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Pittsylvania County Public Schools

General school information

Division: Pittsylvania County Public Schools
Division Number: 71
Address: 39 Bank St SE Chatham, VA 24531
Superintendent: Dr. Mark R. Jones
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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

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

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2018-20192020-2021
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-kindergarten261298265
Kindergarten590547459
Grade 1574566508
Grade 2599587546
Grade 3577612546
Grade 4660584589
Grade 5687653564
Grade 6663713647
Grade 7727671685
Grade 8691724662
Grade 9800776726
Grade 10716690713
Grade 11622627627
Grade 12679675676
Total Students8,8468,7238,213

< = 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 Students884687238213
Female434843394102
Male449843844111
American Indian666
Asian444044
Black206720401923
Hispanic409432414
Native Hawaiian345
White608859685586
Multiple Races229233235
Students with Disabilities10551044968
Students without Disabilities779176797245
Economically Disadvantaged471953864631
Not Economically Disadvantaged412733373582
English Learners264274272
Not English Learners858284497941
Homeless11161
Military Connected403124
Foster Care363336
< = 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 2020: 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 2019-2020 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 312 330 15 2 74 3
State 50981 37565 2393 953 5062 1527
Female Division 189 126 4 0 31 0
State 28032 16195 772 327 1870 537
Male Division 123 204 11 2 43 3
State 22949 21370 1621 626 3192 990
American Indian Division < < < < < <
State 127 109 5 4 12 5
Asian Division < < < < 0 <
State 5504 1382 99 13 87 34
Black Division 73 80 3 0 13 1
State 7857 10933 899 202 1084 601
Hispanic Division 13 11 0 0 4 0
State 5873 7010 283 119 2545 241
White Division 215 232 12 2 55 2
State 28901 16318 1003 543 1194 573
Multiple Races Division 8 5 0 0 1 0
State 2639 1760 97 71 138 70
Students with Disabilities Division 7 69 15 0 22 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 135 205 10 2 58 3
State 11627 19512 1409 505 2495 997
English Learners Division < < < < < <
State 1295 4669 241 28 2167 60
Homeless Division < < < < 0 <
State 183 628 54 22 301 49
Military Connected Division < < < < 0 <
State 2014 1262 47 21 39 14
Foster Care Division < < < < < <
State 23 186 32 21 88 20
< = 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 Students73665789659907410
Female3503199131991319
Male38633888340884311
American Indian<<<<<<<
Asian<<100<10000
Black1701569215692138
Hispanic2824862486414
White51845989461895511
Multiple Races141393139317
Students with Disabilities113918191812220
Economically Disadvantaged41335085352855814
English Learners<<<<<<<
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken105 / 3.73%69 / 2.49%36 / 1.31%
Advanced Placement Course Enrollment245 / 8.7%236 / 8.53%141 / 5.14%
Dual Enrollment809 / 28.73%868 / 31.36%749 / 27.32%
Governor's School Enrollment53 / 1.88%54 / 1.95%55 / 2.01%
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 StudentsDivision65040338
State86,21159,46231
FemaleDivision32323627
State43,37932,57825
MaleDivision32716749
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision1356850
State18,49311,40838
HispanicDivision231057
State10,8006,31841
WhiteDivision47531534
State46,06033,07528
Multiple RacesDivision13<100
State4,1342,89130
Students with DisabilitiesDivision532160
State7,5273,57553
Economically DisadvantagedDivision31616747
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision105932
 State4,0955111,508
State LicensuresDivision805444
 State2,2313331,030
Industry CertificationDivision1,034434468
 State107,23443,66048,781
Workplace ReadinessDivision139--
 State44,897--
Total Credentials EarnedDivision1,358497544
 State158,45744,50451,319
Students Earning One or More CredentialsDivision991433477
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision67-
 State1,317917295
CTE CompletersDivision559524414
 State42,22244,53939,042

< = 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$2,142$7,060$932
State$6,462$5,219$867
2018-2019Division$2,382$7,279$1,030
State$6,642$5,388$901
2019-2020Division$2,277$7,251$1,063
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 Students7,2591,1787,343565
Female3,5795703,665273
Male3,6806083,678292
American Indian<<<<
Asian421412
Black1,7152431,702147
Hispanic3524936734
Native Hawaiian<<<<
White4,9598495,011370
Multiple Races1813621312
Students with Disabilities830209873113
Economically Disadvantaged4,2099304,152407
English Learners2342824927
Homeless1613<<
< = 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 55
Other Offenses Against Persons 13
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian0.50.20.50.20.5
Black23.439.323.437.623.426.2
Hispanic4.63.15351.5
Native Hawaiian000.1
White68.854.668.455.36869.2
Multiple Races2.62.72.73.82.93.1
< = 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 Indian0.10.10.1
Asian0.50.50.5
Black23.427.323.410023.4
Hispanic4.64.555
Native Hawaiian000.1
White68.863.668.468
Multiple Races2.64.52.72.9
< = 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 Indian0.10.10.1
Asian0.50.50.5
Black23.423.434.823.4
Hispanic4.654.35
Native Hawaiian000.1
White68.868.460.968
Multiple Races2.62.72.9
< = 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 59.561.661.6
< = 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 51.957.957.9
< = 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 79.978.878.8
< = 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: 12.49 : 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: 12.53 : 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.