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Warren County Public Schools

General school information

Division: Warren County Public Schools
Division Number: 93
Address: 210 North Commerce Avenue Front Royal, VA 22630-4419
Superintendent: Dr. Chris L. Ballenger
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 74 26 11 53 64 36
Female 13 66 79 21 11 55 67 33
Male 8 62 70 30 10 51 61 39
American Indian 27 64 91 9 9 45 55 45
Asian 16 65 81 19 4 62 65 35
Black 4 60 65 35 5 50 55 45
Hispanic 8 54 61 39 6 46 52 48
Native Hawaiian < < < < < < 100 0
White 11 65 76 24 12 55 67 33
Multiple Races 6 64 69 31 7 50 57 43
Students with Disabilities 3 33 36 64 5 27 31 69
Students without Disabilities 11 68 80 20 12 57 68 32
Economically Disadvantaged 6 58 65 35 6 48 54 46
Not Economically Disadvantaged 14 68 83 17 15 58 73 27
English Learners 2 33 35 65 - 21 21 79
Homeless - 47 47 53 - 33 33 67
Military Connected 28 61 89 11 28 56 83 17
Foster Care < < < < < < 100 0
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 54 68 32 12 50 62 38
Female 17 53 70 30 10 56 66 34
Male 12 54 66 34 13 45 58 42
American Indian < < < <
Asian < < 100 0 < < < <
Black 11 53 63 37 - 35 35 65
Hispanic 18 38 56 44 8 42 50 50
White 15 55 70 30 14 51 65 35
Multiple Races 4 61 64 36 5 75 80 20
Students with Disabilities 2 30 32 68 8 26 34 66
Students without Disabilities 16 58 73 27 12 54 66 34
Economically Disadvantaged 8 49 57 43 6 45 52 48
Not Economically Disadvantaged 19 58 77 23 17 56 73 27
English Learners - 44 44 56 - 32 32 68
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 11 55 66 34
Female 10 66 76 24 12 54 66 34
Male 12 55 67 33 11 55 66 34
American Indian < < 100 0 < < 100 0
Asian < < < < < < < <
Black 3 58 61 39 13 40 53 47
Hispanic 3 54 56 44 11 33 44 56
White 12 61 73 27 12 59 71 29
Multiple Races 13 66 78 22 7 44 52 48
Students with Disabilities - 40 40 60 7 37 43 57
Students without Disabilities 12 62 75 25 12 57 69 31
Economically Disadvantaged 8 58 65 35 9 47 56 44
Not Economically Disadvantaged 15 63 78 22 14 63 77 23
English Learners - 38 38 62 - 21 21 79
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 5 51 56 44
Female 20 57 78 22 4 55 59 41
Male 12 60 72 28 6 47 53 47
Asian < < 100 0 < < < <
Black 5 64 68 32 6 56 63 38
Hispanic 11 50 61 39 2 39 41 59
White 17 59 76 24 6 54 59 41
Multiple Races 18 53 71 29 3 45 48 52
Students with Disabilities 4 22 26 74 2 18 20 80
Students without Disabilities 18 64 81 19 5 56 62 38
Economically Disadvantaged 10 55 65 35 4 44 48 52
Not Economically Disadvantaged 21 61 83 17 5 58 64 36
English Learners 10 40 50 50 - 17 17 83
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 73 27 7 54 61 39
Female 14 66 79 21 8 53 61 39
Male 9 57 66 34 6 54 60 40
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 8 65 73 27 4 54 57 43
Hispanic 13 61 74 26 5 45 50 50
Native Hawaiian < < 100 0
White 12 61 73 27 7 56 63 37
Multiple Races 3 59 62 38 10 45 55 45
Students with Disabilities 5 27 32 68 5 23 28 72
Students without Disabilities 12 66 79 21 7 58 65 35
Economically Disadvantaged 8 56 64 36 5 45 51 49
Not Economically Disadvantaged 15 67 82 18 9 63 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 73 27 8 53 62 38
Female 15 61 76 24 10 57 67 33
Male 6 63 70 30 6 50 56 44
Asian < < < < < < < <
Black - 42 42 58 - 58 58 42
Hispanic 10 38 48 52 4 50 54 46
Native Hawaiian < < < < < < 100 0
White 12 65 77 23 10 53 63 37
Multiple Races - 67 67 33 6 39 44 56
Students with Disabilities 7 30 36 64 2 24 26 74
Students without Disabilities 11 68 79 21 9 57 66 34
Economically Disadvantaged 6 56 62 38 4 51 55 45
Not Economically Disadvantaged 14 68 83 17 12 55 67 33
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 76 24 9 51 60 40
Female 8 71 79 21 12 52 64 36
Male 6 67 73 27 7 49 56 44
American Indian < < < < < < < <
Asian < < < < < < < <
Black 6 67 72 28 - 53 53 47
Hispanic - 73 73 27 10 52 61 39
Native Hawaiian < < 100 0
White 7 70 77 23 10 52 61 39
Multiple Races 5 64 68 32 - 42 42 58
Students with Disabilities 3 25 29 71 5 28 33 67
Students without Disabilities 7 77 84 16 10 55 65 35
Economically Disadvantaged 2 65 67 33 4 42 46 54
Not Economically Disadvantaged 10 73 83 17 14 60 74 26
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 79 83 17 22 58 80 20
Female 6 83 89 11 21 58 79 21
Male 2 75 77 23 22 58 80 20
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black - 69 69 31 19 50 69 31
Hispanic - 58 58 42 6 61 68 32
White 5 82 86 14 24 58 81 19
Multiple Races - 76 76 24 21 63 83 17
Students with Disabilities 2 56 58 42 3 34 37 63
Students without Disabilities 4 82 87 13 23 61 84 16
Economically Disadvantaged - 73 73 27 9 63 73 27
Not Economically Disadvantaged 6 83 89 11 29 55 84 16
English Learners - 33 33 67 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 57 70 30
Female 17 61 78 23
Male 9 54 63 37
American Indian < < < <
Asian 33 33 67 33
Black 7 51 59 41
Hispanic 7 53 60 40
White 14 58 71 29
Multiple Races 2 66 68 32
Students with Disabilities 3 23 26 74
Students without Disabilities 14 63 77 23
Economically Disadvantaged 7 53 60 40
Not Economically Disadvantaged 16 60 76 24
English Learners - 28 28 72
Homeless < < < <
Military Connected < < 100 0
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 52 61 39
Female 15 53 68 32
Male 5 50 56 44
White 10 51 62 38
Students with Disabilities - 14 14 86
Economically Disadvantaged 5 49 54 46
Not Economically Disadvantaged 13 54 67 33
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 62 77 23
Female 18 67 85 15
Male 12 57 69 31
American Indian < < 100 0
Asian < < < <
Black 8 54 63 38
Hispanic 4 50 54 46
White 17 63 80 20
Multiple Races 4 70 74 26
Students with Disabilities 7 32 39 61
Students without Disabilities 16 67 83 17
Economically Disadvantaged 9 58 67 33
Not Economically Disadvantaged 19 64 83 17
English Learners - 25 25 75
Homeless < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 77 23 4 44 49 51
Female 10 69 80 20 4 46 50 50
Male 11 64 75 25 5 43 48 52
American Indian 23 69 92 8 < < < <
Asian 26 68 94 6 8 54 63 38
Black 4 64 68 32 3 26 29 71
Hispanic 9 61 70 30 3 36 39 61
Native Hawaiian < < < < < < 100 0
White 12 67 79 21 5 47 52 48
Multiple Races 8 65 73 27 1 39 40 60
Students with Disabilities 4 38 42 58 6 16 21 79
Students without Disabilities 12 71 83 17 4 49 53 47
Economically Disadvantaged 7 61 69 31 2 37 39 61
Not Economically Disadvantaged 14 71 85 15 6 52 59 41
English Learners 3 53 56 44 - 31 31 69
Homeless - 55 55 45 - 23 23 77
Military Connected 20 70 90 10 5 67 71 29
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 62 78 22 8 49 58 42
Female 12 66 78 22 9 45 54 46
Male 20 59 79 21 8 53 61 39
American Indian < < < <
Asian < < 100 0 < < < <
Black 5 53 58 42 - 24 24 76
Hispanic 18 53 71 29 3 35 38 62
White 17 63 80 20 11 53 64 36
Multiple Races 14 71 86 14 - 55 55 45
Students with Disabilities 2 43 45 55 11 22 32 68
Students without Disabilities 18 65 84 16 8 53 61 39
Economically Disadvantaged 11 58 69 31 3 44 47 53
Not Economically Disadvantaged 21 65 86 14 14 55 69 31
English Learners 13 50 63 38 - 42 42 58
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 66 77 23 4 53 57 43
Female 10 69 79 21 4 50 54 46
Male 11 64 75 25 4 56 60 40
American Indian < < 100 0 < < 100 0
Asian < < < < < < < <
Black 6 81 87 13 7 21 29 71
Hispanic 8 54 62 38 4 44 48 52
White 11 67 78 22 4 58 62 38
Multiple Races 16 66 81 19 4 33 37 63
Students with Disabilities 10 40 50 50 7 21 28 72
Students without Disabilities 11 70 81 19 4 56 60 40
Economically Disadvantaged 8 63 71 29 2 48 51 49
Not Economically Disadvantaged 14 71 85 15 6 58 64 36
English Learners - 62 62 38 - 36 36 64
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 68 79 21 5 41 46 54
Female 11 67 78 22 3 45 48 52
Male 10 69 80 20 7 38 45 55
Asian < < 100 0 < < < <
Black 5 64 68 32 - 31 31 69
Hispanic 11 57 68 32 2 30 32 68
White 12 68 80 20 6 44 50 50
Multiple Races - 76 76 24 3 42 45 55
Students with Disabilities 2 28 30 70 - 13 13 87
Students without Disabilities 12 74 86 14 6 46 52 48
Economically Disadvantaged 7 61 68 32 3 38 41 59
Not Economically Disadvantaged 14 75 89 11 7 45 52 48
English Learners - 50 50 50 - 13 13 87
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 57 73 27 2 35 37 63
Female 16 59 76 24 1 36 38 62
Male 15 56 71 29 3 33 36 64
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 8 69 77 23 7 14 21 79
Hispanic 19 56 75 25 - 36 36 64
Native Hawaiian < < 100 0
White 16 57 72 28 2 37 39 61
Multiple Races 7 62 69 31 - 24 24 76
Students with Disabilities 7 23 30 70 10 8 18 82
Students without Disabilities 17 63 79 21 1 38 39 61
Economically Disadvantaged 10 56 66 34 1 24 25 75
Not Economically Disadvantaged 22 59 81 19 3 47 50 50
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 3 36 39 61
Female 14 62 76 24 3 39 43 57
Male 10 64 74 26 3 32 35 65
Asian < < 100 0 < < < <
Black - 58 58 42 - 21 21 79
Hispanic 5 48 52 48 3 34 38 62
Native Hawaiian < < < < < < 100 0
White 13 65 78 22 4 37 41 59
Multiple Races 4 57 61 39 - 22 22 78
Students with Disabilities 5 27 32 68 7 2 10 90
Students without Disabilities 13 70 82 18 3 40 43 57
Economically Disadvantaged 8 57 65 35 1 31 31 69
Not Economically Disadvantaged 15 70 85 15 5 40 45 55
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 67 71 29 1 27 28 72
Female 4 73 77 23 - 27 27 73
Male 4 63 66 34 2 27 29 71
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black - 64 64 36 - 24 24 76
Hispanic 4 58 63 38 - 18 18 82
Native Hawaiian < < 100 0
White 4 68 72 28 1 29 30 70
Multiple Races 5 60 65 35 - 25 25 75
Students with Disabilities 2 44 46 54 5 15 20 80
Students without Disabilities 4 73 77 23 - 31 31 69
Economically Disadvantaged 2 57 59 41 1 17 19 81
Not Economically Disadvantaged 5 76 81 19 1 40 41 59
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 79 85 15 3 59 63 37
Female 5 83 88 12 3 66 69 31
Male 7 74 81 19 4 54 58 42
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black - 73 73 27 5 45 50 50
Hispanic - 81 81 19 8 47 56 44
Native Hawaiian < < 100 0
White 7 80 87 13 3 61 64 36
Multiple Races 3 66 69 31 - 59 59 41
Students with Disabilities 2 62 63 37 2 27 29 71
Students without Disabilities 6 82 88 12 4 64 68 32
Economically Disadvantaged 3 78 80 20 2 49 51 49
Not Economically Disadvantaged 9 80 89 11 5 68 73 27
English Learners - 73 73 27 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 11 57 68 32
Female 10 61 71 29 10 58 68 32
Male 8 64 72 28 13 54 67 33
Asian < < 100 0 < < < <
Black - 25 25 75
Hispanic 6 67 72 28 < < < <
White 10 66 75 25 11 58 69 31
Multiple Races 7 64 71 29 < < < <
Students with Disabilities - 33 33 67 < < < <
Students without Disabilities 10 65 75 25 11 57 69 31
Economically Disadvantaged 6 50 56 44 5 49 54 46
Not Economically Disadvantaged 10 70 80 20 15 62 76 24
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 81 95 5 < < < <
Female 10 85 95 5 < < < <
Male 20 73 94 6 < < 100 0
Asian < < 100 0
Black < < < <
Hispanic < < < < < < 100 0
White 14 81 96 4 < < < <
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 14 81 96 4 < < < <
Economically Disadvantaged 10 86 97 3 < < < <
Not Economically Disadvantaged 15 80 94 6 < < 100 0
English Learners < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 77 23 4 44 48 52
Female 11 66 77 23 4 45 49 51
Male 12 64 76 24 4 43 47 53
American Indian < < < < < < 100 0
Asian 29 48 76 24 < < < <
Black 1 63 65 35 2 29 31 69
Hispanic 7 56 63 37 - 36 36 64
Native Hawaiian < < 100 0 < < 100 0
White 12 67 79 21 5 46 51 49
Multiple Races 14 59 73 27 - 43 43 57
Students with Disabilities 2 31 32 68 1 15 15 85
Students without Disabilities 13 70 83 17 5 49 54 46
Economically Disadvantaged 6 60 66 34 2 36 37 63
Not Economically Disadvantaged 16 69 85 15 6 51 57 43
English Learners 2 27 29 71 - 3 3 97
Homeless 6 39 44 56 - 45 45 55
Military Connected 30 60 90 10 < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 57 73 27 6 39 45 55
Female 18 55 73 27 4 38 42 58
Male 15 58 73 27 7 41 47 53
Asian < < < < < < < <
Black 5 55 59 41 7 27 33 67
Hispanic 21 43 64 36 - 27 27 73
White 17 58 76 24 8 42 50 50
Multiple Races 6 41 47 53 - 42 42 58
Students with Disabilities - 28 28 72 - 11 11 89
Students without Disabilities 19 61 79 21 7 44 51 49
Economically Disadvantaged 9 52 62 38 3 37 40 60
Not Economically Disadvantaged 23 60 83 17 8 42 50 50
English Learners 10 40 50 50 - 7 7 93
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 66 74 26 3 39 43 57
Female 8 65 73 27 2 41 44 56
Male 7 67 75 25 4 38 42 58
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black - 63 63 38 - 30 30 70
Hispanic 6 63 69 31 - 33 33 67
Native Hawaiian < < 100 0
White 8 67 76 24 4 42 46 54
Multiple Races - 73 73 27 - 25 25 75
Students with Disabilities 2 29 31 69 2 7 8 92
Students without Disabilities 8 73 81 19 4 46 50 50
Economically Disadvantaged 5 58 63 37 1 27 28 72
Not Economically Disadvantaged 9 73 82 18 6 52 58 42
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 83 17 4 53 56 44
Female 14 72 87 13 5 56 61 39
Male 14 66 80 20 3 50 52 48
American Indian < < 100 0
Asian < < 100 0 < < < <
Black - 86 86 14 - 33 33 67
Hispanic 3 58 61 39 - 52 52 48
Native Hawaiian < < 100 0
White 15 70 85 15 4 53 57 43
Multiple Races 24 58 82 18 - 67 67 33
Students with Disabilities - 34 34 66 - 25 25 75
Students without Disabilities 16 72 87 13 4 57 62 38
Economically Disadvantaged 6 65 71 29 1 46 47 53
Not Economically Disadvantaged 18 71 89 11 5 58 63 37
English Learners - 15 15 85 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Hispanic < < 100 0 < < < <
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
English Learners < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 70 77 23 - 29 29 71
Female 5 72 77 23 < < < <
Male 11 67 77 23 - 40 40 60
American Indian < < < <
Asian < < < <
Black - 50 50 50 < < < <
Hispanic 3 56 59 41 < < < <
White 8 73 81 19 - 36 36 64
Multiple Races 17 60 77 23 < < < <
Students with Disabilities 2 31 33 67 < < < <
Students without Disabilities 8 75 84 16 < < < <
Economically Disadvantaged 4 64 68 32 - 10 10 90
Not Economically Disadvantaged 11 74 85 15 < < < <
English Learners - 36 36 64
Homeless < < < < < < < <
Military Connected < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

2020-2021 history results are not reported due to the widespread use of local history assessments because of the continuing impact of COVID-19 on schools. History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 75 25
Female 12 61 73 27
Male 20 56 76 24
American Indian < < < <
Asian 26 52 78 22
Black 13 53 65 35
Hispanic 10 57 67 33
White 17 59 76 24
Multiple Races 16 56 72 28
Students with Disabilities 5 36 41 59
Students without Disabilities 18 61 79 21
Economically Disadvantaged 11 53 64 36
Not Economically Disadvantaged 20 62 83 17
English Learners - 42 42 58
Homeless < < < <
Military Connected 42 50 92 8
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 66 70 30
Female 2 66 69 31
Male 7 65 72 28
Asian < < < <
Black < < < <
Hispanic - 50 50 50
White 6 69 74 26
Multiple Races - 62 62 38
Students with Disabilities - 53 53 47
Students without Disabilities 5 67 72 28
Economically Disadvantaged - 64 64 36
Not Economically Disadvantaged 7 67 74 26
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 65 72 28
Female 3 72 76 24
Male 11 58 68 32
American Indian < < 100 0
Asian < < 100 0
Black < < < <
Hispanic 9 73 82 18
White 6 68 74 26
Multiple Races 14 57 71 29
Students with Disabilities - 31 31 69
Students without Disabilities 8 70 77 23
Economically Disadvantaged 2 57 60 40
Not Economically Disadvantaged 10 71 81 19
English Learners < < < <
Homeless < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26
Female 8 61 69 31
Male 18 60 79 21
American Indian < < < <
Asian < < < <
Black 7 59 66 34
Hispanic 4 60 64 36
White 14 62 76 24
Multiple Races 15 53 68 33
Students with Disabilities 5 32 37 63
Students without Disabilities 14 64 78 22
Economically Disadvantaged 7 56 62 38
Not Economically Disadvantaged 17 64 81 19
English Learners - 36 36 64
Homeless < < < <
Military Connected < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 61 79 21
Female 15 64 79 21
Male 20 58 79 21
American Indian < < 100 0
Asian < < < <
Black 6 67 72 28
Hispanic 17 57 73 27
White 19 61 80 20
Multiple Races 18 64 82 18
Students with Disabilities 2 37 39 61
Students without Disabilities 21 65 86 14
Economically Disadvantaged 13 54 68 33
Not Economically Disadvantaged 21 66 87 13
English Learners < < < <
Homeless < < < <
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 48 75 25
Female 25 51 76 24
Male 30 44 74 26
American Indian < < 100 0
Asian < < < <
Black 23 47 70 30
Hispanic 19 48 68 32
White 29 48 77 23
Multiple Races 22 53 75 25
Students with Disabilities 5 38 43 57
Students without Disabilities 30 49 78 22
Economically Disadvantaged 21 45 66 34
Not Economically Disadvantaged 35 51 85 15
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division42
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten116132167
Kindergarten367397337
Grade 1355368369
Grade 2393370363
Grade 3344388354
Grade 4381350363
Grade 5410387338
Grade 6446418368
Grade 7409442402
Grade 8407416431
Grade 9442449428
Grade 10435430411
Grade 11396417414
Grade 12401412415
Post Graduate--1
Total Students5,3025,3765,161

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students530253765161
Female252325352413
Male277928412747
American Indian171816
Asian585953
Black280289292
Hispanic393438462
Native Hawaiian443
White418641873960
Multiple Races364381375
Students with Disabilities689708637
Students without Disabilities461346684524
Economically Disadvantaged247722552198
Not Economically Disadvantaged282531212963
English Learners184199199
Not English Learners511851774962
Homeless343323
Military Connected343738
Foster Care3109
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2021: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 183 209 9 0 8 9
State 51255 36996 2098 701 4149 1959
Female Division 106 84 0 0 1 3
State 28269 16181 690 250 1331 761
Male Division 77 125 9 0 7 6
State 22980 20809 1408 451 2817 1198
Asian Division < < < < 0 <
State 5775 1305 72 12 65 35
Black Division 11 7 1 0 0 2
State 7933 10585 767 147 1019 761
Hispanic Division 11 20 0 0 3 0
State 5891 6757 237 88 1844 313
White Division 146 159 7 0 5 7
State 28755 16260 913 407 1092 761
Multiple Races Division 13 21 1 0 0 0
State 2685 1935 100 44 114 85
Students with Disabilities Division 3 30 9 0 0 0
State 1331 7347 2098 98 860 109
Economically Disadvantaged Division 50 84 6 0 4 4
State 11820 19252 1260 371 2162 1349
English Learners Division 2 7 0 0 3 0
State 1281 4093 203 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 184 54
Military Connected Division < < < < 0 <
State 2252 1403 62 15 48 37
< = 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 Students418401964019682
Female194190981909811
Male224211942119473
Asian<<100<10000
Black211991199100
Hispanic343191319139
White324312963129652
Multiple Races35351003510000
Students with Disabilities434298429800
Economically Disadvantaged148140951409543
English Learners12975975325
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken103 / 6.16%95 / 5.56% -
Advanced Placement Course Enrollment300 / 17.94%233 / 13.64%218 / 13.07%
Dual Enrollment319 / 19.08%331 / 19.38%394 / 23.62%
Governor's School Enrollment32 / 1.91%31 / 1.81%27 / 1.62%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision38018452
State86,21159,46231
FemaleDivision20110846
State43,37932,57825
MaleDivision1797658
State42,83226,88437
AsianDivision11<100
State6,3805,55313
BlackDivision241154
State18,49311,40838
HispanicDivision211148
State10,8006,31841
WhiteDivision30714951
State46,06033,07528
Multiple RacesDivision17<100
State4,1342,89130
Students with DisabilitiesDivision37<100
State7,5273,57553
Economically DisadvantagedDivision1384567
State28,17015,21546
English LearnersDivision<<100
State5,2972,82847
American IndianDivision--100
State22013539
Native HawaiianDivision--100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
State LicensuresDivision18816
 State2,2313331,030
Industry CertificationDivision505366272
 State107,23443,66048,781
Workplace ReadinessDivision43--
 State44,897--
Total Credentials EarnedDivision566374288
 State158,45744,50451,319
Students Earning One or More CredentialsDivision497318273
 State126,04439,25445,542
CTE CompletersDivision177196205
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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
2017-2018Division$4,547$5,385$690
State$6,462$5,219$867
2018-2019Division$4,891$5,483$801
State$6,642$5,388$901
2019-2020Division$4,911$5,653$806
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students4,2059654,214801
Female2,0304452,002346
Male2,1755202,210455
American Indian135124
Asian572482
Black2185621374
Hispanic3196737386
Native Hawaiian<<<<
White3,3167603,269561
Multiple Races2797429274
Students with Disabilities500172518109
Economically Disadvantaged1,8236471,864605
English Learners1552516937
Homeless34352535
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 14
Disorderly or Disruptive Behavior Offenses 44
Other Offenses Against Persons 26
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.80.3
Asian1.11.10.41
Black5.37.85.48.35.75.5
Hispanic7.46.48.26.294.1
Native Hawaiian0.10.10.1
White7975.477.973.176.783.6
Multiple Races6.910.47.111.27.36.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.3
Asian1.11.11
Black5.35.45.7
Hispanic7.48.29
Native Hawaiian0.10.10.1
White7977.976.7
Multiple Races6.97.17.3
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian1.11.11
Black5.35.45.7
Hispanic7.48.29
Native Hawaiian0.10.10.1
White7977.976.7
Multiple Races6.97.17.3
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 46.146.646.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 47.250.750.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 71.472.872.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available