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Prince William County Public Schools

General school information

Division: Prince William County Public Schools
Division Number: 75
Address: 14715 Bristow Road Manassas, VA 20112
Superintendent: Dr. LaTanya D. McDade
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
A. Henderson ElementaryAccredited
Antietam ElementaryAccredited
Ashland ElementaryAccredited
Bel Air ElementaryAccredited
Belmont ElementaryAccredited
Bennett ElementaryAccredited
Bristow Run ElementaryAccredited
Buckland Mills ElementaryAccredited
C.A. Sinclair ElementaryAccredited
Cedar Point ElementaryAccredited
Chris Yung ElementaryAccredited
Coles ElementaryAccredited
Covington-Harper ElementaryAccredited
Dale City ElementaryAccredited
Dumfries ElementaryAccredited
Elizabeth Vaughan ElementaryAccredited
Enterprise ElementaryAccredited
Fannie W. Fitzgerald ElementaryAccredited
Featherstone ElementaryAccredited
George G. Tyler ElementaryAccredited
George P. Mullen ElementaryAccredited
Glenkirk ElementaryAccredited
Haymarket ElementaryAccredited
J.W. Alvey ElementaryAccredited
John D. Jenkins ElementaryAccredited with Conditions
John F. Pattie Sr. ElementaryAccredited
Kerrydale ElementaryAccredited
Kyle R. Wilson ElementaryAccredited
Lake Ridge ElementaryAccredited
Leesylvania ElementaryAccredited
Loch Lomond ElementaryAccredited
Martin Luther King Jr. ElementaryAccredited
Marumsco Hills ElementaryAccredited
Mary Williams Elementary Accredited
Minnieville ElementaryAccredited
Montclair ElementaryAccredited
Mountain View ElementaryAccredited
Neabsco ElementaryAccredited with Conditions
Occoquan ElementaryAccredited
Old Bridge ElementaryAccredited
Piney Branch ElementaryAccredited
Potomac View ElementaryAccredited
R. Dean Kilby ElementaryAccredited
River Oaks ElementaryAccredited
Rockledge ElementaryAccredited
Rosa Parks ElementaryAccredited
Samuel L. Gravely Jr. ElementaryAccredited
Sharon C. McAuliffe ElementaryAccredited
Signal Hill ElementaryAccredited
Sonnie Penn ElementaryAccredited
Springwoods ElementaryAccredited
Sudley ElementaryAccredited
Suella G. Ellis ElementaryAccredited with Conditions
Swans Creek ElementaryAccredited
T. Clay Wood ElementaryAccredited
Thurgood Marshall ElementaryAccredited
Triangle ElementaryAccredited
Victory ElementaryAccredited
West Gate ElementaryAccredited
Westridge ElementaryAccredited
Yorkshire ElementaryAccredited
Middle Schools
Bull Run MiddleAccredited
E.H. Marsteller MiddleAccredited
Fred M. Lynn MiddleAccredited with Conditions
Gainesville MiddleAccredited
George M. Hampton MiddleAccredited with Conditions
Graham Park MiddleAccredited
Herbert J. Saunders MiddleAccredited
Lake Ridge MiddleAccredited
Louise A. Benton MiddleAccredited
Parkside MiddleAccredited
Potomac MiddleAccredited
Potomac Shores MiddleAccredited with Conditions
Rippon MiddleAccredited
Ronald Wilson Reagan MiddleAccredited
Stuart M. Beville MiddleAccredited
Unity Braxton Middle Accredited with Conditions
Woodbridge MiddleAccredited
High Schools
Battlefield High Accredited
Brentsville District HighAccredited
C.D. Hylton HighAccredited
Charles J. Colgan Sr. HighAccredited
Forest Park HighAccredited
Freedom High Accredited
Gainesville HighAccredited
Gar-Field HighAccredited
Osbourn Park HighAccredited
Patriot HighAccredited
Potomac HighAccredited
Unity Reed HighAccredited
Woodbridge HighAccredited
Combined Schools
Mary G. Porter TraditionalAccredited
Pennington TraditionalAccredited
The Nokesville SchoolAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 57 72 28 15 61 75 25
Female 17 58 75 25 16 62 77 23
Male 14 56 70 30 13 60 73 27
American Indian 7 74 81 19 24 53 76 24
Asian 22 58 80 20 19 64 83 17
Black 13 58 71 29 12 62 74 26
Hispanic 8 50 59 41 8 56 64 36
Native Hawaiian 18 51 69 31 11 66 77 23
White 23 62 85 15 22 64 86 14
Multiple Races 22 62 84 16 18 64 82 18
Students with Disabilities 15 35 50 50 9 39 48 52
Students without Disabilities 16 60 76 24 15 64 79 21
Economically Disadvantaged 8 50 58 42 8 56 64 36
Not Economically Disadvantaged 21 61 82 18 20 64 85 15
English Learners 4 24 29 71 3 36 39 61
Migrant < < < < < < 100 0
Homeless 2 36 38 62 6 46 52 48
Military Connected 22 64 86 14 21 65 86 14
Foster Care 11 44 56 44 8 46 54 46
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 64 36 11 60 72 28
Female 12 55 67 33 13 61 74 26
Male 10 52 62 38 10 59 69 31
American Indian < < < < < < < <
Asian 15 60 75 25 12 66 78 22
Black 10 53 62 38 9 62 71 29
Hispanic 4 44 48 52 6 53 59 41
Native Hawaiian - 45 45 55 6 63 69 31
White 17 62 79 21 19 65 84 16
Multiple Races 15 61 76 24 16 62 78 22
Students with Disabilities 16 33 48 52 7 41 48 52
Students without Disabilities 10 57 67 33 12 63 75 25
Economically Disadvantaged 5 44 49 51 6 53 59 41
Not Economically Disadvantaged 15 61 76 24 16 66 82 18
English Learners 2 31 34 66 2 48 50 50
Homeless - 46 46 54 3 33 36 64
Military Connected 17 64 81 19 19 65 83 17
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 57 70 30 16 60 76 24
Female 14 59 73 27 17 61 77 23
Male 13 55 68 32 15 59 74 26
American Indian 7 57 64 36 25 33 58 42
Asian 15 65 80 20 19 65 84 16
Black 11 59 69 31 12 60 72 28
Hispanic 7 50 57 43 9 55 64 36
Native Hawaiian < < < < 8 69 77 23
White 22 62 84 16 24 63 87 13
Multiple Races 14 66 80 20 18 65 84 16
Students with Disabilities 13 35 48 52 11 43 54 46
Students without Disabilities 13 60 74 26 16 63 79 21
Economically Disadvantaged 7 51 57 43 8 56 64 36
Not Economically Disadvantaged 18 62 80 20 22 63 86 14
English Learners 3 34 37 63 3 48 52 48
Homeless - 32 32 68 15 40 55 45
Military Connected 15 70 85 15 22 64 86 14
Foster Care < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 68 32 11 65 76 24
Female 11 59 70 30 12 65 78 22
Male 10 57 67 33 11 64 75 25
American Indian < < < < 8 67 75 25
Asian 13 64 77 23 16 68 85 15
Black 10 58 68 32 9 65 73 27
Hispanic 5 49 54 46 6 60 67 33
Native Hawaiian 9 82 91 9 17 50 67 33
White 15 67 82 18 17 69 86 14
Multiple Races 16 67 83 17 15 70 85 15
Students with Disabilities 15 30 45 55 7 41 48 52
Students without Disabilities 9 62 72 28 12 69 81 19
Economically Disadvantaged 5 50 55 45 6 61 67 33
Not Economically Disadvantaged 14 64 78 22 17 68 85 15
English Learners 4 19 23 77 2 41 43 57
Homeless 11 22 33 67 - 56 56 44
Military Connected 15 69 84 16 14 73 87 13
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 56 72 28 13 59 71 29
Female 17 58 75 25 14 60 73 27
Male 15 55 70 30 12 58 69 31
American Indian < < < < 9 64 73 27
Asian 26 50 77 23 17 64 81 19
Black 14 58 72 28 11 58 70 30
Hispanic 9 48 57 43 6 51 57 43
Native Hawaiian < < < < 7 73 80 20
White 21 64 85 15 19 65 84 16
Multiple Races 19 69 88 12 19 63 82 18
Students with Disabilities 17 33 49 51 10 30 40 60
Students without Disabilities 16 60 76 24 13 63 76 24
Economically Disadvantaged 9 49 58 42 6 53 59 41
Not Economically Disadvantaged 20 61 81 19 19 63 82 18
English Learners 9 11 20 80 3 17 20 80
Migrant < < < < < < 100 0
Homeless - 33 33 67 5 45 50 50
Military Connected 22 64 86 14 18 66 84 16
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 58 73 27 11 62 73 27
Female 15 61 76 24 12 62 75 25
Male 14 56 70 30 9 61 70 30
American Indian < < 100 0 < < < <
Asian 23 60 83 17 16 63 79 21
Black 9 60 69 31 9 63 72 28
Hispanic 7 52 59 41 6 55 60 40
Native Hawaiian < < < < 16 68 84 16
White 21 64 86 14 16 69 85 15
Multiple Races 26 58 84 16 15 65 79 21
Students with Disabilities 19 29 48 52 8 36 44 56
Students without Disabilities 14 63 77 23 11 65 77 23
Economically Disadvantaged 8 50 58 42 6 54 60 40
Not Economically Disadvantaged 19 64 82 18 15 68 83 17
English Learners 9 14 23 77 3 19 22 78
Homeless < < < < 2 46 49 51
Military Connected 23 65 88 12 16 70 86 14
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 74 26 12 60 72 28
Female 19 57 77 23 13 62 76 24
Male 14 58 72 28 10 58 68 32
American Indian < < 100 0 20 60 80 20
Asian 28 58 86 14 20 63 82 18
Black 12 59 71 29 11 59 70 30
Hispanic 9 51 59 41 6 55 61 39
Native Hawaiian < < 100 0 - 60 60 40
White 22 65 87 13 16 66 82 18
Multiple Races 22 60 82 18 15 64 78 22
Students with Disabilities 15 32 48 52 6 33 39 61
Students without Disabilities 16 62 79 21 12 64 77 23
Economically Disadvantaged 9 51 61 39 7 54 61 39
Not Economically Disadvantaged 21 62 83 17 16 65 81 19
English Learners 8 13 21 79 3 17 20 80
Homeless < < < < 2 48 50 50
Military Connected 24 62 85 15 18 63 81 19
Foster Care < < < < - 60 60 40
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 57 85 15 26 60 86 14
Female 31 55 86 14 28 60 88 12
Male 25 58 84 16 25 60 85 15
American Indian < < 100 0 60 33 93 7
Asian 39 47 86 14 34 57 90 10
Black 20 63 83 17 21 65 85 15
Hispanic 17 59 76 24 17 61 78 22
Native Hawaiian < < < < 17 72 89 11
White 40 54 94 6 38 56 94 6
Multiple Races 38 54 92 8 30 61 91 9
Students with Disabilities 13 48 61 39 11 50 61 39
Students without Disabilities 30 58 88 12 28 61 89 11
Economically Disadvantaged 16 59 74 26 16 63 78 22
Not Economically Disadvantaged 34 56 90 10 34 58 92 8
English Learners 3 16 19 81 3 27 30 70
Homeless - 75 75 25 14 51 66 34
Military Connected 39 55 94 6 39 55 93 7
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 51 70 30
Female 24 52 76 24
Male 15 50 65 35
American Indian 29 46 75 25
Asian 32 51 83 17
Black 13 51 65 35
Hispanic 11 50 60 40
Native Hawaiian 18 54 71 29
White 27 53 80 20
Multiple Races 26 48 74 26
Students with Disabilities 4 26 30 70
Students without Disabilities 21 54 75 25
Economically Disadvantaged 10 47 57 43
Not Economically Disadvantaged 25 54 79 21
English Learners - 15 16 84
Homeless 6 29 35 65
Military Connected 26 53 79 21
Foster Care 5 32 37 63
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 48 62 38
Female 17 52 69 31
Male 11 45 55 45
American Indian 10 60 70 30
Asian 27 53 80 20
Black 10 45 55 45
Hispanic 9 44 52 48
Native Hawaiian - 50 50 50
White 17 55 72 28
Multiple Races 19 44 63 37
Students with Disabilities 3 17 19 81
Students without Disabilities 15 52 67 33
Economically Disadvantaged 8 41 49 51
Not Economically Disadvantaged 18 54 72 28
English Learners 1 14 15 85
Homeless 3 23 26 74
Military Connected 19 52 72 28
Foster Care 10 10 20 80
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 53 77 23
Female 29 52 81 19
Male 18 54 73 27
American Indian 43 36 79 21
Asian 36 49 85 15
Black 16 56 73 27
Hispanic 12 54 66 34
Native Hawaiian 28 56 83 17
White 36 52 88 12
Multiple Races 33 52 84 16
Students with Disabilities 5 34 39 61
Students without Disabilities 26 56 81 19
Economically Disadvantaged 12 52 64 36
Not Economically Disadvantaged 31 54 85 15
English Learners - 16 16 84
Homeless 12 38 50 50
Military Connected 32 54 85 15
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 47 54 46 9 58 67 33
Female 6 47 53 47 9 58 67 33
Male 8 46 54 46 10 58 68 32
American Indian 5 57 61 39 3 62 65 35
Asian 14 55 69 31 19 61 80 20
Black 6 43 49 51 7 56 63 37
Hispanic 4 35 39 61 4 51 55 45
Native Hawaiian 11 47 58 42 10 57 67 33
White 9 59 68 32 14 66 80 20
Multiple Races 8 56 64 36 12 63 74 26
Students with Disabilities 13 23 36 64 5 36 42 58
Students without Disabilities 6 50 56 44 10 61 71 29
Economically Disadvantaged 4 35 39 61 5 51 56 44
Not Economically Disadvantaged 9 55 64 36 13 64 77 23
English Learners 4 19 23 77 3 38 41 59
Migrant < < < < < < 100 0
Homeless 2 15 17 83 1 34 35 65
Military Connected 9 58 67 33 13 65 78 22
Foster Care 6 28 33 67 - 46 46 54
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 48 56 44 14 60 73 27
Female 7 46 53 47 12 59 71 29
Male 9 50 59 41 15 60 76 24
American Indian < < < < < < < <
Asian 13 54 67 33 19 63 82 18
Black 7 43 50 50 8 61 69 31
Hispanic 3 36 39 61 7 56 63 37
Native Hawaiian - 45 45 55 6 63 69 31
White 12 63 75 25 24 62 86 14
Multiple Races 12 54 66 34 16 63 79 21
Students with Disabilities 14 29 43 57 8 41 50 50
Students without Disabilities 7 51 58 42 15 63 77 23
Economically Disadvantaged 4 35 39 61 6 55 62 38
Not Economically Disadvantaged 11 57 69 31 20 64 84 16
English Learners 3 26 29 71 5 52 57 43
Homeless - 27 27 73 - 32 32 68
Military Connected 12 61 73 27 19 66 86 14
Foster Care < < 100 0 < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 49 58 42 14 58 72 28
Female 7 47 54 46 11 59 70 30
Male 11 50 61 39 16 57 73 27
American Indian 8 58 67 33 17 50 67 33
Asian 16 58 74 26 22 60 82 18
Black 7 45 52 48 9 56 65 35
Hispanic 4 36 41 59 7 53 60 40
Native Hawaiian < < < < 21 43 64 36
White 13 64 77 23 20 65 85 15
Multiple Races 11 55 65 35 16 63 79 21
Students with Disabilities 12 26 38 62 7 40 48 52
Students without Disabilities 8 52 60 40 14 61 75 25
Economically Disadvantaged 5 37 42 58 6 53 60 40
Not Economically Disadvantaged 12 58 69 31 20 62 82 18
English Learners 2 23 26 74 3 47 50 50
Homeless - 21 21 79 2 36 38 62
Military Connected 11 65 75 25 18 65 83 17
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 45 54 46 15 56 71 29
Female 8 45 53 47 13 56 69 31
Male 10 46 56 44 17 56 74 26
American Indian < < < < - 75 75 25
Asian 16 50 66 34 27 54 81 19
Black 8 41 49 51 11 55 66 34
Hispanic 4 35 39 61 7 53 60 40
Native Hawaiian 10 60 70 30 17 50 67 33
White 14 59 73 27 23 61 84 16
Multiple Races 10 55 65 35 18 61 79 21
Students with Disabilities 14 22 36 64 5 38 44 56
Students without Disabilities 8 49 57 43 17 59 76 24
Economically Disadvantaged 4 34 38 62 8 52 59 41
Not Economically Disadvantaged 13 54 67 33 21 61 82 18
English Learners 4 14 18 82 2 39 41 59
Homeless 12 12 24 76 2 26 28 72
Military Connected 13 56 69 31 18 64 82 18
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 34 38 62 7 50 57 43
Female 4 33 37 63 6 50 56 44
Male 4 35 39 61 8 51 58 42
American Indian < < < < - 50 50 50
Asian 9 46 55 45 12 62 74 26
Black 5 30 35 65 6 48 54 46
Hispanic 3 21 24 76 3 38 41 59
Native Hawaiian - 40 40 60 - 64 64 36
White 3 47 49 51 10 64 74 26
Multiple Races 4 51 54 46 10 59 69 31
Students with Disabilities 14 14 28 72 6 25 30 70
Students without Disabilities 2 37 40 60 7 55 62 38
Economically Disadvantaged 3 23 25 75 4 39 43 57
Not Economically Disadvantaged 5 42 47 53 10 60 70 30
English Learners 7 5 12 88 1 15 16 84
Migrant < < < < < < 100 0
Homeless < < < < - 27 27 73
Military Connected 4 44 48 52 11 59 69 31
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 18 23 77 2 40 42 58
Female 3 19 22 78 1 41 42 58
Male 5 18 23 77 2 39 41 59
American Indian < < < < < < < <
Asian 10 23 33 67 3 48 50 50
Black 3 17 20 80 2 37 38 62
Hispanic 4 13 17 83 1 32 33 67
Native Hawaiian < < < < 5 53 58 42
White 4 28 32 68 2 55 57 43
Multiple Races 8 21 29 71 1 52 53 47
Students with Disabilities 19 7 26 74 4 24 29 71
Students without Disabilities - 22 22 78 1 44 45 55
Economically Disadvantaged 4 12 16 84 1 32 33 67
Not Economically Disadvantaged 4 25 29 71 2 50 52 48
English Learners 8 4 12 88 2 15 17 83
Homeless < < < < - 21 21 79
Military Connected 3 35 39 61 3 51 54 46
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 45 55 6 55 61 39
Female 4 44 48 52 6 56 63 37
Male 4 38 42 58 6 55 60 40
American Indian < < < < < < < <
Asian 8 53 61 39 16 62 78 22
Black 5 35 40 60 4 51 56 44
Hispanic 3 27 30 70 2 47 50 50
Native Hawaiian < < < < - 58 58 42
White 4 54 58 42 9 66 75 25
Multiple Races 2 58 61 39 9 60 69 31
Students with Disabilities 14 16 29 71 3 26 29 71
Students without Disabilities 3 45 48 52 7 60 66 34
Economically Disadvantaged 3 27 30 70 3 46 49 51
Not Economically Disadvantaged 5 50 54 46 9 64 72 28
English Learners 5 9 14 86 2 21 22 78
Homeless < < < < 2 38 40 60
Military Connected 7 53 60 40 9 63 72 28
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 57 62 38 7 69 76 24
Female 4 60 64 36 8 70 78 22
Male 4 54 59 41 6 68 74 26
American Indian < < < < - 75 75 25
Asian 14 67 81 19 19 68 87 13
Black 3 58 61 39 6 70 76 24
Hispanic 2 50 53 47 4 65 68 32
Native Hawaiian 15 62 77 23 7 64 71 29
White 5 61 66 34 8 75 83 17
Multiple Races 4 64 67 33 8 74 82 18
Students with Disabilities 1 34 36 64 2 55 57 43
Students without Disabilities 5 60 65 35 8 71 78 22
Economically Disadvantaged 3 52 55 45 4 65 70 30
Not Economically Disadvantaged 5 61 66 34 9 72 81 19
English Learners 1 32 33 67 1 51 51 49
Homeless - 23 23 77 2 52 54 46
Military Connected 4 64 68 32 9 75 84 16
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 9 66 75 25
Female 8 76 85 15 8 67 75 25
Male 9 71 80 20 9 66 75 25
American Indian < < 100 0 - 67 67 33
Asian 20 71 92 8 21 66 87 13
Black 5 68 73 27 5 64 69 31
Hispanic 5 65 70 30 3 57 61 39
Native Hawaiian < < < < < < < <
White 8 82 89 11 10 76 86 14
Multiple Races 8 79 87 13 10 65 75 25
Students with Disabilities - 45 45 55 1 40 42 58
Students without Disabilities 9 75 83 17 9 68 77 23
Economically Disadvantaged 6 65 71 29 5 57 62 38
Not Economically Disadvantaged 9 77 86 14 10 71 81 19
English Learners - 11 11 89 2 15 17 83
Homeless < < < < < < < <
Military Connected 11 76 87 13 10 73 82 18
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 59 76 24 14 73 86 14
Female 18 55 73 27 13 71 84 16
Male 17 62 78 22 14 74 88 12
American Indian < < 100 0
Asian 32 60 92 8 25 70 95 5
Black 15 57 72 28 10 76 87 13
Hispanic 11 44 55 45 7 71 78 22
Native Hawaiian < < 100 0 < < < <
White 14 66 80 20 13 74 87 13
Multiple Races 18 55 73 27 11 68 79 21
Students with Disabilities 8 15 23 77 - 82 82 18
Students without Disabilities 18 60 78 22 14 73 86 14
Economically Disadvantaged 13 47 60 40 9 71 80 20
Not Economically Disadvantaged 18 61 78 22 15 73 88 12
English Learners < < < < - 62 62 38
Homeless < < < <
Military Connected 7 71 78 22 14 71 85 15
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 48 57 43 8 55 63 37
Female 7 50 57 43 7 55 62 38
Male 9 47 57 43 9 55 64 36
American Indian - 55 55 45 8 61 69 31
Asian 14 55 69 31 13 62 75 25
Black 6 45 51 49 6 53 58 42
Hispanic 3 37 40 60 4 46 50 50
Native Hawaiian 14 62 76 24 9 51 60 40
White 13 61 74 26 14 65 79 21
Multiple Races 12 60 73 27 11 60 71 29
Students with Disabilities 10 24 34 66 6 29 35 65
Students without Disabilities 8 52 60 40 9 59 67 33
Economically Disadvantaged 4 36 40 60 4 46 49 51
Not Economically Disadvantaged 11 56 68 32 12 63 75 25
English Learners 3 9 12 88 2 18 20 80
Homeless 5 14 19 81 2 26 28 72
Military Connected 12 61 72 28 13 63 76 24
Foster Care - 40 40 60 4 33 37 63
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 38 47 53 13 49 62 38
Female 7 39 46 54 11 48 59 41
Male 11 37 48 52 15 49 65 35
American Indian < < < < 17 42 58 42
Asian 13 42 55 45 18 54 72 28
Black 7 36 42 58 10 45 55 45
Hispanic 4 26 30 70 7 43 49 51
Native Hawaiian 9 64 73 27 8 33 42 58
White 16 52 67 33 22 56 78 22
Multiple Races 13 53 66 34 15 55 70 30
Students with Disabilities 11 20 31 69 8 26 34 66
Students without Disabilities 9 41 49 51 14 52 67 33
Economically Disadvantaged 3 27 30 70 7 41 48 52
Not Economically Disadvantaged 14 47 60 40 19 55 74 26
English Learners 3 7 9 91 2 24 27 73
Homeless 12 6 18 82 4 22 27 73
Military Connected 14 53 68 32 18 57 76 24
Foster Care < < < < < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 6 56 62 38
Female 8 50 58 42 5 56 61 39
Male 9 51 60 40 7 55 63 37
American Indian < < < < 9 45 55 45
Asian 15 61 76 24 10 66 76 24
Black 7 41 48 52 4 54 59 41
Hispanic 4 40 44 56 3 45 48 52
Native Hawaiian < < < < - 50 50 50
White 12 64 75 25 11 66 76 24
Multiple Races 11 65 76 24 10 63 73 27
Students with Disabilities 12 23 35 65 5 27 32 68
Students without Disabilities 8 55 63 37 7 60 66 34
Economically Disadvantaged 4 37 42 58 3 45 48 52
Not Economically Disadvantaged 11 59 71 29 10 64 74 26
English Learners 5 9 14 86 2 11 13 87
Homeless < < < < - 16 16 84
Military Connected 10 59 69 31 11 64 75 25
Foster Care < < < < - 45 45 55
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 7 58 65 35
Female 7 60 67 33 7 59 66 34
Male 9 55 64 36 7 58 65 35
American Indian - 69 69 31 - 83 83 17
Asian 15 65 81 19 13 65 78 22
Black 4 57 61 39 4 57 62 38
Hispanic 3 47 50 50 2 49 52 48
Native Hawaiian 8 67 75 25 13 63 75 25
White 12 67 79 21 13 69 82 18
Multiple Races 13 65 77 23 10 63 73 27
Students with Disabilities 2 26 28 72 1 34 35 65
Students without Disabilities 8 61 69 31 8 62 69 31
Economically Disadvantaged 3 47 50 50 3 49 51 49
Not Economically Disadvantaged 10 63 74 26 10 66 76 24
English Learners - 11 11 89 - 14 14 86
Homeless < < < < - 35 35 65
Military Connected 11 67 78 22 11 67 79 21
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 48 53 47 9 63 72 28
Female 4 43 46 54 7 61 69 31
Male 6 53 59 41 11 64 76 24
American Indian < < 100 0
Asian < < < < 14 68 83 17
Black 7 29 36 64 6 57 63 37
Hispanic - 53 53 47 5 55 60 40
Native Hawaiian < < 100 0 < < < <
White 5 55 59 41 12 71 83 17
Multiple Races < < 100 0 6 51 57 43
Students with Disabilities < < < < 6 25 31 69
Students without Disabilities 5 52 57 43 9 64 73 27
Economically Disadvantaged < < < < 4 56 60 40
Not Economically Disadvantaged 4 51 55 45 12 66 77 23
English Learners < < < < - 17 17 83
Homeless < < < <
Military Connected 6 75 81 19 11 57 68 32
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 48 50 50 2 57 59 41
Female 2 45 47 53 1 55 56 44
Male 2 50 52 48 2 58 61 39
American Indian < < < <
Asian - 54 54 46 1 64 65 35
Black 2 35 36 64 1 51 51 49
Hispanic - 36 37 63 1 48 48 52
Native Hawaiian < < 100 0
White 4 69 73 27 4 75 80 20
Multiple Races 3 63 66 34 3 69 72 28
Students with Disabilities 1 34 34 66 - 29 29 71
Students without Disabilities 2 52 54 46 2 62 64 36
Economically Disadvantaged - 33 33 67 1 47 48 52
Not Economically Disadvantaged 3 57 60 40 3 67 70 30
English Learners - 18 18 82 - 15 15 85
Homeless < < < < - 35 35 65
Military Connected 7 67 73 27 5 72 77 23
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 51 70 30
Female 17 53 70 30
Male 21 50 71 29
American Indian 13 63 75 25
Asian 32 53 85 15
Black 15 50 65 35
Hispanic 10 48 59 41
Native Hawaiian 23 55 77 23
White 27 55 82 18
Multiple Races 24 51 75 25
Students with Disabilities 6 34 41 59
Students without Disabilities 21 53 74 26
Economically Disadvantaged 11 47 58 42
Not Economically Disadvantaged 25 54 80 20
English Learners 4 31 34 66
Homeless 3 42 45 55
Military Connected 26 54 80 20
Foster Care 4 35 39 61
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 27 30 70
Female 1 26 27 73
Male 4 28 32 68
American Indian < < < <
Asian 7 34 41 59
Black 5 33 39 61
Hispanic 1 16 17 83
Native Hawaiian < < 100 0
White 7 59 67 33
Multiple Races - 52 52 48
Students with Disabilities 1 16 17 83
Students without Disabilities 3 30 32 68
Economically Disadvantaged 1 18 19 81
Not Economically Disadvantaged 4 38 43 57
English Learners - 7 7 93
Homeless < < < <
Military Connected 5 53 58 42
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 67 33
Female 9 58 67 33
Male 11 56 67 33
American Indian - 76 76 24
Asian 20 62 82 18
Black 8 57 64 36
Hispanic 5 50 54 46
Native Hawaiian 22 61 83 17
White 16 65 81 19
Multiple Races 14 60 73 27
Students with Disabilities 2 35 38 62
Students without Disabilities 11 60 71 29
Economically Disadvantaged 5 48 53 47
Not Economically Disadvantaged 15 64 79 21
English Learners - 30 30 70
Homeless - 42 42 58
Military Connected 15 65 80 20
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44
Female 4 48 53 47
Male 9 51 60 40
American Indian < < < <
Asian 11 66 77 23
Black 4 44 49 51
Hispanic 4 39 43 57
Native Hawaiian < < < <
White 9 60 70 30
Multiple Races 3 53 56 44
Students with Disabilities 2 30 32 68
Students without Disabilities 7 52 58 42
Economically Disadvantaged 5 42 47 53
Not Economically Disadvantaged 8 55 63 37
English Learners - 18 18 82
Homeless - 36 36 64
Military Connected 6 53 60 40
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 53 53 47
Female < < < <
Male - 60 60 40
Asian < < < <
Black < < < <
Hispanic - 45 45 55
White < < < <
Students with Disabilities < < 100 0
Students without Disabilities - 47 47 53
Economically Disadvantaged < < < <
Not Economically Disadvantaged - 64 64 36
English Learners - 27 27 73
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 52 78 22
Female 24 54 78 22
Male 27 50 77 23
American Indian 36 36 73 27
Asian 44 45 89 11
Black 22 51 73 27
Hispanic 13 56 69 31
Native Hawaiian 20 60 80 20
White 36 51 87 13
Multiple Races 34 48 82 18
Students with Disabilities 6 36 43 57
Students without Disabilities 28 54 82 18
Economically Disadvantaged 14 53 67 33
Not Economically Disadvantaged 35 51 86 14
English Learners 1 26 26 74
Homeless 5 42 47 53
Military Connected 35 51 86 14
Foster Care 10 60 70 30
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 46 75 25
Female 26 47 73 27
Male 34 44 78 23
American Indian 20 60 80 20
Asian 42 45 88 13
Black 22 42 64 36
Hispanic 21 48 69 31
Native Hawaiian 33 42 75 25
White 38 46 84 16
Multiple Races 31 44 75 25
Students with Disabilities 14 34 48 52
Students without Disabilities 32 47 79 21
Economically Disadvantaged 18 45 63 37
Not Economically Disadvantaged 37 46 83 17
English Learners 13 47 60 40
Homeless 7 48 56 44
Military Connected 35 45 81 19
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division110560
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2019-20202020-20212021-2022
Pre-kindergarten1,6371,3731,622
Kindergarten6,2875,5676,119
Grade 16,6366,3036,218
Grade 26,8036,5116,401
Grade 36,7446,5956,614
Grade 46,8566,6216,701
Grade 57,0816,7416,637
Grade 66,9936,9536,734
Grade 77,2026,9196,976
Grade 87,2847,1556,959
Grade 97,6797,6708,098
Grade 107,4017,3937,352
Grade 116,6357,0086,703
Grade 127,0326,7687,001
Post Graduate--4
Total Students92,27089,57790,139

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

Fall Membership by Subgroups

2021 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2019-20202020-20212021-2022
All Students922708957790139
Female448594352643803
Male474114604846290
American Indian182170146
Asian844486599029
Black185291818717837
Hispanic326753200732628
Native Hawaiian198179189
White269472508724870
Multiple Races529552885440
Students with Disabilities117581148211560
Students without Disabilities805127809578579
Economically Disadvantaged384733558340024
Not Economically Disadvantaged537975399450115
English Learners237972481323419
Not English Learners684736476466720
Migrant143
Homeless212147321
Military Connected384238014121
Foster Care212866
< = 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 3331 2942 137 29 352 114
State 51257 36990 2117 702 4150 1952
Female Division 1852 1375 39 12 102 47
State 28271 16179 698 250 1329 759
Male Division 1479 1567 98 17 250 67
State 22980 20805 1419 452 2820 1193
American Indian Division 7 12 1 0 0 1
State 103 103 9 1 12 3
Asian Division 449 189 8 2 10 4
State 5775 1305 75 12 65 35
Black Division 643 683 51 3 47 36
State 7933 10581 774 148 1017 761
Hispanic Division 767 1149 43 6 259 52
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 1252 748 28 15 24 17
State 28757 16258 918 407 1095 755
Multiple Races Division 209 157 6 3 12 4
State 2685 1935 101 44 114 85
Students with Disabilities Division 52 481 137 6 79 0
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 772 1253 73 7 188 63
State 11820 19248 1270 371 2167 1346
English Learners Division 146 611 40 1 208 0
State 1281 4094 206 19 1532 67
Homeless Division 3 12 3 0 3 2
State 166 486 50 19 183 53
Military Connected Division 114 92 2 0 6 3
State 2252 1403 62 15 48 37
Foster Care Division < < < < 0 <
State 20 159 24 11 67 22
< = 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 Students6,9056,410936,439933525
Female3,4273,266953,278961023
Male3,4783,144903,161912507
American Indian212095209500
Asian6626469864898102
Black1,4631,377941,38094473
Hispanic2,2761,959861,9658625911
Native Hawaiian<<100<10000
White2,0842,028972,04398241
Multiple Races3913729537596123
Students with Disabilities75667089676897910
Economically Disadvantaged2,3562,098892,105891888
English Learners1,007797797987920821
Homeless2318781878313
Military Connected217208962089663
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken5,859 / 20.4%5,529 / 19.19%5,349 / 18.36%
Advanced Placement Course Enrollment6,167 / 21.48%6,145 / 21.32%5,956 / 20.44%
Dual Enrollment2,076 / 7.23%2,246 / 7.79%2,238 / 7.68%
Governor's School Enrollment100 / .35%97 / .34%109 / .37%
IB Course Enrollment797 / 2.78%844 / 2.93%659 / 2.26%
Senior Enrolled in IB Program49 / .17%47 / .16%41 / .14%

< = 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 StudentsDivision6,0684,37428
State86,21159,46331
FemaleDivision3,0782,37323
State43,37932,57925
MaleDivision2,9902,00133
State42,83226,88437
American IndianDivision221818
State22013539
AsianDivision58552211
State6,3805,55313
BlackDivision1,32495228
State18,49311,40838
HispanicDivision1,71298243
State10,7996,31841
Native HawaiianDivision131023
State1248234
WhiteDivision2,0641,63121
State46,06133,07628
Multiple RacesDivision34825926
State4,1342,89130
Students with DisabilitiesDivision46221653
State7,5273,57553
Economically DisadvantagedDivision2,0771,27439
State28,16915,21546
English LearnersDivision81141049
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
Industry CertificationDivision1,0407083,363
 State43,66051,68595,688
Workplace ReadinessDivision2,977662,111
 State26,62716,88543,413
Total Credentials EarnedDivision4,0178105,492
 State71,13171,189142,927
Students Earning One or More CredentialsDivision3,6996674,751
 State62,89960,992115,109
CTE CompletersDivision3,5283,2213,634
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
State LicensuresDivision-3618
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision--15
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$5,246$5,923$744
State$6,642$5,388$901
2019-2020Division$5,502$6,144$668
State$6,770$5,603$867
2020-2021Division$4,923$6,793$1,710
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students83,6884,02370,09618,618
Female41,0291,76133,9639,166
Male42,6422,26236,0979,434
American Indian15599645
Asian8,4372187,4711,583
Black16,85296714,3233,133
Hispanic29,2412,03723,0459,013
Native Hawaiian1761016128
White23,90855520,6373,833
Multiple Races4,9192274,363983
Students with Disabilities9,9799117,9812,905
Economically Disadvantaged33,8992,71728,83111,428
English Learners21,7751,50118,1135,952
Homeless257119285320
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 34
Disorderly or Disruptive Behavior Offenses 51
Other Offenses Against Persons 18
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 29
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.2
Asian9.22.69.71.2
Black20.137.120.319
Hispanic35.439.335.745.2
Native Hawaiian0.20.10.2
White29.215.62828.6
Multiple Races5.75.15.96
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian9.29.7
Black20.14520.3
Hispanic35.42535.7
Native Hawaiian0.20.2
White29.22028
Multiple Races5.7105.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian9.29.7
Black20.120.3
Hispanic35.435.7
Native Hawaiian0.20.2
White29.228
Multiple Races5.75.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 42.842.842.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 43.443.443.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 79.679.679.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 14.73 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 17.36 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202032%65%1%2%
2020-202133%65%1%1%
2021-202233%63%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian95%90%84%
Black91%83%84%
Hispanic80%82%84%
White95%86%84%
Economically Disadvantaged82%81%84%
English Learners70%74%84%
Students with Disabilities68%70%84%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students5%8%12%10%
Asian3%6