Radford City Public Schools

General school information

Division: Radford City Public Schools
Division Number: 122
Address: 1612 Wadsworth St Radford, VA 24141
Superintendent: Mr. Robert Graham
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Belle Heth Elementary	Accredited
McHarg Elementary	Accredited
Middle Schools
John N. Dalton Intermediate	Accredited
High Schools
Radford High	Accredited

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	63	78	22	15	57	71	29
Female	17	60	77	23	16	58	74	26
Male	14	66	80	20	13	56	69	31
American Indian					<	<	<	<
Asian	8	92	100	0	25	52	78	22
Black	4	61	65	35	5	56	61	39
Hispanic	13	62	75	25	16	56	73	27
Native Hawaiian	<	<	<	<	<	<	<	<
White	18	64	82	18	16	57	74	26
Multiple Races	10	56	65	35	16	56	72	28
Students with Disabilities	7	38	45	55	3	36	39	61
Students without Disabilities	17	66	83	17	16	59	75	25
Economically Disadvantaged	8	60	67	33	9	54	63	37
Not Economically Disadvantaged	24	66	90	10	19	59	78	22
English Learners	<	<	<	<	-	25	25	75
Homeless	<	<	<	<	7	44	51	49
Military Connected	29	71	100	0	12	76	88	12
Foster Care					<	<	<	<
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	52	60	40	9	48	57	43
Female	12	46	58	42	10	51	62	38
Male	3	58	62	38	8	45	53	47
Asian	<	<	100	0	17	50	67	33
Black	-	36	36	64	2	47	49	51
Hispanic	10	60	70	30	5	32	36	64
Native Hawaiian	<	<	<	<	<	<	100	0
White	9	54	63	37	12	51	63	37
Multiple Races	7	50	57	43	-	47	47	53
Students with Disabilities	7	43	50	50	4	22	26	74
Students without Disabilities	8	53	61	39	10	51	60	40
Economically Disadvantaged	4	47	51	49	8	39	47	53
Not Economically Disadvantaged	15	60	75	25	11	57	67	33
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	-	18	18	82
Military Connected	<	<	100	0	<	<	<	<
Foster Care					<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	60	85	15	12	51	63	37
Female	20	63	83	17	15	51	66	34
Male	29	58	86	14	8	51	59	41
Asian	<	<	100	0	<	<	<	<
Black	13	67	80	20	-	52	52	48
Hispanic	<	<	<	<	27	60	87	13
Native Hawaiian					<	<	<	<
White	31	55	86	14	14	50	64	36
Multiple Races	8	69	77	23	9	50	59	41
Students with Disabilities	19	44	63	38	-	35	35	65
Students without Disabilities	25	63	88	12	13	54	67	33
Economically Disadvantaged	11	66	77	23	9	50	58	42
Not Economically Disadvantaged	39	54	93	7	14	53	67	33
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	68	81	19	13	61	74	26
Female	16	64	80	20	9	65	75	25
Male	10	72	82	18	16	57	73	27
Asian	<	<	100	0	36	45	82	18
Black	<	<	<	<	2	50	52	48
Hispanic	<	<	<	<	8	64	72	28
Native Hawaiian					<	<	<	<
White	17	69	86	14	16	63	79	21
Multiple Races	<	<	<	<	11	79	89	11
Students with Disabilities	15	38	54	46	4	39	43	57
Students without Disabilities	13	72	85	15	14	64	78	22
Economically Disadvantaged	9	62	72	28	5	63	67	33
Not Economically Disadvantaged	17	74	91	9	19	60	79	21
English Learners	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	100	0	10	80	90	10
Foster Care					<	<	<	<
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	66	83	17	14	55	69	31
Female	24	61	85	15	20	53	73	27
Male	9	72	81	19	9	56	65	35
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	5	70	75	25	8	55	63	38
Hispanic	<	<	<	<	14	52	67	33
White	20	66	85	15	15	56	71	29
Multiple Races	<	<	<	<	11	63	74	26
Students with Disabilities	-	36	36	64	4	32	36	64
Students without Disabilities	18	69	87	13	16	58	73	27
Economically Disadvantaged	7	67	74	26	10	49	60	40
Not Economically Disadvantaged	26	66	92	8	18	59	76	24
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	16	58	73	27
Female	9	72	81	19	17	56	73	27
Male	13	68	81	19	14	60	74	26
Asian					-	70	70	30
Black	-	64	64	36	7	59	66	34
Hispanic	<	<	<	<	25	56	81	19
White	14	71	84	16	16	59	75	25
Multiple Races	-	75	75	25	35	41	76	24
Students with Disabilities	-	32	32	68	-	21	21	79
Students without Disabilities	13	76	89	11	17	61	78	22
Economically Disadvantaged	4	65	69	31	10	55	65	35
Not Economically Disadvantaged	18	75	93	7	21	60	81	19
English Learners					<	<	<	<
Homeless	<	<	<	<	-	64	64	36
Military Connected	<	<	100	0	17	67	83	17
Foster Care					<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	61	74	26	11	62	73	27
Female	14	54	68	32	13	63	75	25
Male	11	67	78	22	9	61	70	30
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	-	47	47	53	6	59	65	35
Hispanic	<	<	<	<	21	63	84	16
Native Hawaiian					<	<	100	0
White	14	66	80	20	12	62	74	26
Multiple Races	14	36	50	50	4	67	71	29
Students with Disabilities	7	20	27	73	-	46	46	54
Students without Disabilities	13	66	79	21	12	64	75	25
Economically Disadvantaged	9	49	58	42	7	54	61	39
Not Economically Disadvantaged	15	72	87	13	13	67	81	19
English Learners	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	7	73	80	20
Foster Care					<	<	100	0
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	63	88	12	30	62	92	8
Female	25	60	85	15	31	63	95	5
Male	25	66	91	9	28	60	89	11
American Indian					<	<	100	0
Asian	<	<	100	0	54	46	100	0
Black	<	<	100	0	14	74	89	11
Hispanic	<	<	100	0	23	77	100	0
Native Hawaiian					<	<	100	0
White	25	64	89	11	29	62	91	9
Multiple Races	20	50	70	30	50	39	89	11
Students with Disabilities	-	54	54	46	12	59	71	29
Students without Disabilities	28	64	92	8	31	62	94	6
Economically Disadvantaged	11	70	80	20	17	74	90	10
Not Economically Disadvantaged	34	59	93	7	38	55	93	7
English Learners	<	<	100	0	<	<	100	0
Homeless	<	<	100	0	<	<	100	0
Military Connected					<	<	<	<
< = 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					13	52	65	35
Female					16	55	71	29
Male					11	47	58	42
American Indian					<	<	<	<
Asian					29	62	90	10
Black					14	46	59	41
Hispanic					7	64	71	29
White					13	53	66	34
Multiple Races					5	37	42	58
Students with Disabilities					-	22	22	78
Students without Disabilities					15	54	69	31
Economically Disadvantaged					9	47	56	44
Not Economically Disadvantaged					16	55	71	29
English Learners					<	<	<	<
Homeless					13	38	50	50
Military Connected					6	56	63	38
Foster Care					<	<	100	0
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	48	59	41
Female					11	53	64	36
Male					10	41	52	48
American Indian					<	<	<	<
Asian					<	<	<	<
Black					14	25	39	61
Hispanic					5	63	68	32
White					12	52	63	37
Multiple Races					6	33	39	61
Students with Disabilities					-	13	13	88
Students without Disabilities					12	52	63	37
Economically Disadvantaged					8	39	47	53
Not Economically Disadvantaged					13	54	66	34
English Learners					<	<	<	<
Homeless					10	30	40	60
Military Connected					8	50	58	42
Foster Care					<	<	100	0
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					21	63	84	16
Female					27	61	88	13
Male					11	66	77	23
American Indian					<	<	100	0
Asian					42	50	92	8
Black					13	78	91	9
Hispanic					<	<	<	<
White					18	59	77	23
Multiple Races					<	<	100	0
Students with Disabilities					<	<	100	0
Students without Disabilities					22	61	83	17
Economically Disadvantaged					14	68	81	19
Not Economically Disadvantaged					26	59	85	15
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
< = 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.

select test

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	8	57	66	34	7	54	61	39
Female	7	57	64	36	6	53	59	41
Male	9	58	67	33	8	54	62	38
American Indian	<	<	<	<	<	<	<	<
Asian	8	75	83	17	17	53	69	31
Black	2	46	48	52	1	43	45	55
Hispanic	11	56	68	32	6	53	59	41
Native Hawaiian	<	<	<	<	<	<	<	<
White	10	59	68	32	8	57	65	35
Multiple Races	1	63	64	36	4	56	60	40
Students with Disabilities	4	26	30	70	3	22	25	75
Students without Disabilities	9	62	71	29	7	57	65	35
Economically Disadvantaged	3	47	51	49	3	48	51	49
Not Economically Disadvantaged	14	68	82	18	10	58	69	31
English Learners	<	<	<	<	-	19	19	81
Homeless	-	25	25	75	-	34	34	66
Military Connected	15	70	85	15	8	55	62	38
Foster Care	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	64	71	29	5	46	51	49
Female	4	62	67	33	6	48	54	46
Male	10	65	75	25	5	44	49	51
Asian	<	<	100	0	8	58	67	33
Black	-	57	57	43	-	36	36	64
Hispanic	10	80	90	10	5	27	32	68
Native Hawaiian	<	<	<	<	<	<	<	<
White	9	61	70	30	7	53	60	40
Multiple Races	-	79	79	21	7	33	40	60
Students with Disabilities	-	50	50	50	-	26	26	74
Students without Disabilities	8	65	73	27	6	48	54	46
Economically Disadvantaged	-	60	60	40	4	37	41	59
Not Economically Disadvantaged	19	69	88	13	7	55	62	38
English Learners	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	-	18	18	82
Military Connected	<	<	100	0	<	<	<	<
Foster Care					<	<	<	<
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	68	77	23	5	49	53	47
Female	5	66	71	29	4	48	52	48
Male	14	69	83	17	6	50	55	45
Asian	<	<	100	0	<	<	<	<
Black	7	67	73	27	-	40	40	60
Hispanic	<	<	<	<	-	53	53	47
Native Hawaiian					<	<	<	<
White	10	68	78	22	7	49	56	44
Multiple Races	-	69	69	31	5	59	64	36
Students with Disabilities	-	50	50	50	3	18	21	79
Students without Disabilities	11	70	81	19	5	54	59	41
Economically Disadvantaged	5	61	66	34	-	48	48	52
Not Economically Disadvantaged	14	75	89	11	10	49	59	41
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	57	81	19	13	53	66	34
Female	22	55	76	24	8	53	60	40
Male	26	60	86	14	18	54	72	28
Asian	<	<	100	0	36	36	73	27
Black	<	<	<	<	5	39	43	57
Hispanic	<	<	<	<	12	56	68	32
Native Hawaiian					<	<	<	<
White	29	55	84	16	16	55	71	29
Multiple Races	<	<	<	<	-	79	79	21
Students with Disabilities	31	31	62	38	11	29	39	61
Students without Disabilities	23	61	84	16	13	56	70	30
Economically Disadvantaged	11	58	70	30	6	55	61	39
Not Economically Disadvantaged	38	56	94	6	19	52	70	30
English Learners	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	100	0	<	<	<	<
Foster Care					<	<	<	<
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	62	65	35	7	48	55	45
Female	5	59	64	36	8	48	56	44
Male	3	64	67	33	6	48	54	46
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	-	50	50	50	-	43	43	58
Hispanic	<	<	<	<	5	48	52	48
White	4	63	67	33	9	50	60	40
Multiple Races	<	<	<	<	-	53	53	47
Students with Disabilities	-	9	9	91	4	16	20	80
Students without Disabilities	4	66	71	29	7	52	59	41
Economically Disadvantaged	3	46	49	51	2	43	45	55
Not Economically Disadvantaged	5	79	84	16	11	52	62	38
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	20	70	90	10
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	54	60	40	3	54	57	43
Female	8	54	63	37	4	53	57	43
Male	4	54	57	43	3	55	58	42
Asian					<	<	<	<
Black	<	<	<	<	-	46	46	54
Hispanic	<	<	<	<	-	55	55	45
White	8	62	70	30	5	54	58	42
Multiple Races	-	38	38	63	7	53	60	40
Students with Disabilities	-	11	11	89	-	11	11	89
Students without Disabilities	7	63	70	30	4	58	62	38
Economically Disadvantaged	2	37	39	61	1	44	45	55
Not Economically Disadvantaged	12	75	86	14	6	65	72	28
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	54	56	44	5	58	64	36
Female	-	53	53	47	4	59	63	37
Male	3	56	59	41	7	58	65	35
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	-	24	24	76	3	48	52	48
Hispanic	<	<	<	<	5	68	73	27
White	1	56	57	43	7	60	67	33
Multiple Races	-	77	77	23	-	54	54	46
Students with Disabilities	-	13	13	87	-	22	22	78
Students without Disabilities	2	60	62	38	6	62	68	32
Economically Disadvantaged	2	39	41	59	4	52	56	44
Not Economically Disadvantaged	2	73	75	25	7	63	70	30
English Learners	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	-	55	55	45
Military Connected	<	<	100	0	7	40	47	53
Foster Care					<	<	100	0
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	50	55	45	9	63	73	27
Female	4	54	58	42	6	65	71	29
Male	7	46	53	47	12	62	74	26
Asian	<	<	<	<	<	<	<	<
Black	-	47	47	53	4	48	52	48
Hispanic	<	<	<	<	<	<	<	<
White	6	52	58	42	9	68	77	23
Multiple Races	<	<	<	<	13	69	81	19
Students with Disabilities	-	20	20	80	-	40	40	60
Students without Disabilities	6	55	61	39	10	66	76	24
Economically Disadvantaged	1	33	35	65	3	57	60	40
Not Economically Disadvantaged	8	64	72	28	14	68	81	19
English Learners	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	32	32	68	4	70	73	27
Female	-	42	42	58	7	52	59	41
Male	-	23	23	77	-	89	89	11
Asian	<	<	<	<	<	<	100	0
Black	<	<	<	<	-	70	70	30
Hispanic	<	<	<	<	<	<	<	<
Native Hawaiian	<	<	<	<	<	<	100	0
White	-	46	46	54	3	76	78	22
Multiple Races	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	-	35	35	65	4	71	75	25
Economically Disadvantaged	-	9	9	91	-	64	64	36
Not Economically Disadvantaged	-	50	50	50	5	71	76	24
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	58	88	12	10	87	97	3
Female	31	54	85	15	17	75	92	8
Male	31	62	92	8	5	95	100	0
Asian					<	<	100	0
Black	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0
Native Hawaiian					<	<	100	0
White	30	57	87	13	5	95	100	0
Multiple Races					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	100	0
Students without Disabilities	32	60	92	8	10	87	97	3
Economically Disadvantaged	<	<	100	0	-	100	100	0
Not Economically Disadvantaged	35	50	85	15	15	80	95	5
Homeless					<	<	100	0
Military Connected					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					13	47	60	40
Female					12	44	57	43
Male					14	50	64	36
Asian					17	39	56	44
Black					8	36	44	56
Hispanic					15	46	61	39
Native Hawaiian					<	<	<	<
White					14	50	64	36
Multiple Races					12	50	62	38
Students with Disabilities					5	18	23	77
Students without Disabilities					14	52	66	34
Economically Disadvantaged					9	44	53	47
Not Economically Disadvantaged					17	50	67	33
English Learners					<	<	<	<
Homeless					7	57	64	36
Military Connected					24	52	76	24
Foster Care					<	<	100	0
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<
Female					<	<	<	<
Male					<	<	<	<
Black					<	<	<	<
Hispanic					<	<	100	0
White					<	<	<	<
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					<	<	<	<
Economically Disadvantaged					<	<	<	<
Not Economically Disadvantaged					<	<	<	<
Military Connected					<	<	100	0
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	56	65	35
Female					5	51	56	44
Male					12	59	71	29
Asian					<	<	100	0
Black					-	29	29	71
Hispanic					<	<	<	<
Native Hawaiian					<	<	100	0
White					10	57	67	33
Multiple Races					7	71	79	21
Students with Disabilities					5	14	18	82
Students without Disabilities					10	63	73	27
Economically Disadvantaged					5	44	49	51
Not Economically Disadvantaged					11	63	75	25
Homeless					<	<	100	0
Military Connected					<	<	100	0
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<
Female					<	<	<	<
Male					<	<	100	0
White					<	<	<	<
Students with Disabilities					<	<	100	0
Students without Disabilities					<	<	<	<
Economically Disadvantaged					<	<	<	<
Not Economically Disadvantaged					<	<	100	0
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					3	59	62	38
Female					6	56	63	38
Male					-	61	61	39
Asian					<	<	<	<
Black					<	<	<	<
Hispanic					<	<	<	<
Native Hawaiian					<	<	100	0
White					-	67	67	33
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					3	65	68	32
Economically Disadvantaged					6	44	50	50
Not Economically Disadvantaged					-	75	75	25
English Learners					<	<	<	<
Military Connected					<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					18	55	73	27
Female					18	51	69	31
Male					18	58	77	23
Asian					<	<	<	<
Black					15	52	67	33
Hispanic					6	69	75	25
White					21	55	76	24
Multiple Races					15	56	70	30
Students with Disabilities					8	27	35	65
Students without Disabilities					19	58	78	22
Economically Disadvantaged					15	55	70	30
Not Economically Disadvantaged					20	55	75	25
Homeless					<	<	<	<
Military Connected					15	69	85	15
Foster Care					<	<	100	0
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	34	46	54
Female					12	34	46	54
Male					12	34	46	54
Asian					<	<	<	<
Black					6	25	31	69
Hispanic					20	20	40	60
Native Hawaiian					<	<	<	<
White					12	39	51	49
Multiple Races					14	32	45	55
Students with Disabilities					3	15	18	82
Students without Disabilities					13	37	50	50
Economically Disadvantaged					5	36	41	59
Not Economically Disadvantaged					19	32	52	48
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
< = 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

	2020-2021	2021-2022
Division	-	-
State	1,324	4,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	53	58	72
Kindergarten	292	93	125
Grade 1	213	105	103
Grade 2	192	125	111
Grade 3	202	241	362
Grade 4	200	255	256
Grade 5	173	245	257
Grade 6	211	229	265
Grade 7	197	255	185
Grade 8	212	266	283
Grade 9	180	158	464
Grade 10	156	190	470
Grade 11	121	212	400
Grade 12	118	269	337
Total Students	2,520	2,701	3,690

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	2520	2701	3690
Female	1249	1367	1941
Male	1271	1334	1749
American Indian	5	6	3
Asian	52	102	173
Black	344	404	665
Hispanic	196	184	321
Native Hawaiian	10	6	14
White	1714	1761	2273
Multiple Races	199	238	241
Students with Disabilities	211	293	365
Students without Disabilities	2309	2408	3325
Economically Disadvantaged	971	813	1596
Not Economically Disadvantaged	1549	1888	2094
English Learners	23	20	18
Not English Learners	2497	2681	3672
Homeless	15	13	19
Military Connected	126	75	35
Foster Care	8	6	3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

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

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

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

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

Status of the Students in the 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	121	136	4	0	7	3
	State	52168	36669	2129	747	5100	1879
Female	Division	69	78	3	0	6	1
	State	28664	15798	666	263	1813	760
Male	Division	52	58	1	0	1	2
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	8	4	0	0	0	0
	State	6086	1308	81	11	85	37
Black	Division	10	17	0	0	0	1
	State	8347	9965	765	162	1156	730
Hispanic	Division	8	7	0	0	1	1
	State	6301	7054	289	79	2275	395
White	Division	88	94	4	0	4	1
	State	28377	16228	880	440	1364	623
Multiple Races	Division	6	14	0	0	2	0
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	0	17	4	0	1	0
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	9	21	4	0	5	1
	State	12248	19244	1249	413	2860	1292
English Learners	Division	<	<	<	<	0	<
	State	1452	3819	261	24	1863	151
Homeless	Division	<	<	<	<	0	<
	State	183	581	38	11	180	54
Military Connected	Division	<	<	<	<	0	<
	State	2322	1295	41	17	46	26
< = 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 Students	271	261	96	261	96	7	3
Female	157	150	96	150	96	6	4
Male	114	111	97	111	97	1	1
American Indian	<	<	100	<	100	0	0
Asian	12	12	100	12	100	0	0
Black	28	27	96	27	96	0	0
Hispanic	17	15	88	15	88	1	6
White	191	186	97	186	97	4	2
Multiple Races	22	20	91	20	91	2	9
Students with Disabilities	22	21	96	21	96	1	5
Economically Disadvantaged	40	34	85	34	85	5	13
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
< = 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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	-	52 / 9.04%	-
Advanced Placement Course Enrollment	-	121 / 21.04%	-
Dual Enrollment	77 / 15.49%	116 / 20.17%	94 / 11.34%
Governor's School Enrollment	6 / 1.21%	6 / 1.04%	6 / .72%
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 Students	Division	117	92	21
	State	86,211	59,463	31
Female	Division	56	46	18
	State	43,379	32,579	25
Male	Division	61	46	25
	State	42,832	26,884	37
Black	Division	11	<	100
	State	18,493	11,408	38
Hispanic	Division	<	<	100
	State	10,799	6,318	41
White	Division	94	76	19
	State	46,061	33,076	28
Multiple Races	Division	<	<	100
	State	4,134	2,891	30
Students with Disabilities	Division	<	<	100
	State	7,527	3,575	53
Economically Disadvantaged	Division	37	22	41
	State	28,169	15,215	46
American Indian	Division	-	-	100
	State	220	135	39
Asian	Division	-	-	100
	State	6,380	5,553	13
Native Hawaiian	Division	-	-	100
	State	124	82	34
English Learners	Division	-	-	100
	State	5,296	2,828	47
< = 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
		2019-2020	2020-2021	2021-2022
Workplace Readiness	Division	123	81	102
	State	26,627	16,885	44,348
Total Credentials Earned	Division	123	81	102
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	123	81	102
	State	62,899	60,992	115,682
CTE Completers	Division	40	44	-
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	-	-
	State	333	1,077	1,236
Industry Certification	Division	-	-	-
	State	43,660	51,685	95,688
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	917	302	761

< = 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

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Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	68.5	69.2	54.9

Per-Pupil Spending

2021-2022 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
2018-2019	Division	$3,379	$6,759	$943
	State	$6,642	$5,388	$901
2019-2020	Division	$3,804	$7,017	$957
	State	$6,770	$5,603	$867
2020-2021	Division	$5,121	$7,182	$878
	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 Students	2,152	134	2,383	222
Female	1,073	62	1,222	102
Male	1,079	72	1,161	119
American Indian	<	<	<	<
Asian	42	3	96	3
Black	296	32	351	40
Hispanic	176	5	166	16
Native Hawaiian	<	<	<	<
White	1,476	76	1,547	147
Multiple Races	154	17	211	16
Students with Disabilities	166	31	239	46
Economically Disadvantaged	908	116	571	165
English Learners	21	3	15	5
Homeless	14	7	13	9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

