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.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Abb's Valley-Boissevain Elementary	Accredited
Cedar Bluff Elementary	Accredited
Dudley Primary	Accredited
Graham Intermediate	Accredited
Richlands Elementary	Accredited with Conditions
Tazewell Intermediate	Accredited with Conditions
Tazewell Primary	Accredited
Middle Schools
Graham Middle	Accredited
Richlands Middle	Accredited with Conditions
Tazewell Middle	Accredited
High Schools
Graham High	Accredited
Richlands High	Accredited
Tazewell High	Accredited

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.

select test

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

	2020-2021	2021-2022	2022-2023
Division	-	-	1
State	1,324	4,006	4,460
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	130	155	151
Kindergarten	407	409	411
Grade 1	405	429	424
Grade 2	370	375	400
Grade 3	356	354	367
Grade 4	390	373	360
Grade 5	373	398	365
Grade 6	399	388	403
Grade 7	438	398	415
Grade 8	433	434	418
Grade 9	464	469	470
Grade 10	455	422	422
Grade 11	419	414	403
Grade 12	393	402	413
Total Students	5,432	5,420	5,422

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

Fall Membership by Subgroups

2022 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	2020-2021	2021-2022	2022-2023
All Students	5432	5420	5422
Female	2606	2622	2614
Male	2826	2796	2802
American Indian	3	4	4
Asian	32	26	32
Black	146	135	143
Hispanic	53	53	61
White	5034	5023	4989
Multiple Races	164	178	192
Students with Disabilities	903	904	923
Students without Disabilities	4529	4516	4499
Economically Disadvantaged	2809	3273	3213
Not Economically Disadvantaged	2623	2147	2209
English Learners	13	4	7
Not English Learners	5419	5416	5415
Homeless	9	11	14
Military Connected	32	30	25
Foster Care	20	26	40
< = 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	37876	2118	839	5331	1823
Female	Division	79	108	15	3	5	0
	State	27811	16341	671	288	1973	749
Male	Division	59	121	18	4	12	0
	State	23072	21488	1446	551	3356	1071
Asian	Division	<	<	<	<	0	<
	State	6009	1299	108	12	87	30
Black	Division	2	6	1	0	1	0
	State	8188	10169	707	173	1111	703
Hispanic	Division	<	<	<	<	<	<
	State	6685	7830	305	129	2570	426
White	Division	129	210	32	7	14	0
	State	26830	16388	880	457	1339	566
Multiple Races	Division	6	11	0	0	1	0
	State	3013	2016	112	65	213	87
Students with Disabilities	Division	1	40	33	0	1	0
	State	1491	7326	2118	116	921	94
Economically Disadvantaged	Division	38	126	20	7	14	0
	State	12376	19799	1179	474	2919	1251
English Learners	Division	<	<	<	<	<	<
	State	1612	4282	306	28	2112	175
Homeless	Division	<	<	<	<	<	<
	State	183	697	76	17	189	78
Military Connected	Division	<	<	<	<	0	<
	State	2401	1298	51	20	48	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 Students	425	401	94	408	96	17	4
Female	210	202	96	205	98	5	2
Male	214	198	93	202	94	12	6
Asian	<	<	100	<	100	0	0
Black	10	9	90	9	90	1	10
Hispanic	<	<	<	<	<	<	<
White	392	371	95	378	96	14	4
Multiple Races	18	17	94	17	94	1	6
Students with Disabilities	75	74	99	74	99	1	1
Economically Disadvantaged	205	184	90	191	93	14	7
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	0	0
< = 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	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	24 / 1.39%	29 / 1.7%	33 / 1.93%
Advanced Placement Course Enrollment	196 / 11.32%	154 / 9.02%	127 / 7.44%
Dual Enrollment	252 / 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 Students	Division	406	279	31
	State	87,317	57,081	35
Female	Division	206	165	20
	State	43,705	31,577	28
Male	Division	200	114	43
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	<	<	100
	State	18,624	10,601	43
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	385	262	32
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	41	21	49
	State	8,185	3,548	57
Economically Disadvantaged	Division	190	108	43
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
		2020-2021	2021-2022	2022-2023
NOCTI Assessments	Division	48	-	85
	State	1,542	2,590	3,844
State Licensures	Division	10	-	8
	State	1,077	1,236	1,563
Industry Certification	Division	349	-	536
	State	51,685	95,688	100,040
Workplace Readiness	Division	137	406	400
	State	16,885	44,348	41,819
Total Credentials Earned	Division	544	406	1,029
	State	71,189	143,862	147,266
Students Earning One or More Credentials	Division	398	406	789
	State	60,992	115,682	117,826
Armed Services Vocational Aptitude Battery Examination	Division	11	-	11
	State	302	761	962
CTE Completers	Division	258	240	305
	State	42,303	45,094	45,992

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	65.5	65.4	63.8

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
2019-2020	Division	$2,394	$6,572	$1,065
	State	$6,770	$5,603	$867
2020-2021	Division	$2,031	$7,503	$1,606
	State	$6,669	$6,185	$1,352
2021-2022	Division	$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 Students	4,926	361	3,534	1,633	3,590	1,619
Female	2,400	156	1,735	753	1,747	767
Male	2,526	205	1,798	879	1,839	850
American Indian	<	<	<	<	<	<
Asian	31	0	26	1	21	5
Black	123	19	91	40	100	34
Hispanic	44	3	41	13	43	16
Native Hawaiian	-	-	<	<	<	<
White	4,581	318	3,252	1,518	3,286	1,504
Multiple Races	144	21	120	61	136	59
Students with Disabilities	822	79	554	314	572	287
Economically Disadvantaged	2,855	300	1,963	1,237	1,970	1,202
English Learners	<	<	<	<	<	<
Homeless	9	1	9	11	11	19
< = 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

2021-2022 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	307
Behaviors related to School Operations	245
Relationship Behaviors without Physical Harm	320
Behaviors of a Safety Concern	478
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	64

< = 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
	2020-2021		2021-2022
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.1
Asian	0.6		0.5
Black	2.7	3.9	2.5	4.6
Hispanic	1	2.6	1	0.8
Native Hawaiian	-	-	0
White	92.7	86.8	92.7	89.9
Multiple Races	3	6.6	3.3	4.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2020-2021		2021-2022
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1
Asian	0.6		0.5
Black	2.7		2.5	7.7
Hispanic	1		1
Native Hawaiian			0
White	92.7		92.7	92.3
Multiple Races	3		3.3
< = 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
	2020-2021		2021-2022
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1
Asian	0.6		0.5
Black	2.7		2.5
Hispanic	1		1
Native Hawaiian	-	-	0
White	92.7		92.7	100
Multiple Races	3		3.3
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	64.8	64.8	83
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Tazewell County Public Schools

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility: