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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)

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Accreditation

Accreditation

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 64 84 16 17 62 79 21
Female 22 64 86 14 19 62 81 19
Male 18 64 82 18 16 61 77 23
American Indian 14 61 75 25 12 68 80 20
Asian 30 62 92 8 25 65 90 10
Black 11 64 75 25 11 61 72 28
Hispanic 8 57 65 35 6 49 55 45
Native Hawaiian 12 65 77 23 15 69 85 15
White 20 68 89 11 18 65 83 17
Multiple Races 21 64 85 15 20 64 84 16
Students with Disabilities 11 45 56 44 10 41 51 49
Students without Disabilities 21 67 88 12 18 64 82 18
Economically Disadvantaged 7 55 62 38 5 48 53 47
Not Economically Disadvantaged 23 66 89 11 21 65 86 14
English Learners 4 33 36 64 3 25 27 73
Homeless 4 41 46 54 3 28 31 69
Military Connected 21 65 86 14 19 65 85 15
Foster Care - 61 61 39 - 52 52 48
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 76 24 9 63 72 28
Female 19 60 79 21 11 65 76 24
Male 17 56 73 27 8 61 69 31
American Indian 17 58 75 25 3 79 82 18
Asian 25 61 86 14 13 73 86 14
Black 12 52 64 36 7 58 65 35
Hispanic 7 45 52 48 3 38 41 59
Native Hawaiian < < < < < < < <
White 19 62 81 19 10 68 78 22
Multiple Races 21 60 80 20 9 72 81 19
Students with Disabilities 11 35 46 54 10 35 45 55
Students without Disabilities 19 61 80 20 9 66 75 25
Economically Disadvantaged 6 42 48 52 3 39 41 59
Not Economically Disadvantaged 21 61 82 18 11 70 81 19
English Learners 3 40 43 57 2 33 35 65
Homeless 6 32 38 62 3 17 20 80
Military Connected 18 57 75 25 12 70 81 19
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 59 81 19 15 63 78 22
Female 25 59 84 16 17 64 80 20
Male 19 60 78 22 13 63 77 23
American Indian 15 59 73 27 22 73 95 5
Asian 31 59 90 10 19 71 90 10
Black 11 57 68 32 12 61 73 27
Hispanic 9 54 63 37 5 52 57 43
Native Hawaiian 10 50 60 40 < < 100 0
White 23 63 86 14 17 64 81 19
Multiple Races 26 56 82 18 18 66 84 16
Students with Disabilities 14 39 53 47 12 42 54 46
Students without Disabilities 23 62 85 15 15 66 81 19
Economically Disadvantaged 7 50 58 42 4 48 52 48
Not Economically Disadvantaged 25 62 87 13 18 68 86 14
English Learners 4 43 46 54 3 36 39 61
Homeless 4 41 45 55 2 28 30 70
Military Connected 23 63 86 14 24 62 86 14
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 12 66 77 23
Female 31 55 86 14 13 66 80 20
Male 26 57 83 17 11 65 75 25
American Indian 21 62 82 18 - 83 83 17
Asian 40 52 92 8 18 72 90 10
Black 14 64 78 22 6 62 68 32
Hispanic 14 51 65 35 4 49 53 47
Native Hawaiian 20 60 80 20 < < < <
White 30 59 88 12 12 69 81 19
Multiple Races 29 52 81 19 15 68 82 18
Students with Disabilities 14 41 55 45 7 42 49 51
Students without Disabilities 30 58 88 12 13 68 81 19
Economically Disadvantaged 11 51 62 38 3 47 50 50
Not Economically Disadvantaged 32 57 89 11 14 71 85 15
English Learners 4 31 35 65 3 17 20 80
Homeless 5 44 49 51 1 25 27 73
Military Connected 30 64 93 7 13 71 84 16
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 62 86 14 17 60 77 23
Female 26 62 88 12 19 61 79 21
Male 23 61 83 17 16 59 75 25
American Indian 23 50 73 28 10 62 72 28
Asian 34 59 94 6 30 61 91 9
Black 14 62 76 24 9 62 71 29
Hispanic 11 55 66 34 5 48 53 47
Native Hawaiian < < < < < < < <
White 25 65 90 10 16 65 81 19
Multiple Races 26 60 86 14 21 63 84 16
Students with Disabilities 12 43 55 45 11 33 44 56
Students without Disabilities 26 64 90 10 18 63 81 19
Economically Disadvantaged 8 55 63 37 4 49 52 48
Not Economically Disadvantaged 27 63 90 10 22 64 85 15
English Learners 4 19 23 77 5 13 18 82
Homeless 7 39 46 54 1 26 27 73
Military Connected 22 59 81 19 22 59 81 19
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 65 87 13 16 63 79 21
Female 24 65 89 11 18 63 81 19
Male 20 66 86 14 14 62 76 24
American Indian 18 56 74 26 13 52 65 35
Asian 35 60 95 5 28 65 92 8
Black 13 66 79 21 8 65 73 27
Hispanic 8 61 70 30 4 50 54 46
Native Hawaiian < < < < < < 100 0
White 22 68 90 10 15 66 81 19
Multiple Races 20 67 87 13 14 65 79 21
Students with Disabilities 11 48 59 41 7 38 45 55
Students without Disabilities 23 67 91 9 17 65 82 18
Economically Disadvantaged 8 59 67 33 4 49 53 47
Not Economically Disadvantaged 25 66 92 8 19 66 86 14
English Learners 4 22 26 74 3 17 20 80
Homeless 4 39 43 57 3 33 36 64
Military Connected 30 60 90 10 13 70 84 16
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 69 84 16 17 61 78 22
Female 17 70 87 13 19 63 82 18
Male 13 68 81 19 16 60 75 25
American Indian 2 70 71 29 17 61 78 22
Asian 25 68 93 7 30 61 91 9
Black 8 68 76 24 10 58 68 32
Hispanic 6 57 63 37 6 46 52 48
Native Hawaiian < < < < < < < <
White 15 73 88 12 14 69 83 17
Multiple Races 14 73 87 13 24 61 84 16
Students with Disabilities 10 45 55 45 7 38 45 55
Students without Disabilities 16 72 88 12 18 64 82 18
Economically Disadvantaged 5 56 62 38 5 46 51 49
Not Economically Disadvantaged 17 71 89 11 20 65 86 14
English Learners 5 15 20 80 2 11 13 87
Homeless 2 39 41 59 3 21 24 76
Military Connected 10 74 84 16 16 67 83 17
Foster Care < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 82 91 9 32 56 88 12
Female 11 81 92 8 35 55 90 10
Male 8 82 90 10 29 57 86 14
American Indian 5 77 82 18 20 53 73 27
Asian 13 82 95 5 41 50 91 9
Black 6 78 85 15 20 63 84 16
Hispanic 3 73 76 24 16 58 73 27
Native Hawaiian < < 100 0 < < 100 0
White 11 85 95 5 35 57 93 7
Multiple Races 11 83 94 6 39 54 93 7
Students with Disabilities 6 61 68 32 13 54 67 33
Students without Disabilities 10 84 94 6 34 57 91 9
Economically Disadvantaged 3 71 74 26 13 59 72 28
Not Economically Disadvantaged 11 84 95 5 37 56 92 8
English Learners 2 24 26 74 2 20 23 78
Homeless 2 55 57 43 9 57 66 34
Military Connected 6 94 100 0 32 60 92 8
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 87 13
Female 44 46 91 9
Male 31 51 83 17
American Indian 22 56 78 22
Asian 57 38 95 5
Black 21 53 74 26
Hispanic 17 53 70 30
Native Hawaiian 50 29 79 21
White 39 51 90 10
Multiple Races 39 51 90 10
Students with Disabilities 12 41 53 47
Students without Disabilities 41 50 91 9
Economically Disadvantaged 14 51 66 34
Not Economically Disadvantaged 42 48 90 10
English Learners 3 18 21 79
Homeless 9 40 49 51
Military Connected 37 54 91 9
Foster Care < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 49 83 17
Female 40 49 88 12
Male 27 50 77 23
American Indian 20 55 75 25
Asian 55 39 94 6
Black 17 52 69 31
Hispanic 15 49 64 36
Native Hawaiian < < < <
White 31 54 85 15
Multiple Races 34 51 85 15
Students with Disabilities 9 36 44 56
Students without Disabilities 36 51 87 13
Economically Disadvantaged 13 48 61 39
Not Economically Disadvantaged 37 50 87 13
English Learners 4 13 18 82
Homeless 8 45 53 47
Military Connected 27 60 88 13
Foster Care < < < <
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 48 90 10
Female 49 44 93 7
Male 36 52 88 12
American Indian 27 59 86 14
Asian 59 36 96 4
Black 26 54 79 21
Hispanic 20 56 76 24
Native Hawaiian < < < <
White 46 49 94 6
Multiple Races 45 50 95 5
Students with Disabilities 15 46 61 39
Students without Disabilities 45 48 94 6
Economically Disadvantaged 16 54 71 29
Not Economically Disadvantaged 47 47 94 6
English Learners 2 20 23 77
Homeless 10 37 47 53
Military Connected 52 45 97 3
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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 87 13 10 54 64 36
Female 18 70 87 13 9 54 63 37
Male 20 66 86 14 11 53 64 36
American Indian 16 64 80 20 17 48 65 35
Asian 37 58 95 5 22 62 84 16
Black 8 68 76 24 4 46 50 50
Hispanic 7 64 71 29 2 33 35 65
Native Hawaiian 18 62 80 20 6 65 71 29
White 17 73 90 10 6 59 66 34
Multiple Races 17 70 87 13 8 59 67 33
Students with Disabilities 10 51 61 39 8 29 37 63
Students without Disabilities 20 70 90 10 10 57 67 33
Economically Disadvantaged 6 63 69 31 2 31 34 66
Not Economically Disadvantaged 22 68 91 9 12 60 72 28
English Learners 5 52 57 43 3 22 24 76
Homeless 3 54 58 42 2 15 16 84
Military Connected 18 72 90 10 6 58 64 36
Foster Care 5 67 72 28 - 31 31 69
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 66 87 13 9 58 67 33
Female 17 68 86 14 7 58 65 35
Male 25 63 88 12 11 58 69 31
American Indian 21 75 96 4 26 50 76 24
Asian 32 62 94 6 18 66 84 16
Black 9 66 75 25 5 53 58 42
Hispanic 8 63 71 29 1 34 35 65
Native Hawaiian < < < < < < 100 0
White 22 69 90 10 7 65 72 28
Multiple Races 22 66 88 12 7 64 71 29
Students with Disabilities 12 49 61 39 11 33 43 57
Students without Disabilities 22 68 90 10 9 61 70 30
Economically Disadvantaged 7 62 69 31 2 32 33 67
Not Economically Disadvantaged 24 67 91 9 11 66 77 23
English Learners 5 63 68 32 3 30 33 67
Homeless 4 56 60 40 3 13 16 84
Military Connected 21 67 88 12 7 70 77 23
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 88 12 14 56 69 31
Female 21 67 87 13 11 55 66 34
Male 28 60 88 12 16 56 73 27
American Indian 17 63 80 20 32 59 90 10
Asian 40 55 95 5 27 60 87 13
Black 9 67 77 23 8 47 54 46
Hispanic 10 65 75 25 3 39 42 58
Native Hawaiian 18 64 82 18 < < < <
White 24 66 90 10 10 62 73 27
Multiple Races 24 64 88 12 15 57 72 28
Students with Disabilities 16 47 63 37 11 32 43 57
Students without Disabilities 25 65 91 9 14 59 73 27
Economically Disadvantaged 7 65 72 28 3 35 38 62
Not Economically Disadvantaged 29 63 91 9 17 62 79 21
English Learners 5 63 68 32 2 30 32 68
Homeless 5 53 58 42 1 22 23 77
Military Connected 26 60 86 14 9 65 75 25
Foster Care < < 100 0 < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 61 88 12 15 55 70 30
Female 25 63 87 13 13 55 68 32
Male 28 60 88 12 17 55 71 29
American Indian 24 59 82 18 8 67 75 25
Asian 46 50 95 5 29 58 87 13
Black 11 65 77 23 3 48 51 49
Hispanic 11 62 72 28 4 35 39 61
Native Hawaiian 20 60 80 20 < < 100 0
White 24 67 91 9 12 62 74 26
Multiple Races 25 60 85 15 13 61 74 26
Students with Disabilities 13 49 62 38 8 36 45 55
Students without Disabilities 28 63 91 9 15 57 73 27
Economically Disadvantaged 8 61 69 31 3 33 36 64
Not Economically Disadvantaged 31 61 92 8 18 61 79 21
English Learners 5 46 51 49 3 14 17 83
Homeless 3 52 55 45 1 13 14 86
Military Connected 23 68 90 10 11 64 74 26
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 77 23 2 20 22 78
Female 7 73 79 21 1 20 21 79
Male 6 69 75 25 3 20 23 77
American Indian 7 56 63 37 - 20 20 80
Asian 12 74 86 14 3 41 44 56
Black 4 63 67 33 2 16 18 82
Hispanic 3 59 62 38 1 8 10 90
Native Hawaiian < < < < < < < <
White 7 78 85 15 2 24 26 74
Multiple Races 6 70 76 24 3 25 28 72
Students with Disabilities 7 46 53 47 8 14 22 78
Students without Disabilities 6 77 83 17 - 22 22 78
Economically Disadvantaged 3 57 61 39 2 10 11 89
Not Economically Disadvantaged 7 76 83 17 2 28 30 70
English Learners 4 29 34 66 4 7 10 90
Homeless 3 40 43 57 3 3 5 95
Military Connected 3 78 80 20 - 25 25 75
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 6 50 56 44
Female 17 71 88 12 5 51 56 44
Male 20 66 86 14 7 49 56 44
American Indian 11 62 73 27 15 35 50 50
Asian 38 58 95 5 17 64 81 19
Black 8 71 79 21 1 46 46 54
Hispanic 8 61 69 31 1 25 25 75
Native Hawaiian < < < < < < < <
White 15 75 90 10 2 53 56 44
Multiple Races 15 71 86 14 2 52 54 46
Students with Disabilities 9 49 58 42 5 23 28 72
Students without Disabilities 20 70 90 10 6 53 59 41
Economically Disadvantaged 5 63 68 32 1 26 27 73
Not Economically Disadvantaged 22 69 91 9 7 57 65 35
English Learners 5 33 37 63 2 10 12 88
Homeless 1 49 50 50 3 11 14 86
Military Connected 16 77 94 6 4 48 52 48
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 63 67 33 2 27 29 71
Female 4 65 69 31 1 27 29 71
Male 4 61 65 35 2 27 29 71
American Indian - 59 59 41 - - - 100
Asian 10 72 82 18 3 43 46 54
Black 2 56 58 42 1 25 26 74
Hispanic 3 46 49 51 1 14 15 85
White 4 70 74 26 2 33 35 65
Multiple Races 6 68 74 26 - 36 36 64
Students with Disabilities 10 35 45 55 7 12 19 81
Students without Disabilities 3 72 74 26 - 31 31 69
Economically Disadvantaged 3 46 49 51 1 12 14 86
Not Economically Disadvantaged 5 69 74 26 2 36 37 63
English Learners 7 25 32 68 3 9 12 88
Homeless 3 48 51 49 2 5 7 93
Military Connected - 81 81 19 3 26 29 71
Foster Care < < 100 0 < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 89 11 8 57 65 35
Female 19 73 91 9 8 60 68 32
Male 17 69 86 14 7 55 62 38
American Indian 18 75 93 8 10 43 53 47
Asian 41 55 96 4 22 65 86 14
Black 9 74 82 18 3 53 56 44
Hispanic 4 71 75 25 1 42 43 57
Native Hawaiian < < < < < < < <
White 14 77 91 9 3 61 64 36
Multiple Races 13 75 88 12 7 58 65 35
Students with Disabilities 4 67 71 29 1 38 39 61
Students without Disabilities 19 71 91 9 9 60 69 31
Economically Disadvantaged 4 70 75 25 2 41 43 57
Not Economically Disadvantaged 21 71 92 8 9 62 71 29
English Learners 2 62 64 36 - 25 25 75
Homeless 1 64 65 35 1 25 26 74
Military Connected 18 76 94 6 3 64 67 33
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 70 88 12 11 69 79 21
Female 18 71 89 11 10 69 78 22
Male 18 70 88 12 12 69 80 20
American Indian 20 60 80 20 10 80 90 10
Asian 39 57 96 4 24 68 91 9
Black 6 67 73 27 6 55 61 39
Hispanic 5 69 74 26 2 60 62 38
Native Hawaiian < < < < < < < <
White 14 77 91 9 4 73 77 23
Multiple Races 13 78 90 10 5 73 78 22
Students with Disabilities 4 59 63 37 2 51 53 47
Students without Disabilities 19 71 91 9 11 69 80 20
Economically Disadvantaged 6 66 72 28 2 58 61 39
Not Economically Disadvantaged 20 71 91 9 12 70 82 18
English Learners 1 44 45 55 - 36 36 64
Homeless 1 63 65 35 - 19 19 81
Military Connected 9 85 94 6 2 72 74 26
Foster Care < < < < < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 74 94 6 20 66 85 15
Female 19 75 94 6 19 67 86 14
Male 21 72 94 6 20 65 85 15
American Indian 27 73 100 0 < < < <
Asian 37 60 97 3 30 64 93 7
Black 9 77 86 14 8 68 76 24
Hispanic 12 76 88 12 10 54 64 36
Native Hawaiian < < 100 0
White 16 78 94 6 14 69 83 17
Multiple Races 14 81 95 5 9 79 88 12
Students with Disabilities 9 76 85 15 11 51 63 37
Students without Disabilities 21 74 94 6 20 66 86 14
Economically Disadvantaged 12 74 86 14 7 57 65 35
Not Economically Disadvantaged 21 74 95 5 21 67 87 13
English Learners 7 63 70 30 - 13 13 88
Homeless 10 57 67 33 < < < <
Military Connected 29 71 100 0 12 44 56 44
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 88 12 11 61 72 28
Female 21 67 88 12 9 61 71 29
Male 25 63 88 12 12 60 73 27
American Indian 13 66 80 20 5 53 58 42
Asian 36 59 95 5 20 65 85 15
Black 11 69 80 20 3 54 57 43
Hispanic 9 60 70 30 3 41 44 56
Native Hawaiian 16 71 87 13 7 60 67 33
White 24 69 92 8 10 68 78 22
Multiple Races 23 67 90 10 12 64 76 24
Students with Disabilities 10 54 63 37 5 39 43 57
Students without Disabilities 25 66 91 9 12 64 75 25
Economically Disadvantaged 7 60 67 33 2 39 41 59
Not Economically Disadvantaged 26 66 93 7 13 67 80 20
English Learners 2 34 37 63 1 10 11 89
Homeless 3 46 49 51 1 17 18 82
Military Connected 24 67 92 8 11 65 76 24
Foster Care 6 56 61 39 - 45 45 55
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 56 85 15 12 51 63 37
Female 27 57 84 16 11 50 61 39
Male 32 54 87 13 13 52 65 35
American Indian 21 68 88 12 8 38 46 54
Asian 44 49 93 7 21 58 79 21
Black 15 61 77 23 3 42 45 55
Hispanic 14 54 68 32 3 31 34 66
Native Hawaiian 20 60 80 20 < < < <
White 30 59 89 11 11 57 68 32
Multiple Races 27 57 84 16 13 55 69 31
Students with Disabilities 16 42 59 41 6 30 36 64
Students without Disabilities 31 57 89 11 13 54 66 34
Economically Disadvantaged 10 54 65 35 2 26 28 72
Not Economically Disadvantaged 34 56 90 10 15 58 72 28
English Learners 4 39 42 58 2 9 11 89
Homeless 4 48 52 48 - 11 11 89
Military Connected 32 59 90 10 8 61 69 31
Foster Care < < 100 0 < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 64 88 12 12 60 71 29
Female 22 67 88 12 9 61 70 30
Male 26 61 87 13 13 58 72 28
American Indian 11 63 73 27 4 68 72 28
Asian 38 57 95 5 21 67 88 12
Black 10 69 79 21 4 49 53 47
Hispanic 8 60 67 33 3 35 38 62
Native Hawaiian < < < < < < < <
White 25 67 92 8 9 68 77 23
Multiple Races 20 70 91 9 14 63 78 22
Students with Disabilities 9 51 60 40 5 35 40 60
Students without Disabilities 26 65 91 9 12 62 75 25
Economically Disadvantaged 6 59 65 35 2 34 36 64
Not Economically Disadvantaged 28 65 92 8 14 67 81 19
English Learners 2 28 30 70 1 7 8 92
Homeless 1 43 44 56 2 10 11 89
Military Connected 20 73 94 6 13 56 69 31
Foster Care < < 100 0 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 69 91 9 13 65 78 22
Female 20 72 92 8 11 68 78 22
Male 23 67 89 11 15 62 77 23
American Indian 6 88 94 6 6 53 59 41
Asian 32 63 95 5 19 69 88 12
Black 12 69 80 20 5 63 68 32
Hispanic 10 63 73 27 5 46 51 49
Native Hawaiian < < 100 0 < < < <
White 22 74 96 4 14 71 84 16
Multiple Races 25 69 94 6 16 64 80 20
Students with Disabilities 8 62 70 30 4 40 44 56
Students without Disabilities 23 70 93 7 14 67 81 19
Economically Disadvantaged 7 63 70 30 4 46 50 50
Not Economically Disadvantaged 24 71 95 5 15 70 85 15
English Learners - 31 31 69 - 10 10 90
Homeless 4 42 46 54 1 22 24 76
Military Connected 27 71 98 2 15 65 80 20
Foster Care < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 61 94 6 42 40 82 18
Female 29 64 93 7 34 47 82 18
Male 38 57 95 5 48 34 82 18
American Indian < < 100 0
Asian 42 57 98 2 58 37 95 5
Black 15 69 85 15 - 33 33 67
Hispanic 19 61 80 20 22 35 57 43
Native Hawaiian < < < <
White 30 64 94 6 33 46 79 21
Multiple Races 33 63 96 4 < < < <
Students with Disabilities 7 64 71 29 < < < <
Students without Disabilities 33 61 95 5 42 40 82 18
Economically Disadvantaged 15 66 81 19 - 50 50 50
Not Economically Disadvantaged 35 61 95 5 44 40 83 17
English Learners 6 39 44 56 < < < <
Homeless 7 57 64 36 < < < <
Military Connected 29 50 79 21 20 50 70 30
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 75 87 13 5 70 75 25
Female 10 75 85 15 4 69 74 26
Male 12 75 88 12 6 70 76 24
American Indian 10 60 70 30 - 50 50 50
Asian 13 78 91 9 5 77 82 18
Black 3 79 82 18 1 62 63 37
Hispanic 4 65 69 31 2 53 55 45
Native Hawaiian < < 100 0 < < 100 0
White 14 78 93 7 7 75 82 18
Multiple Races 14 76 90 10 5 72 77 23
Students with Disabilities 2 62 65 35 2 48 50 50
Students without Disabilities 13 77 90 10 5 73 79 21
Economically Disadvantaged 2 64 66 34 1 49 51 49
Not Economically Disadvantaged 14 78 92 8 6 76 82 18
English Learners 1 37 38 62 - 14 14 86
Homeless 1 48 50 50 - 32 32 68
Military Connected 16 76 91 9 7 75 82 18
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 58 89 11
Female 29 60 89 11
Male 33 56 90 10
Asian 47 49 96 4
Black 16 63 80 20
Hispanic 15 59 74 26
White 32 61 92 8
Multiple Races 31 59 90 10
Students with Disabilities 13 54 67 33
Students without Disabilities 33 59 92 8
Economically Disadvantaged 13 58 71 29
Not Economically Disadvantaged 35 58 93 7
English Learners 6 42 48 52
Homeless 6 48 54 46
Military Connected 32 61 93 7
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 75 25
Female 3 67 71 29
Male 7 72 78 22
Asian 8 75 83 17
Black 2 61 63 37
Hispanic 2 55 57 43
White 7 78 85 15
Multiple Races 3 79 82 18
Students with Disabilities 3 50 53 47
Students without Disabilities 5 73 78 22
Economically Disadvantaged - 54 55 45
Not Economically Disadvantaged 7 76 83 17
English Learners - 24 24 76
Homeless 1 37 38 62
Military Connected 15 77 92 8
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 64 91 9
Female 25 66 91 9
Male 27 63 90 10
Asian 40 56 97 3
Black 14 68 83 17
Hispanic 12 64 76 24
White 26 68 93 7
Multiple Races 29 64 93 7
Students with Disabilities 8 61 69 31
Students without Disabilities 28 65 93 7
Economically Disadvantaged 12 61 73 27
Not Economically Disadvantaged 29 65 94 6
English Learners 2 51 52 48
Homeless 2 55 57 43
Military Connected 30 67 96 4
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 66 88 12
Female 18 69 88 12
Male 25 63 89 11
Asian 31 65 96 4
Black 8 70 78 22
Hispanic 13 60 73 27
White 22 68 91 9
Multiple Races 25 65 89 11
Students with Disabilities 10 54 64 36
Students without Disabilities 23 68 90 10
Economically Disadvantaged 11 58 69 31
Not Economically Disadvantaged 24 68 92 8
English Learners - 35 35 65
Homeless 6 40 46 54
Military Connected 21 74 95 5
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 44 49 51
Female 6 41 47 53
Male 5 45 50 50
Asian < < < <
Black < < < <
Hispanic - 37 37 63
White 8 69 77 23
Multiple Races < < 100 0
Students with Disabilities 4 42 46 54
Students without Disabilities 6 44 50 50
Economically Disadvantaged 2 42 44 56
Not Economically Disadvantaged 12 46 58 42
English Learners - 42 42 58
Homeless - 60 60 40
Military Connected < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
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

2018-20192020-2021
Division27195
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten846844658
Kindergarten5,4055,6934,806
Grade 15,9205,8035,618
Grade 26,0536,1475,565
Grade 36,0826,2066,006
Grade 46,3066,2566,064
Grade 56,5376,4486,125
Grade 66,6606,6956,352
Grade 76,4456,7876,710
Grade 86,4346,6066,786
Grade 96,7146,7846,642
Grade 106,4196,7786,754
Grade 116,3996,4396,685
Grade 126,0186,4476,548
Post Graduate837
Total Students82,24683,93681,326

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students822468393681326
Female400644089539711
Male421824304141615
American Indian441475495
Asian181991911219804
Black552157305754
Hispanic143581508914860
Native Hawaiian98108108
White391103873135674
Multiple Races451946914631
Students with Disabilities910796669220
Students without Disabilities731397427072106
Economically Disadvantaged156071677117283
Not Economically Disadvantaged666396716564043
English Learners134391475114639
Not English Learners688076918566687
Homeless159219021357
Military Connected8214501467
Foster Care394729
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 4867 1402 73 23 91 41
State 51295 36973 2078 699 4153 1962
Female Division 2632 576 21 9 26 20
State 28290 16169 687 250 1331 757
Male Division 2233 825 52 14 65 21
State 22999 20798 1391 449 2821 1205
American Indian Division 9 4 2 0 0 1
State 103 103 9 1 12 3
Asian Division 1145 142 9 0 4 5
State 5778 1304 69 12 65 34
Black Division 266 160 10 0 5 3
State 7939 10584 760 145 1021 763
Hispanic Division 557 438 13 9 72 23
State 5902 6751 234 88 1846 314
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 2617 598 37 11 9 7
State 28772 16247 907 407 1091 763
Multiple Races Division 267 60 2 2 1 2
State 2688 1933 99 44 115 84
Students with Disabilities Division 225 391 73 7 17 3
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 654 611 35 8 66 30
State 11835 19243 1250 370 2163 1354
English Learners Division 141 302 14 4 61 13
State 1286 4091 201 19 1534 65
Homeless Division 24 51 2 2 24 5
State 166 486 49 19 184 55
Military Connected Division 72 18 0 0 0 0
State 2252 1404 60 15 48 38
Foster Care Division < < < < 0 <
State 20 159 25 11 64 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students6,4976,342986,36998911
Female3,2843,229983,23999261
Male3,2103,110973,12797652
American Indian161594159400
Asian1,3051,296991,2969940
Black444436984369851
Hispanic1,1121,008911,02192727
Native Hawaiian<<<<<00
White3,2793,252993,26310090
Multiple Races334329993319910
Students with Disabilities7186899669697172
Economically Disadvantaged1,4041,300931,31293665
English Learners53545785465876111
Homeless108777180742422
Military Connected90901009010000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-2020
Advanced Placement Test Taken2,480 / 9.71%2,578 / 9.75%
Advanced Placement Course Enrollment9,685 / 37.94%10,500 / 39.73%
Dual Enrollment5,178 / 20.28%5,619 / 21.26%
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
State86,21159,46231
FemaleDivision2,7482,42612
State43,37932,57825
MaleDivision2,8252,30019
State42,83226,88437
American IndianDivision13130
State22013539
AsianDivision96787510
State6,3805,55313
BlackDivision41433818
State18,49311,40838
HispanicDivision80455131
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision3,0942,70013
State46,06033,07528
Multiple RacesDivision27624511
State4,1342,89130
Students with DisabilitiesDivision53637231
State7,5273,57553
Economically DisadvantagedDivision79256928
State28,17015,21546
English LearnersDivision36622738
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision2117100
 State4,0955111,508
State LicensuresDivision20-8
 State2,2313331,030
Industry CertificationDivision6,5762141,384
 State107,23443,66048,781
Workplace ReadinessDivision5,215--
 State44,897--
Total Credentials EarnedDivision11,8322311,492
 State158,45744,50451,319
Students Earning One or More CredentialsDivision10,0562021,087
 State126,04439,25445,542
CTE CompletersDivision1,8872,16612
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$10,069$4,179$300
State$6,462$5,219$867
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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students74,5016,86076,3004,094
Female36,2923,37937,3871,900
Male38,2093,48138,8902,193
American Indian3904045230
Asian16,7411,42719,290475
Black5,0444005,327388
Hispanic12,2031,86112,7461,830
Native Hawaiian88111032
White35,8842,79733,9791,182
Multiple Races4,1513244,403187
Students with Disabilities8,0541,1808,191931
Economically Disadvantaged12,7442,32016,2072,656
English Learners11,9441,78813,3191,702
Homeless1,4554641,169501
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.51.10.60.40.63.4
Asian22.29.622.96.724.413.6
Black6.716.16.9137.110.2
Hispanic17.530.11835.418.335.6
Native Hawaiian0.10.20.10.1
White47.736.946.337.74430.5
Multiple Races5.565.66.85.76.8
< = 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