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Manassas Park City Public Schools

General school information

Division: Manassas Park City Public Schools
Division Number: 144
Address: 100 Park Central Plaza, Suite 300 Manassas Park, VA 20111-2395
Superintendent: Dr. Melissa Saunders
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Cougar ElementaryAccredited
Manassas Park ElementaryAccredited
Middle Schools
Manassas Park MiddleAccredited
High Schools
Manassas Park HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 8 52 60 40 8 50 57 43
Female 8 53 62 38 8 53 61 39 9 48 57 43
Male 8 49 57 43 8 51 59 41 7 51 58 42
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 20 57 77 23 20 61 81 19 18 64 83 17
Black 9 55 64 36 13 53 65 35 9 52 61 39
Hispanic 5 47 52 48 5 50 55 45 6 47 53 47
Native Hawaiian < < 100 0 < < 100 0
White 17 66 83 17 19 55 74 26 15 54 69 31
Multiple Races 12 57 69 31 10 54 64 36 9 49 58 42
Students with Disabilities 10 26 36 64 7 24 32 68 5 27 32 68
Students without Disabilities 8 55 63 37 9 56 65 35 8 54 62 38
Economically Disadvantaged 6 48 54 46 6 49 55 45 6 45 51 49
Not Economically Disadvantaged 12 57 69 31 12 55 67 33 10 54 64 36
English Learners - 17 18 82 2 26 28 72 2 23 25 75
Homeless < < < < < < < <
Military Connected 21 53 74 26 - 75 75 25 - 41 41 59
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 37 43 57 6 42 47 53 3 33 36 64
Female 9 38 47 53 4 39 43 57 2 26 28 72
Male 3 36 39 61 7 44 50 50 4 38 43 57
Asian < < < < 7 60 67 33 8 38 46 54
Black 11 37 47 53 7 43 50 50 - 38 38 62
Hispanic 3 36 39 61 4 38 43 57 2 27 29 71
White 12 53 65 35 11 52 63 37 8 56 64 36
Multiple Races 8 33 42 58 6 39 44 56 7 43 50 50
Students with Disabilities 12 12 24 76 11 26 37 63 3 14 16 84
Students without Disabilities 5 42 46 54 5 44 49 51 3 37 40 60
Economically Disadvantaged 6 34 40 60 6 38 43 57 2 26 28 73
Not Economically Disadvantaged 5 41 47 53 5 48 53 47 5 41 46 54
English Learners 1 22 23 77 2 35 36 64 2 21 23 77
Foster Care < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 42 46 54 6 48 55 45 4 43 47 53
Female 4 46 50 50 8 49 58 42 4 42 46 54
Male 2 38 40 60 5 48 53 47 4 45 48 52
Asian 14 64 79 21 < < < < 16 68 84 16
Black < < < < 5 45 50 50 - 38 38 63
Hispanic 1 37 39 61 3 49 52 48 2 38 40 60
White 17 56 72 28 19 44 63 37 8 58 65 35
Multiple Races < < < < 19 44 63 38 7 47 53 47
Students with Disabilities 3 24 28 72 5 22 27 73 3 15 18 82
Students without Disabilities 3 45 49 51 7 54 60 40 4 48 52 48
Economically Disadvantaged 1 39 41 59 4 46 50 50 2 39 41 59
Not Economically Disadvantaged 7 49 56 44 10 52 62 38 5 49 54 46
English Learners - 21 21 79 2 33 34 66 - 30 30 70
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 45 53 47 5 53 58 42 5 48 53 47
Female 4 48 52 48 8 54 62 38 7 49 55 45
Male 11 43 54 46 1 52 53 47 3 48 51 49
Asian 6 59 65 35 17 61 78 22 < < < <
Black 6 53 59 41 - 54 54 46 - 61 61 39
Hispanic 6 40 46 54 3 47 50 50 2 47 49 51
White 30 60 90 10 8 71 79 21 16 56 72 28
Multiple Races - 50 50 50 8 85 92 8 14 29 43 57
Students with Disabilities 11 22 33 67 3 31 33 67 3 33 35 65
Students without Disabilities 7 50 57 43 5 58 63 37 5 51 56 44
Economically Disadvantaged 6 39 45 55 2 48 51 49 2 48 50 50
Not Economically Disadvantaged 11 56 67 33 7 59 66 34 8 49 57 43
English Learners 2 8 10 90 - 24 24 76 1 27 28 72
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 64 36 8 46 55 45 9 46 55 45
Female 5 58 63 37 8 46 55 45 12 47 60 40
Male 8 57 64 36 8 46 54 46 5 45 50 50
American Indian < < 100 0 < < 100 0
Asian < < < < 17 72 89 11 24 65 88 12
Black - 63 63 37 10 50 60 40 27 18 45 55
Hispanic 5 55 60 40 4 41 45 55 5 45 50 50
White 15 63 78 22 29 57 86 14 18 41 59 41
Multiple Races 17 61 78 22 6 50 56 44 7 67 73 27
Students with Disabilities 18 36 55 45 10 20 29 71 3 29 32 68
Students without Disabilities 5 61 65 35 8 52 60 40 10 50 59 41
Economically Disadvantaged 4 56 60 40 5 47 52 48 4 42 46 54
Not Economically Disadvantaged 12 59 72 28 12 46 58 42 14 50 64 36
English Learners - 10 10 90 3 13 16 84 1 20 21 79
Homeless < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 53 60 40 7 55 62 38 9 49 58 42
Female 6 57 63 37 5 55 60 40 8 50 58 42
Male 8 50 58 42 9 55 64 36 10 48 57 43
American Indian < < 100 0
Asian 29 59 88 12 - 70 70 30 24 71 94 6
Black 8 69 77 23 4 70 74 26 11 56 67 33
Hispanic 4 49 54 46 7 52 59 41 6 45 51 49
Native Hawaiian < < 100 0
White 10 57 67 33 11 54 66 34 24 59 82 18
Multiple Races < < < < 10 60 70 30 - 47 47 53
Students with Disabilities 5 21 26 74 10 24 34 66 5 21 26 74
Students without Disabilities 7 57 64 36 7 61 67 33 10 55 65 35
Economically Disadvantaged 6 49 55 45 5 49 54 46 8 47 55 45
Not Economically Disadvantaged 10 61 70 30 9 64 73 27 10 50 61 39
English Learners - 20 20 80 9 4 13 87 3 18 21 79
Homeless < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 54 67 33 8 52 60 40 8 64 72 28
Female 12 60 72 28 8 57 65 35 9 61 70 30
Male 13 48 61 39 9 46 55 45 8 66 74 26
Asian 27 55 82 18 32 47 79 21 < < < <
Black - 71 71 29 21 54 75 25 11 68 79 21
Hispanic 10 46 56 44 3 51 54 46 7 66 73 27
White 16 79 95 5 15 58 73 27 16 45 61 39
Multiple Races 27 60 87 13 6 50 56 44 7 73 80 20
Students with Disabilities 14 23 36 64 4 13 17 83 13 34 47 53
Students without Disabilities 12 58 70 30 9 55 64 36 8 69 76 24
Economically Disadvantaged 11 47 58 42 6 49 55 45 9 56 64 36
Not Economically Disadvantaged 14 66 80 20 11 55 66 34 8 72 80 20
English Learners - 8 8 93 2 21 22 78 9 24 33 67
Homeless < < 100 0 < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 17 64 81 19 15 59 73 27
Female 14 65 79 21 16 66 82 18 19 53 73 27
Male 12 65 77 23 19 62 81 19 11 63 74 26
Asian 25 69 94 6 44 50 94 6 19 75 94 6
Black 24 48 72 28 35 48 83 17 19 62 81 19
Hispanic 8 65 73 27 10 69 79 21 13 58 71 29
White 19 76 95 5 39 55 94 6 19 67 85 15
Multiple Races 20 70 90 10 14 57 71 29 19 38 56 44
Students with Disabilities 5 45 50 50 10 40 50 50 6 45 52 48
Students without Disabilities 14 67 81 19 18 66 84 16 16 60 76 24
Economically Disadvantaged 9 66 75 25 13 68 81 19 13 57 70 30
Not Economically Disadvantaged 19 64 82 18 21 60 81 19 16 60 76 24
English Learners - 19 19 81 - 32 32 68 - 19 19 81
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 48 62 38 23 44 67 33
Female 18 54 72 28 25 47 73 27
Male 12 41 52 48 21 41 61 39
Asian 41 41 82 18 < < < <
Black 21 46 67 33 33 44 78 22
Hispanic 9 49 57 43 21 43 65 35
White 25 38 63 38 16 39 55 45
Multiple Races 13 60 73 27 31 54 85 15
Students with Disabilities - 29 29 71 10 30 40 60
Students without Disabilities 16 49 65 35 24 45 69 31
Economically Disadvantaged 9 46 55 45 18 45 63 37
Not Economically Disadvantaged 21 50 71 29 27 43 70 30
Homeless < < 100 0 < < < <
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 48 62 38 23 44 67 33
Female 18 54 72 28 25 47 73 27
Male 12 41 52 48 21 41 61 39
Asian 41 41 82 18 < < < <
Black 21 46 67 33 33 44 78 22
Hispanic 9 49 57 43 21 43 65 35
White 25 38 63 38 16 39 55 45
Multiple Races 13 60 73 27 31 54 85 15
Students with Disabilities - 29 29 71 10 30 40 60
Students without Disabilities 16 49 65 35 24 45 69 31
Economically Disadvantaged 9 46 55 45 18 45 63 37
Not Economically Disadvantaged 21 50 71 29 27 43 70 30
Homeless < < 100 0 < < < <
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 35 38 62 4 47 51 49 5 48 53 47
Female 2 35 37 63 3 48 51 49 5 46 51 49
Male 4 34 38 62 5 46 51 49 5 50 56 44
American Indian < < < < < < < < < < 100 0
Asian 6 51 57 43 13 71 84 16 18 63 82 18
Black 5 43 48 52 4 55 59 41 7 53 59 41
Hispanic 2 30 32 68 3 42 44 56 3 45 48 52
Native Hawaiian < < 100 0 < < 100 0
White 5 53 57 43 7 58 65 35 11 55 66 34
Multiple Races 4 37 41 59 5 54 60 40 6 54 59 41
Students with Disabilities 9 18 27 73 5 27 32 68 3 28 31 69
Students without Disabilities 2 37 39 61 4 50 54 46 6 51 57 43
Economically Disadvantaged 2 30 32 68 3 42 45 55 3 45 47 53
Not Economically Disadvantaged 4 43 47 53 5 53 58 42 8 52 60 40
English Learners 1 10 10 90 1 23 24 76 1 30 31 69
Homeless < < < < - 18 18 82
Military Connected 6 38 44 56 - 60 60 40 - 50 50 50
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 24 26 74 4 37 40 60 4 32 36 64
Female 1 23 24 76 1 31 32 68 4 27 31 69
Male 3 25 28 72 6 41 47 53 3 37 40 60
Asian < < < < 13 53 67 33 8 46 54 46
Black 5 37 42 58 - 36 36 64 - 15 15 85
Hispanic 1 18 19 81 4 33 37 63 1 30 31 69
White - 59 59 41 4 46 50 50 20 40 60 40
Multiple Races 8 8 17 83 - 39 39 61 - 50 50 50
Students with Disabilities 13 13 26 74 11 22 33 67 3 16 19 81
Students without Disabilities - 26 26 74 3 38 41 59 4 35 39 61
Economically Disadvantaged 3 19 22 78 4 32 36 64 - 26 26 74
Not Economically Disadvantaged - 32 32 68 3 43 46 54 8 39 47 53
English Learners 1 9 10 90 2 30 32 68 1 25 26 74
Foster Care < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 23 24 76 3 31 34 66 1 31 32 68
Female - 25 25 75 4 33 36 64 - 25 25 75
Male 2 20 22 78 2 30 32 68 1 36 37 63
Asian - 71 71 29 < < < < 5 58 63 37
Black - 30 30 70 - 41 41 59 - 38 38 63
Hispanic 1 17 18 82 1 27 28 72 1 26 26 74
White - 28 28 72 7 48 56 44 - 37 37 63
Multiple Races < < < < 6 19 25 75 - 40 40 60
Students with Disabilities 3 7 10 90 2 20 22 78 - 12 12 88
Students without Disabilities 1 26 26 74 3 33 36 64 1 34 35 65
Economically Disadvantaged - 17 17 83 1 29 30 70 - 24 24 76
Not Economically Disadvantaged 3 33 36 64 5 34 39 61 2 39 41 59
English Learners - 7 7 93 1 17 18 82 - 17 17 83
Military Connected < < < < < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 22 26 74 2 40 42 58 3 41 44 56
Female 3 17 20 80 2 41 43 57 3 41 43 57
Male 5 27 32 68 1 39 40 60 3 41 45 55
Asian 6 41 47 53 6 83 89 11 < < < <
Black 6 17 22 78 - 46 46 54 6 44 50 50
Hispanic 3 16 18 82 1 31 33 67 1 40 41 59
White 10 60 70 30 - 48 48 52 11 48 59 41
Multiple Races - 25 25 75 8 69 77 23 7 21 29 71
Students with Disabilities 14 11 25 75 3 18 21 79 - 24 24 76
Students without Disabilities 2 25 26 74 2 44 46 54 4 44 48 52
Economically Disadvantaged 3 18 20 80 - 31 31 69 1 38 39 61
Not Economically Disadvantaged 5 31 36 64 4 50 54 46 5 45 50 50
English Learners 3 - 3 97 - 13 13 87 - 20 20 80
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 37 43 57 6 42 48 52 7 39 46 54
Female 3 35 39 61 3 41 44 56 11 37 48 52
Male 9 38 47 53 9 44 52 48 3 41 44 56
American Indian < < 100 0 < < 100 0
Asian < < < < 21 74 95 5 41 53 94 6
Black - 44 44 56 5 40 45 55 9 36 45 55
Hispanic 5 36 42 58 2 34 36 64 3 36 40 60
White 15 30 44 56 24 57 81 19 9 41 50 50
Multiple Races 13 31 44 56 6 63 69 31 7 50 57 43
Students with Disabilities 19 19 38 63 2 22 24 76 3 16 18 82
Students without Disabilities 4 40 44 56 7 47 53 47 8 43 51 49
Economically Disadvantaged 5 32 37 63 3 40 43 57 2 37 39 61
Not Economically Disadvantaged 9 45 55 45 9 45 54 46 13 40 53 47
English Learners - 4 4 96 - 16 16 84 1 20 21 79
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 9 10 90 3 43 46 54 1 42 43 57
Female - 17 17 83 1 42 43 57 1 41 42 58
Male 2 3 5 95 5 44 49 51 1 43 44 56
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black < < < < - 46 46 54 - 64 64 36
Hispanic 1 10 11 89 4 40 44 56 1 36 37 63
White < < < < - 54 54 46 < < < <
Multiple Races < < < < 7 43 50 50 - 50 50 50
Students with Disabilities 6 12 18 82 10 26 36 64 - 32 32 68
Students without Disabilities - 8 8 92 1 47 49 51 1 44 46 54
Economically Disadvantaged 1 10 11 89 4 39 43 57 1 35 36 64
Not Economically Disadvantaged - 7 7 93 1 51 52 48 1 49 50 50
English Learners - 2 2 98 6 17 23 77 1 24 26 74
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 23 23 77 1 41 43 57 1 60 62 38
Female - 27 27 73 1 47 48 52 3 58 61 39
Male 1 18 20 80 2 36 38 62 - 63 63 37
Asian - 42 42 58 < < < < < < < <
Black - 30 30 70 - 65 65 35 - 69 69 31
Hispanic 1 20 20 80 1 38 39 61 1 54 55 45
Native Hawaiian < < 100 0
White - 27 27 73 - 47 47 53 - 86 86 14
Multiple Races - 30 30 70 - 43 43 57 - 67 67 33
Students with Disabilities 5 14 18 82 - 28 28 72 - 51 51 49
Students without Disabilities - 24 24 76 2 43 45 55 2 62 64 36
Economically Disadvantaged 1 22 23 77 2 36 38 63 1 60 61 39
Not Economically Disadvantaged - 23 23 77 1 49 50 50 2 61 63 37
English Learners - 6 6 94 - 17 17 83 - 38 38 62
Homeless < < < <
Military Connected < < < < < < < < < < 100 0
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 59 63 37 8 74 82 18 14 70 83 17
Female 3 61 64 36 7 79 87 13 13 73 86 14
Male 6 57 63 37 9 70 79 21 14 68 82 18
American Indian < < 100 0
Asian 25 50 75 25 16 84 100 0 46 54 100 0
Black 11 71 82 18 10 79 90 10 19 69 88 13
Hispanic 3 56 59 41 6 71 77 23 10 71 81 19
White 3 67 69 31 16 76 92 8 27 63 90 10
Multiple Races - 56 56 44 14 86 100 0 16 74 89 11
Students with Disabilities - 45 45 55 6 63 69 31 4 62 65 35
Students without Disabilities 5 61 66 34 8 76 84 16 15 70 85 15
Economically Disadvantaged 3 57 60 40 6 76 82 18 10 71 82 18
Not Economically Disadvantaged 7 61 68 32 10 73 83 17 17 68 85 15
English Learners - 37 37 63 - 50 50 50 1 67 68 32
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 64 64 36 5 74 80 20 6 72 78 22
Female - 63 63 38 4 71 76 24 3 67 70 30
Male 2 65 67 33 6 78 84 16 9 79 88 12
Asian < < < < 7 93 100 0 < < 100 0
Black < < < < 15 69 85 15 9 82 91 9
Hispanic - 57 57 43 2 67 69 31 3 73 75 25
White 3 76 79 21 7 80 87 13 16 47 63 37
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 1 66 67 33 5 76 81 19 5 74 79 21
Economically Disadvantaged - 54 54 46 - 77 77 23 - 76 76 24
Not Economically Disadvantaged 2 75 77 23 8 73 81 19 9 69 79 21
English Learners - 4 4 96 - 30 30 70 - 33 33 67
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 58 60 40 7 76 83 17 10 74 85 15
Female 5 57 62 38 - 76 76 24 - 86 86 14
Male - 59 59 41 14 76 90 10 16 68 84 16
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 48 48 52 12 71 82 18 - 67 67 33
White < < < < 6 83 89 11 < < 100 0
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities 2 58 60 40 7 76 83 17 11 76 87 13
Economically Disadvantaged - 33 33 67 13 75 88 13 - 58 58 42
Not Economically Disadvantaged 4 76 80 20 4 77 81 19 15 81 96 4
English Learners < < 100 0
Military Connected < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 39 42 58 3 45 48 52 3 48 52 48
Female 3 34 37 63 2 42 44 56 4 43 47 53
Male 3 43 46 54 4 48 52 48 3 53 56 44
American Indian < < < < < < < <
Asian 3 48 50 50 6 77 83 17 9 58 67 33
Black 3 42 45 55 3 60 63 37 2 52 54 46
Hispanic 2 35 36 64 2 38 40 60 2 46 47 53
White 7 57 64 36 9 53 62 38 10 56 66 34
Multiple Races 5 38 44 56 8 54 62 38 10 54 64 36
Students with Disabilities 7 13 21 79 3 27 30 70 3 32 35 65
Students without Disabilities 2 42 44 56 3 47 51 49 3 51 54 46
Economically Disadvantaged 2 34 36 64 1 40 41 59 2 43 45 55
Not Economically Disadvantaged 4 47 51 49 5 50 56 44 5 53 58 42
English Learners 1 3 4 96 - 10 11 89 1 21 22 78
Homeless < < 100 0 < < < <
Military Connected - 50 50 50 - 50 50 50 - 23 23 77
Foster Care < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 25 29 71 4 34 38 62 6 43 49 51
Female 4 18 22 78 4 35 39 61 8 38 46 54
Male 5 31 35 65 4 34 37 63 5 47 51 49
Asian 6 41 47 53 6 78 83 17 < < < <
Black 6 22 28 72 - 38 38 62 - 50 50 50
Hispanic 3 19 22 78 2 26 28 72 3 41 44 56
White 15 55 70 30 9 48 57 43 22 52 74 26
Multiple Races - 25 25 75 23 54 77 23 14 36 50 50
Students with Disabilities 11 17 28 72 5 24 29 71 2 34 37 63
Students without Disabilities 3 26 29 71 4 37 40 60 7 45 52 48
Economically Disadvantaged 2 22 24 76 - 27 27 73 2 45 47 53
Not Economically Disadvantaged 8 29 37 63 8 43 51 49 11 41 52 48
English Learners 3 2 5 95 - 14 14 86 - 27 27 73
Homeless < < < <
Military Connected < < < < < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 37 40 60 2 48 50 50 3 51 53 47
Female 1 38 39 61 1 45 46 54 2 40 42 58
Male 5 37 41 59 4 50 54 46 4 60 64 36
Asian - 45 45 55 11 72 83 17 - 70 70 30
Black - 44 44 56 8 54 63 38 - 61 61 39
Hispanic 3 29 32 68 1 42 42 58 2 46 48 52
White 3 56 59 41 4 56 60 40 5 59 65 35
Multiple Races 7 47 53 47 - 67 67 33 7 60 67 33
Students with Disabilities 10 5 15 85 4 20 24 76 8 30 38 62
Students without Disabilities 2 40 42 58 2 50 53 47 2 54 56 44
Economically Disadvantaged 3 32 35 65 2 41 43 57 4 41 45 55
Not Economically Disadvantaged 2 45 47 53 3 55 58 42 1 60 61 39
English Learners - - - 100 2 8 10 90 6 6 11 89
Homeless < < 100 0 < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 56 58 42 5 59 65 35 3 56 59 41
Female 4 51 55 45 4 55 59 41 4 54 58 42
Male 1 60 61 39 6 63 69 31 2 58 60 40
American Indian < < < <
Asian - 64 64 36 - 79 79 21 10 65 75 25
Black 5 64 68 32 - 82 82 18 5 57 62 38
Hispanic - 51 51 49 4 54 58 42 1 53 54 46
White 13 70 83 17 16 61 77 23 7 70 77 23
Multiple Races < < < < 7 57 64 36 11 67 78 22
Students with Disabilities - 25 25 75 - 33 33 67 - 33 33 67
Students without Disabilities 3 58 61 39 6 62 68 32 3 58 61 39
Economically Disadvantaged 1 46 47 53 3 57 60 40 1 47 48 52
Not Economically Disadvantaged 5 69 73 27 7 61 68 32 4 64 68 32
English Learners - 9 9 91 - 11 11 89 - 24 24 76
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 8 8 92 < < < < - 18 18 82
Female < < < < < < < < - 5 5 95
Male < < < < < < < < - 36 36 64
Asian < < < <
Black < < < < < < < <
Hispanic < < < < < < < < - 23 23 77
White < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 10 10 90 < < < < - 20 20 80
Economically Disadvantaged < < < < < < < < - 27 27 73
Not Economically Disadvantaged < < < < < < < < - 11 11 89
English Learners < < < < < < < < < < < <
Military Connected < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 43 43 57 - 32 32 68 1 40 41 59
Female - 30 30 70 - 26 26 74 - 40 40 60
Male - 50 50 50 - 37 37 63 2 39 41 59
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 46 46 54 - 31 31 69 - 42 42 58
White - 50 50 50 < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 8 8 92 - 38 38 63 - 31 31 69
Students without Disabilities - 47 47 53 - 31 31 69 1 41 42 58
Economically Disadvantaged - 42 42 58 - 33 33 67 - 38 38 62
Not Economically Disadvantaged - 45 45 55 - 30 30 70 2 41 43 57
English Learners - 4 4 96 - 3 3 97 - 20 20 80
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

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 7 48 56 44
Female 6 53 59 41 6 48 54 46
Male 9 50 59 41 8 49 57 43
American Indian < < 100 0 < < 100 0
Asian 29 55 83 17 10 71 80 20
Black 8 49 57 43 11 42 53 47
Hispanic 4 49 54 46 5 46 52 48
White 17 60 77 23 13 51 63 37
Multiple Races 8 56 63 37 8 57 65 35
Students with Disabilities 1 30 31 69 - 23 23 77
Students without Disabilities 9 54 63 37 8 51 59 41
Economically Disadvantaged 5 47 52 48 4 45 49 51
Not Economically Disadvantaged 11 57 68 32 10 52 62 38
English Learners - 26 26 74 3 22 25 75
Homeless < < 100 0 < < < <
Military Connected 7 64 71 29 9 27 36 64
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 25 25 75 - 22 22 78
Female - 22 22 78 - 19 19 81
Male - 29 29 71 - 24 24 76
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic - 16 16 84 - 20 20 80
White < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 29 29 71 - 23 23 77
Economically Disadvantaged - 25 25 75 - 8 8 92
Not Economically Disadvantaged - 25 25 75 - 31 31 69
English Learners - 9 9 91 - 8 8 92
Military Connected < < < <
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 21 21 79 - 6 6 94
Female < < < < - 10 10 90
Male - 27 27 73 - - - 100
Asian < < < < < < < <
Black < < < < < < < <
Hispanic - 27 27 73 - 3 3 97
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 27 27 73 - 7 7 93
Economically Disadvantaged - 15 15 85 - 6 6 94
Not Economically Disadvantaged < < < < - 6 6 94
English Learners < < < < - 5 5 95
Military Connected < < < < < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 62 70 30 3 61 64 36
Female 4 65 68 32 2 60 63 38
Male 12 59 71 29 3 62 65 35
American Indian < < 100 0
Asian 7 80 87 13 10 80 90 10
Black - 67 67 33 6 61 67 33
Hispanic 5 56 61 39 1 57 58 42
White 19 76 95 5 12 56 68 32
Multiple Races 18 65 82 18 - 88 88 12
Students with Disabilities 4 36 39 61 - 35 35 65
Students without Disabilities 8 65 73 27 3 63 66 34
Economically Disadvantaged 5 57 62 38 - 62 62 38
Not Economically Disadvantaged 11 67 78 22 5 60 65 35
English Learners - 23 23 77 1 31 33 67
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 15 63 78 22
Female 13 58 71 29 13 64 77 23
Male 16 52 68 32 16 63 79 21
Asian 47 41 88 12 < < 100 0
Black 25 54 79 21 26 53 79 21
Hispanic 9 55 64 36 12 66 77 23
White 26 56 81 19 25 53 78 22
Multiple Races - 69 69 31 20 53 73 27
Students with Disabilities - 35 35 65 - 45 45 55
Students without Disabilities 16 57 73 27 16 65 82 18
Economically Disadvantaged 11 52 63 37 8 63 71 29
Not Economically Disadvantaged 18 59 78 22 21 63 84 16
English Learners - 43 43 57 - 36 36 64
Homeless < < 100 0 < < < <
Military Connected < < < <
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 43 45 55 8 34 42 58
Female 4 39 43 57 6 31 38 62
Male 2 46 47 53 10 36 45 55
Asian < < < < 16 58 74 26
Black - 32 32 68 6 31 38 63
Hispanic - 45 45 55 9 29 37 63
White 7 41 48 52 4 42 46 54
Multiple Races 7 40 47 53 7 36 43 57
Students with Disabilities - 31 31 69 - 10 10 90
Students without Disabilities 3 45 48 52 10 38 48 52
Economically Disadvantaged - 37 37 63 8 25 33 67
Not Economically Disadvantaged 7 51 58 42 9 43 52 48
English Learners - 30 30 70 6 20 26 74
Military Connected < < 100 0 < < 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Hispanic < < < <
Students with Disabilities < < < <
Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-20222022-2023
Division102937
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten131136141
Kindergarten226220234
Grade 1255232238
Grade 2228245215
Grade 3235231235
Grade 4259232231
Grade 5243258229
Grade 6243236267
Grade 7281246251
Grade 8285272241
Grade 9294286302
Grade 10273319306
Grade 11280255258
Grade 12275266262
Total Students3,5083,4343,410

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students350834343410
Female167616321636
Male183218021774
American Indian445
Asian204208206
Black276246237
Hispanic239123902398
Native Hawaiian111
White408371352
Multiple Races224214211
Students with Disabilities459488514
Students without Disabilities304929462896
Economically Disadvantaged190516651771
Not Economically Disadvantaged160317691639
English Learners168617001664
Not English Learners182217341746
Homeless61011
Military Connected475252
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

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

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

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

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

Status of the Students in the 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 124 124 11 1 26 20
State 50941 37883 2120 845 5319 1819
Female Division 65 51 5 1 12 7
State 27811 16344 671 288 1971 747
Male Division 59 73 6 0 14 13
State 23072 21492 1448 557 3346 1069
Asian Division 14 3 1 0 0 0
State 6009 1299 108 12 87 30
Black Division 12 8 3 0 2 0
State 8188 10171 708 177 1106 701
Hispanic Division 75 92 4 1 21 17
State 6685 7832 305 130 2570 425
White Division 18 14 2 0 3 2
State 26830 16390 881 458 1333 565
Multiple Races Division 5 7 1 0 0 1
State 3013 2017 112 65 212 87
Students with Disabilities Division 0 14 11 0 1 1
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 50 55 7 0 17 9
State 12376 19803 1180 475 2916 1248
English Learners Division 11 45 4 0 19 11
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
< = 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 Students3062598526085269
Female1411218612287129
Male1651388413884149
Asian18181001810000
Black252392239228
Hispanic21017181172822110
White393487348738
Multiple Races141393139300
Students with Disabilities272593259314
Economically Disadvantaged13811281112811712
English Learners90606760671921
Homeless<<100<10000
Military Connected<<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 2020-20212021-20222022-2023
Advanced Placement Test Taken108 / 9.78%131 / 11.68%153 / 13.59%
Advanced Placement Course Enrollment237 / 21.47%203 / 18.09%226 / 20.07%
Dual Enrollment60 / 5.43%47 / 4.19%59 / 5.24%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision25411555
State87,31757,08135
FemaleDivision1206744
State43,70531,57728
MaleDivision1344864
State43,61225,50442
AsianDivision191521
State6,7415,86213
BlackDivision302130
State18,62410,60143
HispanicDivision1495166
State12,1106,62245
WhiteDivision462252
State45,09830,84432
Multiple RacesDivision10<100
State4,3802,92933
Students with DisabilitiesDivision22<100
State8,1853,54857
Economically DisadvantagedDivision1515564
State30,33514,98751
English LearnersDivision912474
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2020-20212021-20222022-2023
Industry CertificationDivision197242248
 State51,68595,688100,255
Total Credentials EarnedDivision197242282
 State71,189143,862147,481
Students Earning One or More CredentialsDivision194240262
 State60,992115,682117,932
CTE CompletersDivision118113223
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision---
 State1,0771,2361,563
Workplace ReadinessDivision--34
 State16,88544,34841,819
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$3,402$7,589$691
State$6,770$5,603$867
2020-2021Division$3,584$8,298$1,035
State$6,669$6,185$1,352
2021-2022Division$3,666$8,774$1,475
State$7,134$6,454$1,936
2022-2023Division$3,937$9,882$1,865
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,8615512,4908462,1551,071
Female1,3992481,1604241,007517
Male1,4623031,3304221,148554
American Indian<<<<<<
Asian18951652914247
Black247382283017952
Hispanic1,8614291,6256581,451808
Native Hawaiian<<<<<<
White3934630582251104
Multiple Races167331634712859
Students with Disabilities36088310137285164
Economically Disadvantaged1,6943671,2665291,054616
English Learners1,3553371,2164571,095577
Homeless<<<<69
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 54
Relationship Behaviors without Physical Harm 138
Behaviors of a Safety Concern 312
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 114

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.11.10.1
Asian5.85.86.10.5
Black8.37.913.87.27.5
Hispanic66.910068.272.369.677.5
Native Hawaiian000
White13.111.64.310.88.6
Multiple Races5.96.48.56.25.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian5.85.86.1
Black8.37.97.2
Hispanic66.968.269.6
Native Hawaiian000
White13.111.610.8
Multiple Races5.96.46.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian5.85.86.1
Black8.37.97.2
Hispanic66.968.269.6
Native Hawaiian000
White13.111.610.8
Multiple Races5.96.46.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 65.765.774.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available