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Portsmouth City Public Schools

General school information

Division: Portsmouth City Public Schools
Division Number: 121
Address: 801 Crawford St Portsmouth, VA 23704-3822
Superintendent: Dr. Elie Bracy
Region: 2
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
Brighton Elementary Accredited with Conditions
Churchland Academy ElementaryAccredited
Churchland ElementaryAccredited
Churchland Primary & IntermediateAccredited
Cradock ElementaryAccredited
Douglass Park ElementaryAccredited with Conditions
Hodges Manor ElementaryAccredited
Lakeview ElementaryAccredited
Park View ElementaryAccredited
Simonsdale ElementaryAccredited
Victory ElementaryAccredited
Waterview ElementaryAccredited with Conditions
Westhaven ElementaryAccredited with Conditions
Middle Schools
Churchland MiddleAccredited with Conditions
Cradock MiddleAccredited with Conditions
William E. Waters MiddleAccredited with Conditions
High Schools
Churchland HighAccredited
I.C. Norcom HighAccredited with Conditions
Manor 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 7 50 57 43 7 54 61 39
Female 7 52 59 41 8 56 64 36
Male 7 49 56 44 6 51 57 43
American Indian - 67 67 33 4 75 79 21
Asian 14 48 62 38 13 63 76 24
Black 6 47 53 47 6 51 56 44
Hispanic 5 49 54 46 9 57 66 34
Native Hawaiian 7 64 71 29 17 50 67 33
White 9 61 70 30 12 62 74 26
Multiple Races 14 59 73 27 9 63 72 28
Students with Disabilities 13 25 38 62 9 24 33 67
Students without Disabilities 6 55 61 39 7 57 64 36
Economically Disadvantaged 3 42 45 55 4 49 53 47
Not Economically Disadvantaged 12 61 73 27 12 63 75 25
English Learners - 18 18 82 - 16 16 84
Homeless - 31 31 69 2 38 40 60
Military Connected 7 69 76 24 17 64 81 19
Foster Care < < < < 7 52 59 41
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 39 45 55 5 50 55 45
Female 6 42 48 52 5 53 58 42
Male 6 37 43 57 5 47 52 48
American Indian < < < < < < < <
Asian < < < < < < < <
Black 5 36 41 59 3 47 50 50
Hispanic 13 33 46 54 13 54 67 33
Native Hawaiian < < 100 0
White 9 51 60 40 11 57 68 32
Multiple Races 13 50 63 38 8 53 61 39
Students with Disabilities 14 17 31 69 9 31 40 60
Students without Disabilities 5 42 47 53 5 52 57 43
Economically Disadvantaged 2 34 36 64 3 46 49 51
Not Economically Disadvantaged 13 50 63 37 10 59 69 31
English Learners < < < < < < < <
Homeless < < < < - 40 40 60
Military Connected 21 63 84 16 17 69 85 15
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 44 49 51 8 46 55 45
Female 6 47 53 47 9 50 59 41
Male 5 41 45 55 7 43 50 50
American Indian < < < < < < < <
Asian < < < < < < < <
Black 5 38 43 57 7 43 51 49
Hispanic - 48 48 52 6 47 53 47
Native Hawaiian < < 100 0 < < < <
White 8 57 65 35 13 58 71 29
Multiple Races - 68 68 32 7 55 61 39
Students with Disabilities 13 18 31 69 13 27 40 60
Students without Disabilities 4 47 51 49 7 49 57 43
Economically Disadvantaged 1 38 40 60 5 42 48 52
Not Economically Disadvantaged 12 53 65 35 14 56 70 30
English Learners < < < < < < < <
Homeless < < < < - 24 24 76
Military Connected 8 62 69 31 21 59 79 21
Foster Care < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 43 48 52 5 54 59 41
Female 5 45 50 50 4 56 60 40
Male 5 42 48 52 6 52 58 42
American Indian < < < < < < < <
Asian < < < < < < < <
Black 4 40 44 56 4 50 54 46
Hispanic - 37 37 63 7 63 70 30
White 7 54 61 39 7 63 70 30
Multiple Races 11 58 68 32 2 76 78 22
Students with Disabilities 12 22 34 66 10 21 31 69
Students without Disabilities 4 48 51 49 4 58 62 38
Economically Disadvantaged - 38 38 62 4 47 51 49
Not Economically Disadvantaged 13 53 65 35 8 69 77 23
English Learners < < < < < < < <
Homeless < < < < - 40 40 60
Military Connected - 59 59 41 9 73 82 18
Foster Care < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 47 55 45 7 57 64 36
Female 8 47 56 44 9 59 68 32
Male 8 47 54 46 5 55 60 40
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 7 41 48 52 5 54 59 41
Hispanic 13 46 58 42 4 52 57 43
Native Hawaiian < < 100 0 < < < <
White 8 65 73 27 10 68 78 22
Multiple Races 18 45 64 36 16 65 81 19
Students with Disabilities 13 22 35 65 6 28 34 66
Students without Disabilities 7 53 60 40 7 61 68 32
Economically Disadvantaged 3 39 43 57 4 53 57 43
Not Economically Disadvantaged 15 59 74 26 12 65 77 23
English Learners < < < < < < < <
Homeless < < < < - 36 36 64
Military Connected - 82 82 18 23 67 90 10
Foster Care < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 61 75 25 4 54 58 42
Female 13 65 78 22 4 59 63 37
Male 15 58 73 27 4 49 53 47
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 14 62 76 24 4 50 54 46
Hispanic 9 73 82 18 8 55 63 37
Native Hawaiian < < < < < < < <
White 13 53 66 34 5 72 76 24
Multiple Races < < 100 0 9 55 64 36
Students with Disabilities 36 28 64 36 8 18 26 74
Students without Disabilities 11 66 77 23 4 60 64 36
Economically Disadvantaged 8 59 67 33 3 48 50 50
Not Economically Disadvantaged 20 63 83 17 7 69 76 24
Homeless 6 25 31 69
Military Connected - 91 91 9 15 56 71 29
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35 7 51 58 42
Female 8 50 58 42 8 53 62 38
Male 11 60 71 29 5 49 54 46
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 10 49 60 40 6 48 54 46
Hispanic - 64 64 36 2 70 73 27
Native Hawaiian < < < <
White 12 65 77 23 12 57 70 30
Multiple Races < < 100 0 10 65 74 26
Students with Disabilities 19 23 42 58 7 15 22 78
Students without Disabilities 8 62 69 31 7 57 64 36
Economically Disadvantaged 2 49 51 49 5 48 53 47
Not Economically Disadvantaged 16 61 77 23 10 57 68 32
Homeless 9 27 36 64
Military Connected < < < < 22 56 78 22
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 64 70 30 14 63 77 23
Female 6 66 72 28 16 64 79 21
Male 6 62 69 31 12 62 75 25
American Indian < < 100 0 < < 100 0
Asian < < < < < < < <
Black 5 62 67 33 10 64 74 26
Hispanic - 65 65 35 24 57 80 20
Native Hawaiian < < < < < < 100 0
White 9 72 82 18 30 59 89 11
Multiple Races 28 56 84 16 13 70 83 17
Students with Disabilities 6 36 42 58 10 33 43 57
Students without Disabilities 6 69 75 25 15 67 82 18
Economically Disadvantaged 5 55 60 40 9 63 72 28
Not Economically Disadvantaged 7 71 78 22 19 63 82 18
English Learners < < < < < < < <
Homeless < < < < - 83 83 17
Military Connected < < < < 16 63 79 21
Foster Care < < < < < < < <
< = 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 6 43 48 52
Female 7 48 55 45
Male 5 37 41 59
American Indian < < < <
Asian 21 50 71 29
Black 3 40 43 57
Hispanic 9 57 66 34
Native Hawaiian < < < <
White 13 48 62 38
Multiple Races 16 49 65 35
Students with Disabilities 1 16 16 84
Students without Disabilities 6 46 52 48
Economically Disadvantaged 3 37 40 60
Not Economically Disadvantaged 9 52 61 39
English Learners < < < <
Homeless 5 32 37 63
Military Connected 6 59 66 34
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 33 37 63
Female 5 38 43 57
Male 3 27 31 69
American Indian < < < <
Asian < < < <
Black 2 30 32 68
Hispanic 5 48 52 48
Native Hawaiian < < < <
White 11 39 50 50
Multiple Races 10 45 55 45
Students with Disabilities - 4 4 96
Students without Disabilities 5 37 42 58
Economically Disadvantaged 3 26 28 72
Not Economically Disadvantaged 7 46 53 47
English Learners < < < <
Homeless < < < <
Military Connected 13 63 75 25
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 54 61 39
Female 8 59 68 32
Male 6 48 54 46
American Indian < < 100 0
Asian < < < <
Black 4 52 56 44
Hispanic 13 65 77 23
Native Hawaiian < < < <
White 15 60 75 25
Multiple Races 21 54 75 25
Students with Disabilities 1 32 33 67
Students without Disabilities 8 57 64 36
Economically Disadvantaged 4 51 55 45
Not Economically Disadvantaged 11 58 68 32
English Learners < < < <
Homeless - 45 45 55
Military Connected - 56 56 44
Foster Care < < < <
< = 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 3 31 34 66 2 47 49 51
Female 2 32 34 66 2 48 50 50
Male 4 30 34 66 3 46 49 51
American Indian 7 53 60 40 4 46 50 50
Asian 7 43 50 50 13 66 79 21
Black 3 27 30 70 2 43 45 55
Hispanic 1 38 39 61 4 50 54 46
Native Hawaiian - 55 55 45 - 63 63 38
White 4 41 45 55 5 58 63 37
Multiple Races 2 42 44 56 4 53 57 43
Students with Disabilities 16 19 36 64 4 25 29 71
Students without Disabilities 1 33 34 66 2 50 52 48
Economically Disadvantaged - 23 24 76 1 41 42 58
Not Economically Disadvantaged 6 42 48 52 4 59 64 36
English Learners - 25 25 75 - 31 31 69
Homeless - 21 21 79 - 31 31 69
Military Connected 3 51 54 46 6 67 73 27
Foster Care < < < < 4 35 38 62
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 24 27 73 3 43 46 54
Female 1 25 26 74 2 44 46 54
Male 4 24 28 72 4 41 46 54
American Indian < < < < < < < <
Asian < < < < < < < <
Black 2 18 21 79 2 38 40 60
Hispanic - 32 32 68 8 50 58 42
Native Hawaiian < < < <
White 6 40 46 54 8 56 65 35
Multiple Races - 42 42 58 2 47 49 51
Students with Disabilities 16 18 34 66 5 22 28 72
Students without Disabilities 1 25 26 74 3 45 48 52
Economically Disadvantaged 1 18 18 82 2 36 38 62
Not Economically Disadvantaged 7 37 44 56 7 58 64 36
English Learners < < < < < < < <
Homeless < < < < - 33 33 67
Military Connected 5 47 53 47 4 73 76 24
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 22 25 75 3 38 41 59
Female 1 21 23 77 3 37 40 60
Male 4 23 27 73 4 38 42 58
American Indian < < < < < < < <
Asian < < < < < < < <
Black 3 18 20 80 3 34 37 63
Hispanic - 37 37 63 7 37 43 57
Native Hawaiian < < < < < < < <
White 3 31 34 66 4 53 57 43
Multiple Races - 29 29 71 5 41 45 55
Students with Disabilities 18 11 29 71 6 22 28 72
Students without Disabilities 1 24 24 76 3 40 43 57
Economically Disadvantaged - 16 16 84 2 31 33 67
Not Economically Disadvantaged 7 32 39 61 6 53 59 41
English Learners < < < < < < < <
Homeless < < < < - 6 6 94
Military Connected 8 31 38 62 9 70 79 21
Foster Care < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 19 22 78 3 41 44 56
Female 3 17 20 80 3 39 41 59
Male 2 21 24 76 4 43 47 53
American Indian < < < < < < < <
Asian < < < < < < < <
Black 3 14 17 83 2 35 38 62
Hispanic - 15 15 85 2 57 59 41
Native Hawaiian < < < < < < 100 0
White 1 33 34 66 7 54 62 38
Multiple Races 5 35 40 60 - 51 51 49
Students with Disabilities 11 7 18 82 5 19 24 76
Students without Disabilities 1 21 22 78 3 43 46 54
Economically Disadvantaged - 11 11 89 2 35 36 64
Not Economically Disadvantaged 7 32 39 61 7 53 60 40
English Learners < < < < < < < <
Homeless < < < < - 11 11 89
Military Connected - 44 44 56 14 60 74 26
Foster Care < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 26 31 69 3 42 46 54
Female 3 23 26 74 4 42 46 54
Male 7 29 36 64 3 42 46 54
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 4 20 24 76 2 38 41 59
Hispanic 4 33 38 63 7 38 44 56
Native Hawaiian < < < < < < < <
White 9 37 46 54 5 57 62 38
Multiple Races - 47 47 53 10 55 65 35
Students with Disabilities 24 5 29 71 4 18 22 78
Students without Disabilities 1 31 32 68 3 46 49 51
Economically Disadvantaged 1 17 18 82 2 37 39 61
Not Economically Disadvantaged 11 39 50 50 7 54 60 40
English Learners < < < < < < < <
Homeless < < < < - 9 9 91
Military Connected - 55 55 45 10 61 71 29
Foster Care < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 12 24 76 2 26 27 73
Female 9 18 27 73 1 28 29 71
Male 16 6 22 78 2 24 26 74
Asian < < < <
Black 13 11 24 76 2 21 22 78
Hispanic < < < < - 34 34 66
White 9 9 18 82 3 42 45 55
Multiple Races < < < < - 50 50 50
Students with Disabilities 52 4 57 43 6 9 15 85
Students without Disabilities - 14 14 86 - 30 30 70
Economically Disadvantaged - 16 16 84 1 20 21 79
Not Economically Disadvantaged 32 5 38 62 2 45 47 53
Homeless - 30 30 70
Military Connected < < < < - 53 53 47
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 25 31 69 1 38 39 61
Female 4 22 26 74 1 41 42 58
Male 7 29 36 64 1 35 35 65
American Indian < < < <
Asian < < < <
Black 5 21 25 75 - 35 36 64
Hispanic < < < < 2 41 43 57
Native Hawaiian < < < <
White 9 50 59 41 1 48 48 52
Multiple Races < < < < 4 48 52 48
Students with Disabilities 27 23 50 50 1 19 19 81
Students without Disabilities - 26 26 74 1 41 42 58
Economically Disadvantaged - 15 15 85 - 34 34 66
Not Economically Disadvantaged 11 34 45 55 2 46 48 52
Homeless - 20 20 80
Military Connected < < 100 0 5 53 58 42
Foster Care < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 47 48 52 1 78 79 21
Female 1 52 53 47 1 82 83 17
Male 1 42 43 57 2 74 76 24
American Indian < < < <
Asian < < < < < < 100 0
Black - 47 48 52 1 78 79 21
Hispanic - 56 56 44 4 73 77 23
Native Hawaiian < < 100 0 < < < <
White 1 44 45 55 3 78 81 19
Multiple Races - 38 38 63 8 77 85 15
Students with Disabilities - 50 50 50 - 58 58 42
Students without Disabilities 1 46 47 53 2 81 82 18
Economically Disadvantaged 1 41 42 58 1 76 78 22
Not Economically Disadvantaged 1 55 56 44 1 80 82 18
English Learners < < < < < < < <
Homeless < < < < - 75 75 25
Military Connected 7 73 80 20 - 79 79 21
Foster Care < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 50 50 50 1 62 63 37
Female - 57 57 43 1 63 64 36
Male 1 43 43 57 1 61 61 39
American Indian < < < < < < < <
Asian < < < < < < 100 0
Black - 44 44 56 - 58 58 42
Hispanic - 47 47 53 - 71 71 29
Native Hawaiian < < < <
White - 63 63 37 2 72 74 26
Multiple Races - 79 79 21 - 64 64 36
Students with Disabilities - 20 20 80 - 46 46 54
Students without Disabilities - 51 51 49 1 63 64 36
Economically Disadvantaged - 44 44 56 - 56 56 44
Not Economically Disadvantaged 1 54 55 45 2 68 70 30
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected - 50 50 50 - 65 65 35
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 57 59 41 2 74 76 24
Female 3 60 63 38 1 76 77 23
Male - 52 52 48 4 72 76 24
American Indian < < 100 0
Asian < < 100 0
Black 3 55 58 42 1 72 73 27
Hispanic < < < < < < < <
White - 52 52 48 6 82 88 12
Multiple Races < < < < 8 75 83 17
Students with Disabilities < < < <
Students without Disabilities 2 57 59 41 2 74 77 23
Economically Disadvantaged - 50 50 50 - 75 75 25
Not Economically Disadvantaged 3 61 64 36 4 73 77 23
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 2 44 46 54 3 42 45 55
Female 3 43 46 54 3 41 43 57
Male 2 44 46 54 4 43 48 52
American Indian < < < < 20 20 40 60
Asian 7 47 53 47 8 68 76 24
Black 2 38 40 60 2 38 40 60
Hispanic 2 51 53 47 4 51 55 45
Native Hawaiian < < < < < < < <
White 4 61 65 35 9 56 65 35
Multiple Races 9 53 63 38 8 44 52 48
Students with Disabilities 4 23 27 73 6 20 26 74
Students without Disabilities 2 47 49 51 3 45 48 52
Economically Disadvantaged 1 34 35 65 2 34 35 65
Not Economically Disadvantaged 5 55 60 40 6 56 63 37
English Learners - - - 100 - 13 13 87
Homeless - 27 27 73 - 12 12 88
Military Connected 4 61 65 35 10 65 75 25
Foster Care < < < < - 50 50 50
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 23 26 74 4 34 38 62
Female 3 20 23 77 3 32 35 65
Male 1 26 28 72 6 36 41 59
American Indian < < < < < < < <
Asian < < < < < < < <
Black 1 18 19 81 2 29 31 69
Hispanic - 24 24 76 5 52 57 43
Native Hawaiian < < < < < < 100 0
White 5 39 45 55 10 50 60 40
Multiple Races - 33 33 67 7 31 38 62
Students with Disabilities 4 10 14 86 7 14 22 78
Students without Disabilities 2 26 28 72 4 36 40 60
Economically Disadvantaged - 14 14 86 2 26 29 71
Not Economically Disadvantaged 5 39 44 56 8 49 57 43
English Learners < < < < - 7 7 93
Homeless < < < < - 5 5 95
Military Connected - 53 53 47 14 59 73 27
Foster Care < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 45 48 52 3 41 44 56
Female 1 40 41 59 3 39 41 59
Male 4 50 54 46 3 44 46 54
American Indian < < < <
Asian < < 100 0 10 80 90 10
Black 3 38 41 59 2 36 38 62
Hispanic - 45 45 55 2 52 55 45
Native Hawaiian < < < <
White 2 65 67 33 6 57 63 38
Multiple Races < < < < 11 57 68 32
Students with Disabilities 13 38 50 50 4 14 19 81
Students without Disabilities 1 47 48 52 2 45 47 53
Economically Disadvantaged - 35 35 65 1 32 34 66
Not Economically Disadvantaged 5 55 61 39 5 57 61 39
English Learners < < < < < < < <
Homeless - 27 27 73
Military Connected < < < < 17 56 72 28
Foster Care < < < < < < 100 0
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 58 42 3 52 55 45
Female 3 56 58 42 1 53 54 46
Male 2 55 57 43 4 52 55 45
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black 1 50 51 49 1 50 51 49
Hispanic 4 63 67 33 4 48 52 48
Native Hawaiian < < < < < < < <
White 5 75 80 20 7 65 72 28
Multiple Races 14 61 75 25 9 49 57 43
Students with Disabilities - 30 30 70 - 30 30 70
Students without Disabilities 3 57 60 40 3 55 58 42
Economically Disadvantaged 1 47 48 52 - 44 44 56
Not Economically Disadvantaged 4 65 69 31 6 64 70 30
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 5 65 70 30 4 75 79 21
Foster Care < < 100 0 < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 20 20 80 - 58 58 42
Female - 27 27 73 - 64 64 36
Male < < < < < < < <
Asian < < 100 0
Black - 27 27 73 - 62 62 38
Hispanic < < < <
White < < < < < < < <
Multiple Races < < 100 0
Students without Disabilities - 20 20 80 - 58 58 42
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged - 21 21 79 - 70 70 30
Military Connected < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 37 40 60 3 42 45 55
Female - 40 40 60 1 41 43 57
Male 4 35 39 61 4 43 47 53
Asian < < 100 0
Black 1 29 30 70 1 36 37 63
Hispanic < < < < < < < <
Native Hawaiian < < 100 0
White - 67 67 33 16 58 74 26
Multiple Races < < < < < < 100 0
Students with Disabilities - 18 18 82 4 26 30 70
Students without Disabilities 3 42 45 55 2 46 48 52
Economically Disadvantaged - 28 28 72 1 37 38 62
Not Economically Disadvantaged 4 44 47 53 5 49 54 46
English Learners < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = 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 8 44 52 48
Female 7 44 51 49
Male 8 44 52 48
American Indian < < < <
Asian 12 69 81 19
Black 5 42 47 53
Hispanic 14 45 59 41
Native Hawaiian < < < <
White 14 55 69 31
Multiple Races 14 41 55 45
Students with Disabilities 3 30 33 67
Students without Disabilities 8 46 54 46
Economically Disadvantaged 4 38 42 58
Not Economically Disadvantaged 14 54 68 32
English Learners 18 29 47 53
Homeless 3 28 30 70
Military Connected 19 59 77 23
Foster Care - 57 57 43
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 33 33 67
Female - 31 31 69
Male 1 34 35 65
Asian < < < <
Black - 28 28 72
Hispanic < < < <
White 5 55 60 40
Multiple Races < < < <
Students with Disabilities - 21 21 79
Students without Disabilities 1 36 37 63
Economically Disadvantaged - 18 18 82
Not Economically Disadvantaged 1 47 49 51
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 53 57 43
Female 4 53 57 43
Male 4 53 58 42
American Indian < < < <
Asian < < < <
Black 3 50 52 48
Hispanic 7 52 59 41
Native Hawaiian < < 100 0
White 10 69 79 21
Multiple Races 11 49 60 40
Students with Disabilities 2 52 54 46
Students without Disabilities 5 53 58 42
Economically Disadvantaged 1 47 48 52
Not Economically Disadvantaged 10 64 74 26
English Learners - 20 20 80
Homeless - 38 38 62
Military Connected 12 66 78 22
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 41 42 58
Female 2 37 39 61
Male - 48 48 52
Asian < < < <
Black 2 41 42 58
Hispanic < < < <
White < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 1 41 42 58
Economically Disadvantaged - 39 39 61
Not Economically Disadvantaged 3 42 45 55
Military Connected < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 49 61 39
Female 11 51 62 38
Male 15 46 61 39
Asian < < 100 0
Black 10 47 57 43
Hispanic 23 53 75 25
Native Hawaiian < < < <
White 22 53 75 25
Multiple Races 21 46 68 32
Students with Disabilities 4 21 25 75
Students without Disabilities 14 52 66 34
Economically Disadvantaged 9 45 54 46
Not Economically Disadvantaged 21 54 75 25
English Learners < < 100 0
Homeless 10 20 30 70
Military Connected 27 60 87 13
Foster Care < < 100 0
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 32 40 60
Female 8 32 40 60
Male 8 32 40 60
American Indian < < < <
Asian < < < <
Black 6 30 35 65
Hispanic 17 29 45 55
Native Hawaiian < < < <
White 15 41 55 45
Multiple Races 13 36 49 51
Students with Disabilities 4 18 21 79
Students without Disabilities 8 34 42 58
Economically Disadvantaged 4 26 30 70
Not Economically Disadvantaged 17 45 63 37
English Learners < < 100 0
Homeless - 20 20 80
Military Connected 27 48 76 24
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--
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 2019-20202020-20212021-2022
Pre-kindergarten582400552
Kindergarten1,0908871,038
Grade 11,1361,076992
Grade 21,1381,0551,023
Grade 31,1161,0351,055
Grade 41,1431,0751,016
Grade 51,0471,0771,060
Grade 61,0651,0381,039
Grade 79861,015979
Grade 8921909993
Grade 91,1181,0301,158
Grade 109031,029929
Grade 11883846827
Grade 12863923856
Total Students13,99113,39513,517

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students139911339513517
Female688566116622
Male710667846895
American Indian555246
Asian1119481
Black1011897369665
Hispanic527558721
Native Hawaiian614842
White255823402285
Multiple Races561567677
Students with Disabilities177716301588
Students without Disabilities122141176511929
Economically Disadvantaged870785166842
Not Economically Disadvantaged528448796675
English Learners141148188
Not English Learners138501324713329
Homeless73155116
Military Connected576421742
Foster Care233158
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 343 481 34 12 70 79
State 51257 36990 2117 702 4150 1952
Female Division 223 256 7 6 22 34
State 28271 16179 698 250 1329 759
Male Division 120 225 27 6 48 45
State 22980 20805 1419 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 241 368 26 8 45 62
State 7933 10581 774 148 1017 761
Hispanic Division 16 13 0 1 3 3
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 57 73 6 2 20 12
State 28757 16258 918 407 1095 755
Multiple Races Division 19 25 2 0 2 2
State 2685 1935 101 44 114 85
Students with Disabilities Division 4 69 34 1 4 0
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 131 290 22 7 23 64
State 11820 19248 1270 371 2167 1346
English Learners Division < < < < < <
State 1281 4094 206 19 1532 67
Homeless Division 3 5 1 0 4 2
State 166 486 50 19 183 53
Military Connected Division 7 12 0 0 3 0
State 2252 1403 62 15 48 37
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1,0198588487085707
Female5484868949290224
Male47137279378804810
American Indian<<100<10000
Asian<<<<<00
Black7506358564386456
Hispanic362981308338
Native Hawaiian<<100<10000
White17013680138812012
Multiple Races504692469224
Students with Disabilities112107961089644
Economically Disadvantaged5374438345084234
English Learners<<<<<<<
Homeless15960960427
Military Connected2219861986314
< = 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 Taken138 / 3.66%80 / 2.09% -
Advanced Placement Course Enrollment182 / 4.83%117 / 3.06%113 / 3%
Dual Enrollment227 / 6.03%260 / 6.79% -
Governor's School Enrollment24 / .64%16 / .42%16 / .42%
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 StudentsDivision82441450
State86,21159,46331
FemaleDivision46327241
State43,37932,57925
MaleDivision36114261
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision59330449
State18,49311,40838
HispanicDivision311648
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1628150
State46,06133,07628
Multiple RacesDivision271063
State4,1342,89130
Students with DisabilitiesDivision631773
State7,5273,57553
Economically DisadvantagedDivision44520753
State28,16915,21546
English LearnersDivision11<100
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision1065
 State5111,5422,590
Industry CertificationDivision253298562
 State43,66051,68595,688
Workplace ReadinessDivision460281538
 State26,62716,88543,413
Total Credentials EarnedDivision7235851,124
 State71,13171,189142,927
Students Earning One or More CredentialsDivision691543993
 State62,89960,992115,109
Armed Services Vocational Aptitude Battery ExaminationDivision121-16
 State917302761
CTE CompletersDivision518483188
 State44,53942,30344,149
State LicensuresDivision--19
 State3331,0771,236

< = 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$3,579$6,872$1,736
State$6,642$5,388$901
2019-2020Division$3,687$7,073$1,506
State$6,770$5,603$867
2020-2021Division$3,756$8,080$1,750
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 Students9,1173,6608,8963,852
Female4,6181,6954,3961,886
Male4,4991,9654,5001,966
American Indian3873213
Asian8396910
Black6,4292,8636,3292,785
Hispanic398155483219
Native Hawaiian34101918
White1,7494501,518616
Multiple Races386166446191
Students with Disabilities1,0685371,021531
Economically Disadvantaged5,3153,0485,3253,143
English Learners1035413469
Homeless7010069172
< = 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
Disorderly or Disruptive Behavior Offenses <
Offenses Against Staff <
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 Indian0.40.20.4
Asian0.80.20.7
Black72.385.872.760
Hispanic3.82.44.2
Native Hawaiian0.40.20.4
White18.38.617.540
Multiple Races42.74.2
< = 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 Indian0.40.4
Asian0.80.7
Black72.310072.7
Hispanic3.84.2
Native Hawaiian0.40.4
White18.317.5
Multiple Races44.2
< = 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 Indian0.40.4
Asian0.80.7
Black72.310072.7
Hispanic3.84.2
Native Hawaiian0.40.4
White18.317.5
Multiple Races44.2
< = 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 77.177.177.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 62.162.162.1
< = 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 67.467.467.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 14.2 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 12.74 : 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
2019-202046%46%2%6%
2020-202146%46%2%6%
2021-202245%45%3%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian<90%84%
Black86%83%84%
Hispanic90%82%84%
White83%86%84%
Economically Disadvantaged86%81%84%
English Learners82%74%84%
Students with Disabilities61%70%84%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students29%22%12%10%
Asian10%8%10%10%
Black31%24%13%10%
Hispanic28%23%13%10%
White20%17%13%10%
Economically Disadvantaged36%28%15%10%
English Learners34%25%12%10%
Students with Disabilities33%27%16%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency5%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency71285%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students51%49%55%45%60%40%
Asian49%51%58%42%74%26%
Black49%51%53%47%58%42%
Hispanic60%40%63%37%71%29%
White56%44%58%42%62%38%
Economically Disadvantaged49%51%51%49%56%44%
Not Economically Disadvantaged55%45%60%40%66%34%
English Learners66%34%82%18%89%11%
Students with Disabilities56%44%58%42%62%38%
Students without Disabilities50%50%54%46%60%40%
Female52%48%56%44%61%39%
Male50%50%53%47%59%41%
Migrant------

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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