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Roanoke County Public Schools

General school information

Division: Roanoke County Public Schools
Division Number: 80
Address: 5937 Cove Rd NW Roanoke, VA 24019-2403
Superintendent: Dr. Ken Nicely
Region: 6
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Map results may not reflect school division or attendance zone boundaries.

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College & Career Readiness

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Finance

Finance

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Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

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 17 60 78 22 17 65 82 18
Female 19 61 81 19 18 66 84 16
Male 16 60 75 25 15 65 80 20
American Indian < < < < < < 100 0
Asian 29 59 87 13 28 60 88 12
Black 9 53 62 38 8 59 66 34
Hispanic 10 56 67 33 11 64 75 25
Native Hawaiian < < < < < < 100 0
White 19 61 80 20 17 66 84 16
Multiple Races 11 63 74 26 16 64 81 19
Students with Disabilities 8 37 45 55 6 44 50 50
Students without Disabilities 19 65 84 16 19 69 88 12
Economically Disadvantaged 10 55 65 35 9 62 71 29
Not Economically Disadvantaged 21 63 84 16 20 66 86 14
English Learners 2 38 40 60 1 46 47 53
Homeless 10 62 71 29 4 48 52 48
Military Connected 13 69 82 18 13 77 89 11
Foster Care 8 42 50 50 4 52 56 44
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 58 72 28 14 68 81 19
Female 15 58 74 26 16 68 84 16
Male 12 58 70 30 12 67 79 21
Asian 18 74 92 8 25 56 81 19
Black 11 47 58 42 3 63 65 35
Hispanic 7 54 61 39 12 61 73 27
White 15 58 73 27 14 69 83 17
Multiple Races 4 70 73 27 14 73 86 14
Students with Disabilities 5 39 44 56 4 51 56 44
Students without Disabilities 16 62 78 22 16 71 87 13
Economically Disadvantaged 7 48 56 44 8 64 72 28
Not Economically Disadvantaged 17 63 80 20 17 69 86 14
English Learners - 49 49 51 4 50 54 46
Homeless < < 100 0 < < < <
Military Connected - 73 73 27 6 89 94 6
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 18 63 81 19
Female 23 59 82 18 19 62 81 19
Male 19 58 77 23 17 65 82 18
American Indian < < 100 0 < < 100 0
Asian 40 48 88 13 30 58 88 12
Black 12 44 56 44 8 55 63 37
Hispanic 14 48 62 38 9 76 85 15
White 22 60 83 17 20 62 82 18
Multiple Races 8 76 84 16 10 73 83 17
Students with Disabilities 8 38 46 54 6 48 54 46
Students without Disabilities 24 63 87 13 21 67 88 12
Economically Disadvantaged 11 59 70 30 11 63 73 27
Not Economically Disadvantaged 26 58 84 16 22 64 85 15
English Learners 3 46 49 51 - 62 62 38
Homeless < < 100 0
Military Connected 7 79 86 14 - 100 100 0
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 64 75 25 12 70 82 18
Female 13 65 77 23 13 72 85 15
Male 11 63 74 26 11 69 80 20
American Indian < < 100 0
Asian 15 63 77 23 18 69 88 12
Black 9 56 65 35 5 63 68 32
Hispanic 8 56 64 36 4 67 71 29
Native Hawaiian < < < < < < 100 0
White 12 65 77 23 14 71 85 15
Multiple Races 11 66 77 23 10 74 85 15
Students with Disabilities 7 34 40 60 4 41 45 55
Students without Disabilities 13 70 82 18 14 77 90 10
Economically Disadvantaged 5 58 63 37 6 67 74 26
Not Economically Disadvantaged 14 66 81 19 15 72 87 13
English Learners - 19 19 81 - 43 43 57
Homeless < < 100 0 < < 100 0
Military Connected 15 77 92 8 6 75 81 19
Foster Care < < < < < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 62 75 25 13 65 78 22
Female 16 62 78 22 15 66 80 20
