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Loudoun County Public Schools

General school information

Division: Loudoun County Public Schools
Division Number: 53
Address: 21000 Education Court Ashburn, VA 20148
Superintendent: Dr. Scott A. Ziegler
Region: 4
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
Aldie ElementaryAccredited
Algonkian ElementaryAccredited
Arcola ElementaryAccredited
Ashburn ElementaryAccredited
Ball's Bluff ElementaryAccredited
Banneker ElementaryAccredited
Belmont Station Elementary Accredited
Buffalo Trail ElementaryAccredited
Cardinal Ridge Elementary Accredited
Catoctin ElementaryAccredited
Cedar Lane ElementaryAccredited
Cool Spring ElementaryAccredited
Countryside ElementaryAccredited
Creighton's Corner ElementaryAccredited
Discovery ElementaryAccredited
Dominion Trail ElementaryAccredited
Emerick ElementaryAccredited
Evergreen Mill ElementaryAccredited
Forest Grove ElementaryAccredited
Frances Hazel Reid ElementaryAccredited
Frederick Douglass ElementaryAccredited
Goshen Post ElementaryAccredited
Guilford ElementaryAccredited
Hamilton ElementaryAccredited
Hillsboro Charter AcademyAccredited
Hillside ElementaryAccredited
Horizon ElementaryAccredited
Hovatter ElementaryAccredited
Hutchison Farm ElementaryAccredited
John W. Tolbert Jr. Elementary Accredited
Kenneth W.Culbert ElementaryAccredited
Leesburg ElementaryAccredited
Legacy Elementary Accredited
Liberty ElementaryAccredited
Lincoln ElementaryAccredited
Little River ElementaryAccredited
Lovettsville ElementaryAccredited
Lowes Island ElementaryAccredited
Lucketts ElementaryAccredited
Madison's Trust ElementaryAccredited
Meadowland ElementaryAccredited
Middleburg Community CharterAccredited
Mill Run ElementaryAccredited
Moorefield Station ElementaryAccredited
Mountain View ElementaryAccredited
Newton-Lee Elementary Accredited
Pinebrook ElementaryAccredited
Potowmack ElementaryAccredited
Rolling Ridge ElementaryAccredited
Rosa Lee Carter ElementaryAccredited
Round Hill ElementaryAccredited
Sanders Corner ElementaryAccredited
Seldens Landing ElementaryAccredited
Sterling ElementaryAccredited
Steuart W. Weller ElementaryAccredited
Sugarland ElementaryAccredited
Sully ElementaryAccredited
Sycolin Creek ElementaryAccredited
Waterford ElementaryAccredited
Waxpool ElementaryAccredited
Middle Schools
Belmont Ridge MiddleAccredited
Blue Ridge MiddleAccredited
Brambleton MiddleAccredited
Eagle Ridge MiddleAccredited
Farmwell Station MiddleAccredited
Harmony MiddleAccredited
Harper Park MiddleAccredited
J. Lupton Simpson MiddleAccredited
J. Michael Lunsford MiddleAccredited
Mercer Middle Accredited
River Bend MiddleAccredited
Seneca Ridge MiddleAccredited
Smart's Mill Middle Accredited
Sterling MiddleAccredited
Stone Hill MiddleAccredited
Trailside MiddleAccredited
Willard MiddleAccredited
High Schools
Briar Woods High Accredited
Broad Run HighAccredited
Freedom High Accredited
Independence HighAccredited
John Champe HighAccredited
Lightridge HighAccredited
Loudoun County HighAccredited
Loudoun Valley HighAccredited
Park View HighAccredited
Potomac Falls HighAccredited
Riverside HighAccredited
Stone Bridge HighAccredited
W.O. Robey HighAccredited
Combined Schools
Dominion HighAccredited
Heritage HighAccredited
Rock Ridge HighAccredited
Tuscarora HighAccredited
Woodgrove HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 18 62 80 20
Female 19 62 81 19 20 63 82 18
Male 16 61 77 23 17 62 79 21
American Indian 12 68 80 20 15 64 79 21
Asian 25 65 90 10 27 63 90 10
Black 11 61 72 28 11 62 73 27
Hispanic 6 49 55 45 7 53 60 40
Native Hawaiian 15 69 85 15 21 57 78 22
White 18 65 83 17 19 65 84 16
Multiple Races 20 64 84 16 19 65 84 16
Students with Disabilities 10 41 51 49 8 43 50 50
Students without Disabilities 18 64 82 18 20 65 84 16
Economically Disadvantaged 5 48 53 47 6 52 59 41
Not Economically Disadvantaged 21 65 86 14 22 65 87 13
English Learners 3 25 27 73 2 34 36 64
Homeless 3 28 31 69 1 33 34 66
Military Connected 19 65 85 15 16 67 83 17
Foster Care - 52 52 48 5 35 40 60
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 12 64 76 24
Female 11 65 76 24 14 65 79 21
Male 8 61 69 31 10 63 73 27
American Indian 3 79 82 18 13 73 85 15
Asian 13 73 86 14 17 70 87 13
Black 7 58 65 35 10 58 67 33
Hispanic 3 38 41 59 3 48 51 49
Native Hawaiian < < < < < < < <
White 10 68 78 22 13 67 80 20
Multiple Races 9 72 81 19 13 69 82 18
Students with Disabilities 10 35 45 55 5 36 41 59
Students without Disabilities 9 66 75 25 13 67 80 20
Economically Disadvantaged 3 39 41 59 4 46 50 50
Not Economically Disadvantaged 11 70 81 19 15 69 83 17
English Learners 2 33 35 65 2 46 48 52
Homeless 3 17 20 80 - 32 32 68
Military Connected 12 70 81 19 9 69 78 22
Foster Care < < < < < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22 18 61 79 21
Female 17 64 80 20 20 61 81 19
Male 13 63 77 23 16 62 78 22
American Indian 22 73 95 5 21 56 77 23
Asian 19 71 90 10 25 63 88 12
Black 12 61 73 27 10 61 71 29
Hispanic 5 52 57 43 7 49 56 44
Native Hawaiian < < 100 0 < < < <
White 17 64 81 19 20 65 85 15
Multiple Races 18 66 84 16 19 67 86 14
Students with Disabilities 12 42 54 46 8 41 49 51
Students without Disabilities 15 66 81 19 19 64 84 16
Economically Disadvantaged 4 48 52 48 5 50 55 45
Not Economically Disadvantaged 18 68 86 14 22 64 86 14
English Learners 3 36 39 61 2 41 43 57
Homeless 2 28 30 70 1 23 24 76
Military Connected 24 62 86 14 20 67 88 12
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 66 77 23 13 68 81 19
Female 13 66 80 20 14 69 83 17
Male 11 65 75 25 12 66 78 22
American Indian - 83 83 17 9 87 96 4
Asian 18 72 90 10 20 70 90 10
Black 6 62 68 32 10 61 71 29
Hispanic 4 49 53 47 5 57 62 38
Native Hawaiian < < < < < < < <
White 12 69 81 19 12 71 83 17
Multiple Races 15 68 82 18 16 70 86 14
Students with Disabilities 7 42 49 51 7 43 50 50
Students without Disabilities 13 68 81 19 14 71 85 15
Economically Disadvantaged 3 47 50 50 5 56 61 39
Not Economically Disadvantaged 14 71 85 15 15 71 86 14
English Learners 3 17 20 80 3 35 37 63
Homeless 1 25 27 73 1 34 35 65
Military Connected 13 71 84 16 14 70 84 16
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 77 23 18 60 78 22
Female 19 61 79 21 19 61 80 20
Male 16 59 75 25 16 60 77 23
American Indian 10 62 72 28 19 55 74 26
Asian 30 61 91 9 29 62 90 10
Black 9 62 71 29 8 62 70 30
Hispanic 5 48 53 47 6 49 55 45
Native Hawaiian < < < < 25 50 75 25
White 16 65 81 19 17 64 82 18
Multiple Races 21 63 84 16 20 60 80 20
Students with Disabilities 11 33 44 56 6 41 48 52
Students without Disabilities 18 63 81 19 19 63 82 18
Economically Disadvantaged 4 49 52 48 5 49 53 47
Not Economically Disadvantaged 22 64 85 15 22 64 85 15
English Learners 5 13 18 82 2 20 21 79
Homeless 1 26 27 73 - 28 28 72
Military Connected 22 59 81 19 9 70 79 21
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 63 79 21 16 64 79 21
Female 18 63 81 19 17 65 82 18
Male 14 62 76 24 14 63 77 23
American Indian 13 52 65 35 8 53 61 39
Asian 28 65 92 8 28 63 90 10
Black 8 65 73 27 9 63 72 28
Hispanic 4 50 54 46 6 52 58 42
Native Hawaiian < < 100 0 8 62 69 31
White 15 66 81 19 14 69 83 17
Multiple Races 14 65 79 21 14 70 84 16
Students with Disabilities 7 38 45 55 6 41 47 53
Students without Disabilities 17 65 82 18 17 67 84 16
Economically Disadvantaged 4 49 53 47 4 53 58 42
Not Economically Disadvantaged 19 66 86 14 19 67 86 14
English Learners 3 17 20 80 3 20 23 77
Homeless 3 33 36 64 - 31 31 69
Military Connected 13 70 84 16 16 68 84 16
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 15 63 78 22
Female 19 63 82 18 18 62 80 20
Male 16 60 75 25 13 64 77 23
American Indian 17 61 78 22 18 65 82 18
Asian 30 61 91 9 25 66 92 8
Black 10 58 68 32 8 61 69 31
Hispanic 6 46 52 48 4 53 57 43
Native Hawaiian < < < < 18 55 73 27
White 14 69 83 17 15 65 80 20
Multiple Races 24 61 84 16 14 63 77 23
Students with Disabilities 7 38 45 55 6 41 47 53
Students without Disabilities 18 64 82 18 17 65 82 18
Economically Disadvantaged 5 46 51 49 6 52 57 43
Not Economically Disadvantaged 20 65 86 14 18 66 84 16
English Learners 2 11 13 87 2 20 22 78
Homeless 3 21 24 76 3 36 39 61
Military Connected 16 67 83 17 12 64 76 24
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 56 88 12 35 56 91 9
Female 35 55 90 10 35 56 92 8
Male 29 57 86 14 35 55 90 10
American Indian 20 53 73 27 19 57 76 24
Asian 41 50 91 9 46 48 94 6
Black 20 63 84 16 21 67 87 13
Hispanic 16 58 73 27 18 61 78 22
Native Hawaiian < < 100 0 < < 100 0
White 35 57 93 7 38 56 94 6
Multiple Races 39 54 93 7 39 56 94 6
Students with Disabilities 13 54 67 33 16 55 71 29
Students without Disabilities 34 57 91 9 37 56 93 7
Economically Disadvantaged 13 59 72 28 17 59 76 24
Not Economically Disadvantaged 37 56 92 8 40 55 95 5
English Learners 2 20 23 78 2 29 31 69
Homeless 9 57 66 34 4 48 51 49
Military Connected 32 60 92 8 39 54 93 7
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 48 81 19
Female 38 47 86 14
Male 28 49 77 23
American Indian 17 61 77 23
Asian 52 40 92 8
Black 18 52 70 30
Hispanic 14 48 62 38
Native Hawaiian 44 44 88 13
White 32 52 84 16
Multiple Races 32 48 80 20
Students with Disabilities 6 37 42 58
Students without Disabilities 36 50 85 15
Economically Disadvantaged 14 47 61 39
Not Economically Disadvantaged 38 49 86 14
English Learners - 16 16 84
Homeless 2 36 38 62
Military Connected 30 49 79 21
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 48 74 26
Female 31 48 79 21
Male 21 48 69 31
American Indian 16 56 72 28
Asian 46 44 90 10
Black 14 45 59 41
Hispanic 10 42 53 47
Native Hawaiian 30 50 80 20
White 21 53 75 25
Multiple Races 25 46 71 29
Students with Disabilities 3 25 27 73
Students without Disabilities 28 51 79 21
Economically Disadvantaged 11 41 51 49
Not Economically Disadvantaged 29 50 79 21
English Learners - 15 15 85
Homeless 2 30 32 68
Military Connected 23 47 70 30
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 49 89 11
Female 46 46 93 7
Male 36 51 86 14
American Indian 18 64 82 18
Asian 60 35 96 4
Black 21 61 82 18
Hispanic 18 53 71 29
Native Hawaiian < < 100 0
White 42 51 93 7
Multiple Races 40 50 90 10
Students with Disabilities 9 49 58 42
Students without Disabilities 44 48 92 8
Economically Disadvantaged 18 53 71 29
Not Economically Disadvantaged 46 47 94 6
English Learners - 17 17 83
Homeless 2 42 44 56
Military Connected 41 51 93 7
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 13 61 74 26
Female 9 54 63 37 11 62 73 27
Male 11 53 64 36 14 60 75 25
American Indian 17 48 65 35 20 60 80 20
Asian 22 62 84 16 27 61 88 12
Black 4 46 50 50 5 56 62 38
Hispanic 2 33 35 65 3 48 52 48
Native Hawaiian 6 65 71 29 13 56 68 32
White 6 59 66 34 10 68 77 23
Multiple Races 8 59 67 33 11 63 75 25
Students with Disabilities 8 29 37 63 4 41 45 55
Students without Disabilities 10 57 67 33 14 64 78 22
Economically Disadvantaged 2 31 34 66 3 48 51 49
Not Economically Disadvantaged 12 60 72 28 16 65 81 19
English Learners 3 22 24 76 2 38 40 60
Homeless 2 15 16 84 1 28 29 71
Military Connected 6 58 64 36 9 68 77 23
Foster Care - 31 31 69 4 35 39 61
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 14 62 76 24
Female 7 58 65 35 12 62 74 26
Male 11 58 69 31 16 63 79 21
American Indian 26 50 76 24 25 70 95 5
Asian 18 66 84 16 24 64 88 12
Black 5 53 58 42 7 56 63 37
Hispanic 1 34 35 65 4 47 51 49
Native Hawaiian < < 100 0 < < < <
White 7 65 72 28 13 69 82 18
Multiple Races 7 64 71 29 12 67 79 21
Students with Disabilities 11 33 43 57 6 41 47 53
Students without Disabilities 9 61 70 30 15 65 80 20
Economically Disadvantaged 2 32 33 67 4 46 50 50
Not Economically Disadvantaged 11 66 77 23 17 68 85 15
English Learners 3 30 33 67 3 49 52 48
Homeless 3 13 16 84 1 24 25 75
Military Connected 7 70 77 23 11 70 81 19
Foster Care < < 100 0 < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 56 69 31 18 59 77 23
Female 11 55 66 34 14 61 75 25
Male 16 56 73 27 21 57 78 22
American Indian 32 59 90 10 25 56 81 19
Asian 27 60 87 13 32 56 88 12
Black 8 47 54 46 7 54 62 38
Hispanic 3 39 42 58 4 48 52 48
Native Hawaiian < < < < < < < <
White 10 62 73 27 16 66 82 18
Multiple Races 15 57 72 28 16 65 81 19
Students with Disabilities 11 32 43 57 6 40 46 54
Students without Disabilities 14 59 73 27 19 62 81 19
Economically Disadvantaged 3 35 38 62 3 48 51 49
Not Economically Disadvantaged 17 62 79 21 22 62 84 16
English Learners 2 30 32 68 3 43 46 54
Homeless 1 22 23 77 - 16 16 84
Military Connected 9 65 75 25 13 72 85 15
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 55 70 30 20 57 78 22
Female 13 55 68 32 17 60 77 23
Male 17 55 71 29 23 55 78 22
American Indian 8 67 75 25 49 45 94 6
Asian 29 58 87 13 38 53 91 9
Black 3 48 51 49 10 54 64 36
Hispanic 4 35 39 61 6 48 54 46
Native Hawaiian < < 100 0 < < < <
White 12 62 74 26 17 64 81 19
Multiple Races 13 61 74 26 21 60 81 19
Students with Disabilities 8 36 45 55 6 40 46 54
Students without Disabilities 15 57 73 27 22 60 82 18
Economically Disadvantaged 3 33 36 64 6 47 52 48
Not Economically Disadvantaged 18 61 79 21 25 60 85 15
English Learners 3 14 17 83 1 35 37 63
Homeless 1 13 14 86 2 30 32 68
Military Connected 11 64 74 26 15 62 77 23
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 20 22 78 1 46 46 54
Female 1 20 21 79 - 46 46 54
Male 3 20 23 77 1 46 47 53
American Indian - 20 20 80 - 37 37 63
Asian 3 41 44 56 1 61 62 38
Black 2 16 18 82 - 36 36 64
Hispanic 1 8 10 90 - 29 29 71
Native Hawaiian < < < < < < < <
White 2 24 26 74 1 53 54 46
Multiple Races 3 25 28 72 2 49 51 49
Students with Disabilities 8 14 22 78 2 29 31 69
Students without Disabilities - 22 22 78 - 50 50 50
Economically Disadvantaged 2 10 11 89 1 29 29 71
Not Economically Disadvantaged 2 28 30 70 1 55 56 44
English Learners 4 7 10 90 1 17 18 82
Homeless 3 3 5 95 - 9 9 91
Military Connected - 25 25 75 - 49 49 51
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44 9 56 65 35
Female 5 51 56 44 8 57 65 35
Male 7 49 56 44 10 56 66 34
American Indian 15 35 50 50 7 54 61 39
Asian 17 64 81 19 20 64 85 15
Black 1 46 46 54 3 47 50 50
Hispanic 1 25 25 75 2 36 38 62
Native Hawaiian < < < < 17 58 75 25
White 2 53 56 44 7 62 69 31
Multiple Races 2 52 54 46 10 56 65 35
Students with Disabilities 5 23 28 72 4 30 34 66
Students without Disabilities 6 53 59 41 10 60 70 30
Economically Disadvantaged 1 26 27 73 2 37 38 62
Not Economically Disadvantaged 7 57 65 35 11 62 74 26
English Learners 2 10 12 88 1 19 20 80
Homeless 3 11 14 86 - 16 16 84
Military Connected 4 48 52 48 4 65 69 31
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 27 29 71 5 57 62 38
Female 1 27 29 71 4 58 61 39
Male 2 27 29 71 7 56 63 37
American Indian - - - 100 7 70 77 23
Asian 3 43 46 54 20 61 81 19
Black 1 25 26 74 2 49 51 49
Hispanic 1 14 15 85 1 41 41 59
Native Hawaiian 8 42 50 50
White 2 33 35 65 2 65 67 33
Multiple Races - 36 36 64 4 56 61 39
Students with Disabilities 7 12 19 81 2 34 36 64
Students without Disabilities - 31 31 69 6 60 66 34
Economically Disadvantaged 1 12 14 86 1 40 41 59
Not Economically Disadvantaged 2 36 37 63 7 63 70 30
English Learners 3 9 12 88 1 15 16 84
Homeless 2 5 7 93 1 22 23 77
Military Connected 3 26 29 71 3 58 61 39
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 11 74 85 15
Female 8 60 68 32 11 75 86 14
Male 7 55 62 38 11 73 84 16
American Indian 10 43 53 47 9 67 76 24
Asian 22 65 86 14 27 66 94 6
Black 3 53 56 44 4 77 81 19
Hispanic 1 42 43 57 3 70 72 28
Native Hawaiian < < < < 10 70 80 20
White 3 61 64 36 7 80 87 13
Multiple Races 7 58 65 35 8 73 82 18
Students with Disabilities 1 38 39 61 2 65 67 33
Students without Disabilities 9 60 69 31 12 75 87 13
Economically Disadvantaged 2 41 43 57 3 69 72 28
Not Economically Disadvantaged 9 62 71 29 13 75 89 11
English Learners - 25 25 75 1 56 58 42
Homeless 1 25 26 74 1 61 62 38
Military Connected 3 64 67 33 5 89 93 7
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 79 21 15 70 85 15
Female 10 69 78 22 14 71 85 15
Male 12 69 80 20 16 69 85 15
American Indian 10 80 90 10 14 81 95 5
Asian 24 68 91 9 28 63 91 9
Black 6 55 61 39 6 68 74 26
Hispanic 2 60 62 38 5 67 72 28
Native Hawaiian < < < < < < < <
White 4 73 77 23 8 76 85 15
Multiple Races 5 73 78 22 12 74 86 14
Students with Disabilities 2 51 53 47 3 64 67 33
Students without Disabilities 11 69 80 20 15 70 86 14
Economically Disadvantaged 2 58 61 39 6 64 70 30
Not Economically Disadvantaged 12 70 82 18 16 71 87 13
English Learners - 36 36 64 - 38 38 62
Homeless - 19 19 81 - 38 38 62
Military Connected 2 72 74 26 24 67 91 9
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 85 15 19 64 83 17
Female 19 67 86 14 17 64 81 19
Male 20 65 85 15 20 64 84 16
American Indian < < < < 10 80 90 10
Asian 30 64 93 7 29 61 90 10
Black 8 68 76 24 10 72 82 18
Hispanic 10 54 64 36 10 60 69 31
Native Hawaiian < < 100 0
White 14 69 83 17 11 66 77 23
Multiple Races 9 79 88 12 13 69 81 19
Students with Disabilities 11 51 63 37 9 45 55 45
Students without Disabilities 20 66 86 14 19 64 83 17
Economically Disadvantaged 7 57 65 35 6 71 77 23
Not Economically Disadvantaged 21 67 87 13 20 63 83 17
English Learners - 13 13 88 < < < <
Homeless < < < < < < < <
Military Connected 12 44 56 44 4 72 76 24
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 72 28 13 62 75 25
Female 9 61 71 29 11 62 73 27
Male 12 60 73 27 15 61 76 24
American Indian 5 53 58 42 14 60 74 26
Asian 20 65 85 15 23 63 86 14
Black 3 54 57 43 7 56 63 37
Hispanic 3 41 44 56 5 48 53 47
Native Hawaiian 7 60 67 33 9 72 81 19
White 10 68 78 22 12 68 80 20
Multiple Races 12 64 76 24 13 63 77 23
Students with Disabilities 5 39 43 57 6 42 48 52
Students without Disabilities 12 64 75 25 14 64 78 22
Economically Disadvantaged 2 39 41 59 4 47 51 49
Not Economically Disadvantaged 13 67 80 20 16 66 82 18
English Learners 1 10 11 89 2 19 21 79
Homeless 1 17 18 82 1 25 26 74
Military Connected 11 65 76 24 12 67 79 21
Foster Care - 45 45 55 7 36 43 57
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 51 63 37 19 53 71 29
Female 11 50 61 39 16 54 70 30
Male 13 52 65 35 21 52 73 27
American Indian 8 38 46 54 32 57 89 11
Asian 21 58 79 21 29 55 84 16
Black 3 42 45 55 12 44 56 44
Hispanic 3 31 34 66 7 40 47 53
Native Hawaiian < < < < < < < <
White 11 57 68 32 18 58 76 24
Multiple Races 13 55 69 31 20 56 76 24
Students with Disabilities 6 30 36 64 9 32 42 58
Students without Disabilities 13 54 66 34 20 56 76 24
Economically Disadvantaged 2 26 28 72 5 39 45 55
Not Economically Disadvantaged 15 58 72 28 22 57 79 21
English Learners 2 9 11 89 3 20 23 77
Homeless - 11 11 89 2 16 18 82
Military Connected 8 61 69 31 10 63 73 27
Foster Care < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 60 71 29 11 62 72 28
Female 9 61 70 30 9 61 69 31
Male 13 58 72 28 12 62 75 25
American Indian 4 68 72 28 9 59 68 32
Asian 21 67 88 12 20 66 87 13
Black 4 49 53 47 4 54 58 42
Hispanic 3 35 38 62 2 45 47 53
Native Hawaiian < < < < 18 64 82 18
White 9 68 77 23 9 67 76 24
Multiple Races 14 63 78 22 11 57 68 32
Students with Disabilities 5 35 40 60 4 39 42 58
Students without Disabilities 12 62 75 25 11 64 76 24
Economically Disadvantaged 2 34 36 64 3 44 47 53
Not Economically Disadvantaged 14 67 81 19 13 67 79 21
English Learners 1 7 8 92 1 14 15 85
Homeless 2 10 11 89 - 15 15 85
Military Connected 13 56 69 31 12 61 74 26
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 13 62 76 24
Female 11 68 78 22 11 65 76 24
Male 15 62 77 23 15 60 75 25
American Indian 6 53 59 41 3 66 69 31
Asian 19 69 88 12 22 64 85 15
Black 5 63 68 32 6 62 68 32
Hispanic 5 46 51 49 5 49 53 47
Native Hawaiian < < < < < < 100 0
White 14 71 84 16 14 66 80 20
Multiple Races 16 64 80 20 13 67 80 20
Students with Disabilities 4 40 44 56 4 42 46 54
Students without Disabilities 14 67 81 19 14 64 79 21
Economically Disadvantaged 4 46 50 50 4 49 53 47
Not Economically Disadvantaged 15 70 85 15 16 66 82 18
English Learners - 10 10 90 - 15 15 85
Homeless 1 22 24 76 - 33 33 67
Military Connected 15 65 80 20 20 64 84 16
Foster Care < < < < < < 100 0
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 40 82 18 37 49 87 13
Female 34 47 82 18 34 53 86 14
Male 48 34 82 18 41 46 88 12
Asian 58 37 95 5 52 42 93 7
Black - 33 33 67 20 63 83 17
Hispanic 22 35 57 43 10 43 52 48
White 33 46 79 21 25 58 83 17
Multiple Races < < < < 32 58 89 11
Students with Disabilities < < < < < < < <
Students without Disabilities 42 40 82 18 38 49 87 13
Economically Disadvantaged - 50 50 50 6 63 69 31
Not Economically Disadvantaged 44 40 83 17 40 48 88 12
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 20 50 70 30 < < < <
Foster Care < < 100 0
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 75 25 7 74 82 18
Female 4 69 74 26 5 74 79 21
Male 6 70 76 24 9 75 84 16
American Indian - 50 50 50 - 57 57 43
Asian 5 77 82 18 9 77 86 14
Black 1 62 63 37 3 67 70 30
Hispanic 2 53 55 45 4 59 63 37
Native Hawaiian < < 100 0 < < < <
White 7 75 82 18 8 81 89 11
Multiple Races 5 72 77 23 8 78 85 15
Students with Disabilities 2 48 50 50 2 57 59 41
Students without Disabilities 5 73 79 21 8 77 85 15
Economically Disadvantaged 1 49 51 49 2 58 60 40
Not Economically Disadvantaged 6 76 82 18 9 80 88 12
English Learners - 14 14 86 - 25 25 75
Homeless - 32 32 68 1 36 37 63
Military Connected 7 75 82 18 7 86 93 7
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 54 81 19
Female 24 55 79 21
Male 30 53 83 17
American Indian 26 49 75 25
Asian 41 50 92 8
Black 16 54 70 30
Hispanic 11 49 61 39
Native Hawaiian 21 68 89 11
White 27 57 85 15
Multiple Races 27 55 82 18
Students with Disabilities 10 44 53 47
Students without Disabilities 29 55 84 16
Economically Disadvantaged 10 50 60 40
Not Economically Disadvantaged 32 55 87 13
English Learners 5 33 38 62
Homeless 3 35 38 62
Military Connected 29 56 85 15
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 48 52 48
Female 4 54 57 43
Male 5 40 45 55
Asian 7 56 63 37
Black 3 53 57 43
Hispanic - 27 27 73
White 8 63 71 29
Multiple Races < < < <
Students with Disabilities - 7 7 93
Students without Disabilities 4 51 55 45
Economically Disadvantaged 3 28 31 69
Not Economically Disadvantaged 5 61 66 34
English Learners - 15 15 85
Homeless - 36 36 64
Military Connected 25 67 92 8
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 84 16
Female 17 67 84 16
Male 20 65 85 15
American Indian 15 51 66 34
Asian 30 65 94 6
Black 12 63 74 26
Hispanic 8 57 65 35
Native Hawaiian < < < <
White 18 70 88 12
Multiple Races 18 71 89 11
Students with Disabilities 5 51 56 44
Students without Disabilities 20 67 88 12
Economically Disadvantaged 7 57 64 36
Not Economically Disadvantaged 22 68 90 10
English Learners 1 33 34 66
Homeless 5 41 46 54
Military Connected 16 77 93 7
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 41 44 56
Female 3 34 37 63
Male 3 46 49 51
American Indian < < < <
Asian 5 51 56 44
Black 2 27 28 72
Hispanic 2 28 30 70
Native Hawaiian < < 100 0
White 3 53 56 44
Multiple Races 6 35 41 59
Students with Disabilities 1 29 30 70
Students without Disabilities 3 43 46 54
Economically Disadvantaged 1 30 31 69
Not Economically Disadvantaged 4 49 53 47
English Learners - 13 13 88
Homeless - 33 33 67
Military Connected < < < <
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 43 45 55
Female - 44 44 56
Male 4 42 46 54
American Indian < < < <
Asian 3 53 57 43
Black < < < <
Hispanic 2 34 36 64
White 3 78 81 19
Multiple Races < < < <
Students with Disabilities - 36 36 64
Students without Disabilities 2 44 46 54
Economically Disadvantaged 1 33 34 66
Not Economically Disadvantaged 4 68 72 28
English Learners - 24 24 76
Homeless 2 21 23 77
Military Connected < < 100 0
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 50 82 18
Female 29 51 80 20
Male 35 49 84 16
American Indian 25 63 88 13
Asian 48 45 93 7
Black 19 52 71 29
Hispanic 14 49 63 37
Native Hawaiian 20 70 90 10
White 32 53 85 15
Multiple Races 28 52 80 20
Students with Disabilities 10 41 51 49
Students without Disabilities 34 51 85 15
Economically Disadvantaged 12 51 63 37
Not Economically Disadvantaged 37 50 87 13
English Learners 3 25 28 72
Homeless 5 41 46 54
Military Connected 32 46 78 22
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 46 83 17
Female 32 49 80 20
Male 42 43 85 15
American Indian 42 42 84 16
Asian 50 40 90 10
Black 21 49 70 30
Hispanic 20 49 69 31
Native Hawaiian < < < <
White 35 48 84 16
Multiple Races 36 45 81 19
Students with Disabilities 16 41 57 43
Students without Disabilities 39 46 85 15
Economically Disadvantaged 16 47 63 37
Not Economically Disadvantaged 40 46 86 14
English Learners 14 47 61 39
Homeless - 28 28 72
Military Connected 37 50 87 13
< = 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

2020-20212021-2022
Division95335
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten658823930
Kindergarten4,8065,2055,126
Grade 15,6185,5125,743
Grade 25,5655,7235,718
Grade 36,0065,6725,911
Grade 46,0646,0565,834
Grade 56,1256,0816,216
Grade 66,3526,2046,220
Grade 76,7106,4536,388
Grade 86,7866,8026,572
Grade 96,6426,9356,994
Grade 106,7546,7047,046
Grade 116,6856,6096,740
Grade 126,5486,7326,644
Post Graduate711
Total Students81,32681,51282,083

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2020-20212021-20222022-2023
All Students813268151282083
Female397113962339909
Male416154183442106
American Indian495515535
Asian198042022020913
Black575458735952
Hispanic148601508715621
Native Hawaiian108106103
White356743498334122
Multiple Races463147284837
Students with Disabilities922090509203
Students without Disabilities721067246272880
Economically Disadvantaged172831826119833
Not Economically Disadvantaged640436325162250
English Learners146391527915859
Not English Learners666876623366224
Homeless135712921240
Military Connected146714871457
Foster Care294945
< = 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 5120 1357 56 21 122 47
State 52170 36661 2122 745 5113 1898
Female Division 2590 551 24 10 48 12
State 28666 15796 664 262 1814 769
Male Division 2521 803 32 11 74 35
State 23482 20836 1455 483 3297 1128
American Indian Division 13 5 0 0 0 0
State 99 75 3 1 20 7
Asian Division 1316 145 12 2 7 4
State 6086 1308 80 10 86 38
Black Division 298 151 5 1 6 6
State 8348 9965 761 162 1156 732
Hispanic Division 618 417 14 4 93 18
State 6301 7052 288 78 2283 404
Native Hawaiian Division < < < < 0 <
State 88 51 5 0 5 1
White Division 2608 567 19 13 16 17
State 28378 16223 879 440 1367 628
Multiple Races Division 261 72 6 1 0 2
State 2870 1987 106 54 196 88
Students with Disabilities Division 192 375 56 2 22 5
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 696 590 20 6 91 34
State 12249 19238 1246 413 2873 1301
English Learners Division 116 261 16 2 77 11
State 1453 3818 259 23 1873 155
Homeless Division 27 59 1 0 23 4
State 183 580 38 11 180 55
Military Connected Division 59 21 1 0 1 0
State 2323 1295 41 16 47 26
Foster Care Division < < < < < <
State 22 161 31 10 65 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students6,7236,533976,560981222
Female3,2353,165983,17798482
Male3,4763,356973,37197742
American Indian18181001810000
Asian1,4861,473991,4759971
Black467454974569861
Hispanic1,1641,049901,05891938
Native Hawaiian<<100<10000
White3,2403,194993,20799161
Multiple Races342339993409900
Students with Disabilities6546239562696223
Economically Disadvantaged1,4371,306911,31792916
English Learners48339381398827716
Homeless114877687762320
Military Connected828199819911
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken2,578 / 9.75%1,634 / 6.14%8,303 / 30.8%
Advanced Placement Course Enrollment10,500 / 39.73%11,289 / 42.42%11,000 / 40.8%
Dual Enrollment5,619 / 21.26%6,010 / 22.58%5,689 / 21.1%
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

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision5,5734,72615
State86,21159,46331
FemaleDivision2,7482,42612
State43,37932,57925
MaleDivision2,8252,30019
State42,83226,88437
American IndianDivision13130
State22013539
AsianDivision96787510
State6,3805,55313
BlackDivision41433818
State18,49311,40838
HispanicDivision80455131
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision3,0942,70013
State46,06133,07628
Multiple RacesDivision27624511
State4,1342,89130
Students with DisabilitiesDivision53637231
State7,5273,57553
Economically DisadvantagedDivision79256928
State28,16915,21546
English LearnersDivision36622738
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision17100163
 State5111,5422,590
Industry CertificationDivision2141,3847,718
 State43,66051,68595,688
Workplace ReadinessDivision1,7469216,517
 State26,62716,88544,348
Total Credentials EarnedDivision1,9772,41314,443
 State71,13171,189143,862
Students Earning One or More CredentialsDivision1,9471,85611,630
 State62,89960,992115,682
CTE CompletersDivision2,1662,3372,811
 State44,53942,30344,149
State LicensuresDivision-845
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

< = 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

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$10,566$4,382$330
State$6,642$5,388$901
2019-2020Division$11,161$4,582$364
State$6,770$5,603$867
2020-2021Division$11,603$4,951$805
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students76,3004,09470,30410,678
Female37,3871,90034,0895,279
Male38,8902,19336,1715,377
American Indian45230393101
Asian19,29047517,8862,420
Black5,3273885,177634
Hispanic12,7461,83011,6633,266
Native Hawaiian10329012
White33,9791,18230,9173,724
Multiple Races4,4031874,178521
Students with Disabilities8,1919317,1761,683
Economically Disadvantaged16,2072,65614,0664,301
English Learners13,4191,71512,5553,091
Homeless1,1695011,000568
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 43
Disorderly or Disruptive Behavior Offenses 23
Other Offenses Against Persons 38
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 32
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.40.63.4
Asian22.96.724.413.6
Black6.9137.110.2
Hispanic1835.418.335.6
Native Hawaiian0.10.1
White46.337.74430.5
Multiple Races5.66.85.76.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.6
Asian22.924.4
Black6.9507.1
Hispanic185018.3
Native Hawaiian0.10.1
White46.344
Multiple Races5.65.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.60.6
Asian22.924.4
Black6.97.1
Hispanic1810018.3
Native Hawaiian0.10.1
White46.344
Multiple Races5.65.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 18.718.718.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 33.233.233.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 73.973.973.9
< = 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.

2017-2018 school data (Excel)
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Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.95 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2019-2020 Grades 8-12 Student Teacher Ratio: 11.91 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202026%72%2%0%
2020-202127%70%2%1%
2021-202226%72%1%1%
< = 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 Students77%83%--
Asian86%90%--
Black70%74%--
Hispanic58%64%--
White81%87%--
Multiple Races81%85%--
Economically Disadvantaged57%61%--
English Learners56%59%--
Students with Disabilities48%54%--

< = 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 Students75%82%--
Asian88%92%--
Black61%70%--
Hispanic52%63%--
White78%86%--
Multiple Races76%83%--
Economically Disadvantaged51%61%--
English Learners54%62%--
Students with Disabilities43%54%--

< = 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