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New Kent County Public Schools

General school information

Division: New Kent County Public Schools
Division Number: 63
Address: 12003 New Kent Highway New Kent, VA 23124-0110
Superintendent: Dr. Brian Nichols
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 4 54 58 42
Female 12 77 89 11 3 55 58 42
Male 13 71 84 16 5 52 57 43
American Indian 22 63 85 15 < < < <
Asian 15 77 92 8 - 70 70 30
Black 8 68 76 24 - 44 44 56
Hispanic 10 69 79 21 - 49 49 51
Native Hawaiian < < < < < < 100 0
White 13 76 89 11 4 55 59 41
Multiple Races 15 69 84 16 12 53 65 35
Students with Disabilities 7 49 57 43 7 23 30 70
Students without Disabilities 13 77 90 10 3 57 61 39
Economically Disadvantaged 8 68 76 24 - 38 38 62
Not Economically Disadvantaged 14 76 90 10 4 58 62 38
English Learners - 64 64 36 < < < <
Homeless 15 62 77 23 < < < <
Military Connected 14 73 87 13 1 69 70 30
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 74 89 11 4 54 59 41
Female 15 78 93 7 1 52 53 47
Male 17 67 85 15 9 58 67 33
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 13 65 78 22 < < < <
Hispanic 13 75 88 13 < < < <
White 16 74 90 10 3 57 61 39
Multiple Races 20 80 100 0 17 67 83 17
Students with Disabilities 4 54 58 42 12 18 29 71
Students without Disabilities 17 76 93 7 4 58 62 38
Economically Disadvantaged 15 66 81 19 2 24 27 73
Not Economically Disadvantaged 16 76 92 8 5 63 68 32
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 18 73 91 9 - 77 77 23
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 21 69 90 10 5 57 62 38
Female 17 75 92 8 5 53 58 42
Male 24 65 89 11 5 61 67 33
Asian < < 100 0 < < 100 0
Black 21 64 86 14 - 33 33 67
Hispanic 18 59 76 24 < < < <
White 21 70 91 9 5 59 65 35
Multiple Races 18 82 100 0 9 55 64 36
Students with Disabilities 4 59 63 37 10 20 30 70
Students without Disabilities 23 71 93 7 4 62 66 34
Economically Disadvantaged 11 70 81 19 - 32 32 68
Not Economically Disadvantaged 24 69 93 7 6 62 68 32
English Learners < < < < < < < <
Military Connected 22 67 89 11 9 82 91 9
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 23 64 87 13 2 47 49 51
Female 25 62 87 13 - 55 55 45
Male 21 66 86 14 4 38 42 58
American Indian < < 100 0 < < < <
Black 14 71 86 14 < < < <
Hispanic 20 45 65 35 < < < <
White 23 67 90 10 2 49 52 48
Multiple Races < < < < < < < <
Students with Disabilities 11 34 45 55 12 24 35 65
Students without Disabilities 25 69 94 6 - 52 52 48
Economically Disadvantaged 9 63 72 28 - 31 31 69
Not Economically Disadvantaged 26 64 91 9 3 54 56 44
Military Connected 19 69 88 13 < < < <
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 5 76 81 19 2 49 51 49
Female 4 81 86 14 1 55 56 44
Male 6 70 76 24 3 44 47 53
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black - 59 59 41 - 55 55 45
Hispanic 15 69 85 15 < < < <
White 5 79 84 16 2 49 51 49
Multiple Races - 50 50 50 < < < <
Students with Disabilities 12 45 58 42 - 17 17 83
Students without Disabilities 4 82 86 14 2 52 54 46
Economically Disadvantaged 6 64 70 30 - 35 35 65
Not Economically Disadvantaged 5 82 87 13 2 53 56 44
Homeless < < < < < < < <
Military Connected 9 73 82 18 < < < <
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 - 74 74 26 1 26 27 73
Female - 81 81 19 2 22 24 76
Male - 67 67 33 - 29 29 71
Asian < < 100 0 < < 100 0
Black - 74 74 26 < < < <
Hispanic - 50 50 50 < < < <
White - 76 76 24 1 27 28 72
Multiple Races < < < < < < < <
Students with Disabilities - 45 45 55 5 5 10 90
Students without Disabilities - 79 79 21 - 31 31 69
Economically Disadvantaged - 62 62 38 - 14 14 86
Not Economically Disadvantaged - 78 78 22 1 29 30 70
Military Connected - 67 67 33 < < < <
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 12 72 84 16 5 39 44 56
Female 13 72 84 16 - 35 35 65
Male 12 72 84 16 8 42 49 51
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 4 58 62 38 - 18 18 82
Hispanic - 80 80 20 < < < <
Native Hawaiian < < 100 0
White 14 73 86 14 5 40 45 55
Multiple Races 18 64 82 18 < < < <
Students with Disabilities 9 43 51 49 12 12 24 76
Students without Disabilities 13 76 88 12 3 46 49 51
Economically Disadvantaged 8 67 75 25 - 43 43 57
Not Economically Disadvantaged 14 73 87 13 6 38 44 56
Military Connected 13 87 100 0 < < < <
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 8 83 91 9 4 61 65 35
Female 10 85 96 4 4 66 69 31
Male 6 80 85 15 5 56 61 39
American Indian < < < <
Asian < < < <
Black 4 78 83 17 - 64 64 36
Hispanic < < < < - 50 50 50
White 9 84 93 7 5 62 67 33
Multiple Races 6 94 100 0 10 60 70 30
Students with Disabilities 5 86 91 9 - 61 61 39
Students without Disabilities 8 82 91 9 5 61 66 35
Economically Disadvantaged 4 85 89 11 - 52 52 48
Not Economically Disadvantaged 9 82 91 9 5 63 68 32
English Learners < < < <
Homeless < < 100 0 < < 100 0
Military Connected 17 67 83 17 - 82 82 18
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 86 91 9 6 79 84 16
Female 5 87 92 8 7 80 87 13
Male 5 85 91 9 5 77 82 18
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 82 82 18 < < < <
Hispanic 8 92 100 0 < < 100 0
White 5 87 92 8 5 78 83 17
Multiple Races < < < < < < 100 0
Students with Disabilities - 40 40 60 < < < <
Students without Disabilities 5 89 94 6 6 79 85 15
Economically Disadvantaged - 81 81 19 - 92 92 8
Not Economically Disadvantaged 6 87 93 7 6 77 83 17
Military Connected - 85 85 15 < < < <
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 19 72 91 9 2 65 67 33
Female 15 74 89 11 5 75 80 20
Male 26 70 95 5 - 57 57 43
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 19 75 94 6 2 66 68 32
Multiple Races < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities 20 72 92 8 2 65 67 33
Economically Disadvantaged 15 62 77 23 < < < <
Not Economically Disadvantaged 20 74 93 7 2 67 70 30
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

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 17 69 86 14 4 62 67 33
Female 14 71 86 14 4 63 67 33
Male 20 66 86 14 5 62 67 33
American Indian 21 64 86 14 < < < <
Asian 13 69 81 19 < < < <
Black 6 63 69 31 - 50 50 50
Hispanic 10 65 75 25 - 67 67 33
White 20 70 89 11 5 64 69 31
Multiple Races 15 69 83 17 4 52 56 44
Students with Disabilities 7 48 55 45 9 25 35 65
Students without Disabilities 19 71 90 10 4 67 71 29
Economically Disadvantaged 10 63 73 27 1 53 54 46
Not Economically Disadvantaged 19 70 89 11 6 65 71 29
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected 20 65 85 15 11 57 68 32
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 28 56 84 16 6 39 46 54
Female 25 62 86 14 9 42 51 49
Male 31 52 83 17 2 37 39 61
American Indian < < 100 0 < < < <
Black 14 57 71 29 < < < <
Hispanic 20 30 50 50 < < < <
White 30 59 89 11 7 42 49 51
Multiple Races < < < < < < < <
Students with Disabilities 11 34 45 55 - 14 14 86
Students without Disabilities 32 60 91 9 7 43 50 50
Economically Disadvantaged 15 48 63 37 - 24 24 76
Not Economically Disadvantaged 32 58 90 10 8 45 53 47
Military Connected 31 50 81 19 < < < <
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 8 71 79 21 2 60 62 38
Female 6 71 77 23 - 62 62 38
Male 10 70 80 20 3 58 61 39
Asian < < < < < < < <
Black 3 50 53 47 < < < <
Hispanic - 76 76 24 < < < <
White 10 73 83 18 2 64 66 34
Multiple Races 7 86 93 7 < < < <
Students with Disabilities 3 62 65 35 13 7 20 80
Students without Disabilities 8 72 81 19 - 69 69 31
Economically Disadvantaged 3 65 68 32 - 25 25 75
Not Economically Disadvantaged 9 73 82 18 2 66 69 31
Military Connected 17 58 75 25 < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 70 89 11 5 74 79 21
Female 15 73 88 12 2 76 78 22
Male 25 66 90 10 7 72 79 21
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black - 69 69 31 - 64 64 36
Hispanic < < 100 0 - 77 77 23
White 24 68 92 8 6 76 81 19
Multiple Races < < < < 6 65 71 29
Students with Disabilities - 56 56 44 12 42 54 46
Students without Disabilities 21 71 92 8 4 77 81 19
Economically Disadvantaged 11 72 83 17 1 72 74 26
Not Economically Disadvantaged 21 69 90 10 6 74 80 20
English Learners < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < 15 69 85 15
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 68 76 24 < < < <
Female - 64 64 36 < < < <
Male 18 73 91 9 < < 100 0
Asian < < 100 0
Black < < < <
Hispanic < < 100 0
White 13 63 75 25 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 9 70 78 22 < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged 11 74 84 16 < < < <
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 15 78 93 7
Female 15 78 93 7
Male 14 78 92 8
American Indian < < 100 0
Asian < < 100 0
Black 7 76 83 17
Hispanic 9 82 91 9
White 16 79 95 5
Multiple Races 8 69 77 23
Students with Disabilities 4 46 50 50
Students without Disabilities 16 81 97 3
Economically Disadvantaged 11 74 85 15
Not Economically Disadvantaged 15 79 94 6
Homeless < < < <
Military Connected 18 76 94 6
< = 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 22 60 82 18
Female 19 60 79 21
Male 25 61 85 15
American Indian 25 63 88 13
Asian 25 67 92 8
Black 16 50 66 34
Hispanic 23 60 83 17
White 23 61 84 16
Multiple Races 20 70 90 10
Students with Disabilities 11 41 51 49
Students without Disabilities 23 63 86 14
Economically Disadvantaged 16 57 73 27
Not Economically Disadvantaged 24 61 85 15
Homeless < < < <
Military Connected 26 65 91 9
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 62 65 35
Female 2 54 56 44
Male 5 72 77 23
American Indian < < < <
Black - 61 61 39
Hispanic < < < <
White 5 64 68 32
Multiple Races < < < <
Students with Disabilities - 37 37 63
Students without Disabilities 4 68 72 28
Economically Disadvantaged - 63 63 37
Not Economically Disadvantaged 4 61 66 34
Homeless < < < <
Military Connected < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 77 23
Female 11 64 75 25
Male 14 64 78 22
American Indian < < < <
Asian < < 100 0
Black 7 47 53 47
Hispanic < < < <
White 13 67 80 20
Multiple Races 18 64 82 18
Students with Disabilities - 32 32 68
Students without Disabilities 14 68 82 18
Economically Disadvantaged 7 64 71 29
Not Economically Disadvantaged 14 64 78 22
Homeless < < 100 0
Military Connected 7 80 87 13
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 87 13
Female 11 70 81 19
Male 17 78 96 4
American Indian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 12 71 84 16
Multiple Races < < 100 0
Students without Disabilities 13 73 87 13
Economically Disadvantaged 9 82 91 9
Not Economically Disadvantaged 14 71 86 14
Military Connected < < 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 77 96 4
Female 11 81 92 8
Male 27 73 100 0
American Indian < < 100 0
Asian < < 100 0
Black - 86 86 14
Hispanic < < 100 0
White 22 74 97 3
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 19 77 96 4
Economically Disadvantaged 12 76 88 12
Not Economically Disadvantaged 20 77 97 3
Military Connected < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies 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
Division--
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-kindergarten626934
Kindergarten219224166
Grade 1242235189
Grade 2236255200
Grade 3240242213
Grade 4251236224
Grade 5253260209
Grade 6285265248
Grade 7280280258
Grade 8273287269
Grade 9254290297
Grade 10246245263
Grade 11233237241
Grade 12233229229
Total Students3,3073,3543,040

< = 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 Students330733543040
Female161216441465
Male169517101575
American Indian424332
Asian353225
Black317336297
Hispanic175172163
Native Hawaiian281
White255425862347
Multiple Races182177175
Students with Disabilities427420384
Students without Disabilities288029342656
Economically Disadvantaged796753742
Not Economically Disadvantaged251126012298
English Learners383632
Not English Learners326933183008
Homeless14158
Military Connected153195167
Foster Care554
< = 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 121 90 6 2 0 10
State 51257 36989 2115 702 4150 1952
Female Division 71 38 2 1 0 2
State 28271 16178 697 250 1329 759
Male Division 50 52 4 1 0 8
State 22980 20805 1418 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 14 12 2 1 0 0
State 7933 10580 774 148 1017 761
Hispanic Division < < < < 0 <
State 5891 6757 240 88 1844 312
White Division 94 69 4 1 0 9
State 28757 16258 916 407 1095 755
Multiple Races Division < < < < 0 <
State 2685 1935 101 44 114 85
Students with Disabilities Division 0 17 6 1 0 0
State 1332 7339 2115 98 863 108
Economically Disadvantaged Division 19 23 2 1 0 4
State 11820 19248 1268 371 2167 1346
Military Connected Division 4 6 0 0 0 0
State 2252 1403 62 15 48 37
< = 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 Students229217952199600
Female114111971129800
Male115106921079300
American Indian<<100<10000
Asian<<100<10000
Black2928972910000
Hispanic<<<<<00
White177167941689500
Multiple Races<<100<10000
Students with Disabilities2423962410000
Economically Disadvantaged494490459200
Military Connected10101001010000
< = 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 Taken71 / 7.35%36 / 3.6%135 / 13.11%
Advanced Placement Course Enrollment71 / 7.35%39 / 3.9%136 / 13.2%
Dual Enrollment146 / 15.11%108 / 10.79%131 / 12.72%
Governor's School Enrollment24 / 2.48%24 / 2.4%24 / 2.33%
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 StudentsDivision20412240
State86,21159,46231
FemaleDivision826323
State43,37932,57825
MaleDivision1225952
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision191142
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision1629442
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision10<100
State7,5273,57553
Economically DisadvantagedDivision371851
State28,17015,21546
Native HawaiianDivision--100
State1248234
English LearnersDivision--100
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision11--
 State4,0955111,508
Industry CertificationDivision164--
 State107,23443,66048,781
Workplace ReadinessDivision170--
 State44,897--
Total Credentials EarnedDivision345--
 State158,45744,50451,319
Students Earning One or More CredentialsDivision288--
 State126,04439,25445,542
CTE CompletersDivision766641
 State42,22244,53939,042
State LicensuresDivision---
 State2,2313331,030
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$4,294$5,313$444
State$6,642$5,388$901
2019-2020Division$4,233$5,470$453
State$6,770$5,603$867
2020-2021Division$4,091$6,528$1,043
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 Students2,8913332,892137
Female1,3881821,40562
Male1,5031511,48775
American Indian416301
Asian332250
Black2853927920
Hispanic162221488
Native Hawaiian<<<<
White2,2332412,24595
Multiple Races1322116413
Students with Disabilities3236034832
Economically Disadvantaged64815465568
English Learners413320
Homeless131084
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Student <

< = 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 Indian1.321.31.1
Asian1.10.510.8
Black9.624.41013.69.818.2
Hispanic5.34.45.19.15.4
Native Hawaiian0.10.20
White77.362.477.172.177.281.8
Multiple Races5.56.35.35.25.8
< = 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 Indian1.31.31.1
Asian1.110.8
Black9.633.31022.29.8
Hispanic5.35.15.4
Native Hawaiian0.10.20
White77.366.777.177.877.2100
Multiple Races5.55.35.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.31.31.1
Asian1.110.8
Black9.6109.8
Hispanic5.35.15.4
Native Hawaiian0.10.20
White77.377.177.2
Multiple Races5.55.35.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 24.424.324.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 3331.831.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 59.256.656.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 14.32 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2019-2020 Grades 8-12 Student Teacher Ratio: 12.88 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201945%53%0%2%
2019-202045%52%1%2%
2020-202145%52%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available