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

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	6	45	52	48	8	57	65	35
Female	6	44	50	50	7	57	64	36
Male	7	46	53	47	9	57	66	34
American Indian	-	54	54	46	-	57	57	43
Asian	14	62	76	24	16	68	84	16
Black	1	27	28	72	3	41	43	57
Hispanic	5	46	51	49	9	51	61	39
Native Hawaiian					<	<	<	<
White	8	51	59	41	9	62	71	29
Multiple Races	6	38	43	57	9	53	62	38
Students with Disabilities	6	14	21	79	3	21	24	76
Students without Disabilities	6	50	56	44	9	62	71	29
Economically Disadvantaged	2	26	29	71	2	42	44	56
Not Economically Disadvantaged	8	52	59	41	11	63	74	26
English Learners	-	17	17	83	-	15	15	85
Homeless	-	22	22	78	9	18	27	73
Military Connected	8	65	73	27	12	72	84	16
Foster Care	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	47	52	48	7	64	71	29
Female	7	39	46	54	5	62	68	32
Male	3	57	60	40	8	65	74	26
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	-	28	28	72	-	44	44	56
Hispanic	13	29	42	58	5	59	64	36
White	6	57	62	38	9	70	79	21
Multiple Races	6	34	40	60	8	60	67	33
Students with Disabilities	5	32	37	63	2	33	35	65
Students without Disabilities	5	50	55	45	8	70	78	22
Economically Disadvantaged	-	33	33	67	5	56	60	40
Not Economically Disadvantaged	7	52	59	41	8	68	77	23
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	9	73	82	18	19	65	85	15
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	44	52	48	8	57	65	35
Female	4	45	49	51	6	54	60	40
Male	11	43	55	45	9	60	70	30
Asian	<	<	<	<	<	<	100	0
Black	-	17	17	83	4	33	37	63
Hispanic	8	56	64	36	11	45	55	45
White	10	49	58	42	9	64	73	27
Multiple Races	4	33	38	63	2	60	63	37
Students with Disabilities	4	21	25	75	2	27	29	71
Students without Disabilities	8	47	55	45	9	63	71	29
Economically Disadvantaged	1	22	24	76	1	44	45	55
Not Economically Disadvantaged	10	51	61	39	11	63	74	26
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	12	53	65	35	12	73	85	15
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	50	60	40	9	59	68	32
Female	6	48	54	46	7	61	68	32
Male	14	52	66	34	10	57	67	33
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<
Black	3	46	49	51	2	40	42	58
Hispanic	6	53	59	41	11	53	64	36
White	12	54	66	34	9	68	77	23
Multiple Races	7	37	43	57	15	36	52	48
Students with Disabilities	7	25	32	68	2	30	33	67
Students without Disabilities	10	53	63	37	10	63	73	27
Economically Disadvantaged	4	35	38	62	3	41	44	56
Not Economically Disadvantaged	12	54	66	34	11	67	78	22
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	11	67	78	22	4	85	89	11
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	40	47	53	10	54	64	36
Female	6	33	39	61	9	57	66	34
Male	8	47	55	45	12	50	62	38
American Indian	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0
Black	-	22	22	78	4	50	54	46
Hispanic	5	50	55	45	12	50	62	38
Native Hawaiian					<	<	<	<
White	9	44	53	47	11	56	68	32
Multiple Races	6	33	39	61	12	48	61	39
Students with Disabilities	10	5	15	85	3	14	17	83
Students without Disabilities	6	46	53	47	11	59	70	30
Economically Disadvantaged	1	18	20	80	5	40	44	56
Not Economically Disadvantaged	9	48	58	42	12	59	71	29
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0
Military Connected	13	67	80	20	4	76	80	20
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	42	51	49	5	49	54	46
Female	8	45	53	47	3	44	47	53
Male	11	39	50	50	7	54	61	39
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0
Black	2	16	18	82	-	35	35	65
Hispanic	4	42	46	54	4	46	50	50
Native Hawaiian					<	<	<	<
White	11	50	62	38	6	52	58	42
Multiple Races	17	38	54	46	6	50	56	44
Students with Disabilities	11	9	20	80	4	13	17	83
Students without Disabilities	9	47	56	44	5	55	61	39
Economically Disadvantaged	6	24	30	70	-	33	33	67
Not Economically Disadvantaged	11	49	60	40	7	56	64	36
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	13	57	70	30	19	63	81	19
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	16	18	82	3	48	52	48
Female	1	17	18	82	4	50	54	46
Male	2	15	17	83	2	47	49	51
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	4	8	12	88	2	37	38	62
Hispanic	-	14	14	86	3	47	50	50
White	1	18	19	81	4	52	56	44
Multiple Races	-	24	24	76	4	52	56	44
Students with Disabilities	8	3	11	89	2	10	12	88
Students without Disabilities	-	19	19	81	3	56	60	40
Economically Disadvantaged	2	13	14	86	-	38	38	62
Not Economically Disadvantaged	2	18	19	81	5	55	60	40
English Learners	<	<	<	<	<	<	<	<
Military Connected	-	33	33	67	7	54	61	39
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	47	50	50	11	56	67	33
Female	3	52	55	45	12	57	69	31
Male	2	43	46	54	11	56	66	34
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0
Black	-	30	30	70	4	44	48	52
Hispanic	-	56	56	44	14	48	62	38
White	4	50	53	47	12	62	73	27
Multiple Races	-	43	43	57	16	54	70	30
Students with Disabilities	-	9	9	91	2	15	17	83
Students without Disabilities	3	54	56	44	12	61	74	26
Economically Disadvantaged	-	27	27	73	3	41	44	56
Not Economically Disadvantaged	3	54	57	43	15	63	78	22
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	2	73	75	25	17	71	89	11
Foster Care	<	<	<	<	<	<	<	<
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	85	89	11	9	76	85	15
Female	6	81	86	14	7	78	85	15
Male	-	92	92	8	12	73	85	15
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	100	0
Black	6	88	94	6	-	55	55	45
Hispanic	<	<	<	<	15	69	85	15
White	4	89	93	7	8	82	90	10
Multiple Races	-	75	75	25	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	3	86	89	11	10	77	87	13
Economically Disadvantaged	6	63	69	31	-	69	69	31
Not Economically Disadvantaged	3	89	92	8	10	77	87	13
Homeless	<	<	100	0
Military Connected	7	87	93	7	10	83	93	7
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	73	93	7	29	65	94	6
Female	30	65	96	4	26	67	93	7
Male	6	83	89	11	33	62	95	5
Asian					<	<	<	<
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0
Native Hawaiian					<	<	100	0
White	21	73	94	6	36	61	97	3
Multiple Races	<	<	100	0	<	<	100	0
Students without Disabilities	20	73	93	7	29	65	94	6
Economically Disadvantaged	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	19	72	92	8	30	67	98	2
Military Connected	<	<	100	0	20	80	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	5	48	53	47	8	55	63	37
Female	4	49	54	46	8	58	65	35
Male	6	47	53	47	8	52	61	39
American Indian	<	<	<	<	9	64	73	27
Asian	18	64	82	18	-	73	73	27
Black	4	34	38	62	2	37	39	61
Hispanic	2	48	50	50	6	56	62	38
Native Hawaiian					<	<	<	<
White	6	53	59	41	10	60	71	29
Multiple Races	3	42	45	55	9	50	59	41
Students with Disabilities	7	15	22	78	2	15	17	83
Students without Disabilities	5	53	58	42	9	61	70	30
Economically Disadvantaged	2	28	30	70	2	41	43	57
Not Economically Disadvantaged	6	55	61	39	11	61	72	28
English Learners	<	<	<	<	-	18	18	82
Homeless	-	18	18	82	<	<	<	<
Military Connected	7	66	73	27	10	69	78	22
Foster Care	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	38	46	54	10	47	58	42
Female	6	35	40	60	9	51	60	40
Male	11	41	52	48	11	44	55	45
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<
Black	3	28	30	70	2	25	27	73
Hispanic	12	35	47	53	8	53	61	39
White	9	43	52	48	12	53	65	35
Multiple Races	3	32	35	65	15	32	47	53
Students with Disabilities	11	11	21	79	-	25	25	75
Students without Disabilities	8	41	49	51	12	51	62	38
Economically Disadvantaged	2	24	25	75	3	33	36	64
Not Economically Disadvantaged	10	42	52	48	13	53	66	34
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	17	44	61	39	11	52	63	37
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	52	58	42	8	64	72	28
Female	5	55	61	39	7	67	74	26
Male	5	49	55	45	9	61	71	29
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	8	24	32	68	1	51	52	48
Hispanic	-	61	61	39	5	62	68	32
White	6	58	64	36	11	68	79	21
Multiple Races	-	50	50	50	10	68	77	23
Students with Disabilities	11	11	22	78	4	12	16	84
Students without Disabilities	4	58	63	37	9	72	81	19
Economically Disadvantaged	2	24	25	75	2	57	59	41
Not Economically Disadvantaged	6	60	67	33	11	68	79	21
English Learners	<	<	<	<	<	<	<	<
Military Connected	7	73	80	20	8	69	77	23
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	53	56	44	7	56	63	37
Female	3	56	59	41	7	58	65	35
Male	3	50	53	47	6	55	61	39
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	1	47	49	51	1	34	35	65
Hispanic	-	45	45	55	5	56	61	39
White	3	56	60	40	9	63	71	29
Multiple Races	6	44	50	50	5	56	61	39
Students with Disabilities	-	21	21	79	-	7	7	93
Students without Disabilities	3	58	61	39	7	63	71	29
Economically Disadvantaged	2	35	36	64	-	36	36	64
Not Economically Disadvantaged	3	60	63	37	9	65	74	26
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	3	67	69	31	11	76	87	13
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<
Female	<	<	<	<	<	<	<	<
Male					<	<	<	<
Asian					<	<	<	<
Black	<	<	100	0
Native Hawaiian					<	<	<	<
White	<	<	<	<	<	<	100	0
Multiple Races					<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	25	31	69	2	31	33	67
Female	<	<	<	<	-	30	30	70
Male	<	<	<	<	3	31	34	66
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	100	0
Black	<	<	<	<	-	30	30	70
Hispanic	<	<	<	<	<	<	<	<
White	<	<	<	<	4	32	36	64
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	-	16	16	84
Students without Disabilities	8	31	38	62	3	39	42	58
Economically Disadvantaged	<	<	<	<	5	10	15	85
Not Economically Disadvantaged	<	<	<	<	-	43	43	57
Homeless					<	<	<	<
Military Connected	<	<	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					14	46	59	41
Female					10	47	56	44
Male					18	45	63	37
American Indian					<	<	100	0
Asian					35	59	94	6
Black					3	35	37	63
Hispanic					18	34	52	48
Native Hawaiian					<	<	<	<
White					16	51	67	33
Multiple Races					16	40	55	45
Students with Disabilities					5	15	20	80
Students without Disabilities					16	51	66	34
Economically Disadvantaged					4	31	36	64
Not Economically Disadvantaged					19	53	72	28
English Learners					-	33	33	67
Homeless					<	<	<	<
Military Connected					21	55	76	24
Foster Care					<	<	<	<
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	28	28	72
Female					-	30	30	70
Male					-	26	26	74
Asian					<	<	100	0
Black					-	21	21	79
Hispanic					<	<	<	<
White					-	33	33	67
Multiple Races					<	<	<	<
Students with Disabilities					-	10	10	90
Students without Disabilities					-	34	34	66
Economically Disadvantaged					-	15	15	85
Not Economically Disadvantaged					-	42	42	58
English Learners					<	<	<	<
Military Connected					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	56	66	34
Female					7	61	67	33
Male					14	52	65	35
American Indian					<	<	100	0
Asian					<	<	100	0
Black					3	40	42	58
Hispanic					16	46	62	38
White					10	63	73	27
Multiple Races					17	50	67	33
Students with Disabilities					2	14	16	84
Students without Disabilities					11	62	73	27
Economically Disadvantaged					4	37	41	59
Not Economically Disadvantaged					13	65	78	22
English Learners					<	<	<	<
Military Connected					8	66	74	26
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					2	29	31	69
Female					-	28	28	72
Male					4	30	34	66
American Indian					<	<	100	0
Asian					<	<	100	0
Black					4	22	26	74
Hispanic					6	39	44	56
Native Hawaiian					<	<	<	<
White					2	30	31	69
Multiple Races					-	13	13	87
Students with Disabilities					-	9	9	91
Students without Disabilities					3	33	36	64
Economically Disadvantaged					2	18	20	80
Not Economically Disadvantaged					3	36	39	61
English Learners					<	<	<	<
Military Connected					8	50	58	42
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					1	36	37	63
Female					-	37	37	63
Male					2	35	37	63
Asian					<	<	100	0
Black					-	18	18	82
Hispanic					<	<	<	<
White					-	44	44	56
Multiple Races					<	<	<	<
Students with Disabilities					-	14	14	86
Students without Disabilities					2	44	45	55
Economically Disadvantaged					-	18	18	82
Not Economically Disadvantaged					3	54	57	43
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					19	47	65	35
Female					12	45	58	42
Male					25	48	73	27
American Indian					<	<	100	0
Asian					<	<	<	<
Black					-	41	41	59
Hispanic					19	33	52	48
Native Hawaiian					<	<	<	<
White					22	51	73	27
Multiple Races					16	45	61	39
Students with Disabilities					7	12	19	81
Students without Disabilities					20	52	73	27
Economically Disadvantaged					5	34	39	61
Not Economically Disadvantaged					24	52	76	24
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					38	47	85	15
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					23	43	65	35
Female					16	42	58	42
Male					30	43	73	27
Asian					<	<	100	0
Black					6	39	44	56
Hispanic					27	24	51	49
White					26	48	74	26
Multiple Races					21	38	60	40
Students with Disabilities					10	24	33	67
Students without Disabilities					25	46	71	29
Economically Disadvantaged					8	36	44	56
Not Economically Disadvantaged					29	45	75	25
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					31	50	81	19
< = 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	56	78	120
Kindergarten	265	301	273
Grade 1	296	318	313
Grade 2	293	324	325
Grade 3	317	307	324
Grade 4	317	333	319
Grade 5	280	337	357
Grade 6	335	295	361
Grade 7	372	338	306
Grade 8	367	382	334
Grade 9	369	417	436
Grade 10	353	333	375
Grade 11	342	332	325
Grade 12	335	373	353
Post Graduate	-	3	-
Total Students	4,297	4,471	4,521

