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King George County Public Schools

General school information

Division: King George County Public Schools
Division Number: 48
Address: 9100 St. Anthony's Road King George, VA 22485
Superintendent: Dr. Robert B. Benson
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. 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 30 50 80 20
Female 36 51 87 13
Male 24 48 72 28
American Indian < < 100 0
Asian < < 100 0
Black 17 50 67 33
Hispanic 29 49 78 22
White 33 50 83 17
Multiple Races 33 52 85 15
Students with Disabilities 20 16 36 64
Students without Disabilities 31 53 84 16
Economically Disadvantaged 12 52 64 36
Not Economically Disadvantaged 37 49 86 14
Homeless < < < <
Military Connected 43 48 91 9
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 36 45 81 19
Female 44 43 86 14
Male 28 47 76 24
American Indian < < 100 0
Asian < < 100 0
Black 22 43 66 34
Hispanic 25 57 82 18
White 39 45 84 16
Multiple Races 40 47 87 13
Students with Disabilities 16 23 39 61
Students without Disabilities 38 47 85 15
Economically Disadvantaged 13 51 64 36
Not Economically Disadvantaged 46 42 88 12
Homeless < < < <
Military Connected 45 48 94 6
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 25 54 79 21
Female 30 59 88 12
Male 19 49 69 31
Black 12 56 68 32
Hispanic 35 39 74 26
White 27 55 82 18
Multiple Races 25 58 83 17
Students with Disabilities 25 8 33 67
Economically Disadvantaged 10 53 64 36
Not Economically Disadvantaged 29 55 84 16
Military Connected 40 48 88 12
< = 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 18 67 85 15 6 45 52 48
Female 18 69 87 13 6 44 50 50
Male 17 66 83 17 7 46 53 47
American Indian 13 75 88 13 - 54 54 46
Asian 39 55 94 6 14 62 76 24
Black 8 65 73 27 1 27 28 72
Hispanic 18 73 90 10 5 46 51 49
White 19 68 87 13 8 51 59 41
Multiple Races 18 65 83 17 6 38 43 57
Students with Disabilities 11 35 46 54 6 14 21 79
Students without Disabilities 18 71 90 10 6 50 56 44
Economically Disadvantaged 7 66 73 27 2 26 29 71
Not Economically Disadvantaged 22 68 90 10 8 52 59 41
English Learners 12 76 88 12 - 17 17 83
Homeless 4 65 70 30 - 22 22 78
Military Connected 25 67 92 8 8 65 73 27
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 12 70 82 18 5 47 52 48
Female 10 74 84 16 7 39 46 54
Male 14 66 81 19 3 57 60 40
Asian < < 100 0 < < < <
Black 5 72 77 23 - 28 28 72
Hispanic - 83 83 17 13 29 42 58
White 14 70 84 16 6 57 62 38
Multiple Races 15 63 78 22 6 34 40 60
Students with Disabilities 13 37 50 50 5 32 37 63
Students without Disabilities 12 76 88 12 5 50 55 45
Economically Disadvantaged 8 69 77 23 - 33 33 67
Not Economically Disadvantaged 15 71 85 15 7 52 59 41
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 21 61 82 18 9 73 82 18
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 17 60 77 23 8 44 52 48
Female 16 59 75 25 4 45 49 51
Male 19 60 79 21 11 43 55 45
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black - 57 57 43 - 17 17 83
Hispanic 24 68 92 8 8 56 64 36
White 20 60 79 21 10 49 58 42
Multiple Races 17 60 77 23 4 33 38 63
Students with Disabilities 10 25 35 65 4 21 25 75
Students without Disabilities 19 65 84 16 8 47 55 45
Economically Disadvantaged 5 56 61 39 1 22 24 76
Not Economically Disadvantaged 24 62 86 14 10 51 61 39
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 25 64 89 11 12 53 65 35
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 25 58 82 18 10 50 60 40
Female 24 63 86 14 6 48 54 46
Male 26 53 79 21 14 52 66 34
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black 10 54 63 37 3 46 49 51
Hispanic 22 67 89 11 6 53 59 41
White 29 57 87 13 12 54 66 34
Multiple Races 29 57 86 14 7 37 43 57
Students with Disabilities 13 19 32 68 7 25 32 68
Students without Disabilities 26 63 90 10 10 53 63 37
Economically Disadvantaged 8 61 68 32 4 35 38 62
Not Economically Disadvantaged 34 56 90 10 12 54 66 34
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 29 54 83 17 11 67 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 24 61 85 15 7 40 47 53
Female 23 63 86 14 6 33 39 61
Male 24 59 84 16 8 47 55 45
American Indian < < < < < < 100 0
Asian < < 100 0 < < < <
Black 12 64 76 24 - 22 22 78
Hispanic 24 60 84 16 5 50 55 45
White 27 61 89 11 9 44 53 47
Multiple Races 18 64 82 18 6 33 39 61
Students with Disabilities 11 32 43 57 10 5 15 85
Students without Disabilities 26 65 91 9 6 46 53 47
Economically Disadvantaged 10 66 76 24 1 18 20 80
Not Economically Disadvantaged 31 59 90 10 9 48 58 42
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 40 57 97 3 13 67 80 20
Foster Care < < < <
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 17 67 84 16 10 42 51 49
Female 24 64 89 11 8 45 53 47
Male 10 69 80 20 11 39 50 50
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 11 57 69 31 2 16 18 82
Hispanic 12 76 88 12 4 42 46 54
White 19 68 87 13 11 50 62 38
Multiple Races 17 74 91 9 17 38 54 46
Students with Disabilities 5 39 44 56 11 9 20 80
Students without Disabilities 19 71 90 10 9 47 56 44
Economically Disadvantaged 9 60 69 31 6 24 30 70
Not Economically Disadvantaged 21 70 91 9 11 49 60 40
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 20 73 93 7 13 57 70 30
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 5 72 77 23 2 16 18 82
Female 4 76 81 19 1 17 18 82
Male 6 69 75 25 2 15 17 83
American Indian < < 100 0 < < < <
Asian < < < <
Black 2 63 65 35 4 8 12 88
Hispanic - 81 81 19 - 14 14 86
White 7 74 82 18 1 18 19 81
Multiple Races < < < < - 24 24 76
Students with Disabilities 14 21 36 64 8 3 11 89
Students without Disabilities 4 80 84 16 - 19 19 81
Economically Disadvantaged 2 66 69 31 2 13 14 86
Not Economically Disadvantaged 7 77 84 16 2 18 19 81
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected 11 83 94 6 - 33 33 67
Foster Care < < < < < < < <
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 14 79 93 7 2 47 50 50
Female 17 80 97 3 3 52 55 45
Male 11 78 88 12 2 43 46 54
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 4 85 89 11 - 30 30 70
Hispanic 19 81 100 0 - 56 56 44
White 16 77 93 7 4 50 53 47
Multiple Races 8 83 92 8 - 43 43 57
Students with Disabilities - 69 69 31 - 9 9 91
Students without Disabilities 16 80 96 4 3 54 56 44
Economically Disadvantaged 8 76 84 16 - 27 27 73
Not Economically Disadvantaged 16 80 96 4 3 54 57 43
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected 21 76 97 3 2 73 75 25
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 14 73 87 13 3 85 89 11
Female 12 73 86 14 6 81 86 14
Male 17 72 89 11 - 92 92 8
American Indian < < 100 0
Asian < < 100 0
Black - 77 77 23 6 88 94 6
Hispanic 21 74 95 5 < < < <
White 16 73 89 11 4 89 93 7
Multiple Races 21 58 79 21 - 75 75 25
Students with Disabilities 10 50 60 40 < < < <
Students without Disabilities 14 74 88 12 3 86 89 11
Economically Disadvantaged 3 75 78 22 6 63 69 31
Not Economically Disadvantaged 18 72 91 9 3 89 92 8
Homeless < < 100 0 < < 100 0
Military Connected 28 72 100 0 7 87 93 7
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 26 73 99 1 20 73 93 7
Female 25 72 98 2 30 65 96 4
Male 27 73 100 0 6 83 89 11
American Indian < < 100 0
Asian < < 100 0
Black 33 67 100 0 < < < <
Hispanic 36 64 100 0 < < 100 0
White 23 75 98 2 21 73 94 6
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 26 73 99 1 20 73 93 7
Economically Disadvantaged 16 84 100 0 < < 100 0
Not Economically Disadvantaged 28 71 99 1 19 72 92 8
Homeless < < 100 0
Military Connected 27 73 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 17 67 84 16 5 48 53 47
Female 15 71 86 14 4 49 54 46
Male 19 63 83 17 6 47 53 47
American Indian < < 100 0 < < < <
Asian 33 42 75 25 18 64 82 18
Black 3 66 69 31 4 34 38 62
Hispanic 18 67 85 15 2 48 50 50
White 20 68 88 12 6 53 59 41
Multiple Races 21 62 83 17 3 42 45 55
Students with Disabilities 6 34 40 60 7 15 22 78
Students without Disabilities 19 71 90 10 5 53 58 42
Economically Disadvantaged 8 62 70 30 2 28 30 70
Not Economically Disadvantaged 22 69 91 9 6 55 61 39
English Learners < < < < < < < <
Homeless < < < < - 18 18 82
Military Connected 24 68 92 8 7 66 73 27
Foster Care < < 100 0 < < < <
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 29 54 82 18 8 38 46 54
Female 26 59 85 15 6 35 40 60
Male 31 49 80 20 11 41 52 48
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black 3 59 62 38 3 28 30 70
Hispanic 41 48 89 11 12 35 47 53
White 34 53 88 12 9 43 52 48
Multiple Races 32 50 82 18 3 32 35 65
Students with Disabilities 6 28 34 66 11 11 21 79
Students without Disabilities 32 58 89 11 8 41 49 51
Economically Disadvantaged 11 58 69 31 2 24 25 75
Not Economically Disadvantaged 38 51 90 10 10 42 52 48
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 49 40 89 11 17 44 61 39
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 13 70 83 17 5 52 58 42
Female 12 71 83 17 5 55 61 39
Male 14 70 84 16 5 49 55 45
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 3 64 68 32 8 24 32 68
Hispanic 14 69 83 17 - 61 61 39
White 14 74 88 12 6 58 64 36
Multiple Races 27 53 80 20 - 50 50 50
Students with Disabilities 12 33 45 55 11 11 22 78
Students without Disabilities 13 75 88 12 4 58 63 37
Economically Disadvantaged 11 56 66 34 2 24 25 75
Not Economically Disadvantaged 14 78 92 8 6 60 67 33
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 19 77 97 3 7 73 80 20
Foster Care < < 100 0 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 67 85 15 3 53 56 44
Female 14 74 89 11 3 56 59 41
Male 21 61 82 18 3 50 53 47
American Indian < < 100 0 < < < <
Asian < < 100 0
Black 6 71 76 24 1 47 49 51
Hispanic 9 78 87 13 - 45 45 55
White 22 64 86 14 3 56 60 40
Multiple Races 21 69 90 10 6 44 50 50
Students with Disabilities - 28 28 72 - 21 21 79
Students without Disabilities 20 72 92 8 3 58 61 39
Economically Disadvantaged 8 66 74 26 2 35 36 64
Not Economically Disadvantaged 23 68 91 9 3 60 63 37
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 15 70 85 15 3 67 69 31
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 54 69 31 < < < <
Female < < < < < < < <
Male < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities 17 58 75 25 < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged 20 50 70 30 < < < <
Homeless < < 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 8 78 86 14 6 25 31 69
Female 7 82 88 12 < < < <
Male 10 74 84 16 < < < <
American Indian < < 100 0
Asian < < < < < < < <
Black - 74 74 26 < < < <
Hispanic 9 74 83 17 < < < <
White 10 80 90 10 < < < <
Multiple Races 4 75 79 21 < < < <
Students with Disabilities - 51 51 49 < < < <
Students without Disabilities 9 81 90 10 8 31 38 62
Economically Disadvantaged 3 68 71 29 < < < <
Not Economically Disadvantaged 10 82 93 7 < < < <
English Learners < < < <
Homeless < < < <
Military Connected 11 86 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 55 74 26
Female 17 56 73 27
Male 20 54 74 26
American Indian < < 100 0
Asian 36 45 82 18
Black 6 52 58 42
Hispanic 17 59 75 25
White 22 55 77 23
Multiple Races 23 54 77 23
Students with Disabilities 5 30 36 64
Students without Disabilities 21 59 80 20
Economically Disadvantaged 8 46 54 46
Not Economically Disadvantaged 24 60 84 16
English Learners - 27 27 73
Homeless - 36 36 64
Military Connected 28 60 88 12
Foster Care < < 100 0
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 2 57 59 41
Female 2 55 57 43
Male 2 58 60 40
American Indian < < 100 0
Asian < < 100 0
Black - 43 43 57
Hispanic < < < <
White 2 60 61 39
Multiple Races < < < <
Students with Disabilities 8 17 25 75
Students without Disabilities 1 62 63 37
Economically Disadvantaged - 50 50 50
Not Economically Disadvantaged 3 61 64 36
English Learners < < 100 0
Homeless < < 100 0
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 23 61 84 16
Female 18 64 81 19
Male 28 59 87 13
American Indian < < 100 0
Asian < < 100 0
Black 5 67 72 28
Hispanic 18 68 86 14
White 28 59 86 14
Multiple Races 33 60 93 7
Students with Disabilities 7 46 54 46
Students without Disabilities 25 63 87 13
Economically Disadvantaged 12 54 66 34
Not Economically Disadvantaged 29 64 93 7
English Learners < < < <
Homeless < < < <
Military Connected 47 47 94 6
Foster Care < < 100 0
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 - 30 30 70
Female - 29 29 71
Male - 30 30 70
American Indian < < 100 0
Asian < < < <
Black - 14 14 86
Hispanic < < < <
White - 33 33 67
Multiple Races < < < <
Students with Disabilities - - - 100
Students without Disabilities - 38 38 62
Economically Disadvantaged - 19 19 81
Not Economically Disadvantaged - 43 43 57
English Learners < < < <
Homeless < < < <
Military Connected - 55 55 45
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 67 33
Female 4 59 63 37
Male 5 65 70 30
Asian < < 100 0
Black - 69 69 31
Hispanic < < < <
White 5 63 68 33
Multiple Races < < < <
Students with Disabilities - 44 44 56
Students without Disabilities 6 69 75 25
Economically Disadvantaged - 39 39 61
Not Economically Disadvantaged 7 76 83 17
English Learners < < 100 0
Homeless < < < <
Military Connected < < < <
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 17 66 83 17
Female 19 66 85 15
Male 15 66 81 19
American Indian < < 100 0
Asian < < 100 0
Black 15 56 71 29
Hispanic 4 77 81 19
White 19 67 86 14
Multiple Races 19 62 81 19
Students with Disabilities - 34 34 66
Students without Disabilities 19 70 89 11
Economically Disadvantaged 8 58 66 34
Not Economically Disadvantaged 20 69 89 11
Homeless < < < <
Military Connected 16 81 97 3
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 45 74 26
Female 27 45 72 28
Male 32 45 77 23
American Indian < < 100 0
Asian < < 100 0
Black 5 48 52 48
Hispanic 42 46 88 13
White 32 44 76 24
Multiple Races 29 49 77 23
Students with Disabilities 2 28 30 70
Students without Disabilities 34 47 81 19
Economically Disadvantaged 12 42 54 46
Not Economically Disadvantaged 38 46 85 15
Homeless < < < <
Military Connected 43 46 89 11
< = 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
Division22
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-kindergarten1089656
Kindergarten303326265
Grade 1353309296
Grade 2328355293
Grade 3301333317
Grade 4335302317
Grade 5369333280
Grade 6364372335
Grade 7340371372
Grade 8335355367
Grade 9415369369
Grade 10320381353
Grade 11286295342
Grade 12320321335
Total Students4,4774,5184,297

< = 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 Students447745184297
Female216921732106
Male230823452191
American Indian211818
Asian494946
Black726689666
Hispanic308342333
Native Hawaiian743
White296829932797
Multiple Races398423434
Students with Disabilities579589594
Students without Disabilities389839293703
Economically Disadvantaged146515211112
Not Economically Disadvantaged301229973185
English Learners576563
Not English Learners442044534234
Homeless264457
Military Connected374402358
Foster Care667
< = 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 168 123 10 2 18 4
State 51295 36973 2078 699 4153 1962
Female Division 88 54 3 2 5 2
State 28290 16169 687 250 1331 757
Male Division 80 69 7 0 13 2
State 22999 20798 1391 449 2821 1205
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5778 1304 69 12 65 34
Black Division 14 29 6 0 2 0
State 7939 10584 760 145 1021 763
Hispanic Division 15 6 0 0 2 0
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 120 74 2 1 13 3
State 28772 16247 907 407 1091 763
Multiple Races Division 15 12 1 1 1 1
State 2688 1933 99 44 115 84
Students with Disabilities Division 0 28 10 0 3 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 26 51 5 1 9 2
State 11835 19243 1250 370 2163 1354
English Learners Division < < < < < <
State 1286 4091 201 19 1534 65
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
Military Connected Division 17 6 0 0 1 0
State 2252 1404 60 15 48 38
Foster Care Division < < < < 0 <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3253019330393186
Female154145941479653
Male1711569115691138
American Indian<<100<10000
Asian<<100<10000
Black514996499624
Hispanic232191219129
Native Hawaiian<<100<10000
White2131969219793136
Multiple Races312890299413
Students with Disabilities413893389337
Economically Disadvantaged9482878388910
English Learners<<<<<<<
Homeless<<100<10000
Military Connected242396239614
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 Taken256 / 19.09%172 / 12.59%112 / 8.01%
Advanced Placement Course Enrollment286 / 21.33%274 / 20.06%171 / 12.22%
Dual Enrollment134 / 9.99%145 / 10.61%118 / 8.43%
Governor's School Enrollment92 / 6.86%96 / 7.03%100 / 7.15%
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 StudentsDivision28316442
State86,21159,46231
FemaleDivision1349231
State43,37932,57825
MaleDivision1497252
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision572753
State18,49311,40838
HispanicDivision11<100
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision18610941
State46,06033,07528
Multiple RacesDivision211529
State4,1342,89130
Students with DisabilitiesDivision14<100
State7,5273,57553
Economically DisadvantagedDivision592459
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
State LicensuresDivision19-23
 State2,2313331,030
Industry CertificationDivision606357361
 State107,23443,66048,781
Workplace ReadinessDivision42--
 State44,897--
Total Credentials EarnedDivision667357384
 State158,45744,50451,319
Students Earning One or More CredentialsDivision462280356
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision3615-
 State1,317917295
CTE CompletersDivision165123151
 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$3,927$5,642$475
State$6,462$5,219$867
2018-2019Division$4,292$5,742$583
State$6,642$5,388$901
2019-2020Division$3,896$6,020$615
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 Students3,7145773,771408
Female1,8082731,864193
Male1,9063041,907215
American Indian192180
Asian464421
Black61093546100
Hispanic2514629733
Native Hawaiian<<<<
White2,4433862,503207
Multiple Races3394636267
Students with Disabilities43210551080
Economically Disadvantaged1,0913161,012263
English Learners4611569
Homeless28203423
< = 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 <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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 Indian0.50.30.40.40.4
Asian1.10.31.11.1
Black16.230.415.335.215.566.7
Hispanic6.95.67.65.27.8
Native Hawaiian0.20.10.1
White66.356.166.250.465.133.3
Multiple Races8.97.39.48.710.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.40.4
Asian1.11.11.1
Black16.210015.35015.5
Hispanic6.97.6507.8
Native Hawaiian0.20.10.1
White66.366.265.1
Multiple Races8.99.410.1
< = 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 Indian0.50.40.4
Asian1.11.11.1
Black16.215.315.5
Hispanic6.97.67.8
Native Hawaiian0.20.10.1
White66.366.265.1
Multiple Races8.99.410.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 34.73030
< = 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 :