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Russell County Public Schools

General school information

Division: Russell County Public Schools
Division Number: 83
Address: 84 Dr. Lorraine C. Turner Drive Lebanon, VA 24266
Superintendent: Dr. Greg A Brown
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

+ View 2019 School Quality Indicator Reports

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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 12 76 88 12 6 61 67 33
Female 12 77 88 12 6 60 65 35
Male 12 75 87 13 6 62 68 32
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 10 90 100 0 27 36 64 36
White 12 76 88 12 6 61 67 33
Multiple Races 10 90 100 0 < < < <
Students with Disabilities 3 60 63 37 2 32 34 66
Students without Disabilities 14 79 92 8 7 65 72 28
Economically Disadvantaged 9 74 84 16 4 55 59 41
Not Economically Disadvantaged 16 78 94 6 9 70 79 21
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 70 88 12 13 50 62 38
Female 17 71 88 12 12 47 59 41
Male 19 68 88 12 13 52 65 35
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 18 70 88 12 12 50 62 38
Multiple Races < < 100 0
Students with Disabilities 8 51 59 41 3 26 29 71
Students without Disabilities 20 72 92 8 14 53 67 33
Economically Disadvantaged 15 71 86 14 8 45 53 47
Not Economically Disadvantaged 24 67 91 9 20 58 78 22
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 77 86 14 4 62 66 34
Female 7 80 87 13 4 62 66 34
Male 11 74 85 15 4 63 66 34
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 9 76 86 14 4 62 66 34
Students with Disabilities 2 56 58 42 3 35 38 62
Students without Disabilities 11 81 92 8 4 67 71 29
Economically Disadvantaged 8 75 83 17 3 54 57 43
Not Economically Disadvantaged 12 80 92 8 6 75 81 19
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 80 88 12 4 62 65 35
Female 9 83 91 9 4 66 70 30
Male 7 76 83 17 3 58 61 39
American Indian < < < <
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < < <
White 8 79 88 13 4 61 65 35
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 58 58 42 - 25 25 75
Students without Disabilities 9 83 92 8 4 67 71 29
Economically Disadvantaged 4 77 81 19 3 56 59 41
Not Economically Disadvantaged 13 83 96 4 4 70 73 27
Foster Care < < < <
Chemistry 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 < < 100 0
White < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
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 11 79 90 10 4 69 73 27
Female 13 76 88 12 3 63 66 34
Male 9 82 91 9 6 75 81 19
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < < <
White 10 80 90 10 5 69 74 26
Multiple Races < < 100 0 < < < <
Students with Disabilities 2 71 73 27 - 40 40 60
Students without Disabilities 13 81 94 6 5 72 77 23
Economically Disadvantaged 8 76 84 16 1 65 66 34
Not Economically Disadvantaged 15 84 99 1 9 74 83 17
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 64 87 13
Female 20 65 85 15
Male 26 63 90 10
Black < < < <
Hispanic < < < <
White 23 64 88 12
Multiple Races < < 100 0
Students with Disabilities 10 55 65 35
Students without Disabilities 26 66 92 8
Economically Disadvantaged 19 65 85 15
Not Economically Disadvantaged 29 63 92 8
English Learners < < < <
Military Connected < < 100 0
Foster Care < < < <
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 - 58 58 42
Female - 67 67 33
Male - 46 46 54
White - 57 57 43
Multiple Races < < 100 0
Students with Disabilities - 18 18 82
Students without Disabilities - 80 80 20
Economically Disadvantaged - 56 56 44
Not Economically Disadvantaged - 60 60 40
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 - 45 45 55
Female - 26 26 74
Male - 75 75 25
Hispanic < < 100 0
White - 43 43 57
Students with Disabilities < < < <
Students without Disabilities - 48 48 52
Economically Disadvantaged - 33 33 67
Not Economically Disadvantaged - 56 56 44
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 81 89 11
Female 6 81 87 13
Male 11 81 92 8
Black < < 100 0
Hispanic < < < <
White 8 81 89 11
Multiple Races < < 100 0
Students with Disabilities - 70 70 30
Students without Disabilities 10 83 93 7
Economically Disadvantaged 6 80 86 14
Not Economically Disadvantaged 11 84 95 5
Foster Care < < < <
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 25 64 89 11
Female 23 64 87 13
Male 28 63 90 10
White 25 64 89 11
Multiple Races < < 100 0
Students with Disabilities 4 56 59 41
Students without Disabilities 28 65 92 8
Economically Disadvantaged 22 62 84 16
Not Economically Disadvantaged 29 65 95 5
Military Connected < < 100 0
Foster Care < < 100 0
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 42 51 93 7
Female 37 55 92 8
Male 47 46 93 7
Black < < < <
Hispanic < < < <
White 43 51 94 6
Students with Disabilities 17 57 74 26
Students without Disabilities 47 49 96 4
Economically Disadvantaged 34 57 91 9
Not Economically Disadvantaged 55 41 96 4
English Learners < < < <
Military Connected < < 100 0
Foster Care < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed 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

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

2018-20192020-2021
Division--
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-kindergarten217183161
Kindergarten264301260
Grade 1280248262
Grade 2254253239
Grade 3261242235
Grade 4273246241
Grade 5293264238
Grade 6273294253
Grade 7260272289
Grade 8311281280
Grade 9254322276
Grade 10294249310
Grade 11292274233
Grade 12259286275
Total Students3,7853,7153,552

< = 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 Students378537153552
Female187918371770
Male190618781782
American Indian556
Asian873
Black252324
Hispanic373840
Native Hawaiian111
White368736183455
Multiple Races222323
Students with Disabilities540495487
Students without Disabilities324532203065
Economically Disadvantaged239923122106
Not Economically Disadvantaged138614031446
English Learners92121
Not English Learners377636943531
Homeless444
Military Connected11129
Foster Care191714
< = 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 104 177 4 1 13 6
State 50981 37565 2393 953 5062 1527
Female Division 65 69 1 0 6 1
State 28032 16195 772 327 1870 537
Male Division 39 108 3 1 7 5
State 22949 21370 1621 626 3192 990
Asian Division < < < < < <
State 5504 1382 99 13 87 34
White Division 103 176 4 1 12 6
State 28901 16318 1003 543 1194 573
Multiple Races Division < < < < 0 <
State 2639 1760 97 71 138 70
Students with Disabilities Division 1 30 4 0 7 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 32 125 3 0 10 5
State 11627 19512 1409 505 2495 997
English Learners Division < < < < < <
State 1295 4669 241 28 2167 60
Foster Care Division < < < < 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 Students3052859328694134
Female142135951359564
Male163150921519374
Asian<<<<<<<
White3022839428494124
Multiple Races<<100<10000
Students with Disabilities4235833583717
Economically Disadvantaged1751609116091106
English Learners<<<<<<<
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment3 / .27% - -
Dual Enrollment280 / 25.48%281 / 24.85%279 / 25.5%
Governor's School Enrollment - - -
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 StudentsDivision25917632
State86,21159,46231
FemaleDivision1299725
State43,37932,57825
MaleDivision1307939
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision<<100
State18,49311,40838
HispanicDivision<<100
State10,8006,31841
WhiteDivision25016932
State46,06033,07528
Students with DisabilitiesDivision291162
State7,5273,57553
Economically DisadvantagedDivision1105946
State28,17015,21546
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
Multiple RacesDivision--100
State4,1342,89130
English LearnersDivision--100
State5,2972,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision51824
 State4,0955111,508
State LicensuresDivision14-23
 State2,2313331,030
Industry CertificationDivision488264117
 State107,23443,66048,781
Workplace ReadinessDivision264--
 State44,897--
Total Credentials EarnedDivision771282164
 State158,45744,50451,319
Students Earning One or More CredentialsDivision573222134
 State126,04439,25445,542
CTE CompletersDivision182241217
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$2,385$7,099$1,363
State$6,462$5,219$867
2018-2019Division$2,196$7,499$1,433
State$6,642$5,388$901
2019-2020Division$1,970$7,896$1,596
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 Students3,0414973,268123
Female1,5012461,63159
Male1,5402511,63764
American Indian<<<<
Asian<<<<
Black223221
Hispanic275355
Native Hawaiian<<<<
White2,9654853,180117
Multiple Races182210
Students with Disabilities44510847033
Economically Disadvantaged1,7224031,985100
English Learners145182
Homeless<<<<
< = 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 <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Property Offenses <
Offenses Against Student <
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 Indian0.10.10.90.2
Asian0.20.20.1
Black0.70.60.90.79.1
Hispanic111.1
Native Hawaiian000
White97.410097.493.597.390.9
Multiple Races0.60.64.60.6
< = 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 Indian0.10.10.2
Asian0.20.20.1
Black0.70.60.7
Hispanic111.1
Native Hawaiian000
White97.410097.497.3
Multiple Races0.60.60.6
< = 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 Indian0.10.10.2
Asian0.20.20.1
Black0.70.60.7
Hispanic111.1
Native Hawaiian000
White97.497.497.3
Multiple Races0.60.60.6
< = 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 63.26464
< = 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 42.240.240.2
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 69.269.669.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 10.37 : 1

student 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: 10.1 : 1

student 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: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201960%35%0%5%
2019-202061%34%0%5%
2020-202162%33%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students92%84%84%
Asian<90%84%
Black-83%84%
Hispanic-82%84%
White92%86%84%
Economically Disadvantaged89%81%84%
English Learners<74%84%
Students with Disabilities70%70%84%

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

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%9%12%10%
Asian<10%10%10%
Black4%8%13%10%
Hispanic13%14%13%10%
White4%9%13%10%
Economically Disadvantaged5%12%15%10%
English Learners10%18%12%10%
Students with Disabilities7%13%16%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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency---

< = 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 Progress-
English Learner Proficiency---

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students95%95%92%
Asian<<<
Black100%100%<
Hispanic100%100%100%
White95%95%92%
Economically Disadvantaged94%94%91%
Not Economically Disadvantaged97%97%94%
English Learners<<<
Students with Disabilities93%88%86%
Students without Disabilities96%96%93%
Female96%96%92%
Male95%94%91%
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports

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​​​
Russell County Public Schools to top