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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

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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

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

Math Performance: All Students

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 60 74 26
Female 13 62 75 25
Male 15 58 73 27
American Indian < < < <
Asian 34 51 85 15
Black 11 59 70 30
Hispanic 22 59 80 20
Native Hawaiian 10 85 95 5
White 24 62 87 13
Multiple Races 17 65 81 19
Students with Disabilities 8 40 48 52
Students without Disabilities 15 63 78 22
Economically Disadvantaged 11 56 67 33
Not Economically Disadvantaged 17 63 80 20
English Learners 17 50 67 33
Homeless 7 33 40 60
Military Connected 24 68 92 8
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 75 81 19
Female 7 72 80 20
Male 6 77 83 17
American Indian < < < <
Asian < < < <
Black 5 75 80 20
Hispanic 18 55 73 27
Native Hawaiian < < 100 0
White 7 82 89 11
Multiple Races 14 67 81 19
Students with Disabilities 4 61 65 35
Students without Disabilities 7 77 84 16
Economically Disadvantaged 6 75 80 20
Not Economically Disadvantaged 7 75 82 18
English Learners < < < <
Homeless < < < <
Military Connected 6 94 100 0
Foster Care < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 62 71 29
Female 8 64 71 29
Male 10 60 70 30
American Indian < < 100 0
Asian < < 100 0
Black 6 58 64 36
Hispanic 4 75 79 21
Native Hawaiian < < 100 0
White 19 72 92 8
Multiple Races 4 82 86 14
Students with Disabilities 3 42 46 54
Students without Disabilities 10 65 74 26
Economically Disadvantaged 9 56 65 35
Not Economically Disadvantaged 9 65 74 26
English Learners < < < <
Homeless < < < <
Military Connected 23 73 95 5
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 76 83 17
Female 7 74 81 19
Male 9 78 87 13
American Indian < < 100 0
Asian < < < <
Black 6 79 84 16
Hispanic - 71 71 29
Native Hawaiian < < 100 0
White 12 71 83 17
Multiple Races 15 62 77 23
Students with Disabilities - 33 33 67
Students without Disabilities 8 77 84 16
Economically Disadvantaged 5 75 80 20
Not Economically Disadvantaged 9 76 85 15
English Learners < < < <
Homeless < < < <
Military Connected 14 76 90 10
Foster Care < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28
Female 15 58 73 27
Male 16 55 71 29
American Indian < < 100 0
Asian < < < <
Black 12 55 67 33
Hispanic 28 57 85 15
Native Hawaiian < < 100 0
White 28 63 90 10
Multiple Races 13 63 77 23
Students with Disabilities 5 27 32 68
Students without Disabilities 17 61 78 22
Economically Disadvantaged 10 57 66 34
Not Economically Disadvantaged 25 57 82 18
English Learners < < < <
Homeless < < < <
Military Connected 25 58 83 17
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 45 69 31
Female 22 51 73 27
Male 26 39 65 35
American Indian < < 100 0
Asian 40 53 93 7
Black 18 46 64 36
Hispanic 37 46 83 17
Native Hawaiian < < < <
White 38 40 79 21
Multiple Races 36 48 84 16
Students with Disabilities 6 22 28 72
Students without Disabilities 26 48 74 26
Economically Disadvantaged 16 47 63 37
Not Economically Disadvantaged 37 43 79 21
English Learners < < < <
Homeless 10 20 30 70
Military Connected 38 52 90 10
Foster Care < < 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division--
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten562582400
Kindergarten1,1241,090887
Grade 11,1341,1361,076
Grade 21,1201,1381,055
Grade 31,1611,1161,035
Grade 41,0821,1431,075
Grade 51,0891,0471,077
Grade 61,0541,0651,038
Grade 79109861,015
Grade 8963921909
Grade 91,0601,1181,030
Grade 109629031,029
Grade 11867883846
Grade 12918863923
Total Students14,00613,99113,395

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students140061399113395
Female696168856611
Male704571066784
American Indian575552
Asian12911194
Black10176101189736
Hispanic463527558
Native Hawaiian556148
White264825582340
Multiple Races478561567
Students with Disabilities163817771630
Students without Disabilities123681221411765
Economically Disadvantaged871387078516
Not Economically Disadvantaged529352844879
English Learners132141148
Not English Learners138741385013247
Homeless6573155
Military Connected707576421
Foster Care112331
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2020: All Students

Division

State

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

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

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

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

Status of the Students in the 2019-2020 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 324 540 29 17 61 24
State 50981 37565 2393 953 5062 1527
Female Division 187 259 11 6 27 7
State 28032 16195 772 327 1870 537
Male Division 137 281 18 11 34 17
State 22949 21370 1621 626 3192 990
American Indian Division < < < < < <
State 127 109 5 4 12 5
Asian Division 5 4 0 0 2 0
State 5504 1382 99 13 87 34
Black Division 222 399 19 6 46 22
State 7857 10933 899 202 1084 601
Hispanic Division 15 20 1 2 1 0
State 5873 7010 283 119 2545 241
Native Hawaiian Division < < < < 0 <
State 80 53 7 1 2 3
White Division 67 91 9 9 10 2
State 28901 16318 1003 543 1194 573
Multiple Races Division 15 20 0 0 1 0
State 2639 1760 97 71 138 70
Students with Disabilities Division 3 82 29 1 4 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 141 346 19 5 17 18
State 11627 19512 1409 505 2495 997
English Learners Division < < < < < <
State 1295 4669 241 28 2167 60
Homeless Division 2 9 2 0 3 0
State 183 628 54 22 301 49
Military Connected Division 5 5 0 0 1 0
State 2014 1262 47 21 39 14
Foster Care Division < < < < 0 <
State 23 186 32 21 88 20
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9958939091092616
Female4974579246393275
Male4984368844790347
American Indian<<<<<<<
Asian11982982218
Black7146409064691466
Hispanic393692389713
Native Hawaiian<<100<10000
White1881678917694105
Multiple Races363597359713
Students with Disabilities119114961159743
Economically Disadvantaged5465069351194173
English Learners<<<<<<<
Homeless1613811381319
Military Connected111091109119
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken81 / 2.13%138 / 3.66%80 / 2.09%
Advanced Placement Course Enrollment312 / 8.2%182 / 4.83%117 / 3.06%
Dual Enrollment300 / 7.88%227 / 6.03% -
Governor's School Enrollment22 / .58%24 / .64%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
State86,21159,46231
FemaleDivision46327241
State43,37932,57825
MaleDivision36114261
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision59330449
State18,49311,40838
HispanicDivision311648
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision1628150
State46,06033,07528
Multiple RacesDivision271063
State4,1342,89130
Students with DisabilitiesDivision631773
State7,5273,57553
Economically DisadvantagedDivision44520753
State28,17015,21546
English LearnersDivision11<100
State5,2972,82847
< = 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
2018-20192019-20202020-2021
NOCTI AssessmentsDivision35106
 State4,0955111,508
State LicensuresDivision8--
 State2,2313331,030
Industry CertificationDivision265253298
 State107,23443,66048,781
Workplace ReadinessDivision657--
 State44,897--
Total Credentials EarnedDivision965263304
 State158,45744,50451,319
Students Earning One or More CredentialsDivision910242303
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision82121-
 State1,317917295
CTE CompletersDivision455518482
 State42,22244,53939,042

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$3,801$6,738$1,371
State$6,462$5,219$867
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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students11,0562,1079,1173,660
Female5,5581,0064,6181,695
Male5,4981,1014,4991,965
American Indian473387
Asian1129839
Black7,9531,6006,4292,863
Hispanic37175398155
Native Hawaiian4253410
White2,1443321,749450
Multiple Races38783386166
Students with Disabilities1,2803431,068537
Economically Disadvantaged6,4611,6045,3153,048
English Learners1111910354
Homeless967570100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.400.40.20.4
Asian0.90.30.80.20.7
Black72.786.472.385.872.760
Hispanic3.32.23.82.44.2
Native Hawaiian0.40.10.40.20.4
White18.9818.38.617.540
Multiple Races3.4342.74.2
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.40.4
Asian0.90.80.7
Black72.772.310072.7
Hispanic3.33.84.2
Native Hawaiian0.40.40.4
White18.918.317.5
Multiple Races3.444.2
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.40.4
Asian0.90.80.7
Black72.766.772.310072.7
Hispanic3.33.84.2
Native Hawaiian0.40.40.4
White18.933.318.317.5
Multiple Races3.444.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available