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Middlesex County Public Schools

General school information

Division: Middlesex County Public Schools
Division Number: 59
Address: Cooks Corner Office Complex 2911 General Puller Highway Saluda, VA 23149-0205
Superintendent: Dr. Tracy B. Seitz
Region: 3
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

MOP

Accreditation

Accreditation Status
Elementary Schools
Middlesex ElementaryAccredited
Middle Schools
St. Clare Walker MiddleAccredited
High Schools
Middlesex HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 7 60 66 34 7 63 69 31
Female 8 57 65 35 7 62 69 31 5 64 69 31
Male 7 61 68 32 7 57 64 36 9 61 70 30
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 48 53 47 1 50 50 50 7 49 56 44
Hispanic 15 48 64 36 5 50 55 45 5 63 67 33
White 7 64 71 29 9 63 72 28 7 67 73 27
Multiple Races 9 51 60 40 4 63 67 33 5 59 64 36
Students with Disabilities 5 24 29 71 5 25 29 71 5 28 33 67
Students without Disabilities 8 66 74 26 7 67 74 26 7 69 76 24
Economically Disadvantaged 4 52 56 44 5 54 59 41 6 58 63 37
Not Economically Disadvantaged 12 71 83 17 10 69 79 21 10 72 82 18
English Learners < < < < - 36 36 64 < < < <
Homeless < < < < < < < < - 50 50 50
Military Connected < < < < < < < < - 100 100 0
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 42 44 56 2 62 64 36 1 59 60 40
Female 3 38 41 59 4 63 67 33 - 64 64 36
Male 3 45 47 53 - 59 59 41 2 52 55 45
American Indian < < 100 0
Black - 40 40 60 - 42 42 58 - 64 64 36
Hispanic < < < < 9 64 73 27 < < < <
White 2 43 45 55 2 63 64 36 1 62 63 37
Multiple Races < < < < < < < < - 50 50 50
Students with Disabilities - - - 100 - 31 31 69 - 25 25 75
Students without Disabilities 3 52 55 45 3 67 70 30 1 68 69 31
Economically Disadvantaged - 33 33 67 2 56 57 43 - 58 58 42
Not Economically Disadvantaged 8 58 65 35 3 71 74 26 4 62 65 35
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 62 69 31 4 53 56 44 3 66 69 31
Female 2 64 67 33 3 50 53 47 3 68 72 28
Male 11 60 70 30 5 55 60 40 3 63 66 34
Black 8 38 46 54 - 45 45 55 - 58 58 42
Hispanic < < < < < < < < 8 67 75 25
White 6 69 75 25 4 58 62 38 2 68 70 30
Multiple Races < < < < < < < < 10 70 80 20
Students with Disabilities - 29 29 71 - 14 14 86 - 42 42 58
Students without Disabilities 9 72 81 19 5 61 66 34 4 70 73 27
Economically Disadvantaged 2 57 59 41 4 43 47 53 3 57 60 40
Not Economically Disadvantaged 14 69 83 17 4 70 74 26 3 83 86 14
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 55 61 39 4 60 65 35 5 54 59 41
Female 2 54 56 44 5 61 66 34 - 51 51 49
Male 13 56 69 31 4 60 64 36 10 56 66 34
Black - 31 31 69 - 38 38 62 10 30 40 60
Hispanic < < < < < < < < < < < <
White 4 65 69 31 6 67 73 27 2 65 67 33
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 10 10 90 - 22 22 78 - 25 25 75
Students without Disabilities 7 61 69 31 5 70 75 25 7 62 68 32
Economically Disadvantaged 5 48 54 46 4 53 56 44 2 48 50 50
Not Economically Disadvantaged 8 71 79 21 6 74 79 21 12 65 77 23
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 63 69 31 6 70 76 24 2 60 63 37
Female 9 63 72 28 4 67 71 29 2 50 52 48
Male 2 63 65 35 8 74 82 18 2 69 71 29
American Indian < < 100 0
Asian < < 100 0
Black - 50 50 50 6 56 61 39 7 47 53 47
Hispanic < < < < < < < < < < < <
White 6 66 72 28 4 79 83 17 2 63 65 35
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 54 54 46 8 25 33 67 6 19 25 75
Students without Disabilities 7 64 71 29 5 77 83 17 1 69 71 29
Economically Disadvantaged 4 57 60 40 5 66 70 30 3 52 56 44
Not Economically Disadvantaged 9 73 82 18 8 81 88 12 - 77 77 23
English Learners < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 61 66 34 5 63 69 31 13 71 84 16
Female 6 63 69 31 6 69 75 25 11 72 83 17
Male 2 59 61 39 4 58 62 38 16 68 84 16
Black - 55 55 45 - 54 54 46 11 61 72 28
Hispanic < < < < < < < < < < 100 0
White 7 67 74 26 7 65 72 28 12 75 86 14
Multiple Races < < < < < < 100 0 9 73 82 18
Students with Disabilities 12 29 41 59 - 46 46 54 10 20 30 70
Students without Disabilities 3 68 71 29 6 66 73 28 13 77 91 9
Economically Disadvantaged 3 52 55 45 2 61 63 37 16 64 79 21
Not Economically Disadvantaged 7 83 90 10 12 68 79 21 7 85 93 7
Military Connected < < 100 0 < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 59 60 40 5 49 55 45 8 57 64 36
Female 3 55 58 43 6 57 62 38 9 59 67 33
Male - 63 63 37 4 41 46 54 7 55 61 39
American Indian < < 100 0
Black - 45 45 55 - 43 43 57 8 42 50 50
Hispanic < < < < < < < < < < < <
White - 61 61 39 6 54 60 40 9 58 67 33
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 8 8 92 6 6 13 88 - 33 33 67
Students without Disabilities 1 68 69 31 5 58 63 37 9 60 69 31
Economically Disadvantaged - 48 48 52 4 39 43 57 5 53 58 42
Not Economically Disadvantaged 3 74 77 23 6 72 78 22 13 65 77 23
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 69 94 6 23 60 83 17 18 70 88 12
Female 35 59 94 6 26 68 94 6 13 76 89 11
Male 17 76 93 7 22 54 76 24 22 65 87 13
Black 20 70 90 10 - 69 69 31 10 50 60 40
Hispanic < < 100 0 < < 100 0 < < < <
White 24 70 94 6 31 56 87 13 20 77 97 3
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 19 31 50 50 30 40 70 30
Students without Disabilities 24 72 96 4 25 67 92 8 16 74 91 9
Economically Disadvantaged 20 71 90 10 17 67 83 17 12 73 85 15
Not Economically Disadvantaged 31 67 97 3 34 48 83 17 28 66 94 6
Homeless < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 52 59 41 5 51 56 44 4 74 78 23
Female 12 46 57 43 5 66 71 29 - 81 81 19
Male 5 56 61 39 4 38 43 57 7 67 74 26
American Indian < < 100 0
Black 4 48 52 48 - 42 42 58 - 60 60 40
Hispanic 20 30 50 50 - 27 27 73 < < < <
White 7 56 63 37 7 56 62 38 5 83 88 12
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 11 11 89 - 17 17 83 < < < <
Students without Disabilities 9 57 66 34 6 58 64 36 4 76 80 20
Economically Disadvantaged 6 41 47 53 3 43 46 54 2 68 70 30
Not Economically Disadvantaged 9 60 69 31 8 67 75 25 7 83 90 10
English Learners < < < < < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 42 45 55 4 39 43 57
Female 5 38 43 58 4 57 61 39
Male - 47 47 53 4 20 24 76
American Indian < < 100 0
Black - 36 36 64 - 33 33 67
Hispanic < < < < < < < <
White 2 48 50 50 6 43 49 51
Multiple Races < < < < < < < <
Students with Disabilities - 8 8 92 - - - 100
Students without Disabilities 3 48 51 49 5 46 51 49
Economically Disadvantaged - 38 38 62 2 31 32 68
Not Economically Disadvantaged 5 45 50 50 9 56 66 34
English Learners < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 5 67 72 28 4 74 78 23
Female 21 57 79 21 6 81 87 13 - 81 81 19
Male 10 67 76 24 4 58 62 38 7 67 74 26
Black 6 56 63 38 - 53 53 47 - 60 60 40
Hispanic < < 100 0 < < < < < < < <
White 15 67 81 19 7 70 78 22 5 83 88 12
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 33 33 67 < < < <
Students without Disabilities 16 67 83 17 7 75 82 18 4 76 80 20
Economically Disadvantaged 16 44 60 40 4 60 65 35 2 68 70 30
Not Economically Disadvantaged 13 73 87 13 7 79 86 14 7 83 90 10
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 57 61 39 4 63 67 33 4 69 74 26
Female 4 57 60 40 3 62 64 36 2 67 70 30
Male 5 58 63 37 6 64 70 30 7 71 78 22
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 43 45 55 1 47 48 52 1 65 66 34
Hispanic - 55 55 45 6 57 64 36 6 64 70 30
White 5 61 66 34 5 67 71 29 4 72 77 23
Multiple Races 3 56 59 41 5 66 70 30 9 60 69 31
Students with Disabilities 5 22 27 73 4 40 43 57 2 39 41 59
Students without Disabilities 4 64 68 32 4 67 71 29 5 75 80 20
Economically Disadvantaged 4 49 52 48 3 57 60 40 3 65 68 32
Not Economically Disadvantaged 6 72 77 23 6 73 79 21 8 77 85 15
English Learners < < < < - 63 63 38 - 57 57 43
Homeless < < < < < < < < - 38 38 63
Military Connected < < < < 8 85 92 8 < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 56 60 40 6 71 76 24 3 69 72 28
Female - 62 62 38 4 70 74 26 - 64 64 36
Male 8 50 58 42 9 72 81 19 7 76 83 17
American Indian < < 100 0
Black - 40 40 60 - 50 50 50 - 64 64 36
Hispanic < < < < 18 64 82 18 < < < <
White 7 64 71 29 4 75 79 21 3 75 77 23
Multiple Races < < < < < < < < 10 40 50 50
Students with Disabilities - 14 14 86 - 54 54 46 - 40 40 60
Students without Disabilities 5 66 71 29 7 74 80 20 4 77 81 19
Economically Disadvantaged 4 39 43 57 6 61 67 33 - 68 68 32
Not Economically Disadvantaged 4 85 88 12 6 86 91 9 12 73 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 45 47 53 3 41 44 56 3 58 61 39
Female - 38 38 62 - 31 31 69 2 57 59 41
Male 4 51 55 45 5 50 55 45 6 60 66 34
Black - 15 15 85 - 30 30 70 - 58 58 42
Hispanic < < < < < < < < 15 46 62 38
White 3 52 55 45 4 44 49 51 - 60 60 40
Multiple Races < < < < < < < < 10 70 80 20
Students with Disabilities 5 10 14 86 - 21 21 79 - 33 33 67
Students without Disabilities 1 56 57 43 3 45 48 52 4 62 65 35
Economically Disadvantaged - 37 37 63 2 39 41 59 2 50 52 48
Not Economically Disadvantaged 6 57 63 37 4 44 48 52 6 72 78 22
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 60 70 30 7 60 66 34 8 57 65 35
Female 6 60 67 33 5 60 64 36 - 68 68 32
Male 15 59 74 26 8 60 68 32 15 49 63 37
Black - 50 50 50 - 38 38 62 - 50 50 50
Hispanic < < < < < < < < < < < <
White 12 63 75 25 6 66 72 28 12 64 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 - 21 21 79 6 6 13 88
Students without Disabilities 11 65 76 24 8 70 78 22 8 71 80 20
Economically Disadvantaged 7 56 63 37 5 53 59 41 4 50 54 46
Not Economically Disadvantaged 16 68 84 16 9 71 79 21 16 72 88 12
English Learners < < 100 0 < < < <
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 41 41 59 2 59 62 38 - 67 67 33
Female - 40 40 60 - 56 56 44 - 63 63 37
Male - 43 43 57 5 63 68 32 - 71 71 29
American Indian < < 100 0
Asian < < 100 0
Black - 43 43 57 - 33 33 67 - 60 60 40
Hispanic < < < < < < < < < < < <
White - 38 38 62 2 72 74 26 - 69 69 31
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 42 42 58 - 25 25 75 - 25 25 75
Students without Disabilities - 41 41 59 3 65 68 32 - 76 76 24
Economically Disadvantaged - 33 33 67 2 52 53 47 - 59 59 41
Not Economically Disadvantaged - 55 55 45 4 77 81 19 - 84 84 16
English Learners < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 38 40 60 - 55 55 45 7 65 72 28
Female 2 45 47 53 - 54 54 46 2 62 64 36
Male 2 30 32 68 - 57 57 43 13 68 82 18
Black - 30 30 70 - 46 46 54 - 56 56 44
Hispanic < < < < < < < < < < 100 0
White 3 43 47 53 - 55 55 45 6 69 75 25
Multiple Races < < < < < < 100 0 9 64 73 27
Students with Disabilities 6 12 18 82 - 42 42 58 - 10 10 90
Students without Disabilities 1 43 45 55 - 58 58 43 8 72 80 20
Economically Disadvantaged 3 28 31 69 - 47 47 53 5 62 67 33
Not Economically Disadvantaged - 61 61 39 - 71 71 29 11 70 81 19
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 77 77 23 6 60 66 34 2 75 78 22
Female - 74 74 26 4 67 70 30 2 76 78 22
Male - 80 80 20 9 51 60 40 2 75 77 23
American Indian < < 100 0
Black < < < < 5 43 48 52 - 67 67 33
Hispanic < < 100 0 < < < < < < < <
White - 74 74 26 8 65 73 27 3 75 78 22
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 27 27 73 - 47 47 53 - 58 58 42
Students without Disabilities - 88 88 12 7 62 70 30 3 78 81 19
Economically Disadvantaged - 68 68 32 4 54 59 41 2 75 76 24
Not Economically Disadvantaged - 92 92 8 10 71 81 19 3 77 80 20
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 91 99 1 2 89 92 8 7 89 95 5
Female 13 84 97 3 - 94 94 6 8 84 92 8
Male 3 97 100 0 4 86 90 10 6 93 98 2
Asian < < 100 0
Black < < 100 0 - 88 88 13 4 92 96 4
Hispanic < < 100 0 < < 100 0 < < < <
White 8 90 98 2 3 89 92 8 7 90 97 3
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 - 86 86 14 - 85 85 15
Students without Disabilities 8 90 99 1 3 90 93 7 8 89 98 2
Economically Disadvantaged 7 93 100 0 - 88 88 12 6 88 93 7
Not Economically Disadvantaged 10 87 97 3 7 93 100 0 9 91 100 0
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 86 91 9 - 83 83 17 < < < <
Female < < 100 0 - 64 64 36
Male 6 81 88 13 - 100 100 0 < < < <
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 6 94 100 0 - 82 82 18 < < < <
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 5 86 91 9 - 83 83 17 < < 100 0
Economically Disadvantaged - 82 82 18 - 83 83 17 < < < <
Not Economically Disadvantaged 9 91 100 0 - 82 82 18 < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < 100 0
Male < < < < < < 100 0
Hispanic < < 100 0
White < < < < < < 100 0
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged < < 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

Science Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 69 76 24 9 59 68 32 9 61 70 30
Female 6 66 72 28 7 61 69 31 5 63 67 33
Male 9 71 80 20 10 56 67 33 12 60 72 28
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 8 53 60 40 - 44 44 56 9 44 53 47
Hispanic < < < < 14 50 64 36 - 53 53 47
White 8 72 80 20 10 66 76 24 9 67 76 24
Multiple Races - 64 64 36 15 35 50 50 15 46 62 38
Students with Disabilities 8 30 38 62 14 20 34 66 - 28 28 72
Students without Disabilities 8 76 83 17 8 67 75 25 10 68 78 22
Economically Disadvantaged 6 64 70 30 8 55 63 38 5 57 62 38
Not Economically Disadvantaged 10 76 86 14 11 67 78 22 14 69 83 17
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 14 51 65 35 10 43 53 47
Female 4 60 64 36 7 55 62 38 - 52 52 48
Male 12 68 79 21 20 48 68 32 18 36 54 46
Black - 53 53 47 - 15 15 85 5 32 37 63
Hispanic < < < < < < < < < < < <
White 8 69 77 23 14 61 75 25 10 56 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 5 21 26 74 - 7 7 93
Students without Disabilities 8 69 78 22 16 59 75 25 12 53 65 35
Economically Disadvantaged 5 60 65 35 12 45 57 43 9 28 36 64
Not Economically Disadvantaged 12 69 81 19 18 62 79 21 12 72 84 16
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 70 76 24 6 59 65 35 12 64 77 23
Female 5 64 69 31 8 60 68 32 11 65 76 24
Male 7 76 83 17 4 57 61 39 14 64 77 23
American Indian < < 100 0
Black 10 60 70 30 - 52 52 48 25 42 67 33
Hispanic < < 100 0 < < < < < < < <
White 6 69 76 24 8 66 73 27 12 67 78 22
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 25 25 75 12 24 35 65 - 42 42 58
Students without Disabilities 7 78 85 15 5 66 71 29 14 68 82 18
Economically Disadvantaged 7 60 67 33 7 49 57 43 7 69 76 24
Not Economically Disadvantaged 6 83 89 11 3 78 81 19 23 55 77 23
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 76 82 18 3 75 78 23 5 78 83 17
Female 4 86 89 11 - 77 77 23 3 75 78 23
Male 7 70 77 23 5 73 78 22 7 80 87 13
Asian < < < <
Black - 54 54 46 - 70 70 30 < < < <
Hispanic < < 100 0 < < < < < < < <
White 7 80 87 13 2 80 82 18 6 77 83 17
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 54 54 46 < < < < - 46 46 54
Students without Disabilities 7 81 88 12 3 80 82 18 5 84 89 11
Economically Disadvantaged 2 76 79 21 2 75 77 23 2 73 75 25
Not Economically Disadvantaged 10 77 87 13 4 74 78 22 9 86 94 6
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 36 36 64 - 20 20 80
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Foster Care < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
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

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 52 63 37 11 51 63 37 16 51 66 34
Female 5 53 57 43 5 57 62 38 16 50 66 34
Male 17 51 68 32 17 46 63 37 15 51 66 34
American Indian < < 100 0 < < 100 0
Black 5 43 48 53 6 36 42 58 11 40 51 49
Hispanic 13 53 67 33 10 35 45 55 18 36 54 46
White 13 54 67 33 12 60 72 28 16 56 72 28
Multiple Races 7 47 53 47 25 31 56 44 24 41 65 35
Students with Disabilities - 28 28 73 - 23 23 77 5 36 41 59
Students without Disabilities 13 56 69 31 13 56 70 30 18 53 71 29
Economically Disadvantaged 6 51 57 43 6 47 53 47 9 49 58 42
Not Economically Disadvantaged 20 53 73 27 21 60 81 19 28 53 82 18
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 18 70 88 12 17 59 76 24
Female 5 75 80 20 7 80 88 12 20 59 78 22
Male 26 58 85 15 26 62 88 12 15 58 73 27
Black 8 62 69 31 17 58 75 25 14 52 67 33
Hispanic < < < < < < 100 0 < < < <
White 20 70 90 10 17 72 89 11 16 65 81 19
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < - 46 46 54 - 47 47 53
Students without Disabilities 18 66 84 16 21 74 95 5 21 61 82 18
Economically Disadvantaged 10 71 81 19 11 71 82 18 11 59 70 30
Not Economically Disadvantaged 32 55 87 13 29 69 97 3 29 58 87 13
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 14 14 86 < < < <
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities < < < < - 15 15 85 < < < <
Economically Disadvantaged < < < < - - - 100 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 10 56 67 33 19 54 73 27
Female 10 65 75 25 8 60 68 32 20 51 71 29
Male 21 63 84 16 13 52 65 35 18 57 75 25
American Indian < < 100 0
Black 9 64 73 27 5 48 52 48 25 42 67 33
Hispanic < < 100 0 < < < < < < < <
White 17 61 78 22 11 65 76 24 21 54 75 25
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 33 33 67 - 29 29 71 8 50 58 42
Students without Disabilities 18 69 87 13 12 61 73 27 21 55 75 25
Economically Disadvantaged 8 60 69 31 5 52 56 44 12 55 67 33
Not Economically Disadvantaged 26 69 94 6 22 66 88 13 32 52 84 16
English Learners < < 100 0 < < < <
Homeless < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 28 30 70 9 32 41 59 15 48 63 37
Female - 21 21 79 - 39 39 61 13 50 63 37
Male 4 34 38 62 17 26 43 57 18 44 62 38
American Indian < < 100 0
Black - 8 8 92 5 25 30 70 - 33 33 67
Hispanic < < < < < < < < 33 17 50 50
White 2 33 34 66 9 36 44 56 12 56 68 32
Multiple Races < < < < < < < < 30 50 80 20
Students with Disabilities - 10 10 90 - - - 100 9 18 27 73
Students without Disabilities 3 34 37 63 11 39 50 50 16 52 67 33
Economically Disadvantaged - 22 22 78 6 25 31 69 7 44 51 49
Not Economically Disadvantaged 6 37 43 57 15 44 59 41 29 54 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 30 30 70 - 12 12 88
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 13 13 87
Economically Disadvantaged < < < < - 7 7 93
Not Economically Disadvantaged < < < < < < < <
Homeless < < 100 0
Geography Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
Division--1
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten7264
Kindergarten9983
Grade 18894
Grade 29892
Grade 38896
Grade 47595
Grade 59176
Grade 68891
Grade 79487
Grade 810592
Grade 9102108
Grade 109392
Grade 117479
Grade 127777
Total Students1,2441,226

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-2024
All Students12441226
Female606601
Male638625
American Indian44
Asian44
Black212211
Hispanic7980
White857827
Multiple Races88100
Students with Disabilities204231
Students without Disabilities1040995
Economically Disadvantaged790805
Not Economically Disadvantaged454421
English Learners2926
Not English Learners12151200
Homeless813
Military Connected2828
Foster Care22
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 25 48 2 0 2 1
State 50354 39349 1875 907 4438 1716
Female Division 15 14 0 0 1 1
State 27408 17323 610 350 1645 701
Male Division 10 34 2 0 1 0
State 22886 21945 1263 556 2789 1012
Black Division 4 10 0 0 1 0
State 8111 10540 640 225 1119 707
Hispanic Division < < < < 0 <
State 7130 8367 270 133 1858 359
White Division 19 33 2 0 1 1
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division 1 12 2 0 0 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 12 33 2 0 2 1
State 12779 21123 1108 494 2352 1214
Foster Care Division < < < < < <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students787596759623
Female312994299413
Male474698469812
Black151493149317
Hispanic<<100<10000
White565496549612
Multiple Races<<100<10000
Students with Disabilities15151001510000
Economically Disadvantaged504794479424
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken9 / 2.69% - 2 / .56%
Advanced Placement Course Enrollment20 / 5.97%3 / .87%2 / .56%
Dual Enrollment74 / 22.09%87 / 25.14%66 / 18.54%
Governor's School Enrollment18 / 5.37%15 / 4.34%13 / 3.65%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision833459
State87,31757,08135
FemaleDivision371949
State43,70531,57728
MaleDivision461567
State43,61225,50442
BlackDivision12<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision642659
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision10<100
State8,1853,54857
Economically DisadvantagedDivision311261
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
AsianDivision--100
State6,7415,86213
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
Workplace ReadinessDivision678668
 State44,34841,81935,066
Total Credentials EarnedDivision67157143
 State143,862147,481142,668
Students Earning One or More CredentialsDivision67131119
 State115,682117,932115,611
CTE CompletersDivision313330
 State45,09446,02848,643
NOCTI AssessmentsDivision-2-
 State2,5903,8443,577
State LicensuresDivision--3
 State1,2361,5632,069
Industry CertificationDivision-6972
 State95,688100,255101,956
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$8,100$4,561$890
State$6,770$5,603$867
2020-2021Division$8,338$5,349$1,381
State$6,669$6,185$1,352
2021-2022Division$7,976$5,797$2,638
State$7,134$6,454$1,936
2022-2023Division$8,346$5,697$2,573
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students852272873293913243
Female438138442131457112
Male414134431162456131
American Indian<<<<<<
Asian<<<<<<
Black152501416215540
Hispanic461857145716
White595177605198618169
Multiple Races542663187717
Students with Disabilities149481376116964
Economically Disadvantaged484219516234568196
English Learners178228218
Homeless<<4856
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 918
Relationship Behaviors without Physical Harm 266
Behaviors of a Safety Concern 247
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 55

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.31.20.30.3
Asian0.40.30.3
Black17.522.21725.417.231.7
Hispanic5.74.96.44.26.53.8
Native Hawaiian------
White6966.768.964.467.557.7
Multiple Races7.14.97.15.98.26.7
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.3
Asian0.40.30.3
Black17.525171917.230
Hispanic5.78.36.46.5
Native Hawaiian
White6966.768.976.267.560
Multiple Races7.17.14.88.210
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian0.40.30.3
Black17.51717.233.3
Hispanic5.76.46.5
Native Hawaiian------
White6910068.967.566.7
Multiple Races7.17.18.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 5197.797.7
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 43.250.246.6
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 69.162.165.5
< = 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.

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

14.78 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

9.67 : 1

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202245%49%1%5%
2022-202350%45%1%4%
2023-202454%40%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading