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Martinsville City Public Schools

General school information

Division: Martinsville City Public Schools
Division Number: 116
Address: 746 Indian Trail Martinsville, VA 24112-5548
Superintendent: Dr. Zebedee Talley
Region: 6
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
Albert Harris ElementaryAccredited
Patrick Henry ElementaryAccredited
Middle Schools
Martinsville MiddleAccredited
High Schools
Martinsville HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 44 53 47 6 55 61 39
Female 9 48 57 43 5 59 64 36
Male 8 40 48 52 7 51 58 42
Asian 30 60 90 10 45 45 91 9
Black 5 41 47 53 3 51 54 46
Hispanic 5 43 48 53 7 58 65 35
White 19 52 71 29 13 64 77 23
Multiple Races 9 46 55 45 4 60 64 36
Students with Disabilities 14 20 34 66 8 26 35 65
Students without Disabilities 8 47 55 45 6 59 64 36
Economically Disadvantaged 6 44 50 50 5 54 59 41
Not Economically Disadvantaged 16 43 59 41 8 59 67 33
English Learners 2 22 24 76 2 39 40 60
Homeless 10 60 70 30 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 29 30 70 2 52 54 46
Female 2 34 35 65 3 53 56 44
Male 2 23 25 75 - 52 52 48
Asian < < < < < < 100 0
Black 1 25 27 73 - 46 46 54
Hispanic - 26 26 74 - 61 61 39
White 6 39 44 56 13 63 75 25
Multiple Races < < < < < < < <
Students with Disabilities 14 29 43 57 - 23 23 77
Students without Disabilities - 29 29 71 2 56 58 42
Economically Disadvantaged 1 31 32 68 - 48 48 52
Not Economically Disadvantaged 3 23 27 73 10 71 81 19
English Learners - 13 13 88 - 58 58 42
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 38 47 53 3 46 49 51
Female 4 46 50 50 4 51 56 44
Male 14 30 44 56 2 39 40 60
Asian < < 100 0
Black 8 32 40 60 2 40 42 58
Hispanic 6 50 56 44 10 45 55 45
White 17 43 61 39 - 67 67 33
Multiple Races < < < < < < < <
Students with Disabilities 29 29 57 43 9 27 36 64
Students without Disabilities 6 39 45 55 3 47 50 50
Economically Disadvantaged 5 43 48 52 3 43 46 54
Not Economically Disadvantaged 26 17 43 57 4 54 57 43
English Learners 9 55 64 36 - 47 47 53
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 38 41 59 4 49 52 48
Female - 51 51 49 3 51 54 46
Male 4 30 34 66 4 47 51 49
Black - 34 34 66 3 35 38 62
Hispanic 15 23 38 62 5 71 76 24
White 4 60 64 36 8 62 69 31
Multiple Races - 30 30 70 < < < <
Students with Disabilities - 13 13 87 18 24 41 59
Students without Disabilities 3 42 45 55 2 52 54 46
Economically Disadvantaged 4 36 39 61 4 48 52 48
Not Economically Disadvantaged - 45 45 55 3 50 53 47
English Learners < < < < < < < <
Homeless < < < <
Foster Care < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 48 56 44 11 52 62 38
Female 11 44 56 44 7 63 70 30
Male 5 51 56 44 14 42 56 44
Asian < < 100 0 < < 100 0
Black 6 47 53 47 4 58 62 38
Hispanic - 44 44 56 25 33 58 42
White 14 52 66 34 23 45 68 32
Multiple Races < < < < < < < <
Students with Disabilities 14 5 18 82 - 13 13 88
Students without Disabilities 7 56 63 37 12 57 69 31
Economically Disadvantaged 5 49 54 46 10 51 61 39
Not Economically Disadvantaged 18 44 62 38 15 52 67 33
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 45 54 46 7 59 66 34
Female 11 42 53 47 3 62 65 35
Male 6 48 55 45 10 58 67 33
Asian < < 100 0 < < 100 0
Black 3 45 47 53 3 53 57 43
Hispanic 6 41 47 53 6 71 76 24
White 27 60 87 13 13 71 83 17
Multiple Races < < < < < < 100 0
Students with Disabilities 20 33 53 47 4 30 35 65
Students without Disabilities 7 47 54 46 7 65 73 27
Economically Disadvantaged 5 48 53 47 7 58 65 35
Not Economically Disadvantaged 16 39 55 45 7 63 70 30
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 4 64 68 32
Female 14 61 75 25 5 68 73 27
Male 9 42 52 48 4 61 65 35
Asian < < 100 0 < < 100 0
Black 6 48 54 46 3 61 65 35
Hispanic 11 58 68 32 5 55 60 40
White 26 51 77 23 5 86 90 10
Multiple Races 9 64 73 27 < < < <
Students with Disabilities 18 9 27 73 7 47 53 47
Students without Disabilities 12 56 67 33 4 66 70 30
Economically Disadvantaged 9 47 57 43 4 62 66 34
Not Economically Disadvantaged 19 63 81 19 6 69 74 26
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 55 71 29 10 63 73 27
Female 17 58 75 25 8 69 77 23
