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Virginia Beach City Public Schools

General school information

Division: Virginia Beach City Public Schools
Division Number: 128
Address: 2512 George Mason Dr Virginia Beach, VA 23456-6038
Superintendent: Dr. Aaron C. Spence
Region: 2
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
Alanton ElementaryAccredited
Arrowhead ElementaryAccredited
Bayside 6th Grade CampusAccredited
Bayside ElementaryAccredited
Birdneck ElementaryAccredited
Brookwood ElementaryAccredited
Centerville ElementaryAccredited
Christopher Farms ElementaryAccredited
College Park ElementaryAccredited
Corporate Landing ElementaryAccredited
Creeds ElementaryAccredited
Diamond Springs ElementaryAccredited
Fairfield ElementaryAccredited
Glenwood ElementaryAccredited
Green Run ElementaryAccredited
Hermitage ElementaryAccredited
Holland ElementaryAccredited
Indian Lakes ElementaryAccredited
John B. Dey ElementaryAccredited
Kempsville ElementaryAccredited
Kempsville Meadows ElementaryAccredited
King's Grant ElementaryAccredited
Kingston ElementaryAccredited
Landstown ElementaryAccredited
Linkhorn Park ElementaryAccredited
Luxford ElementaryAccredited
Lynnhaven ElementaryAccredited
Malibu ElementaryAccredited
New Castle ElementaryAccredited
Newtown ElementaryAccredited
North Landing ElementaryAccredited
Ocean Lakes ElementaryAccredited
Parkway ElementaryAccredited
Pembroke ElementaryAccredited
Pembroke Meadows ElementaryAccredited
Point O' View ElementaryAccredited
Princess Anne ElementaryAccredited
Providence ElementaryAccredited
Red Mill ElementaryAccredited
Rosemont ElementaryAccredited
Rosemont Forest ElementaryAccredited
Salem ElementaryAccredited
Seatack Elementary an Achievable Dream AcademyAccredited
Shelton Park ElementaryAccredited
Strawbridge ElementaryAccredited
Tallwood ElementaryAccredited
Thalia ElementaryAccredited
Thoroughgood ElementaryAccredited
Three Oaks ElementaryAccredited
Trantwood ElementaryAccredited
W.T. Cooke ElementaryAccredited
White Oaks ElementaryAccredited
Williams ElementaryAccredited
Windsor Oaks ElementaryAccredited
Windsor Woods ElementaryAccredited
Woodstock ElementaryAccredited
Middle Schools
Bayside MiddleAccredited
Brandon MiddleAccredited
Corporate Landing MiddleAccredited
Great Neck MiddleAccredited
Independence MiddleAccredited
Kempsville MiddleAccredited
Landstown MiddleAccredited
Larkspur MiddleAccredited
Lynnhaven MiddleAccredited
Plaza MiddleAccredited
Princess Anne MiddleAccredited
Salem MiddleAccredited
Virginia Beach MiddleAccredited
High Schools
Bayside HighAccredited
First Colonial HighAccredited
Floyd Kellam HighAccredited
Frank W. Cox HighAccredited
Green Run CollegiateAccredited
Green Run HighAccredited
Kempsville HighAccredited
Landstown HighAccredited
Ocean Lakes HighAccredited
Princess Anne HighAccredited
Salem HighAccredited
Tallwood HighAccredited
Combined Schools
Old Donation SchoolAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 18 64 82 18
Female 19 62 80 20 19 65 84 16
Male 16 60 76 24 17 63 80 20
American Indian 14 57 70 30 13 67 80 20
Asian 26 62 88 12 26 63 90 10
Black 8 51 59 41 8 60 68 32
Hispanic 14 58 72 28 14 65 79 21
Native Hawaiian 17 62 78 22 16 68 84 16
White 20 65 85 15 23 66 89 11
Multiple Races 16 62 78 22 18 66 84 16
Students with Disabilities 10 37 47 53 6 42 48 52
Students without Disabilities 18 64 82 18 20 67 87 13
Economically Disadvantaged 9 56 65 35 10 63 73 27
Not Economically Disadvantaged 22 64 85 15 24 65 89 11
English Learners 1 33 34 66 2 45 47 53
Homeless 7 49 55 45 4 53 57 43
Military Connected 19 63 82 18 20 67 87 13
Foster Care 16 52 68 32 14 60 74 26
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 13 62 76 24
Female 14 60 74 26 14 65 79 21
Male 13 55 68 32 13 60 73 27
American Indian < < < < 15 54 69 31
Asian 21 58 79 21 22 65 87 13
Black 5 46 51 49 5 53 58 42
Hispanic 8 57 65 35 11 62 73 27
Native Hawaiian 6 65 71 29 7 72 79 21
White 19 62 80 20 17 66 84 16
Multiple Races 10 59 69 31 13 66 79 21
Students with Disabilities 6 38 44 56 4 42 46 54
Students without Disabilities 15 60 75 25 15 65 80 20
Economically Disadvantaged 6 51 58 42 7 57 65 35
Not Economically Disadvantaged 19 62 81 19 18 67 85 15
English Learners 2 37 39 61 4 50 54 46
Homeless 8 35 42 58 - 40 40 60
Military Connected 18 59 77 23 15 66 81 19
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 58 77 23 19 62 81 19
Female 21 58 79 21 21 62 83 17
Male 18 58 76 24 16 63 79 21
American Indian < < < < 8 69 77 23
Asian 26 62 88 12 27 59 86 14
Black 8 50 58 42 7 59 66 34
Hispanic 16 54 70 30 14 62 75 25
Native Hawaiian 17 61 78 22 15 73 88 12
White 24 62 86 14 26 63 89 11
Multiple Races 21 57 78 22 18 64 82 18
Students with Disabilities 13 39 52 48 6 43 48 52
Students without Disabilities 20 61 81 19 21 65 86 14
Economically Disadvantaged 11 56 67 33 10 60 70 30
Not Economically Disadvantaged 25 59 85 15 25 64 89 11
English Learners 2 42 44 56 3 50 53 47
Homeless 14 43 57 43 - 62 62 38
Military Connected 23 61 84 16 22 64 86 14
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 60 74 26 12 70 82 18
Female 16 60 76 24 13 72 85 15
Male 13 59 73 27 12 68 80 20
American Indian < < < < < < < <
Asian 20 62 82 18 20 71 91 9
Black 7 48 55 45 5 63 68 32
Hispanic 11 56 68 32 10 68 79 21
Native Hawaiian 6 56 63 38 10 77 87 13
White 19 65 84 16 15 74 89 11
Multiple Races 14 60 74 26 13 69 82 18
Students with Disabilities 9 34 43 57 5 46 51 49
Students without Disabilities 16 64 79 21 14 73 87 13
Economically Disadvantaged 7 55 62 38 6 67 74 26
Not Economically Disadvantaged 20 63 83 17 17 72 89 11
English Learners - 34 34 66 2 43 44 56
Homeless - 55 55 45 5 60 65 35
Military Connected 18 62 80 20 14 74 88 12
Foster Care < < < < < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 18 62 80 20
Female 21 61 82 18 19 65 84 16
Male 19 57 77 23 17 59 76 24
American Indian < < 100 0 < < < <
Asian 30 58 87 13 27 61 89 11
Black 8 50 57 43 8 57 65 35
Hispanic 18 58 76 24 13 66 80 20
Native Hawaiian < < 100 0 11 53 63 37
White 22 63 85 15 24 63 87 13
Multiple Races 24 59 82 18 17 65 82 18
Students with Disabilities 10 33 43 57 6 40 45 55
Students without Disabilities 21 63 84 16 20 65 85 15
Economically Disadvantaged 11 58 69 31 9 61 70 30
Not Economically Disadvantaged 25 60 85 15 25 62 88 12
English Learners - 8 8 92 1 34 35 65
Homeless < < < < - 52 52 48
Military Connected 20 62 82 18 23 64 87 13
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 17 66 82 18
Female 21 61 82 18 18 67 84 16
Male 16 63 78 22 15 65 81 19
American Indian < < < < < < < <
Asian 27 65 92 8 24 68 92 8
Black 13 47 60 40 7 61 68 32
Hispanic 12 57 69 31 14 66 80 20
Native Hawaiian 42 50 92 8 16 79 95 5
White 20 67 87 13 21 67 88 12
Multiple Races 17 60 78 22 18 69 86 14
Students with Disabilities 16 34 50 50 7 38 44 56
Students without Disabilities 19 66 84 16 18 70 87 13
Economically Disadvantaged 11 54 65 35 10 64 74 26
Not Economically Disadvantaged 22 66 88 12 22 68 89 11
English Learners 3 28 31 69 - 36 36 64
Homeless 17 58 75 25 5 55 59 41
Military Connected 19 65 84 16 19 70 89 11
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 63 82 18 15 66 81 19
Female 22 63 85 15 17 67 83 17
Male 16 62 79 21 13 66 80 20
American Indian < < 100 0 < < < <
Asian 30 62 93 7 27 66 93 7
Black 10 47 56 44 7 62 70 30
Hispanic 20 59 79 21 10 66 76 24
Native Hawaiian < < < < 24 59 83 17
White 20 67 87 13 18 69 87 13
Multiple Races 20 66 86 14 16 67 84 16
Students with Disabilities 17 32 49 51 7 36 43 57
Students without Disabilities 19 66 86 14 16 70 86 14
Economically Disadvantaged 12 55 68 32 8 64 72 28
Not Economically Disadvantaged 22 65 87 13 21 68 89 11
English Learners - 17 17 83 1 44 45 55
Homeless - 64 64 36 8 54 62 38
Military Connected 19 63 82 18 17 70 87 13
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 84 16 30 60 91 9
Female 18 68 86 14 31 60 91 9
Male 15 67 82 18 29 61 90 10
American Indian 30 50 80 20 31 63 94 6
Asian 28 65 93 7 37 54 91 9
Black 8 62 70 30 14 67 81 19
Hispanic 14 70 84 16 27 63 90 10
Native Hawaiian 21 68 89 11 33 58 92 8
White 20 69 89 11 38 57 95 5
Multiple Races 14 71 85 15 33 60 93 7
Students with Disabilities 6 42 49 51 9 51 61 39
Students without Disabilities 18 70 88 12 33 61 94 6
Economically Disadvantaged 10 63 74 26 19 66 85 15
Not Economically Disadvantaged 20 70 89 11 37 57 94 6
English Learners - 19 19 81 1 46 47 53
Homeless 7 54 61 39 17 48 66 34
Military Connected 15 73 89 11 36 58 94 6
Foster Care < < < < 20 60 80 20
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 52 74 26
Female 26 53 79 21
Male 18 51 69 31
American Indian 28 52 80 20
Asian 41 49 90 10
Black 9 46 55 45
Hispanic 16 55 72 28
Native Hawaiian 22 62 84 16
White 27 54 82 18
Multiple Races 24 54 77 23
Students with Disabilities 1 25 26 74
Students without Disabilities 24 55 79 21
Economically Disadvantaged 11 50 61 39
Not Economically Disadvantaged 30 53 83 17
English Learners 3 33 36 64
Homeless 2 40 42 58
Military Connected 23 56 79 21
Foster Care - 23 23 77
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 48 66 34
Female 22 51 73 28
Male 14 45 59 41
American Indian < < < <
Asian 40 50 90 10
Black 8 38 45 55
Hispanic 13 47 61 39
Native Hawaiian 23 54 77 23
White 21 52 73 27
Multiple Races 18 52 70 30
Students with Disabilities 1 13 14 86
Students without Disabilities 20 52 72 28
Economically Disadvantaged 9 43 52 48
Not Economically Disadvantaged 25 52 76 24
English Learners - 38 38 63
Homeless - 38 38 63
Military Connected 19 53 71 29
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 56 82 18
Female 30 55 85 15
Male 23 56 78 22
American Indian 38 50 88 13
Asian 43 48 91 9
Black 11 53 64 36
Hispanic 19 63 82 18
Native Hawaiian 21 71 92 8
White 33 56 89 11
Multiple Races 29 55 84 16
Students with Disabilities 1 39 40 60
Students without Disabilities 29 57 86 14
Economically Disadvantaged 13 57 71 29
Not Economically Disadvantaged 34 54 89 11
English Learners 4 32 35 65
Homeless 4 43 46 54
Military Connected 28 60 88 12
Foster Care - 30 30 70
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 57 69 31 11 65 76 24
Female 10 59 69 31 10 66 77 23
Male 13 56 68 32 13 63 76 24
American Indian - 51 51 49 7 66 73 27
Asian 22 63 84 16 28 63 90 10
Black 4 42 46 54 4 55 59 41
Hispanic 7 55 62 38 8 64 72 28
Native Hawaiian 16 53 69 31 17 64 81 19
White 14 63 77 23 15 69 84 16
Multiple Races 9 59 68 32 10 68 78 22
Students with Disabilities 9 30 39 61 3 39 43 57
Students without Disabilities 12 61 73 27 13 68 81 19
Economically Disadvantaged 6 48 54 46 6 59 65 35
Not Economically Disadvantaged 15 63 78 22 16 69 85 15
English Learners 4 43 47 53 4 51 55 45
Homeless 2 44 46 54 4 44 48 52
Military Connected 13 62 74 26 14 68 82 18
Foster Care 13 37 50 50 3 59 62 38
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 12 62 75 25
Female 10 53 63 37 10 63 73 27
Male 14 51 65 35 15 61 76 24
American Indian < < < < 8 77 85 15
Asian 21 56 77 23 25 63 88 12
Black 4 33 37 63 3 50 52 48
Hispanic 6 48 54 46 9 61 70 30
Native Hawaiian 19 48 68 32 14 69 83 17
White 16 59 76 24 17 68 84 16
Multiple Races 9 53 61 39 11 65 76 24
Students with Disabilities 6 27 32 68 3 41 44 56
Students without Disabilities 13 55 68 32 14 65 79 21
Economically Disadvantaged 5 41 46 54 6 55 61 39
Not Economically Disadvantaged 17 60 76 24 17 67 85 15
English Learners 3 37 40 60 3 52 55 45
Homeless - 29 29 71 2 28 30 70
Military Connected 12 59 71 29 15 67 82 18
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 53 67 33 15 59 74 26
Female 12 55 67 33 12 62 74 26
Male 17 51 68 32 18 56 74 26
American Indian < < < < 17 67 83 17
Asian 25 60 86 14 34 54 89 11
Black 5 36 40 60 4 49 54 46
Hispanic 10 47 57 43 9 58 67 33
Native Hawaiian 22 39 61 39 15 61 76 24
White 19 60 79 21 21 64 85 15
Multiple Races 14 52 67 33 12 64 75 25
Students with Disabilities 12 29 40 60 2 36 38 62
Students without Disabilities 15 56 72 28 17 63 80 20
Economically Disadvantaged 8 44 52 48 7 53 61 39
Not Economically Disadvantaged 19 59 78 22 21 64 85 15
English Learners 4 43 47 53 5 48 54 46
Homeless - 40 40 60 5 37 42 58
Military Connected 17 59 76 24 18 63 81 19
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 52 66 34 16 61 77 23
Female 13 53 65 35 13 63 77 23
Male 15 51 66 34 18 60 77 23
American Indian < < < < < < < <
Asian 23 56 79 21 31 60 91 9
Black 4 35 40 60 5 52 57 43
Hispanic 9 50 59 41 13 57 69 31
Native Hawaiian 6 63 69 31 27 60 87 13
White 19 57 77 23 19 67 86 14
Multiple Races 10 60 70 30 14 65 79 21
Students with Disabilities 8 27 35 65 4 40 43 57
Students without Disabilities 15 56 70 30 17 65 82 18
Economically Disadvantaged 6 43 49 51 9 57 66 34
Not Economically Disadvantaged 20 58 78 22 21 65 86 14
English Learners 5 42 47 53 6 43 49 51
Homeless - 39 39 61 3 55 58 43
Military Connected 18 55 73 27 18 65 83 17
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 57 43 7 59 66 34
Female 6 53 59 41 6 62 68 32
Male 7 49 56 44 8 56 65 35
American Indian < < < < < < < <
Asian 11 59 70 30 17 63 81 19
Black 3 29 32 68 3 47 50 50
Hispanic 6 53 59 41 6 59 65 35
Native Hawaiian < < 100 0 6 53 59 41
White 7 58 65 35 10 66 76 24
Multiple Races 6 54 59 41 6 63 69 31
Students with Disabilities 14 18 32 68 4 33 37 63
Students without Disabilities 5 57 62 38 8 64 72 28
Economically Disadvantaged 4 39 44 56 4 51 55 45
Not Economically Disadvantaged 8 58 66 34 11 67 78 22
English Learners 4 31 36 64 1 36 37 63
Homeless < < < < - 35 35 65
Military Connected 7 57 64 36 9 65 75 25
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 28 34 66 2 43 45 55
Female 5 29 34 66 1 46 48 52
Male 8 27 35 65 2 40 42 58
American Indian < < 100 0 < < < <
Asian - 28 28 72 - 59 59 41
Black 8 20 28 72 2 33 34 66
Hispanic 4 33 37 63 2 46 48 52
Native Hawaiian < < < < - 60 60 40
White 7 30 38 62 2 49 51 49
Multiple Races 3 30 33 67 - 48 49 51
Students with Disabilities 19 11 30 70 4 24 28 72
Students without Disabilities - 36 36 64 1 49 50 50
Economically Disadvantaged 6 23 29 71 1 38 39 61
Not Economically Disadvantaged 7 34 41 59 2 51 53 47
English Learners 5 26 32 68 - 31 31 69
Homeless 8 25 33 67 3 20 23 77
Military Connected 5 35 40 60 3 50 53 47
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 59 67 33 7 65 72 28
Female 6 62 68 32 6 67 73 27
Male 10 57 67 33 7 64 71 29
American Indian < < < < < < < <
Asian 13 74 87 13 20 69 89 11
Black 4 35 39 61 2 54 56 44
Hispanic 4 56 60 40 4 64 68 32
Native Hawaiian 14 43 57 43 6 61 67 33
White 10 65 74 26 9 70 79 21
Multiple Races 6 60 66 34 5 69 74 26
Students with Disabilities 12 24 36 64 3 31 34 66
Students without Disabilities 8 64 72 28 7 70 77 23
Economically Disadvantaged 5 48 53 47 3 58 61 39
Not Economically Disadvantaged 10 64 74 26 10 71 81 19
English Learners 5 42 47 53 3 46 49 51
Homeless - 45 45 55 8 47 55 45
Military Connected 6 64 71 29 9 71 80 20
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 67 77 23 13 76 90 10
Female 10 69 79 21 14 77 91 9
Male 9 65 75 25 13 75 89 11
American Indian < < < < 9 55 64 36
Asian 28 63 91 9 35 62 97 3
Black 3 64 67 33 4 79 83 17
Hispanic 8 66 74 26 9 80 89 11
Native Hawaiian 6 78 83 17 32 65 97 3
White 11 70 81 19 17 75 93 7
Multiple Races 8 67 75 25 10 80 90 10
Students with Disabilities 1 53 54 46 3 69 72 28
Students without Disabilities 11 69 80 20 15 77 91 9
Economically Disadvantaged 4 65 69 31 6 79 85 15
Not Economically Disadvantaged 14 69 82 18 19 74 93 7
English Learners 6 60 65 35 6 73 79 21
Homeless - 67 67 33 5 79 84 16
Military Connected 12 70 82 18 18 75 93 7
Foster Care 8 67 75 25 - 70 70 30
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 72 80 20 12 77 89 11
Female 8 75 82 18 12 78 90 10
Male 9 69 78 22 12 75 88 12
American Indian < < < < < < < <
Asian 18 76 94 6 30 66 96 4
Black 1 61 62 38 6 67 72 28
Hispanic 5 71 76 24 8 76 84 16
Native Hawaiian - 67 67 33 19 75 94 6
White 9 76 85 15 12 81 93 7
Multiple Races 9 69 78 22 13 80 93 7
Students with Disabilities 1 45 46 54 1 57 59 41
Students without Disabilities 8 73 81 19 12 77 90 10
Economically Disadvantaged 5 65 70 30 8 73 81 19
Not Economically Disadvantaged 9 75 84 16 14 78 92 8
English Learners - 56 56 44 - 72 72 28
Homeless 10 60 70 30 < < < <
Military Connected 9 76 84 16 14 76 90 10
Foster Care < < < < < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 73 88 12 15 78 93 7
Female 13 73 87 13 15 78 92 8
Male 16 73 89 11 16 77 94 6
American Indian < < 100 0
Asian 27 68 95 5 31 68 99 1
Black 3 70 73 27 6 81 87 13
Hispanic 10 74 84 16 10 79 89 11
Native Hawaiian < < < < < < 100 0
White 15 74 90 10 14 80 94 6
Multiple Races 13 77 90 10 17 74 91 9
Students with Disabilities 8 62 69 31 15 38 54 46
Students without Disabilities 15 73 88 12 15 78 93 7
Economically Disadvantaged 10 69 79 21 13 79 91 9
Not Economically Disadvantaged 16 74 90 10 16 77 93 7
English Learners < < 100 0 5 79 84 16
Homeless < < 100 0 < < 100 0
Military Connected 10 74 84 16 15 78 93 7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 10 64 75 25
Female 9 60 69 31 9 65 74 26
Male 11 59 70 30 12 63 75 25
American Indian - 56 56 44 6 63 69 31
Asian 17 64 82 18 21 66 88 12
Black 3 41 44 56 3 49 52 48
Hispanic 7 56 64 36 8 62 70 30
Native Hawaiian 12 50 62 38 11 69 80 20
White 13 66 79 21 13 71 84 16
Multiple Races 10 63 72 28 9 69 78 22
Students with Disabilities 7 28 34 66 5 32 37 63
Students without Disabilities 11 63 74 26 11 68 79 21
Economically Disadvantaged 5 48 53 47 5 56 61 39
Not Economically Disadvantaged 13 65 79 21 14 70 84 16
English Learners 1 24 25 75 3 34 36 64
Homeless - 44 44 56 4 42 46 54
Military Connected 13 64 77 23 13 69 82 18
Foster Care - 32 32 68 19 19 38 63
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 45 57 43 14 55 69 31
Female 11 44 55 45 13 54 67 33
Male 14 45 59 41 16 55 71 29
American Indian < < < < < < < <
Asian 21 47 68 32 24 60 83 17
Black 3 25 29 71 5 38 43 57
Hispanic 8 43 51 49 11 51 62 38
Native Hawaiian 13 44 56 44 10 60 70 30
White 17 53 70 30 18 62 81 19
Multiple Races 11 46 58 42 14 58 72 28
Students with Disabilities 8 23 30 70 6 30 36 65
Students without Disabilities 13 48 61 39 16 58 74 26
Economically Disadvantaged 5 34 39 61 7 47 54 46
Not Economically Disadvantaged 18 52 70 30 19 61 80 20
English Learners 2 25 27 73 3 34 38 62
Homeless - 26 26 74 3 43 45 55
Military Connected 16 51 67 33 18 60 78 22
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 74 26 6 65 70 30
Female 7 66 72 28 4 65 69 31
Male 9 66 75 25 7 64 72 28
American Indian < < < < < < < <
Asian 19 67 86 14 16 71 87 13
Black 5 41 46 54 1 46 48 52
Hispanic 5 60 66 34 3 61 64 36
Native Hawaiian 7 57 64 36 16 60 76 24
White 8 73 81 19 7 73 80 20
Multiple Races 8 69 77 23 5 67 73 27
Students with Disabilities 12 30 42 58 5 27 32 68
Students without Disabilities 8 70 78 22 6 69 75 25
Economically Disadvantaged 6 53 59 41 2 54 56 44
Not Economically Disadvantaged 9 71 80 20 8 72 81 19
English Learners - 24 24 76 1 34 35 65
Homeless < < < < 5 43 49 51
Military Connected 9 73 81 19 8 71 79 21
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 72 28 8 68 76 24
Female 6 65 72 28 7 71 78 22
Male 9 63 71 29 9 65 74 26
American Indian - 85 85 15 - 69 69 31
Asian 13 72 85 15 21 66 87 13
Black 1 50 51 49 2 53 55 45
Hispanic 5 63 68 32 7 67 75 25
Native Hawaiian 11 63 74 26 - 91 91 9
White 11 69 79 21 10 74 84 16
Multiple Races 7 70 77 23 7 74 81 19
Students with Disabilities 1 30 31 69 1 35 37 63
Students without Disabilities 8 68 76 24 9 71 80 20
Economically Disadvantaged 3 56 59 41 4 60 63 37
Not Economically Disadvantaged 10 69 79 21 11 74 84 16
English Learners 2 20 22 78 3 26 29 71
Homeless - 63 63 37 6 36 42 58
Military Connected 9 70 79 21 9 75 85 15
Foster Care - 25 25 75 < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 45 45 55 6 52 57 43
Female - 43 43 57 3 51 53 47
Male - 47 47 53 9 53 62 38
Asian - 60 60 40 9 64 73 27
Black - 30 30 70 - 39 39 61
Hispanic - 47 47 53 - 42 42 58
Native Hawaiian < < < <
White - 58 58 42 11 59 70 30
Multiple Races - 33 33 67 - 58 58 42
Students with Disabilities < < < < < < < <
Students without Disabilities - 47 47 53 6 53 58 42
Economically Disadvantaged - 15 15 85 2 38 40 60
Not Economically Disadvantaged - 58 58 42 7 58 66 34
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected - 63 63 37 5 65 70 30
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 16 76 92 8
Female 12 75 88 12 14 78 92 8
Male 15 74 89 11 18 74 92 8
American Indian < < 100 0 < < < <
Asian 22 69 91 9 27 69 96 4
Black 3 63 66 34 5 73 78 22
Hispanic 15 72 87 13 16 75 91 9
Native Hawaiian < < < < 21 71 93 7
White 14 78 92 8 18 77 96 4
Multiple Races 13 75 89 11 14 81 94 6
Students with Disabilities 3 38 41 59 2 60 62 38
Students without Disabilities 14 76 90 10 17 76 93 7
Economically Disadvantaged 6 70 76 24 8 78 86 14
Not Economically Disadvantaged 16 76 92 8 20 75 95 5
English Learners - 36 36 64 5 60 65 35
Homeless < < < < < < 100 0
Military Connected 17 78 95 5 20 75 96 4
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 74 26
Female 15 58 72 28
Male 19 55 74 26
American Indian 12 64 76 24
Asian 30 58 88 12
Black 7 47 54 46
Hispanic 13 57 70 30
Native Hawaiian 19 59 78 22
White 22 61 82 18
Multiple Races 17 59 76 24
Students with Disabilities 4 34 38 62
Students without Disabilities 19 59 78 22
Economically Disadvantaged 10 51 61 39
Not Economically Disadvantaged 23 60 83 17
English Learners 4 38 42 58
Homeless 6 43 50 50
Military Connected 22 61 83 17
Foster Care 12 29 41 59
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 57 63 37
Female 6 59 65 35
Male 6 55 61 39
American Indian < < < <
Asian 12 72 83 17
Black 1 39 41 59
Hispanic 6 49 55 45
Native Hawaiian < < 100 0
White 9 68 76 24
Multiple Races 6 70 76 24
Students with Disabilities - 19 19 81
Students without Disabilities 7 63 70 30
Economically Disadvantaged 2 44 47 53
Not Economically Disadvantaged 9 67 76 24
English Learners - 22 22 78
Homeless - 20 20 80
Military Connected 9 71 80 20
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 67 33
Female 5 59 65 35
Male 9 59 69 31
American Indian < < < <
Asian 14 67 81 19
Black 3 44 48 52
Hispanic 7 61 67 33
Native Hawaiian 6 75 81 19
White 9 68 77 23
Multiple Races 8 59 67 33
Students with Disabilities 3 33 36 64
Students without Disabilities 8 63 71 29
Economically Disadvantaged 4 51 55 45
Not Economically Disadvantaged 10 67 77 23
English Learners 3 40 43 57
Homeless 3 38 41 59
Military Connected 11 67 78 22
Foster Care < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 42 46 54
Female 2 42 44 56
Male 6 41 48 52
American Indian < < 100 0
Asian 14 55 68 32
Black - 24 24 76
Hispanic 4 34 38 62
Native Hawaiian < < < <
White 6 52 58 42
Multiple Races 2 46 48 52
Students with Disabilities 3 37 40 60
Students without Disabilities 4 42 46 54
Economically Disadvantaged 2 27 29 71
Not Economically Disadvantaged 6 51 57 43
English Learners 5 18 23 77
Homeless < < < <
Military Connected 7 61 69 31
Foster Care < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 74 80 20
Female 4 76 80 20
Male 7 72 79 21
American Indian < < < <
Asian 10 81 91 9
Black 1 56 57 43
Hispanic 5 70 75 25
Native Hawaiian - 64 64 36
White 7 81 87 13
Multiple Races 6 77 83 17
Students with Disabilities - 36 36 64
Students without Disabilities 6 77 83 17
Economically Disadvantaged 2 61 63 37
Not Economically Disadvantaged 7 81 89 11
English Learners - 48 48 52
Homeless < < < <
Military Connected 8 82 89 11
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 56 81 19
Female 23 58 80 20
Male 27 55 82 18
American Indian < < < <
Asian 43 50 93 7
Black 11 55 66 34
Hispanic 19 60 78 22
Native Hawaiian 31 54 85 15
White 31 56 87 13
Multiple Races 23 59 83 17
Students with Disabilities 5 39 43 57
Students without Disabilities 27 58 85 15
Economically Disadvantaged 15 56 71 29
Not Economically Disadvantaged 32 56 88 12
English Learners 6 36 42 58
Homeless 17 47 64 36
Military Connected 28 59 87 13
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 50 73 27
Female 21 51 72 28
Male 26 49 75 25
American Indian < < < <
Asian 38 48 87 13
Black 9 43 52 48
Hispanic 20 50 70 30
Native Hawaiian 24 55 79 21
White 29 53 82 18
Multiple Races 24 51 75 25
Students with Disabilities 4 32 36 64
Students without Disabilities 26 52 78 22
Economically Disadvantaged 13 47 60 40
Not Economically Disadvantaged 32 52 83 17
English Learners 8 49 57 43
Homeless 3 48 50 50
Military Connected 28 53 82 18
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

2020-20212021-2022
Division125111
State1,3244,006
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 2020-20212021-20222022-2023
Pre-kindergarten1,3231,3781,500
Kindergarten4,0724,5914,481
Grade 14,8144,6724,978
Grade 24,7814,8814,740
Grade 34,7954,7954,909
Grade 44,8194,7364,789
Grade 54,9674,8024,797
Grade 65,0684,8784,789
Grade 75,1815,0514,912
Grade 85,0905,1425,055
Grade 95,4535,5285,485
Grade 105,3285,2305,257
Grade 114,9334,9134,873
Grade 124,9884,9014,985
Total Students65,61265,49865,550

< = 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 2020-20212021-20222022-2023
All Students656126549865550
Female318443172931687
Male337683372133769
American Indian152152151
Asian415040304052
Black154121513715076
Hispanic844586378919
Native Hawaiian333332316
White302843023229840
Multiple Races683669787196
Students with Disabilities805882308464
Students without Disabilities575545726857086
Economically Disadvantaged269872855730111
Not Economically Disadvantaged386253694135439
English Learners218525732951
Not English Learners634276292562599
Homeless227306308
Military Connected133401340313064
Foster Care868657
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 2870 1812 147 37 144 73
State 52168 36669 2129 747 5100 1879
Female Division 1579 810 37 13 49 22
State 28664 15798 666 263 1813 760
Male Division 1290 1000 110 24 95 51
State 23482 20842 1460 484 3285 1118
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division 251 64 5 1 10 4
State 6086 1308 81 11 85 37
Black Division 471 625 59 3 54 27
State 8347 9965 765 162 1156 730
Hispanic Division 244 210 13 2 24 9
State 6301 7054 289 79 2275 395
Native Hawaiian Division 19 6 1 0 0 0
State 88 51 5 0 5 1
White Division 1610 740 60 28 44 25
State 28377 16228 880 440 1364 623
Multiple Races Division 269 167 8 3 12 8
State 2870 1988 106 54 195 86
Students with Disabilities Division 37 283 147 2 32 2
State 1554 7408 2129 108 959 126
Economically Disadvantaged Division 733 930 87 6 23 48
State 12248 19244 1249 413 2860 1292
English Learners Division 27 41 2 0 7 1
State 1452 3819 261 24 1863 151
Homeless Division 9 24 2 1 8 1
State 183 581 38 11 180 54
Military Connected Division 417 216 9 2 2 5
State 2322 1295 41 17 46 26
Foster Care Division < < < < 0 <
State 22 161 31 10 64 15
< = 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 Students5,0834,829954,870961443
Female2,5102,426972,44197492
Male2,5702,400932,42694954
American Indian<<100<10000
Asian3353209632196103
Black1,2391,155931,15894544
Hispanic5024679347294245
Native Hawaiian26261002610000
White2,5072,410962,43997442
Multiple Races4674449544796123
Students with Disabilities5034679347194326
Economically Disadvantaged1,8271,750961,75796231
English Learners787090719179
Homeless4535783680818
Military Connected651642996449920
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken4,972 / 23.97%3,634 / 17.55%3,887 / 18.89%
Advanced Placement Course Enrollment7,329 / 35.33%6,767 / 32.69%5,983 / 29.08%
Dual Enrollment1,211 / 5.84%1,332 / 6.43%1,053 / 5.12%
Governor's School Enrollment139 / .67%129 / .62%118 / .57%
IB Course Enrollment872 / 4.2%888 / 4.29%840 / 4.08%
Senior Enrolled in IB Program205 / .99%200 / .97%180 / .87%

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision4,6413,07834
State86,21159,46331
FemaleDivision2,3281,69627
State43,37932,57925
MaleDivision2,3131,38240
State42,83226,88437
American IndianDivision12<100
State22013539
AsianDivision30023023
State6,3805,55313
BlackDivision1,10067039
State18,49311,40838
HispanicDivision45627939
State10,7996,31841
Native HawaiianDivision251924
State1248234
WhiteDivision2,3491,61331
State46,06133,07628
Multiple RacesDivision39925935
State4,1342,89130
Students with DisabilitiesDivision27311159
State7,5273,57553
Economically DisadvantagedDivision1,59587145
State28,16915,21546
English LearnersDivision895143
State5,2962,82847
< = 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
2019-20202020-20212021-2022
Industry CertificationDivision5,3235,4688,022
 State43,66051,68595,688
Workplace ReadinessDivision2,8222,2363,378
 State26,62716,88544,348
Total Credentials EarnedDivision8,1457,87511,727
 State71,13171,189143,862
Students Earning One or More CredentialsDivision6,7276,2718,295
 State62,89960,992115,682
CTE CompletersDivision2,1782,0282,033
 State44,53942,30344,149
NOCTI AssessmentsDivision-171327
 State5111,5422,590
State LicensuresDivision---
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

< = 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
2018-2019Division$5,920$5,350$943
State$6,642$5,388$901
2019-2020Division$5,813$5,548$899
State$6,770$5,603$867
2020-2021Division$5,783$6,128$1,343
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students56,4386,84552,17211,672
Female27,7293,05925,2905,720
Male28,6983,78126,8255,934
American Indian1191911530
Asian3,8611773,698317
Black12,1262,62311,2273,513
Hispanic6,9961,1056,5281,834
Native Hawaiian2932427547
White27,0952,21124,7764,639
Multiple Races5,9486865,5531,292
Students with Disabilities6,1921,3335,6451,890
Economically Disadvantaged22,2184,96520,0357,118
English Learners2,0573442,225509
Homeless296218238307
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 158
Disorderly or Disruptive Behavior Offenses 590
Other Offenses Against Persons 679
All Other Offenses 92
Property Offenses 17
Weapons Offenses 52
Offenses Against Staff 28
Offenses Against Student 57
Technology Offenses 39

< = 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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.40.20.2
Asian6.11.46.30.8
Black2350.323.538.9
Hispanic12.410.712.911.6
Native Hawaiian0.50.30.50.3
White47.727.346.235.3
Multiple Races109.610.412.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.50.2
Asian6.11.86.3
Black2347.723.533.3
Hispanic12.411.512.912.5
Native Hawaiian0.50.20.5
White47.728.446.243.8
Multiple Races109.910.410.4
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian6.16.3
Black2310023.5
Hispanic12.412.9
Native Hawaiian0.50.5
White47.746.2
Multiple Races1010.4
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 39.539.539.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 48.248.248.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 70.270.270.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 12.7 : 1

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2020-2021 Grades 8-12 Student Teacher Ratio: 13.46 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202041%54%2%3%
2020-202144%52%2%2%
2021-202244%52%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%84%75%88%
Asian90%91%91%88%
Black67%72%60%88%
Hispanic78%81%59%88%
White88%90%83%88%
Multiple Races84%86%81%88%
Economically Disadvantaged71%76%59%88%
English Learners64%66%47%88%
Students with Disabilities47%49%43%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.