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. Theo Cramer
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.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Carrollton Elementary	Accredited
Carrsville Elementary	Accredited
Hardy Elementary	Accredited
Westside Elementary	Accredited
Windsor Elementary	Accredited
Middle Schools
Georgie D. Tyler Middle	Accredited
Smithfield Middle	Accredited
High Schools
Smithfield High	Accredited
Windsor High	Accredited

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

Writing Performance: All Students

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					18	55	73	27
Female					23	59	82	18
Male					13	51	65	35
American Indian					<	<	<	<
Asian					42	33	75	25
Black					8	49	57	43
Hispanic					16	65	81	19
Native Hawaiian					<	<	<	<
White					21	57	79	21
Multiple Races					25	56	81	19
Students with Disabilities					1	28	29	71
Students without Disabilities					20	59	79	21
Economically Disadvantaged					6	48	54	46
Not Economically Disadvantaged					24	58	82	18
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					35	51	86	14
Foster Care					<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					16	49	65	35
Female					19	55	74	26
Male					13	44	57	43
American Indian					<	<	100	0
Asian					<	<	<	<
Black					7	41	48	52
Hispanic					14	67	81	19
Native Hawaiian					<	<	<	<
White					19	52	71	29
Multiple Races					24	48	73	27
Students with Disabilities					-	9	9	91
Students without Disabilities					18	55	73	27
Economically Disadvantaged					6	41	48	52
Not Economically Disadvantaged					21	54	75	25
English Learners					<	<	100	0
Homeless					<	<	<	<
Military Connected					33	52	85	15
Foster Care					<	<	<	<
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					20	60	81	19
Female					26	61	88	12
Male					13	59	73	27
American Indian					<	<	<	<
Asian					<	<	<	<
Black					10	58	67	33
Hispanic					18	64	82	18
Native Hawaiian					<	<	<	<
White					24	61	85	15
Multiple Races					26	65	90	10
Students with Disabilities					2	46	47	53
Students without Disabilities					23	62	85	15
Economically Disadvantaged					5	57	62	38
Not Economically Disadvantaged					26	62	88	13
English Learners					<	<	<	<
Homeless					<	<	100	0
Military Connected					39	50	89	11
Foster Care					<	<	<	<
< = 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.

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Science Performance: All Students

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

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

	2020-2021	2021-2022
Division	2	1
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	85	103	107
Kindergarten	309	388	346
Grade 1	367	359	430
Grade 2	362	397	372
Grade 3	353	406	420
Grade 4	375	396	421
Grade 5	375	396	396
Grade 6	399	411	395
Grade 7	440	427	432
Grade 8	466	448	435
Grade 9	478	545	512
Grade 10	485	448	481
Grade 11	444	460	437
Grade 12	458	435	445
Total Students	5,396	5,619	5,629

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

Fall Membership by Subgroups

2022 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	2020-2021	2021-2022	2022-2023
All Students	5396	5619	5629
Female	2589	2682	2665
Male	2807	2937	2964
American Indian	12	16	17
Asian	60	61	64
Black	1365	1408	1402
Hispanic	280	321	363
Native Hawaiian	9	8	7
White	3299	3385	3349
Multiple Races	371	420	427
Students with Disabilities	729	738	811
Students without Disabilities	4667	4881	4818
Economically Disadvantaged	1696	1863	2019
Not Economically Disadvantaged	3700	3756	3610
English Learners	70	72	98
Not English Learners	5326	5547	5531
Homeless	12	13	23
Military Connected	560	524	573
Foster Care	13	16	13
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	246	184	9	8	15	10
	State	52168	36669	2129	747	5100	1879
Female	Division	141	74	5	2	5	2
	State	28664	15798	666	263	1813	760
Male	Division	105	110	4	6	10	8
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	<	<	<	<	0	<
	State	6086	1308	81	11	85	37
Black	Division	49	57	5	1	5	2
	State	8347	9965	765	162	1156	730
Hispanic	Division	12	5	0	1	2	2
	State	6301	7054	289	79	2275	395
Native Hawaiian	Division	<	<	<	<	0	<
	State	88	51	5	0	5	1
White	Division	163	104	4	5	6	6
	State	28377	16228	880	440	1364	623
Multiple Races	Division	15	15	0	1	2	0
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	6	31	9	1	9	0
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	45	98	7	5	7	4
	State	12248	19244	1249	413	2860	1292
English Learners	Division	<	<	<	<	0	<
	State	1452	3819	261	24	1863	151
Homeless	Division	<	<	<	<	<	<
	State	183	581	38	11	180	54
Military Connected	Division	9	3	0	0	1	0
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	472	439	93	447	95	15	3
Female	229	220	96	222	97	5	2
Male	243	219	90	225	93	10	4
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	119	111	93	112	94	5	4
Hispanic	22	17	77	18	82	2	9
Native Hawaiian	<	<	100	<	100	0	0
White	288	271	94	276	96	6	2
Multiple Races	33	30	91	31	94	2	6
Students with Disabilities	56	46	82	47	84	9	16
Economically Disadvantaged	166	150	90	155	93	7	4
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	13	12	92	12	92	1	8
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	188 / 10.51%	199 / 10.67%	143 / 7.57%
Advanced Placement Course Enrollment	207 / 11.57%	213 / 11.42%	150 / 7.94%
Dual Enrollment	347 / 19.4%	337 / 18.07%	309 / 16.37%
Governor's School Enrollment	48 / 2.68%	41 / 2.2%	43 / 2.28%
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 Students	Division	410	246	40
	State	86,211	59,463	31
Female	Division	209	150	28
	State	43,379	32,579	25
Male	Division	201	96	52
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	<	<	100
	State	6,380	5,553	13
Black	Division	132	75	43
	State	18,493	11,408	38
Hispanic	Division	19	10	47
	State	10,799	6,318	41
White	Division	238	147	38
	State	46,061	33,076	28
Multiple Races	Division	14	<	100
	State	4,134	2,891	30
Students with Disabilities	Division	32	12	62
	State	7,527	3,575	53
Economically Disadvantaged	Division	110	47	57
	State	28,169	15,215	46
English Learners	Division	<	<	100
	State	5,296	2,828	47
Native Hawaiian	Division	-	-	100
	State	124	82	34
< = 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
		2019-2020	2020-2021	2021-2022
Industry Certification	Division	396	671	588
	State	43,660	51,685	95,688
Workplace Readiness	Division	248	176	312
	State	26,627	16,885	44,348
Total Credentials Earned	Division	644	847	900
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	575	688	688
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	6	34	18
	State	917	302	761
CTE Completers	Division	210	230	194
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	-	-
	State	333	1,077	1,236