Male 16 52 68 32 13 56 69 31
Asian < < 100 0 < < < <
Black 14 55 69 31 3 68 71 29
Hispanic - 50 50 50 4 60 64 36
White 45 55 100 0 24 62 86 14
Multiple Races < < < < < < < <
Students with Disabilities - 30 30 70 25 17 42 58
Students without Disabilities 18 57 75 25 9 68 77 23
Economically Disadvantaged 12 56 67 33 10 64 74 26
Not Economically Disadvantaged 28 53 81 19 13 58 71 29
English Learners < < < < < < < <
Military Connected < < < <
< = 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 3 38 41 59
Female 7 50 57 43
Male - 29 29 71
Asian < < 100 0
Black 1 40 41 59
Hispanic 7 27 33 67
White 10 30 40 60
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 3 41 45 55
Economically Disadvantaged 3 37 40 60
Not Economically Disadvantaged 3 41 44 56
English Learners < < < <
Military Connected < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 38 41 59
Female 7 50 57 43
Male - 29 29 71
Asian < < 100 0
Black 1 40 41 59
Hispanic 7 27 33 67
White 10 30 40 60
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 3 41 45 55
Economically Disadvantaged 3 37 40 60
Not Economically Disadvantaged 3 41 44 56
English Learners < < < <
Military Connected < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup 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

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 2 27 30 70 4 55 59 41
Female 2 28 30 70 3 57 60 40
Male 3 27 29 71 4 54 58 42
American Indian < < 100 0
Asian 9 64 73 27 20 60 80 20
Black 2 20 22 78 2 49 51 49
Hispanic 2 33 34 66 5 70 76 24
White 3 42 45 55 8 62 70 30
Multiple Races 4 32 35 65 3 58 62 38
Students with Disabilities 13 11 25 75 5 30 36 64
Students without Disabilities 1 30 30 70 4 59 63 38
Economically Disadvantaged 1 25 26 74 4 53 57 43
Not Economically Disadvantaged 4 34 38 62 4 64 68 32
English Learners - 21 21 79 5 61 67 33
Homeless - 10 10 90 < < < <
Military Connected 10 30 40 60 < < < <
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 19 21 79 6 55 61 39
Female 2 20 21 79 7 45 52 48
Male 2 19 20 80 5 66 71 29
Asian < < < < < < 100 0
Black 1 11 13 87 3 47 50 50
Hispanic - 32 32 68 6 72 78 22
White 6 33 39 61 13 69 81 19
Multiple Races < < < < < < < <
Students with Disabilities 14 7 21 79 8 15 23 77
Students without Disabilities - 21 21 79 6 60 66 34
Economically Disadvantaged 1 19 20 80 5 51 56 44
Not Economically Disadvantaged 3 20 23 77 10 76 86 14
English Learners - 19 19 81 8 75 83 17
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 24 28 72 3 48 51 49
Female 2 23 25 75 - 53 53 47
Male 7 25 32 68 7 42 49 51
Asian < < 100 0
Black 7 13 20 80 - 41 41 59
Hispanic - 56 56 44 10 60 70 30
White 4 30 35 65 11 61 72 28
Multiple Races < < < < < < < <
Students with Disabilities 29 14 43 57 - 36 36 64
Students without Disabilities 1 25 26 74 3 49 53 47
Economically Disadvantaged 5 21 26 74 3 45 48 52
Not Economically Disadvantaged 4 35 39 61 4 57 61 39
English Learners - 45 45 55 12 53 65 35
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 24 24 76 4 33 37 63
Female - 23 23 77 5 34 39 61
Male 1 24 25 75 3 32 35 65
Black - 14 14 86 1 23 24 76
Hispanic 8 31 38 62 10 52 62 38
White - 44 44 56 8 54 62 38
Multiple Races - 30 30 70 < < < <
Students with Disabilities - - - 100 12 24 35 65
Students without Disabilities 1 27 28 72 3 34 37 63
Economically Disadvantaged 1 24 26 74 5 30 35 65
Not Economically Disadvantaged - 21 21 79 - 43 43 57
English Learners < < < < < < < <
Homeless < < < <
Foster Care < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 21 24 76 9 39 48 52
Female 3 20 24 76 5 42 47 53
Male 3 22 25 75 12 37 49 51
Asian < < 100 0 < < < <
Black 4 16 20 80 5 38 43 57
Hispanic - 13 13 88 8 58 67 33
White 4 29 32 68 19 35 55 45
Multiple Races < < < < < < < <
Students with Disabilities 14 9 23 77 - - - 100
Students without Disabilities 1 24 25 75 11 45 55 45
Economically Disadvantaged 1 18 19 81 10 35 45 55
Not Economically Disadvantaged 9 29 38 62 7 56 63 37
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 - 10 90 < < 100 0
Female 6 - 6 94 < < 100 0
Male 12 - 12 88 < < 100 0
Black - - - 100 < < 100 0
Students with Disabilities 40 - 40 60 < < 100 0
Not Economically Disadvantaged 20 - 20 80 < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 10 11 89 1 41 41 59
Female 2 14 16 84 2 45 47 53
Male - 5 5 95 - 37 37 63
Black - 2 2 98 - 33 33 67
Hispanic - 25 25 75 - 67 67 33
White 7 14 21 79 5 45 50 50
Multiple Races < < < < < < < <
Students with Disabilities 7 21 29 71 - 27 27 73
Students without Disabilities - 7 7 93 1 44 45 55
Economically Disadvantaged - 8 8 92 - 39 39 61
Not Economically Disadvantaged 5 16 21 79 3 47 50 50
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0 < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 41 43 57 3 84 87 13
Female 1 44 46 54 5 82 88 12
Male 1 39 40 60 - 86 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 40 40 60 4 82 86 14
Hispanic - 32 32 68 - 92 92 8
White 4 52 56 44 - 88 88 12
Multiple Races < < < < - 85 85 15
Students with Disabilities - 27 27 73 - 70 70 30
Students without Disabilities 1 42 44 56 3 86 89 11
Economically Disadvantaged 1 42 42 58 4 84 88 13
Not Economically Disadvantaged 2 41 43 57 - 85 85 15
English Learners < < < < - 90 90 10
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 59 59 41 - 77 77 23
Female - 48 48 52 - 70 70 30
Male - 79 79 21 - 85 85 15
Asian < < 100 0 < < 100 0
Black - 56 56 44 - 67 67 33
Hispanic < < < < < < < <
White - 92 92 8 - 88 88 12
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities - 60 60 40 - 77 77 23
Economically Disadvantaged - 41 41 59 - 75 75 25
Not Economically Disadvantaged - 75 75 25 - 79 79 21
English Learners < < < <
Military Connected < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 49 49 51 1 88 89 11
Female - 50 50 50 - 91 91 9
Male - 48 48 52 3 84 86 14
Asian < < < < < < < <
Black - 41 41 59 - 91 91 9
Hispanic - 56 56 44 < < 100 0
White - 56 56 44 - 73 73 27
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 51 51 49 - 90 90 10
Economically Disadvantaged - 45 45 55 - 92 92 8
Not Economically Disadvantaged - 56 56 44 5 76 81 19
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 2 27 28 72 3 43 46 54
Female 2 27 29 71 4 44 47 53
Male 1 26 28 72 3 42 45 55
Asian < < 100 0 < < < <
Black - 17 18 82 1 32 33 67
Hispanic 2 24 25 75 - 43 43 57
White 7 50 57 43 14 65 78 22
Multiple Races - 22 22 78 - 68 68 32
Students with Disabilities 2 4 6 94 14 22 37 63
Students without Disabilities 2 29 31 69 2 45 47 53
Economically Disadvantaged 1 22 23 77 3 40 43 57
Not Economically Disadvantaged 4 37 41 59 5 50 55 45
English Learners - 6 6 94 - 15 15 85
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 15 16 84 4 31 34 66
Female 2 9 11 89 3 27 31 69
Male - 20 20 80 4 33 37 63
Black - 6 6 94 3 16 19 81
Hispanic - 23 23 77 - 38 38 62
White 4 40 44 56 12 62 73 27
Multiple Races - - - 100 < < < <
Students with Disabilities - - - 100 22 17 39 61
Students without Disabilities 1 17 18 82 1 33 34 66
Economically Disadvantaged 1 14 15 85 5 26 31 69
Not Economically Disadvantaged - 18 18 82 - 47 47 53
English Learners < < < < < < < <
Homeless < < < <
Foster Care < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 38 42 58 1 54 55 45
Female 4 40 44 56 2 52 54 46
Male 5 36 41 59 - 55 55 45
Asian < < 100 0 < < 100 0
Black - 21 21 79 - 47 47 53
Hispanic 5 47 53 47 - 56 56 44
White 15 53 68 32 5 76 81 19
Multiple Races - 58 58 42 < < < <
Students with Disabilities 9 9 18 82 - 47 47 53
Students without Disabilities 4 41 45 55 1 55 56 44
Economically Disadvantaged 1 29 31 69 - 53 53 47
Not Economically Disadvantaged 11 57 68 32 3 57 60 40
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 27 28 72 3 45 48 52
Female 1 29 30 70 4 48 53 47
Male - 25 25 75 3 40 43 58
Asian < < 100 0 < < < <
Black 1 23 24 76 - 34 34 66
Hispanic - 8 8 92 - 42 42 58
White - 58 58 42 18 62 79 21
Multiple Races < < < < - 71 71 29
Students with Disabilities - 7 7 93 - - - 100
Students without Disabilities 1 29 30 70 4 48 51 49
Economically Disadvantaged - 21 21 79 1 43 44 56
Not Economically Disadvantaged 2 39 41 59 9 49 58 42
English Learners < < < < - 6 6 94
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < < <
Black < < < <
Multiple Races < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 21 21 79 4 35 39 61
Female - 15 15 85 7 43 50 50
Male - 28 28 72 < < < <
Black - 19 19 81 8 15 23 77
Hispanic < < < < < < < <
White < < < < < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 27 27 73 5 33 38 62
Economically Disadvantaged - 26 26 74 8 31 38 62
Not Economically Disadvantaged - 9 9 91 - 40 40 60
English Learners < < < < < < < <
Homeless < < < <
< = 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 7 46 52 48
Female 6 45 51 49
Male 7 47 53 47
American Indian < < < <
Asian < < < <
Black 3 41 44 56
Hispanic 11 49 60 40
White 13 60 73 27
Multiple Races 3 44 47 53
Students with Disabilities 3 23 26 74
Students without Disabilities 7 48 55 45
Economically Disadvantaged 4 46 50 50
Not Economically Disadvantaged 14 47 60 40
English Learners 5 16 21 79
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 44 50 50
Female 5 45 51 49
Male 7 43 50 50
American Indian < < < <
Asian < < < <
Black 1 35 36 64
Hispanic 4 50 54 46
White 19 56 75 25
Multiple Races - 64 64 36
Students with Disabilities - 10 10 90
Students without Disabilities 7 46 53 47
Economically Disadvantaged 4 44 48 52
Not Economically Disadvantaged 10 45 55 45
English Learners 10 - 10 90
Homeless < < < <
Military Connected < < 100 0
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 31 31 69
Female - 19 19 81
Male - 50 50 50
Black - 20 20 80
Hispanic < < < <
White < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 30 30 70
Economically Disadvantaged - 26 26 74
Not Economically Disadvantaged < < < <
English Learners < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 71 29
Female 11 67 77 23
Male 7 59 67 33
Asian < < 100 0
Black 6 59 65 35
Hispanic 7 79 86 14
White 15 70 85 15
Multiple Races < < < <
Students with Disabilities 8 42 50 50
Students without Disabilities 9 65 74 26
Economically Disadvantaged 4 65 69 31
Not Economically Disadvantaged 21 58 79 21
English Learners < < 100 0
Military Connected < < < <
Foster Care < < 100 0
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 35 41 59
Female 5 31 36 64
Male 7 38 44 56
Black 3 30 32 68
Hispanic 24 29 52 48
White 4 67 71 29
Multiple Races < < < <
Students with Disabilities - 14 14 86
Students without Disabilities 7 37 44 56
Economically Disadvantaged 4 34 38 62
Not Economically Disadvantaged 14 38 52 48
English Learners < < < <
Homeless < < < <
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division--
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-kindergarten1397497
Kindergarten119136125
Grade 1122118136
Grade 2139121118
Grade 3142134116
Grade 4141143131
Grade 5151141136
Grade 6136148134
Grade 7150130136
Grade 8139155132
Grade 9144153159
Grade 10138155149
Grade 11144123125
Grade 12126150123
Total Students1,9301,8811,817

< = 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 Students193018811817
Female935914887
Male995967930
American Indian324
Asian232220
Black112011041076
Hispanic265259254
White396368340
Multiple Races123126122
Students with Disabilities231225222
Students without Disabilities169916561595
Economically Disadvantaged124613481365
Not Economically Disadvantaged684533452
English Learners176146171
Not English Learners175417351646
Homeless6169
Military Connected191513
Foster Care2135
< = 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 61 78 0 1 6 1
State 51257 36990 2117 702 4150 1952
Female Division 34 30 0 0 1 1
State 28271 16179 698 250 1329 759
Male Division 27 48 0 1 5 0
State 22980 20805 1419 452 2820 1193
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 27 48 0 0 4 1
State 7933 10581 774 148 1017 761
Hispanic Division 9 14 0 0 0 0
State 5891 6757 240 88 1844 312
White Division 18 11 0 1 2 0
State 28757 16258 918 407 1095 755
Multiple Races Division 5 5 0 0 0 0
State 2685 1935 101 44 114 85
Students with Disabilities Division 3 10 0 0 1 0
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 31 53 0 1 4 1
State 11820 19248 1270 371 2167 1346
English Learners Division < < < < 0 <
State 1281 4094 206 19 1532 67
Homeless Division < < < < 0 <
State 166 486 50 19 183 53
Military Connected Division < < < < 0 <
State 2252 1403 62 15 48 37
Foster Care Division < < < < 0 <
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 Students147139951409564
Female666497649712
Male817593769456
Asian<<100<10000
Black807594759445
Hispanic23231002310000
White322991309426
Multiple Races10101001010000
Students with Disabilities141393139317
Economically Disadvantaged908493859444
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment134 / 24.28%103 / 17.73%41 / 7.37%
Dual Enrollment96 / 17.39%65 / 11.19%94 / 16.91%
Governor's School Enrollment18 / 3.26%16 / 2.75%23 / 4.14%
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 StudentsDivision1317741
State86,21159,46331
FemaleDivision624134
State43,37932,57925
MaleDivision693648
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision774739
State18,49311,40838
HispanicDivision13<100
State10,7996,31841
WhiteDivision362336
State46,06133,07628
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision14<100
State7,5273,57553
Economically DisadvantagedDivision703747
State28,16915,21546
English LearnersDivision<<100
State5,2962,82847
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
< = 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
Workplace ReadinessDivision71-180
 State26,62716,88543,413
Total Credentials EarnedDivision713180
 State71,13171,189142,927
Students Earning One or More CredentialsDivision712180
 State62,89960,992115,109
CTE CompletersDivision89114115
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision---
 State3331,0771,236
Industry CertificationDivision-3-
 State43,66051,68595,688
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$3,911$7,853$1,882
State$6,642$5,388$901
2019-2020Division$3,366$7,909$1,568
State$6,770$5,603$867
2020-2021Division$2,730$8,869$2,935
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 Students1,725911,237475
Female84037607234
Male88554630241
American Indian<<<<
Asian210193
Black99859734279
Hispanic2401118061
White3431422196
Multiple Races12267936
Students with Disabilities1991814663
Economically Disadvantaged1,27774920409
English Learners138713234
Homeless293611
< = 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 <
Other Offenses Against Persons <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.21.30.1
Asian1.20.61.2
Black5876.458.754.5
Hispanic13.7713.89.1
Native Hawaiian----
White20.510.219.627.3
Multiple Races6.44.56.79.1
< = 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 Indian0.20.1
Asian1.21.2
Black5858.7
Hispanic13.713.8
Native Hawaiian
White20.519.6
Multiple Races6.46.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.1
Asian1.21.2
Black5858.7
Hispanic13.713.8
Native Hawaiian----
White20.519.6
Multiple Races6.46.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 100100100
< = 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 55.355.355.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 82.682.682.6
< = 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: 12.72 : 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: 11.3 : 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
2019-202054%41%1%4%
2020-202156%40%1%3%
2021-202259%36%1%4%
< = 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 Students92%84%84%
Asian<90%84%
Black95%83%84%
Hispanic83%82%84%
White88%86%84%
Economically Disadvantaged96%81%84%
English Learners<74%84%
Students with Disabilities80%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 Students5%8%12%10%
Asian-2%10%10%
Black6%8%13%10%
Hispanic4%7%13%10%
White4%8%13%10%
Economically Disadvantaged5%9%15%10%
English Learners5%7%12%10%
Students with Disabilities8%10%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 Proficiency6%--

< = 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 Proficiency61096%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students88%12%88%12%91%9%
Asian100%-100%-<<
Black87%13%86%14%90%10%
Hispanic94%6%95%5%100%-
White87%13%88%12%88%12%
Economically Disadvantaged86%14%86%14%89%11%
Not Economically Disadvantaged94%6%94%6%97%3%
English Learners94%6%95%5%100%-
Students with Disabilities86%14%87%13%88%12%
Students without Disabilities88%12%89%11%92%8%
Female90%10%89%11%91%9%
Male86%14%88%12%92%8%
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​​​
Martinsville City Public Schools to top