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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)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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

Accreditation

Accreditation Status
Elementary Schools
Brosville Elementary Accredited
Chatham ElementaryAccredited
Gretna ElementaryAccredited
John L. Hurt ElementaryAccredited
Kentuck ElementaryAccredited
Mount Airy ElementaryAccredited
Southside ElementaryAccredited
Stony Mill ElementaryAccredited
Twin Springs ElementaryAccredited
Union Hall ElementaryAccredited
Middle Schools
Chatham MiddleAccredited
Dan River MiddleAccredited
Gretna MiddleAccredited
Tunstall MiddleAccredited
High Schools
Chatham HighAccredited
Dan River HighAccredited
Gretna HighAccredited
Tunstall HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 78 22 15 66 80 20
Female 13 67 80 20 16 66 82 18
Male 12 64 76 24 13 65 78 22
American Indian < < 100 0 < < < <
Asian 33 56 89 11 32 68 100 0
Black 6 58 65 35 8 63 72 28
Hispanic 8 69 77 23 13 68 81 19
Native Hawaiian < < < < < < < <
White 15 68 82 18 16 66 83 17
Multiple Races 15 64 79 21 19 62 81 19
Students with Disabilities 17 35 51 49 14 40 54 46
Students without Disabilities 12 70 82 18 15 69 84 16
Economically Disadvantaged 8 64 72 28 10 64 74 26
Not Economically Disadvantaged 18 67 86 14 19 67 86 14
English Learners 1 53 54 46 6 51 57 43
Homeless < < < <
Military Connected 10 70 80 20 18 82 100 0
Foster Care < < < < 11 53 63 37
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 76 24 13 66 79 21
Female 14 64 78 22 17 68 85 15
Male 10 65 75 25 10 65 75 25
American Indian < < < <
Asian < < 100 0
Black 7 60 67 33 11 65 76 24
Hispanic 4 64 68 32 3 59 62 38
White 14 66 80 20 15 68 82 18
Multiple Races 5 74 79 21 23 62 85 15
Students with Disabilities 16 36 52 48 19 41 60 40
Students without Disabilities 11 69 80 20 12 70 82 18
Economically Disadvantaged 6 63 69 31 11 66 77 23
Not Economically Disadvantaged 20 68 88 12 16 66 82 18
English Learners 5 57 62 38 - 50 50 50
Homeless < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 80 20 21 63 83 17
Female 15 68 83 17 23 61 84 16
Male 13 65 77 23 19 64 82 18
Black 3 59 62 38 19 60 79 21
Hispanic 10 79 90 10 21 67 88 12
White 17 68 85 15 20 63 83 17
Multiple Races 19 50 69 31 32 60 92 8
Students with Disabilities 15 48 63 37 22 47 69 31
Students without Disabilities 14 69 83 17 20 65 85 15
Economically Disadvantaged 6 70 76 24 15 62 77 23
Not Economically Disadvantaged 24 62 86 14 26 63 90 10
English Learners - 71 71 29 12 65 76 24
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 74 26 10 71 81 19
Female 7 71 77 23 10 71 81 19
Male 10 61 71 29 10 70 80 20
Asian < < 100 0
Black 2 59 61 39 2 67 70 30
Hispanic - 77 77 23 13 75 88 13
Native Hawaiian < < < <
White 11 67 78 22 12 72 84 16
Multiple Races 13 69 81 19 5 68 74 26
Students with Disabilities 16 30 46 54 8 44 53 47
Students without Disabilities 7 72 79 21 10 74 84 16
Economically Disadvantaged 6 64 70 30 6 68 74 26
Not Economically Disadvantaged 13 68 81 19 14 73 88 12
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 81 19 12 63 75 25
Female 19 62 81 19 13 63 75 25
Male 12 69 81 19 11 64 75 25
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 8 57 64 36 5 56 61 39
Hispanic 9 59 68 32 14 64 78 22
Native Hawaiian < < 100 0 < < 100 0
White 17 69 86 14 14 65 79 21
Multiple Races < < < < 21 74 95 5
Students with Disabilities 19 29 48 52 16 28 44 56
Students without Disabilities 15 70 85 15 11 68 80 20
Economically Disadvantaged 12 63 75 25 8 60 69 31
Not Economically Disadvantaged 20 68 88 12 16 67 83 17
English Learners - 60 60 40 < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 8 70 79 21
Female 11 67 78 22 9 72 81 19
Male 12 58 70 30 8 69 77 23
Asian < < < < < < 100 0
Black 5 51 56 44 6 69 75 25
Hispanic 7 72 79 21 4 73 77 23
White 14 65 79 21 9 71 80 20
Multiple Races 19 71 90 10 11 56 67 33
Students with Disabilities 17 26 43 57 8 38 46 54
Students without Disabilities 11 68 79 21 8 74 83 17
Economically Disadvantaged 7 61 68 32 6 67 73 27
Not Economically Disadvantaged 18 64 82 18 10 74 84 16
English Learners - 50 50 50 8 58 67 33
Homeless < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 80 20 14 62 75 25
Female 8 71 79 21 16 64 79 21
Male 12 69 81 19 11 59 70 30
Asian < < < < < < 100 0
Black 4 68 72 28 6 56 62 38
Hispanic 8 68 76 24 18 71 88 12
Native Hawaiian < < 100 0
White 12 71 83 17 16 63 79 21
Multiple Races 20 70 90 10 12 62 73 27
Students with Disabilities 13 42 55 45 13 28 41 59
Students without Disabilities 10 75 84 16 14 66 80 20
Economically Disadvantaged 6 68 74 26 9 58 67 33
Not Economically Disadvantaged 15 73 88 12 19 65 84 16
English Learners < < < < 8 58 67 33
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 80 20 22 64 87 13
Female 15 66 81 19 25 65 90 10
Male 17 63 79 21 20 64 84 16
Asian < < 100 0 < < 100 0
Black 14 55 69 31 10 69 79 21
Hispanic 17 63 80 20 16 70 86 14
Native Hawaiian < < 100 0 < < 100 0
White 16 68 84 16 27 63 89 11
Multiple Races - 70 70 30 31 54 85 15
Students with Disabilities 20 34 54 46 14 49 62 38
Students without Disabilities 15 69 85 15 24 67 91 9
Economically Disadvantaged 14 61 75 25 16 66 83 17
Not Economically Disadvantaged 18 68 86 14 28 63 90 10
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care - 60 60 40
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 58 69 31
Female 13 63 76 24
Male 10 52 62 38
Asian < < 100 0
Black 5 49 54 46
Hispanic 9 62 71 29
Native Hawaiian < < 100 0
White 14 61 75 25
Multiple Races 13 49 62 38
Students with Disabilities 1 27 28 72
Students without Disabilities 12 61 74 26
Economically Disadvantaged 7 57 63 37
Not Economically Disadvantaged 16 59 75 25
English Learners - 54 54 46
Homeless < < < <
Military Connected < < < <
Foster Care 8 46 54 46
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 51 56 44
Female 7 60 66 34
Male 3 40 43 57
Asian < < 100 0
Black 3 38 40 60
Hispanic 6 61 68 32
Native Hawaiian < < 100 0
White 5 56 61 39
Multiple Races 8 42 50 50
Students with Disabilities - 9 9 91
Students without Disabilities 5 55 60 40
Economically Disadvantaged 3 44 47 53
Not Economically Disadvantaged 7 59 66 34
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 64 81 19
Female 20 68 87 13
Male 15 61 76 24
Asian < < 100 0
Black 7 60 67 33
Hispanic 11 63 74 26
Native Hawaiian < < 100 0
White 20 65 86 14
Multiple Races 23 62 85 15
Students with Disabilities 3 39 41 59
Students without Disabilities 19 67 86 14
Economically Disadvantaged 10 69 78 22
Not Economically Disadvantaged 25 59 84 16
English Learners < < < <
Military Connected < < 100 0
Foster Care 8 50 58 42
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 65 35 9 68 77 23
Female 5 60 65 35 9 70 78 22
Male 8 57 64 36 9 66 75 25
American Indian < < 100 0 < < < <
Asian 25 55 80 20 21 79 100 0
Black 3 44 47 53 4 62 67 33
Hispanic 6 65 71 29 9 74 82 18
Native Hawaiian < < 100 0 < < 100 0
White 7 62 69 31 11 69 80 20
Multiple Races 11 57 68 32 7 71 78 22
Students with Disabilities 16 28 44 56 8 40 48 52
Students without Disabilities 5 63 68 32 9 71 80 20
Economically Disadvantaged 4 52 56 44 6 65 70 30
Not Economically Disadvantaged 9 66 75 25 12 71 83 17
English Learners 3 56 58 42 8 57 65 35
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care - 57 57 43 - 71 71 29
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 73 27 15 66 81 19
Female 8 64 72 28 16 66 82 18
Male 13 62 74 26 13 67 80 20
American Indian < < < <
Asian < < 100 0
Black 4 46 51 49 9 61 70 30
Hispanic 4 68 71 29 9 71 79 21
White 12 68 80 20 17 68 85 15
Multiple Races 26 53 79 21 8 77 85 15
Students with Disabilities 16 27 43 57 14 38 52 48
Students without Disabilities 10 68 77 23 15 70 85 15
Economically Disadvantaged 7 60 66 34 9 68 77 23
Not Economically Disadvantaged 17 68 85 15 20 65 85 15
English Learners 5 62 67 33 5 73 77 23
Homeless < < 100 0
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 14 66 80 20
Female 5 65 70 30 14 70 84 16
Male 9 61 70 30 14 64 77 23
Black 1 47 48 52 10 64 74 26
Hispanic 10 72 83 17 3 74 77 23
White 9 66 75 25 16 66 82 18
Multiple Races - 69 69 31 16 76 92 8
Students with Disabilities 14 32 46 54 11 43 54 46
Students without Disabilities 6 67 73 27 14 70 85 15
Economically Disadvantaged 3 58 61 39 9 68 77 23
Not Economically Disadvantaged 13 70 83 17 19 65 84 16
English Learners - 86 86 14 5 53 58 42
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 57 63 37 11 65 75 25
Female 5 57 62 38 9 66 75 25
Male 8 57 65 35 12 63 76 24
Asian < < 100 0
Black 1 43 44 56 4 54 59 41
Hispanic - 70 70 30 6 78 84 16
Native Hawaiian < < 100 0
White 9 61 69 31 13 66 79 21
Multiple Races 13 63 75 25 5 74 79 21
Students with Disabilities 15 30 45 55 3 49 53 47
Students without Disabilities 5 62 67 33 11 66 78 22
Economically Disadvantaged 5 51 56 44 5 60 66 34
Not Economically Disadvantaged 8 67 76 24 16 69 85 15
English Learners - 60 60 40 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 55 62 38 11 65 76 24
Female 8 54 62 38 9 69 77 23
Male 7 55 62 38 13 62 75 25
American Indian < < < <
Asian < < < < < < 100 0
Black 2 44 46 54 3 66 69 31
Hispanic 14 45 59 41 11 75 86 14
Native Hawaiian < < 100 0 < < 100 0
White 8 58 66 34 14 64 77 23
Multiple Races < < < < 5 74 79 21
Students with Disabilities 19 19 38 62 7 31 38 62
Students without Disabilities 6 60 66 34 11 70 81 19
Economically Disadvantaged 6 46 52 48 6 62 68 32
Not Economically Disadvantaged 9 65 74 26 16 70 86 14
English Learners - 40 40 60 < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 27 31 69 2 54 55 45
Female 3 29 32 68 1 55 56 44
Male 5 25 30 70 2 53 55 45
Asian < < 100 0 < < 100 0
Black 2 15 17 83 4 42 45 55
Hispanic 7 43 50 50 5 62 67 33
White 5 31 36 64 1 57 58 42
Multiple Races - 30 30 70 - 50 50 50
Students with Disabilities 19 16 35 65 6 14 20 80
Students without Disabilities - 30 30 70 1 61 62 38
Economically Disadvantaged 3 27 29 71 2 49 51 49
Not Economically Disadvantaged 7 27 34 66 1 60 61 39
English Learners < < < < 9 45 55 45
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 55 59 41 5 61 66 34
Female 3 56 59 41 4 64 68 32
Male 6 54 60 40 6 58 64 36
Asian < < < < < < 100 0
Black 4 40 44 56 1 48 49 51
Hispanic 4 46 50 50 11 63 74 26
White 4 61 65 35 6 66 72 28
Multiple Races 16 42 58 42 4 57 61 39
Students with Disabilities 11 28 39 61 8 25 34 66
Students without Disabilities 3 59 62 38 4 66 70 30
Economically Disadvantaged 2 47 49 51 4 53 57 43
Not Economically Disadvantaged 7 65 72 28 6 70 76 24
English Learners 8 23 31 69 9 45 55 45
Homeless < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 68 71 29 7 82 89 11
Female 4 71 75 25 8 84 91 9
Male 3 65 68 32 7 80 87 13
Asian < < < < < < 100 0
Black 2 64 65 35 2 81 84 16
Hispanic 4 89 93 7 15 78 93 8
Native Hawaiian < < 100 0
White 4 67 71 29 9 83 91 9
Multiple Races - 81 81 19 10 80 90 10
Students with Disabilities - 44 44 56 - 79 79 21
Students without Disabilities 4 71 75 25 8 82 91 9
Economically Disadvantaged 1 66 67 33 4 83 87 13
Not Economically Disadvantaged 6 70 76 24 11 81 91 9
English Learners < < 100 0 20 60 80 20
Homeless < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 74 77 23 3 84 87 13
Female 1 80 81 19 3 87 90 10
Male 5 68 73 27 3 81 84 16
Asian < < 100 0
Black - 57 57 43 - 86 86 14
Hispanic 7 73 80 20 - 100 100 0
White 3 78 81 19 4 83 87 13
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 3 74 77 23 3 85 88 12
Economically Disadvantaged 1 64 66 34 5 79 84 16
Not Economically Disadvantaged 4 81 85 15 2 87 89 11
English Learners < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 77 85 15 7 89 96 4
Female 6 81 87 13 8 88 96 4
Male 9 74 83 17 5 91 95 5
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 6 80 86 14 8 89 97 3
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 8 77 85 15 7 89 96 4
Economically Disadvantaged 6 75 81 19 < < 100 0
Not Economically Disadvantaged 8 78 86 14 8 87 95 5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 60 66 34 9 64 74 26
Female 4 62 66 34 7 65 73 27
Male 8 58 65 35 11 63 75 25
American Indian < < 100 0 < < 100 0
Asian 23 69 92 8 30 70 100 0
Black 3 40 43 57 2 55 57 43
Hispanic 2 67 70 30 9 67 76 24
Native Hawaiian < < 100 0 < < 100 0
White 7 65 73 27 12 67 79 21
Multiple Races 10 64 74 26 7 70 76 24
Students with Disabilities 6 32 39 61 8 36 44 56
Students without Disabilities 6 64 70 30 9 68 77 23
Economically Disadvantaged 4 54 58 42 6 60 65 35
Not Economically Disadvantaged 9 67 76 24 13 69 81 19
English Learners - 40 40 60 8 32 39 61
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care - 38 38 63 - 64 64 36
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 45 54 46 19 57 77 23
Female 8 40 48 52 18 57 74 26
Male 11 49 60 40 21 58 79 21
Asian < < 100 0
Black 3 23 26 74 6 54 60 40
Hispanic 4 44 48 52 22 56 78 22
Native Hawaiian < < 100 0
White 12 52 64 36 23 58 82 18
Multiple Races 13 56 69 31 16 58 74 26
Students with Disabilities 12 31 43 57 14 35 49 51
Students without Disabilities 9 47 56 44 20 60 80 20
Economically Disadvantaged 6 42 48 52 14 52 66 34
Not Economically Disadvantaged 14 49 64 36 25 62 88 12
English Learners - 50 50 50 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 61 65 35 6 60 66 34
Female 3 62 65 35 4 61 65 35
Male 7 59 66 34 10 59 69 31
Asian < < < < < < 100 0
Black 1 47 48 52 2 48 50 50
Hispanic - 65 65 35 6 64 69 31
Native Hawaiian < < 100 0
White 6 65 71 29 8 64 72 28
Multiple Races 25 50 75 25 8 58 65 35
Students with Disabilities 1 33 34 66 11 22 33 67
Students without Disabilities 5 65 71 29 6 65 70 30
Economically Disadvantaged 3 53 56 44 4 51 55 45
Not Economically Disadvantaged 7 70 77 23 9 70 79 21
English Learners < < < < 8 38 46 54
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 68 32 8 67 75 25
Female 3 71 74 26 5 72 77 23
Male 7 56 63 37 10 63 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 3 45 48 52 1 58 58 42
Hispanic - 73 73 27 7 79 86 14
White 6 67 73 27 11 69 81 19
Multiple Races - 73 73 27 - 86 86 14
Students with Disabilities - 30 30 70 - 40 40 60
Students without Disabilities 6 68 74 26 9 70 79 21
Economically Disadvantaged 2 60 61 39 4 65 69 31
Not Economically Disadvantaged 10 67 77 23 11 69 80 20
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < <
Black < < < <
White < < < <
Multiple Races < < 100 0
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0
Military Connected < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 67 71 29 4 72 76 24
Female 3 69 72 28 3 72 75 25
Male 5 66 71 29 6 71 77 23
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 1 44 45 55 - 60 60 40
Hispanic 5 79 83 17 3 68 70 30
White 5 74 79 21 6 77 83 17
Multiple Races - 82 82 18 - 88 88 13
Students with Disabilities - 34 34 66 - 46 46 54
Students without Disabilities 5 71 76 24 5 75 80 20
Economically Disadvantaged 3 60 63 37 1 71 72 28
Not Economically Disadvantaged 6 76 82 18 8 73 80 20
English Learners < < < < - 33 33 67
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

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

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 53 71 29
Female 15 56 71 29
Male 20 50 70 30
Asian 40 60 100 0
Black 11 47 58 42
Hispanic 12 59 71 29
White 20 55 75 25
Multiple Races 32 48 81 19
Students with Disabilities 7 33 40 60
Students without Disabilities 19 56 75 25
Economically Disadvantaged 12 52 65 35
Not Economically Disadvantaged 23 54 77 23
English Learners 6 41 47 53
Homeless < < < <
Military Connected < < 100 0
Foster Care - 36 36 64
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 40 40 60
Female - 44 44 56
Male - 37 37 63
Black - 22 22 78
Hispanic < < < <
White - 49 49 51
Multiple Races < < 100 0
Students with Disabilities - 33 33 67
Students without Disabilities - 44 44 56
Economically Disadvantaged - 43 43 57
Not Economically Disadvantaged - 37 37 63
English Learners < < < <
Military Connected < < 100 0
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 73 27
Female 6 65 71 29
Male 10 67 76 24
Asian < < 100 0
Black 1 57 58 42
Hispanic 9 70 79 21
White 10 68 78 22
Multiple Races 8 85 92 8
Students with Disabilities 6 45 51 49
Students without Disabilities 8 67 75 25
Economically Disadvantaged 4 61 65 35
Not Economically Disadvantaged 11 70 81 19
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 36 37 63
Female - 40 40 60
Male 2 34 35 65
Black 1 23 25 75
Hispanic < < < <
White 1 42 43 57
Multiple Races < < < <
Students with Disabilities - 19 19 81
Students without Disabilities 1 38 39 61
Economically Disadvantaged - 31 31 69
Not Economically Disadvantaged 2 42 44 56
Homeless < < 100 0
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 78 22
Female 18 62 80 20
Male 24 53 77 23
Asian < < 100 0
Black 13 59 71 29
Hispanic 14 45 59 41
White 23 58 82 18
Multiple Races 22 44 67 33
Students with Disabilities 4 25 29 71
Students without Disabilities 23 61 83 17
Economically Disadvantaged 15 57 72 28
Not Economically Disadvantaged 27 58 85 15
English Learners < < < <
Homeless < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 43 79 21
Female 34 47 80 20
Male 38 41 78 22
Black 32 40 72 28
Hispanic 19 56 75 25
White 37 44 81 19
Multiple Races 60 32 92 8
Students with Disabilities 17 33 50 50
Students without Disabilities 39 45 84 16
Economically Disadvantaged 27 48 75 25
Not Economically Disadvantaged 45 38 84 16
English Learners 12 53 65 35
Military Connected < < 100 0
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
Division-2
State1,3244,006
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 2020-20212021-20222022-2023
Pre-kindergarten265283301
Kindergarten459520501
Grade 1508471527
Grade 2546487504
Grade 3546528492
Grade 4589540549
Grade 5564568569
Grade 6647563599
Grade 7685639578
Grade 8662683644
Grade 9726724770
Grade 10713654669
Grade 11627622594
Grade 12676633622
Total Students8,2137,9157,919

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

Fall Membership by Subgroups

2022 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 2020-20212021-20222022-2023
All Students821379157919
Female410239133906
Male411140014013
American Indian637
Asian444243
Black192318331884
Hispanic414446464
Native Hawaiian554
White558653495268
Multiple Races235237249
Students with Disabilities968910909
Students without Disabilities724570057010
Economically Disadvantaged463140983646
Not Economically Disadvantaged358238174273
English Learners272227202
Not English Learners794176887717
Homeless11015
Military Connected241717
Foster Care363332
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 295 299 20 1 56 10
State 52170 36661 2122 745 5113 1898
Female Division 170 116 9 0 21 3
State 28666 15796 664 262 1814 769
Male Division 125 183 11 1 35 7
State 23482 20836 1455 483 3297 1128
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division < < < < 0 <
State 6086 1308 80 10 86 38
Black Division 54 72 8 0 13 3
State 8348 9965 761 162 1156 732
Hispanic Division 19 12 0 0 3 0
State 6301 7052 288 78 2283 404
White Division 212 210 12 1 39 7
State 28378 16223 879 440 1367 628
Multiple Races Division 4 5 0 0 1 0
State 2870 1987 106 54 196 88
Students with Disabilities Division 3 59 20 0 19 0
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 89 162 12 1 44 7
State 12249 19238 1246 413 2873 1301
English Learners Division 3 6 0 0 2 0
State 1453 3818 259 23 1873 155
Military Connected Division < < < < 0 <
State 2323 1295 41 16 47 26
Foster Care Division < < < < 0 <
State 22 161 31 10 65 15
< = 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 Students6816149061590568
Female3192959329593217
Male36231988320883510
American Indian<<100<10000
Asian<<100<10000
Black1501348913489139
Hispanic343191319139
White4814349043590398
Multiple Races10990990110
Students with Disabilities101828182811919
Economically Disadvantaged31526384264844414
English Learners11982982218
Military Connected<<100<10000
Foster Care<<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 2019-20202020-20212021-2022
Advanced Placement Test Taken69 / 2.49%36 / 1.31%47 / 1.79%
Advanced Placement Course Enrollment236 / 8.53%141 / 5.14%188 / 7.14%
Dual Enrollment868 / 31.36%784 / 28.59%714 / 27.12%
Governor's School Enrollment54 / 1.95%55 / 2.01%51 / 1.94%
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
State86,21159,46331
FemaleDivision32323627
State43,37932,57925
MaleDivision32716749
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision1356850
State18,49311,40838
HispanicDivision231057
State10,7996,31841
WhiteDivision47531534
State46,06133,07628
Multiple RacesDivision13<100
State4,1342,89130
Students with DisabilitiesDivision532160
State7,5273,57553
Economically DisadvantagedDivision31616747
State28,16915,21546
English LearnersDivision<<100
State5,2962,82847
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
2019-20202020-20212021-2022
NOCTI AssessmentsDivision93231
 State5111,5422,590
State LicensuresDivision544444
 State3331,0771,236
Industry CertificationDivision4344681,293
 State43,66051,68595,688
Workplace ReadinessDivision115167179
 State26,62716,88544,348
Total Credentials EarnedDivision6127111,547
 State71,13171,189143,862
Students Earning One or More CredentialsDivision5116001,063
 State62,89960,992115,682
Armed Services Vocational Aptitude Battery ExaminationDivision7-20
 State917302761
CTE CompletersDivision524420472
 State44,53942,30344,149

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$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
2020-2021Division$3,143$7,468$1,364
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students7,3435656,0001,497
Female3,6652732,978716
Male3,6782923,021781
American Indian<<<<
Asian412366
Black1,7021471,404367
Hispanic3673435073
Native Hawaiian<<<<
White5,0113704,0171,004
Multiple Races2131218645
Students with Disabilities873113684240
Economically Disadvantaged4,1524072,7851,040
English Learners2492717844
Homeless<<610
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.50.20.5
Black23.437.623.426.2
Hispanic5351.5
Native Hawaiian00.1
White68.455.36869.2
Multiple Races2.73.82.93.1
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.50.5
Black23.410023.4
Hispanic55
Native Hawaiian00.1
White68.468
Multiple Races2.72.9
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.50.5
Black23.434.823.4
Hispanic54.35
Native Hawaiian00.1
White68.460.968
Multiple Races2.72.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 61.661.661.6
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 57.957.957.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 78.878.878.8
< = 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.

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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202055%40%0%5%
2020-202155%41%0%4%
2021-202255%41%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%83%--
Asian100%97%--
Black72%74%--
Hispanic81%80%--
White83%86%--
Multiple Races81%84%--
Economically Disadvantaged74%78%--
English Learners58%71%--
Students with Disabilities55%56%--

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%83%--
Asian100%97%--
Black65%75%--
Hispanic83%86%--
White80%86%--
Multiple Races78%86%--
Economically Disadvantaged70%79%--
English Learners68%82%--
Students with Disabilities47%57%--

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students73%
Asian<
Black56%
Hispanic74%
White79%
Multiple Races70%
Economically Disadvantaged62%
English Learners45%
Students with Disabilities48%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black89%82%84%
Hispanic83%82%84%
White90%86%84%
Multiple Races90%89%84%
Economically Disadvantaged85%80%84%
English Learners69%71%84%
Students with Disabilities69%65%84%
Homeless---
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The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students20%16%13%10%
Asian14%9%10%10%
Black21%15%14%10%
Hispanic17%14%14%10%
White20%16%14%10%
Multiple Races19%19%15%10%
Economically Disadvantaged27%21%17%10%
English Learners20%14%13%10%
Students with Disabilities26%22%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress52%50%58%
English Learner Proficiency19%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6813052%
English Learner Proficiency2915619%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%98%2%
Asian100%-100%-<<
Black100%-99%1%98%2%
Hispanic100%-100%-100%-
White99%1%99%1%97%3%
Multiple Races100%-100%-100%-
Economically Disadvantaged99%1%99%1%97%3%
Not Economically Disadvantaged99%1%100%-99%1%
English Learners99%1%100%-100%-
Students with Disabilities99%1%100%-97%3%
Students without Disabilities99%1%99%1%98%2%
Female99%1%99%1%99%1%
Male99%1%99%1%98%2%
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students88%87%
Asian100%100%
Black84%83%
Hispanic89%89%
White89%88%
Multiple Races88%88%
Economically Disadvantaged85%83%
English Learners73%80%
Students with Disabilities74%68%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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