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Lexington City Public Schools

General school information

Division: Lexington City Public Schools
Division Number: 137
Address: 300 Diamond St Lexington, VA 24450-1937
Superintendent: Mrs. Rebecca Walters
Region: 5
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
Harrington Waddell ElementaryAccredited
Middle Schools
Lylburn Downing MiddleAccredited

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 28 59 87 13 27 63 91 9 31 56 88 12
Female 24 65 89 11 27 67 93 7 29 58 87 13
Male 32 53 86 14 28 61 89 11 33 55 88 12
Asian < < 100 0 < < 100 0 45 45 91 9
Black 5 60 65 35 - 76 76 24 12 52 64 36
Hispanic 16 56 72 28 6 65 71 29 14 55 68 32
Native Hawaiian < < < < < < < < < < < <
White 31 60 91 9 32 63 95 5 34 59 92 8
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 21 33 67 8 63 71 29 9 48 57 43
Students without Disabilities 30 62 92 8 29 63 92 8 33 57 90 10
Economically Disadvantaged 12 60 72 28 6 76 83 18 18 57 75 25
Not Economically Disadvantaged 35 58 93 7 34 59 93 7 36 56 92 8
English Learners < < < < - 67 67 33 10 50 60 40
Military Connected < < < < < < < < < < < <
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 33 56 89 11 35 58 93 7 33 53 85 15
Female 17 70 87 13 41 52 93 7 24 59 83 17
Male 42 47 89 11 27 65 92 8 42 46 88 12
Asian < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 33 57 90 10 45 52 98 2 34 52 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 35 58 93 7 36 58 94 6 36 52 88 12
Economically Disadvantaged 9 64 73 27 - 79 79 21 32 32 63 37
Not Economically Disadvantaged 38 54 92 8 46 51 98 2 33 64 97 3
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 32 57 89 11 34 61 95 5 56 39 94 6
Female 27 63 90 10 22 70 91 9 68 28 96 4
Male 38 50 88 12 42 55 97 3 45 48 93 7
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 36 59 95 5 33 63 96 4 64 36 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 34 60 94 6 36 59 95 5 58 38 96 4
Economically Disadvantaged 6 67 72 28 9 82 91 9 50 50 100 0
Not Economically Disadvantaged 45 53 97 3 40 56 96 4 58 35 93 8
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 30 55 84 16 26 66 92 8 30 58 88 12
Female 23 68 91 9 27 70 97 3 24 60 84 16
Male 36 41 77 23 26 63 89 11 33 57 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < 100 0
White 29 66 94 6 33 63 96 4 27 64 91 9
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 33 56 90 10 27 66 94 6 31 59 90 10
Economically Disadvantaged 20 50 70 30 11 79 89 11 19 44 63 38
Not Economically Disadvantaged 32 56 88 12 33 61 93 7 33 63 96 4
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 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 34 51 85 15 43 45 89 11 19 67 87 13
Female 53 32 84 16 35 60 95 5 15 71 85 15
Male 21 64 86 14 50 33 83 17 24 64 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 37 50 87 13 52 48 100 0 21 71 92 8
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 35 53 88 12 46 46 93 7 20 68 88 12
Economically Disadvantaged 7 64 71 29 < < < < - 81 81 19
Not Economically Disadvantaged 45 45 91 9 50 39 89 11 28 61 89 11
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
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 15 67 83 17 10 77 87 13 27 57 84 16
Female 14 72 86 14 22 72 94 6 30 55 85 15
Male 18 59 76 24 3 79 82 18 26 57 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < < <
White 20 69 89 11 10 78 88 12 30 64 94 6
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 74 88 12 10 77 88 13 29 60 88 12
Economically Disadvantaged 7 60 67 33 - 75 75 25 < < < <
Not Economically Disadvantaged 19 71 90 10 13 78 90 10 34 51 86 14
Military Connected < < 100 0 < < < <
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 26 67 93 7 17 71 88 13 25 63 88 13
Female 21 72 93 7 13 77 90 10 20 70 90 10
Male 31 62 93 7 22 61 83 17 29 57 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 28 64 92 8 22 70 92 8 28 64 92 8
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 25 70 95 5 17 74 90 10 27 64 91 9
Economically Disadvantaged 24 59 82 18 6 69 75 25 < < < <
Not Economically Disadvantaged 27 71 98 2 22 72 94 6 31 62 92 8
English Learners < < < < < < < <
EOC English Reading 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