< = 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	4297	4471	4521
Female	2106	2194	2218
Male	2191	2277	2303
American Indian	18	16	16
Asian	46	46	36
Black	666	709	728
Hispanic	333	406	445
Native Hawaiian	3	4	4
White	2797	2810	2793
Multiple Races	434	480	499
Students with Disabilities	594	608	636
Students without Disabilities	3703	3863	3885
Economically Disadvantaged	1112	1131	1514
Not Economically Disadvantaged	3185	3340	3007
English Learners	63	80	74
Not English Learners	4234	4391	4447
Homeless	57	24	31
Military Connected	358	407	368
Foster Care	7	8	4
< = 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	199	158	6	2	21	4
	State	52168	36669	2129	747	5100	1879
Female	Division	116	61	0	2	8	2
	State	28664	15798	666	263	1813	760
Male	Division	83	97	6	0	13	2
	State	23482	20842	1460	484	3285	1118
Asian	Division	<	<	<	<	0	<
	State	6086	1308	81	11	85	37
Black	Division	22	25	2	1	3	1
	State	8347	9965	765	162	1156	730
Hispanic	Division	14	8	0	0	1	2
	State	6301	7054	289	79	2275	395
White	Division	148	110	3	1	13	1
	State	28377	16228	880	440	1364	623
Multiple Races	Division	10	13	1	0	4	0
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	4	27	6	2	9	0
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	37	64	1	2	11	3
	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	23	14	1	0	1	0
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	0	<
	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	390	363	93	365	94	21	5
Female	189	177	94	179	95	8	4
Male	201	186	93	186	93	13	7
Asian	<	<	100	<	100	0	0
Black	54	49	91	50	93	3	6
Hispanic	25	22	88	22	88	1	4
White	276	261	95	262	95	13	5
Multiple Races	28	24	86	24	86	4	14
Students with Disabilities	48	37	77	39	81	9	19
Economically Disadvantaged	118	102	86	104	88	11	9
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	39	38	97	38	97	1	3
Foster Care	<	<	100	<	100	0	0
< = 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	172 / 12.59%	112 / 8.01%	131 / 9.01%
Advanced Placement Course Enrollment	274 / 20.06%	171 / 12.22%	263 / 18.09%
Dual Enrollment	145 / 10.61%	118 / 8.43%	149 / 10.25%
Governor's School Enrollment	96 / 7.03%	100 / 7.15%	101 / 6.95%
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	283	164	42
	State	86,211	59,463	31
Female	Division	134	92	31
	State	43,379	32,579	25
Male	Division	149	72	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	57	27	53
	State	18,493	11,408	38
Hispanic	Division	11	<	100
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	186	109	41
	State	46,061	33,076	28
Multiple Races	Division	21	15	29
	State	4,134	2,891	30
Students with Disabilities	Division	14	<	100
	State	7,527	3,575	53
Economically Disadvantaged	Division	59	24	59
	State	28,169	15,215	46
English Learners	Division	<	<	100
	State	5,296	2,828	47
< = 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	357	361	490
	State	43,660	51,685	95,688
Workplace Readiness	Division	3	25	37
	State	26,627	16,885	44,348
Total Credentials Earned	Division	360	409	549
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	280	369	437
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	15	-	-
	State	917	302	761
CTE Completers	Division	123	151	165
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	23	22
	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	65.5	67.2	66.6

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2018-2019	Division	$4,292	$5,742	$583
	State	$6,642	$5,388	$901
2019-2020	Division	$3,896	$6,020	$615
	State	$6,770	$5,603	$867
2020-2021	Division	$4,072	$6,702	$995
	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	3,771	408	3,420	921
Female	1,864	193	1,697	447
Male	1,907	215	1,723	474
American Indian	18	0	14	3
Asian	42	1	37	5
Black	546	100	468	201
Hispanic	297	33	310	94
Native Hawaiian	<	<	<	<
White	2,503	207	2,238	498
Multiple Races	362	67	349	120
Students with Disabilities	510	80	425	168
Economically Disadvantaged	1,012	263	950	496
English Learners	56	9	55	23
Homeless	34	23	20	13
< = 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	<
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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.4	0.4	0.4
Asian	1.1		1.1
Black	15.3	35.2	15.5	66.7
Hispanic	7.6	5.2	7.8
Native Hawaiian	0.1		0.1
White	66.2	50.4	65.1	33.3
Multiple Races	9.4	8.7	10.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.4		0.4
Asian	1.1		1.1
Black	15.3	50	15.5
Hispanic	7.6	50	7.8
Native Hawaiian	0.1		0.1
White	66.2		65.1
Multiple Races	9.4		10.1
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.4		0.4
Asian	1.1		1.1
Black	15.3		15.5
Hispanic	7.6		7.8
Native Hawaiian	0.1		0.1
White	66.2		65.1
Multiple Races	9.4		10.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	30	30	30
< = 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	40.8	40.8	40.8
< = 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	66	66	66
< = 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: 14.23 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 9.8 : 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	45%	52%	1%	2%
2020-2021	43%	53%	1%	3%
2021-2022	42%	49%	1%	8%
< = 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	76%	80%	75%	88%
Asian	68%	82%	91%	88%
Black	58%	66%	60%	88%
Hispanic	76%	79%	59%	88%
White	81%	84%	83%	88%
Multiple Races	69%	75%	81%	88%
Economically Disadvantaged	60%	65%	59%	88%
English Learners	32%	39%	47%	88%
Students with Disabilities	37%	39%	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	69%	78%	70%	85%
Asian	88%	89%	90%	85%
Black	50%	64%	51%	85%
Hispanic	65%	77%	53%	85%
White	75%	82%	79%	85%
Multiple Races	63%	75%	73%	85%
Economically Disadvantaged	50%	63%	52%	85%
English Learners	28%	43%	46%	85%
Students with Disabilities	28%	35%	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	68%
Asian	50%
Black	48%
Hispanic	70%
White	74%
Multiple Races	64%
Economically Disadvantaged	55%
English Learners	30%
Students with Disabilities	25%

< = 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	88%	84%	84%
Asian	<	90%	84%
Black	84%	82%	84%
Hispanic	91%	82%	84%
White	89%	86%	84%
Multiple Races	87%	89%	84%
Economically Disadvantaged	80%	80%	84%
English Learners	<	71%	84%
Students with Disabilities	61%	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	21%	16%	13%	10%
Asian	12%	11%	10%	10%
Black	30%	19%	14%	10%
Hispanic	23%	19%	14%	10%
White	18%	15%	14%	10%
Multiple Races	26%	26%	15%	10%
Economically Disadvantaged	34%	27%	17%	10%
English Learners	29%	25%	13%	10%
Students with Disabilities	28%	23%	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	68%	50%	58%
English Learner Proficiency	9%	-	-

< = 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	25	37	68%
English Learner Proficiency	5	55	9%

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%	99%	1%	96%	4%
Asian	100%	-	100%	-	80%	20%
Black	98%	2%	98%	2%	99%	1%
Hispanic	99%	1%	99%	1%	96%	4%
White	100%	-	99%	1%	96%	4%
Multiple Races	99%	1%	99%	1%	98%	2%
Economically Disadvantaged	99%	1%	98%	2%	98%	2%
Not Economically Disadvantaged	100%	-	100%	-	99%	1%
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	98%	2%	98%	2%	96%	4%
Students without Disabilities	100%	-	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	99%	1%	99%	1%	99%	1%
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	82%	79%
Asian	84%	89%
Black	72%	67%
Hispanic	80%	76%
White	85%	82%
Multiple Races	80%	77%
Economically Disadvantaged	72%	67%
English Learners	52%	48%
Students with Disabilities	60%	52%

< = 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

2020 ESSA Status is based on the last available data from the 2018-2019 school year.

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

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