8083,716
Grade 74,0593,9823,798
Grade 84,0904,0313,934
Grade 94,3324,4204,404
Grade 104,0804,1354,115
Grade 113,7823,9183,895
Grade 123,7573,7073,784
Total Students51,78650,19149,991

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students517865019149991
Female251882441624381
Male265982577525610
American Indian119124120
Asian612362806412
Black185591812817940
Hispanic551755475830
Native Hawaiian473939
White189851759317053
Multiple Races243624802597
Students with Disabilities665964396407
Students without Disabilities451274375243584
Economically Disadvantaged212232277623126
Not Economically Disadvantaged305632741526865
English Learners536051995232
Not English Learners464264499244759
Homeless556210329
Military Connected508505603
Foster Care122144133
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 2159 1381 88 32 268 79
State 51257 36990 2117 702 4150 1952
Female Division 1182 605 26 15 80 34
State 28271 16179 698 250 1329 759
Male Division 977 776 62 17 188 45
State 22980 20805 1419 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 323 60 2 0 6 3
State 5775 1305 75 12 65 35
Black Division 520 717 44 13 107 39
State 7933 10581 774 148 1017 761
Hispanic Division 123 145 5 1 93 12
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 1087 376 29 16 58 21
State 28757 16258 918 407 1095 755
Multiple Races Division 101 77 8 2 4 4
State 2685 1935 101 44 114 85
Students with Disabilities Division 47 273 88 12 71 0
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 505 825 61 19 167 60
State 11820 19248 1270 371 2167 1346
English Learners Division 36 127 5 1 95 3
State 1281 4094 206 19 1532 67
Homeless Division 11 25 1 0 8 2
State 166 486 50 19 183 53
Military Connected Division 20 16 2 0 0 0
State 2252 1403 62 15 48 37
Foster Care Division 1 15 0 2 9 1
State 20 159 24 11 67 22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4,0073,628913,663912687
Female1,9421,813931,82894804
Male2,0651,815881,835891889
American Indian<<100<10000
Asian394385983879862
Black1,4401,281891,294901077
Hispanic37927372274729325
Native Hawaiian<<100<10000
White1,5871,492941,50995584
Multiple Races196186951889642
Students with Disabilities49240883420857114
Economically Disadvantaged1,6371,391851,4138616710
English Learners26816863172649535
Homeless4737793779817
Military Connected38381003810000
Foster Care2816571968932
< = 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 2019-20202020-20212021-2022
Advanced Placement Test Taken1,996 / 12.51%2,882 / 17.81%3,152 / 19.46%
Advanced Placement Course Enrollment4,275 / 26.8%4,602 / 28.44%5,013 / 30.95%
Dual Enrollment590 / 3.7%486 / 3%604 / 3.73%
Governor's School Enrollment181 / 1.13%182 / 1.12%183 / 1.13%
IB Course Enrollment489 / 3.07%333 / 2.06%444 / 2.74%
Senior Enrolled in IB Program137 / .86%85 / .53%107 / .66%

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision3,4962,54727
State86,21159,46331
FemaleDivision1,7371,36322
State43,37932,57925
MaleDivision1,7591,18433
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision3202909
State6,3805,55313
BlackDivision1,23376138
State18,49311,40838
HispanicDivision24514840
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1,5531,24320
State46,06133,07628
Multiple RacesDivision13810127
State4,1342,89130
Students with DisabilitiesDivision31715252
State7,5273,57553
Economically DisadvantagedDivision1,12663544
State28,16915,21546
English LearnersDivision17510838
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision30-204
 State5111,5422,590
Industry CertificationDivision2,2842,3693,467
 State43,66051,68595,688
Workplace ReadinessDivision1,159793995
 State26,62716,88543,413
Total Credentials EarnedDivision3,4733,2014,679
 State71,13171,189142,927
Students Earning One or More CredentialsDivision3,1652,8364,038
 State62,89960,992115,109
CTE CompletersDivision1,6871,6241,612
 State44,53942,30344,149
State LicensuresDivision-3913
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision--3
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$4,810$4,725$906
State$6,642$5,388$901
2019-2020Division$5,174$4,911$763
State$6,770$5,603$867
2020-2021Division$4,939$5,438$997
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students44,0984,92040,0479,249
Female21,6722,17719,5064,526
Male22,4262,74320,5404,722
American Indian99167636
Asian6,0441285,879441
Black14,6912,82412,6134,910
Hispanic4,6297864,5481,298
Native Hawaiian344335
White16,38393214,8182,085
Multiple Races2,2182302,080474
Students with Disabilities5,4371,1424,6741,894
Economically Disadvantaged18,8294,10216,9897,051
English Learners4,6536424,529981
Homeless255216275359
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 30
Disorderly or Disruptive Behavior Offenses 43
Other Offenses Against Persons 42
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 17
Technology Offenses <

< = 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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.30.2
Asian11.81.112.52.7
Black35.87336.150
Hispanic10.76.311.19.5
Native Hawaiian0.10.10.1
White36.715.935.133.8
Multiple Races4.73.34.94.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian11.812.5
Black35.873.336.1
Hispanic10.711.1
Native Hawaiian0.10.1
White36.726.735.1
Multiple Races4.74.9
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian11.812.5
Black35.887.536.1
Hispanic10.711.1
Native Hawaiian0.10.1
White36.712.535.1
Multiple Races4.74.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 44.944.944.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 44.744.744.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 74.774.774.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 13.22 : 1

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2019-2020 Grades 8-12 Student Teacher Ratio: 13.09 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202036%60%1%3%
2020-202136%60%1%3%
2021-202236%60%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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%84%84%
Asian96%90%84%
Black84%83%84%
Hispanic66%82%84%
White92%86%84%
Economically Disadvantaged79%81%84%
English Learners58%74%84%
Students with Disabilities61%70%84%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%10%12%10%
Asian2%3%10%10%
Black16%15%13%10%
Hispanic15%13%13%10%
White5%6%13%10%
Economically Disadvantaged18%17%15%10%
English Learners12%11%12%10%
Students with Disabilities17%17%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency28532609%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students65%35%69%31%74%26%
Asian83%17%85%15%87%13%
Black53%47%58%42%65%35%
Hispanic71%29%74%26%76%24%
White69%31%75%25%79%21%
Economically Disadvantaged59%41%63%37%68%32%
Not Economically Disadvantaged70%30%75%25%79%21%
English Learners76%24%78%22%77%23%
Students with Disabilities57%43%61%39%64%36%
Students without Disabilities66%34%71%29%76%24%
Female65%35%69%31%75%25%
Male65%35%69%31%74%26%
Migrant------

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

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