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Smyth County Public Schools

General school information

Division: Smyth County Public Schools
Division Number: 86
Address: 121 Bagley Cir Ste 300 Marion, VA 24354-3140
Superintendent: Dr. Dennis G Carter
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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 12 54 66 34
Female 15 58 73 27
Male 10 51 61 39
Black < < 100 0
Hispanic < < < <
White 12 53 66 34
Multiple Races < < < <
Students with Disabilities 11 29 39 61
Students without Disabilities 13 60 72 28
Economically Disadvantaged 8 50 59 41
Not Economically Disadvantaged 17 58 75 25
Military Connected < < < <
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 11 55 66 34
Female 14 59 73 27
Male 10 51 61 39
Black < < 100 0
Hispanic < < < <
White 11 54 65 35
Multiple Races < < < <
Students with Disabilities 5 31 35 65
Students without Disabilities 13 60 72 28
Economically Disadvantaged 7 51 58 42
Not Economically Disadvantaged 17 59 75 25
Military Connected < < < <
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 < < 100 0
Female < < 100 0
Male < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
< = 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 71 84 16 4 42 46 54
Female 12 74 86 14 3 42 45 55
Male 14 68 82 18 5 42 47 53
American Indian < < < < < < < <
Asian 30 60 90 10 < < < <
Black 7 55 62 38 - 23 23 77
Hispanic 16 69 85 15 6 35 41 59
Native Hawaiian < < 100 0 < < < <
White 13 71 85 15 4 42 47 53
Multiple Races 6 65 71 29 6 25 31 69
Students with Disabilities 11 52 63 37 13 20 33 67
Students without Disabilities 14 74 88 12 3 46 48 52
Economically Disadvantaged 9 71 80 20 1 36 37 63
Not Economically Disadvantaged 18 71 89 11 8 48 56 44
English Learners 17 58 75 25 6 25 31 69
Homeless 20 40 60 40 < < < <
Military Connected 12 76 88 12 - 60 60 40
Foster Care 20 67 87 13 < < < <
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 14 65 79 21 4 27 31 69
Female 14 60 74 26 2 24 26 74
Male 14 71 84 16 5 31 37 63
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic < < < < - 21 21 79
White 15 65 80 20 4 27 31 69
Multiple Races < < < < < < 100 0
Students with Disabilities 16 39 55 45 15 13 27 73
Students without Disabilities 14 70 84 16 1 30 32 68
Economically Disadvantaged 9 62 72 28 - 24 24 76
Not Economically Disadvantaged 21 67 89 11 9 32 42 58
English Learners < < 100 0 < < < <
Homeless < < 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 17 66 83 17 5 35 41 59
Female 16 74 91 9 4 37 42 58
Male 18 58 77 23 7 33 40 60
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < < - 10 10 90
White 17 67 84 16 6 36 42 58
Multiple Races < < < < < < < <
Students with Disabilities 16 48 64 36 21 18 39 61
Students without Disabilities 18 69 86 14 3 38 41 59
Economically Disadvantaged 15 63 78 22 1 29 30 70
Not Economically Disadvantaged 20 69 89 11 11 43 54 46
English Learners < < < < < < < <
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 12 65 78 22 5 37 42 58
Female 8 70 78 22 4 38 42 58
Male 16 61 77 23 7 36 42 58
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic 18 73 91 9 < < < <
White 13 65 78 22 5 38 43 57
Multiple Races < < < < < < < <
Students with Disabilities 14 47 61 39 16 11 27 73
Students without Disabilities 12 68 81 19 3 42 45 55
Economically Disadvantaged 9 67 76 24 2 34 36 64
Not Economically Disadvantaged 18 62 80 20 9 40 49 51
Homeless < < < < < < 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 20 66 86 14 6 45 51 49
Female 20 69 89 11 3 44 47 53
Male 20 63 83 17 8 45 54 46
Black 10 50 60 40 < < < <
Hispanic 36 64 100 0 30 10 40 60
White 20 66 86 14 5 47 52 48
Multiple Races < < 100 0 < < < <
Students with Disabilities 9 58 67 33 17 20 37 63
Students without Disabilities 22 67 89 11 4 49 53 47
Economically Disadvantaged 15 71 86 14 2 38 40 60
Not Economically Disadvantaged 26 59 86 14 11 52 63 37
