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West Point Public Schools

General school information

Division: West Point Public Schools
Division Number: 207
Address: 329 6th Street West Point, VA 23181
Superintendent: Dr. Larry Frazier
Region: 3
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Schools in this Division (opens new window)

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Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
West Point ElementaryAccredited
Combined Schools
West Point Middle/HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 60 80 20 18 67 86 14
Female 27 58 85 15 21 70 92 8
Male 13 63 76 24 15 64 79 21
American Indian < < 100 0 < < 100 0
Asian 33 42 75 25 25 75 100 0
Black 8 63 71 29 5 60 65 35
Hispanic 10 57 67 33 5 76 81 19
White 24 59 83 17 21 67 89 11
Multiple Races 11 72 83 17 19 65 84 16
Students with Disabilities 5 36 41 59 5 32 36 64
Students without Disabilities 22 63 85 15 20 72 92 8
Economically Disadvantaged 10 60 70 30 11 66 77 23
Not Economically Disadvantaged 27 61 87 13 23 68 92 8
Homeless < < 100 0 < < 100 0
Military Connected 23 62 85 15 27 64 91 9
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 25 62 87 13
Female 23 47 70 30 29 61 90 10
Male 8 76 84 16 21 63 83 17
Black < < 100 0 < < < <
Hispanic < < < < < < < <
White 18 58 75 25 32 56 88 12
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 18 63 80 20 30 67 98 2
Economically Disadvantaged 9 61 70 30 17 57 74 26
Not Economically Disadvantaged 22 59 81 19 31 66 97 3
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17 12 72 85 15
Female 29 61 90 10 20 66 86 14
Male 19 56 74 26 3 80 83 17
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 33 55 88 12 16 69 84 16
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 26 57 83 17 14 78 92 8
Economically Disadvantaged 7 70 78 22 3 79 83 17
Not Economically Disadvantaged 39 48 87 13 19 67 86 14
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 87 13 9 76 85 15
Female 35 61 96 4 3 90 94 6
Male 9 68 77 23 17 58 75 25
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 28 63 91 9 12 78 90 10
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 24 66 90 10 10 77 87 13
Economically Disadvantaged 6 69 75 25 7 78 85 15
Not Economically Disadvantaged 31 62 93 7 11 75 86 14
Military Connected < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 64 76 24 27 58 85 15
Female 22 50 72 28 35 62 96 4
Male 4 74 78 22 18 55 73 27
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 10 60 70 30 33 58 92 8
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 14 68 81 19 29 60 89 11
Economically Disadvantaged 4 60 64 36 20 53 73 27
Not Economically Disadvantaged 20 70 90 10 30 61 91 9
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 15 63 78 22
Female 21 54 74 26 20 80 100 0
Male 3 50 53 47 12 54 65 35
American Indian < < 100 0
Asian < < < < < < 100 0
Black 10 20 30 70 < < < <
Hispanic < < < < < < 100 0
White 15 58 73 27 15 67 81 19
Multiple Races < < < < < < < <
Students with Disabilities 17 - 17 83 < < < <
Students without Disabilities 11 62 74 26 18 71 88 12
Economically Disadvantaged 6 41 47 53 9 65 74 26
Not Economically Disadvantaged 17 61 78 22 22 61 83 17
Military Connected < < < < < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 79 21 14 65 79 21
Female 9 82 91 9 20 64 84 16
Male 17 48 66 34 6 66 71 29
Asian < < 100 0 < < 100 0
Black < < < < 8 42 50 50
Hispanic < < < < < < < <
White 13 70 83 18 13 69 83 17
Multiple Races 10 60 70 30 < < < <
Students with Disabilities < < < < 14 21 36 64
Students without Disabilities 14 68 82 18 14 74 88 12
Economically Disadvantaged 17 61 78 22 14 50 64 36
Not Economically Disadvantaged 10 69 79 21 14 77 91 9
Military Connected < < 100 0 < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 61 99 1 29 71 100 0
Female 46 51 97 3 23 77 100 0
Male 29 71 100 0 34 66 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 13 80 93 7 < < 100 0
Hispanic < < 100 0 < < 100 0
White 49 51 100 0 28 72 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 38 61 99 1 30 70 100 0
Economically Disadvantaged 25 70 95 5 14 86 100 0
Not Economically Disadvantaged 42 58 100 0 33 67 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 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

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 51 66 34
Female 16 59 75 25
Male 14 42 55 45
American Indian < < 100 0
Asian < < < <
Black - 23 23 77
Hispanic < < < <
White 16 58 74 26
Multiple Races 20 40 60 40
Students with Disabilities - 19 19 81
Students without Disabilities 17 55 72 28
Economically Disadvantaged 8 41 49 51
Not Economically Disadvantaged 19 56 75 25
Homeless < < 100 0
Military Connected < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 38 48 52
Female 12 53 65 35
Male 8 19 28 72
Asian < < < <
Black - 25 25 75
Hispanic < < < <
White 12 49 61 39
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 12 44 56 44
Economically Disadvantaged 9 29 37 63
Not Economically Disadvantaged 11 45 57 43
Military Connected < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10
Female 23 67 90 10
Male 21 69 90 10
American Indian < < 100 0
Asian < < 100 0
Black < < < <
Hispanic < < 100 0
White 22 67 89 11
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 23 68 91 9
Economically Disadvantaged 7 71 79 21
Not Economically Disadvantaged 27 67 93 7
Homeless < < 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

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 55 63 37 11 65 76 24
Female 8 62 70 30 11 69 80 20
Male 8 48 56 44 12 60 72 28
American Indian < < < < < < 100 0
Asian 15 69 85 15 25 67 92 8
Black 2 26 28 72 4 49 53 47
Hispanic - 58 58 42 - 71 71 29
White 9 61 70 30 14 67 81 19
Multiple Races 7 39 46 54 6 64 69 31
Students with Disabilities 6 25 31 69 - 47 47 53
Students without Disabilities 8 59 67 33 13 67 80 20
Economically Disadvantaged 5 41 46 54 9 58 67 33
Not Economically Disadvantaged 10 65 75 25 14 70 83 17
Military Connected < < < < 10 60 70 30
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 49 73 27 31 60 91 9
Female 27 43 70 30 32 58 90 10
Male 20 56 76 24 29 63 92 8
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 23 60 83 18 37 54 90 10
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 25 49 75 25 37 63 100 0
Economically Disadvantaged 9 39 48 52 30 48 78 22
Not Economically Disadvantaged 34 56 91 9 31 69 100 0
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 53 67 33 9 72 81 19
Female 13 58 71 29 9 71 79 21
Male 15 48 63 37 10 73 83 17
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 19 60 79 21 11 80 91 9
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 15 54 69 31 10 71 81 19
Economically Disadvantaged 11 48 59 41 3 69 72 28
Not Economically Disadvantaged 16 58 74 26 14 74 89 11
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 20 58 78 22
Female 4 83 87 13 16 68 84 16
Male 9 59 68 32 25 46 71 29
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 9 75 84 16 26 57 83 17
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 5 76 80 20 21 58 79 21
Economically Disadvantaged - 50 50 50 11 67 78 22
Not Economically Disadvantaged 10 83 93 7 29 50 79 21
Military Connected < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 15 15 85 - 45 45 55
Female - 15 15 85 - 73 73 27
Male - 15 15 85 - 19 19 81
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White - 10 10 90 - 50 50 50
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 20 20 80 - 50 50 50
Economically Disadvantaged - 17 17 83 - 38 38 62
Not Economically Disadvantaged < < < < - 50 50 50
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 40 45 55 2 61 63 37
Female 6 42 48 52 - 67 67 33
Male 3 38 41 59 4 56 60 40
American Indian < < 100 0
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 4 47 51 49 3 65 68 32
Multiple Races < < < < < < < <
Students with Disabilities 17 8 25 75 < < < <
Students without Disabilities 2 47 49 51 3 64 67 33
Economically Disadvantaged 3 27 30 70 5 41 45 55
Not Economically Disadvantaged 6 51 57 43 - 79 79 21
Military Connected < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 65 65 35 4 61 66 34
Female - 79 79 21 6 67 72 28
Male - 44 44 56 3 56 59 41
Asian < < 100 0 < < < <
Black < < < < - 36 36 64
Hispanic < < < < < < < <
White - 83 83 17 2 72 74 26
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 21 21 79
Students without Disabilities - 68 68 33 5 71 77 23
Economically Disadvantaged - 44 44 56 6 51 57 43
Not Economically Disadvantaged - 79 79 21 3 71 74 26
Military Connected < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 64 65 35 11 83 94 6
Female - 83 83 17 11 82 93 7
Male 2 53 56 44 11 84 95 5
American Indian < < 100 0
Asian < < 100 0
Black - 42 42 58 < < 100 0
Hispanic < < 100 0 < < 100 0
White 2 69 71 29 13 80 93 7
Multiple Races < < < < < < < <
Students with Disabilities - 30 30 70 < < 100 0
Students without Disabilities 2 69 71 29 13 80 93 8
Economically Disadvantaged 5 50 55 45 - 82 82 18
Not Economically Disadvantaged - 70 70 30 17 83 100 0
Military Connected < < 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 74 84 16 - 82 82 18
Female 5 80 85 15 - 76 76 24
Male 18 64 82 18 - 88 88 13
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0
White 7 75 82 18 - 81 81 19
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 10 74 84 16 - 84 84 16
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 9 73 82 18 - 79 79 21
Military Connected < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 77 85 15 < < < <
Female < < 100 0 < < < <
Male < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black < < < <
Hispanic < < 100 0
White < < < < < < < <
Students without Disabilities 8 77 85 15 < < < <
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 9 73 82 18 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 12 61 74 26
Female 6 60 66 34 12 66 78 22
Male 15 61 76 24 13 57 70 30
Asian < < < < < < < <
Black - 44 44 56 - 41 41 59
Hispanic < < < < - 64 64 36
White 14 64 78 22 16 64 80 20
Multiple Races - 54 54 46 8 75 83 17
Students with Disabilities 7 14 21 79 11 25 36 64
Students without Disabilities 11 64 75 25 13 67 80 20
Economically Disadvantaged 7 43 50 50 9 51 60 40
Not Economically Disadvantaged 12 68 80 20 15 69 84 16
Military Connected < < 100 0 < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 53 69 31 24 51 75 25
Female 13 61 74 26 23 55 77 23
Male 18 45 64 36 25 46 71 29
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 22 63 84 16 29 49 78 22
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 15 59 73 27 25 52 77 23
Economically Disadvantaged 6 31 38 63 11 56 67 33
Not Economically Disadvantaged 21 66 86 14 36 46 82 18
Military Connected < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 54 62 38 5 61 66 34
Female 6 48 55 45 5 68 73 27
Male 11 61 71 29 6 53 58 42
Asian < < < < < < < <
Black < < < < - 46 46 54
Hispanic < < < < < < < <
White 10 62 72 28 6 65 71 29
Multiple Races - 50 50 50 < < < <
Students with Disabilities < < < < 13 13 27 73
Students without Disabilities 9 58 67 33 3 72 75 25
Economically Disadvantaged 9 43 52 48 6 44 50 50
Not Economically Disadvantaged 8 61 68 32 5 75 80 20
Military Connected < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 79 21 12 71 83 17
Female 2 69 71 29 10 80 90 10
Male 15 73 88 13 13 67 79 21
Asian < < 100 0 < < 100 0
Black < < < < - 36 36 64
Hispanic < < 100 0 < < 100 0
White 12 68 80 20 16 77 93 7
Multiple Races - 60 60 40 < < 100 0
Students with Disabilities < < < < 10 40 50 50
Students without Disabilities 9 72 81 19 12 78 90 10
Economically Disadvantaged 5 53 58 42 13 57 70 30
Not Economically Disadvantaged 10 76 86 14 11 81 92 8
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Black < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
White < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 52 76 24
Female 20 58 78 22
Male 28 46 73 27
American Indian < < 100 0
Asian < < < <
Black 11 44 56 44
Hispanic < < < <
White 24 57 82 18
Multiple Races 33 39 72 28
Students with Disabilities 3 30 33 67
Students without Disabilities 27 56 84 16
Economically Disadvantaged 18 45 63 37
Not Economically Disadvantaged 29 58 87 13
Military Connected < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 49 58 43
Female 7 56 63 37
Male 11 41 51 49
Asian < < < <
Black 9 27 36 64
Hispanic < < < <
White 4 62 66 34
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 10 57 67 33
Economically Disadvantaged 6 29 35 65
Not Economically Disadvantaged 11 63 74 26
Military Connected < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 70 70 30
Female < < < <
Male < < < <
Black < < < <
White < < < <
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 58 85 15
Female 13 73 87 13
Male 36 48 84 16
American Indian < < 100 0
Asian < < 100 0
Black < < < <
Hispanic < < 100 0
White 26 63 89 11
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 30 64 94 6
Economically Disadvantaged 22 52 74 26
Not Economically Disadvantaged 35 65 100 0
Military Connected < < 100 0
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 50 94 6
Female 41 53 94 6
Male 47 47 93 7
Asian < < 100 0
Black < < < <
Hispanic < < 100 0
White 52 43 95 5
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 48 48 97 3
Economically Disadvantaged 31 62 93 7
Not Economically Disadvantaged 54 40 94 6
Military Connected < < 100 0
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
Division--
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten8826
Kindergarten566154
Grade 1585359
Grade 2515854
Grade 3545459
Grade 4617152
Grade 5475666
Grade 6514960
Grade 7754554
Grade 8658343
Grade 9806786
Grade 10698064
Grade 11706271
Grade 12596662
Total Students804813810

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2020-20212021-20222022-2023
All Students804813810
Female415413419
Male389400391
American Indian555
Asian212117
Black8810293
Hispanic404349
Native Hawaiian1-1
White561571573
Multiple Races887172
Students with Disabilities8993100
Students without Disabilities715720710
Economically Disadvantaged290311330
Not Economically Disadvantaged514502480
English Learners1286
Not English Learners792805804
Homeless411
Military Connected201617
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

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

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

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

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

Status of the Students in the 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 40 31 0 2 1 3
State 52170 36661 2122 745 5113 1898
Female Division 24 15 0 1 1 2
State 28666 15796 664 262 1814 769
Male Division 16 16 0 1 0 1
State 23482 20836 1455 483 3297 1128
Asian Division < < < < 0 <
State 6086 1308 80 10 86 38
Black Division 6 7 0 1 0 2
State 8348 9965 761 162 1156 732
Hispanic Division < < < < 0 <
State 6301 7052 288 78 2283 404
White Division 30 16 0 0 1 1
State 28378 16223 879 440 1367 628
Multiple Races Division 2 7 0 1 0 0
State 2870 1987 106 54 196 88
Students with Disabilities Division < < < < 0 <
State 1555 7404 2122 109 965 127
Economically Disadvantaged Division 7 13 0 2 0 1
State 12249 19238 1246 413 2873 1301
Military Connected Division < < < < 0 <
State 2323 1295 41 16 47 26
< = 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 Students777192739511
Female433991409312
Male343294339700
Asian<<100<10000
Black161381148800
Hispanic<<100<10000
White484696469612
Multiple Races109901010000
Students with Disabilities<<100<10000
Economically Disadvantaged232087229600
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 2019-20202020-20212021-2022
Advanced Placement Test Taken - - 2 / .73%
Advanced Placement Course Enrollment1 / .39%21 / 7.55%34 / 12.36%
Dual Enrollment137 / 53.1%126 / 45.32%111 / 40.36%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision604230
State86,21159,46331
FemaleDivision292514
State43,37932,57925
MaleDivision311745
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision<<100
State6,3805,55313
BlackDivision<<100
State18,49311,40838
HispanicDivision<<100
State10,7996,31841
WhiteDivision443130
State46,06133,07628
Multiple RacesDivision<<100
State4,1342,89130
Students with DisabilitiesDivision<<100
State7,5273,57553
Economically DisadvantagedDivision<<100
State28,16915,21546
Native HawaiianDivision--100
State1248234
English LearnersDivision--100
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
Industry CertificationDivision133055
 State43,66051,68595,688
Total Credentials EarnedDivision133262
 State71,13171,189143,862
Students Earning One or More CredentialsDivision63256
 State62,89960,992115,682
CTE CompletersDivision242027
 State44,53942,30344,149
NOCTI AssessmentsDivision--3
 State5111,5422,590
State LicensuresDivision-21
 State3331,0771,236
Workplace ReadinessDivision--3
 State26,62716,88544,348
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$5,659$6,784$525
State$6,642$5,388$901
2019-2020Division$5,916$7,077$525
State$6,770$5,603$867
2020-2021Division$5,200$7,516$1,097
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students78619675123
Female4031033771
Male383933852
American Indian<<<<
Asian210201
Black8469010
Hispanic4122614
Native Hawaiian<<--
White555848077
Multiple Races8035520
Students with Disabilities9237621
Economically Disadvantaged2851724664
English Learners13373
Homeless<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

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

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.6
Asian2.12.6
Black10.518.610.936.4
Hispanic55.15
Native Hawaiian--0.1
White71.267.869.854.5
Multiple Races10.68.510.99.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.6
Asian2.12.6
Black10.510.9
Hispanic55
Native Hawaiian0.1
White71.210069.8
Multiple Races10.610.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.60.6
Asian2.12.6
Black10.510.9
Hispanic55
Native Hawaiian--0.1
White71.269.8
Multiple Races10.610.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 33.233.233.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 61.361.361.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 77.177.177.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 11.58 : 1

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

2019-2020 Grades 8-12 Student Teacher Ratio: 8.98 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202043%55%0%2%
2020-202142%57%0%1%
2021-202247%49%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%91%--
Asian100%100%--
Black72%77%--
Hispanic81%86%--
White89%93%--
Multiple Races84%90%--
Economically Disadvantaged77%84%--
English Learners----
Students with Disabilities34%55%--

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%88%--
Asian91%94%--
Black52%71%--
Hispanic70%83%--
White83%91%--
Multiple Races71%87%--
Economically Disadvantaged66%81%--
English Learners----
Students with Disabilities38%57%--

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students72%
Asian<
Black45%
Hispanic64%
White77%
Multiple Races70%
Economically Disadvantaged58%
English Learners-
Students with Disabilities28%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students97%84%84%
Asian<90%84%
Black<82%84%
Hispanic<82%84%
White98%86%84%
Multiple Races<89%84%
Economically Disadvantaged93%80%84%
English Learners<71%84%
Students with Disabilities<65%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%12%13%10%
Asian5%4%10%10%
Black10%11%14%10%
Hispanic35%19%14%10%
White14%11%14%10%
Multiple Races27%27%15%10%
Economically Disadvantaged21%19%17%10%
English Learners30%21%13%10%
Students with Disabilities22%19%18%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<50%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%100%-98%2%
Asian100%-100%-<<
Black98%2%100%-92%8%
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races97%3%100%-90%10%
Economically Disadvantaged98%2%100%-97%3%
Not Economically Disadvantaged100%-100%-100%-
English Learners------
Students with Disabilities100%-100%-100%-
Students without Disabilities99%1%100%-100%-
Female99%1%100%-100%-
Male99%1%100%-100%-
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students90%95%
Asian<<
Black75%90%
Hispanic82%100%
White93%96%
Multiple Races93%86%
Economically Disadvantaged87%94%
English Learners--
Students with Disabilities61%94%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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