Menu

Prince George County Public Schools

General school information

Division: Prince George County Public Schools
Division Number: 74
Address: 6410 Courts Rd Prince George, VA 23875
Superintendent: Dr. Lisa Pennycuff
Region: 1
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

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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 25 60 85 15
Female 22 62 84 16
Male 27 58 85 15
American Indian < < < <
Asian 38 62 100 0
Black 17 61 79 21
Hispanic 26 59 85 15
Native Hawaiian 27 64 91 9
White 29 59 88 12
Multiple Races 26 59 85 15
Students with Disabilities 16 48 64 36
Students without Disabilities 26 62 88 12
Economically Disadvantaged 18 62 80 20
Not Economically Disadvantaged 29 59 88 12
English Learners - 47 47 53
Homeless < < < <
Military Connected 28 61 89 11
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 6 66 72 28
Female 3 59 62 38
Male 9 75 84 16
Black 5 56 61 39
Hispanic 5 67 71 29
Native Hawaiian < < 100 0
White 6 75 81 19
Multiple Races < < < <
Students with Disabilities - 45 45 55
Students without Disabilities 7 69 76 24
Economically Disadvantaged 2 69 71 29
Not Economically Disadvantaged 9 64 72 28
English Learners < < < <
Homeless < < < <
Military Connected 7 70 77 23
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 14 71 85 15
Female 12 73 84 16
Male 17 69 86 14
American Indian < < < <
Asian < < 100 0
Black 7 76 82 18
Hispanic 12 68 80 20
Native Hawaiian < < < <
White 20 69 89 11
Multiple Races 17 63 80 20
Students with Disabilities 11 54 64 36
Students without Disabilities 15 73 88 12
Economically Disadvantaged 7 70 77 23
Not Economically Disadvantaged 20 72 91 9
English Learners < < < <
Homeless < < < <
Military Connected 12 81 92 8
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 13 71 83 17
Female 9 72 80 20
Male 18 69 87 13
American Indian < < 100 0
Asian < < 100 0
Black 9 68 76 24
Hispanic 9 82 91 9
Native Hawaiian < < < <
White 15 70 85 15
Multiple Races 23 62 85 15
Students with Disabilities 9 64 73 27
Students without Disabilities 13 71 84 16
Economically Disadvantaged 6 73 80 20
Not Economically Disadvantaged 16 69 85 15
English Learners < < 100 0
Homeless < < 100 0
Military Connected 19 64 83 17
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 63 83 17
Female 20 67 87 13
Male 19 60 79 21
American Indian < < < <
Asian < < 100 0
Black 14 61 74 26
Hispanic 16 69 85 15
Native Hawaiian < < 100 0
White 27 62 89 11
Multiple Races 10 67 77 23
Students with Disabilities 2 46 48 52
Students without Disabilities 23 66 89 11
Economically Disadvantaged 15 62 77 23
Not Economically Disadvantaged 24 64 88 12
English Learners < < < <
Homeless < < 100 0
Military Connected 22 64 87 13
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 50 40 90 10
Female 47 44 91 9
Male 52 36 89 11
Asian < < 100 0
Black 38 48 86 14
Hispanic 54 37 91 9
Native Hawaiian < < 100 0
White 55 35 90 10
Multiple Races 53 47 100 0
Students with Disabilities 20 53 73 27
Students without Disabilities 53 39 92 8
Economically Disadvantaged 40 49 89 11
Not Economically Disadvantaged 59 33 91 9
English Learners < < < <
Homeless < < 100 0
Military Connected 55 39 94 6
< = 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
Division1-
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-kindergarten124125139
Kindergarten465485454
Grade 1492485454
Grade 2489487439
Grade 3465471447
Grade 4485470433
Grade 5498504455
Grade 6535512480
Grade 7527528490
Grade 8461501506
Grade 9498448513
Grade 10455482425
Grade 11430414467
Grade 12436441397
Total Students6,3606,3536,099

< = 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 Students636063536099
Female315131873036
Male320931663063
American Indian211617
Asian566765
Black194918951891
Hispanic840921852
Native Hawaiian605553
White300829752797
Multiple Races426424424
Students with Disabilities820845787
Students without Disabilities554055085312
Economically Disadvantaged292729683048
Not Economically Disadvantaged343333853051
English Learners124135116
Not English Learners623662185983
Homeless193520
Military Connected161611701569
< = 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 170 213 4 2 22 14
State 51255 36996 2098 701 4149 1959
Female Division 95 109 3 2 9 5
State 28269 16181 690 250 1331 761
Male Division 75 104 1 0 13 9
State 22980 20809 1408 451 2817 1198
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division < < < < 0 <
State 5775 1305 72 12 65 35
Black Division 44 70 1 0 9 3
State 7933 10585 767 147 1019 761
Hispanic Division 20 22 1 0 0 1
State 5891 6757 237 88 1844 313
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 91 101 2 2 11 7
State 28755 16260 913 407 1092 761
Multiple Races Division 7 12 0 0 2 3
State 2685 1935 100 44 114 85
Students with Disabilities Division 6 33 4 0 6 0
State 1331 7347 2098 98 860 109
Economically Disadvantaged Division 53 92 0 1 11 8
State 11820 19252 1260 371 2162 1349
English Learners Division < < < < 0 <
State 1281 4093 203 19 1532 67
Homeless Division < < < < < <
State 166 486 49 19 184 54
Military Connected Division 47 54 1 1 4 2
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 Students4253879138992225
Female223207932099494
Male2021808918089136
American Indian<<100<10000
Asian<<100<10000
Black127115911159197
Hispanic444398439800
Native Hawaiian<<100<10000
White2141949119692115
Multiple Races241979197928
Students with Disabilities5043864386612
Economically Disadvantaged1651458814689117
English Learners<<100<10000
Homeless<<<<<<<
Military Connected109102941039544
< = 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 Taken1 / .05% - 13 / .72%
Advanced Placement Course Enrollment2 / .11% - 37 / 2.05%
Dual Enrollment187 / 10.28%160 / 8.96%129 / 7.16%
Governor's School Enrollment21 / 1.15%25 / 1.4%25 / 1.39%
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 StudentsDivision39227729
State86,21159,46231
FemaleDivision20416420
State43,37932,57825
MaleDivision18811340
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision1319230
State18,49311,40838
HispanicDivision493137
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision19314127
State46,06033,07528
Multiple RacesDivision12<100
State4,1342,89130
Students with DisabilitiesDivision411563
State7,5273,57553
Economically DisadvantagedDivision1318436
State28,17015,21546
English LearnersDivision10<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 AssessmentsDivision31-50
 State4,0955111,508
State LicensuresDivision16-6
 State2,2313331,030
Industry CertificationDivision47124228
 State107,23443,66048,781
Workplace ReadinessDivision110--
 State44,897--
Total Credentials EarnedDivision62824284
 State158,45744,50451,319
Students Earning One or More CredentialsDivision51510237
 State126,04439,25445,542
CTE CompletersDivision116185205
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$2,890$6,262$1,487
State$6,462$5,219$867
2018-2019Division$2,521$6,572$1,510
State$6,642$5,388$901
2019-2020Division$2,570$6,867$1,345
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 Students5,4218305,121821
Female2,7273912,583380
Male2,6944392,538441
American Indian194142
Asian501584
Black1,6682421,546284
Hispanic730101718112
Native Hawaiian537367
White2,5404282,402359
Multiple Races3614734753
Students with Disabilities680173655164
Economically Disadvantaged2,4485442,403595
English Learners121128131
Homeless25141817
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 42
Disorderly or Disruptive Behavior Offenses 71
Other Offenses Against Persons 31
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 14
Technology Offenses 10

< = 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 Indian0.31.10.30.60.30.6
Asian0.90.21.11.1
Black30.646.129.8463136.1
Hispanic13.210.214.512.7147.8
Native Hawaiian0.90.90.20.9
White47.336.646.834.745.944.6
Multiple Races6.766.75.8710.8
< = 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 Indian0.30.30.3
Asian0.91.11.1
Black30.65029.831
Hispanic13.214.514
Native Hawaiian0.90.90.9
White47.32546.845.9
Multiple Races6.7256.77
< = 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 Indian0.30.30.3
Asian0.91.11.1
Black30.629.831
Hispanic13.214.514
Native Hawaiian0.90.90.9
White47.310046.845.9
Multiple Races6.76.77
< = 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 pri