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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

Accreditation

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

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 78 22 14 66 80 20 13 69 82 18
Female 12 69 81 19 15 66 81 19 13 70 84 16
Male 13 63 76 24 13 66 78 22 13 67 80 20
American Indian < < < < < < < < < < 100 0
Asian 21 79 100 0 < < < < 23 62 85 15
Black 9 59 67 33 5 59 64 36 6 67 73 27
Hispanic - 50 50 50 6 55 61 39 10 63 73 27
Native Hawaiian < < 100 0 < < 100 0
White 13 66 79 21 14 67 81 19 13 69 82 18
Multiple Races 10 63 73 28 14 63 76 24 17 56 73 27
Students with Disabilities 7 43 51 49 6 46 53 47 6 47 53 47
Students without Disabilities 14 70 84 16 15 71 86 14 14 74 88 12
Economically Disadvantaged 8 63 70 30 10 65 74 26 10 67 77 23
Not Economically Disadvantaged 18 69 87 13 20 69 88 12 17 72 89 11
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < < - 77 77 23
Military Connected 19 69 88 13 - 86 86 14 - 83 83 17
Foster Care < < < < - 86 86 14 7 57 64 36
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 74 26 12 61 73 27 13 69 81 19
Female 7 65 72 28 15 61 77 23 16 66 82 18
Male 10 67 76 24 10 60 70 30 10 71 81 19
Asian < < 100 0 < < < < < < < <
Black < < < < 8 38 46 54 20 50 70 30
Hispanic < < 100 0 < < < < < < < <
White 8 67 74 26 12 63 75 25 13 69 83 17
Multiple Races 18 65 82 18 19 56 75 25 - 69 69 31
Students with Disabilities 7 48 55 45 10 48 58 42 8 54 62 38
Students without Disabilities 9 70 79 21 13 64 76 24 14 72 86 14
Economically Disadvantaged 4 63 67 33 11 56 67 33 11 66 77 23
Not Economically Disadvantaged 14 69 84 16 16 69 86 14 16 76 92 8
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 79 21 14 65 80 20 17 63 80 20
Female 13 70 84 16 14 64 78 22 17 67 83 17
Male 9 65 74 26 15 66 81 19 17 60 77 23
Asian < < 100 0 < < 100 0
Black < < < < < < < < 7 53 60 40
Hispanic < < 100 0 < < 100 0 < < < <
White 12 68 80 20 14 67 81 19 17 64 81 19
Multiple Races - 67 67 33 26 53 79 21 23 62 85 15
Students with Disabilities 6 38 44 56 7 46 53 47 14 51 65 35
Students without Disabilities 12 74 86 14 16 70 87 13 18 66 83 17
Economically Disadvantaged 7 65 72 28 9 66 75 25 15 62 77 23
Not Economically Disadvantaged 16 71 87 13 25 64 89 11 21 66 86 14
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 69 77 23 7 73 80 20 8 74 83 17
Female 9 72 81 19 8 75 82 18 8 74 82 18
Male 8 67 75 25 7 71 78 22 9 75 83 17
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 8 70 79 21 8 73 81 19 8 74 83 17
Multiple Races 18 45 64 36 7 57 64 36 11 68 79 21
Students with Disabilities 6 52 59 41 1 49 51 49 4 54 58 42
Students without Disabilities 9 73 82 18 9 78 87 13 9 80 89 11
Economically Disadvantaged 4 65 69 31 7 71 77 23 7 74 81 19
Not Economically Disadvantaged 13 75 88 12 9 76 85 15 9 76 85 15
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 10 67 78 22 12 70 82 18
Female 11 66 77 23 10 72 82 18 12 71 83 17
Male 13 58 71 29 11 63 74 26 11 69 81 19
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 67 67 33 - 80 80 20 < < < <
Hispanic < < < < < < < < < < 100 0
White 13 62 75 25 11 68 79 21 12 71 83 17
Multiple Races 8 50 58 42 - 64 64 36 14 43 57 43
Students with Disabilities 11 31 42 58 4 39 43 57 3 43 46 54
Students without Disabilities 12 68 80 20 12 74 85 15 14 76 90 10
Economically Disadvantaged 10 56 66 34 6 66 73 27 7 68 75 25
Not Economically Disadvantaged 14 69 83 17 17 69 85 15 18 73 91 9
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 65 75 25 12 67 79 21 10 70 80 20
Female 10 67 77 23 14 65 79 21 10 71 81 19
Male 10 64 74 26 10 69 79 21 10 69 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 36 55 45 - 79 79 21 - 75 75 25
Hispanic < < < < < < < < < < < <
White 10 65 76 24 12 67 79 21 10 70 80 20
Multiple Races 9 73 82 18 7 57 64 36 7 57 64 36
Students with Disabilities 6 47 53 47 4 36 41 59 3 40 43 57
Students without Disabilities 11 69 80 20 13 74 87 13 11 76 87 13
Economically Disadvantaged 5 60 65 35 11 62 73 27 8 65 73 27
Not Economically Disadvantaged 16 71 87 13 13 76 89 11 12 78 89 11
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 77 23 10 66 75 25 8 71 79 21
Female 14 71 85 15 13 65 78 23 7 78 85 15
Male 9 60 68 32 7 66 73 27 10 64 74 27
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 50 75 25 8 38 46 54 6 75 81 19
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 11 66 78 22 10 66 76 24 8 72 80 20
Multiple Races - 60 60 40 < < < < 23 38 62 38
Students with Disabilities 11 31 43 57 8 42 51 49 5 45 50 50
Students without Disabilities 11 71 83 17 10 70 80 20 9 75 84 16
Economically Disadvantaged 7 63 69 31 6 63 68 32 7 65 72 28
Not Economically Disadvantaged 16 68 84 16 16 70 86 14 10 77 88 12
Homeless < < < <
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 66 92 8 29 64 93 7 22 65 87 13
Female 22 71 93 7 28 62 91 9 24 65 88 12
Male 30 61 91 9 30 65 95 5 21 64 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 7 79 86 14
Hispanic < < 100 0 < < 100 0
White 26 65 91 9 30 63 92 8 22 65 87 13
Multiple Races < < 100 0 18 82 100 0 46 46 92 8
Students with Disabilities 2 61 64 36 8 66 74 26 8 41 49 51
Students without Disabilities 29 66 95 5 33 63 97 3 26 71 97 3
Economically Disadvantaged 21 68 89 11 20 69 89 11 15 68 83 17
Not Economically Disadvantaged 29 64 93 7 38 58 97 3 30 61 91 9
English Learners < < 100 0 < < 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

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 56 77 23 17 60 77 23
Female 25 59 83 17 19 65 85 15
Male 18 52 70 30 14 54 69 31
American Indian < < < < < < 100 0
Asian < < < < < < 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
Multiple Races 20 60 80 20 20 40 60 40
Students with Disabilities 8 25 34 66 - 24 24 76
Students without Disabilities 23 59 82 18 19 64 83 17
Economically Disadvantaged 11 55 67 33 9 62 71 29
Not Economically Disadvantaged 32 56 88 12 25 58 83 17
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 62 94 6 22 65 87 13
Female 36 62 98 2 22 71 92 8
Male 29 61 90 10 22 59 82 18
American Indian < < 100 0
Asian < < 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
Multiple Races < < < < 25 42 67 33
Students with Disabilities < < < < - 35 35 65
Students without Disabilities 33 63 96 4 23 67 90 10
Economically Disadvantaged 23 68 90 10 12 71 84 16
Not Economically Disadvantaged 39 58 97 3 29 60 90 10
Military Connected < < 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

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 62 67 33 9 70 79 21 10 72 82 18
Female 5 62 67 33 9 71 80 20 9 73 82 18
Male 5 61 66 34 10 69 79 21 11 71 81 19
American Indian < < < < < < < < < < < <
Asian 27 64 91 9 17 67 83 17 38 54 92 8
Black 5 54 59 41 4 63 66 34 6 63 70 30
Hispanic - 44 44 56 6 71 77 23 3 70 73 27
Native Hawaiian < < 100 0 < < 100 0
White 5 62 67 33 9 71 80 20 10 73 83 17
Multiple Races 7 56 63 37 11 64 75 25 14 59 73 27
Students with Disabilities 6 37 43 57 4 46 50 50 4 52 56 44
Students without Disabilities 5 67 72 28 10 75 85 15 11 76 88 12
Economically Disadvantaged 2 54 56 44 6 67 73 27 7 70 77 23
Not Economically Disadvantaged 8 71 79 21 14 75 89 11 15 75 90 10
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < < - 85 85 15
Military Connected 8 62 69 31 7 80 87 13 8 77 85 15
Foster Care < < < < - 82 82 18 8 50 58 42
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 61 67 33 10 72 82 18 10 74 84 16
Female 4 56 60 40 9 72 80 20 8 73 81 19
Male 8 66 73 27 11 72 83 17 12 75 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < 8 46 54 46 - 70 70 30
Hispanic < < 100 0 < < < < < < < <
White 6 61 67 33 10 74 84 16 11 74 84 16
Multiple Races 13 73 87 13 6 69 75 25 6 75 81 19
Students with Disabilities 7 40 47 53 6 63 69 31 - 60 60 40
Students without Disabilities 6 66 72 28 11 74 85 15 12 77 89 11
Economically Disadvantaged 3 54 57 43 5 72 78 22 8 71 80 20
Not Economically Disadvantaged 9 71 80 20 19 71 90 10 15 80 94 6
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 68 32 9 70 78 22 10 71 81 19
Female 5 67 72 28 7 67 74 26 7 72 80 20
Male 4 59 63 37 10 72 82 18 11 70 82 18
Asian < < 100 0 < < 100 0
Black < < < < < < < < 7 40 47 53
Hispanic < < 100 0 < < 100 0 < < < <
White 5 64 69 31 9 70 79 21 9 74 83 17
Multiple Races - 33 33 67 11 68 79 21 23 54 77 23
Students with Disabilities 3 35 38 62 4 39 43 57 7 54 61 39
Students without Disabilities 5 69 74 26 10 77 87 13 10 76 86 14
Economically Disadvantaged 3 54 56 44 6 67 73 27 6 71 77 23
Not Economically Disadvantaged 7 74 81 19 14 74 88 12 18 71 89 11
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 61 68 32 7 62 69 31 8 74 82 18
Female 6 63 69 31 8 62 69 31 7 74 81 19
Male 7 60 66 34 6 63 69 31 10 74 83 17
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 6 63 68 32 7 63 70 30 8 75 83 17
Multiple Races 27 36 64 36 7 50 57 43 16 58 74 26
Students with Disabilities 8 35 43 57 1 36 37 63 6 51 56 44
Students without Disabilities 6 67 73 27 8 68 76 24 9 80 89 11
Economically Disadvantaged 3 56 59 41 5 57 62 38 7 72 79 21
Not Economically Disadvantaged 10 67 77 23 9 72 81 19 11 76 87 13
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 53 47 8 68 76 24 11 63 75 25
Female 4 50 54 46 7 73 81 19 12 64 76 24
Male 4 48 51 49 8 63 71 29 11 63 74 26
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 36 36 64 - 70 70 30 < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < 100 0
White 4 50 54 46 8 68 76 24 12 65 76 24
Multiple Races 10 30 40 60 14 57 71 29 7 50 57 43
Students with Disabilities 10 12 22 78 1 49 50 50 1 37 38 62
Students without Disabilities 3 56 59 41 9 72 81 19 14 70 83 17
Economically Disadvantaged 2 38 40 60 4 64 68 32 7 59 65 35
Not Economically Disadvantaged 7 61 68 32 14 74 88 12 18 70 88 12
English Learners < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 46 48 52 8 68 76 24 6 70 76 24
Female 2 47 49 51 10 66 75 25 5 72 78 22
Male 3 44 47 53 7 70 76 24 6 67 73 27
Black 10 30 40 60 8 54 62 38 - 73 73 27
Hispanic < < < < < < < < < < < <
White 2 46 48 52 8 69 77 23 6 71 77 23
Multiple Races - 50 50 50 15 46 62 38 8 50 58 42
Students with Disabilities 5 32 37 63 2 38 39 61 2 49 51 49
Students without Disabilities 2 49 51 49 10 74 84 16 7 74 81 19
Economically Disadvantaged 1 36 36 64 7 65 71 29 4 64 68 32
Not Economically Disadvantaged 5 60 65 35 11 74 85 15 9 78 87 13
English Learners < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 100 0 < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 63 69 31 9 71 80 20 13 72 85 15
Female 4 70 75 25 9 74 83 17 10 75 85 15
Male 7 57 65 35 9 67 76 24 14 70 84 16
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < 7 71 79 21 7 71 79 21
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 6 64 70 30 9 71 79 21 12 73 85 15
Multiple Races < < < < < < < < 29 43 71 29
Students with Disabilities 11 26 37 63 3 51 54 46 6 52 59 41
Students without Disabilities 5 70 75 25 11 75 86 14 14 76 90 10
Economically Disadvantaged 1 58 59 41 7 66 73 27 9 72 81 19
Not Economically Disadvantaged 10 69 79 21 13 78 91 9 18 72 90 10
Homeless < < < <
Foster Care < < < < < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 76 82 18 13 82 95 5 10 76 86 14
Female 8 74 82 18 10 85 95 5 11 79 90 10
Male 3 79 82 18 16 79 95 5 10 72 82 18
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 11 84 95 5 - 90 90 10 14 71 86 14
Hispanic < < < < < < 100 0 < < 100 0
White 5 76 81 19 14 81 95 5 10 76 86 14
Multiple Races - 91 91 9 10 90 100 0 10 80 90 10
Students with Disabilities 1 64 65 35 17 61 78 22 3 60 63 37
Students without Disabilities 7 80 87 13 13 83 96 4 12 80 92 8
Economically Disadvantaged 3 73 77 23 9 84 93 7 7 76 83 17
Not Economically Disadvantaged 8 80 88 12 17 79 96 4 15 76 91 9
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 79 83 17 16 77 94 6 20 73 93 7
Female 10 67 76 24 14 86 100 0 18 73 91 9
Male - 88 88 13 18 71 88 12 21 74 95 5
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White 2 79 81 19 15 77 92 8 22 70 93 7
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 4 82 86 14 16 77 94 6 21 76 97 3
Economically Disadvantaged 8 62 69 31 9 73 82 18 < < < <
Not Economically Disadvantaged 3 85 88 13 20 80 100 0 24 72 96 4
English Learners < < 100 0
Military Connected < < 100 0
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 86 87 13 10 89 98 2 8 90 98 2
Female - 83 83 18 9 88 97 3 10 90 100 0
Male 3 89 92 8 10 90 100 0 7 90 97 3
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 1 85 86 14 10 88 98 2 8 90 98 2
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 1 86 87 13 10 89 98 2 8 90 98 2
Economically Disadvantaged - 73 73 27 15 85 100 0 < < 100 0
Not Economically Disadvantaged 2 91 93 7 6 91 97 3 7 91 98 2
< = 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 reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 62 68 32 11 61 71 29 8 66 74 26
Female 5 60 65 35 9 60 70 30 5 67 73 27
Male 7 64 71 29 12 60 73 27 11 64 74 26
American Indian < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 3 50 53 47 3 42 45 55 3 55 58 43
Hispanic 9 55 64 36 - 70 70 30 - 85 85 15
Native Hawaiian < < 100 0
White 6 62 68 32 11 61 72 28 8 66 74 26
Multiple Races 4 63 67 33 6 58 65 35 11 65 76 24
Students with Disabilities 4 36 40 60 5 32 36 64 5 35 40 60
Students without Disabilities 6 68 74 26 12 66 78 22 9 73 81 19
Economically Disadvantaged 4 55 59 41 6 58 64 36 5 62 68 32
Not Economically Disadvantaged 8 69 78 22 17 65 82 18 11 70 81 19
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < < 10 40 50 50
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 64 36 13 56 69 31 17 61 78 22
Female 10 44 54 46 12 54 66 34 11 62 73 27
Male 11 62 73 27 14 59 72 28 22 60 82 18
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 11 54 65 35 13 57 71 29 17 61 78 22
Multiple Races 18 55 73 27 14 36 50 50 16 58 74 26
Students with Disabilities 3 49 52 48 4 35 39 61 8 45 54 46
Students without Disabilities 12 55 67 33 15 61 76 24 19 65 84 16
Economically Disadvantaged 6 49 55 45 8 57 65 35 11 67 77 23
Not Economically Disadvantaged 16 59 75 25 21 55 76 24 28 51 80 20
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 7 59 66 34 4 68 72 28
Female 6 67 73 27 5 59 64 36 1 69 70 30
Male 8 58 67 33 9 58 67 33 7 66 73 27
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 58 67 33 8 23 31 69 - 47 47 53
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 7 63 70 30 7 60 67 33 4 69 72 28
Multiple Races - 40 40 60 < < < < 17 50 67 33
Students with Disabilities 12 32 43 57 4 31 35 65 7 31 37 63
Students without Disabilities 6 68 74 26 7 65 72 28 3 74 78 22
Economically Disadvantaged 4 59 62 38 4 51 55 45 4 59 62 38
Not Economically Disadvantaged 10 66 76 24 11 70 82 18 4 79 83 17
Homeless < < < <
Foster Care < < < < < < < < < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 65 69 31 13 70 83 17 4 68 72 28
Female 2 63 65 35 11 71 82 18 4 70 74 26
Male 4 67 71 29 16 69 84 16 4 66 70 30
Asian < < < < < < 100 0 < < < <
Black - 47 47 53 < < < < - 77 77 23
Hispanic < < < < < < 100 0 < < < <
White 3 66 69 31 14 69 83 17 4 67 71 29
Multiple Races - 74 74 26 < < < < - 87 87 13
Students with Disabilities 2 32 33 67 - 12 12 88 - 30 30 70
Students without Disabilities 4 73 77 23 14 74 88 12 5 77 81 19
Economically Disadvantaged 3 56 59 41 7 70 78 22 2 61 63 37
Not Economically Disadvantaged 4 75 79 21 20 70 90 10 6 74 81 19
English Learners < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < 100 0
Hispanic < < 100 0
White < < < < < < < <
Students without Disabilities < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 84 88 12 7 79 86 14 15 65 80 20
Female - 81 81 19 8 75 83 17 < < 100 0
Male < < 100 0 < < 100 0 18 45 64 36
Black < < 100 0 < < < <
White 4 83 87 13 8 77 85 15 17 72 89 11
Multiple Races < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 4 91 96 4 8 77 85 15 17 67 83 17
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 6 89 94 6 < < < < 25 67 92 8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 59 81 19 21 58 79 21
Female 18 60 78 22 18 59 77 23
Male 27 58 84 16 23 57 80 20
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 11 60 71 29 12 37 49 51
Hispanic 31 46 77 23 6 65 71 29
Native Hawaiian < < 100 0
White 23 59 82 18 21 59 80 20
Multiple Races 22 63 85 15 28 41 69 31
Students with Disabilities 7 44 51 49 8 42 50 50
Students without Disabilities 26 62 88 12 23 61 84 16
Economically Disadvantaged 17 59 76 24 18 54 72 28
Not Economically Disadvantaged 31 58 89 11 24 64 88 12
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < 9 36 45 55
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 42 42 58 - 29 29 71
Female < < < < - 25 25 75
Male < < < < - 33 33 67
American Indian < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White < < < < - 26 26 74
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 40 40 60 - 40 40 60
Economically Disadvantaged < < < < - 19 19 81
Not Economically Disadvantaged < < < < - 42 42 58
Foster Care < < < <
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
White < < < <
Students with Disabilities < < < <
Economically Disadvantaged < < < <
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 50 50 50 - 30 30 70
Female < < < < < < < <
Male < < < < < < < <
White < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < < <
Military Connected < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 72 79 21 5 70 75 25
Female 5 70 75 25 3 68 71 29
Male 9 74 83 17 7 72 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 83 83 17 - 40 40 60
Hispanic < < < < < < < <
White 7 72 79 21 5 71 77 23
Multiple Races 8 69 77 23 - 73 73 27
Students with Disabilities 2 51 52 48 - 48 48 52
Students without Disabilities 8 75 83 17 6 74 80 20
Economically Disadvantaged 6 67 73 27 2 62 64 36
Not Economically Disadvantaged 9 78 88 13 9 81 89 11
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 21 62 83 17
Female 26 57 84 16 19 63 82 18
Male 29 55 84 16 23 60 84 16
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 17 58 75 25 18 47 65 35
Hispanic < < < < < < < <
Native Hawaiian < < 100 0
White 29 55 84 16 21 63 85 15
Multiple Races < < 100 0 23 38 62 38
Students with Disabilities 9 43 52 48 5 45 50 50
Students without Disabilities 31 59 90 10 24 65 89 11
Economically Disadvantaged 19 59 77 23 16 59 75 25
Not Economically Disadvantaged 41 52 94 6 27 66 93 7
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 47 84 16 42 41 83 17
Female 27 52 80 20 39 46 85 15
Male 46 42 88 12 45 37 82 18
Asian < < 100 0 < < 100 0
Black < < < < 20 27 47 53
Hispanic < < 100 0 < < < <
White 37 48 84 16 43 42 85 15
Multiple Races 42 47 89 11 62 23 85 15
Students with Disabilities 11 38 49 51 18 40 58 42
Students without Disabilities 43 49 93 7 48 41 89 11
Economically Disadvantaged 28 52 80 20 37 44 81 19
Not Economically Disadvantaged 53 38 91 9 53 35 87 13
Homeless < < 100 0
Military Connected < < 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

2020-20212021-20222022-2023
Division--1
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten155151157
Kindergarten409411368
Grade 1429424420
Grade 2375400411
Grade 3354367390
Grade 4373360380
Grade 5398365363
Grade 6388403382
Grade 7398415397
Grade 8434418395
Grade 9469470442
Grade 10422422421
Grade 11414403378
Grade 12402413403
Total Students5,4205,4225,307

< = 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 2021-20222022-20232023-2024
All Students542054225307
Female262226142542
Male279628022760
American Indian443
Asian263225
Black135143146
Hispanic536169
Native Hawaiian111
White502349894875
Multiple Races178192188
Students with Disabilities904923852
Students without Disabilities451644994455
Economically Disadvantaged327332133041
Not Economically Disadvantaged214722092266
English Learners4711
Not English Learners541654155296
Homeless111435
Military Connected302522
Foster Care264036
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 138 230 33 7 17 0
State 50941 37883 2120 845 5319 1819
Female Division 79 108 15 3 5 0
State 27811 16344 671 288 1971 747
Male Division 59 121 18 4 12 0
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 2 6 1 0 1 0
State 8188 10171 708 177 1106 701
Hispanic Division < < < < < <
State 6685 7832 305 130 2570 425
White Division 129 210 32 7 14 0
State 26830 16390 881 458 1333 565
Multiple Races Division 6 11 0 0 1 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 1 40 33 0 1 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 38 126 20 7 14 0
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < < <
State 1612 4284 306 28 2112 174
Homeless Division < < < < < <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
Foster Care Division < < < < 0 <
State 25 145 23 13 82 21
< = 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 Students4254019440896174
Female210202962059852
Male2141989320294126
Asian<<100<10000
Black10990990110
Hispanic<<<<<<<
White3923719537896144
Multiple Races181794179416
Students with Disabilities757499749911
Economically Disadvantaged2051849019193147
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<00
< = 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 2020-20212021-20222022-2023
Advanced Placement Test Taken24 / 1.39%29 / 1.7%33 / 1.93%
Advanced Placement Course Enrollment196 / 11.32%154 / 9.02%127 / 7.44%
Dual Enrollment252 / 14.56%244 / 14.29%263 / 15.4%
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
2020-20212021-20222022-2023
NOCTI AssessmentsDivision48-85
 State1,5422,5903,844
State LicensuresDivision10-8
 State1,0771,2361,563
Industry CertificationDivision349-536
 State51,68595,688100,255
Workplace ReadinessDivision137406400
 State16,88544,34841,819
Total Credentials EarnedDivision5444061,029
 State71,189143,862147,481
Students Earning One or More CredentialsDivision398406789
 State60,992115,682117,932
Armed Services Vocational Aptitude Battery ExaminationDivision11-11
 State302761962
CTE CompletersDivision258240305
 State42,30345,09445,627

< = 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

2021-2022 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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,9263613,5341,6333,5901,619
Female2,4001561,7357531,747767
Male2,5262051,7988791,839850
American Indian<<<<<<
Asian310261215
Black12319914010034
Hispanic44341134316
Native Hawaiian--<<<<
White4,5813183,2521,5183,2861,504
Multiple Races144211206113659
Students with Disabilities82279554314572287
Economically Disadvantaged2,8553001,9631,2371,9701,202
English Learners<<<<<<
Homeless919111119
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 406
Relationship Behaviors without Physical Harm 272
Behaviors of a Safety Concern 433
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 81

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian0.60.50.60.3
Black2.73.92.54.62.67
Hispanic12.610.81.10.7
Native Hawaiian--00
White92.786.892.789.99286.2
Multiple Races36.63.34.63.55.7
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian0.60.50.6
Black2.72.57.72.6
Hispanic111.1
Native Hawaiian00
White92.792.792.392100
Multiple Races33.33.5
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian0.60.50.6
Black2.72.52.6
Hispanic111.1
Native Hawaiian--00
White92.792.710092
Multiple Races33.33.5100
< = 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: