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Patrick County Public Schools

General school information

Division: Patrick County Public Schools
Division Number: 70
Address: 104 Rucker Street Stuart, VA 24171
Superintendent: Dr. David Martin
Region: 6
Division Website (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 17 68 85 15 13 64 77 23
Female 17 69 86 14 13 64 78 22
Male 17 66 83 17 13 63 76 24
American Indian < < < < < < < <
Asian < < < < < < < <
Black 8 58 66 34 13 56 69 31
Hispanic 12 61 73 27 14 62 76 24
White 18 70 87 13 13 64 77 23
Multiple Races 24 60 84 16 10 65 75 25
Students with Disabilities 14 51 65 35 12 41 53 47
Students without Disabilities 17 71 88 12 13 68 82 18
Economically Disadvantaged 14 66 79 21 9 62 71 29
Not Economically Disadvantaged 21 70 92 8 18 65 83 17
English Learners - 21 21 79 5 35 40 60
Homeless 6 56 63 38 6 61 67 33
Military Connected 8 83 92 8 9 73 82 18
Foster Care < < 100 0 < < 100 0
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 11 64 76 24
Female 22 65 87 13 7 68 75 25
Male 26 61 87 13 16 60 76 24
Black < < < < < < < <
Hispanic 33 42 75 25 20 60 80 20
White 23 68 90 10 10 66 77 23
Multiple Races < < < < < < < <
Students with Disabilities 14 64 77 23 17 40 57 43
Students without Disabilities 28 62 90 10 10 72 81 19
Economically Disadvantaged 19 62 81 19 8 66 74 26
Not Economically Disadvantaged 33 63 97 3 18 61 79 21
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 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 19 61 80 20 14 63 76 24
Female 19 57 76 24 15 60 75 25
Male 19 64 83 17 12 65 77 23
Black < < < < 10 60 70 30
Hispanic 20 60 80 20 8 62 69 31
White 20 63 83 17 15 63 78 22
Multiple Races < < < < 10 60 70 30
Students with Disabilities 21 42 63 38 11 46 57 43
Students without Disabilities 19 64 83 17 14 66 80 20
Economically Disadvantaged 20 59 78 22 8 60 68 32
Not Economically Disadvantaged 18 63 82 18 20 66 86 14
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 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 25 64 88 12 9 63 71 29
Female 22 67 89 11 8 63 71 29
Male 27 60 88 12 9 62 72 28
Black 20 80 100 0 < < < <
Hispanic 19 63 81 19 15 62 77 23
White 26 63 89 11 9 63 71 29
Multiple Races < < < < < < < <
Students with Disabilities 17 52 69 31 3 40 43 57
Students without Disabilities 26 66 92 8 10 69 79 21
Economically Disadvantaged 19 63 83 17 7 57 63 37
Not Economically Disadvantaged 31 64 95 5 11 70 82 18
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 69 89 11 15 63 78 22
Female 20 68 89 11 14 62 76 24
Male 20 69 89 11 16 63 79 21
Asian < < < <
Black < < < < 20 50 70 30
Hispanic 8 67 75 25 < < < <
White 20 71 92 8 16 63 79 21
Multiple Races < < < < < < < <
Students with Disabilities 7 50 57 43 17 43 61 39
Students without Disabilities 23 73 96 4 15 66 81 19
Economically Disadvantaged 15 67 82 18 15 55 69 31
Not Economically Disadvantaged 24 70 94 6 16 76 92 8
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 14 73 87 13 17 67 84 16
Female 16 74 89 11 21 64 85 15
Male 13 72 85 15 13 71 84 16
Asian < < 100 0 < < 100 0
Black - 82 82 18 10 80 90 10
Hispanic 5 73 77 23 13 75 88 13
White 16 73 89 11 18 65 83 17
Multiple Races < < < < < < < <
Students with Disabilities 20 50 70 30 19 42 62 38
Students without Disabilities 14 76 89 11 17 72 89 11
Economically Disadvantaged 11 69 80 20 9 72 81 19
Not Economically Disadvantaged 19 79 99 1 24 63 87 13
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 67 74 26 11 57 68 32
Female 6 73 79 21 14 55 69 31
Male 8 63 71 29 9 58 67 33
Black - 58 58 42 < < < <
Hispanic - 38 38 62 8 54 62 38
White 9 69 78 22 12 57 69 31
Multiple Races < < 100 0 < < < <
Students with Disabilities 16 34 50 50 3 31 34 66
Students without Disabilities 5 74 80 20 13 62 75 25
Economically Disadvantaged 5 62 67 33 4 58 62 38
Not Economically Disadvantaged 10 73 83 17 18 55 73 27
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 79 87 13 15 69 83 17
Female 12 82 94 6 14 77 91 9
Male 5 76 82 18 15 62 77 23
American Indian < < < <
Asian < < < < < < 100 0
Black - 73 73 27 < < < <
Hispanic 7 71 79 21 27 47 73 27
White 9 81 91 9 13 72 85 15
Multiple Races < < < < < < 100 0
Students with Disabilities 7 60 67 33 14 45 59 41
Students without Disabilities 9 81 90 10 15 72 87 13
Economically Disadvantaged 5 79 85 15 11 70 80 20
Not Economically Disadvantaged 13 78 91 9 18 68 85 15
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 60 72 28
Female 15 66 81 19
Male 10 55 64 36
Asian < < 100 0
Black 11 37 47 53
Hispanic - 55 55 45
White 13 61 74 26
Multiple Races - 80 80 20
Students with Disabilities 16 38 53 47
Students without Disabilities 11 63 74 26
Economically Disadvantaged 10 55 65 35
Not Economically Disadvantaged 14 65 79 21
English Learners < < < <
Homeless < < < <
Military Connected 20 40 60 40
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 55 62 38
Female 8 70 77 23
Male 7 44 50 50
Black 8 25 33 67
Hispanic - 46 46 54
White 7 57 65 35
Multiple Races < < < <
Students with Disabilities 17 20 37 63
Students without Disabilities 5 62 67 33
Economically Disadvantaged 4 48 51 49
Not Economically Disadvantaged 11 64 75 25
English Learners < < < <
Homeless < < < <
Military Connected < < < <
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 17 65 81 19
Female 21 63 84 16
Male 12 66 78 22
Asian < < 100 0
Black < < < <
Hispanic < < < <
White 19 64 83 17
Multiple Races < < < <
Students with Disabilities 13 73 87 13
Students without Disabilities 17 64 81 19
Economically Disadvantaged 16 63 80 20
Not Economically Disadvantaged 17 66 83 17
English Learners < < < <
Homeless < < 100 0
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 26 67 92 8 8 60 69 31
Female 25 68 93 7 6 62 68 32
Male 26 65 92 8 10 59 69 31
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 16 67 84 16 5 46 52 48
Hispanic 21 70 91 9 8 61 69 31
White 27 66 93 7 9 61 70 30
Multiple Races 15 73 88 12 8 63 71 29
Students with Disabilities 21 57 78 22 11 35 46 54
Students without Disabilities 27 68 95 5 8 65 73 27
Economically Disadvantaged 19 71 90 10 4 55 59 41
Not Economically Disadvantaged 34 61 96 4 13 66 80 20
English Learners 4 74 78 22 - 42 42 58
Homeless 13 67 80 20 - 64 64 36
Military Connected 30 63 93 7 - 64 64 36
Foster Care < < 100 0 < < 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 27 66 93 7 5 60 65 35
Female 29 63 93 7 - 56 56 44
Male 25 69 94 6 9 64 73 27
Black < < < < < < < <
Hispanic 25 67 92 8 - 90 90 10
White 28 65 94 6 4 62 66 34
Multiple Races < < 100 0 < < < <
Students with Disabilities 20 66 86 14 9 43 51 49
Students without Disabilities 30 66 96 4 4 65 69 31
Economically Disadvantaged 20 72 92 8 1 59 60 40
Not Economically Disadvantaged 40 57 97 3 11 63 73 27
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 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 24 68 92 8 10 61 72 28
Female 19 71 89 11 9 64 73 28
Male 30 65 95 5 12 59 71 29
Black < < < < 10 50 60 40
Hispanic - 80 80 20 15 46 62 38
White 28 67 94 6 11 62 73 27
Multiple Races < < < < - 80 80 20
Students with Disabilities 29 46 75 25 11 32 43 57
Students without Disabilities 23 72 95 5 10 68 78 22
Economically Disadvantaged 21 67 88 12 5 56 61 39
Not Economically Disadvantaged 30 68 98 2 17 67 84 16
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 67 93 7 10 53 63 37
Female 22 70 91 9 9 58 67 33
Male 31 65 96 4 12 48 60 40
Black 30 70 100 0 < < < <
Hispanic 24 59 82 18 8 54 62 38
White 27 68 94 6 12 54 65 35
Multiple Races < < < < < < < <
Students with Disabilities 17 60 77 23 3 37 40 60
Students without Disabilities 28 69 97 3 13 57 70 30
Economically Disadvantaged 17 72 89 11 3 51 54 46
Not Economically Disadvantaged 37 62 99 1 20 55 75 25
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 58 95 5 12 57 69 31
Female 38 54 92 8 6 59 65 35
Male 37 61 98 2 17 55 72 28
Asian < < < <
Black < < < < 10 60 70 30
Hispanic 42 58 100 0 < < < <
White 39 58 96 4 13 55 68 32
Multiple Races < < < < < < < <
Students with Disabilities 20 63 83 17 22 22 43 57
Students without Disabilities 41 57 98 2 10 63 74 26
Economically Disadvantaged 22 69 91 9 8 52 60 40
Not Economically Disadvantaged 51 48 99 1 20 65 84 16
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
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 23 70 93 7 17 63 80 20
Female 21 72 92 8 15 64 79 21
Male 27 67 94 6 18 63 81 19
Asian < < 100 0 < < 100 0
Black 9 82 91 9 - 60 60 40
Hispanic 14 82 95 5 19 50 69 31
White 26 68 93 7 17 64 81 19
Multiple Races < < < < < < 100 0
Students with Disabilities 35 40 75 25 19 31 50 50
Students without Disabilities 22 73 95 5 16 69 85 15
Economically Disadvantaged 16 76 92 8 11 61 72 28
Not Economically Disadvantaged 35 60 94 6 21 65 86 14
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 41 52 48 3 6 10 90
Female 10 60 70 30 8 8 15 85
Male 12 35 47 53 - 6 6 94
Black < < < < < < < <
Hispanic < < < < < < < <
White 14 39 53 47 4 8 13 88
Multiple Races < < < <
Students with Disabilities 25 15 40 60 7 - 7 93
Students without Disabilities - 63 63 38 - 12 12 88
Economically Disadvantaged 12 38 50 50 - 5 5 95
Not Economically Disadvantaged 11 44 56 44 10 10 20 80
English Learners < < < < < < < <
Homeless < < < <
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 16 81 97 3 3 73 76 24
Female 14 86 100 0 1 77 79 21
Male 18 77 95 5 4 69 73 27
Asian < < 100 0 < < < <
Black 18 73 91 9 < < < <
Hispanic 27 73 100 0 7 73 80 20
White 15 82 97 3 3 74 77 23
Multiple Races < < 100 0 < < < <
Students with Disabilities 8 79 88 13 - 52 52 48
Students without Disabilities 17 81 99 1 3 77 80 20
Economically Disadvantaged 10 89 99 1 - 62 62 38
Not Economically Disadvantaged 23 72 95 5 5 83 88 12
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 78 89 11 1 64 64 36
Female 14 77 91 9 1 62 63 37
Male 10 78 88 12 - 66 66 34
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 10 70 80 20 < < < <
Hispanic 27 64 91 9 - 65 65 35
White 11 80 91 9 1 63 64 36
Multiple Races - 80 80 20 < < < <
Students with Disabilities 9 82 91 9 < < < <
Students without Disabilities 12 77 89 11 1 63 64 36
Economically Disadvantaged 14 71 85 15 - 56 56 44
Not Economically Disadvantaged 10 84 94 6 1 70 72 28
English Learners < < < <
Homeless < < 100 0 < < < <
Military Connected < < 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 58 40 98 2
Female 61 39 100 0
Male 53 42 95 5
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 60 37 98 2
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 59 39 98 2
Economically Disadvantaged 54 44 97 3
Not Economically Disadvantaged 60 38 98 2
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 16 68 83 17 7 57 64 36
Female 14 71 85 15 4 61 65 35
Male 17 64 82 18 9 54 63 37
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 6 59 65 35 - 30 30 70
Hispanic 15 58 73 27 2 56 57 43
White 16 69 85 15 8 59 66 34
Multiple Races 7 79 86 14 4 54 58 42
Students with Disabilities 11 53 64 36 5 24 30 70
Students without Disabilities 16 70 86 14 7 63 70 30
Economically Disadvantaged 13 66 79 21 3 49 53 47
Not Economically Disadvantaged 19 69 88 12 10 65 75 25
English Learners - 14 14 86 - 10 10 90
Homeless < < < < < < < <
Military Connected 17 67 83 17 17 58 75 25
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 31 61 91 9 10 46 56 44
Female 29 58 87 13 5 54 59 41
Male 32 64 96 4 15 39 54 46
Black 20 80 100 0 < < < <
Hispanic 29 53 82 18 8 69 77 23
White 32 59 92 8 12 44 55 45
Multiple Races < < < < < < < <
Students with Disabilities 20 60 80 20 6 14 20 80
Students without Disabilities 33 61 93 7 12 55 66 34
Economically Disadvantaged 24 63 87 13 7 40 47 53
Not Economically Disadvantaged 38 58 96 4 15 54 69 31
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 74 26 4 61 65 35
Female 4 78 81 19 1 59 60 40
Male 12 57 69 31 7 63 70 30
Black - 42 42 58 < < < <
Hispanic 8 46 54 46 - 46 46 54
White 9 70 79 21 5 63 68 32
Multiple Races < < < < < < < <
Students with Disabilities 13 35 48 52 4 32 36 64
Students without Disabilities 7 72 80 20 4 67 71 29
Economically Disadvantaged 8 59 67 33 - 51 51 49
Not Economically Disadvantaged 8 74 82 18 8 69 77 23
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 84 16 3 58 61 39
Female 11 76 87 13 3 66 69 31
Male 11 69 81 19 4 52 56 44
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic - 64 64 36 - 33 33 67
White 13 74 86 14 4 63 67 33
Multiple Races < < < < < < < <
Students with Disabilities - 62 62 38 - 22 22 78
Students without Disabilities 13 74 87 13 4 64 68 32
Economically Disadvantaged 7 75 82 18 2 50 52 48
Not Economically Disadvantaged 16 70 86 14 5 67 72 28
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Hispanic < < 100 0
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 85 15 11 71 82 18
Female 10 76 86 14 10 71 81 19
Male 15 69 85 15 12 71 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 20 70 90 10 - 77 77 23
White 13 72 84 16 13 72 86 14
Multiple Races < < 100 0 < < < <
Students with Disabilities 8 62 69 31 < < 100 0
Students without Disabilities 13 74 87 13 10 72 82 18
Economically Disadvantaged 12 71 83 17 6 71 77 23
Not Economically Disadvantaged 13 75 88 12 13 72 85 15
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16
Female 19 64 83 17
Male 29 57 86 14
Asian < < < <
Black 18 53 70 30
Hispanic 7 67 75 25
White 26 60 86 14
Multiple Races 29 64 93 7
Students with Disabilities 20 49 69 31
Students without Disabilities 25 62 87 13
Economically Disadvantaged 20 59 80 20
Not Economically Disadvantaged 29 62 91 9
English Learners - 60 60 40
Homeless < < < <
Military Connected 23 77 100 0
Foster Care < < 100 0
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 - 58 58 42
Female - 45 45 55
Male - 70 70 30
Asian < < < <
Black < < < <
Hispanic < < 100 0
White - 53 53 47
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities - 57 57 43
Economically Disadvantaged - 57 57 43
Not Economically Disadvantaged - 59 59 41
English Learners < < < <
Homeless < < < <
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 20 66 86 14
Female 14 74 88 12
Male 26 59 84 16
Asian < < 100 0
Black 14 57 71 29
Hispanic 12 65 76 24
White 21 66 88 12
Multiple Races < < 100 0
Students with Disabilities 13 61 74 26
Students without Disabilities 21 66 88 12
Economically Disadvantaged 17 62 79 21
Not Economically Disadvantaged 23 70 93 7
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
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 20 50 70 30
Female < < < <
Male < < < <
White < < < <
Multiple Races < < < <
Students without Disabilities 20 50 70 30
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
Homeless < < 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 12 74 86 14
Female 12 81 92 8
Male 12 65 76 24
Black < < 100 0
Hispanic < < < <
White 8 78 86 14
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 13 75 88 13
Economically Disadvantaged 11 68 79 21
Not Economically Disadvantaged 13 87 100 0
English Learners < < 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
All Students 19 66 85 15
Female 19 66 85 15
Male 19 67 86 14
Asian < < 100 0
Black - 55 55 45
Hispanic 9 68 77 23
White 22 67 89 11
Multiple Races < < < <
Students with Disabilities 6 44 50 50
Students without Disabilities 20 68 89 11
Economically Disadvantaged 12 67 80 20
Not Economically Disadvantaged 30 65 94 6
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 47 88 12
Female 27 55 82 18
Male 55 40 95 5
Black < < < <
Hispanic - 60 60 40
White 45 45 90 10
Multiple Races < < 100 0
Students with Disabilities 11 50 61 39
Students without Disabilities 45 47 92 8
Economically Disadvantaged 36 51 86 14
Not Economically Disadvantaged 49 42 92 8
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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-kindergarten7371111
Kindergarten278384357
Grade 1340230231
Grade 2176160145
Grade 3164171150
Grade 4154169158
Grade 5184147157
Grade 6167185141
Grade 7190168177
Grade 8183192164
Grade 9187188192
Grade 10192175186
Grade 11141181170
Grade 12172137178
Total Students2,6012,5582,517

< = 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 Students260125582517
Female126312501218
Male133813081299
American Indian253
Asian292421
Black184182162
Hispanic188205212
Native Hawaiian2--
White209920021984
Multiple Races97140135
Students with Disabilities388399394
Students without Disabilities221321592123
Economically Disadvantaged135910941175
Not Economically Disadvantaged124214641342
English Learners938169
Not English Learners250824772448
Homeless415837
Military Connected472630
Foster Care61310
< = 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 83 95 2 2 2 2
State 51295 36973 2078 699 4153 1962
Female Division 41 42 0 0 1 0
State 28290 16169 687 250 1331 757
Male Division 42 53 2 2 1 2
State 22999 20798 1391 449 2821 1205
Asian Division < < < < 0 <
State 5778 1304 69 12 65 34
Black Division < < < < 0 <
State 7939 10584 760 145 1021 763
Hispanic Division < < < < 0 <
State 5902 6751 234 88 1846 314
White Division 74 80 2 2 2 1
State 28772 16247 907 407 1091 763
Multiple Races Division 3 7 0 0 0 1
State 2688 1933 99 44 115 84
Students with Disabilities Division 2 21 2 0 0 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 28 48 1 0 0 2
State 11835 19243 1250 370 2163 1354
English Learners Division < < < < 0 <
State 1286 4091 201 19 1534 65
Homeless Division < < < < 0 <
State 166 486 49 19 184 55
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 Students186180971829821
Female848399839911
Male1029795999711
Asian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White161156971589821
Multiple Races111091109100
Students with Disabilities25251002510000
Economically Disadvantaged797798779800
English Learners<<100<10000
Homeless<<100<10000
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 Taken21 / 3.04%7 / 1.03%10 / 1.38%
Advanced Placement Course Enrollment22 / 3.18%6 / .88%12 / 1.66%
Dual Enrollment97 / 14.04%100 / 14.68%115 / 15.86%
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 StudentsDivision16210734
State86,21159,46231
FemaleDivision907022
State43,37932,57825
MaleDivision723749
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision<<100
State18,49311,40838
HispanicDivision11<100
State10,8006,31841
WhiteDivision1379034
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision17<100
State7,5273,57553
Economically DisadvantagedDivision703944
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
State LicensuresDivision30-11
 State2,2313331,030
Industry CertificationDivision13292105
 State107,23443,66048,781
Total Credentials EarnedDivision16292116
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1379098
 State126,04439,25445,542
CTE CompletersDivision139111146
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Workplace ReadinessDivision---
 State44,897--
Armed Services Vocational Aptitude Battery ExaminationDivision-1-
 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$2,545$7,099$949
State$6,462$5,219$867
2018-2019Division$2,286$7,509$885
State$6,642$5,388$901
2019-2020Division$2,148$7,668$923
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 Students2,2232122,281125
Female1,0671151,10359
Male1,156971,17866
American Indian<<<<
Asian272182
Black1611414012
Hispanic161181928
Native Hawaiian<<--
White1,7901591,80692
Multiple Races801912310
Students with Disabilities3424534343
Economically Disadvantaged1,1021701,062114
English Learners895627
Homeless269324
< = 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 <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 11
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 Indian0.10.21.60.1
Asian1.110.90.8
Black7.147.13.36.48.3
Hispanic7.2281.68.4
Native Hawaiian0.1----
White80.785.178.38278.991.7
Multiple Races3.77.95.511.55.4
< = 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 Indian0.10.20.1
Asian1.10.90.8
Black7.17.16.4
Hispanic7.288.4
Native Hawaiian0.1
White80.778.378.9
Multiple Races3.75.55.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.1
Asian1.10.90.8
Black7.17.16.4
Hispanic7.288.4
Native Hawaiian0.1----
White80.778.378.9
Multiple Races3.75.55.4
< = 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 55.969.169.1
< = 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 60.170.770.7
< = 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 72.77777
< = 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: 12.41 : 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: 12.13 : 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