< = 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

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

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

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	65.8	68.1	65.1

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2018-2019	Division	$4,837	$5,662	$610
	State	$6,642	$5,388	$901
2019-2020	Division	$4,822	$5,854	$739
	State	$6,770	$5,603	$867
2020-2021	Division	$4,169	$6,477	$1,376
	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 Students	4,865	434	3,809	1,613
Female	2,354	180	1,826	751
Male	2,511	254	1,983	862
American Indian	11	2	5	10
Asian	55	2	49	10
Black	1,180	166	957	389
Hispanic	256	24	222	93
Native Hawaiian	<	<	<	<
White	3,018	211	2,289	988
Multiple Races	336	29	283	119
Students with Disabilities	647	99	498	289
Economically Disadvantaged	1,864	334	1,316	873
English Learners	72	5	62	14
Homeless	8	9	8	18
< = 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	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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.4	1.1	0.2
Asian	1.2		1.1
Black	24.8	41.6	25.3	40.2
Hispanic	4.6	6.4	5.2	5.2
Native Hawaiian	0.2		0.2
White	62.7	44.6	61.1	48.5
Multiple Races	6.2	6.4	6.9	6.2
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.4		0.2
Asian	1.2		1.1
Black	24.8	80	25.3	28.6
Hispanic	4.6	20	5.2	14.3
Native Hawaiian	0.2		0.2
White	62.7		61.1	57.1
Multiple Races	6.2		6.9
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.4		0.2
Asian	1.2		1.1
Black	24.8		25.3
Hispanic	4.6		5.2
Native Hawaiian	0.2		0.2
White	62.7		61.1
Multiple Races	6.2		6.9
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	34.7	34.7	34.7
< = 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 :

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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	43.5	43.5	43.5
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	69.2	69.2	69.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 13.1 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 14.95 : 1

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
2019-2020	42%	51%	1%	6%
2020-2021	41%	52%	0%	7%
2021-2022	41%	52%	0%	7%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	77%	80%	75%	88%
Asian	79%	85%	91%	88%
Black	64%	67%	60%	88%
Hispanic	77%	80%	59%	88%
White	83%	85%	83%	88%
Multiple Races	79%	80%	81%	88%
Economically Disadvantaged	66%	68%	59%	88%
English Learners	50%	56%	47%	88%
Students with Disabilities	39%	43%	43%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	73%	79%	70%	85%
Asian	85%	89%	90%	85%
Black	58%	66%	51%	85%
Hispanic	80%	83%	53%	85%
White	79%	84%	79%	85%
Multiple Races	78%	80%	73%	85%
Economically Disadvantaged	60%	66%	52%	85%
English Learners	70%	76%	46%	85%
Students with Disabilities	35%	42%	40%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	82%
Black	51%
Hispanic	80%
White	79%
Multiple Races	79%
Economically Disadvantaged	53%
English Learners	56%
Students with Disabilities	34%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	84%	84%
Asian	<	90%	84%
Black	91%	82%	84%
Hispanic	86%	82%	84%
White	95%	86%	84%
Multiple Races	87%	89%	84%
Economically Disadvantaged	86%	80%	84%
English Learners	<	71%	84%
Students with Disabilities	74%	65%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	30%	17%	13%	10%
Asian	17%	8%	10%	10%
Black	29%	16%	14%	10%
Hispanic	30%	17%	14%	10%
White	30%	17%	14%	10%
Multiple Races	30%	30%	15%	10%
Economically Disadvantaged	40%	25%	17%	10%
English Learners	18%	10%	13%	10%
Students with Disabilities	37%	25%	18%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	51%	50%	58%
English Learner Proficiency	13%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	18	35	51%
English Learner Proficiency	7	52	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	100%	-	99%	1%
Asian	100%	-	100%	-	100%	-
Black	99%	1%	100%	-	99%	1%
Hispanic	99%	1%	100%	-	100%	-
White	99%	1%	99%	1%	99%	1%
Multiple Races	99%	1%	99%	1%	96%	4%
Economically Disadvantaged	99%	1%	99%	1%	99%	1%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	96%	4%	98%	2%	100%	-
Students with Disabilities	99%	1%	99%	1%	97%	3%
Students without Disabilities	99%	1%	100%	-	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	1%	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	86%	85%
Asian	81%	88%
Black	78%	76%
Hispanic	88%	89%
White	88%	87%
Multiple Races	90%	87%
Economically Disadvantaged	80%	78%
English Learners	74%	79%
Students with Disabilities	64%	63%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks