Menu

Lee County Public Schools

General school information

Division: Lee County Public Schools
Division Number: 52
Address: 155 Vo Tech Drive Jonesville, VA 24263
Superintendent: Mr. Brian Dean
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Dryden ElementaryAccredited
Elk Knob ElementaryAccredited
Elydale MiddleAccredited
Flatwoods ElementaryAccredited
Jonesville MiddleAccredited
Pennington MiddleAccredited
Rose Hill ElementaryAccredited
St. Charles ElementaryAccredited
High Schools
Lee HighAccredited with Conditions
Thomas Walker HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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. 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 61 69 31 11 61 71 29 11 63 73 27
Female 9 61 70 30 11 61 72 28 12 62 74 26
Male 7 61 68 32 10 61 71 29 9 63 72 28
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - 30 30 70 8 50 58 42 - 70 70 30
Hispanic 10 76 86 14 14 64 77 23 13 38 50 50
White 8 61 69 31 11 61 72 28 11 63 74 26
Multiple Races - 50 50 50 11 26 37 63 10 25 35 65
Students with Disabilities 8 40 48 52 14 41 55 45 11 42 53 47
Students without Disabilities 8 65 73 27 10 65 75 25 10 68 78 22
Economically Disadvantaged 5 58 63 37 9 59 68 32 9 60 69 31
Not Economically Disadvantaged 11 65 76 24 14 63 77 23 13 67 80 20
English Learners < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0
Foster Care 8 48 56 44 9 59 68 32 6 56 63 38
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 53 60 40 7 57 64 36 14 64 78 22
Female 9 50 60 40 10 49 59 41 17 57 74 26
Male 3 57 60 40 5 63 67 33 12 70 82 18
Black < < < < < < 100 0
White 7 54 60 40 7 56 64 36 15 65 80 20
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 44 54 46 11 42 53 47 14 51 65 35
Students without Disabilities 6 56 61 39 6 60 66 34 15 69 83 17
Economically Disadvantaged 4 46 50 50 9 53 62 38 16 65 81 19
Not Economically Disadvantaged 10 62 72 28 3 66 69 31 11 63 74 26
Homeless < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 10 64 75 25 8 61 69 31
Female 10 63 73 27 13 61 74 26 9 61 70 30
Male 10 54 65 35 8 68 75 25 8 61 69 31
Asian < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 11 59 70 30 10 66 76 24 9 61 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 11 32 43 57 15 60 75 25 14 37 51 49
Students without Disabilities 10 65 75 25 9 66 75 25 7 67 74 26
Economically Disadvantaged 9 58 67 33 9 61 70 30 10 56 66 34
Not Economically Disadvantaged 11 59 71 29 14 73 86 14 6 70 76 24
English Learners < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 64 36 6 61 67 33 6 63 69 31
Female 5 54 59 41 4 67 72 28 9 63 72 28
Male 9 60 68 32 8 56 64 36 3 64 67 33
Black < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 7 57 64 36 7 62 69 31 6 65 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 30 43 57 10 30 40 60 13 45 57 43
Students without Disabilities 6 61 67 33 6 68 73 27 4 69 73 27
Economically Disadvantaged 7 50 58 42 6 59 65 35 6 56 61 39
Not Economically Disadvantaged 6 64 70 30 6 66 73 27 6 77 84 16
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 73 27 13 59 71 29 13 59 72 28
Female 11 64 75 25 14 57 71 29 13 63 76 24
Male 8 63 71 29 11 60 71 29 13 56 69 31
American Indian < < < <
Black < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 10 64 73 27 13 59 72 28 12 61 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 46 58 42 16 37 53 47 12 30 42 58
Students without Disabilities 9 66 75 25 12 63 75 25 13 66 79 21
Economically Disadvantaged 5 63 68 32 10 57 67 33 12 58 70 30
Not Economically Disadvantaged 14 64 78 22 16 61 77 23 13 61 75 25
English Learners < < < <
Homeless < < < <
Foster Care < < < < < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 67 78 22 9 67 75 25 12 61 73 27
Female 18 60 77 23 8 71 79 21 15 56 71 29
Male 3 75 78 22 9 63 72 28 10 66 76 24
Hispanic < < < < < < 100 0 < < < <
White 10 68 78 22 7 67 75 25 12 62 74 26
Multiple Races < < < < < < < <
Students with Disabilities 4 57 61 39 18 38 56 44 11 41 52 48
Students without Disabilities 11 69 80 20 7 72 79 21 12 66 79 21
Economically Disadvantaged 4 69 74 26 8 62 70 30 5 61 66 34
Not Economically Disadvantaged 19 64 83 17 10 76 85 15 21 61 82 18
Foster Care < < < < < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 61 66 34 10 54 64 36 7 59 66 34
Female 3 67 70 30 13 53 66 34 7 62 68 32
Male 7 56 63 37 7 54 61 39 6 57 63 37
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 5 60 65 35 10 53 63 37 7 59 66 34
Multiple Races < < < < < < < <
Students with Disabilities 6 28 33 67 14 21 36 64 12 32 44 56
Students without Disabilities 5 64 69 31 9 59 68 32 6 64 70 30
Economically Disadvantaged 3 56 59 41 6 55 61 39 5 55 60 40
Not Economically Disadvantaged 7 66 73 27 19 51 70 30 10 66 76 24
Homeless < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 66 73 27 21 63 83 17 15 73 88 12
Female 8 68 75 25 14 64 78 22 17 74 91 9
Male 6 65 71 29 25 61 87 13 13 71 84 16
Asian < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 7 67 74 26 21 62 83 17 15 73 88 12
Students with Disabilities - 38 38 62 16 50 66 34 - 56 56 44
Students without Disabilities 8 72 80 20 22 65 87 13 18 75 93 7
Economically Disadvantaged 2 63 65 35 18 70 88 12 12 76 88 12
Not Economically Disadvantaged 12 70 81 19 24 54 78 22 18 69 87 13
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.

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 45 55 8 41 49 51
Female 5 51 56 44 10 45 55 45
Male 3 31 34 66 7 36 42 58
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 4 41 45 55 7 41 49 51
Multiple Races < < < < < < < <
Students with Disabilities - 16 16 84 - 13 13 87
Students without Disabilities 4 44 49 51 9 45 54 46
Economically Disadvantaged 4 38 42 58 5 35 40 60
Not Economically Disadvantaged 4 48 52 48 14 50 64 36
Foster Care < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 39 41 59 7 37 44 56
Female 3 49 51 49 8 38 46 54
Male 1 30 30 70 5 36 41 59
Black < < < < < < < <
Hispanic < < < < < < < <
White 2 39 41 59 6 37 44 56
Multiple Races < < < < < < < <
Students with Disabilities - 13 13 88 - 13 13 87
Students without Disabilities 2 42 45 55 8 41 48 52
Economically Disadvantaged 1 37 38 62 5 32 37 63
Not Economically Disadvantaged 3 44 47 53 10 47 57 43
Foster Care < < < < < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 67 94 6 23 73 96 4
Female 27 73 100 0 18 82 100 0
Male < < < < < < < <
Asian < < 100 0
Hispanic < < 100 0
White 28 67 94 6 17 78 96 4
Multiple Races < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 29 65 94 6 24 76 100 0
Economically Disadvantaged < < 100 0 9 82 91 9
Not Economically Disadvantaged < < < < 33 67 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 48 53 47 7 63 70 30 9 67 76 24
Female 5 47 52 48 8 64 72 28 9 69 78 22
Male 4 50 54 46 7 62 69 31 8 66 75 25
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 20 20 80 9 45 55 45 < < < <
Hispanic 5 64 68 32 9 61 70 30 6 71 76 24
White 4 48 53 47 7 63 71 29 9 68 76 24
Multiple Races - 36 36 64 5 48 52 48 5 52 57 43
Students with Disabilities 10 24 34 66 7 41 48 52 7 47 54 46
Students without Disabilities 3 53 56 44 7 68 75 25 9 72 81 19
Economically Disadvantaged 4 39 43 57 6 61 67 33 8 66 73 27
Not Economically Disadvantaged 5 59 64 36 10 67 77 23 11 71 81 19
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0
Foster Care - 42 42 58 3 63 66 34 - 58 58 42
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 50 52 48 6 56 61 39 13 64 76 24
Female 3 49 51 49 3 56 59 41 11 64 75 25
Male 2 51 53 47 7 55 63 37 14 63 77 23
Black < < < < < < 100 0
White 3 50 52 48 6 55 61 39 13 63 76 24
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 24 34 66 8 34 42 58 10 48 58 42
Students without Disabilities 1 56 57 43 5 61 66 34 14 69 83 17
Economically Disadvantaged 3 40 43 57 5 54 59 41 11 65 76 24
Not Economically Disadvantaged 2 60 63 37 7 60 67 33 15 62 77 23
Homeless < < < <
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 48 51 49 6 64 71 29 5 62 67 33
Female 1 53 54 46 8 68 76 24 5 63 67 33
Male 5 44 49 51 4 61 65 35 6 61 67 33
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 3 49 52 48 6 66 72 28 6 61 67 33
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 25 39 61 6 46 52 48 12 35 47 53
Students without Disabilities 1 53 54 46 6 70 77 23 4 69 73 28
Economically Disadvantaged 4 39 43 57 4 64 68 32 5 61 66 34
Not Economically Disadvantaged 1 62 64 36 11 67 77 23 6 63 69 31
English Learners < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 38 43 58 7 61 68 32 6 72 78 22
Female 4 35 39 61 8 65 73 27 9 75 84 16
Male 6 40 46 54 6 58 65 35 3 68 70 30
Black < < < < < < 100 0
Hispanic < < < < < < < < < < 100 0
White 5 37 43 57 7 62 70 30 6 73 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 13 23 77 5 26 31 69 2 49 51 49
Students without Disabilities 4 42 46 54 7 69 76 24 7 78 85 15
Economically Disadvantaged 4 25 29 71 6 59 65 35 3 70 73 27
Not Economically Disadvantaged 6 52 58 42 10 65 75 25 11 75 86 14
Homeless < < 100 0
Foster Care < < < < < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 51 54 46 9 56 65 35 10 64 73 27
Female 4 50 54 46 10 54 64 36 9 70 79 21
Male 3 52 55 45 8 57 65 35 11 59 70 30
American Indian < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 3 51 54 46 10 56 66 34 10 63 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 23 35 65 8 34 42 58 9 28 37 63
Students without Disabilities 2 55 57 43 10 60 70 30 10 72 82 18
Economically Disadvantaged 2 40 42 58 6 53 59 41 10 61 71 29
Not Economically Disadvantaged 5 61 66 34 15 59 75 25 9 68 77 23
English Learners < < 100 0
Homeless < < 100 0
Foster Care < < < < < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 13 64 78 22 14 68 82 18
Female 14 49 63 37 13 65 78 22 15 64 79 21
Male 5 60 65 35 13 64 78 22 14 72 85 15
Hispanic < < < < < < 100 0 < < < <
White 10 54 64 36 13 64 77 23 15 68 83 17
Multiple Races < < 100 0 < < < <
Students with Disabilities 4 36 39 61 14 46 60 40 9 57 66 34
Students without Disabilities 11 57 68 32 13 68 81 19 16 71 87 13
Economically Disadvantaged 5 53 58 42 13 63 76 24 9 67 77 23
Not Economically Disadvantaged 15 56 71 29 15 67 82 18 21 69 90 10
Foster Care < < < < < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 44 45 55 2 52 54 46 3 59 62 38
Female 1 37 38 62 3 48 51 49 3 59 63 38
Male - 51 51 49 1 56 57 43 2 60 62 38
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 1 45 46 54 2 53 54 46 3 59 62 38
Multiple Races < < < < < < < <
Students with Disabilities 5 16 21 79 - 34 34 66 3 48 52 48
Students without Disabilities - 48 48 52 3 55 58 42 3 62 65 35
Economically Disadvantaged 1 36 37 63 3 48 51 49 3 55 58 42
Not Economically Disadvantaged - 56 56 44 - 65 65 35 2 71 73 27
Homeless < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 53 59 41 7 82 89 11 10 78 88 12
Female 8 51 59 41 8 83 91 9 12 79 91 9
Male 3 55 58 42 7 81 88 12 8 77 85 15
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 5 54 59 41 7 82 90 10 10 78 88 12
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 35 35 65 - 80 80 20 - 78 78 22
Students without Disabilities 7 57 64 36 8 82 91 9 11 78 89 11
Economically Disadvantaged 5 43 48 52 6 87 93 7 10 76 87 13
Not Economically Disadvantaged 6 60 66 34 9 76 85 15 9 80 89 11
Homeless < < 100 0
Foster Care < < < < < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 60 60 40 3 72 74 26 - 84 84 16
Female - 56 56 44 - 85 85 15 - 82 82 18
Male - 73 73 27 5 58 63 37 - 90 90 10
Asian < < 100 0
Hispanic < < 100 0 < < 100 0
White - 57 57 43 3 71 74 26 - 84 84 16
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities - 60 60 40 3 72 74 26 - 87 87 13
Economically Disadvantaged - 47 47 53 - 67 67 33 < < 100 0
Not Economically Disadvantaged - 66 66 34 4 74 78 22 - 81 81 19
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 48 52 48 6 58 65 35 6 57 62 38
Female 3 48 51 49 4 61 65 35 6 55 61 39
Male 6 47 53 47 9 55 64 36 5 58 64 36
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 7 71 79 21 6 61 67 33 9 73 82 18
White 4 47 52 48 6 59 65 35 6 57 63 37
Multiple Races < < < < < < < < < < < <
Students with Disabilities 5 22 27 73 11 28 39 61 8 35 42 58
Students without Disabilities 4 52 56 44 5 64 69 31 6 60 66 34
Economically Disadvantaged 3 38 42 58 5 53 58 42 4 52 55 45
Not Economically Disadvantaged 5 56 62 38 8 67 75 25 9 63 72 28
Homeless < < < < < < < < < < 100 0
Foster Care - 25 25 75 6 44 50 50 - 53 53 47
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 46 52 48 11 53 63 37 10 63 73 27
Female 6 42 48 52 5 59 64 36 11 63 74 26
Male 7 49 55 45 14 48 62 38 9 64 72 28
Black < < < < < < 100 0
Hispanic < < < < < < < < < < 100 0
White 7 46 53 47 11 54 65 35 9 64 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities 3 23 27 73 12 24 37 63 9 40 49 51
Students without Disabilities 7 49 56 44 10 59 69 31 10 70 80 20
Economically Disadvantaged 3 38 41 59 9 50 59 41 6 63 69 31
Not Economically Disadvantaged 11 54 65 35 14 59 73 27 16 65 81 19
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 45 49 51 3 47 50 50 3 40 43 57
Female 2 48 50 50 5 45 50 50 4 34 38 62
Male 7 42 49 51 2 49 51 49 1 47 48 52
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 4 45 49 51 3 47 50 50 3 41 43 57
Multiple Races < < < < < < < <
Students with Disabilities 5 26 32 68 7 14 21 79 13 22 34 66
Students without Disabilities 5 47 51 49 3 52 55 45 1 43 44 56
Economically Disadvantaged 3 34 37 63 2 44 46 54 2 34 36 64
Not Economically Disadvantaged 7 57 63 37 6 54 59 41 4 52 56 44
Foster Care < < < < < < < < - 40 40 60
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 47 50 50 3 69 72 29 5 62 67 33
Female 2 43 45 55 2 73 75 25 3 62 65 35
Male 4 50 54 46 3 65 68 32 6 62 68 32
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 3 47 50 50 2 70 71 29 5 62 66 34
Students with Disabilities - 23 23 77 - 50 50 50 - 40 40 60
Students without Disabilities 4 51 55 45 3 72 74 26 5 64 70 30
Economically Disadvantaged 5 36 41 59 - 65 65 35 1 57 58 42
Not Economically Disadvantaged 2 56 57 43 7 75 82 18 8 66 74 26
Foster Care < < < < < < < < < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 58 58 42 6 75 81 19 7 74 81 19
Female - 62 62 38 2 75 76 24 7 76 83 17
Male - 51 51 49 12 75 86 14 8 69 77 23
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White - 56 56 44 7 74 81 19 7 72 80 20
Students with Disabilities - 14 14 86 10 40 50 50 < < < <
Students without Disabilities - 68 68 32 6 78 84 16 8 76 83 17
Economically Disadvantaged - 52 52 48 6 65 71 29 9 70 79 21
Not Economically Disadvantaged - 62 62 38 7 82 89 11 5 77 82 18
Foster Care < < < < < < < < < < 100 0
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 48 62 38 18 48 66 34
Female 14 47 61 39 14 48 62 38
Male 14 50 63 37 22 48 70 30
Asian < < < <
Black < < < < < < 100 0
Hispanic 18 64 82 18 - 70 70 30
White 14 48 62 38 19 48 66 34
Multiple Races < < < < < < < <
Students with Disabilities 4 48 51 49 9 30 39 61
Students without Disabilities 15 48 64 36 20 52 72 28
Economically Disadvantaged 10 46 57 43 15 47 62 38
Not Economically Disadvantaged 19 52 71 29 22 50 72 28
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care - 46 46 54 - 47 47 53
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 11 11 89 - 21 21 79
Female - 20 20 80 - 18 18 82
Male < < < < < < < <
Black < < < < < < 100 0
Hispanic < < < <
White - 13 13 88 - 17 17 83
Students with Disabilities < < < < < < < <
Students without Disabilities - 15 15 85 - 25 25 75
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < - 29 29 71
Foster Care < < < <
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 47 54 46 9 65 74 26
Female 8 45 53 47 9 62 71 29
Male 5 50 55 45 10 68 78 23
Black < < < <
Hispanic < < 100 0 < < 100 0
White 6 48 54 46 10 64 74 26
Students with Disabilities - 52 52 48 < < < <
Students without Disabilities 8 47 54 46 6 66 72 28
Economically Disadvantaged 4 46 50 50 7 70 76 24
Not Economically Disadvantaged 10 50 60 40 14 57 71 29
Foster Care < < < < < < 100 0
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 5 54 59 41
Female < < < < 1 45 47 53
Male < < 100 0 8 62 70 30
Asian < < 100 0
Hispanic < < < <
White < < < < 5 54 59 41
Multiple Races < < < <
Students with Disabilities - 27 27 73
Students without Disabilities < < < < 6 60 65 35
Economically Disadvantaged 4 46 50 50
Not Economically Disadvantaged < < < < 5 68 73 27
Homeless < < 100 0
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 68 32 16 53 68 32
Female 6 62 68 32 14 52 66 34
Male 13 56 69 31 17 53 71 29
Black < < < <
Hispanic < < 100 0 < < 100 0
White 10 58 68 32 16 52 68 32
Multiple Races < < 100 0 < < < <
Students with Disabilities - 55 55 45 3 32 34 66
Students without Disabilities 11 59 70 30 18 57 76 24
Economically Disadvantaged 5 56 61 39 8 53 61 39
Not Economically Disadvantaged 17 64 81 19 26 52 78 22
Foster Care < < < < < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 42 69 31 36 36 72 28
Female 29 38 66 34 29 46 75 25
Male 25 46 72 28 42 28 70 30
Asian < < < <
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 28 42 70 30 37 35 72 28
Multiple Races < < < < < < 100 0
Students with Disabilities 10 45 55 45 18 27 45 55
Students without Disabilities 32 41 73 27 40 38 78 23
Economically Disadvantaged 22 41 63 37 34 37 71 29
Not Economically Disadvantaged 38 44 83 17 41 33 74 26
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-20222022-2023
Division---
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten123178206
Kindergarten229221200
Grade 1222211218
Grade 2192221209
Grade 3196198218
Grade 4214200198
Grade 5228214208
Grade 6213229226
Grade 7239218228
Grade 8223245236
Grade 9273239249
Grade 10200229211
Grade 11195178191
Grade 12190168173
Total Students2,9372,9492,971

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students293729492971
Female135713911410
Male157915581561
American Indian113
Asian441
Black251616
Hispanic434638
Native Hawaiian1--
White282228432872
Multiple Races413941
Students with Disabilities518497538
Students without Disabilities241924522433
Economically Disadvantaged190619591745
Not Economically Disadvantaged10319901226
English Learners542
Not English Learners293229452969
Migrant1--
Homeless181417
Military Connected688
Foster Care667164
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 42 118 8 5 22 4
State 50941 37883 2120 845 5319 1819
Female Division 22 50 0 3 8 0
State 27811 16344 671 288 1971 747
Male Division 20 68 8 2 14 4
State 23072 21492 1448 557 3346 1069
Black Division < < < < 0 <
State 8188 10171 708 177 1106 701
Hispanic Division < < < < < <
State 6685 7832 305 130 2570 425
White Division 41 113 8 5 20 4
State 26830 16390 881 458 1333 565
Students with Disabilities Division 0 23 8 1 8 1
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 21 66 5 4 19 3
State 12376 19803 1180 475 2916 1248
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Foster Care Division < < < < < <
State 25 145 23 13 82 21
< = 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 Students19916884173872211
Female8372877590810
Male116968398851412
Black<<100<10000
Hispanic<<<<<<<
White19116285167872011
Students with Disabilities4131763278820
Economically Disadvantaged118927896811916
Homeless<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment175 / 19.51%174 / 20.28%176 / 21.62%
Governor's School Enrollment - - -
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision2048956
State87,31757,08135
FemaleDivision954751
State43,70531,57728
MaleDivision1094261
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
HispanicDivision<<100
State12,1106,62245
WhiteDivision1968855
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision21<100
State8,1853,54857
Economically DisadvantagedDivision913364
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
BlackDivision--100
State18,62410,60143
Native HawaiianDivision--100
State1329330
< = 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
2020-20212021-20222022-2023
CTE CompletersDivision17099147
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision--4
 State1,0771,2361,563
Industry CertificationDivision--152
 State51,68595,688100,255
Workplace ReadinessDivision-5516
 State16,88544,34841,819
Total Credentials EarnedDivision-55172
 State71,189143,862147,481
Students Earning One or More CredentialsDivision-55143
 State60,992115,682117,932
Armed Services Vocational Aptitude Battery ExaminationDivision--1
 State302761962

< = 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

2022-2023 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
2019-2020Division$1,974$8,750$1,953
State$6,770$5,603$867
2020-2021Division$1,023$9,108$3,180
State$6,669$6,185$1,352
2021-2022Division$2,145$9,912$4,282
State$7,134$6,454$1,936
2022-2023Division$1,886$10,697$4,365
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,5453761,9278582,422344
Female1,2241539033931,128154
Male1,3212231,0234651,294190
American Indian<<<<<<
Asian<<<<<<
Black172187135
Hispanic355357346
White2,4513671,8388362,339329
Multiple Races372328314
Students with Disabilities4498035017347169
Economically Disadvantaged1,6363191,2307011,526274
English Learners<<<<<<
Homeless143139134
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 4
Relationship Behaviors without Physical Harm 14
Behaviors of a Safety Concern 71
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 14

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian000
Asian0.10.10.1
Black0.69.10.93.60.54.3
Hispanic1.51.51.81.64.3
Native Hawaiian--0--
White96.590.996.193.696.487
Multiple Races1.21.40.91.34.3
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian000
Asian0.10.10.1
Black0.60.90.5
Hispanic1.51.51.6
Native Hawaiian0
White96.510096.110096.4100
Multiple Races1.21.41.3
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian000
Asian0.10.10.1
Black0.60.90.5
Hispanic1.51.51.6
Native Hawaiian--0--
White96.596.110096.4
Multiple Races1.21.41.3
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 94.494.4100
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 43.343.343.9
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 68.968.967.9
< = 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

2021-2022 Grades K-7 Student Teacher Ratio

10.65 : 1

2021-2022 Grades 8-12 Student Teacher Ratio

12.71 : 1

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2022-2023