Male 11 62 73 27 12 64 76 24
Asian 27 54 81 19 19 64 83 17
Black 6 52 59 41 7 57 64 36
Hispanic 3 65 68 32 12 57 69 31
Native Hawaiian < < 100 0
White 15 64 79 21 14 66 81 19
Multiple Races 13 54 67 33 10 62 72 28
Students with Disabilities 6 36 42 58 7 36 44 56
Students without Disabilities 15 67 82 18 15 70 84 16
Economically Disadvantaged 8 51 59 41 4 62 66 34
Not Economically Disadvantaged 16 67 83 17 18 66 84 16
English Learners 9 18 27 73 - 33 33 67
Homeless < < < < < < < <
Military Connected 13 67 80 20 31 63 94 6
Foster Care < < < < < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22 12 65 77 23
Female 16 65 81 19 16 63 80 20
Male 13 62 75 25 8 66 74 26
American Indian < < 100 0 < < 100 0
Asian 33 57 90 10 18 69 87 13
Black 7 59 66 34 9 51 60 40
Hispanic 14 56 69 31 4 63 67 33
White 15 64 80 20 13 67 80 20
Multiple Races 9 65 74 26 19 53 73 27
Students with Disabilities 6 37 43 57 4 41 44 56
Students without Disabilities 16 68 85 15 14 69 83 17
Economically Disadvantaged 8 59 67 33 7 58 65 35
Not Economically Disadvantaged 18 65 83 17 15 68 82 18
English Learners 6 35 41 59 6 22 28 72
Homeless < < < < < < < <
Military Connected 7 57 64 36 13 73 87 13
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 15 65 80 20
Female 18 63 82 18 15 69 84 16
Male 14 57 71 29 15 62 77 23
American Indian < < 100 0 < < 100 0
Asian 25 65 90 10 33 65 98 2
Black 6 47 54 46 9 57 66 34
Hispanic 12 53 66 34 13 66 79 21
Native Hawaiian < < 100 0 < < 100 0
White 18 62 80 20 15 66 81 19
Multiple Races 11 56 67 33 16 60 76 24
Students with Disabilities 10 29 39 61 7 38 45 55
Students without Disabilities 17 65 83 17 17 70 87 13
Economically Disadvantaged 9 54 63 37 8 60 68 32
Not Economically Disadvantaged 19 62 82 18 18 67 85 15
English Learners 8 25 33 67 - 63 63 37
Homeless < < < < < < < <
Military Connected 17 75 92 8 < < < <
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 58 89 11 31 60 91 9
Female 34 57 91 9 33 60 93 7
Male 28 58 86 14 29 61 90 10
American Indian < < 100 0
Asian 40 54 94 6 53 40 93 7
Black 17 64 81 19 13 66 79 21
Hispanic 19 63 81 19 24 58 81 19
White 33 57 90 10 32 61 93 7
Multiple Races 23 60 83 17 36 57 92 8
Students with Disabilities 15 48 63 37 9 56 65 35
Students without Disabilities 33 59 92 8 34 61 95 5
Economically Disadvantaged 20 58 78 22 21 63 84 16
Not Economically Disadvantaged 35 57 93 7 35 60 94 6
English Learners - 46 46 54 - 17 17 83
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 17 50 66 34
Female 19 53 72 28
Male 14 47 62 38
American Indian < < 100 0
Asian 36 53 89 11
Black 7 41 48 52
Hispanic 16 42 58 42
Native Hawaiian < < 100 0
White 17 52 69 31
Multiple Races 16 43 59 41
Students with Disabilities 2 21 23 77
Students without Disabilities 19 55 74 26
Economically Disadvantaged 8 43 51 49
Not Economically Disadvantaged 20 53 73 27
English Learners - 15 15 85
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 50 66 34
Female 19 53 72 28
Male 14 47 62 38
American Indian < < 100 0
Asian 36 53 89 11
Black 7 41 48 52
Hispanic 16 42 58 42
Native Hawaiian < < 100 0
White 17 52 69 31
Multiple Races 16 43 59 41
Students with Disabilities 2 21 23 77
Students without Disabilities 19 55 74 26
Economically Disadvantaged 8 43 51 49
Not Economically Disadvantaged 20 53 73 27
English Learners - 15 15 85
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 15 67 82 18
Female 10 61 71 29 15 68 82 18
Male 11 61 72 28 15 67 82 18
American Indian < < < < < < < <
Asian 28 60 88 12 35 57 91 9
Black 5 45 50 50 6 61 67 33
Hispanic 7 55 61 39 9 67 76 24
Native Hawaiian < < < < < < < <
White 10 63 74 26 15 69 84 16
Multiple Races 8 57 65 35 14 66 80 20
Students with Disabilities 6 33 40 60 4 47 52 48
Students without Disabilities 11 66 77 23 17 71 88 12
Economically Disadvantaged 5 53 58 42 8 65 73 27
Not Economically Disadvantaged 13 64 77 23 18 68 86 14
English Learners 3 42 45 55 2 59 62 38
Homeless 10 50 60 40 4 52 56 44
Military Connected 11 64 74 26 17 69 86 14
Foster Care 3 42 45 55 - 48 48 52
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 59 69 31 14 66 80 20
Female 9 56 65 35 11 67 78 22
Male 13 61 74 26 16 65 81 19
Asian 24 74 97 3 28 58 87 13
Black 4 32 36 64 5 54 59 41
Hispanic 6 52 58 42 7 69 76 24
White 12 60 72 28 14 68 82 18
Multiple Races 4 66 70 30 12 67 79 21
Students with Disabilities 5 32 37 63 5 44 49 51
Students without Disabilities 12 64 76 24 15 71 87 13
Economically Disadvantaged 3 51 54 46 7 64 71 29
Not Economically Disadvantaged 14 62 76 24 17 67 84 16
English Learners 2 58 60 40 2 64 66 34
Homeless < < < < < < < <
Military Connected 9 45 55 45 28 50 78 22
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 56 68 32 12 66 78 22
Female 11 56 67 33 10 67 77 23
Male 13 56 68 32 15 65 79 21
American Indian < < 100 0 < < 100 0
Asian 33 50 83 17 32 55 87 13
Black 6 34 40 60 7 43 49 51
Hispanic 8 40 48 52 9 59 68 32
White 12 60 72 28 13 69 81 19
Multiple Races - 58 58 42 7 77 83 17
Students with Disabilities 7 24 32 68 3 38 42 58
Students without Disabilities 13 63 76 24 14 72 87 13
Economically Disadvantaged 7 48 55 45 6 61 67 33
Not Economically Disadvantaged 14 59 73 27 16 68 84 16
English Learners 5 38 43 57 4 61 65 35
Homeless < < < <
Military Connected 7 57 64 36 8 77 85 15
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 65 35 15 63 78 22
Female 10 53 64 36 15 65 80 20
Male 11 54 65 35 15 62 76 24
American Indian < < 100 0
Asian 23 52 75 25 32 58 90 10
Black 4 33 38 62 5 54 59 41
Hispanic 8 50 58 42 10 58 68 32
Native Hawaiian < < 100 0 < < < <
White 11 56 67 33 16 65 80 20
Multiple Races 6 55 62 38 8 66 74 26
Students with Disabilities 8 25 34 66 3 36 39 61
Students without Disabilities 11 59 71 29 17 69 86 14
Economically Disadvantaged 5 43 48 52 7 60 66 34
Not Economically Disadvantaged 13 58 71 29 19 65 84 16
English Learners - 20 20 80 - 41 41 59
Homeless < < 100 0 < < < <
Military Connected 23 77 100 0 19 69 88 13
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 54 57 43 12 65 77 23
Female 4 52 56 44 11 65 76 24
Male 3 55 58 42 13 65 78 22
Asian 12 64 76 24 26 57 83 17
Black 1 42 43 57 4 54 58 42
Hispanic - 47 47 53 10 59 68 32
Native Hawaiian < < < <
White 4 57 60 40 12 68 81 19
Multiple Races 6 43 49 51 9 58 67 33
Students with Disabilities 4 28 32 68 4 49 53 47
Students without Disabilities 3 60 63 37 13 68 82 18
Economically Disadvantaged 2 42 44 56 7 60 67 33
Not Economically Disadvantaged 4 60 64 36 14 68 82 18
English Learners 7 14 21 79 - 50 50 50
Homeless < < < < < < < <
Military Connected - 36 36 64 14 64 79 21
Foster Care < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 60 69 31 14 64 78 22
Female 11 59 70 30 15 66 81 19
Male 8 60 68 32 14 63 76 24
American Indian < < < <
Asian 28 58 86 14 36 62 97 3
Black 5 44 49 51 7 54 61 39
Hispanic 7 54 61 39 7 71 78 22
White 9 62 72 28 15 65 80 20
Multiple Races 7 59 66 34 14 59 73 27
Students with Disabilities 5 28 34 66 6 38 45 55
Students without Disabilities 10 66 76 24 16 69 85 15
Economically Disadvantaged 7 50 57 43 6 60 67 33
Not Economically Disadvantaged 11 64 75 25 18 66 84 16
English Learners - 35 35 65 4 52 57 43
Homeless < < < < < < < <
Military Connected 12 65 76 24 15 77 92 8
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 57 60 40 6 69 74 26
Female 2 59 62 38 5 68 73 27
Male 4 55 59 41 6 70 76 24
Asian - 85 85 15 23 62 85 15
Black 3 47 50 50 2 66 68 32
Hispanic 4 52 57 43 8 69 76 24
Native Hawaiian < < 100 0
White 4 58 62 38 6 69 75 25
Multiple Races - 54 54 46 3 70 73 27
Students with Disabilities 7 33 41 59 3 52 55 45
Students without Disabilities 2 65 67 33 7 75 81 19
Economically Disadvantaged 2 57 59 41 5 69 73 27
Not Economically Disadvantaged 4 57 61 39 6 69 75 25
English Learners 8 50 58 42 - 76 76 24
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 71 84 16 20 74 94 6
Female 13 72 85 15 23 72 95 5
Male 13 71 84 16 17 76 94 6
American Indian < < 100 0 < < 100 0
Asian 35 62 96 4 46 52 98 2
Black 9 67 75 25 9 84 93 7
Hispanic 10 77 87 13 12 78 90 10
Native Hawaiian < < 100 0
White 12 73 85 15 20 74 95 5
Multiple Races 20 54 74 26 27 67 95 5
Students with Disabilities 4 60 63 37 2 74 76 24
Students without Disabilities 15 73 88 12 23 74 97 3
Economically Disadvantaged 8 68 76 24 11 81 92 8
Not Economically Disadvantaged 15 72 88 12 25 71 95 5
English Learners 5 68 74 26 5 81 86 14
Homeless < < < < < < < <
Military Connected 7 79 86 14 19 81 100 0
Foster Care < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 76 91 9 22 72 94 6
Female 15 76 91 9 22 74 96 4
Male 14 76 91 9 21 70 91 9
American Indian < < 100 0
Asian 50 46 96 4 42 58 100 0
Black 9 61 70 30 20 70 90 10
Hispanic 10 70 80 20 13 76 89 11
Native Hawaiian < < 100 0
White 13 79 92 8 21 73 94 6
Multiple Races 20 75 95 5 25 60 85 15
Students with Disabilities 17 50 67 33 13 43 57 43
Students without Disabilities 15 77 92 8 22 73 95 5
Economically Disadvantaged 8 80 88 13 18 71 89 11
Not Economically Disadvantaged 16 75 92 8 23 72 95 5
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 73 94 6 32 67 99 1
Female 20 74 94 6 40 60 100 0
Male 21 72 94 6 25 73 98 2
Asian 25 75 100 0 56 44 100 0
Black < < < < 10 90 100 0
Hispanic 9 64 73 27 < < 100 0
White 22 72 94 6 31 67 99 1
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 21 73 94 6 32 67 99 1
Economically Disadvantaged 4 81 85 15 22 78 100 0
Not Economically Disadvantaged 23 72 95 5 33 66 99 1
Military Connected < < 100 0 < < 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 9 60 70 30 15 64 78 22
Female 8 61 69 31 13 64 78 22
Male 11 60 71 29 16 63 79 21
American Indian < < < < < < < <
Asian 22 62 84 16 23 66 89 11
Black 4 46 49 51 6 51 57 43
Hispanic 5 52 57 43 11 57 67 33
Native Hawaiian < < < < < < < <
White 10 63 73 27 15 66 81 19
Multiple Races 8 55 63 37 12 64 76 24
Students with Disabilities 5 31 35 65 4 39 43 57
Students without Disabilities 10 65 76 24 16 68 84 16
Economically Disadvantaged 3 50 53 47 7 60 67 33
Not Economically Disadvantaged 12 65 76 24 18 66 83 17
English Learners 1 15 17 83 - 37 37 63
Homeless - 30 30 70 8 25 33 67
Military Connected 13 65 77 23 14 72 86 14
Foster Care 4 29 33 67 11 39 50 50
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 56 44 21 54 74 26
Female 8 46 54 46 20 54 74 26
Male 10 47 57 43 21 54 75 25
American Indian < < 100 0
Asian 31 44 75 25 28 52 80 20
Black 4 33 38 62 8 44 52 48
Hispanic 5 38 43 57 9 51 60 40
Native Hawaiian < < < < < < 100 0
White 9 49 58 42 23 55 78 22
Multiple Races 4 43 47 53 18 56 74 26
Students with Disabilities 6 21 28 73 6 29 34 66
Students without Disabilities 10 51 61 39 24 59 83 17
Economically Disadvantaged 3 32 36 64 10 53 63 37
Not Economically Disadvantaged 12 53 64 36 25 54 80 20
English Learners - 17 17 83 - 29 29 71
Homeless < < 100 0 < < 100 0
Military Connected 23 46 69 31 25 56 81 19
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 72 28 12 63 75 25
Female 7 63 70 30 11 63 73 27
Male 9 64 73 27 14 62 76 24
American Indian < < 100 0 < < 100 0
Asian 13 75 88 13 28 68 96 4
Black 3 47 50 50 7 52 59 41
Hispanic 7 53 60 40 14 53 67 33
Native Hawaiian < < 100 0 < < < <
White 9 66 75 25 12 65 76 24
Multiple Races 4 54 57 43 10 62 72 28
Students with Disabilities 6 32 38 62 5 36 41 59
Students without Disabilities 9 69 77 23 14 68 81 19
Economically Disadvantaged 3 53 57 43 5 55 60 40
Not Economically Disadvantaged 10 68 78 22 15 65 81 19
English Learners 8 8 15 85 - 38 38 62
Homeless < < < < < < < <
Military Connected 9 82 91 9 < < < <
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 64 76 24 15 66 81 19
Female 12 67 79 21 14 68 82 18
Male 12 62 74 26 15 65 80 20
American Indian < < < < < < < <
Asian 35 59 94 6 18 66 84 16
Black 3 51 53 47 7 54 61 39
Hispanic 7 55 62 38 8 61 69 31
White 12 67 78 22 16 68 84 16
Multiple Races 16 63 78 22 14 64 77 23
Students with Disabilities 1 31 32 68 1 41 41 59
Students without Disabilities 13 68 82 18 16 70 86 14
Economically Disadvantaged 5 55 59 41 7 63 70 30
Not Economically Disadvantaged 14 67 82 18 17 68 85 15
English Learners < < < < - 38 38 63
Homeless < < < < < < < <
Military Connected < < < < 23 69 92 8
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 50 80 20 < < 100 0
Female < < < < < < 100 0
Male < < < < < < 100 0
Asian < < 100 0
Hispanic < < < < < < 100 0
White < < < < < < 100 0
Students without Disabilities 30 50 80 20 < < 100 0
Not Economically Disadvantaged 30 50 80 20 < < 100 0
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 11 72 83 17
Female 6 67 73 27 10 72 82 18
Male 10 66 76 24 12 71 83 17
American Indian < < 100 0 < < 100 0
Asian 6 75 80 20 18 78 96 4
Black 3 50 53 47 3 54 56 44
Hispanic 1 63 64 36 11 61 73 27
Native Hawaiian < < 100 0
White 9 69 78 22 12 75 87 13
Multiple Races 9 58 68 32 8 71 80 20
Students with Disabilities 1 39 40 60 2 51 53 47
Students without Disabilities 9 71 80 20 12 75 87 13
Economically Disadvantaged 2 60 61 39 6 68 74 26
Not Economically Disadvantaged 10 69 79 21 13 73 87 13
English Learners - 15 15 85 - 53 53 47
Homeless < < < < < < < <
Military Connected 11 61 72 28 - 92 92 8
Foster Care - 40 40 60 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 23 55 79 21
Female 19 57 76 24
Male 27 53 80 20
American Indian < < 100 0
Asian 43 54 98 2
Black 10 46 56 44
Hispanic 17 53 70 30
Native Hawaiian < < < <
White 25 56 81 19
Multiple Races 15 58 73 27
Students with Disabilities 9 39 48 52
Students without Disabilities 26 58 84 16
Economically Disadvantaged 12 55 67 33
Not Economically Disadvantaged 28 55 84 16
English Learners 2 54 56 44
Homeless < < < <
Military Connected 17 67 83 17
Foster Care - 25 25 75
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 41 45 55
Female < < < <
Male 7 29 36 64
Black < < < <
Hispanic < < < <
White 8 54 62 38
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 6 50 56 44
Economically Disadvantaged < < < <
Not Economically Disadvantaged 8 46 54 46
English Learners < < 100 0
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 70 85 15
Female 13 72 85 15
Male 17 67 84 16
American Indian < < 100 0
Asian 32 68 100 0
Black 7 55 62 38
Hispanic 15 59 74 26
Native Hawaiian < < 100 0
White 15 72 88 12
Multiple Races 7 59 66 34
Students with Disabilities 8 44 52 48
Students without Disabilities 16 72 88 12
Economically Disadvantaged 9 68 78 22
Not Economically Disadvantaged 17 70 87 13
English Learners < < < <
Homeless < < < <
Military Connected - 100 100 0
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 32 36 64
Female - 38 38 62
Male 10 24 33 67
Black < < < <
Hispanic < < < <
White 7 38 45 55
Multiple Races < < < <
Students with Disabilities - 10 10 90
Students without Disabilities 5 38 43 57
Economically Disadvantaged - 13 13 88
Not Economically Disadvantaged 6 42 48 52
Military Connected < < 100 0
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 61 64 36
Female 1 57 58 42
Male 4 64 68 32
Asian - 93 93 7
Black - 42 42 58
Hispanic - 54 54 46
White 3 65 68 32
Multiple Races - 62 62 38
Students with Disabilities 2 41 43 57
Students without Disabilities 2 68 70 30
Economically Disadvantaged - 53 53 47
Not Economically Disadvantaged 4 68 71 29
English Learners - 50 50 50
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 51 81 19
Female 26 53 78 22
Male 33 50 83 17
American Indian < < 100 0
Asian 45 50 95 5
Black 18 52 70 30
Hispanic 19 53 72 28
Native Hawaiian < < < <
White 31 51 82 18
Multiple Races 22 57 79 21
Students with Disabilities 7 40 47 53
Students without Disabilities 33 53 87 13
Economically Disadvantaged 15 54 69 31
Not Economically Disadvantaged 35 50 86 14
English Learners - 47 47 53
Homeless < < 100 0
Military Connected < < < <
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 45 80 20
Female 26 51 76 24
Male 44 40 84 16
American Indian < < 100 0
Asian 70 30 100 0
Black 10 39 49 51
Hispanic 29 51 80 20
White 37 45 82 18
Multiple Races 20 63 83 17
Students with Disabilities 15 37 52 48
Students without Disabilities 39 47 86 14
Economically Disadvantaged 19 49 69 31
Not Economically Disadvantaged 42 44 85 15
English Learners < < < <
Homeless < < < <
Military Connected 46 38 85 15
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division516
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten355364342
Kindergarten882934894
Grade 1884904959
Grade 2962860902
Grade 3912991902
Grade 49599231,025
Grade 51,040971958
Grade 61,0491,0791,041
Grade 71,1051,0711,089
Grade 81,1281,1461,100
Grade 91,2031,2671,231
Grade 101,1261,1701,217
Grade 111,0351,0571,109
Grade 121,0529941,050
Total Students13,69213,73113,819

< = 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 2020-20212021-20222022-2023
All Students136921373113819
Female658466116644
Male710871127168
American Indian161317
Asian600597600
Black104610781135
Hispanic96510251111
Native Hawaiian776
White103151024110142
Multiple Races743770808
Students with Disabilities221122172291
Students without Disabilities114811151411528
Economically Disadvantaged381943204863
Not Economically Disadvantaged987394118956
English Learners511579671
Not English Learners131811315213148
Homeless312326
Military Connected170175191
Foster Care526255
< = 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 569 419 25 10 40 7
State 52170 36661 2122 745 5113 1898
Female Division 317 187 4 3 11 2
State 28666 15796 664 262 1814 769
Male Division 252 231 21 7 29 5
State 23482 20836 1455 483 3297 1128
Asian Division 45 10 0 0 1 0
State 6086 1308 80 10 86 38
Black Division 31 24 5 0 4 3
State 8348 9965 761 162 1156 732
Hispanic Division 18 28 2 0 6 0
State 6301 7052 288 78 2283 404
White Division 452 330 16 9 25 3
State 28378 16223 879 440 1367 628
Multiple Races Division 23 27 2 1 4 1
State 2870 1987 106 54 196 88
Students with Disabilities Division 11 76 25 2 9 0
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 87 166 13 5 19 5
State 12249 19238 1246 413 2873 1301
English Learners Division 6 12 0 0 7 0
State 1453 3818 259 23 1873 155
Homeless Division < < < < < <
State 183 580 38 11 180 55
Military Connected Division < < < < 0 <
State 2323 1295 41 16 47 26
Foster Care Division < < < < < <
State 22 161 31 10 65 15
< = 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 Students1,0701,013951,02396404
Female5245089751198112
Male5455049351194295
Asian565598559812
Black676090609046
Hispanic5448894889611
White8357989680797253
Multiple Races585290539147
Students with Disabilities123112911149397
Economically Disadvantaged2952669027192196
English Learners2518721872728
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken310 / 7%408 / 9.24%536 / 11.94%
Advanced Placement Course Enrollment1,280 / 28.92%1,190 / 26.95%1,135 / 25.29%
Dual Enrollment910 / 20.56%787 / 17.83%770 / 17.16%
Governor's School Enrollment50 / 1.13%53 / 1.2%53 / 1.18%
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 StudentsDivision1,01974027
State86,21159,46331
FemaleDivision49138721
State43,37932,57925
MaleDivision52835333
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision494312
State6,3805,55313
BlackDivision634135
State18,49311,40838
HispanicDivision463133
State10,7996,31841
WhiteDivision80158227
State46,06133,07628
Multiple RacesDivision594327
State4,1342,89130
Students with DisabilitiesDivision1004357
State7,5273,57553
Economically DisadvantagedDivision28217040
State28,16915,21546
English LearnersDivision211529
State5,2962,82847
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
2019-20202020-20212021-2022
State LicensuresDivision61423
 State3331,0771,236
Industry CertificationDivision6658861,223
 State43,66051,68595,688
Workplace ReadinessDivision21784247
 State26,62716,88544,348
Total Credentials EarnedDivision8889841,493
 State71,13171,189143,862
Students Earning One or More CredentialsDivision7959451,305
 State62,89960,992115,682
CTE CompletersDivision699647661
 State44,53942,30344,149
NOCTI AssessmentsDivision---
 State5111,5422,590
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$4,825$5,743$526
State$6,642$5,388$901
2019-2020Division$4,974$5,967$556
State$6,770$5,603$867
2020-2021Division$5,244$6,276$954
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 Students12,58169511,5301,817
Female6,0683355,570881
Male6,5133605,959936
American Indian151112
Asian5631553251
Black95058900166
Hispanic86357840161
Native Hawaiian<<<<
White9,5085098,6241,319
Multiple Races67555617117
Students with Disabilities1,8711651,677405
Economically Disadvantaged3,6763293,400933
English Learners4953249894
Homeless4152220
< = 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 43
Disorderly or Disruptive Behavior Offenses 68
Other Offenses Against Persons 47
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 20
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian4.41.24.40.8
Black7.318.87.617.5
Hispanic6.54.277.5
Native Hawaiian0.10.1
White76.664.875.364.2
Multiple Races5.1115.410
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian4.44.4
Black7.37.6
Hispanic6.51007
Native Hawaiian0.10.1
White76.675.3
Multiple Races5.15.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian4.44.4
Black7.37.6
Hispanic6.57
Native Hawaiian0.10.1
White76.675.3
Multiple Races5.15.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 29.929.929.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 37.237.237.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 68.968.968.9
< = 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: 12.46 : 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: 12.18 : 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

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
2019-202043%55%1%1%
2020-202142%56%1%1%
2021-202244%54%1%1%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%83%--
Asian87%90%--
Black66%68%--
Hispanic75%77%--
White83%85%--
Multiple Races80%80%--
Economically Disadvantaged71%74%--
English Learners65%69%--
Students with Disabilities49%53%--

< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%87%--
Asian92%95%--
Black66%73%--
Hispanic77%82%--
White84%88%--
Multiple Races80%84%--
Economically Disadvantaged73%79%--
English Learners75%80%--
Students with Disabilities50%59%--

< = 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 GroupCurrent Rate
All Students74%
Asian90%
Black55%
Hispanic63%
White77%
Multiple Races72%
Economically Disadvantaged60%
English Learners60%
Students with Disabilities37%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian96%90%84%
Black89%82%84%
Hispanic95%82%84%
White95%86%84%
Multiple Races95%89%84%
Economically Disadvantaged90%80%84%
English Learners88%71%84%
Students with Disabilities74%65%84%
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The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%9%13%10%
Asian9%6%10%10%
Black16%11%14%10%
Hispanic16%11%14%10%
White13%9%14%10%
Multiple Races16%16%15%10%
Economically Disadvantaged22%15%17%10%
English Learners16%11%13%10%
Students with Disabilities19%14%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress55%50%58%
English Learner Proficiency11%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress15327855%
English Learner Proficiency4642511%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%98%2%
Asian98%2%100%-99%1%
Black99%1%99%1%97%3%
Hispanic99%1%99%1%97%3%
White99%1%99%1%99%1%
Multiple Races98%2%99%1%97%3%
Economically Disadvantaged99%1%99%1%97%3%
Not Economically Disadvantaged99%1%99%1%100%-
English Learners100%-100%-98%2%
Students with Disabilities99%1%99%1%95%5%
Students without Disabilities99%1%99%1%100%-
Female99%1%99%1%100%-
Male99%1%99%1%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 GroupGrowth English ReadingGrowth Mathematics
All Students87%90%
Asian92%95%
Black78%81%
Hispanic86%86%
White88%91%
Multiple Races88%89%
Economically Disadvantaged82%85%
English Learners81%86%
Students with Disabilities70%73%

< = 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.

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​​​
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