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Montgomery County Public Schools

General school information

Division: Montgomery County Public Schools
Division Number: 60
Address: 750 Imperial St. Christiansburg, VA 24073
Superintendent: Dr. Annie Whitaker
Region: 6
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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 19 62 81 19 15 55 70 30
Female 21 62 83 17 16 56 72 28
Male 17 61 79 21 14 53 68 32
American Indian < < < < < < < <
Asian 43 51 93 7 40 52 92 8
Black 9 57 66 34 7 48 56 44
Hispanic 10 58 68 32 8 51 59 41
Native Hawaiian < < 100 0 < < < <
White 19 63 82 18 15 55 70 30
Multiple Races 20 61 82 18 15 57 72 28
Students with Disabilities 7 33 40 60 6 21 27 73
Students without Disabilities 21 65 86 14 16 59 76 24
Economically Disadvantaged 7 59 66 34 6 46 52 48
Not Economically Disadvantaged 26 63 89 11 21 61 82 18
English Learners 1 41 42 58 2 31 32 68
Homeless 8 48 56 44 - 21 21 79
Military Connected 19 58 77 23 10 54 64 36
Foster Care < < < < 9 45 55 45
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 17 56 72 28 11 53 64 36
Female 19 56 75 25 14 56 70 30
Male 15 55 71 29 8 50 58 42
American Indian < < 100 0
Asian 53 41 94 6 24 64 88 12
Black 3 48 52 48 9 36 45 55
Hispanic 6 45 51 49 9 42 51 49
Native Hawaiian < < < <
White 16 57 73 27 10 54 64 36
Multiple Races 21 62 82 18 16 47 63 37
Students with Disabilities 6 22 28 72 8 12 21 79
Students without Disabilities 18 59 78 22 11 57 69 31
Economically Disadvantaged 7 50 57 43 4 39 43 57
Not Economically Disadvantaged 24 60 83 17 16 61 77 23
English Learners 3 53 55 45 3 35 38 62
Homeless 11 33 44 56 < < < <
Military Connected 18 53 71 29 17 67 83 17
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 21 57 78 22 17 52 68 32
Female 23 58 81 19 17 52 69 31
Male 19 56 76 24 16 52 68 32
American Indian < < 100 0 < < 100 0
Asian 32 59 91 9 60 40 100 0
Black 6 58 65 35 6 50 56 44
Hispanic 16 56 72 28 4 48 52 48
White 22 57 79 21 17 53 70 30
Multiple Races 21 62 82 18 27 38 65 35
Students with Disabilities 4 34 39 61 8 22 30 70
Students without Disabilities 24 61 85 15 18 56 73 27
Economically Disadvantaged 5 62 67 33 5 43 48 52
Not Economically Disadvantaged 32 54 86 14 26 59 85 15
English Learners - 43 43 57 3 38 41 59
Homeless < < < < < < < <
Military Connected 25 58 83 17 8 67 75 25
Foster Care < < < < < < 100 0
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 28 52 80 20 10 59 70 30
Female 28 53 81 19 9 63 73 27
Male 27 51 78 22 11 56 67 33
Asian 59 37 96 4 32 64 96 4
Black 20 43 63 37 4 46 50 50
Hispanic 11 60 70 30 4 55 59 41
White 27 53 81 19 10 59 69 31
Multiple Races 34 41 76 24 9 73 82 18
Students with Disabilities 8 43 51 49 3 22 24 76
Students without Disabilities 31 53 84 16 11 64 75 25
Economically Disadvantaged 12 54 66 34 5 49 54 46
Not Economically Disadvantaged 39 51 89 11 15 67 82 18
English Learners - 36 36 64 - 35 35 65
Homeless - 55 55 45 < < 100 0
Military Connected 21 50 71 29 8 38 46 54
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 22 62 83 17 14 52 65 35
Female 25 61 86 14 14 55 68 32
Male 19 62 81 19 14 49 62 38
American Indian < < 100 0 < < < <
Asian 55 42 97 3 35 48 84 16
Black 12 53 65 35 - 55 55 45
Hispanic 16 64 80 20 7 46 52 48
Native Hawaiian < < 100 0
White 21 63 85 15 13 52 66 34
Multiple Races 14 57 71 29 16 50 66 34
Students with Disabilities 6 32 38 62 2 21 23 77
Students without Disabilities 23 65 88 12 16 57 73 27