English Learners < < 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 13 76 89 11 2 37 39 61
Female 15 77 92 8 3 36 38 62
Male 11 75 86 14 2 37 40 60
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
Native Hawaiian < < < <
White 14 77 90 10 3 37 40 60
Multiple Races < < < < < < < <
Students with Disabilities 5 57 62 38 9 22 31 69
Students without Disabilities 15 79 94 6 1 40 41 59
Economically Disadvantaged 7 76 83 17 - 36 36 64
Not Economically Disadvantaged 21 75 96 4 6 38 43 57
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
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 11 72 83 17 3 37 40 60
Female 9 77 86 14 2 38 39 61
Male 13 68 81 19 4 36 40 60
American Indian < < < <
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 11 72 83 17 3 35 38 62
Multiple Races < < 100 0 < < < <
Students with Disabilities 7 53 60 40 2 22 24 76
Students without Disabilities 13 77 89 11 3 40 43 57
Economically Disadvantaged 9 69 77 23 1 36 38 62
Not Economically Disadvantaged 15 77 92 8 5 38 43 57
English Learners < < 100 0 < < 100 0
Military Connected < < 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 2 83 85 15 3 59 62 38
Female 2 85 88 13 2 65 68 32
Male 1 81 82 18 5 53 58 42
Black 8 67 75 25 < < < <
Hispanic - 86 86 14 < < < <
White 2 83 85 15 3 60 63 37
Multiple Races < < 100 0 < < < <
Students with Disabilities - 71 71 29 - 40 40 60
Students without Disabilities 2 85 87 13 4 62 65 35
Economically Disadvantaged 1 81 82 18 2 51 53 47
Not Economically Disadvantaged 3 85 89 11 5 67 72 28
Military Connected < < < <
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 79 85 15 1 76 77 23
Female 4 84 88 12 2 69 71 29
Male 10 72 82 18 - 82 82 18
Asian < < 100 0
Black < < < <
Hispanic < < < < < < < <
White 6 81 87 13 1 77 78 22
Students with Disabilities 8 38 46 54 < < < <
Students without Disabilities 6 81 88 12 1 77 78 22
Economically Disadvantaged 4 76 80 20 - 79 79 21
Not Economically Disadvantaged 9 81 90 10 1 76 77 23
Military Connected < < 100 0
Foster Care < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 72 95 5 - 71 71 29
Female 21 75 97 3 < < < <
Male 24 68 92 8 - 67 67 33
Asian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0
White 23 73 95 5 - 75 75 25
Students with Disabilities < < 100 0
Students without Disabilities 23 72 95 5 - 71 71 29
Economically Disadvantaged 17 75 92 8 < < < <
Not Economically Disadvantaged 25 71 96 4 - 72 72 28
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 14 71 84 16 4 50 54 46
Female 11 74 85 15 3 47 50 50
Male 16 68 84 16 5 53 58 42
American Indian < < < <
Asian < < < < < < < <
Black 3 64 67 33 - 18 18 82
Hispanic 13 65 78 23 4 44 48 52
White 14 71 85 15 4 51 55 45
Multiple Races < < < < < < < <
Students with Disabilities 9 52 61 40 6 27 33 67
Students without Disabilities 15 74 88 12 4 54 58 42
Economically Disadvantaged 9 71 80 20 2 41 44 56
Not Economically Disadvantaged 19 71 90 10 5 57 62 38
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected - 90 90 10 < < < <
Foster Care - 67 67 33 < < < <
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 19 61 80 20 5 39 44 56
Female 13 65 78 22 4 36 40 60
Male 24 58 81 19 7 42 48 52
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic 27 55 82 18 < < < <
White 19 61 80 20 6 39 45 55
Multiple Races < < < < < < < <
Students with Disabilities 18 41 59 41 11 16 27 73
Students without Disabilities 19 65 84 16 4 43 47 53
Economically Disadvantaged 16 62 79 21 3 32 34 66
Not Economically Disadvantaged 22 59 81 19 8 47 55 45
Homeless < < 100 0 < < 100 0
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 70 85 15 4 56 60 40
Female 10 74 85 15 2 53 55 45
Male 19 67 86 14 6 59 65 35
American Indian < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < 10 40 50 50
White 15 70 85 15 4 57 61 39
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 8 55 63 37 - 28 28 72
Students without Disabilities 16 73 90 10 5 60 65 35
Economically Disadvantaged 8 69 77 23 3 49 52 48
Not Economically Disadvantaged 23 72 94 6 5 62 67 33
English Learners < < < <
Military Connected < < 100 0 < < 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 9 75 84 16 2 55 56 44
Female 12 77 89 11 2 52 54 46
Male 7 72 80 20 2 56 58 42
American Indian < < < <
Asian < < 100 0 < < < <
Black - 53 53 47 < < < <
Hispanic 8 69 77 23 - 50 50 50
White 9 76 86 14 2 56 58 42
Multiple Races < < < <
Students with Disabilities - 49 49 51 - 38 38 62
Students without Disabilities 11 78 89 11 2 58 60 40
Economically Disadvantaged 7 73 80 20 - 44 44 56
Not Economically Disadvantaged 13 76 90 10 3 60 62 38
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
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 < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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 11 77 88 12 < < < <
Female 9 80 89 11
Male 13 74 88 13 < < < <
Asian < < 100 0
Black < < < <
Hispanic - 70 70 30
White 12 78 90 10 < < < <
Students with Disabilities 2 64 67 33 < < < <
Students without Disabilities 12 79 91 9 < < < <
Economically Disadvantaged 5 79 84 16 < < < <
Not Economically Disadvantaged 18 75 93 7 < < < <
English Learners < < < <
Military Connected < < < <
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 21 59 80 20
Female 16 61 77 23
Male 25 58 82 18
Asian < < < <
Black 15 45 60 40
Hispanic 19 63 81 19
White 21 59 80 20
Multiple Races 18 45 64 36
Students with Disabilities 14 43 56 44
Students without Disabilities 22 62 84 16
Economically Disadvantaged 16 58 74 26
Not Economically Disadvantaged 26 60 86 14
English Learners < < < <
Homeless < < < <
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 5 53 58 42
Female - 55 55 45
Male 11 50 61 39
Black < < < <
Hispanic < < 100 0
White 5 53 58 42
Students with Disabilities - 33 33 67
Students without Disabilities 6 56 63 37
Economically Disadvantaged 5 40 45 55
Not Economically Disadvantaged 6 69 75 25
Foster Care < < < <
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 9 49 58 42
Female 7 51 59 41
Male 11 46 57 43
Asian < < 100 0
Black < < < <
Hispanic < < < <
White 8 52 61 39
Students with Disabilities - 47 47 53
Students without Disabilities 11 50 61 39
Economically Disadvantaged 9 41 50 50
Not Economically Disadvantaged 8 64 72 28
English Learners < < < <
Foster Care < < 100 0
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 21 68 89 11
Female 20 60 80 20
Male < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 24 65 88 12
Students with Disabilities < < 100 0
Students without Disabilities 22 67 89 11
Economically Disadvantaged 20 70 90 10
Not Economically Disadvantaged < < < <
Geography 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
Female 7 73 80 20
Male 15 68 84 16
Asian < < < <
Black < < < <
Hispanic < < < <
White 12 71 82 18
Multiple Races < < 100 0
Students with Disabilities 9 51 60 40
Students without Disabilities 13 74 86 14
Economically Disadvantaged 8 68 76 24
Not Economically Disadvantaged 16 73 89 11
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
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 20 62 82 18
Female 17 59 77 23
Male 22 65 87 13
Asian < < 100 0
Black < < 100 0
Hispanic 9 73 82 18
White 20 62 83 17
Multiple Races < < < <
Students with Disabilities - 42 42 58
Students without Disabilities 23 65 88 12
Economically Disadvantaged 15 63 78 22
Not Economically Disadvantaged 26 61 87 13
Military Connected < < 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 36 47 83 17
Female 29 54 84 16
Male 42 40 82 18
Black < < < <
Hispanic < < < <
White 36 47 83 17
Multiple Races < < < <
Students with Disabilities 22 38 59 41
Students without Disabilities 38 48 86 14
Economically Disadvantaged 27 53 80 20
Not Economically Disadvantaged 48 39 87 13
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

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

2018-20192020-2021
Division-1
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-kindergarten145147131
Kindergarten292290277
Grade 1300306276
Grade 2295293293
Grade 3293313276
Grade 4300292309
Grade 5333302284
Grade 6356331289
Grade 7328361322
Grade 8362328355
Grade 9352360339
Grade 10347334336
Grade 11302334314
Grade 12327278309
Total Students4,3324,2694,110

< = 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 Students433242694110
Female208520581984
Male224722112125
American Indian334
Asian212023
Black759187
Hispanic132128136
Native Hawaiian111
White406439893818
Multiple Races363741
Students with Disabilities617614641
Students without Disabilities371536553469
Economically Disadvantaged237720272203
Not Economically Disadvantaged195522421907
English Learners494848
Not English Learners428342214062
Homeless1233
Military Connected263840
Foster Care535442
< = 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 116 188 14 1 4 6
State 51257 36989 2115 702 4150 1952
Female Division 73 75 6 0 1 2
State 28271 16178 697 250 1329 759
Male Division 43 113 8 1 3 4
State 22980 20805 1418 452 2820 1193
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 3 9 1 0 0 1
State 7933 10580 774 148 1017 761
Hispanic Division 3 9 1 0 0 0
State 5891 6757 240 88 1844 312
White Division 107 169 12 1 4 5
State 28757 16258 916 407 1095 755
Students with Disabilities Division 2 28 14 0 1 1
State 1332 7339 2115 98 863 108
Economically Disadvantaged Division 41 113 13 1 0 4
State 11820 19248 1268 371 2167 1346
English Learners Division < < < < 0 <
State 1281 4093 206 19 1532 67
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 Students329318973199741
Female157154981549811
Male172164951659632
Asian<<100<10000
Black141393139300
Hispanic13131001310000
White298288972899741
Students with Disabilities464496449612
Economically Disadvantaged172167971689800
English Learners<<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 Taken86 / 6.48%68 / 5.21%43 / 3.31%
Advanced Placement Course Enrollment109 / 8.21%102 / 7.82%55 / 4.24%
Dual Enrollment336 / 25.3%324 / 24.83%285 / 21.96%
Governor's School Enrollment6 / .45%7 / .54%12 / .92%
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 StudentsDivision31417644
State86,21159,46231
FemaleDivision15710136
State43,37932,57825
MaleDivision1577552
State42,83226,88437
American IndianDivision<<100
State22013539
BlackDivision<<100
State18,49311,40838
HispanicDivision10<100
State10,8006,31841
WhiteDivision30017143
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision29<100
State7,5273,57553
Economically DisadvantagedDivision1346254
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
AsianDivision--100
State6,3805,55313
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsDivision47--
 State4,0955111,508
State LicensuresDivision9--
 State2,2313331,030
Industry CertificationDivision87--
 State107,23443,66048,781
Workplace ReadinessDivision309--
 State44,897--
Total Credentials EarnedDivision452--
 State158,45744,50451,319
Students Earning One or More CredentialsDivision371--
 State126,04439,25445,542
CTE CompletersDivision218185199
 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

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$2,378$7,548$1,245
State$6,642$5,388$901
2019-2020Division$2,515$7,761$1,395
State$6,770$5,603$867
2020-2021Division$2,737$8,320$1,430
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 Students3,5136613,410568
Female1,6893191,673251
Male1,8243421,736317
American Indian<<<<
Asian173174
Black58156419
Hispanic1091411314
Native Hawaiian<<<<
White3,2976243,179525
Multiple Races284326
Students with Disabilities48714153598
Economically Disadvantaged1,8525001,808459
English Learners451454
Homeless<<711
< = 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 35
Disorderly or Disruptive Behavior Offenses 11
Other Offenses Against Persons 38
All Other 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 Indian0.10.10.11.9
Asian0.50.50.6
Black1.74.32.12.92.11.9
Hispanic3232.93.33.8
Native Hawaiian000
White93.893.293.593.892.990.6
Multiple Races0.80.60.90.411.9
< = 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
Asian0.50.50.6
Black1.72.12.1
Hispanic333.3
Native Hawaiian000
White93.893.592.9
Multiple Races0.80.91
< = 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
Asian0.50.50.6
Black1.72.12.1
Hispanic333.3
Native Hawaiian000
White93.893.592.9
Multiple Races0.80.91
< = 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 7076.976.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 47.54848
< = 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 74.371.471.4
< = 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: 11.27 : 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 icon

2019-2020 Grades 8-12 Student Teacher Ratio: 10.58 : 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