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Salem City Public Schools

General school information

Division: Salem City Public Schools
Division Number: 139
Address: 510 South College Ave Salem, VA 24153-5054
Superintendent: Dr. Curtis Hicks
Region: 6
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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing 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

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 69 82 18 6 55 60 40
Female 12 73 85 15 5 57 62 38
Male 13 66 80 20 6 53 59 41
American Indian < < 100 0 < < < <
Asian 24 71 95 5 10 71 80 20
Black 4 69 72 28 1 37 38 62
Hispanic 11 64 75 25 2 50 51 49
Native Hawaiian < < 100 0 < < < <
White 15 70 84 16 7 59 66 34
Multiple Races 8 69 77 23 7 51 57 43
Students with Disabilities 6 42 48 52 6 25 31 69
Students without Disabilities 14 74 88 12 6 60 66 34
Economically Disadvantaged 5 67 72 28 2 41 43 57
Not Economically Disadvantaged 17 71 88 12 8 63 72 28
English Learners 3 57 59 41 - 32 32 68
Homeless - 81 81 19 < < < <
Military Connected 4 87 91 9 - 57 57 43
Foster Care - 40 40 60 6 39 44 56
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 24 63 86 14 7 53 60 40
Female 21 65 87 13 2 52 53 47
Male 26 60 86 14 12 55 67 33
Asian < < < < < < < <
Black 3 73 76 24 - 28 28 72
Hispanic 11 68 79 21 - 48 48 52
Native Hawaiian < < 100 0 < < < <
White 29 60 89 11 10 60 69 31
Multiple Races < < < < - 50 50 50
Students with Disabilities 7 61 68 32 3 40 43 58
Students without Disabilities 27 63 90 10 7 56 63 37
Economically Disadvantaged 10 68 78 22 3 36 39 61
Not Economically Disadvantaged 33 59 92 8 10 66 75 25
English Learners - 54 54 46 - 45 45 55
Homeless < < 100 0 < < < <
Foster Care < < < < < < < <
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 19 64 83 17 11 57 68 32
Female 19 68 87 13 11 60 71 29
Male 19 60 79 21 11 54 65 35
Asian < < 100 0 < < 100 0
Black 10 71 81 19 6 32 38 62
Hispanic 6 72 78 22 - 55 55 45
White 22 62 83 17 13 61 74 26
Multiple Races 13 63 75 25 9 82 91 9
Students with Disabilities 5 37 42 58 20 29 49 51
Students without Disabilities 22 70 92 8 9 62 72 28
Economically Disadvantaged 5 69 74 26 1 46 47 53
Not Economically Disadvantaged 27 61 88 12 17 63 80 20
English Learners - 72 72 28 - 33 33 67
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 70 88 12 8 55 63 37
Female 20 70 90 10 8 55 64 36
Male 17 70 87 13 8 54 62 38
Asian < < 100 0 < < 100 0
Black 6 78 84 16 - 50 50 50
Hispanic 30 40 70 30 4 59 63 37
White 20 69 89 11 10 54 64 36
Multiple Races 15 85 100 0 < < < <
Students with Disabilities 12 44 56 44 4 30 34 66
Students without Disabilities 20 75 94 6 9 61 69 31
Economically Disadvantaged 8 73 81 19 2 50 52 48
Not Economically Disadvantaged 26 68 94 6 12 58 70 30
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 2 70 71 29 8 49 57 43
Female 3 74 77 23 7 49 55 45
Male 1 65 66 34 8 50 58 42
Asian < < 100 0 < < < <
Black - 66 66 34 4 33 37 63
Hispanic 7 71 79 21 4 39 43 57
White 2 68 70 30 8 54 62 38
Multiple Races - 79 79 21 21 36 57 43
Students with Disabilities - 35 35 65 8 14 22 78
Students without Disabilities 2 77 79 21 8 56 64 36
Economically Disadvantaged 1 65 66 34 2 40 42 58
Not Economically Disadvantaged 3 76 79 21 11 55 66 34
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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 14 55 70 30 1 40 42 58
Female 14 63 77 23 - 43 43 57
Male 14 50 63 37 3 38 41 59
Asian < < 100 0 < < < <
Black - 41 41 59 - 29 29 71
Hispanic 18 36 55 45 5 42 47 53
White 15 62 77 23 2 44 46 54
Multiple Races 10 40 50 50 < < < <
Students with Disabilities - 24 24 76 5 20 24 76
Students without Disabilities 17 61 78 22 1 45 46 54
Economically Disadvantaged 3 49 52 48 1 22 23 77
Not Economically Disadvantaged 20 59 79 21 2 56 57 43
English Learners < < < < - 17 17 83
Military Connected < < < <
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
All Students 4 71 75 25 - 25 25 75
Female 3 75 77 23 - 27 27 73
Male 5 67 72 28 - 23 23 77
American Indian < < < <
Asian < < < < < < < <
Black 4 70 74 26 - 12 12 88
Hispanic - 67 67 33 - 27 27 73
White 4 72 77 23 - 30 30 70
Multiple Races 6 56 61 39 < < < <
Students with Disabilities 8 44 52 48 - 18 18 83
Students without Disabilities 3 78 81 20 - 29 29 71
Economically Disadvantaged - 67 67 33 - 20 20 80
Not Economically Disadvantaged 7 74 81 19 - 29 29 71
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 8 75 83 17 2 58 61 39
Female 8 81 88 12 3 64 67 33
Male 9 70 79 21 1 54 55 45
Asian < < 100 0 13 81 94 6
Black - 73 73 27 - 51 51 49
Hispanic 18 65 82 18 - 48 48 52
White 10 75 85 15 2 59 62 38
Multiple Races 7 79 86 14 - 63 63 38
Students with Disabilities 3 46 49 51 3 31 34 66
Students without Disabilities 9 79 88 12 2 61 63 37
Economically Disadvantaged 4 68 72 28 1 47 48 52
Not Economically Disadvantaged 10 78 89 11 3 65 69 31
English Learners 10 60 70 30 - 50 50 50
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 75 83 17 3 79 82 18
Female 8 74 82 18 3 80 83 17
Male 7 77 84 16 3 78 81 19
Asian < < < < < < < <
Black 4 59 63 37 < < < <
Hispanic - 75 75 25 - 67 67 33
White 9 77 86 14 3 82 85 15
Multiple Races 10 70 80 20 < < < <
Students with Disabilities - 36 36 64 - 31 31 69
Students without Disabilities 9 79 87 13 3 82 86 14
Economically Disadvantaged 4 68 72 28 - 70 70 30
Not Economically Disadvantaged 10 79 88 12 4 82 86 14
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < <
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 16 82 98 2 14 80 95 5
Female 13 84 98 2 16 84 100 0
Male 19 80 99 1 13 78 91 9
Asian < < 100 0 < < 100 0
Black 7 86 93 7 < < 100 0
Hispanic < < 100 0 < < 100 0
White 17 82 99 1 16 78 94 6
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 15 83 98 2 15 81 96 4
Economically Disadvantaged 23 71 94 6 15 69 85 15
Not Economically Disadvantaged 15 85 99 1 14 83 97 3
English Learners < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 16 70 86 14 7 61 67 33
Female 15 73 87 13 6 60 65 35
Male 17 67 84 16 7 62 69 31
American Indian < < 100 0 < < < <
Asian 21 63 84 16 3 70 73 27
Black 7 69 76 24 - 39 39 61
Hispanic 6 61 68 32 7 55 63 37
White 18 71 89 11 8 65 73 27
Multiple Races 13 67 80 20 7 55 63 38
Students with Disabilities 5 51 57 43 4 35 39 61
Students without Disabilities 17 73 90 10 7 65 72 28
Economically Disadvantaged 8 67 75 25 3 50 53 47
Not Economically Disadvantaged 20 72 91 9 9 67 75 25
English Learners - 24 24 76 3 26 29 71
Homeless < < < < < < < <
Military Connected 31 63 94 6 < < < <
Foster Care - 50 50 50 - 58 58 42
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 26 54 79 21 10 47 57 43
Female 25 55 80 20 11 44 55 45
Male 26 53 79 21 9 49 58 42
Asian < < < < < < < <
Black 14 57 71 29 - 34 34 66
Hispanic 10 60 70 30 19 48 67 33
White 30 52 82 18 11 48 59 41
Multiple Races 15 62 77 23 < < < <
Students with Disabilities 7 36 43 57 4 32 36 64
Students without Disabilities 29 57 86 14 11 50 61 39
Economically Disadvantaged 15 54 69 31 6 37 43 57
Not Economically Disadvantaged 33 54 87 13 13 53 66 34
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 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 15 69 84 16 5 57 62 38
Female 13 72 85 15 5 56 61 39
Male 17 67 84 16 5 58 63 37
American Indian < < < <
Asian < < < < - 83 83 17
Black 9 70 79 21 - 33 33 67
Hispanic 7 40 47 53 4 58 63 38
White 16 73 89 11 7 62 69 32
Multiple Races 15 54 69 31 5 53 58 42
Students with Disabilities 7 43 50 50 4 26 30 70
Students without Disabilities 16 74 90 10 5 63 68 32
Economically Disadvantaged 8 64 72 28 - 47 47 53
Not Economically Disadvantaged 18 72 90 10 8 64 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 14 72 86 14 9 64 73 27
Female 14 75 89 11 5 67 72 28
Male 14 68 83 17 12 61 73 27
Asian 18 64 82 18 < < < <
Black 3 65 68 32 - 47 47 53
Hispanic - 64 64 36 4 58 62 38
White 16 74 90 10 11 69 80 20
Multiple Races < < < < 14 43 57 43
Students with Disabilities - 54 54 46 5 35 40 60
Students without Disabilities 16 74 90 10 10 68 78 22
Economically Disadvantaged 4 65 68 32 2 59 62 38
Not Economically Disadvantaged 18 75 93 7 12 65 77 23
English Learners < < < < 10 30 40 60
Homeless < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 73 91 9 9 81 90 10
Female 17 76 93 7 10 76 86 14
Male 19 70 89 11 7 85 93 7
Asian < < 100 0 < < 100 0
Black - 83 83 17 < < 100 0
Hispanic < < < < < < < <
White 21 72 93 7 9 82 91 9
Multiple Races < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities 18 73 91 9 9 81 90 10
Economically Disadvantaged 13 68 81 19 10 80 90 10
Not Economically Disadvantaged 19 74 93 7 8 82 90 10
Military Connected < < 100 0
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 6 86 91 9 1 70 72 28
Female 3 88 90 10 1 67 68 32
Male 8 85 92 8 2 73 74 26
Asian < < 100 0 < < < <
Black - 86 86 14 - 41 41 59
Hispanic 5 79 84 16 - 60 60 40
White 7 86 93 7 2 77 79 21
Multiple Races 7 86 93 7 - 73 73 27
Students with Disabilities - 79 79 21 - 55 55 45
Students without Disabilities 6 87 94 6 2 73 75 25
Economically Disadvantaged 2 86 88 12 2 55 58 42
Not Economically Disadvantaged 8 86 94 6 1 80 81 19
English Learners < < < < < < < <
Homeless < < 100 0 < < 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

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 21 57 78 22
Female 20 58 78 22
Male 21 57 78 22
Asian 27 45 73 27
Black 12 51 63 37
Hispanic 10 65 75 25
White 23 58 81 19
Multiple Races 17 54 71 29
Students with Disabilities 6 42 47 53
Students without Disabilities 23 61 84 16
Economically Disadvantaged 9 55 65 35
Not Economically Disadvantaged 27 58 85 15
English Learners 4 30 35 65
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 17 55 72 28
Female 19 59 78 22
Male 15 52 67 33
Asian < < < <
Black < < < <
Hispanic < < 100 0
White 19 50 69 31
Multiple Races < < < <
Students with Disabilities 15 8 23 77
Students without Disabilities 17 68 85 15
Economically Disadvantaged 4 35 39 61
Not Economically Disadvantaged 24 68 92 8
English Learners < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 82 18
Female 18 64 82 18
Male 19 62 81 19
Asian < < < <
Black 12 53 65 35
Hispanic < < < <
White 24 67 91 9
Multiple Races < < 100 0
Students with Disabilities - 62 62 38
Students without Disabilities 22 64 86 14
Economically Disadvantaged 9 58 67 33
Not Economically Disadvantaged 24 67 92 8
English Learners < < < <
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 3 55 57 43
Female 3 53 56 44
Male 2 56 59 41
Asian < < 100 0
Black - 29 29 71
Hispanic < < < <
White 2 66 68 32
Multiple Races < < < <
Students with Disabilities - 50 50 50
Students without Disabilities 3 56 59 41
Economically Disadvantaged - 44 44 56
Not Economically Disadvantaged 5 66 71 29
English Learners < < < <
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 74 83 17
Female 6 75 81 19
Male 11 74 85 15
Asian < < < <
Black 6 69 75 25
Hispanic - 57 57 43
White 9 78 87 13
Multiple Races - 58 58 42
Students with Disabilities - 51 51 49
Students without Disabilities 10 78 87 13
Economically Disadvantaged 3 64 67 33
Not Economically Disadvantaged 11 79 90 10
English Learners < < < <
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 20 59 79 21
Male 21 56 77 23
White 22 59 82 18
Students with Disabilities 3 49 51 49
Not Economically Disadvantaged 26 58 83 17
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 39 41 80 20
Male 38 43 81 19
White 42 38 80 20
Students with Disabilities 9 36 45 55
Not Economically Disadvantaged 50 35 85 15
< = 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
Division97
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-kindergarten747877
Kindergarten260258246
Grade 1278272257
Grade 2272285262
Grade 3257279276
Grade 4317264258
Grade 5280321263
Grade 6323289330
Grade 7306316280
Grade 8313311317
Grade 9338338321
Grade 10338328331
Grade 11297309322
Grade 12305278288
Post Graduate456
Total Students3,9623,9313,834

< = 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 Students396239313834
Female187118711818
Male209120602016
American Indian323
Asian959693
Black524555541
Hispanic227245280
Native Hawaiian133
White291628582738
Multiple Races196172176
Students with Disabilities578608633
Students without Disabilities338433233201
Economically Disadvantaged144614901538
Not Economically Disadvantaged251624412296
English Learners189217221
Not English Learners377337143613
Homeless231819
Military Connected424237
Foster Care313844
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

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

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

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

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

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 194 104 10 4 6 2
State 51256 36988 2113 702 4151 1952
Female Division 110 47 3 1 2 0
State 28270 16178 697 250 1330 759
Male Division 84 57 7 3 4 2
State 22980 20804 1416 452 2820 1193
Asian Division 10 1 0 0 0 0
State 5775 1305 75 12 65 35
Black Division 17 25 4 0 1 0
State 7933 10580 773 148 1017 761
Hispanic Division 9 7 0 0 0 0
State 5891 6756 239 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 152 67 6 3 5 2
State 28756 16258 916 407 1096 755
Multiple Races Division 5 4 0 1 0 0
State 2685 1935 101 44 114 85
Students with Disabilities Division 7 23 10 0 0 0
State 1332 7339 2113 98 863 108
Economically Disadvantaged Division 37 53 5 2 4 1
State 11820 19248 1267 371 2167 1346
English Learners Division 9 5 0 0 0 0
State 1281 4092 206 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 183 54
Military Connected Division < < < < 0 <
State 2252 1403 62 15 48 37
Foster Care Division < < < < 0 <
State 20 159 24 11 67 22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students320308963129862
Female163160981619921
Male157148941519643
Asian11111001110000
Black474698469812
Hispanic16161001610000
Native Hawaiian<<100<10000
White235225962289752
Multiple Races109901010000
Students with Disabilities40401004010000
Economically Disadvantaged1029593979544
English Learners14141001410000
Homeless<<100<10000
Military Connected<<100<10000
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 Taken223 / 17.45%184 / 14.68%231 / 18.3%
Advanced Placement Course Enrollment225 / 17.61%188 / 15%237 / 18.78%
Dual Enrollment510 / 39.91%493 / 39.35%434 / 34.39%
Governor's School Enrollment - - -
IB Course Enrollment301 / 23.55%318 / 25.38%280 / 22.19%
Senior Enrolled in IB Program2 / .16%5 / .4%4 / .32%

< = 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 StudentsDivision31221431
State86,21159,46231
FemaleDivision16812724
State43,37932,57825
MaleDivision1448740
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision291838
State18,49311,40838
HispanicDivision10<100
State10,8006,31841
WhiteDivision24417130
State46,06033,07528
Multiple RacesDivision221245
State4,1342,89130
Students with DisabilitiesDivision281161
State7,5273,57553
Economically DisadvantagedDivision723650
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
Industry CertificationDivision391361344
 State107,23443,66048,781
Workplace ReadinessDivision2--
 State44,897--
Total Credentials EarnedDivision393361344
 State158,45744,50451,319
Students Earning One or More CredentialsDivision369351296
 State126,04439,25445,542
CTE CompletersDivision715970
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
State LicensuresDivision---
 State2,2313331,030
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

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$5,103$5,566$680
State$6,642$5,388$901
2019-2020Division$5,029$5,782$760
State$6,770$5,603$867
2020-2021Division$4,797$6,410$1,183
State$6,669$6,185$1,352

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 Students3,5333303,394341
Female1,6801541,603174
Male1,8531761,791167
American Indian<<<<
Asian883883
Black4644446652
Hispanic1942323651
Native Hawaiian<<<<
White2,6152382,458212
Multiple Races1692114320
Students with Disabilities5127851575
Economically Disadvantaged1,2731991,235230
English Learners1851520126
Homeless2110155
< = 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 19
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
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 Indian0.10.11.60.1
Asian2.42.42.4
Black13.219.814.129.314.113.2
Hispanic5.75.16.21.67.37.9
Native Hawaiian00.10.1
White73.667.972.760.271.476.3
Multiple Races4.97.24.47.34.62.6
< = 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 Indian0.10.10.1
Asian2.42.42.4
Black13.214.114.1
Hispanic5.76.27.3
Native Hawaiian00.10.1
White73.672.771.4
Multiple Races4.94.44.6
< = 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 Indian0.10.10.1
Asian2.42.42.4
Black13.233.314.114.1
Hispanic5.76.27.3
Native Hawaiian00.10.1
White73.666.772.771.4
Multiple Races4.94.44.6
< = 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 37.638.138.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 41.339.139.1
< = 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 73.873.573.5
< = 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: 13.66 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 13.8 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio 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
2018-201935%62%1%2%
2019-202036%60%1%3%
2020-202136%61%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available