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

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	<
Disorderly or Disruptive Behavior Offenses	19
Other Offenses Against Persons	13
Offenses Against Staff	<
Offenses Against Student	<

< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	-	-	0.2
Asian	0.7		2.1
Black	10.5	34.1	13.7	16.7
Hispanic	5.5	2.3	7.8	25
Native Hawaiian	0.1		0.4
White	74.7	59.1	68	41.7
Multiple Races	8.5	4.5	7.9	16.7
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian			0.2
Asian	0.7		2.1
Black	10.5		13.7
Hispanic	5.5		7.8
Native Hawaiian	0.1		0.4
White	74.7		68
Multiple Races	8.5		7.9
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	-	-	0.2
Asian	0.7		2.1
Black	10.5		13.7
Hispanic	5.5		7.8
Native Hawaiian	0.1		0.4
White	74.7		68
Multiple Races	8.5		7.9
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	44.8	44.8	44.8
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	45.4	45.4	45.4
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	68.8	68.8	68.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 19.76 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 13.87 : 1

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
2019-2020	40%	56%	1%	3%
2020-2021	40%	56%	1%	3%
2021-2022	43%	53%	1%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	71%	78%	75%	88%
Asian	74%	77%	91%	88%
Black	60%	61%	60%	88%
Hispanic	72%	76%	59%	88%
White	74%	81%	83%	88%
Multiple Races	70%	75%	81%	88%
Economically Disadvantaged	61%	67%	59%	88%
English Learners	50%	51%	47%	88%
Students with Disabilities	38%	43%	43%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	62%	74%	70%	85%
Asian	69%	72%	90%	85%
Black	48%	57%	51%	85%
Hispanic	60%	70%	53%	85%
White	66%	78%	79%	85%
Multiple Races	62%	75%	73%	85%
Economically Disadvantaged	51%	65%	52%	85%
English Learners	48%	55%	46%	85%
Students with Disabilities	26%	39%	40%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	65%
Asian	70%
Black	45%
Hispanic	71%
White	68%
Multiple Races	67%
Economically Disadvantaged	53%
English Learners	<
Students with Disabilities	30%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	<	90%	84%
Black	92%	82%	84%
Hispanic	<	82%	84%
White	92%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	84%	80%	84%
English Learners	<	71%	84%
Students with Disabilities	60%	65%	84%
Homeless	<	-	-
Foster Care	-	-	-

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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	9%	10%	13%	10%
Asian	3%	3%	10%	10%
Black	10%	9%	14%	10%
Hispanic	9%	11%	14%	10%
White	9%	10%	14%	10%
Multiple Races	7%	7%	15%	10%
Economically Disadvantaged	22%	19%	17%	10%
English Learners	25%	19%	13%	10%
Students with Disabilities	16%	18%	18%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	44%	50%	58%
English Learner Proficiency	11%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	8	18	44%
English Learner Proficiency	3	28	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	100%	-	99%	1%
Asian	97%	3%	100%	-	100%	-
Black	98%	2%	100%	-	99%	1%
Hispanic	99%	1%	100%	-	100%	-
White	99%	1%	100%	-	99%	1%
Multiple Races	99%	1%	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	98%	2%	100%	-	100%	-
English Learners	100%	-	100%	-	<	<
Students with Disabilities	99%	1%	100%	-	100%	-
Students without Disabilities	99%	1%	100%	-	100%	-
Female	98%	2%	100%	-	100%	-
Male	99%	1%	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	74%	68%
Asian	72%	72%
Black	66%	55%
Hispanic	76%	69%
White	76%	71%
Multiple Races	78%	72%
Economically Disadvantaged	68%	62%
English Learners	59%	57%
Students with Disabilities	49%	43%

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks