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Tazewell County Public Schools

General school information

Division: Tazewell County Public Schools
Division Number: 92
Address: 506 Jeffersonville Street Tazewell, VA 24651-5396
Superintendent: Dr. Christopher Stacy
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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

MOP

Accreditation

Accreditation Status
Elementary Schools
Abb's Valley-Boissevain ElementaryAccredited with Conditions
Cedar Bluff ElementaryAccredited
Dudley PrimaryAccredited
Graham IntermediateAccredited
Richlands ElementaryAccredited
Tazewell IntermediateAccredited
Tazewell PrimaryAccredited
Middle Schools
Graham MiddleAccredited
Richlands MiddleAccredited
Tazewell MiddleAccredited
High Schools
Graham HighAccredited
Richlands HighAccredited
Tazewell HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 13 69 82 18 12 70 82 18
Female 15 66 81 19 13 70 84 16 13 70 84 16
Male 13 66 78 22 13 67 80 20 11 69 80 20
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < 23 62 85 15 < < < <
Black 5 59 64 36 6 67 73 27 10 57 67 33
Hispanic 6 55 61 39 10 63 73 27 - 68 68 32
Native Hawaiian < < 100 0 < < 100 0
White 14 67 81 19 13 69 82 18 12 71 83 17
Multiple Races 14 63 76 24 17 56 73 27 13 63 76 24
Students with Disabilities 6 46 53 47 6 47 53 47 2 51 53 47
Students without Disabilities 15 71 86 14 14 74 88 12 14 74 88 12
Economically Disadvantaged 10 65 74 26 10 67 77 23 8 68 76 24
Not Economically Disadvantaged 20 69 88 12 17 72 89 11 17 73 89 11
English Learners < < 100 0 < < < <
Homeless < < < < - 77 77 23 5 67 71 29
Military Connected - 86 86 14 - 83 83 17 19 63 81 19
Foster Care - 86 86 14 7 57 64 36 - 61 61 39
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 61 73 27 13 69 81 19 10 72 81 19
Female 15 61 77 23 16 66 82 18 10 72 82 18
Male 10 60 70 30 10 71 81 19 9 71 81 19
Asian < < < < < < < <
Black 8 38 46 54 20 50 70 30 < < < <
Hispanic < < < < < < < < < < 100 0
White 12 63 75 25 13 69 83 17 10 72 82 18
Multiple Races 19 56 75 25 - 69 69 31 - 77 77 23
Students with Disabilities 10 48 58 42 8 54 62 38 2 65 67 33
Students without Disabilities 13 64 76 24 14 72 86 14 11 73 84 16
Economically Disadvantaged 11 56 67 33 11 66 77 23 8 70 78 22
Not Economically Disadvantaged 16 69 86 14 16 76 92 8 12 75 87 13
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 80 20 17 63 80 20 12 70 82 18
Female 14 64 78 22 17 67 83 17 14 69 82 18
Male 15 66 81 19 17 60 77 23 11 72 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 7 53 60 40 < < < <
Hispanic < < 100 0 < < < < < < < <
White 14 67 81 19 17 64 81 19 13 70 83 17
Multiple Races 26 53 79 21 23 62 85 15 6 72 78 22
Students with Disabilities 7 46 53 47 14 51 65 35 4 57 62 38
Students without Disabilities 16 70 87 13 18 66 83 17 14 73 87 13
Economically Disadvantaged 9 66 75 25 15 62 77 23 9 68 77 23
Not Economically Disadvantaged 25 64 89 11 21 66 86 14 17 75 92 8
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 8 74 83 17 9 68 77 23
Female 8 75 82 18 8 74 82 18 10 67 78 22
Male 7 71 78 22 9 75 83 17 8 69 76 24
Asian < < 100 0 < < 100 0
Black < < < < < < < < 12 47 59 41
Hispanic < < 100 0 < < 100 0 < < < <
White 8 73 81 19 8 74 83 17 8 70 78 22
Multiple Races 7 57 64 36 11 68 79 21 20 60 80 20
Students with Disabilities 1 49 51 49 4 54 58 42 - 54 54 46
Students without Disabilities 9 78 87 13 9 80 89 11 11 72 83 17
Economically Disadvantaged 7 71 77 23 7 74 81 19 5 66 71 29
Not Economically Disadvantaged 9 76 85 15 9 76 85 15 14 72 86 14
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 67 78 22 12 70 82 18 10 70 80 20
Female 10 72 82 18 12 71 83 17 9 72 81 19
Male 11 63 74 26 11 69 81 19 12 67 79 21
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 80 80 20 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 11 68 79 21 12 71 83 17 10 70 81 19
Multiple Races - 64 64 36 14 43 57 43 13 61 74 26
Students with Disabilities 4 39 43 57 3 43 46 54 6 38 44 56
Students without Disabilities 12 74 85 15 14 76 90 10 11 76 87 13
Economically Disadvantaged 6 66 73 27 7 68 75 25 7 70 77 23
Not Economically Disadvantaged 17 69 85 15 18 73 91 9 15 68 84 16
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 67 79 21 10 70 80 20 6 75 81 19
Female 14 65 79 21 10 71 81 19 7 76 83 17
Male 10 69 79 21 10 69 78 22 5 73 78 22
Asian < < 100 0 < < 100 0 < < < <
Black - 79 79 21 - 75 75 25 9 64 73 27
Hispanic < < < < < < < < < < 100 0
White 12 67 79 21 10 70 80 20 6 76 82 18
Multiple Races 7 57 64 36 7 57 64 36 8 50 58 42
Students with Disabilities 4 36 41 59 3 40 43 57 - 48 48 52
Students without Disabilities 13 74 87 13 11 76 87 13 7 80 87 13
Economically Disadvantaged 11 62 73 27 8 65 73 27 3 69 72 28
Not Economically Disadvantaged 13 76 89 11 12 78 89 11 10 81 91 9
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 75 25 8 71 79 21 12 70 83 17
Female 13 65 78 23 7 78 85 15 15 72 86 14
Male 7 66 73 27 10 64 74 27 10 69 79 21
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 38 46 54 6 75 81 19 < < < <
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 10 66 76 24 8 72 80 20 12 71 83 17
Multiple Races < < < < 23 38 62 38 14 57 71 29
Students with Disabilities 8 42 51 49 5 45 50 50 2 47 48 52
Students without Disabilities 10 70 80 20 9 75 84 16 14 75 90 10
Economically Disadvantaged 6 63 68 32 7 65 72 28 7 69 76 24
Not Economically Disadvantaged 16 70 86 14 10 77 88 12 19 72 92 8
Homeless < < < < < < 100 0
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 64 93 7 22 65 87 13 23 65 88 12
Female 28 62 91 9 24 65 88 12 27 64 92 8
Male 30 65 95 5 21 64 86 14 20 64 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 7 79 86 14 18 55 73 27
Hispanic < < 100 0 < < 100 0 < < < <
White 30 63 92 8 22 65 87 13 23 65 88 12
Multiple Races 18 82 100 0 46 46 92 8 38 54 92 8
Students with Disabilities 8 66 74 26 8 41 49 51 3 47 50 50
Students without Disabilities 33 63 97 3 26 71 97 3 27 68 95 5
Economically Disadvantaged 20 69 89 11 15 68 83 17 21 63 84 16
Not Economically Disadvantaged 38 58 97 3 30 61 91 9 26 66 92 8
English Learners < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 56 77 23 17 60 77 23 24 64 88 12
Female 25 59 83 17 19 65 85 15 30 61 91 9
Male 18 52 70 30 14 54 69 31 17 67 84 16
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 13 38 50 50 4 58 63 38 < < < <
Hispanic < < < < 20 60 80 20 < < < <
Native Hawaiian < < 100 0
White 21 57 78 22 17 60 78 23 24 64 88 12
Multiple Races 20 60 80 20 20 40 60 40 25 58 83 17
Students with Disabilities 8 25 34 66 - 24 24 76 - 24 24 76
Students without Disabilities 23 59 82 18 19 64 83 17 25 68 93 7
Economically Disadvantaged 11 55 67 33 9 62 71 29 19 61 80 20
Not Economically Disadvantaged 32 56 88 12 25 58 83 17 28 67 95 5
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 52 67 33 13 55 68 32
Female 17 57 74 26 18 60 78 22
Male 13 48 61 39 8 51 59 41
American Indian < < < < < < 100 0
Asian < < < < < < 100 0
Black 8 25 33 67 6 56 63 38
Hispanic < < < < < < < <
Native Hawaiian < < 100 0
White 15 53 68 32 13 55 68 32
Multiple Races < < < < 15 38 54 46
Students with Disabilities 6 25 32 68 - 20 20 80
Students without Disabilities 16 57 73 27 15 61 76 24
Economically Disadvantaged 7 51 58 42 7 55 62 38
Not Economically Disadvantaged 26 54 81 19 20 55 76 24
Homeless < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 62 94 6 22 65 87 13 24 64 88 12
Female 36 62 98 2 22 71 92 8 30 61 91 9
Male 29 61 90 10 22 59 82 18 17 67 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 32 63 95 5 22 66 88 12 24 64 88 12
Multiple Races < < < < 25 42 67 33 25 58 83 17
Students with Disabilities < < < < - 35 35 65 - 24 24 76
Students without Disabilities 33 63 96 4 23 67 90 10 25 68 93 7
Economically Disadvantaged 23 68 90 10 12 71 84 16 19 61 80 20
Not Economically Disadvantaged 39 58 97 3 29 60 90 10 28 67 95 5
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21 10 72 82 18 9 74 83 17
Female 9 71 80 20 9 73 82 18 8 76 84 16
Male 10 69 79 21 11 71 81 19 10 72 82 18
American Indian < < < < < < < < < < 100 0
Asian 17 67 83 17 38 54 92 8 < < < <
Black 4 63 66 34 6 63 70 30 5 71 77 23
Hispanic 6 71 77 23 3 70 73 27 10 67 77 23
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 9 71 80 20 10 73 83 17 9 74 83 17
Multiple Races 11 64 75 25 14 59 73 27 16 66 81 19
Students with Disabilities 4 46 50 50 4 52 56 44 3 53 56 44
Students without Disabilities 10 75 85 15 11 76 88 12 10 78 88 12
Economically Disadvantaged 6 67 73 27 7 70 77 23 6 72 78 22
Not Economically Disadvantaged 14 75 89 11 15 75 90 10 13 76 89 11
English Learners < < 100 0 < < < < < < < <
Homeless < < < < - 85 85 15 16 64 80 20
Military Connected 7 80 87 13 8 77 85 15 - 86 86 14
Foster Care - 82 82 18 8 50 58 42 6 44 50 50
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 72 82 18 10 74 84 16 11 73 85 15
Female 9 72 80 20 8 73 81 19 12 73 84 16
Male 11 72 83 17 12 75 87 13 11 74 85 15
Asian < < < < < < 100 0
Black 8 46 54 46 - 70 70 30 < < < <
Hispanic < < < < < < < < < < < <
White 10 74 84 16 11 74 84 16 11 74 86 14
Multiple Races 6 69 75 25 6 75 81 19 14 57 71 29
Students with Disabilities 6 63 69 31 - 60 60 40 5 59 64 36
Students without Disabilities 11 74 85 15 12 77 89 11 12 76 88 12
Economically Disadvantaged 5 72 78 22 8 71 80 20 8 74 82 18
Not Economically Disadvantaged 19 71 90 10 15 80 94 6 17 73 89 11
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 78 22 10 71 81 19 8 73 81 19
Female 7 67 74 26 7 72 80 20 6 74 80 20
Male 10 72 82 18 11 70 82 18 11 72 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 7 40 47 53 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 9 70 79 21 9 74 83 17 9 72 81 19
Multiple Races 11 68 79 21 23 54 77 23 6 78 83 17
Students with Disabilities 4 39 43 57 7 54 61 39 3 51 54 46
Students without Disabilities 10 77 87 13 10 76 86 14 10 78 88 12
Economically Disadvantaged 6 67 73 27 6 71 77 23 5 71 76 24
Not Economically Disadvantaged 14 74 88 12 18 71 89 11 14 76 90 10
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 62 69 31 8 74 82 18 10 67 77 23
Female 8 62 69 31 7 74 81 19 9 70 79 21
Male 6 63 69 31 10 74 83 17 10 65 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 6 53 59 41
Hispanic < < < < < < 100 0 < < < <
White 7 63 70 30 8 75 83 17 9 69 78 22
Multiple Races 7 50 57 43 16 58 74 26 20 60 80 20
Students with Disabilities 1 36 37 63 6 51 56 44 3 51 53 47
Students without Disabilities 8 68 76 24 9 80 89 11 12 71 83 17
Economically Disadvantaged 5 57 62 38 7 72 79 21 7 67 74 26
Not Economically Disadvantaged 9 72 81 19 11 76 87 13 14 68 82 18
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 68 76 24 11 63 75 25 9 71 80 20
Female 7 73 81 19 12 64 76 24 8 71 79 21
Male 8 63 71 29 11 63 74 26 11 70 81 19
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 70 70 30 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 8 68 76 24 12 65 76 24 9 71 80 20
Multiple Races 14 57 71 29 7 50 57 43 17 70 87 13
Students with Disabilities 1 49 50 50 1 37 38 62 5 44 49 51
Students without Disabilities 9 72 81 19 14 70 83 17 10 76 86 14
Economically Disadvantaged 4 64 68 32 7 59 65 35 5 74 79 21
Not Economically Disadvantaged 14 74 88 12 18 70 88 12 15 67 82 18
English Learners < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 68 76 24 6 70 76 24 4 70 74 26
Female 10 66 75 25 5 72 78 22 4 72 76 24
Male 7 70 76 24 6 67 73 27 3 69 72 28
Black 8 54 62 38 - 73 73 27 9 55 64 36
Hispanic < < < < < < < < < < 100 0
White 8 69 77 23 6 71 77 23 4 71 74 26
Multiple Races 15 46 62 38 8 50 58 42 - 73 73 27
Students with Disabilities 2 38 39 61 2 49 51 49 3 46 49 51
Students without Disabilities 10 74 84 16 7 74 81 19 4 77 80 20
Economically Disadvantaged 7 65 71 29 4 64 68 32 2 65 67 33
Not Economically Disadvantaged 11 74 85 15 9 78 87 13 6 80 86 14
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 13 72 85 15 10 76 86 14
Female 9 74 83 17 10 75 85 15 10 78 88 12
Male 9 67 76 24 14 70 84 16 10 74 84 16
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 7 71 79 21 7 71 79 21 < < 100 0
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 9 71 79 21 12 73 85 15 10 77 87 13
Multiple Races < < < < 29 43 71 29 31 46 77 23
Students with Disabilities 3 51 54 46 6 52 59 41 - 61 61 39
Students without Disabilities 11 75 86 14 14 76 90 10 12 78 91 9
Economically Disadvantaged 7 66 73 27 9 72 81 19 7 74 80 20
Not Economically Disadvantaged 13 78 91 9 18 72 90 10 15 78 93 7
Homeless < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 82 95 5 10 76 86 14 9 82 90 10
Female 10 85 95 5 11 79 90 10 7 85 93 7
Male 16 79 95 5 10 72 82 18 10 79 88 12
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 90 90 10 14 71 86 14 - 88 88 13
Hispanic < < 100 0 < < 100 0 < < 100 0
White 14 81 95 5 10 76 86 14 8 82 90 10
Multiple Races 10 90 100 0 10 80 90 10 15 77 92 8
Students with Disabilities 17 61 78 22 3 60 63 37 - 63 63 37
Students without Disabilities 13 83 96 4 12 80 92 8 10 85 96 4
Economically Disadvantaged 9 84 93 7 7 76 83 17 6 80 86 14
Not Economically Disadvantaged 17 79 96 4 15 76 91 9 12 85 96 4
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 77 94 6 20 73 93 7 13 77 90 10
Female 14 86 100 0 18 73 91 9 13 88 100 0
Male 18 71 88 12 21 74 95 5 13 67 80 20
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
White 15 77 92 8 22 70 93 7 11 78 89 11
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 16 77 94 6 21 76 97 3 13 77 90 10
Economically Disadvantaged 9 73 82 18 < < < < 25 67 92 8
Not Economically Disadvantaged 20 80 100 0 24 72 96 4 5 84 89 11
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 89 98 2 8 90 98 2 8 92 100 0
Female 9 88 97 3 10 90 100 0 3 97 100 0
Male 10 90 100 0 7 90 97 3 13 88 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 10 88 98 2 8 90 98 2 6 94 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 10 89 98 2 8 90 98 2 8 92 100 0
Economically Disadvantaged 15 85 100 0 < < 100 0 7 93 100 0
Not Economically Disadvantaged 6 91 97 3 7 91 98 2 8 92 100 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 71 29 8 66 74 26 10 66 76 24
Female 9 60 70 30 5 67 73 27 8 69 77 23
Male 12 60 73 27 11 64 74 26 12 64 76 24
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black 3 42 45 55 3 55 58 43 5 64 69 31
Hispanic - 70 70 30 - 85 85 15 - 56 56 44
Native Hawaiian < < 100 0
White 11 61 72 28 8 66 74 26 10 67 77 23
Multiple Races 6 58 65 35 11 65 76 24 18 55 73 28
Students with Disabilities 5 32 36 64 5 35 40 60 3 43 46 54
Students without Disabilities 12 66 78 22 9 73 81 19 12 71 83 17
Economically Disadvantaged 6 58 64 36 5 62 68 32 7 63 70 30
Not Economically Disadvantaged 17 65 82 18 11 70 81 19 14 71 86 14
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < 27 45 73 27
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < 10 40 50 50 9 45 55 45
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 56 69 31 17 61 78 22 24 53 76 24
Female 12 54 66 34 11 62 73 27 20 56 76 24
Male 14 59 72 28 22 60 82 18 27 49 76 24
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < 12 47 59 41
Hispanic < < 100 0 < < 100 0 < < < <
White 13 57 71 29 17 61 78 22 24 53 77 23
Multiple Races 14 36 50 50 16 58 74 26 38 50 88 13
Students with Disabilities 4 35 39 61 8 45 54 46 7 45 52 48
Students without Disabilities 15 61 76 24 19 65 84 16 28 55 82 18
Economically Disadvantaged 8 57 65 35 11 67 77 23 18 51 69 31
Not Economically Disadvantaged 21 55 76 24 28 51 80 20 31 55 86 14
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 4 68 72 28 5 68 73 27
Female 5 59 64 36 1 69 70 30 4 70 73 27
Male 9 58 67 33 7 66 73 27 6 66 72 28
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 23 31 69 - 47 47 53 < < < <
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 7 60 67 33 4 69 72 28 5 69 74 26
Multiple Races < < < < 17 50 67 33 - 57 57 43
Students with Disabilities 4 31 35 65 7 31 37 63 - 39 39 61
Students without Disabilities 7 65 72 28 3 74 78 22 6 74 80 20
Economically Disadvantaged 4 51 55 45 4 59 62 38 2 63 65 35
Not Economically Disadvantaged 11 70 82 18 4 79 83 17 8 75 83 17
Homeless < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 70 83 17 4 68 72 28 3 78 81 19
Female 11 71 82 18 4 70 74 26 2 80 82 18
Male 16 69 84 16 4 66 70 30 5 75 80 20
Asian < < 100 0 < < < < < < 100 0
Black < < < < - 77 77 23 - 93 93 7
Hispanic < < 100 0 < < < < < < < <
White 14 69 83 17 4 67 71 29 3 77 81 19
Multiple Races < < < < - 87 87 13 < < < <
Students with Disabilities - 12 12 88 - 30 30 70 - 46 46 54
Students without Disabilities 14 74 88 12 5 77 81 19 4 83 87 13
Economically Disadvantaged 7 70 78 22 2 61 63 37 2 73 75 25
Not Economically Disadvantaged 20 70 90 10 6 74 81 19 6 83 88 12
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < < < < < 100 0
Male < < 100 0
Hispanic < < 100 0
White < < < <
Multiple Races < < 100 0
Students without Disabilities < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 79 86 14 15 65 80 20 9 27 36 64
Female 8 75 83 17 < < 100 0 < < < <
Male < < 100 0 18 45 64 36 < < < <
Black < < 100 0 < < < < < < < <
White 8 77 85 15 17 72 89 11 < < < <
Multiple Races < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 8 77 85 15 17 67 83 17 < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < 25 67 92 8 < < < <
Homeless < < < <
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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 59 81 19 21 58 79 21 18 61 80 20
Female 18 60 78 22 18 59 77 23 15 61 76 24
Male 27 58 84 16 23 57 80 20 21 61 82 18
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 60 71 29 12 37 49 51 5 62 67 33
Hispanic 31 46 77 23 6 65 71 29 22 50 72 28
Native Hawaiian < < 100 0 < < 100 0
White 23 59 82 18 21 59 80 20 19 62 81 19
Multiple Races 22 63 85 15 28 41 69 31 25 41 67 33
Students with Disabilities 7 44 51 49 8 42 50 50 4 49 53 47
Students without Disabilities 26 62 88 12 23 61 84 16 21 63 85 15
Economically Disadvantaged 17 59 76 24 18 54 72 28 13 59 73 27
Not Economically Disadvantaged 31 58 89 11 24 64 88 12 26 63 89 11
Homeless < < 100 0 < < < < 8 46 54 46
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < 9 36 45 55 < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 42 42 58 - 29 29 71 - 45 45 55
Female < < < < - 25 25 75 < < < <
Male < < < < - 33 33 67 - 73 73 27
American Indian < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White < < < < - 26 26 74 - 41 41 59
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 40 40 60 - 40 40 60 - 41 41 59
Economically Disadvantaged < < < < - 19 19 81 - 40 40 60
Not Economically Disadvantaged < < < < - 42 42 58 < < < <
Homeless < < 100 0
Foster Care < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Male < < < < < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Homeless < < < <
Foster Care < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 50 50 50 - 30 30 70 < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
Black < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Military Connected < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 72 79 21 5 70 75 25 5 73 78 22
Female 5 70 75 25 3 68 71 29 3 69 72 28
Male 9 74 83 17 7 72 79 21 7 77 84 16
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 83 83 17 - 40 40 60 - 57 57 43
Hispanic < < < < < < < < < < < <
White 7 72 79 21 5 71 77 23 6 74 80 20
Multiple Races 8 69 77 23 - 73 73 27 6 53 59 41
Students with Disabilities 2 51 52 48 - 48 48 52 2 51 53 47
Students without Disabilities 8 75 83 17 6 74 80 20 6 76 82 18
Economically Disadvantaged 6 67 73 27 2 62 64 36 4 67 71 29
Not Economically Disadvantaged 9 78 88 13 9 81 89 11 8 79 87 13
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 21 62 83 17 23 62 85 15
Female 26 57 84 16 19 63 82 18 19 68 88 12
Male 29 55 84 16 23 60 84 16 26 57 83 17
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 58 75 25 18 47 65 35 < < 100 0
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 29 55 84 16 21 63 85 15 23 63 86 14
Multiple Races < < 100 0 23 38 62 38 36 29 64 36
Students with Disabilities 9 43 52 48 5 45 50 50 3 53 57 43
Students without Disabilities 31 59 90 10 24 65 89 11 26 64 91 9
Economically Disadvantaged 19 59 77 23 16 59 75 25 14 66 80 20
Not Economically Disadvantaged 41 52 94 6 27 66 93 7 35 58 92 8
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 47 84 16 42 41 83 17 30 48 79 21
Female 27 52 80 20 39 46 85 15 27 47 74 26
Male 46 42 88 12 45 37 82 18 34 49 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 20 27 47 53 < < < <
Hispanic < < 100 0 < < < < < < < <
White 37 48 84 16 43 42 85 15 30 49 79 21
Multiple Races 42 47 89 11 62 23 85 15 39 39 78 22
Students with Disabilities 11 38 49 51 18 40 58 42 7 44 51 49
Students without Disabilities 43 49 93 7 48 41 89 11 36 49 85 15
Economically Disadvantaged 28 52 80 20 37 44 81 19 24 47 71 29
Not Economically Disadvantaged 53 38 91 9 53 35 87 13 41 49 90 10
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 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

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

2021-20222022-20232023-2024
Division-11
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten151157
Kindergarten411368
Grade 1424420
Grade 2400411
Grade 3367390
Grade 4360380
Grade 5365363
Grade 6403382
Grade 7415397
Grade 8418395
Grade 9470442
Grade 10422421
Grade 11403378
Grade 12413403
Total Students5,4225,307

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

Fall Membership by Subgroups

2023 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 2022-20232023-2024
All Students54225307
Female26142542
Male28022760
American Indian43
Asian3225
Black143146
Hispanic6169
Native Hawaiian11
White49894875
Multiple Races192188
Students with Disabilities923852
Students without Disabilities44994455
Economically Disadvantaged32133041
Not Economically Disadvantaged22092266
English Learners711
Not English Learners54155296
Homeless1435
Military Connected2522
Foster Care4036
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 130 246 27 2 9 3
State 50354 39349 1875 907 4438 1716
Female Division 74 112 6 1 2 1
State 27408 17323 610 350 1645 701
Male Division 56 134 21 1 7 2
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 3 9 1 0 0 0
State 8111 10540 640 225 1119 707
Hispanic Division < < < < 0 <
State 7130 8367 270 133 1858 359
White Division 114 228 25 2 9 3
State 25871 16565 763 464 1211 504
Multiple Races Division 7 6 0 0 0 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 1 45 27 0 0 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 38 141 22 1 8 3
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < 0 <
State 1583 4224 267 26 1427 150
Homeless Division < < < < 0 <
State 197 699 48 29 170 78
Military Connected Division < < < < 0 <
State 2527 1493 44 18 52 30
Foster Care Division < < < < 0 <
State 22 180 23 11 85 24
< = 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 Students417403974059792
Female196192981939921
Male221211962129673
American Indian<<100<10000
Asian<<100<10000
Black13131001310000
Hispanic<<100<10000
White381367963699792
Multiple Races13131001310000
Students with Disabilities73731007310000
Economically Disadvantaged213201942029584
English Learners<<100<10000
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 2021-20222022-20232023-2024
Advanced Placement Test Taken29 / 1.7%33 / 1.93%9 / .55%
Advanced Placement Course Enrollment154 / 9.02%127 / 7.44%103 / 6.27%
Dual Enrollment244 / 14.29%263 / 15.4%302 / 18.37%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision40627931
State87,31757,08135
FemaleDivision20616520
State43,70531,57728
MaleDivision20011443
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision38526232
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision412149
State8,1853,54857
Economically DisadvantagedDivision19010843
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2021-20222022-20232023-2024
Workplace ReadinessDivision406400318
 State44,34841,81935,066
Total Credentials EarnedDivision4061,029979
 State143,862147,481142,668
Students Earning One or More CredentialsDivision406789736
 State115,682117,932115,611
CTE CompletersDivision240305305
 State45,09446,02848,643
NOCTI AssessmentsDivision-8569
 State2,5903,8443,577
State LicensuresDivision-89
 State1,2361,5632,069
Industry CertificationDivision-536583
 State95,688100,255101,956
Armed Services Vocational Aptitude Battery ExaminationDivision-1114
 State7619621,022

< = 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

2022-2023 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
2019-2020Division$2,394$6,572$1,065
State$6,770$5,603$867
2020-2021Division$2,031$7,503$1,606
State$6,669$6,185$1,352
2021-2022Division$2,623$8,061$1,310
State$7,134$6,454$1,936
2022-2023Division$3,121$8,929$1,744
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,5341,6333,5901,6193,6631,141
Female1,7357531,7477671,759535
Male1,7988791,8398501,900605
American Indian<<<<<<
Asian261215204
Black91401003411822
Hispanic411343164414
Native Hawaiian<<<<<<
White3,2521,5183,2861,5043,3341,066
Multiple Races120611365914335
Students with Disabilities554314572287568214
Economically Disadvantaged1,9631,2371,9701,2021,946874
English Learners<<<<<<
Homeless91111193522
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 244
Relationship Behaviors without Physical Harm 290
Behaviors of a Safety Concern 495
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 100

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.30.1
Asian0.50.60.30.5
Black2.54.42.67.12.8
Hispanic10.81.10.71.3
Native Hawaiian000
White92.790.19286.591.9
Multiple Races3.34.73.55.13.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian0.50.60.5
Black2.57.72.62.8
Hispanic11.11.3
Native Hawaiian000
White92.792.39210091.9
Multiple Races3.33.53.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian0.50.60.5
Black2.52.62.8
Hispanic11.11.3
Native Hawaiian000
White92.79291.9
Multiple Races3.33.51003.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 64.88386.1
< = 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