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Lynchburg City Public Schools

General school information

Division: Lynchburg City Public Schools
Division Number: 115
Address: 915 Court Street Lynchburg, VA 24504
Superintendent: Dr. Crystal Edwards
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Bedford Hills ElementaryAccredited
Dearington Elementary/Innovation Accredited with Conditions
Heritage ElementaryAccredited with Conditions
Linkhorne ElementaryAccredited with Conditions
Paul Munro ElementaryAccredited
Perrymont ElementaryAccredited with Conditions
Robert S. Payne ElementaryAccredited
Sandusky ElementaryAccredited
Sheffield ElementaryAccredited
T.C. Miller Elementary School for InnovationAccredited
William M. Bass ElementaryAccredited with Conditions
Middle Schools
Linkhorne MiddleAccredited with Conditions
Paul Laurence Dunbar Middle for Innovation Accredited
Sandusky MiddleAccredited with Conditions
High Schools
E.C. Glass High Accredited
Heritage HighAccredited with Conditions

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 47 60 40 12 52 63 37
Female 13 50 63 37 11 55 66 34
Male 13 45 57 43 12 49 60 40
American Indian < < < < - 70 70 30
Asian 25 54 80 20 18 65 83 18
Black 5 40 45 55 4 44 49 51
Hispanic 9 49 58 42 7 54 62 38
White 24 57 81 19 24 60 84 16
Multiple Races 14 50 64 36 9 58 67 33
Students with Disabilities 11 19 30 70 12 23 35 65
Students without Disabilities 13 52 66 34 11 56 68 32
Economically Disadvantaged 6 42 48 52 5 49 54 46
Not Economically Disadvantaged 22 54 76 24 22 57 79 21
English Learners - 24 24 76 - 27 27 73
Homeless 8 22 31 69 5 35 40 60
Military Connected 14 31 45 55 10 59 69 31
Foster Care 25 25 50 50 33 33 67 33
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 40 47 53 8 52 60 40
Female 7 42 49 51 9 54 63 37
Male 8 38 46 54 7 50 56 44
Asian 10 50 60 40 < < < <
Black 3 29 32 68 3 43 46 54
Hispanic 4 29 33 67 2 48 50 50
White 15 58 74 26 18 64 82 18
Multiple Races 8 47 55 45 5 55 60 40
Students with Disabilities 9 17 26 74 13 25 38 62
Students without Disabilities 7 44 51 49 7 55 62 38
Economically Disadvantaged 3 30 33 67 3 47 51 49
Not Economically Disadvantaged 14 53 67 33 17 60 77 23
English Learners - 22 22 78 - 25 25 75
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
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 11 44 55 45 11 48 59 41
Female 12 47 59 41 10 53 63 37
Male 10 41 51 49 13 43 56 44
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black 2 35 37 63 6 41 47 53
Hispanic 13 44 56 44 8 52 60 40
White 26 54 80 20 24 56 80 20
Multiple Races 7 54 61 39 7 53 60 40
Students with Disabilities 10 19 29 71 13 11 24 76
Students without Disabilities 11 49 60 40 11 53 64 36
Economically Disadvantaged 4 39 42 58 5 43 49 51
Not Economically Disadvantaged 24 53 77 23 23 57 80 20
English Learners - 8 8 92 - 30 30 70
Homeless < < < < 8 31 38 62
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 47 55 45 8 51 59 41
Female 8 50 58 42 9 52 61 39
Male 8 44 52 48 7 51 57 43
American Indian < < < <
Asian < < < < < < < <
Black 3 39 42 58 3 42 45 55
Hispanic 5 53 58 43 9 41 50 50
White 16 57 73 27 18 65 83 17
Multiple Races 7 48 56 44 5 59 64 36
Students with Disabilities 8 6 14 86 11 20 31 69
Students without Disabilities 8 56 64 36 8 56 64 36
Economically Disadvantaged 4 41 45 55 4 48 52 48
Not Economically Disadvantaged 14 56 70 30 17 58 74 26
English Learners - 35 35 65 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 46 60 40 10 48 58 42
Female 15 46 61 39 9 52 61 39
Male 12 46 58 42 11 44 55 45
American Indian < < < < < < < <
Asian < < < < < < < <
Black 6 36 43 57 2 40 42 58
Hispanic 13 59 72 28 8 60 68 33
White 24 57 82 18 25 54 79 21
Multiple Races 14 50 64 36 7 55 62 38
Students with Disabilities 14 18 33 67 6 20 26 74
Students without Disabilities 13 52 65 35 11 53 64 36
Economically Disadvantaged 7 40 47 53 4 44 48 52
Not Economically Disadvantaged 24 55 79 21 22 54 76 24
English Learners < < < < - 29 29 71
Homeless < < < < - 36 36 64
Military Connected < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 55 67 33 10 48 58 42
Female 13 61 74 26 9 51 60 40
Male 11 50 61 39 10 46 56 44
American Indian < < < <
Asian < < < < < < < <
Black 5 47 52 48 5 38 42 58
Hispanic 9 68 77 23 4 57 61 39
White 20 68 88 13 20 59 79 21
Multiple Races 8 49 57 43 8 60 68 32
Students with Disabilities 12 33 45 55 13 18 31 69
Students without Disabilities 12 59 70 30 9 55 63 37
Economically Disadvantaged 5 51 56 44 5 43 48 52
Not Economically Disadvantaged 21 61 81 19 17 58 75 25
English Learners < < < < - 31 31 69
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 49 59 41 10 53 64 36
Female 9 52 60 40 11 61 72 28
Male 11 46 57 43 10 46 56 44
Asian 23 69 92 8 < < < <
Black 1 41 43 57 3 44 46 54
Hispanic 7 57 63 37 10 61 71 29
White 21 54 75 25 21 64 84 16
Multiple Races 11 61 71 29 9 62 71 29
Students with Disabilities 4 17 21 79 7 26 32 68
Students without Disabilities 11 55 65 35 11 57 68 32
Economically Disadvantaged 4 43 47 53 6 50 56 44
Not Economically Disadvantaged 16 56 72 28 18 58 77 23
English Learners < < < < < < < <
Homeless - 9 9 91 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19 23 62 84 16
Female 27 57 84 16 22 64 86 14
Male 31 48 78 22 23 60 83 17
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 14 56 70 30 10 64 75 25
Hispanic 21 54 75 25 14 61 75 25
White 42 49 92 8 36 58 94 6
Multiple Races 45 48 93 8 27 64 91 9
Students with Disabilities 18 34 52 48 22 45 66 34
Students without Disabilities 30 55 85 15 23 64 86 14
Economically Disadvantaged 17 56 73 27 11 69 79 21
Not Economically Disadvantaged 37 50 87 13 36 54 89 11
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 10 39 49 51
Female 13 44 56 44
Male 7 35 43 57
Asian 40 20 60 40
Black 2 28 30 70
Hispanic 5 52 57 43
White 21 54 75 25
Multiple Races 8 36 44 56
Students with Disabilities - 11 11 89
Students without Disabilities 11 43 54 46
Economically Disadvantaged 5 31 36 64
Not Economically Disadvantaged 17 49 66 34
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care - 20 20 80
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 35 42 58
Female 9 42 51 49
Male 5 28 34 66
Asian < < < <
Black 2 22 23 77
Hispanic 7 41 48 52
White 15 54 69 31
Multiple Races 7 28 35 65
Students with Disabilities - 10 10 90
Students without Disabilities 8 38 46 54
Economically Disadvantaged 4 27 31 69
Not Economically Disadvantaged 12 47 59 41
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 44 57 43
Female 17 45 63 37
Male 9 42 52 48
Asian < < < <
Black 3 34 38 62
Hispanic 3 61 64 36
White 27 54 81 19
Multiple Races 9 44 53 47
Students with Disabilities - 12 12 88
Students without Disabilities 15 48 62 38
Economically Disadvantaged 5 37 42 58
Not Economically Disadvantaged 21 51 72 28
English Learners < < < <
Homeless < < < <
Military Connected < < < <
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 4 32 36 64 6 45 50 50
Female 3 31 34 66 5 45 50 50
Male 4 33 37 63 6 45 51 49
American Indian < < < < < < < <
Asian 13 56 69 31 6 68 74 26
Black 2 15 17 83 2 33 35 65
Hispanic 2 31 32 68 3 50 53 47
White 6 54 60 40 13 60 72 28
Multiple Races 3 33 37 63 5 48 53 47
Students with Disabilities 9 14 22 78 6 26 31 69
Students without Disabilities 3 35 38 62 6 48 53 47
Economically Disadvantaged 2 19 20 80 2 37 39 61
Not Economically Disadvantaged 6 49 55 45 12 58 70 30
English Learners - 16 16 84 - 35 35 65
Homeless - 13 13 88 - 36 36 64
Military Connected 3 24 27 73 5 43 49 51
Foster Care 17 22 39 61 5 55 60 40
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 33 37 63 7 46 53 47
Female 3 32 34 66 8 43 52 48
Male 5 34 39 61 6 48 55 45
Asian 10 50 60 40 < < < <
Black 2 12 14 86 2 34 36 64
Hispanic 2 30 32 68 4 42 46 54
White 7 63 70 30 18 63 81 19
Multiple Races 2 39 41 59 4 54 57 43
Students with Disabilities 9 11 20 80 10 28 38 62
Students without Disabilities 3 36 39 61 7 48 55 45
Economically Disadvantaged 2 17 20 80 2 39 41 59
Not Economically Disadvantaged 6 54 60 40 17 60 77 23
English Learners - 25 25 75 - 27 27 73
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 30 33 67 7 44 51 49
Female 3 25 28 72 7 44 51 49
Male 4 35 39 61 8 43 51 49
American Indian < < < < < < < <
Asian < < < < < < < <
Black 1 16 17 83 2 33 36 64
Hispanic 3 30 33 67 4 54 58 42
White 7 54 60 40 19 56 75 25
Multiple Races 3 35 38 63 5 51 56 44
Students with Disabilities 7 17 24 76 6 19 25 75
Students without Disabilities 2 33 35 65 8 47 54 46
Economically Disadvantaged 2 19 21 79 2 38 40 60
Not Economically Disadvantaged 6 51 57 43 18 55 73 27
English Learners - - - 100 - 35 35 65
Homeless < < < < - 29 29 71
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 30 34 66 6 40 46 54
Female 5 29 34 66 5 39 43 57
Male 3 32 34 66 7 42 49 51
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 2 16 18 82 3 29 31 69
Hispanic - 35 35 65 3 34 37 63
White 6 54 59 41 13 56 70 30
Multiple Races 6 15 21 79 5 53 58 42
Students with Disabilities 6 8 14 86 7 25 32 68
Students without Disabilities 3 35 39 61 6 43 48 52
Economically Disadvantaged 2 18 20 80 3 35 38 62
Not Economically Disadvantaged 6 48 55 45 14 52 66 34
English Learners - 32 32 68 - 36 36 64
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 24 27 73 4 32 36 64
Female 3 26 28 72 2 35 37 63
Male 4 22 26 74 5 30 35 65
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0
Black 3 10 13 87 1 21 23 77
Hispanic - 41 41 59 3 56 58 42
White 3 46 49 51 9 48 57 43
Multiple Races 5 27 32 68 4 26 30 70
Students with Disabilities 11 14 25 75 3 21 23 77
Students without Disabilities 1 27 28 72 4 35 39 61
Economically Disadvantaged 1 14 15 85 2 24 26 74
Not Economically Disadvantaged 7 43 50 50 8 51 59 41
English Learners - 23 23 77 - 43 43 57
Homeless < < < < - 10 10 90
Military Connected < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 23 26 74 3 28 31 69
Female 3 23 26 74 3 27 30 70
Male 4 23 26 74 3 29 32 68
American Indian < < 100 0
Asian < < < < < < < <
Black 2 9 12 88 1 11 13 87
Hispanic 4 28 32 68 3 26 29 71
White 5 39 45 55 4 56 60 40
Multiple Races - 24 24 76 10 27 37 63
Students with Disabilities 11 9 19 81 4 17 21 79
Students without Disabilities 2 25 27 73 3 31 33 67
Economically Disadvantaged 1 13 14 86 1 18 19 81
Not Economically Disadvantaged 7 37 44 56 7 46 53 47
English Learners < < < < - 13 13 87
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 30 32 68 4 40 43 57
Female 2 29 31 69 5 44 49 51
Male 1 32 33 67 2 35 38 62
Asian < < < < < < < <
Black - 13 13 87 1 30 31 69
Hispanic - 17 17 83 5 46 51 49
White 4 53 57 43 7 53 60 40
Multiple Races 3 38 41 59 7 42 49 51
Students with Disabilities 3 12 15 85 1 31 32 68
Students without Disabilities 1 34 35 65 4 41 45 55
Economically Disadvantaged - 20 20 80 2 33 34 66
Not Economically Disadvantaged 3 42 45 55 7 52 60 40
English Learners - - - 100 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 39 40 60 5 69 73 27
Female 2 41 43 58 5 71 76 24
Male 1 37 38 62 5 67 71 29
Asian 9 82 91 9 < < < <
Black 1 26 27 73 1 63 64 36
Hispanic 2 30 32 68 - 86 86 14
White 1 54 56 44 11 70 81 19
Multiple Races - 50 50 50 2 78 80 20
Students with Disabilities - 28 28 72 - 38 38 62
Students without Disabilities 1 40 41 59 6 74 79 21
Economically Disadvantaged - 25 26 74 2 67 69 31
Not Economically Disadvantaged 2 53 55 45 9 71 80 20
English Learners - - - 100 < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 50 69 31 12 34 46 54
Female 14 56 69 31 7 30 37 63
Male 24 45 68 32 16 37 53 47
Asian < < 100 0 < < < <
Black - 18 18 82 - 20 20 80
Hispanic < < < < - 47 47 53
White 28 63 91 9 30 48 78 22
Multiple Races < < < < 9 18 27 73
Students with Disabilities < < < < < < < <
Students without Disabilities 18 51 69 31 13 35 48 52
Economically Disadvantaged 6 44 50 50 3 23 26 74
Not Economically Disadvantaged 22 52 74 26 23 46 69 31
English Learners < < < < < < < <
Homeless < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 54 58 42 5 76 81 19
Female 1 54 55 45 6 79 84 16
Male 5 55 60 40 4 74 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 28 28 72 2 66 67 33
Hispanic - 33 33 67 - 76 76 24
White 3 67 70 30 7 83 91 9
Multiple Races - 57 57 43 - 72 72 28
Students with Disabilities < < < < < < < <
Students without Disabilities 3 55 58 42 5 77 82 18
Economically Disadvantaged 4 30 34 66 3 71 75 25
Not Economically Disadvantaged 3 64 67 33 6 78 84 16
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 6 41 46 54 7 48 55 45
Female 5 40 45 55 5 48 53 47
Male 6 41 47 53 8 49 56 44
American Indian < < 100 0 < < < <
Asian 19 56 75 25 7 72 79 21
Black 2 23 24 76 2 33 35 65
Hispanic 4 34 39 61 3 61 64 36
White 9 62 72 28 14 65 78 22
Multiple Races 6 41 47 53 6 54 59 41
Students with Disabilities 7 14 21 79 7 24 31 69
Students without Disabilities 5 45 50 50 6 52 58 42
Economically Disadvantaged 2 27 30 70 3 38 41 59
Not Economically Disadvantaged 9 54 63 37 11 63 74 26
English Learners - 13 13 87 - 25 25 75
Homeless - 24 24 76 - 29 29 71
Military Connected 7 47 53 47 - 71 71 29
Foster Care - 38 38 62 < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 31 39 61 8 40 48 52
Female 9 29 38 62 7 38 45 55
Male 7 32 39 61 10 42 52 48
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 3 18 21 79 3 27 30 70
Hispanic 8 28 36 64 3 39 42 58
White 13 54 66 34 19 57 77 23
Multiple Races 12 20 32 68 5 48 52 48
Students with Disabilities 7 8 16 84 7 28 35 65
Students without Disabilities 8 36 44 56 9 42 50 50
Economically Disadvantaged 3 21 24 76 5 33 38 62
Not Economically Disadvantaged 14 45 60 40 16 54 70 30
English Learners - 26 26 74 - 25 25 75
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 33 35 65 3 37 40 60
Female 1 32 33 67 3 38 40 60
Male 1 35 36 64 4 36 40 60
Asian < < < < < < < <
Black - 12 12 88 1 23 24 76
Hispanic - 27 27 73 - 47 47 53
White 2 58 60 40 7 58 65 35
Multiple Races 6 41 47 53 4 38 42 58
Students with Disabilities 1 10 12 88 4 14 19 81
Students without Disabilities 1 37 39 61 3 41 44 56
Economically Disadvantaged 1 21 22 78 2 26 28 72
Not Economically Disadvantaged 2 47 49 51 5 56 61 39
English Learners - - - 100 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 46 52 48 6 56 62 38
Female 4 51 55 45 5 57 62 38
Male 8 42 49 51 7 54 62 38
Asian < < < < 8 83 92 8
Black - 30 30 70 - 41 41 59
Hispanic 3 28 31 69 2 83 85 15
White 12 68 80 20 16 65 81 19
Multiple Races 3 49 51 49 7 65 72 28
Students with Disabilities 2 20 22 78 3 17 20 80
Students without Disabilities 7 49 56 44 7 60 67 33
Economically Disadvantaged 1 34 35 65 2 46 48 52
Not Economically Disadvantaged 11 58 68 32 11 66 77 23
English Learners - - - 100 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 64 64 36 10 20 30 70
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities - 64 64 36 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
English Learners < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 65 70 30 8 73 80 20
Female 4 59 63 38 5 73 78 22
Male 6 71 76 24 9 72 81 19
Asian - 100 100 0 < < 100 0
Black - 46 46 54 1 56 57 43
Hispanic 5 62 67 33 6 81 88 13
White 10 73 83 17 11 81 91 9
Multiple Races - 73 73 27 9 77 86 14
Students with Disabilities < < < < - 50 50 50
Students without Disabilities 5 65 70 30 8 74 83 17
Economically Disadvantaged - 55 55 45 3 66 69 31
Not Economically Disadvantaged 7 70 78 22 11 78 89 11
English Learners < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 13 44 57 43
Female 10 46 56 44
Male 16 43 58 42
American Indian < < 100 0
Asian 22 67 89 11
Black 4 37 41 59
Hispanic 13 47 60 40
White 27 53 80 20
Multiple Races 12 48 60 40
Students with Disabilities 6 21 27 73
Students without Disabilities 14 47 61 39
Economically Disadvantaged 6 41 47 53
Not Economically Disadvantaged 24 50 74 26
English Learners - 30 30 70
Homeless 5 25 30 70
Military Connected 11 39 50 50
Foster Care - 18 18 82
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 52 52 48
Female - 56 56 44
Male - 50 50 50
Black - 31 31 69
Hispanic < < < <
White - 89 89 11
Students with Disabilities < < < <
Students without Disabilities - 53 53 47
Economically Disadvantaged - 44 44 56
Not Economically Disadvantaged - 67 67 33
English Learners < < 100 0
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 45 55 45
Female 8 45 53 47
Male 11 46 57 43
Asian < < < <
Black 4 36 40 60
Hispanic 8 60 69 31
White 21 55 77 23
Multiple Races 9 54 63 37
Students with Disabilities 2 19 21 79
Students without Disabilities 11 50 61 39
Economically Disadvantaged 3 42 46 54
Not Economically Disadvantaged 20 50 71 29
English Learners - 18 18 82
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 22 23 77
Female - 15 15 85
Male 2 29 31 69
Asian < < < <
Black - 12 12 88
Hispanic < < < <
White - 44 44 56
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 1 23 24 76
Economically Disadvantaged - 18 18 82
Not Economically Disadvantaged 3 28 31 69
Homeless < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 77 97 3
Female 11 89 100 0
Male 29 65 94 6
Asian < < 100 0
Black < < 100 0
Hispanic < < < <
White 21 79 100 0
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 21 79 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 18 79 96 4
English Learners < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 48 62 38
Female 10 53 63 37
Male 16 44 60 40
Asian < < 100 0
Black 2 42 44 56
Hispanic 19 54 73 27
White 29 56 85 15
Multiple Races 11 50 61 39
Students with Disabilities 3 26 29 71
Students without Disabilities 15 52 66 34
Economically Disadvantaged 6 45 51 49
Not Economically Disadvantaged 26 54 79 21
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 39 59 41
Female 14 42 56 44
Male 25 36 61 39
American Indian < < 100 0
Asian < < < <
Black 8 37 45 55
Hispanic 19 32 52 48
White 36 43 79 21
Multiple Races 16 43 59 41
Students with Disabilities 14 19 33 67
Students without Disabilities 20 42 62 38
Economically Disadvantaged 11 38 49 51
Not Economically Disadvantaged 37 43 79 21
English Learners < < < <
Homeless < < < <
Military Connected < < < <
< = 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
Division17
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 2019-20202020-20212021-2022
Pre-kindergarten305297320
Kindergarten664543566
Grade 1614615563
Grade 2595565607
Grade 3610564560
Grade 4585574565
Grade 5615559572
Grade 6604600542
Grade 7627591577
Grade 8564629582
Grade 9636619755
Grade 10643624567
Grade 11600604556
Grade 12576577547
Post Graduate-21
Total Students8,2387,9637,880

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students823879637880
Female401538693797
Male422340944083
American Indian272317
Asian140136102
Black401239713935
Hispanic576566588
Native Hawaiian1192
White268724962466
Multiple Races785762770
Students with Disabilities121411391137
Students without Disabilities702468246743
Economically Disadvantaged484246264879
Not Economically Disadvantaged339633373001
English Learners310280255
Not English Learners792876837625
Homeless857051
Military Connected1108074
Foster Care63102124
< = 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 256 241 15 17 45 23
State 51257 36990 2117 702 4150 1952
Female Division 141 126 9 6 19 9
State 28271 16179 698 250 1329 759
Male Division 115 115 6 11 26 14
State 22980 20805 1419 452 2820 1193
American Indian Division < < < < < <
State 103 103 9 1 12 3
Asian Division 13 2 0 0 0 0
State 5775 1305 75 12 65 35
Black Division 89 149 11 8 23 18
State 7933 10581 774 148 1017 761
Hispanic Division 14 13 1 0 8 1
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 122 55 2 8 9 2
State 28757 16258 918 407 1095 755
Multiple Races Division 14 20 1 1 4 2
State 2685 1935 101 44 114 85
Students with Disabilities Division 0 34 15 1 12 2
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 78 144 7 10 18 18
State 11820 19248 1270 371 2167 1346
English Learners Division 4 5 1 0 8 0
State 1281 4094 206 19 1532 67
Homeless Division < < < < < <
State 166 486 50 19 183 53
Military Connected Division < < < < < <
State 2252 1403 62 15 48 37
Foster Care Division < < < < < <
State 20 159 24 11 67 22
< = 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 Students5975128653189458
Female3102768928291196
Male2872368224987269
American Indian<<<<<<<
Asian15151001510000
Black2982498425887238
Hispanic3728762876822
Native Hawaiian<<100<10000
White198179901889595
Multiple Races4235833686410
Students with Disabilities64497752811219
Economically Disadvantaged2752298324087187
English Learners1810561056844
Homeless<<<<<<<
Military Connected<<<<<<<
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 Taken179 / 7.29%166 / 6.85%127 / 5.24%
Advanced Placement Course Enrollment179 / 7.29%166 / 6.85%127 / 5.24%
Dual Enrollment134 / 5.46%119 / 4.91%136 / 5.61%
Governor's School Enrollment42 / 1.71%41 / 1.69%48 / 1.98%
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 StudentsDivision48234528
State86,21159,46331
FemaleDivision24618326
State43,37932,57925
MaleDivision23616231
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision21513637
State18,49311,40838
HispanicDivision171041
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision20817118
State46,06133,07628
Multiple RacesDivision302033
State4,1342,89130
Students with DisabilitiesDivision392146
State7,5273,57553
Economically DisadvantagedDivision22513241
State28,16915,21546
English LearnersDivision<<100
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
Industry CertificationDivision441346575
 State43,66051,68595,688
Workplace ReadinessDivision9624
 State26,62716,88543,413
Total Credentials EarnedDivision450389683
 State71,13171,189142,927
Students Earning One or More CredentialsDivision450380641
 State62,89960,992115,109
CTE CompletersDivision25120882
 State44,53942,30344,149
NOCTI AssessmentsDivision-2360
 State5111,5422,590
State LicensuresDivision-1424
 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$4,142$6,541$1,766
State$6,642$5,388$901
2019-2020Division$4,665$6,781$1,676
State$6,770$5,603$867
2020-2021Division$5,323$7,323$1,621
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 Students5,0782,5585,3282,128
Female2,5691,1522,5691,030
Male2,5091,4062,7591,098
American Indian1113610
Asian109188113
Black2,1441,6302,4581,213
Hispanic322221396171
Native Hawaiian91<<
White1,9984251,876499
Multiple Races485250510221
Students with Disabilities697387677373
Economically Disadvantaged2,6022,0403,0011,756
English Learners15911619469
Homeless41774360
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 15
Other Offenses Against Persons 19
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Student <

< = 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 Indian0.30.10.3
Asian1.70.21.7
Black48.975.15065.9
Hispanic73.27.14.9
Native Hawaiian0.10.1
White32.812.331.414.6
Multiple Races9.69.19.614.6
< = 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 Indian0.30.3
Asian1.71.7
Black48.950
Hispanic77.1
Native Hawaiian0.10.1
White32.831.4
Multiple Races9.69.6
< = 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 Indian0.30.3
Asian1.71.7
Black48.950
Hispanic77.1
Native Hawaiian0.10.1
White32.810031.4
Multiple Races9.69.6
< = 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 828282
< = 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 47.947.947.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.09 : 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: 11.21 : 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
2019-202050%47%1%2%
2020-202149%47%1%3%
2021-202250%44%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students81%84%84%
Asian100%90%84%
Black80%83%84%
Hispanic57%82%84%
White88%86%84%
Economically Disadvantaged79%81%84%
English Learners58%74%84%
Students with Disabilities45%70%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students34%24%12%10%
Asian14%11%10%10%
Black43%30%13%10%
Hispanic41%28%13%10%
White18%14%13%10%
Economically Disadvantaged44%32%15%10%
English Learners42%26%12%10%
Students with Disabilities36%27%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency4%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency81794%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students80%20%82%18%84%16%
Asian89%11%94%6%90%10%
Black77%23%79%21%82%18%
Hispanic84%16%87%13%88%12%
White84%16%88%12%88%12%
Economically Disadvantaged77%23%79%21%81%19%
Not Economically Disadvantaged84%16%88%12%88%12%
English Learners91%9%92%8%94%6%
Students with Disabilities79%21%81%19%81%19%
Students without Disabilities80%20%83%17%85%15%
Female79%21%82%18%84%16%
Male80%20%82%18%84%16%
Migrant------

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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