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Roanoke City Public Schools

General school information

Division: Roanoke City Public Schools
Division Number: 124
Address: 40 Douglass Avenue, NW Roanoke, VA 24012
Superintendent: Mrs. Verletta White
Region: 6
Division Website (opens new window)
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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 44 60 40
Female 19 47 66 34
Male 13 42 55 45
Asian 26 45 70 30
Black 8 43 51 49
Hispanic 9 46 55 45
White 28 45 73 27
Multiple Races 14 40 54 46
Students with Disabilities 18 16 34 66
Students without Disabilities 16 49 65 35
Economically Disadvantaged 9 41 50 50
Not Economically Disadvantaged 23 48 71 29
English Learners 2 17 19 81
Homeless 7 38 45 55
Foster Care 8 42 50 50
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 44 60 40
Female 17 48 65 35
Male 13 41 54 46
Black 7 42 49 51
Hispanic 10 46 56 44
White 26 47 74 26
Multiple Races 14 32 46 54
Students with Disabilities 17 14 31 69
Students without Disabilities 15 50 65 35
Economically Disadvantaged 9 41 50 50
Not Economically Disadvantaged 22 49 70 30
English Learners - 21 21 79
Homeless 6 43 49 51
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 44 61 39
Female 21 45 66 34
Male 14 43 57 43
Asian 23 42 65 35
Black 8 44 52 48
Hispanic 7 47 53 47
White 29 44 73 27
Multiple Races 15 48 64 36
Students with Disabilities 20 17 37 63
Students without Disabilities 17 48 65 35
Economically Disadvantaged 9 42 50 50
Not Economically Disadvantaged 25 47 72 28
English Learners 6 11 17 83
Homeless 10 30 40 60
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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 5 35 40 60
Female 12 67 79 21 4 35 39 61
Male 13 64 77 23 7 34 41 59
American Indian - 73 73 27 - 18 18 82
Asian 21 63 84 16 7 57 64 36
Black 7 64 71 29 3 26 29 71
Hispanic 11 70 81 19 2 33 35 65
Native Hawaiian < < 100 0 < < < <
White 20 66 87 13 10 46 56 44
Multiple Races 9 66 76 24 4 34 39 61
Students with Disabilities 16 38 55 45 12 14 26 74
Students without Disabilities 12 70 82 18 4 39 43 57
Economically Disadvantaged 9 65 73 27 3 30 33 67
Not Economically Disadvantaged 18 67 84 16 10 44 54 46
English Learners 4 66 70 30 1 23 24 76
Homeless 8 62 70 30 2 22 24 76
Military Connected < < < < < < 100 0
Foster Care 6 55 61 39 < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 62 78 22 6 31 37 63
Female 13 65 78 22 4 28 32 68
Male 19 59 78 22 8 34 41 59
American Indian < < 100 0 < < < <
Asian 16 68 84 16 3 51 54 46
Black 10 60 70 30 2 18 20 80
Hispanic 18 65 83 17 2 28 31 69
Native Hawaiian < < 100 0 < < < <
White 26 58 84 16 11 45 57 43
Multiple Races 6 76 82 18 13 40 53 47
Students with Disabilities 17 37 54 46 11 10 22 78
Students without Disabilities 16 67 83 17 5 35 40 60
Economically Disadvantaged 10 63 73 27 3 26 28 72
Not Economically Disadvantaged 24 61 85 15 13 42 55 45
English Learners 6 69 75 25 1 22 22 78
Homeless 2 64 67 33 - 21 21 79
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 82 18 9 36 46 54
Female 15 66 81 19 9 37 46 54
Male 21 61 82 18 10 36 46 54
American Indian < < < < < < < <
Asian 34 57 91 9 9 69 78 22
Black 11 61 72 28 2 27 30 70
Hispanic 15 68 84 16 4 37 41 59
White 28 63 92 8 21 42 63 37
Multiple Races 15 69 85 15 2 43 45 55
Students with Disabilities 17 39 56 44 6 17 23 77
Students without Disabilities 18 69 87 13 10 40 50 50
Economically Disadvantaged 14 65 78 22 4 35 39 61
Not Economically Disadvantaged 26 61 87 13 20 39 59 41
English Learners 8 67 75 25 - 34 34 66
Homeless 12 63 75 25 - 21 21 79
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 7 33 40 60
Female 18 64 81 19 6 33 39 61
Male 18 61 79 21 9 33 42 58
American Indian < < < < < < < <
Asian 41 48 90 10 17 46 63 38
Black 9 65 74 26 3 22 26 74
Hispanic 16 67 83 17 4 33 37 63
Native Hawaiian < < 100 0
White 30 58 88 12 16 49 65 35
Multiple Races 13 58 71 29 3 26 29 71
Students with Disabilities 15 40 55 45 13 11 24 76
Students without Disabilities 18 67 85 15 6 38 44 56
Economically Disadvantaged 12 64 76 24 4 27 31 69
Not Economically Disadvantaged 26 60 86 14 14 44 58 42
English Learners 1 66 67 33 2 11 14 86
Homeless 14 67 81 19 3 16 19 81
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 3 24 27 73
Female 11 65 76 24 2 23 25 75
Male 14 58 72 28 4 25 29 71
American Indian < < < <
Asian 27 62 89 11 10 48 59 41
Black 6 56 62 38 3 15 18 82
Hispanic 8 70 78 22 - 22 22 78
White 20 65 85 15 5 39 44 56
Multiple Races 15 64 79 21 - 18 18 82
Students with Disabilities 17 37 54 46 12 5 17 83
Students without Disabilities 11 66 78 22 1 28 29 71
Economically Disadvantaged 8 59 67 33 2 20 22 78
Not Economically Disadvantaged 18 65 84 16 5 36 41 59
English Learners - 56 56 44 2 5 7 93
Homeless 8 45 53 47 - 21 21 79
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 62 65 35 3 16 19 81
Female 3 64 67 33 2 14 16 84
Male 3 59 63 37 4 18 22 78
American Indian < < 100 0 < < < <
Asian - 63 63 37 5 45 50 50
Black 3 57 60 40 4 11 15 85
Hispanic 2 64 67 33 1 20 20 80
Native Hawaiian < < 100 0
White 4 71 75 25 4 20 24 76
Multiple Races - 48 48 52 - 13 13 88
Students with Disabilities 14 38 52 48 14 5 20 80
Students without Disabilities 1 66 67 33 - 18 19 81
Economically Disadvantaged 3 59 62 38 3 15 18 82
Not Economically Disadvantaged 4 66 69 31 3 19 22 78
English Learners - 48 48 52 3 9 11 89
Homeless 4 64 68 32 4 16 20 80
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 54 60 40 3 16 19 81
Female 5 55 61 39 2 17 19 81
Male 7 52 59 41 5 14 19 81
American Indian < < < <
Asian - 40 40 60 - 45 45 55
Black 5 52 57 43 4 11 16 84
Hispanic 7 54 62 38 2 10 13 87
White 9 61 70 30 3 24 27 73
Multiple Races 3 36 39 61 4 19 23 77
Students with Disabilities 19 17 36 64 15 6 22 78
Students without Disabilities 3 64 67 33 - 18 18 82
Economically Disadvantaged 7 52 59 41 3 14 17 83
Not Economically Disadvantaged 5 56 62 38 4 19 24 76
English Learners - 41 41 59 3 1 4 96
Homeless 7 53 60 40 5 10 15 85
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 81 90 10 2 60 61 39
Female 10 82 92 8 2 63 65 35
Male 8 81 88 12 2 56 58 42
American Indian < < < < < < 100 0
Asian 23 68 90 10 3 66 69 31
Black 4 83 86 14 1 54 55 45
Hispanic 8 90 98 2 - 63 63 37
White 14 78 92 8 4 64 68 32
Multiple Races 10 79 90 10 - 71 71 29
Students with Disabilities 2 65 67 33 - 47 47 53
Students without Disabilities 10 84 93 7 2 62 63 37
Economically Disadvantaged 5 83 88 12 1 55 56 44
Not Economically Disadvantaged 13 80 93 7 3 66 69 31
English Learners 9 85 93 7 - 56 56 44
Homeless 3 77 80 20 - 61 61 39
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 75 79 21 2 57 59 41
Female 5 74 79 21 1 57 58 42
Male 5 75 80 20 3 57 60 40
Asian 9 74 83 17 7 80 87 13
Black - 70 70 30 - 49 49 51
Hispanic 1 78 80 20 - 50 50 50
White 10 79 89 11 3 63 67 33
Multiple Races - 82 82 18 < < < <
Students with Disabilities - 38 38 63 - 13 13 87
Students without Disabilities 5 77 82 18 2 59 61 39
Economically Disadvantaged 3 68 71 29 1 49 51 49
Not Economically Disadvantaged 6 79 86 14 2 65 67 33
English Learners 2 60 62 38 < < < <
Homeless - 67 67 33 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 76 97 3 13 66 79 21
Female 23 72 95 5 11 69 80 20
Male 17 81 98 2 15 63 78 22
Asian 29 71 100 0 < < < <
Black 10 83 93 7 3 63 66 34
Hispanic 21 74 95 5 4 71 75 25
White 27 72 99 1 20 65 86 14
Multiple Races 13 87 100 0 < < 100 0
Students with Disabilities - 100 100 0 < < < <
Students without Disabilities 21 76 97 3 13 66 79 21
Economically Disadvantaged 11 83 94 6 3 69 71 29
Not Economically Disadvantaged 24 73 98 2 19 65 84 16
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < 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

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 75 25 6 40 45 55
Female 11 62 74 26 4 40 44 56
Male 14 61 75 25 7 39 46 54
American Indian < < 100 0 < < < <
Asian 21 60 80 20 6 54 61 39
Black 6 60 66 34 2 31 33 67
Hispanic 6 65 72 28 2 31 34 66
Native Hawaiian < < < < < < < <
White 23 63 86 14 12 54 66 34
Multiple Races 12 58 70 30 1 40 41 59
Students with Disabilities 14 33 47 53 9 15 24 76
Students without Disabilities 12 66 79 21 5 44 49 51
Economically Disadvantaged 7 61 67 33 2 34 36 64
Not Economically Disadvantaged 19 63 82 18 10 49 59 41
English Learners - 42 43 57 1 6 7 93
Homeless 5 48 53 47 5 16 22 78
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 55 72 28 8 28 36 64
Female 15 55 70 30 6 27 33 67
Male 18 54 73 27 9 29 38 62
American Indian < < 100 0 < < < <
Asian 39 36 75 25 17 38 54 46
Black 8 56 64 36 3 19 21 79
Hispanic 12 55 68 32 4 22 25 75
Native Hawaiian < < < <
White 32 53 85 15 18 44 62 38
Multiple Races 10 58 67 33 - 31 31 69
Students with Disabilities 16 26 42 58 10 12 22 78
Students without Disabilities 17 60 77 23 7 32 39 61
Economically Disadvantaged 9 56 65 35 3 24 27 73
Not Economically Disadvantaged 27 53 80 20 15 36 51 49
English Learners - 39 39 61 1 3 5 95
Homeless 5 53 58 42 6 12 18 82
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 54 64 36 3 33 36 64
Female 8 55 62 38 2 34 36 64
Male 11 54 65 35 4 32 36 64
American Indian < < < <
Asian - 64 64 36 - 61 61 39
Black 4 49 54 46 2 23 26 74
Hispanic 5 55 60 40 2 25 27 73
White 18 61 78 22 5 48 53 47
Multiple Races 12 44 56 44 - 32 32 68
Students with Disabilities 17 18 35 65 10 13 23 77
Students without Disabilities 8 61 69 31 1 37 38 62
Economically Disadvantaged 5 50 55 45 2 26 28 72
Not Economically Disadvantaged 15 59 74 26 3 45 49 51
English Learners - 17 17 83 1 1 3 97
Homeless 3 32 35 65 4 8 13 88
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 67 76 24 5 48 53 47
Female 8 70 78 22 3 50 53 47
Male 11 64 75 25 7 46 52 48
Asian 7 77 83 17 4 56 59 41
Black 3 62 65 35 1 40 40 60
Hispanic 3 81 84 16 1 39 40 60
White 17 68 85 15 11 60 72 28
Multiple Races 24 58 82 18 3 61 65 35
Students with Disabilities - 48 48 52 - 17 17 83
Students without Disabilities 11 69 80 20 5 52 57 43
Economically Disadvantaged 3 66 69 31 1 42 42 58
Not Economically Disadvantaged 15 68 83 17 10 56 66 34
English Learners - 51 51 49 - 11 11 89
Homeless 6 56 61 39 - 45 45 55
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 82 18 < < < <
Female 21 62 82 18 < < < <
Male 22 59 81 19 < < 100 0
Asian 64 18 82 18 < < 100 0
Black 5 66 71 29 < < < <
Hispanic 8 69 77 23
White 30 62 92 8 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 21 61 82 18 < < < <
Economically Disadvantaged 8 65 73 27 < < < <
Not Economically Disadvantaged 29 58 87 13 < < 100 0
English Learners < < 100 0
Homeless < < < < < < < <
Military Connected < < < <
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 79 89 11 6 59 66 34
Female 9 78 87 13 5 59 64 36
Male 10 80 90 10 8 59 67 33
American Indian < < 100 0
Asian 15 81 96 4 8 69 77 23
Black 2 82 84 16 - 53 54 46
Hispanic 2 82 84 16 4 59 63 37
White 19 76 95 5 12 64 77 23
Multiple Races - 78 78 22 6 50 56 44
Students with Disabilities - 66 66 34 - 30 30 70
Students without Disabilities 10 80 91 9 7 61 68 32
Economically Disadvantaged 5 80 84 16 1 58 59 41
Not Economically Disadvantaged 14 79 93 7 13 61 75 25
English Learners - 64 64 36 - 20 20 80
Homeless - 59 59 41 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

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

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

2018-20192020-2021
Division6028
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten554565636
Kindergarten1,1441,1461,004
Grade 11,1201,1551,088
Grade 21,0921,1281,076
Grade 31,0651,0841,069
Grade 41,0601,0641,045
Grade 51,1611,0561,045
Grade 61,0561,129997
Grade 79611,0671,099
Grade 89199691,053
Grade 91,0581,0901,062
Grade 10945962990
Grade 11842853900
Grade 12777781790
Total Students13,75414,04913,854

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students137541404913854
Female665168356720
Male710372147134
American Indian313335
Asian438447441
Black606959645953
Hispanic176821102187
Native Hawaiian131316
White485147314462
Multiple Races584751760
Students with Disabilities216722152204
Students without Disabilities115871183411650
Economically Disadvantaged707879978032
Not Economically Disadvantaged667660525822
English Learners174619011852
Not English Learners120081214812002
Homeless282296290
Military Connected11108
Foster Care6876106
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2020: All Students

Division

State

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

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

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

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

Status of the Students in the 2019-2020 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 289 446 78 0 104 8
State 50981 37565 2393 953 5062 1527
Female Division 163 193 30 0 34 3
State 28032 16195 772 327 1870 537
Male Division 126 253 48 0 70 5
State 22949 21370 1621 626 3192 990
Asian Division 16 14 0 0 2 0
State 5504 1382 99 13 87 34
Black Division 95 227 44 0 36 5
State 7857 10933 899 202 1084 601
Hispanic Division 27 57 2 0 28 1
State 5873 7010 283 119 2545 241
White Division 140 124 31 0 31 2
State 28901 16318 1003 543 1194 573
Multiple Races Division 11 24 1 0 7 0
State 2639 1760 97 71 138 70
Students with Disabilities Division 3 52 78 0 12 1
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 96 279 53 0 50 6
State 11627 19512 1409 505 2495 997
English Learners Division 14 54 4 0 25 1
State 1295 4669 241 28 2167 60
Homeless Division 5 14 4 0 7 0
State 183 628 54 22 301 49
Military Connected Division < < < < 0 <
State 2014 1262 47 21 39 14
Foster Care Division 1 3 7 0 3 0
State 23 186 32 21 88 20
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students925813888138810411
Female4233869138691348
Male50242785427857014
Asian323094309426
Black4073669036690369
Hispanic115867586752824
White32829590295903110
Multiple Races4336843684716
Students with Disabilities1461339113391128
Economically Disadvantaged48442888428885010
English Learners98727472742526
Homeless3023772377723
Military Connected<<100<10000
Foster Care1411791179321
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken638 / 17.61%494 / 13.41%410 / 10.96%
Advanced Placement Course Enrollment554 / 15.3%670 / 18.18%664 / 17.74%
Dual Enrollment405 / 11.18%410 / 11.13%408 / 10.9%
Governor's School Enrollment135 / 3.73%134 / 3.64%131 / 3.5%
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 StudentsDivision74640446
State86,21159,46231
FemaleDivision38022641
State43,37932,57825
MaleDivision36617851
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision231726
State6,3805,55313
BlackDivision33816053
State18,49311,40838
HispanicDivision753060
State10,8006,31841
WhiteDivision28117936
State46,06033,07528
Multiple RacesDivision281739
State4,1342,89130
Students with DisabilitiesDivision592459
State7,5273,57553
Economically DisadvantagedDivision35515955
State28,17015,21546
English LearnersDivision603443
State5,2972,82847
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision103-85
 State4,0955111,508
State LicensuresDivision1--
 State2,2313331,030
Industry CertificationDivision1,190338681
 State107,23443,66048,781
Workplace ReadinessDivision814--
 State44,897--
Total Credentials EarnedDivision2,108338766
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,348247642
 State126,04439,25445,542
Armed Services Vocational Aptitude Battery ExaminationDivision27123
 State1,317917295
CTE CompletersDivision346308258
 State42,22244,53939,042

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$5,049$6,601$1,705
State$6,462$5,219$867
2018-2019Division$5,362$6,891$1,699
State$6,642$5,388$901
2019-2020Division$4,715$7,086$1,620
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students11,1261,8919,3053,791
Female5,4208814,6731,711
Male5,7061,0104,6302,077
American Indian184268
Asian4072035860
Black4,7549743,6151,996
Hispanic1,5091921,494570
Native Hawaiian10066
White3,9185853,370885
Multiple Races510116436266
Students with Disabilities1,5493951,405669
Economically Disadvantaged6,0291,3865,4003,138
English Learners1,5951251,361503
Homeless359214173250
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 46
Disorderly or Disruptive Behavior Offenses 35
Other Offenses Against Persons 99
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 13
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.10.200.30.9
Asian3.20.53.20.83.2
Black44.173.242.570.64365.5
Hispanic12.95.6156.715.84.3
Native Hawaiian0.10.10.1
White35.316.233.717.132.218.1
Multiple Races4.24.45.34.85.511.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.3
Asian3.23.23.2
Black44.142.543
Hispanic12.91515.8
Native Hawaiian0.10.10.1
White35.333.732.2
Multiple Races4.25.35.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.3
Asian3.23.23.2
Black44.142.543
Hispanic12.91515.8
Native Hawaiian0.10.10.1
White35.333.732.2
Multiple Races4.25.35.5
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 96.396.496.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 41.847.447.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 71.876.976.9
< = 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: 12.78 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 14.97 : 1

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