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Norton City Public Schools

General school information

Division: Norton City Public Schools
Division Number: 119
Address: 205 Virginia Ave NW Norton, VA 24273
Superintendent: Dr. Gina Wohlford
Region: 7
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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 11 72 83 17 13 71 85 15
Female 13 71 84 16 13 70 84 16
Male 9 73 82 18 13 73 86 14
Asian < < 100 0 < < 100 0
Black 8 65 73 27 - 81 81 19
Hispanic 8 75 83 17 < < 100 0
White 11 73 84 16 14 71 85 15
Multiple Races 8 65 73 27 11 69 80 20
Students with Disabilities 10 64 74 26 16 53 69 31
Students without Disabilities 11 73 84 16 13 75 87 13
Economically Disadvantaged 8 72 79 21 11 70 81 19
Not Economically Disadvantaged 18 73 90 10 16 73 89 11
Military Connected < < 100 0 < < 100 0
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 11 62 73 27 9 64 73 27
Female 18 55 73 27 6 74 79 21
Male 3 70 73 27 14 50 64 36
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 7 63 70 30 10 60 70 30
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < - 60 60 40
Students without Disabilities 11 64 75 25 11 65 76 24
Economically Disadvantaged 10 54 63 37 4 56 59 41
Not Economically Disadvantaged 14 77 91 9 14 72 86 14
Foster Care < < 100 0 < < < <
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 9 67 76 24 15 64 79 21
Female 14 65 78 22 21 57 79 21
Male 3 69 72 28 8 72 80 20
White 11 68 79 21 17 65 81 19
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 11 67 77 23 14 68 82 18
Economically Disadvantaged 5 65 70 30 15 63 78 23
Not Economically Disadvantaged 17 70 87 13 15 69 85 15
Military Connected < < 100 0 < < 100 0
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 16 78 93 7 13 69 82 18
Female 26 67 93 7 12 68 79 21
Male 6 87 94 6 15 70 85 15
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 17 75 92 8 13 67 81 19
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 14 80 94 6 13 72 85 15
Economically Disadvantaged 11 84 95 5 10 69 79 21
Not Economically Disadvantaged 24 67 90 10 16 69 84 16
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 10 81 92 8 18 74 92 8
Female 7 83 90 10 16 74 89 11
Male 14 79 93 7 21 75 96 4
Asian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 12 82 94 6 21 73 94 6
Multiple Races < < < < < < < <
Students with Disabilities - 100 100 0 < < < <
Students without Disabilities 12 78 90 10 19 74 93 7
Economically Disadvantaged 7 80 87 13 9 80 89 11
Not Economically Disadvantaged 14 83 97 3 30 67 96 4
Military Connected < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 73 89 11 8 76 83 17
Female 16 72 88 13 6 77 84 16
Male 17 73 90 10 9 74 83 17
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 17 74 91 9 9 79 88 12
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < 20 30 50 50
Students without Disabilities 15 76 91 9 5 84 89 11
Economically Disadvantaged 14 74 88 12 6 78 83 17
Not Economically Disadvantaged 20 70 90 10 10 73 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 12 65 76 24 14 78 92 8
Female 8 74 82 18 19 72 91 9
Male 17 52 69 31 9 85 94 6
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 12 67 79 21 15 78 93 7
Multiple Races < < < < < < 100 0
Students with Disabilities 8 46 54 46 8 83 92 8
Students without Disabilities 13 69 82 18 15 77 92 8
Economically Disadvantaged 8 65 73 27 11 78 89 11
Not Economically Disadvantaged 25 63 88 13 16 79 95 5
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 - 84 84 16 15 72 87 13
Female - 93 93 7 14 69 83 17
Male - 80 80 20 16 74 91 9
Black < < < < < < < <
White - 88 88 12 17 70 87 13
Multiple Races < < 100 0 20 70 90 10
Students with Disabilities < < < < 33 42 75 25
Students without Disabilities - 85 85 15 12 78 90 10
Economically Disadvantaged - 85 85 15 16 68 84 16
Not Economically Disadvantaged < < < < 14 79 93 7
< = 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 7 51 59 41
Female 5 62 67 33
Male 10 38 48 52
Black < < < <
Hispanic < < < <
White 7 53 60 40
Multiple Races < < < <
Students with Disabilities - 23 23 77
Students without Disabilities 9 58 67 33
Economically Disadvantaged - 60 60 40
Not Economically Disadvantaged 19 38 58 42
Foster Care < < 100 0
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 7 51 59 41
Female 5 62 67 33
Male 10 38 48 52
Black < < < <
Hispanic < < < <
White 7 53 60 40
Multiple Races < < < <
Students with Disabilities - 23 23 77
Students without Disabilities 9 58 67 33
Economically Disadvantaged - 60 60 40
Not Economically Disadvantaged 19 38 58 42
Foster Care < < 100 0
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 10 77 87 13 4 64 68 32
Female 11 77 88 12 4 65 69 31
Male 9 78 87 13 4 62 66 34
Asian < < 100 0 < < < <
Black 3 87 90 10 - 53 53 47
Hispanic - 90 90 10 9 64 73 27
White 11 75 87 13 4 64 69 31
Multiple Races 3 88 91 9 - 64 64 36
Students with Disabilities 4 54 58 42 10 40 50 50
Students without Disabilities 11 81 92 8 3 68 71 29
Economically Disadvantaged 7 78 86 14 4 55 59 41
Not Economically Disadvantaged 15 75 91 9 4 74 78 22
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
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 8 78 86 14 4 50 54 46
Female 3 85 88 12 6 47 53 47
Male 13 70 83 17 - 55 55 45
Black < < 100 0 < < < <
Hispanic < < < <
White 9 76 85 15 4 53 57 43
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 20 20 80
Students without Disabilities 7 82 89 11 4 57 61 39
Economically Disadvantaged 5 78 83 17 4 33 37 63
Not Economically Disadvantaged 14 77 91 9 3 66 69 31
Foster Care < < 100 0 < < < <
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 9 80 89 11 8 58 65 35
Female 11 81 92 8 11 56 67 33
Male 7 79 86 14 4 60 64 36
White 9 81 89 11 9 57 66 34
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 11 84 95 5 5 64 68 32
Economically Disadvantaged 5 81 86 14 5 51 56 44
Not Economically Disadvantaged 17 78 96 4 15 77 92 8
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 78 86 14 3 70 74 26
Female 11 81 93 7 3 65 68 32
Male 6 74 81 19 4 78 81 19
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 10 76 86 14 4 68 72 28
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 10 80 90 10 4 74 78 22
Economically Disadvantaged 11 76 86 14 - 69 69 31
Not Economically Disadvantaged 5 81 86 14 6 72 78 22
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 15 78 93 7 5 68 73 27
Female 23 67 90 10 - 74 74 26
Male 7 90 97 3 13 58 71 29
Asian < < < <
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 16 76 92 8 6 69 75 25
Multiple Races < < 100 0 < < < <
Students with Disabilities - 70 70 30 < < < <
Students without Disabilities 18 80 98 2 5 67 72 28
Economically Disadvantaged 10 80 90 10 3 60 63 37
Not Economically Disadvantaged 21 76 97 3 7 78 85 15
Military Connected < < 100 0
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 79 81 19 2 52 54 46
Female - 76 76 24 6 44 50 50
Male 5 81 86 14 - 57 57 43
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 3 76 79 21 3 53 55 45
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < 10 30 40 60
Students without Disabilities - 88 88 12 - 58 58 42
Economically Disadvantaged - 76 76 24 - 46 46 54
Not Economically Disadvantaged 8 85 92 8 5 60 65 35
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 4 78 82 18 3 66 69 31
Female 2 81 84 16 6 72 78 22
Male 8 72 80 20 - 60 60 40
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 5 78 83 17 4 65 69 31
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 8 38 46 54 - 50 50 50
Students without Disabilities 4 87 91 9 4 70 74 26
Economically Disadvantaged 5 78 84 16 6 56 63 38
Not Economically Disadvantaged - 77 77 23 - 77 77 23
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 22 73 95 5 - 71 71 29
Female 33 63 96 4 - 77 77 23
Male 15 79 94 6 - 64 64 36
Black < < 100 0 < < < <
Hispanic < < 100 0 < < < <
White 27 66 93 7 - 74 74 26
Multiple Races < < 100 0 < < < <
Students with Disabilities - 73 73 27 < < < <
Students without Disabilities 25 73 98 2 - 71 71 29
Economically Disadvantaged 13 81 94 6 - 59 59 41
Not Economically Disadvantaged 43 52 95 5 - 85 85 15
English Learners < < < <
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 78 83 17 - 100 100 0
Female 10 70 80 20 < < 100 0
Male - 86 86 14 < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 6 74 79 21 - 100 100 0
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 5 82 87 13 - 100 100 0
Economically Disadvantaged 7 75 82 18 < < 100 0
Not Economically Disadvantaged - 85 85 15 < < 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 < < < < < < < <
Female < < 100 0 < < < <
Male < < < < < < < <
Black < < < <
White < < 100 0 < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 75 91 9 7 68 76 24
Female 16 74 91 9 5 66 71 29
Male 15 75 91 9 10 71 82 18
Black - 94 94 6 8 75 83 17
Hispanic < < < < < < < <
White 18 73 91 9 7 70 77 23
Multiple Races - 84 84 16 < < < <
Students with Disabilities 2 64 66 34 14 47 61 39
Students without Disabilities 19 77 96 4 6 74 79 21
Economically Disadvantaged 12 77 89 11 5 68 74 26
Not Economically Disadvantaged 23 70 94 6 10 68 78 22
English Learners < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 86 14 13 61 74 26
Female 19 67 85 15 9 59 68 32
Male 16 71 87 13 19 63 81 19
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 21 69 90 10 12 63 75 25
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 20 71 90 10 15 63 78 22
Economically Disadvantaged 8 78 86 14 3 69 72 28
Not Economically Disadvantaged 33 52 86 14 22 53 75 25
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 18 69 87 13 2 72 74 26
Female 13 70 83 18 4 61 64 36
Male 25 68 93 7 - 83 83 17
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 19 69 88 12 2 73 76 24
Multiple Races < < 100 0 < < < <
Students with Disabilities 8 46 54 46 9 55 64 36
Students without Disabilities 20 75 95 5 - 76 76 24
Economically Disadvantaged 14 73 86 14 - 76 76 24
Not Economically Disadvantaged 29 59 88 12 3 69 72 28
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 84 95 5 2 77 78 22
Female 13 87 100 0 - 78 78 22
Male 10 81 90 10 4 75 79 21
Black < < 100 0 < < 100 0
Hispanic < < < <
White 12 82 95 5 2 77 79 21
Multiple Races < < 100 0 < < < <
Students with Disabilities - 77 77 23 - 57 57 43
Students without Disabilities 15 85 100 0 2 82 84 16
Economically Disadvantaged 8 84 92 8 - 70 70 30
Not Economically Disadvantaged 17 83 100 0 4 86 89 11
English Learners < < < <
Foster Care < < < <
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 17 78 94 6
Female 22 75 97 3
Male 13 80 93 8
Black - 100 100 0
Hispanic < < 100 0
White 22 71 93 7
Multiple Races < < 100 0
Students with Disabilities - 73 73 27
Students without Disabilities 20 79 98 2
Economically Disadvantaged 17 75 92 8
Not Economically Disadvantaged 16 84 100 0
Chemistry 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

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 27 59 86 14
Female 25 61 87 13
Male 28 57 85 15
Black 8 50 58 42
Hispanic < < < <
White 27 60 88 12
Multiple Races < < < <
Students with Disabilities 11 46 57 43
Students without Disabilities 29 62 91 9
Economically Disadvantaged 23 59 81 19
Not Economically Disadvantaged 37 60 97 3
English Learners < < < <
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 < < < <
Female < < < <
Male < < < <
Black < < < <
Hispanic < < < <
White < < 100 0
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
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 - 50 50 50
Female < < < <
Male < < < <
Black < < < <
Hispanic < < 100 0
White < < < <
Students with Disabilities < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 74 83 17
Female 7 79 86 14
Male 12 68 79 21
Black < < < <
Hispanic < < < <
White 9 76 85 15
Multiple Races < < 100 0
Students with Disabilities - 50 50 50
Students without Disabilities 12 80 92 8
Economically Disadvantaged 9 70 79 21
Not Economically Disadvantaged 11 84 95 5
English Learners < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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-kindergarten523436
Kindergarten657061
Grade 1515472
Grade 2554560
Grade 3605055
Grade 4676455
Grade 5636165
Grade 6605967
Grade 7615964
Grade 8666564
Grade 9816855
Grade 10627869
Grade 11465975
Grade 12535263
Total Students842818861

< = 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 Students842818861
Female426404441
Male416414420
Asian432
Black484646
Hispanic211817
White712695739
Multiple Races575555
Students with Disabilities114115120
Students without Disabilities728703741
Economically Disadvantaged551472469
Not Economically Disadvantaged291346392
English Learners645
Not English Learners836814856
Homeless231517
Military Connected455
Foster Care121510
< = 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 33 28 0 0 2 0
State 51295 36973 2078 699 4153 1962
Female Division 20 10 0 0 0 0
State 28290 16169 687 250 1331 757
Male Division 13 18 0 0 2 0
State 22999 20798 1391 449 2821 1205
Black Division < < < < 0 <
State 7939 10584 760 145 1021 763
Hispanic Division < < < < 0 <
State 5902 6751 234 88 1846 314
White Division 32 25 0 0 2 0
State 28772 16247 907 407 1091 763
Multiple Races Division < < < < 0 <
State 2688 1933 99 44 115 84
Students with Disabilities Division 0 14 0 0 1 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 10 22 0 0 2 0
State 11835 19243 1250 370 2163 1354
Military Connected Division < < < < 0 <
State 2252 1404 60 15 48 38
< = 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 Students636197619723
Female30301003010000
Male333194319426
Black<<100<10000
Hispanic<<100<10000
White595797579723
Multiple Races<<100<10000
Students with Disabilities151493149317
Economically Disadvantaged343294329426
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken15 / 6.2% - -
Advanced Placement Course Enrollment - 24 / 9.34%57 / 21.76%
Dual Enrollment70 / 28.93%77 / 29.96%89 / 33.97%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision493529
State86,21159,46231
FemaleDivision251924
State43,37932,57825
MaleDivision241633
State42,83226,88437
BlackDivision<<100
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision412832
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision302227
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
American IndianDivision--100
State22013539
AsianDivision--100
State6,3805,55313
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
Industry CertificationDivision565943
 State107,23443,66048,781
Total Credentials EarnedDivision565943
 State158,45744,50451,319
Students Earning One or More CredentialsDivision565742
 State126,04439,25445,542
CTE CompletersDivision393757
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
State LicensuresDivision---
 State2,2313331,030
Workplace ReadinessDivision---
 State44,897--
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

2019-2020 Per-Pupil Spending

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
2017-2018Division$1,837$6,284$1,091
State$6,462$5,219$867
2018-2019Division$2,126$6,493$1,163
State$6,642$5,388$901
2019-2020Division$2,403$6,945$944
State$6,770$5,603$867

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 Students66512273776
Female3276736946
Male3385536830
American Indian--<<
Asian<<<<
Black425411
Hispanic173113
Native Hawaiian--<<
White56410363366
Multiple Races3711486
Students with Disabilities1032011810
Economically Disadvantaged4139540252
English Learners<<<<
Homeless182124
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Other Offenses Against Persons <

< = 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 Indian--0.10.1
Asian0.50.40.2
Black5.7145.6205.3
Hispanic2.52.2202
Native Hawaiian----0.1
White84.680856085.8100
Multiple Races6.866.76.4
< = 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 Indian0.10.1
Asian0.50.40.2
Black5.75.65.3
Hispanic2.52.22
Native Hawaiian0.1
White84.68585.8
Multiple Races6.86.76.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.10.1
Asian0.50.40.2
Black5.75.65.3
Hispanic2.52.22
Native Hawaiian----0.1
White84.61008585.8
Multiple Races6.86.76.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 92.892.892.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 47.449.549.5
< = 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 83.283.383.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.72 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 13.69 : 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 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
2018-201953%39%0%8%
2019-202061%31%0%8%
2020-202162%30%0%8%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students100%84%84%
Asian<90%84%
Black<83%84%
Hispanic<82%84%
White100%86%84%
Economically Disadvantaged100%81%84%
English Learners-74%84%
Students with Disabilities<70%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%12%12%10%
Asian<<10%10%
Black2%7%13%10%
Hispanic21%18%13%10%
White9%12%13%10%
Economically Disadvantaged11%15%15%10%
English Learners<-12%10%
Students with Disabilities8%12%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency---

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian<<-
Black100%100%<
Hispanic<<<
White99%99%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged99%99%100%
English Learners---
Students with Disabilities100%98%100%
Students without Disabilities99%99%99%
Female99%98%99%
Male100%100%100%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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