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 43 39 83 17 32 51 83 17
Female 43 43 87 13 37 53 89 11
Male 44 31 75 25 29 50 79 21
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 53 31 83 17 28 59 87 13
Students with Disabilities < < < < < < < <
Students without Disabilities 49 44 93 7 34 50 84 16
Economically Disadvantaged 25 50 75 25 < < < <
Not Economically Disadvantaged 53 33 87 13 36 49 85 15
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 43 39 83 17 32 51 83 17
Female 43 43 87 13 37 53 89 11
Male 44 31 75 25 29 50 79 21
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 53 31 83 17 28 59 87 13
Students with Disabilities < < < < < < < <
Students without Disabilities 49 44 93 7 34 50 84 16
Economically Disadvantaged 25 50 75 25 < < < <
Not Economically Disadvantaged 53 33 87 13 36 49 85 15
EOC Writing 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

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 19 62 81 19 25 63 88 12 28 60 87 13
Female 12 70 82 18 19 68 87 13 19 65 84 16
Male 25 55 80 20 30 59 89 11 35 55 90 10
Asian < < < < < < 100 0 55 45 100 0
Black - 45 45 55 4 71 75 25 4 64 68 32
Hispanic - 56 56 44 10 68 77 23 5 64 68 32
Native Hawaiian < < < < < < < < < < < <
White 22 65 87 13 28 64 92 8 30 61 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 22 30 70 4 42 46 54 8 50 58 42
Students without Disabilities 20 65 85 15 27 65 92 8 29 60 90 10
Economically Disadvantaged 3 53 56 44 4 76 80 20 10 63 73 27
Not Economically Disadvantaged 25 66 90 10 32 59 91 9 34 58 93 7
English Learners - 30 30 70 - 83 83 17 14 36 50 50
Military Connected < < < < < < < < < < < <
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 28 61 89 11 34 60 94 6 42 44 86 14
Female 13 70 83 17 41 48 89 11 21 66 86 14
Male 37 55 92 8 27 73 100 0 64 21 86 14
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 29 63 92 8 38 60 98 3 41 46 87 13
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 30 63 93 7 38 58 96 4 44 46 90 10
Economically Disadvantaged - 55 55 45 - 79 79 21 24 43 67 33
Not Economically Disadvantaged 34 62 96 4 46 54 100 0 53 44 97 3
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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 9 72 81 19 31 62 93 7 47 45 92 8
Female - 80 80 20 17 70 87 13 50 42 92 8
Male 18 64 82 18 39 58 97 3 45 48 93 7
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 11 77 89 11 31 63 94 6 56 41 98 2
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 9 78 87 13 31 62 93 7 51 43 94 6
Economically Disadvantaged - 63 63 37 9 82 91 9 29 71 100 0
Not Economically Disadvantaged 13 77 90 10 36 58 94 6 54 36 90 10
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 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 20 55 75 25 11 75 86 14 21 67 88 12
Female 14 59 73 27 3 80 83 17 8 76 84 16
Male 27 50 77 23 17 71 89 11 29 62 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < 100 0
White 23 60 83 17 13 75 88 13 24 65 89 11
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 59 82 18 11 79 90 10 21 69 90 10
Economically Disadvantaged - 50 50 50 - 79 79 21 - 69 69 31
Not Economically Disadvantaged 26 56 82 18 15 74 89 11 27 67 94 6
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
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 27 50 77 23 40 47 86 14 10 68 78 22
Female 32 58 89 11 16 74 89 11 - 71 71 29
Male 24 45 69 31 58 25 83 17 21 64 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 32 55 87 13 48 48 97 3 11 70 81 19
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 27 50 77 23 43 50 93 8 11 70 80 20
Economically Disadvantaged 7 36 43 57 < < < < - 64 64 36
Not Economically Disadvantaged 35 56 91 9 47 39 86 14 15 70 85 15
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 17 59 76 24 21 69 90 10 32 57 89 11
Female 14 69 83 17 22 72 94 6 25 60 85 15
Male 24 41 65 35 21 68 88 12 39 52 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < < <
White 23 57 80 20 22 73 95 5 36 61 97 3
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 64 81 19 23 69 92 8 33 60 93 7
Economically Disadvantaged 13 40 53 47 - 83 83 17 < < < <
Not Economically Disadvantaged 19 68 87 13 28 65 93 8 40 51 91 9
Military Connected < < 100 0 < < < <
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 - 59 59 41 - 47 47 53 - 88 88 12
Female - 67 67 33 < < < < - 90 90 10
Male < < < < - 40 40 60 - 88 88 13
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White - 67 67 33 - 42 42 58 - 95 95 5
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities - 60 60 40 - 62 62 38 - 86 86 14
Economically Disadvantaged - 45 45 55 - 55 55 45 - 70 70 30
Not Economically Disadvantaged - 73 73 27 < < < < - 100 100 0
English Learners < < < < < < 100 0 < < < <
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 21 79 100 0 28 69 97 3 42 58 100 0
Female 18 82 100 0 24 71 95 5 40 60 100 0
Male 23 77 100 0 < < 100 0 43 57 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 24 76 100 0 32 64 96 4 36 64 100 0
Students without Disabilities 21 79 100 0 28 69 97 3 42 58 100 0
Not Economically Disadvantaged 25 75 100 0 25 71 96 4 42 58 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II 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

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 18 61 79 21 24 61 84 16 30 59 89 11
Female 12 60 73 27 22 61 83 17 17 69 86 14
Male 24 62 86 14 25 60 85 15 39 52 91 9
Asian < < < < < < 100 0 < < 100 0
Black < < < < 17 58 75 25 - 50 50 50
Hispanic - 54 54 46 5 38 43 57 27 55 82 18
Native Hawaiian < < < < < < < <
White 21 64 86 14 27 64 91 9 32 62 94 6
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < 8 38 46 54 - 50 50 50
Students without Disabilities 19 63 81 19 25 63 88 13 32 60 92 8
Economically Disadvantaged 2 52 55 45 11 57 68 32 6 66 71 29
Not Economically Disadvantaged 24 65 89 11 29 62 91 9 37 57 94 6
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
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 36 41 77 23 46 45 91 9 49 40 90 10
Female 27 41 68 32 47 47 93 7 32 52 84 16
Male 45 41 86 14 46 43 89 11 60 33 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < 100 0
White 43 43 86 14 54 44 98 2 51 42 93 7
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 41 41 82 18 48 45 94 6 54 38 92 8
Economically Disadvantaged - 40 40 60 21 58 79 21 13 56 69 31
Not Economically Disadvantaged 47 41 88 12 57 39 96 4 61 35 96 4
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 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 10 70 80 20 8 73 81 19 18 71 89 11
Female 7 68 75 25 - 76 76 24 5 81 86 14
Male 14 73 86 14 11 71 83 17 30 61 91 9
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 54 54 46 < < < < < < 100 0
Native Hawaiian < < < <
White 12 73 86 14 7 80 88 12 21 76 97 3
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 71 81 19 6 77 83 17 19 74 93 7
Economically Disadvantaged 3 56 59 41 - 67 67 33 < < < <
Not Economically Disadvantaged 13 76 89 11 10 75 85 15 22 67 89 11
Military Connected < < 100 0 < < < <
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 11 68 79 21 14 73 88 12
Female 10 67 77 23 11 79 89 11
Male 12 71 82 18 17 70 87 13
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < <
White 14 72 86 14 15 78 93 8
Students with Disabilities < < < < < < < <
Students without Disabilities 12 71 83 17 15 76 91 9
Economically Disadvantaged 6 50 56 44 - 60 60 40
Not Economically Disadvantaged 13 77 90 10 18 77 95 5
English Learners < < < < < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 32 58 90 10 47 44 90 10
Female 16 70 86 14 40 49 89 11
Male 45 48 93 7 52 39 91 9
Asian < < 100 0 < < 100 0
Black < < < < 25 42 67 33
Hispanic 11 56 67 33 25 50 75 25
Native Hawaiian < < 100 0 < < < <
White 37 57 94 6 52 43 95 5
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 9 55 64 36 < < < <
Students without Disabilities 34 58 92 8 48 45 93 7
Economically Disadvantaged 8 69 77 23 30 52 82 18
Not Economically Disadvantaged 40 54 94 6 51 42 93 7
English Learners < < < < < < < <
Military Connected < < < < < < < <
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 15 70 85 15 27 63 90 10
Female 13 70 83 17 16 68 84 16
Male 18 71 88 12 33 60 93 7
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < 100 0
White 19 75 94 6 28 63 90 10
Students with Disabilities < < < < < < < <
Students without Disabilities 17 74 90 10 28 65 93 7
Economically Disadvantaged 6 56 63 38 10 60 70 30
Not Economically Disadvantaged 19 77 97 3 31 64 95 5
English Learners < < < < < < < <
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 33 57 90 10 32 57 89 11
Female 24 65 88 12 20 65 85 15
Male 38 53 91 9 43 48 91 9
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
Native Hawaiian < < < <
White 38 55 93 8 39 55 94 6
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 35 56 92 8 33 60 93 7
Economically Disadvantaged - 83 83 17 < < < <
Not Economically Disadvantaged 44 49 92 8 37 54 91 9
English Learners < < 100 0
Military Connected < < < <
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 44 49 93 7 77 15 92 8
Female 13 74 87 13 75 21 96 4
Male 63 34 97 3 79 10 90 10
Asian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 49 45 94 6 85 15 100 0
Multiple Races < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 45 48 93 7 80 14 94 6
Economically Disadvantaged 18 73 91 9 57 36 93 7
Not Economically Disadvantaged 50 44 94 6 85 8 92 8
English Learners < < 100 0 < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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

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

2020-20212021-20222022-2023
Division2-4
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-kindergarten201
Kindergarten514951
Grade 1425053
Grade 2495154
Grade 3585755
Grade 4605061
Grade 5646753
Grade 6446667
Grade 7544567
Grade 8505147
Grade 122--
Grade 10-11
Grade 11--1
Total Students476487511

< = 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 Students476487511
Female223225245
Male253261265
American Indian54-
Asian91316
Black323131
Hispanic373137
Native Hawaiian332
White372381397
Multiple Races182428
Students with Disabilities393740
Students without Disabilities437450471
Economically Disadvantaged145139164
Not Economically Disadvantaged331348347
English Learners293838
Not English Learners447449473
Military Connected171418
< = 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 < < < < 0 <
State 52168 36674 2133 754 5095 1889
Female Division < < < < 0 <
State 28664 15800 668 265 1812 769
Male Division < < < < 0 <
State 23482 20845 1462 489 3281 1119
White Division < < < < 0 <
State 28377 16230 882 441 1363 622
Students with Disabilities Division < < < < 0 <
State 1554 7410 2133 110 960 126
Economically Disadvantaged Division < < < < 0 <
State 12248 19246 1250 417 2861 1298
< = 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<<100<10000
Female<<100<10000
Male<<100<10000
White<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-2023
Advanced Placement Test Taken - -
Advanced Placement Course Enrollment - -
Dual Enrollment0 / 0%0 / 0%
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
< = 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
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision---
 State1,0771,2361,563
Industry CertificationDivision---
 State51,68595,688100,255
Workplace ReadinessDivision---
 State16,88544,34841,819
Total Credentials EarnedDivision---
 State71,189143,862147,481
Students Earning One or More CredentialsDivision---
 State60,992115,682117,932
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962
CTE CompletersDivision---
 State42,30345,09445,627

< = 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$4,985$5,546$400
State$6,770$5,603$867
2020-2021Division$5,359$6,483$828
State$6,669$6,185$1,352
2021-2022Division$4,982$6,707$1,414
State$7,134$6,454$1,936
2022-2023Division$5,487$6,785$1,088
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 Students444184423243260
Female22182121119930
Male223102302123230
American Indian<<<<<<
Asian140101120
Black291284322
Hispanic326326277
Native Hawaiian<<<<<<
White35083501833944
Multiple Races143152196
Students with Disabilities352344326
Economically Disadvantaged124121101811628
English Learners244283329
Homeless<<----
< = 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 3
Relationship Behaviors without Physical Harm 12
Behaviors of a Safety Concern 10
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 2

< = 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 Indian0.61.10.8
Asian3.21.92.7
Black6.766.76.712.56.4
Hispanic7.77.86.420
Native Hawaiian0.60.60.6
White77.433.378.287.578.280
Multiple Races3.73.84.9
< = 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 Indian0.61.10.8
Asian3.21.92.7
Black6.76.76.4
Hispanic7.77.86.4
Native Hawaiian0.60.60.6
White77.478.278.2
Multiple Races3.73.84.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.61.10.8
Asian3.21.92.7
Black6.76.76.4
Hispanic7.77.86.4
Native Hawaiian0.60.60.6
White77.478.278.2
Multiple Races3.73.84.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 23.223.228.9
< = 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 22.122.124.3
< = 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 57.657.657.5
< = 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

9.5 : 1

2021-2022 Grades 8-12 Student Teacher Ratio

7.76 : 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

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202141%52%2%5%
2021-202240%51%2%7%
2022-202341%52%2%5%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%88%77%88%
Asian91%91%91%88%
Black64%64%64%88%
Hispanic68%68%63%88%
White92%93%84%88%
Multiple Races<73%82%88%
Economically Disadvantaged75%74%63%88%
English Learners77%71%53%88%
Students with Disabilities57%50%50%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%89%72%85%
Asian100%98%90%85%
Black68%68%56%85%
Hispanic68%74%58%85%
White91%92%80%85%
Multiple Races<73%75%85%
Economically Disadvantaged73%77%57%85%
English Learners69%74%52%85%
Students with Disabilities57%49%47%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 GroupCurrent Rate
All Students89%
Asian<
Black<
Hispanic<
White94%
Multiple Races<
Economically Disadvantaged76%
English Learners<
Students with Disabilities<

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students<84%84%
Asian-90%84%
Black-83%84%
Hispanic-82%84%
White<86%84%
Multiple Races-89%84%
Economically Disadvantaged<81%84%
English Learners-74%84%
Students with Disabilities<70%84%

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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%12%12%10%
Asian--10%10%
Black6%6%13%10%
Hispanic21%21%13%10%
White11%11%13%10%
Multiple Races24%24%14%10%
Economically Disadvantaged19%19%15%10%
English Learners22%22%12%10%
Students with Disabilities16%16%16%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress71%52%58%
English Learner Proficiency16%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress101471%
English Learner Proficiency53216%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian100%-100%-<<
Black100%-100%-<<
Hispanic100%-100%-<<
White100%-100%-100%-
Multiple Races90%10%90%10%<<
Economically Disadvantaged99%1%99%1%96%4%
Not Economically Disadvantaged99%1%100%-100%-
English Learners100%-100%-<<
Students with Disabilities100%-100%-<<
Students without Disabilities99%1%99%1%99%1%
Female99%1%99%1%98%2%
Male99%1%99%1%100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students89%89%
Asian<<
Black65%74%
Hispanic71%71%
White95%93%
Multiple Races<<
Economically Disadvantaged83%77%
English Learners81%72%
Students with Disabilities67%67%

< = 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.

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​​​
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