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Mecklenburg County Public Schools

General school information

Division: Mecklenburg County Public Schools
Division Number: 58
Address: 175 Mayfield Drive Boydton, VA 23917
Superintendent: Mr. Paul C Nichols
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 10 62 72 28
Female 15 67 81 19 12 65 77 23
Male 12 63 75 25 8 59 67 33
American Indian < < 100 0
Asian 29 43 71 29 < < 100 0
Black 8 61 69 31 6 56 62 38
Hispanic 14 71 86 14 9 61 70 30
White 19 68 86 14 14 67 80 20
Multiple Races 10 64 73 27 9 61 71 29
Students with Disabilities 18 30 48 52 13 24 37 63
Students without Disabilities 13 70 82 18 10 67 77 23
Economically Disadvantaged 7 64 71 29 6 59 65 35
Not Economically Disadvantaged 23 67 90 10 17 66 83 17
English Learners - 41 41 59 4 33 38 63
Homeless < < < < < < < <
Military Connected 9 77 86 14 19 75 94 6
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 55 70 30 7 63 70 30
Female 18 60 77 23 7 67 74 26
Male 12 51 63 38 8 59 67 33
Asian < < 100 0
Black 10 48 57 43 2 54 56 44
Hispanic - 62 62 38 12 59 71 29
White 21 62 83 17 11 70 81 19
Multiple Races 14 52 67 33 8 58 67 33
Students with Disabilities 19 23 42 58 12 36 48 52
Students without Disabilities 14 60 74 26 7 67 73 27
Economically Disadvantaged 8 53 61 39 5 59 63 37
Not Economically Disadvantaged 28 59 87 13 13 72 85 15
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 11 55 66 34
Female 18 62 79 21 13 60 73 27
Male 14 56 71 29 9 50 59 41
American Indian < < 100 0
Asian < < < < < < 100 0
Black 10 58 68 32 6 48 54 46
Hispanic 23 54 77 23 6 47 53 47
White 21 64 85 15 14 61 75 25
Multiple Races 13 39 52 48 20 70 90 10
Students with Disabilities 16 24 39 61 12 29 40 60
Students without Disabilities 16 64 80 20 11 60 70 30
Economically Disadvantaged 10 56 66 34 8 49 57 43
Not Economically Disadvantaged 26 65 91 9 16 68 84 16
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 57 81 19 9 56 66 34
Female 27 57 84 16 12 60 72 28
Male 21 58 79 21 7 54 60 40
Black 10 56 66 34 5 50 55 45
Hispanic 36 57 93 7 - 41 41 59
White 35 56 91 9 15 62 77 23
Multiple Races 7 86 93 7 6 71 76 24
Students with Disabilities 18 28 45 55 13 24 37 63
Students without Disabilities 25 62 87 13 9 61 70 30
Economically Disadvantaged 13 62 75 25 5 52 57 43
Not Economically Disadvantaged 41 50 91 9 16 63 79 21
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 70 82 18 10 63 73 27
Female 7 74 81 19 15 64 80 20
Male 15 67 82 18 5 61 66 34
Asian < < < < < < 100 0
Black 4 69 73 27 7 55 62 38
Hispanic 19 69 88 13 6 75 81 19
White 18 70 88 12 15 71 86 14
Multiple Races 9 82 91 9 5 50 55 45
Students with Disabilities 3 42 45 55 12 24 36 64
Students without Disabilities 13 73 86 14 10 69 79 21
Economically Disadvantaged 6 69 75 25 4 63 67 33
Not Economically Disadvantaged 21 72 93 7 20 63 83 17
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 69 82 18 9 67 77 23
Female 14 69 83 17 12 69 81 19
Male 12 70 81 19 7 65 72 28
Asian < < 100 0 < < 100 0
Black 8 68 76 24 3 64 67 33
Hispanic 12 88 100 0 7 71 79 21
White 18 68 85 15 14 70 85 15
Multiple Races 8 77 85 15 6 59 65 35
Students with Disabilities 22 37 59 41 9 29 37 63
Students without Disabilities 11 74 85 15 9 73 82 18
Economically Disadvantaged 6 70 76 24 5 62 67 33
Not Economically Disadvantaged 24 68 92 8 14 74 88 12
English Learners < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 10 66 76 24
Female 12 67 79 21 9 65 74 26
Male 5 66 72 28 10 68 78 22
Black 6 55 61 39 10 62 72 28
Hispanic < < < < 27 60 87 13
White 11 77 87 13 7 70 78 22
Multiple Races < < < < 20 70 90 10
Students with Disabilities 14 29 43 57 4 21 25 75
Students without Disabilities 8 71 79 21 11 71 82 18
Economically Disadvantaged 2 65 67 33 8 64 72 28
Not Economically Disadvantaged 18 69 87 13 12 69 81 19
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 77 83 17 13 61 75 25
Female 6 80 86 14 12 68 81 19
Male 5 74 79 21 14 54 69 31
American Indian < < 100 0
Black 5 74 79 21 10 59 70 30
Hispanic - 92 92 8 6 75 81 19
White 6 79 85 15 18 61 79 21
Multiple Races 7 73 80 20 < < < <
Students with Disabilities 31 31 63 38 30 6 36 64
Students without Disabilities 3 82 85 15 11 68 79 21
Economically Disadvantaged 6 74 80 20 5 65 70 30
Not Economically Disadvantaged 6 81 87 13 25 56 81 19
English Learners < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 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. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 75 25
Female 23 61 85 15
Male 14 53 66 34
Asian < < 100 0
Black 11 56 67 33
Hispanic 18 53 71 29
White 26 58 84 16
Multiple Races 9 64 73 27
Students with Disabilities 24 20 44 56
Students without Disabilities 18 61 79 21
Economically Disadvantaged 11 59 70 30
Not Economically Disadvantaged 30 54 84 16
Military Connected < < < <
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 53 71 29
Female 24 59 82 18
Male 11 48 60 40
Asian < < 100 0
Black 8 50 58 42
Hispanic < < < <
White 26 57 83 17
Multiple Races < < < <
Students with Disabilities 15 15 29 71
Students without Disabilities 18 58 76 24
Economically Disadvantaged 7 56 64 36
Not Economically Disadvantaged 32 49 81 19
Military Connected < < 100 0
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 80 20
Female 23 64 87 13
Male 16 57 73 27
Black 13 61 74 26
Hispanic 18 64 82 18
White 27 59 85 15
Multiple Races 14 71 86 14
Students with Disabilities 34 25 59 41
Students without Disabilities 18 65 82 18
Economically Disadvantaged 14 62 76 24
Not Economically Disadvantaged 28 59 87 13
Military Connected < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

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

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 63 79 21 7 52 59 41
Female 15 66 81 19 7 51 58 42
Male 16 61 77 23 7 53 59 41
Asian < < < < < < < <
Black 7 59 66 34 3 40 43 57
Hispanic 17 68 85 15 2 63 65 35
Native Hawaiian < < 100 0
White 23 66 89 11 11 60 70 30
Multiple Races 10 72 82 18 6 58 64 36
Students with Disabilities 13 31 44 56 11 17 28 72
Students without Disabilities 16 68 83 17 7 56 63 37
Economically Disadvantaged 9 63 72 28 4 45 49 51
Not Economically Disadvantaged 26 63 89 11 12 62 73 27
English Learners < < < < - 30 30 70
Homeless < < < < < < < <
Military Connected 22 44 67 33 < < 100 0
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 57 90 10 11 41 52 48
Female 32 58 90 10 15 36 50 50
Male 33 57 90 10 8 45 53 47
Black 14 67 82 18 4 30 34 66
Hispanic 43 57 100 0 - 35 35 65
Native Hawaiian < < 100 0
White 46 49 95 5 19 50 69 31
Multiple Races 21 71 93 7 6 56 63 38
Students with Disabilities 23 38 60 40 8 16 24 76
Students without Disabilities 34 60 94 6 12 45 56 44
Economically Disadvantaged 21 65 87 13 5 34 39 61
Not Economically Disadvantaged 51 44 95 5 20 51 71 29
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 81 19 5 56 61 39
Female 15 73 88 12 4 50 53 47
Male 17 58 75 25 6 61 67 33
Black 4 62 66 34 2 48 50 50
Hispanic < < 100 0 7 79 86 14
White 26 67 93 7 7 60 67 33
Multiple Races < < < < < < < <
Students with Disabilities 18 32 50 50 - 21 21 79
Students without Disabilities 16 70 85 15 5 60 65 35
Economically Disadvantaged 4 69 74 26 4 48 52 48
Not Economically Disadvantaged 31 61 92 8 6 66 72 28
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 3 48 51 49
Female 9 59 68 32 4 54 58 42
Male 9 57 66 34 2 43 45 55
Asian < < 100 0 < < < <
Black 5 49 54 46 - 33 33 67
Hispanic 11 68 79 21 < < < <
White 13 64 77 23 6 59 65 35
Multiple Races - 64 64 36 < < < <
Students with Disabilities - 19 19 81 - 14 14 86
Students without Disabilities 10 63 73 27 3 52 55 45
Economically Disadvantaged 4 54 58 42 1 39 40 60
Not Economically Disadvantaged 16 64 80 20 6 62 68 33
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 39 44 56 < < < <
Female 8 33 42 58 < < < <
Male < < < < < < < <
Asian < < 100 0
Black - 60 60 40 < < < <
Hispanic < < < <
White < < < < < < < <
Students without Disabilities 6 39 44 56 < < < <
Economically Disadvantaged - 50 50 50 < < < <
Not Economically Disadvantaged < < < < < < < <
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 73 79 21 7 84 91 9
Female 5 75 80 20 5 83 88 12
Male 8 71 78 22 9 84 93 7
Asian < < 100 0 < < 100 0
Black 2 62 64 36 - 84 84 16
Hispanic 11 74 84 16 - 92 92 8
White 10 83 92 8 10 82 93 7
Multiple Races 7 79 86 14 < < 100 0
Students with Disabilities 3 29 31 69 < < < <
Students without Disabilities 7 78 85 15 6 85 91 9
Economically Disadvantaged 3 67 70 30 6 83 88 12
Not Economically Disadvantaged 11 82 93 7 9 85 94 6
English Learners < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 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

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

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

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

2018-20192020-2021
Division1-
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten200194145
Kindergarten272303291
Grade 1292292280
Grade 2308289294
Grade 3297303276
Grade 4316311307
Grade 5305321301
Grade 6291297316
Grade 7325296298
Grade 8311323299
Grade 9352336337
Grade 10352330311
Grade 11286317315
Grade 12308293323
Total Students4,2154,2054,093

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students421542054093
Female204220381990
Male217321672103
American Indian445
Asian242826
Black179617721704
Hispanic191196200
Native Hawaiian231
White199319791938
Multiple Races205223219
Students with Disabilities495494471
Students without Disabilities372037113622
Economically Disadvantaged262724292435
Not Economically Disadvantaged158817761658
English Learners87107105
Not English Learners412840983988
Homeless986
Military Connected554236
Foster Care10510
< = 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 125 170 8 0 18 9
State 51256 36988 2113 702 4151 1952
Female Division 70 81 3 0 7 4
State 28270 16178 697 250 1330 759
Male Division 55 89 5 0 11 5
State 22980 20804 1416 452 2820 1193
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 33 73 6 0 10 5
State 7933 10580 773 148 1017 761
Hispanic Division 7 12 0 0 1 0
State 5891 6756 239 88 1844 312
White Division 81 79 2 0 5 3
State 28756 16258 916 407 1096 755
Multiple Races Division 2 6 0 0 2 1
State 2685 1935 101 44 114 85
Students with Disabilities Division 0 22 8 0 2 0
State 1332 7339 2113 98 863 108
Economically Disadvantaged Division 36 117 6 0 11 8
State 11820 19248 1267 371 2167 1346
English Learners Division < < < < < <
State 1281 4092 206 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 183 54
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 Students3303039230492186
Female165154931549374
Male1651499015091117
Asian<<100<10000
Black1271128811288108
Hispanic201995199515
White170162951639653
Multiple Races11873873218
Students with Disabilities323094309426
Economically Disadvantaged1781598916090116
English Learners<<<<<<<
Homeless<<<<<00
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 2018-20192019-20202020-2021
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment347 / 26.73%301 / 23.7%278 / 21.72%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision28518635
State86,21159,46231
FemaleDivision15311227
State43,37932,57825
MaleDivision1327444
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision1248035
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision1449931
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision10<100
State7,5273,57553
Economically DisadvantagedDivision1428242
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
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
2018-20192019-20202020-2021
NOCTI AssessmentsDivision7--
 State4,0955111,508
State LicensuresDivision15165
 State2,2313331,030
Industry CertificationDivision706256260
 State107,23443,66048,781
Total Credentials EarnedDivision728272265
 State158,45744,50451,319
Students Earning One or More CredentialsDivision514226223
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision1412-
 State1,317917295
CTE CompletersDivision198206185
 State42,22244,53939,042
Workplace ReadinessDivision---
 State44,897--

< = 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$5,325$6,289$1,127
State$6,642$5,388$901
2019-2020Division$7,838$6,345$1,178
State$6,770$5,603$867
2020-2021Division$4,954$6,709$1,410
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students3,3356283,622246
Female1,6173091,774105
Male1,7183191,848141
American Indian<<<<
Asian231231
Black1,4232721,456150
Hispanic1611517613
Native Hawaiian<<<<
White1,5823021,77467
Multiple Races1423818914
Students with Disabilities3989442835
Economically Disadvantaged2,0214802,168217
English Learners9041036
Homeless5691
< = 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 13
Disorderly or Disruptive Behavior Offenses 17
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian0.60.10.70.20.65.7
Black42.663.442.263.741.748.6
Hispanic4.52.14.72.14.9
Native Hawaiian00.10
White47.33147.128.147.440
Multiple Races4.93.35.365.45.7
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian0.60.70.6
Black42.642.241.7
Hispanic4.54.74.9
Native Hawaiian00.10
White47.347.147.4
Multiple Races4.95.35.4
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian0.60.70.6
Black42.642.241.7
Hispanic4.54.74.9
Native Hawaiian00.10
White47.347.147.4
Multiple Races4.95.35.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 64.571.871.8
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 46.846.846.8
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 71.671.971.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 11.04 : 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

2019-2020 Grades 8-12 Student Teacher Ratio: 10.96 : 1

student 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.