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Isle of Wight County Public Schools

General school information

Division: Isle of Wight County Public Schools
Division Number: 46
Address: 820 West Main Street Smithfield, VA 23430-1034
Superintendent: Dr. James Thornton
Region: 2
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

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 80 20 13 60 73 27
Female 17 67 84 16 14 63 77 23
Male 14 62 77 23 11 58 69 31
American Indian 17 75 92 8 < < < <
Asian 17 72 89 11 23 71 94 6
Black 7 60 67 33 4 53 57 43
Hispanic 14 63 77 23 14 54 68 32
Native Hawaiian < < < < < < < <
White 19 67 86 14 16 64 80 20
Multiple Races 17 63 80 20 13 59 72 28
Students with Disabilities 6 39 45 55 3 31 34 66
Students without Disabilities 17 68 85 15 14 65 79 21
Economically Disadvantaged 8 58 67 33 7 52 58 42
Not Economically Disadvantaged 19 68 88 12 16 66 82 18
English Learners - 37 37 63 - 36 36 64
Homeless < < < < < < < <
Military Connected 23 64 87 13 17 66 83 17
Foster Care < < < < < < 100 0
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 53 72 28 12 57 69 31
Female 24 57 81 19 14 59 74 26
Male 16 50 66 34 11 55 66 34
Asian < < 100 0 < < 100 0
Black 7 48 55 45 4 47 51 49
Hispanic 18 35 53 47 - 55 55 45
White 24 55 79 21 17 60 77 23
Multiple Races 27 40 67 33 12 50 62 38
Students with Disabilities 5 30 34 66 2 34 36 64
Students without Disabilities 21 56 77 23 14 61 75 25
Economically Disadvantaged 11 47 58 42 7 47 54 46
Not Economically Disadvantaged 25 56 80 20 16 63 80 20
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected 27 50 77 23 3 81 83 17
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 17 56 73 27
Female 21 62 83 17 20 58 78 22
Male 15 62 77 23 14 55 69 31
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black 7 59 66 34 4 48 52 48
Hispanic 7 73 80 20 32 37 68 32
White 23 64 87 13 21 59 80 20
Multiple Races < < < < 16 68 84 16
Students with Disabilities 9 36 45 55 2 31 33 67
Students without Disabilities 19 66 85 15 19 60 80 20
Economically Disadvantaged 8 57 66 34 10 50 60 40
Not Economically Disadvantaged 23 65 88 12 21 60 81 19
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 23 58 81 19 30 48 78 23
Foster Care < < 100 0
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 58 78 22 8 57 65 35
Female 19 61 80 20 7 68 75 25
Male 21 56 77 23 8 50 59 41
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 8 55 64 36 - 39 39 61
Hispanic 27 53 80 20 13 43 57 43
Native Hawaiian < < 100 0 < < < <
White 24 60 85 15 11 64 75 25
Multiple Races 30 52 81 19 - 80 80 20
Students with Disabilities 9 39 48 52 - 17 17 83
Students without Disabilities 22 61 83 17 10 66 76 24
Economically Disadvantaged 10 54 64 36 5 43 48 52
Not Economically Disadvantaged 27 61 88 12 10 69 79 21
English Learners < < < <
Military Connected 29 68 98 2 8 73 81 19
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 82 18 9 64 73 27
Female 23 60 83 17 9 65 74 26
Male 18 63 81 19 10 63 72 28
Asian < < 100 0 < < < <
Black 8 59 67 33 3 63 66 34
Hispanic 23 58 81 19 11 56 67 33
White 25 62 87 13 12 67 79 21
Multiple Races 14 73 86 14 7 43 50 50
Students with Disabilities 5 44 49 51 8 29 37 63
Students without Disabilities 23 64 87 13 10 69 79 21
Economically Disadvantaged 6 60 66 34 8 58 66 34
Not Economically Disadvantaged 28 62 90 10 11 68 79 21
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 28 67 94 6 12 60 72 28
Foster Care < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 11 63 74 26
Female 13 71 85 15 13 66 79 21
Male 15 62 77 23 10 59 69 31
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 8 59 67 33 3 56 60 40
Hispanic - 81 81 19 24 53 76 24
Native Hawaiian < < 100 0 < < 100 0
White 18 69 87 13 13 66 79 21
Multiple Races 14 64 79 21 19 61 81 19
Students with Disabilities 2 34 36 64 - 36 36 64
Students without Disabilities 16 71 88 12 13 67 79 21
Economically Disadvantaged 10 61 70 30 6 54 60 40
Not Economically Disadvantaged 17 70 87 13 15 69 84 16
Homeless < < 100 0 < < 100 0
Military Connected 18 61 79 21 20 76 96 4
Foster Care < < 100 0 < < 100 0
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 68 78 22 10 64 74 26
Female 12 73 84 16 11 65 76 24
Male 8 64 72 28 8 62 71 29
Asian < < < < < < 100 0
Black 6 62 68 32 3 55 58 42
Hispanic 6 75 81 19 7 69 76 24
Native Hawaiian < < < < < < 100 0
White 12 70 82 18 12 67 79 21
Multiple Races 13 75 88 13 18 46 64 36
Students with Disabilities 9 34 43 57 4 33 37 63
Students without Disabilities 10 74 84 16 11 68 78 22
Economically Disadvantaged 8 56 65 35 5 51 56 44
Not Economically Disadvantaged 11 74 85 15 13 71 85 15
English Learners < < < < < < 100 0
Military Connected 5 85 90 10 29 63 92 8
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 83 90 10 19 61 80 20
Female 8 83 91 9 21 63 83 17
Male 6 82 88 12 17 60 77 23
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 2 77 78 22 8 59 67 33
Hispanic 11 72 83 17 18 59 76 24
Native Hawaiian < < < < < < < <
White 9 86 95 5 24 63 87 13
Multiple Races 8 85 92 8 10 55 66 34
Students with Disabilities 5 59 65 35 5 41 46 54
Students without Disabilities 7 85 92 8 20 63 84 16
Economically Disadvantaged 4 76 80 20 7 57 65 35
Not Economically Disadvantaged 8 85 93 7 24 63 87 13
English Learners < < < < < < < <
Military Connected 13 79 92 8 19 65 85 15
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 57 78 22
Female 28 56 84 16
Male 13 59 71 29
American Indian < < < <
Asian 29 57 86 14
Black 7 60 68 32
Hispanic 19 63 81 19
Native Hawaiian < < < <
White 26 57 83 17
Multiple Races 21 50 71 29
Students with Disabilities 5 38 43 57
Students without Disabilities 22 60 82 18
Economically Disadvantaged 7 54 61 39
Not Economically Disadvantaged 26 59 84 16
English Learners < < < <
Homeless < < < <
Military Connected 33 55 88 12
Foster Care < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 50 69 31
Female 27 51 78 22
Male 9 50 59 41
Asian < < < <
Black 10 49 59 41
Hispanic 13 67 80 20
Native Hawaiian < < < <
White 22 50 73 27
Multiple Races 13 50 63 38
Students with Disabilities 2 32 33 67
Students without Disabilities 21 53 74 26
Economically Disadvantaged 5 44 49 51
Not Economically Disadvantaged 24 53 78 22
Military Connected 35 50 85 15
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 87 13
Female 29 61 90 10
Male 16 68 84 16
American Indian < < 100 0
Asian < < < <
Black 5 70 75 25
Hispanic 24 59 82 18
Native Hawaiian < < < <
White 30 63 93 7
Multiple Races 36 50 86 14
Students with Disabilities 11 47 58 42
Students without Disabilities 24 66 90 10
Economically Disadvantaged 10 67 77 23
Not Economically Disadvantaged 27 64 91 9
English Learners < < < <
Military Connected 32 59 91 9
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 83 17 8 53 61 39
Female 14 70 84 16 8 55 62 38
Male 14 67 81 19 9 52 60 40
American Indian 15 69 85 15 < < < <
Asian 29 66 95 5 14 69 83 17
Black 5 65 70 30 2 38 40 60
Hispanic 14 70 84 16 8 55 63 37
Native Hawaiian < < < < < < < <
White 17 70 88 12 11 59 69 31
Multiple Races 16 66 82 18 9 58 67 33
Students with Disabilities 5 40 45 55 4 24 28 72
Students without Disabilities 15 73 88 12 9 58 67 33
Economically Disadvantaged 6 65 71 29 4 39 43 57
Not Economically Disadvantaged 18 71 89 11 11 63 74 26
English Learners 4 68 72 28 4 41 44 56
Homeless < < 100 0 < < < <
Military Connected 21 69 89 11 13 65 78 22
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 14 55 69 31
Female 18 68 86 14 14 49 64 36
Male 19 63 82 18 13 60 73 27
Asian < < 100 0 < < 100 0
Black 3 59 63 37 3 29 32 68
Hispanic 24 71 94 6 - 75 75 25
White 24 66 90 10 18 62 80 20
Multiple Races 20 67 87 13 15 50 65 35
Students with Disabilities 5 39 43 57 2 47 49 51
Students without Disabilities 20 68 89 11 16 57 72 28
Economically Disadvantaged 9 59 69 31 9 38 47 53
Not Economically Disadvantaged 24 68 92 8 17 67 84 16
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected 19 75 94 6 8 75 83 17
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 68 83 17 14 61 75 25
Female 17 67 85 15 12 64 76 24
Male 14 68 82 18 16 58 74 26
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 3 70 73 27 7 50 57 43
Hispanic 33 47 80 20 21 58 79 21
White 20 68 88 12 18 64 82 18
Multiple Races < < < < 8 71 79 21
Students with Disabilities 9 40 49 51 12 29 40 60
Students without Disabilities 17 72 89 11 14 66 81 19
Economically Disadvantaged 7 65 72 28 9 50 59 41
Not Economically Disadvantaged 21 69 90 10 17 67 84 16
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 16 67 82 18 18 70 88 13
Foster Care < < 100 0
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 81 19 7 47 55 45
Female 12 70 82 19 5 50 54 46
Male 19 61 81 19 9 46 55 45
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 3 64 68 32 - 25 25 75
Hispanic 13 80 93 7 4 61 65 35
Native Hawaiian < < 100 0 < < < <
White 20 66 86 14 11 52 63 37
Multiple Races 30 59 89 11 - 65 65 35
Students with Disabilities 2 37 39 61 - 20 20 80
Students without Disabilities 18 70 87 13 9 54 62 38
Economically Disadvantaged 4 63 68 32 4 32 36 64
Not Economically Disadvantaged 23 67 90 10 9 59 68 32
English Learners < < < <
Military Connected 26 64 90 10 14 65 78 22
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 5 48 54 46
Female 21 66 87 13 6 49 56 44
Male 21 61 81 19 5 47 52 48
Asian < < 100 0 < < < <
Black 7 61 69 31 2 32 33 67
Hispanic 16 65 81 19 6 50 56 44
White 26 64 89 11 7 56 63 37
Multiple Races 18 64 82 18 8 46 54 46
Students with Disabilities 10 41 51 49 6 12 18 82
Students without Disabilities 22 66 89 11 5 54 59 41
Economically Disadvantaged 8 62 70 30 3 36 39 61
Not Economically Disadvantaged 28 63 91 9 8 59 66 34
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 35 61 96 4 4 56 60 40
Foster Care < < 100 0
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 81 19 7 46 53 47
Female 13 69 82 18 5 49 53 47
Male 17 64 81 19 8 44 52 48
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 7 64 71 29 1 33 33 67
Hispanic 19 50 69 31 11 50 61 39
Native Hawaiian < < 100 0 < < 100 0
White 18 70 87 13 8 51 59 41
Multiple Races 22 52 74 26 17 53 70 30
Students with Disabilities 4 34 38 62 2 9 11 89
Students without Disabilities 17 71 88 12 7 52 59 41
Economically Disadvantaged 7 65 72 28 2 32 34 66
Not Economically Disadvantaged 20 67 87 13 10 57 67 33
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 25 66 91 9 13 58 71 29
Foster Care < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 79 21 3 42 44 56
Female 12 73 85 15 3 44 47 53
Male 5 69 74 26 2 39 41 59
Asian < < < < < < 100 0
Black 7 65 72 28 1 31 32 68
Hispanic < < < < 6 38 44 56
Native Hawaiian < < < < < < < <
White 10 73 83 17 3 46 50 50
Multiple Races 6 76 82 18 - 40 40 60
Students with Disabilities 2 53 55 45 8 12 20 80
Students without Disabilities 10 76 85 15 1 48 50 50
Economically Disadvantaged 4 69 73 27 1 29 30 70
Not Economically Disadvantaged 11 73 84 16 4 54 59 41
English Learners < < 100 0 < < < <
Military Connected 13 87 100 0 8 67 75 25
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 79 21 10 59 69 31
Female 12 70 82 18 10 63 74 26
Male 3 73 77 23 9 55 64 36
American Indian < < < <
Asian < < 100 0 < < < <
Black 4 68 72 28 3 54 57 43
Hispanic - 79 79 21 11 48 59 41
Native Hawaiian < < 100 0 < < 100 0
White 10 73 82 18 11 63 74 26
Multiple Races 8 69 77 23 12 58 70 30
Students with Disabilities - 40 40 60 - 38 38 62
Students without Disabilities 9 76 85 15 11 62 73 27
Economically Disadvantaged 3 68 71 29 2 49 51 49
Not Economically Disadvantaged 10 73 83 17 13 65 78 22
English Learners < < < < < < < <
Homeless < < < <
Military Connected 8 71 79 21 28 52 80 20
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 72 81 19 4 73 77 23
Female 8 73 81 19 2 75 77 23
Male 9 72 81 19 6 72 78 22
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 1 55 56 44 - 51 51 49
Hispanic 8 75 83 17 < < < <
Native Hawaiian < < 100 0 < < < <
White 10 79 90 10 5 79 85 15
Multiple Races 6 81 88 13 10 80 90 10
Students with Disabilities - 29 29 71 < < < <
Students without Disabilities 9 76 86 14 4 75 79 21
Economically Disadvantaged 4 60 64 36 - 54 54 46
Not Economically Disadvantaged 10 77 87 13 6 80 86 14
Homeless < < 100 0
Military Connected 12 68 80 20 6 76 82 18
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 84 93 7 - 46 46 54
Female 9 84 94 6 - 44 44 56
Male 9 84 93 7 < < < <
Asian < < 100 0
Black 6 84 90 10 < < < <
Hispanic 9 91 100 0 < < < <
Native Hawaiian < < < <
White 10 85 95 5 - 46 46 54
Multiple Races 18 73 91 9 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 9 84 93 7 - 46 46 54
Economically Disadvantaged 5 84 88 12 < < < <
Not Economically Disadvantaged 10 84 94 6 - 48 48 52
Military Connected 19 81 100 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 science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 7 60 67 33
Female 14 68 82 18 5 65 70 30
Male 16 67 83 17 9 55 64 36
American Indian < < < < < < < <
Asian 39 57 96 4 21 57 79 21
Black 6 62 68 32 1 46 46 54
Hispanic 18 73 91 9 5 66 70 30
Native Hawaiian < < < < < < < <
White 18 70 89 11 10 65 75 25
Multiple Races 21 63 84 16 7 57 65 35
Students with Disabilities 3 46 49 51 2 29 31 69
Students without Disabilities 17 71 88 12 8 64 72 28
Economically Disadvantaged 7 61 68 32 4 43 46 54
Not Economically Disadvantaged 19 71 90 10 9 69 78 22
English Learners < < < < - 14 14 86
Homeless < < < < < < 100 0
Military Connected 21 73 94 6 15 69 83 17
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 56 76 24 12 48 60 40
Female 17 59 76 24 9 53 62 38
Male 24 52 76 24 14 44 58 42
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 8 48 56 44 1 32 33 67
Hispanic 13 80 93 7 4 52 57 43
Native Hawaiian < < 100 0 < < < <
White 25 59 84 16 17 52 70 30
Multiple Races 37 44 81 19 10 55 65 35
Students with Disabilities - 33 33 67 2 18 20 80
Students without Disabilities 23 59 82 18 14 54 68 32
Economically Disadvantaged 8 50 58 42 6 34 41 59
Not Economically Disadvantaged 29 59 88 12 16 58 74 26
English Learners < < < <
Military Connected 41 46 88 12 19 68 86 14
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 72 83 17 8 62 70 30
Female 9 73 82 18 6 64 70 30
Male 12 72 83 17 11 59 70 30
Asian < < < < < < < <
Black 4 67 71 29 1 43 44 56
Hispanic 6 88 94 6 4 81 85 15
Native Hawaiian < < < < < < 100 0
White 13 73 86 14 11 66 77 23
Multiple Races 13 79 92 8 12 58 69 31
Students with Disabilities 4 49 53 47 - 24 24 76
Students without Disabilities 11 76 87 13 10 67 76 24
Economically Disadvantaged 5 64 69 31 3 41 45 55
Not Economically Disadvantaged 13 76 89 11 11 73 84 16
English Learners < < < < < < < <
Military Connected 11 85 96 4 18 68 85 15
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 67 87 13 3 65 69 31
Female 20 68 88 12 3 69 72 28
Male 20 66 86 14 4 61 65 35
American Indian < < 100 0 < < < <
Asian 70 30 100 0 < < < <
Black 8 66 75 25 1 53 53 47
Hispanic 24 64 88 12 3 65 68 32
Native Hawaiian < < < <
White 23 69 92 8 4 72 76 24
Multiple Races 24 60 84 16 4 60 64 36
Students with Disabilities 6 46 52 48 1 40 42 58
Students without Disabilities 22 69 91 9 4 68 72 28
Economically Disadvantaged 10 68 78 22 2 49 51 49
Not Economically Disadvantaged 24 66 91 9 4 72 76 24
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected 26 69 94 6 7 68 75 25
Foster Care < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 < < < <
Female 19 70 89 11 < < 100 0
Male 20 65 85 15 < < < <
Black 13 60 73 27
Hispanic < < < < < < 100 0
White 25 75 100 0 < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0
Students without Disabilities 20 67 87 13 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 21 69 90 10 < < < <
Homeless < < < <
Military Connected < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 76 85 15 8 75 83 17
Female 9 73 82 18 < < < <
Male 9 78 88 12 < < 100 0
American Indian < < 100 0
Asian < < 100 0
Black 2 66 68 32 < < 100 0
Hispanic 25 70 95 5 < < < <
Native Hawaiian < < < <
White 11 81 92 8 < < < <
Multiple Races 11 71 82 18
Students with Disabilities 2 49 51 49
Students without Disabilities 10 80 90 10 8 75 83 17
Economically Disadvantaged 5 62 67 33 < < < <
Not Economically Disadvantaged 11 82 93 7 < < < <
English Learners < < < <
Military Connected 3 94 97 3 < < 100 0
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

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 80 20
Female 16 63 79 21
Male 21 59 80 20
American Indian < < 100 0
Asian 48 40 88 12
Black 9 57 66 34
Hispanic 18 61 79 21
Native Hawaiian < < < <
White 23 62 85 15
Multiple Races 13 69 81 19
Students with Disabilities 6 37 43 57
Students without Disabilities 21 64 84 16
Economically Disadvantaged 10 54 64 36
Not Economically Disadvantaged 23 64 87 13
English Learners < < < <
Homeless < < < <
Military Connected 24 64 88 13
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 53 56 44
Female 2 58 60 40
Male 4 48 52 48
Asian < < 100 0
Black - 40 40 60
Hispanic < < < <
Native Hawaiian < < < <
White 8 66 74 26
Multiple Races < < 100 0
Students with Disabilities - 25 25 75
Students without Disabilities 4 59 63 37
Economically Disadvantaged 2 37 39 61
Not Economically Disadvantaged 4 66 70 30
Military Connected < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 79 21
Female 10 68 78 22
Male 19 61 81 19
American Indian < < 100 0
Asian < < 100 0
Black 5 58 62 38
Hispanic 11 79 89 11
Native Hawaiian < < 100 0
White 17 67 84 16
Multiple Races 15 63 78 22
Students with Disabilities 5 29 34 66
Students without Disabilities 16 70 86 14
Economically Disadvantaged 7 53 61 39
Not Economically Disadvantaged 17 70 87 13
English Learners < < < <
Military Connected 23 71 94 6
Foster Care < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 80 20
Female 15 64 79 21
Male 20 61 82 18
Asian < < 100 0
Black 5 53 58 42
Hispanic 22 50 72 28
Native Hawaiian < < < <
White 22 65 87 13
Multiple Races 6 89 94 6
Students with Disabilities 13 40 53 47
Students without Disabilities 18 64 81 19
Economically Disadvantaged 7 53 60 40
Not Economically Disadvantaged 21 65 86 14
Military Connected 19 56 75 25
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 83 17
Female 18 65 83 17
Male 18 66 83 17
American Indian < < 100 0
Asian < < < <
Black 8 68 77 23
Hispanic 20 73 93 7
Native Hawaiian < < < <
White 21 64 85 15
Multiple Races 21 67 88 13
Students with Disabilities 4 43 46 54
Students without Disabilities 20 69 89 11
Economically Disadvantaged 7 62 69 31
Not Economically Disadvantaged 23 67 90 10
English Learners < < 100 0
Homeless < < < <
Military Connected 14 83 97 3
Foster Care < < < <
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19
Female 26 54 81 19
Male 31 50 81 19
American Indian < < 100 0
Asian < < < <
Black 17 58 75 25
Hispanic 27 47 73 27
White 35 51 86 14
Multiple Races < < < <
Students with Disabilities 2 43 45 55
Students without Disabilities 33 54 87 13
Economically Disadvantaged 16 55 71 29
Not Economically Disadvantaged 36 51 87 13
English Learners < < < <
Homeless < < < <
Military Connected 35 52 87 13
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2018-20192020-2021
Division62
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten11111185
Kindergarten374382309
Grade 1359402367
Grade 2403380362
Grade 3384410353
Grade 4410401375
Grade 5408415375
Grade 6465440399
Grade 7409477440
Grade 8441423466
Grade 9459488478
Grade 10489455485
Grade 11391453444
Grade 12429393458
Total Students5,5325,6305,396

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students553256305396
Female268027302589
Male285229002807
American Indian252112
Asian706860
Black147513951365
Hispanic248260280
Native Hawaiian7109
White341835283299
Multiple Races289348371
Students with Disabilities661725729
Students without Disabilities487149054667
Economically Disadvantaged154318931696
Not Economically Disadvantaged398937373700
English Learners627670
Not English Learners547055545326
Homeless41512
Military Connected564591560
Foster Care9713
< = 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 254 200 9 8 7 7
State 51255 36996 2098 701 4149 1959
Female Division 136 92 3 4 3 4
State 28269 16181 690 250 1331 761
Male Division 118 108 6 4 4 3
State 22980 20809 1408 451 2817 1198
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5775 1305 72 12 65 35
Black Division 50 69 4 0 3 3
State 7933 10585 767 147 1019 761
Hispanic Division 11 14 1 0 2 1
State 5891 6757 237 88 1844 313
White Division 176 108 4 6 2 2
State 28755 16260 913 407 1092 761
Multiple Races Division 12 8 0 2 0 1
State 2685 1935 100 44 114 85
Students with Disabilities Division 4 41 9 2 1 0
State 1331 7347 2098 98 860 109
Economically Disadvantaged Division 48 99 7 6 3 4
State 11820 19252 1260 371 2162 1349
English Learners Division < < < < < <
State 1281 4093 203 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 184 54
Military Connected Division 9 3 1 0 0 0
State 2252 1403 62 15 48 37
Foster Care Division < < < < 0 <
State 20 160 24 11 65 23
< = 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 Students485463964719771
Female242231962359731
Male243232962369742
American Indian<<100<10000
Asian<<100<10000
Black129123951239532
Hispanic292690269027
White298288972949921
Multiple Races232087229600
Students with Disabilities575495569812
Economically Disadvantaged167154921609632
English Learners<<<<<<<
Homeless<<100<10000
Military Connected13131001310000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken223 / 12.62%188 / 10.51%199 / 10.67%
Advanced Placement Course Enrollment322 / 18.22%207 / 11.57%213 / 11.42%
Dual Enrollment335 / 18.96%347 / 19.4%337 / 18.07%
Governor's School Enrollment46 / 2.6%48 / 2.68%41 / 2.2%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision41024640
State86,21159,46231
FemaleDivision20915028
State43,37932,57825
MaleDivision2019652
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision1327543
State18,49311,40838
HispanicDivision191047
State10,8006,31841
WhiteDivision23814738
State46,06033,07528
Multiple RacesDivision14<100
State4,1342,89130
Students with DisabilitiesDivision321262
State7,5273,57553
Economically DisadvantagedDivision1104757
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
State LicensuresDivision4--
 State2,2313331,030
Industry CertificationDivision430396671
 State107,23443,66048,781
Workplace ReadinessDivision190--
 State44,897--
Total Credentials EarnedDivision624396671
 State158,45744,50451,319
Students Earning One or More CredentialsDivision562370570
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision1634
 State1,317917295
CTE CompletersDivision225210206
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508

< = 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

2019-2020 Per-Pupil Spending

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
2017-2018Division$4,589$5,374$584
State$6,462$5,219$867
2018-2019Division$4,837$5,662$610
State$6,642$5,388$901
2019-2020Division$4,822$5,854$739
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students4,8335464,865434
Female2,3432642,354180
Male2,4902822,511254
American Indian158112
Asian671552
Black1,2821421,180166
Hispanic2261925624
Native Hawaiian101<<
White2,9813473,018211
Multiple Races2522833629
Students with Disabilities56010564799
Economically Disadvantaged1,5703001,864334
English Learners733725
Homeless11989
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 24
Disorderly or Disruptive Behavior Offenses 28
Other Offenses Against Persons 43
All Other Offenses <
Property Offenses <
Weapons Offenses 10
Offenses Against Staff <
Offenses Against Student <
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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.51.40.41.10.2
Asian1.30.21.21.1
Black26.74624.841.625.340.2
Hispanic4.53.94.66.45.25.2
Native Hawaiian0.10.20.2
White61.842.662.744.661.148.5
Multiple Races5.25.96.26.46.96.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.40.2
Asian1.31.21.1
Black26.758.824.88025.328.6
Hispanic4.55.94.6205.214.3
Native Hawaiian0.10.20.2
White61.823.562.761.157.1
Multiple Races5.211.86.26.9
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.50.40.2
Asian1.31.21.1
Black26.724.825.3
Hispanic4.54.65.2
Native Hawaiian0.10.20.2
White61.862.761.1
Multiple Races5.26.26.9
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 32.234.734.7
< = 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 :