Economically Disadvantaged 8 62 70 30 6 42 48 52
Not Economically Disadvantaged 31 61 92 8 19 58 77 23
English Learners - 45 45 55 - 18 18 82
Homeless - 80 80 20 < < < <
Military Connected 7 71 79 21 30 40 70 30
Foster Care < < < <
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 21 63 83 17 12 55 67 33
Female 23 64 87 13 13 57 69 31
Male 18 62 80 20 12 52 64 36
American Indian < < 100 0
Asian 35 60 95 5 40 60 100 0
Black 16 50 66 34 9 41 50 50
Hispanic 18 55 73 27 9 51 60 40
White 20 64 84 16 12 55 66 34
Multiple Races 26 64 90 10 11 63 74 26
Students with Disabilities 7 35 42 58 9 19 28 72
Students without Disabilities 22 67 89 11 13 61 74 26
Economically Disadvantaged 9 62 71 29 6 44 51 49
Not Economically Disadvantaged 27 63 90 10 17 62 79 21
English Learners < < < < - 26 26 74
Homeless < < < < < < < <
Military Connected 27 45 73 27 - 54 54 46
Foster Care < < < <
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 16 64 80 20 16 55 72 28
Female 17 65 82 18 19 55 74 26
Male 15 63 78 22 13 56 69 31
American Indian < < < < < < 100 0
Asian 36 54 89 11 45 48 94 6
Black 5 70 75 25 9 44 53 47
Hispanic 3 45 48 52 9 57 66 34
White 16 65 81 19 16 56 72 28
Multiple Races 18 65 82 18 6 65 71 29
Students with Disabilities 8 28 35 65 2 24 27 73
Students without Disabilities 17 69 85 15 18 59 77 23
Economically Disadvantaged 4 58 62 38 8 48 56 44
Not Economically Disadvantaged 22 67 89 11 21 60 82 18
English Learners - 17 17 83 9 18 27 73
Homeless 7 40 47 53 < < < <
Military Connected < < < < 8 33 42 58
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 9 80 89 11 25 58 83 17
Female 9 80 89 11 25 58 83 17
Male 8 80 88 12 25 58 84 16
Asian 27 64 91 9 62 29 90 10
Black - 73 73 27 14 62 76 24
Hispanic - 84 84 16 13 63 75 25
White 9 81 90 10 25 58 84 16
Multiple Races 8 81 88 12 20 70 90 10
Students with Disabilities 15 31 46 54 14 26 40 60
Students without Disabilities 8 83 91 9 26 61 87 13
Economically Disadvantaged 5 69 74 26 11 58 69 31
Not Economically Disadvantaged 10 84 94 6 31 58 89 11
English Learners - 35 35 65 - 33 33 67
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 24 53 77 23
Female 28 54 82 18
Male 20 52 72 28
Asian 60 28 88 13
Black 8 50 58 42
Hispanic 14 41 56 44
White 24 55 78 22
Multiple Races 21 58 79 21
Students with Disabilities 6 20 26 74
Students without Disabilities 25 56 81 19
Economically Disadvantaged 8 48 56 44
Not Economically Disadvantaged 31 55 86 14
English Learners - 11 11 89
Homeless 13 27 40 60
Military Connected 42 33 75 25
Foster Care < < < <
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 23 48 71 29
Male 20 45 65 35
White 22 50 73 27
Students with Disabilities 3 17 19 81
Economically Disadvantaged 6 41 47 53
Not Economically Disadvantaged 31 51 83 17
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 24 59 84 16
Female 29 58 87 13
Male 21 60 81 19
Asian 42 42 83 17
Black 8 65 73 27
Hispanic 17 47 64 36
White 26 60 85 15
Multiple Races 22 70 91 9
Students with Disabilities 13 28 41 59
Students without Disabilities 25 61 86 14
Economically Disadvantaged 9 58 67 33
Not Economically Disadvantaged 31 60 91 9
English Learners - 18 18 82
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 21 65 86 14 7 50 57 43
Female 21 67 88 12 7 49 56 44
Male 22 63 85 15 8 51 59 41
American Indian 40 50 90 10 < < < <
Asian 62 37 98 2 32 57 90 10
Black 8 62 70 30 5 35 40 61
Hispanic 11 69 80 20 3 47 49 51
Native Hawaiian < < 100 0 < < < <
White 21 66 87 13 7 50 57 43
Multiple Races 24 64 88 12 8 53 61 39
Students with Disabilities 7 44 51 49 5 20 25 75
Students without Disabilities 23 67 90 10 8 54 62 38
Economically Disadvantaged 8 67 75 25 2 35 37 63
Not Economically Disadvantaged 29 63 93 7 11 60 72 28
English Learners 15 58 73 27 3 36 40 60
Homeless 5 46 51 49 - 9 9 91
Military Connected 17 70 87 13 7 46 53 47
Foster Care < < < < - 33 33 67
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 21 65 86 14 10 51 61 39
Female 16 71 87 13 10 50 60 40
Male 26 60 86 14 9 53 62 38
American Indian < < 100 0
Asian 51 49 100 0 27 61 88 12
Black - 53 53 47 13 30 43 57
Hispanic 8 74 81 19 - 56 56 44
Native Hawaiian < < < <
White 22 66 88 12 9 52 61 39
Multiple Races 18 73 90 10 13 42 55 45
Students with Disabilities 8 43 50 50 5 18 23 77
Students without Disabilities 23 68 91 9 10 55 65 35
Economically Disadvantaged 9 67 76 24 4 38 41 59
Not Economically Disadvantaged 31 63 94 6 13 60 74 26
English Learners 17 65 83 17 3 49 51 49
Homeless 6 50 56 44 < < < <
Military Connected 6 88 94 6 8 50 58 42
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 23 60 82 18 11 49 60 40
Female 21 62 82 18 11 44 55 45
Male 25 57 83 17 12 54 65 35
American Indian < < 100 0 < < 100 0
Asian 50 47 97 3 40 60 100 0
Black 3 53 56 44 3 42 45 55
Hispanic 16 63 78 22 2 35 37 63
White 22 61 83 17 11 50 61 39
Multiple Races 29 57 86 14 16 51 68 32
Students with Disabilities 4 46 50 50 7 21 27 73
Students without Disabilities 26 62 87 13 12 53 64 36
Economically Disadvantaged 6 63 69 31 2 35 37 63
Not Economically Disadvantaged 35 57 92 8 19 61 80 20
English Learners 10 52 61 39 3 35 39 61
Homeless < < < < < < < <
Military Connected 25 67 92 8 - 67 67 33
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 26 60 86 14 9 50 60 40
Female 24 63 87 13 7 50 57 43
Male 27 57 84 16 11 50 62 38
Asian 80 20 100 0 46 46 93 7
Black 11 57 69 31 4 32 36 64
Hispanic 9 70 78 22 4 48 52 48
White 24 62 86 14 9 50 59 41
Multiple Races 38 52 90 10 - 69 69 31
Students with Disabilities 8 43 52 48 1 22 23 77
Students without Disabilities 28 63 91 9 10 54 64 36
Economically Disadvantaged 10 63 74 26 1 37 38 62
Not Economically Disadvantaged 36 58 94 6 16 60 76 24
English Learners 13 47 60 40 5 33 38 62
Homeless 9 45 55 45 < < < <
Military Connected 21 57 79 21 15 15 31 69
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 11 66 78 22 1 27 28 72
Female 15 68 82 18 1 25 26 74
Male 9 65 74 26 1 28 29 71
American Indian < < 100 0 < < < <
Asian 57 43 100 0 9 64 73 27
Black 12 61 73 27 - 20 20 80
Hispanic 12 64 76 24 - 21 21 79
White 10 67 77 23 1 26 27 73
Multiple Races 8 76 84 16 - 35 35 65
Students with Disabilities 4 38 42 58 3 9 12 88
Students without Disabilities 13 71 84 16 - 32 32 68
Economically Disadvantaged 5 63 68 32 - 18 18 82
Not Economically Disadvantaged 18 70 87 13 1 37 38 62
English Learners 15 54 69 31 4 15 19 81
Homeless - 50 50 50 < < < <
Military Connected 27 45 73 27 < < < <
Foster Care < < < <
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 23 60 83 17 3 33 36 64
Female 22 64 86 14 2 32 34 66
Male 23 56 79 21 5 35 40 60
American Indian < < 100 0 < < < <
Asian 64 36 100 0 5 84 89 11
Black 5 35 40 60 4 21 25 75
Hispanic 12 65 76 24 - 20 20 80
Native Hawaiian < < 100 0
White 22 61 83 17 3 33 36 64
Multiple Races 25 64 89 11 4 41 44 56
Students with Disabilities 10 33 43 57 8 3 11 89
Students without Disabilities 25 64 89 11 2 39 41 59
Economically Disadvantaged 6 64 71 29 2 15 17 83
Not Economically Disadvantaged 33 57 90 10 4 50 54 46
English Learners 8 85 92 8 - 13 13 87
Homeless < < < < < < < <
Military Connected 15 77 92 8 8 33 42 58
Foster Care < < < <
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 11 67 79 21 1 38 39 61
Female 12 68 80 20 - 37 37 63
Male 11 67 78 22 2 39 41 59
Asian < < < < < < < <
Black 9 65 74 26 - 27 27 73
Hispanic 4 57 61 39 5 48 53 48
White 11 69 80 20 1 38 38 62
Multiple Races 10 67 77 23 5 32 36 64
Students with Disabilities 9 36 45 55 4 13 16 84
Students without Disabilities 12 73 84 16 1 43 44 56
Economically Disadvantaged 5 63 68 32 1 25 26 74
Not Economically Disadvantaged 16 71 87 13 1 49 50 50
English Learners 24 41 65 35 < < < <
Homeless 14 36 50 50 < < < <
Military Connected < < < < - 25 25 75
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 23 72 96 4 4 73 77 23
Female 26 71 97 3 4 77 81 19
Male 21 74 95 5 5 69 74 26
American Indian < < < <
Asian 69 31 100 0 30 59 89 11
Black 9 86 94 6 8 58 65 35
Hispanic 15 81 96 4 7 77 84 16
White 22 73 96 4 3 75 77 23
Multiple Races 29 62 91 9 - 72 72 28
Students with Disabilities 4 82 86 14 - 58 58 42
Students without Disabilities 25 71 96 4 5 75 80 20
Economically Disadvantaged 8 83 92 8 1 65 66 34
Not Economically Disadvantaged 30 67 97 3 6 77 84 16
English Learners 21 71 93 7 9 73 82 18
Homeless < < < < < < < <
Military Connected < < < < 7 73 80 20
Foster Care < < 100 0
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 67 91 9 16 71 87 13
Female 23 69 92 8 20 66 86 14
Male 26 64 90 10 12 75 87 13
American Indian < < 100 0
Asian 73 27 100 0 50 44 94 6
Black 13 70 83 17 - 67 67 33
Hispanic 19 65 84 16 4 78 83 17
White 22 69 91 9 16 71 87 13
Multiple Races 32 61 93 7 11 78 89 11
Students with Disabilities - 50 50 50 < < < <
Students without Disabilities 25 67 92 8 16 71 87 13
Economically Disadvantaged 7 72 79 21 6 68 74 26
Not Economically Disadvantaged 30 65 95 5 18 71 90 10
English Learners 10 50 60 40 < < < <
Homeless < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
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 28 67 95 5 23 66 90 10
Female 27 67 95 5 25 65 90 10
Male 30 67 96 4 22 67 89 11
Asian 54 38 92 8 58 37 95 5
Black 9 73 82 18 < < 100 0
Hispanic 10 90 100 0 < < < <
White 28 68 96 4 17 72 89 11
Multiple Races 29 64 93 7 36 64 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 28 67 95 5 24 66 90 10
Economically Disadvantaged 20 73 93 7 10 76 86 14
Not Economically Disadvantaged 30 66 96 4 26 65 90 10
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 21 62 83 17 9 52 61 39
Female 19 65 84 16 8 52 60 40
Male 23 60 83 17 10 52 62 38
American Indian < < < < < < < <
Asian 54 38 92 8 38 48 86 14
Black 5 63 68 32 4 42 46 54
Hispanic 12 61 73 27 7 46 52 48
White 21 64 84 16 8 53 62 38
Multiple Races 28 56 85 15 10 50 60 40
Students with Disabilities 7 37 43 57 3 20 23 77
Students without Disabilities 23 65 88 12 10 56 66 34
Economically Disadvantaged 9 59 67 33 3 39 42 58
Not Economically Disadvantaged 27 64 91 9 13 61 74 26
English Learners 4 38 43 57 2 19 21 79
Homeless 10 40 50 50 - 30 30 70
Military Connected 23 65 88 12 4 36 40 60
Foster Care < < < < < < < <
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 49 81 19 11 46 57 43
Female 29 52 81 19 10 44 54 46
Male 37 45 82 18 12 48 59 41
Asian 76 21 97 3 54 39 93 7
Black 11 60 71 29 4 29 32 68
Hispanic 22 50 72 28 10 40 50 50
White 32 50 82 18 9 48 57 43
Multiple Races 45 38 83 17 6 50 56 44
Students with Disabilities 12 42 55 45 1 19 21 79
Students without Disabilities 36 50 86 14 12 49 62 38
Economically Disadvantaged 18 49 67 33 3 33 36 64
Not Economically Disadvantaged 43 49 92 8 17 57 74 26
English Learners 11 29 39 61 5 14 19 81
Homeless 18 27 45 55 < < < <
Military Connected 43 43 86 14 8 23 31 69
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 9 62 71 29 3 43 45 55
Female 7 65 72 28 2 46 48 52
Male 11 59 70 30 3 40 43 57
American Indian < < < < < < 100 0
Asian 33 42 75 25 < < < <
Black 3 61 64 36 - 34 34 66
Hispanic - 41 41 59 5 39 45 55
White 9 64 73 27 3 43 46 54
Multiple Races 12 58 69 31 - 45 45 55
Students with Disabilities 5 28 33 67 3 11 14 86
Students without Disabilities 9 68 78 22 3 48 51 49
Economically Disadvantaged 3 52 56 44 1 30 31 69
Not Economically Disadvantaged 13 69 82 18 4 54 58 42
English Learners - 31 31 69 - 8 8 92
Homeless 8 50 58 42 < < < <
Military Connected < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 67 89 11 12 58 70 30
Female 19 71 90 10 10 61 71 29
Male 26 63 89 11 14 56 70 30
American Indian < < 100 0 < < < <
Asian 64 32 96 4 30 57 87 13
Black 5 63 68 32 8 49 56 44
Hispanic 13 76 89 11 12 37 49 51
White 22 68 90 10 11 61 72 28
Multiple Races 21 66 87 13 18 50 68 32
Students with Disabilities 2 42 44 56 3 23 26 74
Students without Disabilities 24 69 93 7 13 62 75 25
Economically Disadvantaged 7 71 77 23 5 45 50 50
Not Economically Disadvantaged 28 66 94 6 16 65 81 19
English Learners - 45 45 55 - 17 17 83
Homeless < < < < - 20 20 80
Military Connected 7 86 93 7 < < < <
Foster Care < < < < < < 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 36 54 90 10 - 20 20 80
Female 31 56 87 13 < < < <
Male 41 52 93 7 < < < <
Asian 47 40 87 13
Black < < < <
Hispanic < < < < < < < <
White 32 59 91 9 < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities 36 55 91 9 - 20 20 80
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 38 53 91 9 < < < <
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0
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 13 72 85 15 9 60 69 31
Female 13 73 85 15 11 56 66 34
Male 14 71 85 15 7 63 71 29
American Indian < < 100 0
Asian 33 63 96 4 40 52 92 8
Black 3 68 71 29 5 55 59 41
Hispanic 3 74 76 24 - 66 66 34
White 13 72 86 14 8 60 69 31
Multiple Races 21 71 93 7 7 57 63 37
Students with Disabilities - 32 32 68 - 32 32 68
Students without Disabilities 15 76 91 9 10 63 73 27
Economically Disadvantaged 4 64 68 32 3 50 53 47
Not Economically Disadvantaged 18 75 93 7 13 66 78 22
English Learners - 57 57 43 - 36 36 64
Homeless < < < < < < < <
Military Connected < < < < 7 40 47 53
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 21 57 78 22
Female 18 58 77 23
Male 24 56 80 20
American Indian < < < <
Asian 49 46 96 4
Black 11 51 62 38
Hispanic 14 63 77 23
White 21 58 79 21
Multiple Races 22 52 74 26
Students with Disabilities 6 38 43 57
Students without Disabilities 23 59 82 18
Economically Disadvantaged 9 53 62 38
Not Economically Disadvantaged 28 59 87 13
English Learners 18 49 67 33
Homeless 3 46 49 51
Military Connected 22 72 94 6
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 3 59 62 38
Female - 62 62 38
Male 6 57 63 37
Asian < < < <
Black - 50 50 50
Hispanic - 60 60 40
White 3 60 63 37
Multiple Races < < < <
Students with Disabilities - 27 27 73
Students without Disabilities 3 63 66 34
Economically Disadvantaged - 42 42 58
Not Economically Disadvantaged 5 70 76 24
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
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 16 63 79 21
Female 14 65 79 21
Male 17 61 78 22
Asian 48 48 95 5
Black 9 57 66 34
Hispanic 7 75 82 18
White 15 64 79 21
Multiple Races 23 55 77 23
Students with Disabilities - 35 35 65
Students without Disabilities 17 65 83 17
Economically Disadvantaged 4 53 57 43
Not Economically Disadvantaged 22 68 89 11
English Learners < < < <
Homeless - 42 42 58
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 9 65 75 25
Female 4 65 69 31
Male 15 67 82 18
Asian 33 67 100 0
Black 6 35 41 59
Hispanic 6 78 83 17
White 9 67 76 24
Multiple Races - 55 55 45
Students with Disabilities - 40 40 60
Students without Disabilities 10 66 75 25
Economically Disadvantaged 3 56 60 40
Not Economically Disadvantaged 11 69 80 20
English Learners < < < <
Homeless < < < <
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 28 57 84 16
Female 26 59 85 15
Male 29 55 84 16
American Indian < < < <
Asian 56 41 96 4
Black 13 63 76 24
Hispanic 13 63 75 25
White 28 57 85 15
Multiple Races 28 56 84 16
Students with Disabilities 4 33 37 63
Students without Disabilities 30 59 90 10
Economically Disadvantaged 11 60 71 29
Not Economically Disadvantaged 36 55 91 9
English Learners < < < <
Homeless 10 70 80 20
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 33 45 78 22
Female 29 46 75 25
Male 37 44 80 20
American Indian < < 100 0
Asian 59 37 96 4
Black 16 38 53 47
Hispanic 28 49 77 23
White 33 45 78 22
Multiple Races 32 44 76 24
Students with Disabilities 9 40 48 52
Students without Disabilities 37 45 82 18
Economically Disadvantaged 15 49 64 36
Not Economically Disadvantaged 46 42 88 12
English Learners 43 43 86 14
Homeless < < < <
Military Connected 42 58 100 0
Foster Care < < < <
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
Division265
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-kindergarten279286198
Kindergarten726720673
Grade 1787757665
Grade 2737797709
Grade 3782748748
Grade 4716769712
Grade 5767731722
Grade 6795775706
Grade 7723818760
Grade 8735724816
Grade 9731805741
Grade 10795718789
Grade 11671783712
Grade 12734671760
Total Students9,97810,1029,711

< = 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 Students9978101029711
Female478548914698
Male519352115011
American Indian191820
Asian392403364
Black427461426
Hispanic541610642
Native Hawaiian566
White810880947743
Multiple Races486510510
Students with Disabilities103610681015
Students without Disabilities894290348696
Economically Disadvantaged385939723919
Not Economically Disadvantaged611961305792
English Learners411496491
Not English Learners956796069220
Migrant11-
Homeless887240
Military Connected160164163
Foster Care203334
< = 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 436 290 19 1 27 10
State 51257 36989 2115 702 4150 1952
Female Division 242 130 8 1 9 5
State 28271 16178 697 250 1329 759
Male Division 194 159 11 0 18 5
State 22980 20805 1418 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 24 2 1 0 0 0
State 5775 1305 75 12 65 35
Black Division 10 18 2 0 2 2
State 7933 10580 774 148 1017 761
Hispanic Division 19 17 1 0 2 2
State 5891 6757 240 88 1844 312
White Division 362 239 14 1 21 6
State 28757 16258 916 407 1095 755
Multiple Races Division 19 14 1 0 2 0
State 2685 1935 101 44 114 85
Students with Disabilities Division 2 40 19 0 9 0
State 1332 7339 2115 98 863 108
Economically Disadvantaged Division 67 147 15 1 21 9
State 11820 19248 1268 371 2167 1346
English Learners Division 5 7 0 0 1 0
State 1281 4093 206 19 1532 67
Homeless Division < < < < < <
State 166 486 49 19 183 53
Military Connected Division 9 3 0 0 0 0
State 2252 1403 62 15 48 37
Foster Care Division < < < < < <
State 20 159 24 11 67 22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students7837459574695273
Female395380963819792
Male3873649436494185
American Indian<<100<10000
Asian27271002710000
Black343088308826
Hispanic413790379025
White6436159661696213
Multiple Races363494349426
Students with Disabilities7061876187913
Economically Disadvantaged2602298823089218
English Learners131292129218
Homeless<<<<<<<
Military Connected12121001210000
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 2018-20192019-20202020-2021
Advanced Placement Test Taken614 / 20.95%638 / 21.43%602 / 20.1%
Advanced Placement Course Enrollment775 / 26.44%755 / 25.36%724 / 24.17%
Dual Enrollment882 / 30.09%880 / 29.56%1,046 / 34.92%
Governor's School Enrollment18 / .61%20 / .67%19 / .63%
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 StudentsDivision69452924
State86,21159,46231
FemaleDivision32426219
State43,37932,57825
MaleDivision37026728
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision191616
State6,3805,55313
BlackDivision312616
State18,49311,40838
HispanicDivision231439
State10,8006,31841
WhiteDivision58844824
State46,06033,07528
Multiple RacesDivision302420
State4,1342,89130
Students with DisabilitiesDivision301357
State7,5273,57553
Economically DisadvantagedDivision1829946
State28,17015,21546
English LearnersDivision13<100
State5,2972,82847
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
State LicensuresDivision45--
 State2,2313331,030
Industry CertificationDivision254--
 State107,23443,66048,781
Workplace ReadinessDivision696--
 State44,897--
Total Credentials EarnedDivision995--
 State158,45744,50451,319
Students Earning One or More CredentialsDivision866--
 State126,04439,25445,542
CTE CompletersDivision303380349
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$4,972$5,705$646
State$6,642$5,388$901
2019-2020Division$5,367$5,924$761
State$6,770$5,603$867
2020-2021Division$5,684$6,368$1,295
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 Students8,6201,0878,3761,100
Female4,1695044,097496
Male4,4515834,279604
American Indian144171
Asian367233416
Black33777304105
Hispanic4696053982
Native Hawaiian<<<<
White7,0088606,750824
Multiple Races4206342081
Students with Disabilities815194830211
Economically Disadvantaged2,9997812,993870
English Learners3983044149
Homeless96903137
< = 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 66
Disorderly or Disruptive Behavior Offenses 52
Other Offenses Against Persons 23
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 15
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 Indian0.20.20.2
Asian41.140.73.8
Black4.311.24.610.34.45.4
Hispanic5.53.46.15.36.61.4
Native Hawaiian0.10.10.1
White81.774.980.875.379.891.9
Multiple Races4.99.45.18.35.31.4
< = 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 Indian0.20.20.2
Asian443.8
Black4.34.64.4
Hispanic5.56.16.6
Native Hawaiian0.10.10.1
White81.780.879.8
Multiple Races4.95.15.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available