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Waynesboro City Public Schools

General school information

Division: Waynesboro City Public Schools
Division Number: 130
Address: 301 Pine Ave Waynesboro, VA 22980
Superintendent: Dr. Jeffrey D. Cassell
Region: 5
Division Website (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 57 67 33 7 49 57 43
Female 11 59 70 30 10 52 62 38
Male 8 55 64 36 6 47 53 47
American Indian < < 100 0 < < 100 0
Asian 19 62 81 19 13 44 56 44
Black 4 45 49 51 2 37 39 61
Hispanic 7 53 60 40 6 42 48 52
Native Hawaiian < < < < < < < <
White 13 61 74 26 11 55 66 34
Multiple Races 7 57 64 36 3 55 58 42
Students with Disabilities 4 22 26 74 5 23 28 72
Students without Disabilities 11 61 72 28 8 53 60 40
Economically Disadvantaged 6 54 60 40 4 43 47 53
Not Economically Disadvantaged 16 62 78 22 12 57 69 31
English Learners - 23 23 77 - 10 10 90
Migrant < < < < < < < <
Homeless 4 39 43 57 - 10 10 90
Military Connected 9 65 74 26 19 57 76 24
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 7 46 53 47 7 40 47 53
Female 7 49 56 44 10 41 51 49
Male 7 44 51 49 4 38 43 57
Asian < < < < < < < <
Black 2 37 39 61 - 20 20 80
Hispanic 3 39 42 58 13 33 46 54
White 11 51 62 38 10 49 59 41
Multiple Races 4 48 52 48 - 50 50 50
Students with Disabilities - 8 8 92 10 7 17 83
Students without Disabilities 8 51 59 41 6 46 53 47
Economically Disadvantaged 5 41 46 54 6 34 40 60
Not Economically Disadvantaged 13 57 71 29 9 48 56 44
English Learners - 14 14 86 - 7 7 93
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 10 57 67 33 10 42 52 48
Female 10 58 68 32 16 47 63 37
Male 9 56 66 34 5 37 42 58
Asian < < 100 0 < < 100 0
Black 3 40 43 58 - 35 35 65
Hispanic 2 65 67 33 5 31 36 64
White 15 60 75 25 16 47 62 38
Multiple Races - 50 50 50 10 47 57 43
Students with Disabilities 3 24 28 72 - 19 19 81
Students without Disabilities 11 61 72 28 11 44 55 45
Economically Disadvantaged 4 61 65 35 5 35 40 60
Not Economically Disadvantaged 22 49 71 29 16 49 65 35
English Learners - 40 40 60 - 24 24 76
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 15 54 69 31 3 57 60 40
Female 17 55 72 28 5 51 56 44
Male 13 53 66 34 2 62 64 36
Asian < < 100 0 < < < <
Black 6 44 50 50 3 45 48 53
Hispanic 21 49 70 30 3 47 50 50
Native Hawaiian < < 100 0
White 16 58 74 26 5 66 71 29
Multiple Races 14 57 71 29 - 57 57 43
Students with Disabilities 8 17 25 75 4 43 48 52
Students without Disabilities 16 60 76 24 3 58 62 38
Economically Disadvantaged 13 52 65 35 1 49 50 50
Not Economically Disadvantaged 20 58 78 22 7 66 73 27
English Learners - 27 27 73 - 9 9 91
Migrant < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 14 52 65 35 9 51 60 40
Female 21 49 70 30 11 55 66 34
Male 8 54 62 38 7 48 55 45
Asian < < < < < < 100 0
Black 5 48 53 48 4 35 38 62
Hispanic 10 55 65 35 6 46 51 49
White 19 52 71 29 11 60 71 29
Multiple Races 10 52 61 39 - 44 44 56
Students with Disabilities - 44 44 56 6 22 28 72
Students without Disabilities 15 53 68 32 9 54 63 37
Economically Disadvantaged 7 46 54 46 4 44 48 52
Not Economically Disadvantaged 22 59 80 20 13 59 72 28
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 61 71 29 6 45 51 49
Female 10 65 74 26 7 57 64 36
Male 11 56 67 33 5 36 42 58
Asian < < < < < < < <
Black 3 58 61 39 3 43 47 53
Hispanic 6 53 58 42 6 38 44 56
White 14 65 78 22 7 49 56 44
Multiple Races 7 59 66 34 9 45 55 45
Students with Disabilities - 29 29 71 - 25 25 75
Students without Disabilities 11 64 75 25 7 48 55 45
Economically Disadvantaged 5 57 62 38 2 45 47 53
Not Economically Disadvantaged 15 65 80 20 15 45 60 40
English Learners < < < < - - - 100
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 6 59 65 35 10 46 56 44
Female 7 62 69 31 16 52 68 32
Male 5 57 62 38 5 42 46 54
Asian < < 100 0 < < < <
Black 3 41 45 55 4 35 38 62
Hispanic - 53 53 47 - 52 52 48
Native Hawaiian < < < <
White 7 67 74 26 16 45 61 39
Multiple Races 11 54 64 36 7 64 71 29
Students with Disabilities 7 13 20 80 - 19 19 81
Students without Disabilities 6 63 69 32 11 50 60 40
Economically Disadvantaged 2 52 54 46 6 38 44 56
Not Economically Disadvantaged 10 66 77 23 15 57 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 6 75 80 20 8 65 73 27
Female 9 76 85 15 5 65 70 30
Male 2 73 75 25 11 64 75 25
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 4 58 62 38 - 52 52 48
Hispanic - 60 60 40 7 52 60 40
White 7 79 86 14 12 69 81 19
Multiple Races 5 85 90 10 - 86 86 14
Students with Disabilities 10 20 30 70 17 33 50 50
Students without Disabilities 5 78 83 17 8 67 74 26
Economically Disadvantaged 1 75 76 24 6 59 64 36
Not Economically Disadvantaged 10 74 84 16 11 71 81 19
English Learners < < < < < < < <
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < <
< = 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 10 44 54 46
Female 9 52 61 39
Male 11 36 47 53
Asian < < 100 0
Black 3 29 32 68
Hispanic 5 41 46 54
White 12 47 60 40
Multiple Races 11 50 61 39
Students with Disabilities 5 20 25 75
Students without Disabilities 11 46 57 44
Economically Disadvantaged 6 40 45 55
Not Economically Disadvantaged 14 47 62 38
English Learners < < < <
Homeless < < < <
Military Connected < < < <
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 45 54 46
Female 8 52 60 40
Male 12 38 49 51
Asian < < 100 0
Black 3 30 33 67
Hispanic 5 41 46 54
White 12 49 61 39
Multiple Races 11 50 61 39
Students with Disabilities 6 25 31 69
Students without Disabilities 10 46 56 44
Economically Disadvantaged 6 41 46 54
Not Economically Disadvantaged 14 49 62 38
English Learners < < < <
Military Connected < < < <
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 < < < <
Female < < 100 0
Male < < < <
White < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
< = 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 6 64 70 30 3 32 34 66
Female 5 66 71 29 2 35 37 64
Male 7 62 69 31 3 29 33 67
American Indian < < < < < < 100 0
Asian 26 70 96 4 14 33 48 52
Black 2 52 55 45 1 18 20 80
Hispanic 3 65 68 32 2 24 26 74
Native Hawaiian < < < < < < < <
White 9 68 77 23 3 40 43 57
Multiple Races 4 59 63 37 1 31 33 67
Students with Disabilities 7 34 41 59 8 12 20 80
Students without Disabilities 6 67 74 26 2 34 36 64
Economically Disadvantaged 4 61 65 35 2 21 23 77
Not Economically Disadvantaged 10 68 78 22 4 45 48 52
English Learners - 44 44 56 - 12 12 88
Migrant < < < < < < < <
Homeless - 53 53 47 - 9 9 91
Military Connected 12 68 80 20 5 50 55 45
Foster Care < < < < - 30 30 70
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 7 67 74 26 2 34 36 64
Female 4 67 71 29 1 33 34 66
Male 10 67 77 23 2 35 38 62
Asian < < 100 0 < < < <
Black - 60 60 40 - 13 13 87
Hispanic 6 58 64 36 5 32 38 62
White 9 72 82 18 1 44 46 54
Multiple Races 7 63 70 30 - 32 32 68
Students with Disabilities - 42 42 58 4 8 12 88
Students without Disabilities 8 70 78 22 1 38 40 60
Economically Disadvantaged 4 64 68 32 1 27 28 72
Not Economically Disadvantaged 12 75 87 13 3 43 45 55
English Learners - 50 50 50 - - - 100
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
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 8 69 77 23 1 36 37 63
Female 4 68 72 28 1 44 45 55
Male 11 69 81 19 1 29 30 70
Asian < < 100 0 < < < <
Black 3 60 63 38 - 17 17 83
Hispanic 2 84 86 14 - 27 27 73
White 12 70 82 18 1 42 43 57
Multiple Races - 50 50 50 4 46 50 50
Students with Disabilities 7 45 52 48 - - - 100
Students without Disabilities 8 72 80 20 1 39 40 60
Economically Disadvantaged 5 72 77 23 - 22 22 78
Not Economically Disadvantaged 14 62 76 24 2 52 54 46
English Learners - 80 80 20 - 16 16 84
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 10 61 70 30 4 32 36 64
Female 11 60 71 29 5 34 38 62
Male 9 61 70 30 3 31 34 66
Asian < < 100 0 < < < <
Black 2 46 48 52 2 20 23 77
Hispanic 9 68 77 23 3 23 26 74
Native Hawaiian < < < <
White 13 62 75 25 7 41 47 53
Multiple Races 5 67 71 29 - 37 37 63
Students with Disabilities 3 30 32 68 4 17 21 79
Students without Disabilities 11 66 77 23 4 34 38 62
Economically Disadvantaged 9 57 66 34 2 26 28 72
Not Economically Disadvantaged 11 72 83 17 7 40 47 53
English Learners - 44 44 56 - 9 9 91
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 4 52 56 44 5 16 21 79
Female 3 56 59 41 1 16 18 82
Male 6 48 54 46 8 16 24 76
Asian < < 100 0 < < < <
Black 3 41 44 56 4 7 11 89
Hispanic 4 56 59 41 - 6 6 94
White 6 56 62 38 5 24 29 71
Multiple Races 3 45 48 52 6 6 13 88
Students with Disabilities 12 24 36 64 22 - 22 78
Students without Disabilities 3 56 59 41 3 18 21 79
Economically Disadvantaged 3 46 48 52 2 9 12 88
Not Economically Disadvantaged 7 61 68 32 7 23 30 70
English Learners < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 2 52 55 45 3 8 11 89
Female 1 63 64 36 2 10 12 88
Male 4 38 42 58 3 7 10 90
Asian < < < < < < < <
Black 7 43 50 50 4 4 7 93
Hispanic - 50 50 50 5 - 5 95
White 2 58 60 40 2 14 16 84
Multiple Races - 50 50 50 < < < <
Students with Disabilities 14 14 29 71 15 - 15 85
Students without Disabilities 1 58 58 42 - 10 10 90
Economically Disadvantaged 2 44 46 54 4 2 6 94
Not Economically Disadvantaged 3 65 68 32 - 21 21 79
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 6 58 64 36 2 30 32 68
Female 7 60 67 33 1 36 37 63
Male 5 56 61 39 3 26 28 72
Asian < < 100 0 < < < <
Black - 36 36 64 - 30 30 70
Hispanic - 54 54 46 6 32 38 62
Native Hawaiian < < < <
White 10 64 74 26 1 33 35 65
Multiple Races 4 63 67 33 - 21 21 79
Students with Disabilities 13 20 33 67 7 14 21 79
Students without Disabilities 5 61 67 33 1 32 34 66
Economically Disadvantaged 2 56 58 42 3 23 26 74
Not Economically Disadvantaged 10 61 71 29 - 43 43 57
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 3 70 72 28 - 37 37 63
Female 3 71 74 26 - 33 33 67
Male 2 69 71 29 - 41 41 59
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 49 49 51 - 22 22 78
Hispanic - 74 74 26 - 27 27 73
White 4 76 80 20 - 46 46 54
Multiple Races - 57 57 43 - 27 27 73
Students with Disabilities - 50 50 50 - 35 35 65
Students without Disabilities 3 72 75 25 - 37 37 63
Economically Disadvantaged - 68 68 32 - 30 30 70
Not Economically Disadvantaged 6 72 77 23 - 47 47 53
English Learners - 38 38 62 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 76 81 19 3 69 71 29
Female 5 78 83 17 - 66 66 34
Male 5 74 79 21 8 73 81 19
Asian < < 100 0 < < 100 0
Black 4 80 84 16 < < < <
Hispanic - 66 66 34 - 36 36 64
White 6 79 85 15 2 75 77 23
Multiple Races 5 76 81 19 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 4 76 80 20 3 70 72 28
Economically Disadvantaged 3 72 75 25 6 33 39 61
Not Economically Disadvantaged 7 79 86 14 2 81 83 17
English Learners < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 17 74 91 9 5 59 65 35
Female 17 75 92 8 12 59 71 29
Male 18 73 91 9 - 60 60 40
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 19 72 91 9 8 58 67 33
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities 17 74 91 9 6 61 67 33
Economically Disadvantaged - 88 88 12 < < < <
Not Economically Disadvantaged 25 68 93 7 6 61 68 32
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 10 58 67 33 3 42 44 56
Female 8 56 64 36 2 41 43 57
Male 11 59 70 30 3 42 45 55
American Indian < < 100 0 < < 100 0
Asian < < < < 8 38 46 54
Black 2 47 49 51 - 23 23 77
Hispanic 10 42 52 48 - 31 31 69
Native Hawaiian < < < <
White 12 64 76 24 4 52 56 44
Multiple Races 6 66 73 27 2 40 42 58
Students with Disabilities 2 28 30 70 - 23 23 77
Students without Disabilities 11 61 71 29 3 44 47 53
Economically Disadvantaged 8 54 61 39 1 29 29 71
Not Economically Disadvantaged 12 63 76 24 5 56 61 39
English Learners 2 17 19 81 - 9 9 91
Migrant < < < < < < < <
Homeless - 63 63 37 < < < <
Military Connected 8 83 92 8 < < < <
Foster Care < < < < < < < <
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 15 51 66 34 3 32 35 65
Female 12 52 63 37 3 28 31 69
Male 18 50 68 32 2 37 39 61
Asian < < 100 0 < < < <
Black - 45 45 55 - 23 23 77
Hispanic 25 41 66 34 - 29 29 71
Native Hawaiian < < 100 0
White 19 51 70 30 6 38 43 57
Multiple Races - 81 81 19 - 33 33 67
Students with Disabilities 3 22 24 76 - 33 33 67
Students without Disabilities 17 56 73 27 3 32 35 65
Economically Disadvantaged 15 47 62 38 1 22 23 77
Not Economically Disadvantaged 15 63 78 22 5 46 51 49
English Learners 6 25 31 69 < < < <
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 8 59 66 34 3 49 52 48
Female 5 58 63 37 2 62 64 36
Male 10 59 69 31 4 40 43 57
Asian < < 100 0 < < < <
Black 10 38 48 52 - 36 36 64
Hispanic 5 50 55 45 - 36 36 64
Native Hawaiian < < < <
White 6 68 74 26 4 58 62 38
Multiple Races 11 56 67 33 7 50 57 43
Students with Disabilities - 29 29 71 - 14 14 86
Students without Disabilities 8 61 69 31 3 53 56 44
Economically Disadvantaged 5 55 59 41 1 39 40 60
Not Economically Disadvantaged 11 63 74 26 5 64 69 31
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
Biology 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 3 46 48 52
Female 10 59 69 31 2 41 43 57
Male 12 61 72 28 3 51 55 45
American Indian < < 100 0
Asian < < < < < < < <
Black - 50 50 50 - 14 14 86
Hispanic 7 33 41 59 - 32 32 68
White 15 67 81 19 4 60 64 36
Multiple Races 10 71 81 19 - 46 46 54
Students with Disabilities 5 37 42 58 - 13 13 88
Students without Disabilities 11 62 73 27 3 49 52 48
Economically Disadvantaged 4 62 67 33 - 29 29 71
Not Economically Disadvantaged 18 57 75 25 5 61 66 34
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Chemistry 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 74 26
Female 17 56 72 28
Male 15 62 77 23
Asian < < 100 0
Black < < < <
Hispanic < < < <
White 17 61 78 22
Multiple Races < < 100 0
Students without Disabilities 16 58 74 26
Economically Disadvantaged 8 58 67 33
Not Economically Disadvantaged 21 58 79 21
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 3 62 66 34 - 36 36 64
Female 3 54 58 42 < < < <
Male 4 69 72 28 - 36 36 64
American Indian < < 100 0
Asian < < 100 0
Black - 51 51 49 < < < <
Hispanic 2 43 45 55 < < < <
White 5 77 82 18 < < < <
Multiple Races - 59 59 41
Students with Disabilities - 28 28 72 < < < <
Students without Disabilities 4 66 70 30 - 36 36 64
Economically Disadvantaged 2 55 57 43 < < < <
Not Economically Disadvantaged 5 70 76 24 < < < <
English Learners - 9 9 91
Homeless < < < <
Military Connected < < 100 0
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

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 13 53 66 34
Female 10 53 63 37
Male 15 54 69 31
American Indian < < 100 0
Asian < < 100 0
Black 3 45 49 51
Hispanic 9 50 58 42
White 17 56 73 27
Multiple Races 8 57 65 35
Students with Disabilities 4 39 42 58
Students without Disabilities 14 55 68 32
Economically Disadvantaged 8 51 59 41
Not Economically Disadvantaged 19 57 75 25
English Learners 3 34 37 63
Homeless - 44 44 56
Military Connected < < < <
Foster Care < < < <
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 - 48 48 52
Female - 51 51 49
Male - 44 44 56
Black - 29 29 71
Hispanic - 50 50 50
White - 53 53 47
Multiple Races - 60 60 40
Students with Disabilities < < < <
Students without Disabilities - 47 47 53
Economically Disadvantaged - 44 44 56
Not Economically Disadvantaged - 53 53 48
English Learners < < < <
Foster Care < < < <
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 59 66 34
Female 5 60 65 35
Male 8 58 66 34
American Indian < < 100 0
Asian < < 100 0
Black 2 52 55 45
Hispanic 10 50 60 40
White 8 66 74 26
Multiple Races - 62 62 38
Students with Disabilities - 33 33 67
Students without Disabilities 7 62 70 30
Economically Disadvantaged 3 54 57 43
Not Economically Disadvantaged 11 65 76 24
English Learners - 42 42 58
Homeless < < < <
Military Connected < < 100 0
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 8 59 67 33
Female 4 49 53 47
Male 13 75 88 13
Black - 44 44 56
Hispanic 7 64 71 29
White 10 65 75 25
Multiple Races < < < <
Students with Disabilities < < 100 0
Students without Disabilities 7 59 66 34
Economically Disadvantaged 2 55 57 43
Not Economically Disadvantaged 14 66 80 20
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
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 14 58 72 28
Female 11 60 71 29
Male 17 56 72 28
Asian < < 100 0
Black 7 57 64 36
Hispanic 6 39 44 56
White 15 66 81 19
Multiple Races 25 50 75 25
Students with Disabilities 8 31 38 62
Students without Disabilities 15 60 74 26
Economically Disadvantaged 9 52 61 39
Not Economically Disadvantaged 20 64 83 17
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
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 22 43 66 34
Female 19 42 61 39
Male 26 44 70 30
Asian < < 100 0
Black 5 36 41 59
Hispanic 14 53 67 33
White 33 39 72 28
Multiple Races - 59 59 41
Students with Disabilities - 33 33 67
Students without Disabilities 25 44 70 30
Economically Disadvantaged 14 47 62 38
Not Economically Disadvantaged 41 34 75 25
English Learners 7 40 47 53
Homeless < < < <
Military Connected < < < <
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
Division--
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-kindergarten9482104
Kindergarten201208168
Grade 1231207201
Grade 2236220198
Grade 3222238208
Grade 4251221223
Grade 5257236216
Grade 6232248225
Grade 7236221250
Grade 8229223223
Grade 9235247250
Grade 10212207232
Grade 11198218207
Grade 12200185209
Total Students3,0342,9612,914

< = 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 Students303429612914
Female142914071412
Male160515541502
American Indian444
Asian323334
Black501467490
Hispanic485523550
Native Hawaiian344
White165815901500
Multiple Races351340332
Students with Disabilities342346334
Students without Disabilities269226152580
Economically Disadvantaged200515301614
Not Economically Disadvantaged102914311300
English Learners189217229
Not English Learners284527442685
Migrant731
Homeless322633
Military Connected413232
Foster Care121927
< = 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 76 122 7 0 5 14
State 51256 36999 2105 702 4149 1951
Female Division 50 61 4 0 4 3
State 28270 16183 693 250 1328 759
Male Division 26 61 3 0 1 11
State 22980 20810 1412 452 2820 1192
Asian Division < < < < 0 <
State 5775 1305 75 12 65 35
Black Division 6 25 2 0 1 6
State 7933 10585 768 148 1016 760
Hispanic Division 7 20 0 0 0 3
State 5891 6759 239 88 1844 312
White Division 55 64 5 0 4 5
State 28756 16261 914 407 1095 755
Multiple Races Division 7 12 0 0 0 0
State 2685 1935 100 44 114 85
Students with Disabilities Division 1 16 7 0 0 0
State 1332 7347 2105 98 859 108
Economically Disadvantaged Division 31 83 4 0 2 12
State 11820 19253 1263 371 2165 1345
English Learners Division < < < < 0 <
State 1281 4094 206 19 1532 67
Homeless Division < < < < 0 <
State 166 486 49 19 183 54
Military Connected Division < < < < 0 <
State 2252 1403 62 15 48 37
Foster Care Division < < < < 0 <
State 20 160 24 11 66 22
< = 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 Students224205922059252
Female122115941159443
Male1029088908811
Asian<<100<10000
Black403383338313
Hispanic302790279000
White133124931249343
Multiple Races19191001910000
Students with Disabilities24241002410000
Economically Disadvantaged132118891188922
English Learners<<100<10000
Homeless<<<<<00
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken86 / 10.19%76 / 8.87%61 / 6.8%
Advanced Placement Course Enrollment166 / 19.67%139 / 16.22%145 / 16.16%
Dual Enrollment72 / 8.53%18 / 2.1%48 / 5.35%
Governor's School Enrollment43 / 5.09%49 / 5.72%46 / 5.13%
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 StudentsDivision1899948
State86,21159,46231
FemaleDivision936134
State43,37932,57825
MaleDivision963860
State42,83226,88437
AsianDivision<<100
State6,3805,55313
BlackDivision352334
State18,49311,40838
HispanicDivision261062
State10,8006,31841
WhiteDivision1175850
State46,06033,07528
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision18<100
State7,5273,57553
Economically DisadvantagedDivision823459
State28,17015,21546
English LearnersDivision10<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
NOCTI AssessmentsDivision20-7
 State4,0955111,508
State LicensuresDivision2-6
 State2,2313331,030
Industry CertificationDivision1867692
 State107,23443,66048,781
Workplace ReadinessDivision3--
 State44,897--
Total Credentials EarnedDivision21176105
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1967197
 State126,04439,25445,542
CTE CompletersDivision1118781
 State42,22244,53939,042
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

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
2017-2018Division$4,862$5,871$1,148
State$6,462$5,219$867
2018-2019Division$5,971$5,025$1,379
State$6,642$5,388$901
2019-2020Division$4,786$6,365$1,495
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 Students2,5653541,915942
Female1,222159944438
Male1,343195971504
American Indian<<<<
Asian320322
Black40374246225
Hispanic42047344209
Native Hawaiian<<<<
White1,4201861,062399
Multiple Races28347225105
Students with Disabilities27655208110
Economically Disadvantaged1,5582771,061751
English Learners17814130109
Homeless4311529
< = 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 <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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 Indian0.10.11.50.1
Asian1.11.11.2
Black16.536.615.830.816.814.3
Hispanic161217.7918.914.3
Native Hawaiian0.10.10.1
White54.735.553.740.851.550
Multiple Races11.615.811.517.911.421.4
< = 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 Indian0.10.10.1
Asian1.11.11.2
Black16.515.816.8
Hispanic1617.718.9
Native Hawaiian0.10.10.1
White54.753.751.5
Multiple Races11.611.511.4
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian1.11.11.2
Black16.515.816.8
Hispanic1617.718.9
Native Hawaiian0.10.10.1
White54.753.751.5
Multiple Races11.611.511.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 62.162.462.4
< = 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 51.658.558.5
< = 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 71.271.671.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available