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Williamsburg-James City County Public Schools

General school information

Division: Williamsburg-James City County Public Schools
Division Number: 131
Address: 117 Ironbound Road Williamsburg, VA 23185
Superintendent: Dr. Olwen Herron
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Clara Byrd Baker ElementaryAccredited
D.J. Montague ElementaryAccredited
J. Blaine Blayton ElementaryAccredited
James River ElementaryAccredited
Laurel Lane ElementaryAccredited
Matoaka ElementaryAccredited
Matthew Whaley ElementaryAccredited
Norge ElementaryAccredited
Stonehouse ElementaryAccredited
Middle Schools
Berkeley MiddleAccredited
James Blair MiddleAccredited with Conditions
Lois Hornsby MiddleAccredited
Toano MiddleAccredited
High Schools
Jamestown HighAccredited
Lafayette HighAccredited
Warhill 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 17 55 73 27 17 60 77 23
Female 20 55 75 25 18 61 79 21
Male 15 56 71 29 16 59 76 24
American Indian 6 50 56 44 20 40 60 40
Asian 20 64 83 17 21 64 85 15
Black 8 45 53 47 8 51 59 41
Hispanic 9 44 53 47 9 53 62 38
Native Hawaiian - 60 60 40 < < 100 0
White 22 61 84 16 23 65 88 12
Multiple Races 18 54 72 28 14 62 76 24
Students with Disabilities 10 32 41 59 9 40 48 52
Students without Disabilities 19 60 78 22 19 64 83 17
Economically Disadvantaged 7 45 52 48 7 53 60 40
Not Economically Disadvantaged 23 62 85 15 23 65 88 12
English Learners 2 17 20 80 3 23 26 74
Homeless 10 24 34 66 3 39 42 58
Military Connected 19 64 84 16 17 68 86 14
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 66 34 11 60 71 29
Female 12 53 65 35 11 61 72 28
Male 11 55 66 34 10 60 70 30
American Indian < < < < < < < <
Asian 24 29 53 47 17 63 79 21
Black 6 41 47 53 4 43 47 53
Hispanic 4 41 45 55 5 46 51 49
White 15 64 79 21 16 69 84 16
Multiple Races 8 52 60 40 4 70 74 26
Students with Disabilities 13 26 40 60 4 45 48 52
Students without Disabilities 11 59 70 30 12 64 76 24
Economically Disadvantaged 6 37 44 56 3 48 51 49
Not Economically Disadvantaged 15 66 81 19 16 69 85 15
English Learners 2 22 24 76 - 24 24 76
Homeless - 40 40 60 < < < <
Military Connected 11 72 83 17 7 72 80 20
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 54 69 31 16 58 74 26
Female 19 54 73 27 17 60 76 24
Male 12 54 66 34 15 57 72 28
American Indian < < < < < < < <
Asian 14 68 82 18 24 57 81 19
Black 10 34 43 57 7 50 57 43
Hispanic 7 43 51 49 8 53 61 39
Native Hawaiian < < < < < < 100 0
White 19 64 83 17 21 64 85 15
Multiple Races 16 50 66 34 14 54 68 32
Students with Disabilities 8 32 40 60 10 41 52 48
Students without Disabilities 17 59 75 25 17 62 78 22
Economically Disadvantaged 6 41 47 53 7 49 57 43
Not Economically Disadvantaged 21 63 85 15 22 65 87 13
English Learners - 20 20 80 - 28 28 72
Homeless < < < < < < < <
Military Connected 19 63 82 18 17 67 84 16
Foster Care < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 60 70 30 12 63 75 25
Female 11 61 71 29 15 62 78 22
Male 10 60 70 30 10 63 73 27
American Indian < < 100 0 < < < <
Asian 8 77 85 15 27 59 86 14
Black 7 41 48 52 2 49 51 49
Hispanic 1 52 53 47 7 57 63 37
White 15 67 82 18 17 69 86 14
Multiple Races 8 65 73 27 11 62 73 27
Students with Disabilities 6 38 44 56 6 37 43 57
Students without Disabilities 11 64 75 25 14 68 81 19
Economically Disadvantaged 3 48 51 49 4 52 56 44
Not Economically Disadvantaged 15 68 84 16 18 70 88 12
English Learners - 24 24 76 2 27 30 70
Homeless < < < < - 42 42 58
Military Connected 10 71 81 19 16 68 83 17
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 70 30 17 59 76 24
Female 17 55 72 28 17 59 75 25
Male 15 53 69 31 17 59 76 24
American Indian < < < < < < 100 0
Asian 23 59 82 18 26 47 74 26
Black 4 45 49 51 9 48 57 43
Hispanic 5 34 39 61 8 54 61 39
Native Hawaiian < < 100 0
White 22 60 82 18 21 66 87 13
Multiple Races 12 62 73 27 18 54 72 28
Students with Disabilities 7 32 39 61 10 41 51 49
Students without Disabilities 18 58 76 24 18 62 81 19
Economically Disadvantaged 4 44 48 52 8 54 61 39
Not Economically Disadvantaged 23 60 83 17 24 63 87 13
English Learners 3 10 13 87 4 8 12 88
Homeless - 45 45 55 8 46 54 46
Military Connected 21 60 81 19 16 71 87 13
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 56 71 29 17 61 78 22
Female 17 57 74 26 19 61 81 19
Male 13 55 68 32 15 60 75 25
American Indian < < < < < < < <
Asian 9 86 95 5 9 81 91 9
Black 7 51 58 42 7 52 59 41
Hispanic 9 42 51 49 7 52 59 41
White 19 60 80 20 23 65 88 12
Multiple Races 22 57 78 22 12 57 69 31
Students with Disabilities 13 16 29 71 5 39 45 55
Students without Disabilities 15 63 78 22 19 65 84 16
Economically Disadvantaged 9 44 53 47 6 56 62 38
Not Economically Disadvantaged 19 63 82 18 23 63 86 14
English Learners 9 6 16 84 2 24 27 73
Homeless 25 - 25 75 - 33 33 67
Military Connected 14 71 85 15 15 69 84 16
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 57 73 27 16 62 79 21
Female 20 55 75 25 17 63 80 20
Male 13 59 72 28 16 62 77 23
American Indian < < 100 0 < < 100 0
Asian 17 72 89 11 14 76 90 10
Black 6 47 53 47 11 55 66 34
Hispanic 11 48 59 41 11 53 64 36
Native Hawaiian < < 100 0 < < 100 0
White 19 62 81 19 20 65 86 14
Multiple Races 23 45 68 32 16 67 84 16
Students with Disabilities 10 26 36 64 12 29 41 59
Students without Disabilities 17 62 79 21 17 68 85 15
Economically Disadvantaged 7 50 57 43 8 55 63 37
Not Economically Disadvantaged 21 61 82 18 22 67 90 10
English Learners 4 9 13 87 8 16 24 76
Homeless < < < < 7 36 43 57
Military Connected 17 58 75 25 19 70 89 11
Foster Care < < 100 0 < < 100 0
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 53 86 14 30 59 88 12
Female 36 51 86 14 28 63 91 9
Male 30 56 86 14 31 54 85 15
American Indian < < 100 0 < < < <
Asian 38 54 92 8 38 50 88 13
Black 14 55 69 31 13 61 75 25
Hispanic 25 46 71 29 20 54 74 26
White 40 55 95 5 37 58 95 5
Multiple Races 33 49 82 18 23 69 92 8
Students with Disabilities 12 46 57 43 14 48 63 38
Students without Disabilities 36 54 91 9 32 60 92 8
Economically Disadvantaged 15 51 66 34 13 61 75 25
Not Economically Disadvantaged 40 54 94 6 36 57 94 6
English Learners - 22 22 78 10 23 33 67
Homeless 24 29 53 47 < < < <
Military Connected 44 54 98 2 31 63 93 7
< = 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 18 49 68 32
Female 22 51 73 27
Male 15 48 62 38
American Indian < < < <
Asian 27 54 81 19
Black 4 38 42 58
Hispanic 12 42 55 45
Native Hawaiian < < 100 0
White 24 55 79 21
Multiple Races 16 51 67 33
Students with Disabilities 3 20 23 77
Students without Disabilities 21 54 75 25
Economically Disadvantaged 7 37 44 56
Not Economically Disadvantaged 22 53 75 25
English Learners - 12 12 88
Homeless 4 29 33 67
Military Connected 25 56 81 19
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 45 62 38
Female 22 46 68 32
Male 12 45 57 43
American Indian < < < <
Asian 24 55 79 21
Black 6 35 41 59
Hispanic 8 34 42 58
Native Hawaiian < < 100 0
White 23 52 74 26
Multiple Races 18 46 64 36
Students with Disabilities 3 14 17 83
Students without Disabilities 19 50 69 31
Economically Disadvantaged 5 29 34 66
Not Economically Disadvantaged 22 52 73 27
English Learners - 16 16 84
Homeless - 10 10 90
Military Connected 25 48 73 27
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 53 72 28
Female 22 56 78 23
Male 17 50 67 33
American Indian < < < <
Asian 30 53 83 17
Black 3 41 44 56
Hispanic 16 49 64 36
White 25 57 83 17
Multiple Races 14 56 70 30
Students with Disabilities 3 25 28 72
Students without Disabilities 22 58 79 21
Economically Disadvantaged 9 46 55 45
Not Economically Disadvantaged 22 55 77 23
English Learners - 9 9 91
Homeless 7 43 50 50
Military Connected 24 63 87 13
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 46 69 31
Female 20 48 68 32
Male 27 44 71 29
American Indian 25 50 75 25
Asian 40 46 86 14
Black 11 38 49 51
Hispanic 12 41 53 47
Native Hawaiian < < < <
White 30 49 80 20
Multiple Races 21 50 70 30
Students with Disabilities 7 27 35 65
Students without Disabilities 26 49 75 25
Economically Disadvantaged 10 40 50 50
Not Economically Disadvantaged 32 50 82 18
English Learners 3 18 21 79
Homeless 3 27 30 70
Military Connected 29 54 82 18
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 44 45 55
Female 3 33 36 64
Male - 52 52 48
Black - 20 20 80
Hispanic - 19 19 81
White 3 65 68 33
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 1 50 51 49
Economically Disadvantaged - 20 20 80
Not Economically Disadvantaged 2 62 64 36
English Learners - - - 100
Homeless < < < <
Military Connected 10 80 90 10
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34
Female 4 64 68 32
Male 10 54 64 36
American Indian < < 100 0
Asian < < 100 0
Black 2 47 48 52
Hispanic 10 50 60 40
Native Hawaiian < < 100 0
White 8 65 73 27
Multiple Races 3 55 58 42
Students with Disabilities 7 28 34 66
Students without Disabilities 7 65 73 27
Economically Disadvantaged 4 48 52 48
Not Economically Disadvantaged 10 67 77 23
English Learners - 40 40 60
Homeless < < < <
Military Connected 6 75 81 19
Foster Care < < 100 0
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 64 36
Female 6 50 56 44
Male 16 54 70 30
American Indian < < < <
Asian 12 71 82 18
Black - 30 30 70
Hispanic 11 40 51 49
Native Hawaiian < < < <
White 14 58 72 28
Multiple Races 11 54 66 34
Students with Disabilities 8 29 37 63
Students without Disabilities 12 54 66 34
Economically Disadvantaged 4 41 45 55
Not Economically Disadvantaged 14 57 72 28
English Learners < < < <
Homeless < < < <
Military Connected 16 44 60 40
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 48 51 49
Female 1 51 52 48
Male 5 45 50 50
American Indian < < 100 0
Asian < < < <
Black - 29 29 71
Hispanic 2 34 36 64
White 5 65 70 30
Multiple Races 6 50 56 44
Students with Disabilities - 14 14 86
Students without Disabilities 4 55 59 41
Economically Disadvantaged - 33 33 67
Not Economically Disadvantaged 7 64 71 29
English Learners - 10 10 90
Homeless < < < <
Military Connected 6 72 78 22
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 43 79 21
Female 32 47 78 22
Male 40 40 79 21
American Indian < < 100 0
Asian 66 24 90 10
Black 19 48 67 33
Hispanic 16 39 55 45
Native Hawaiian < < 100 0
White 47 42 89 11
Multiple Races 30 49 80 20
Students with Disabilities 6 32 38 62
Students without Disabilities 40 45 85 15
Economically Disadvantaged 17 44 61 39
Not Economically Disadvantaged 48 43 91 9
English Learners 6 10 16 84
Homeless 8 25 33 67
Military Connected 39 54 93 7
Foster Care < < 100 0
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 38 73 27
Female 30 40 70 30
Male 38 37 76 24
American Indian < < < <
Asian 45 45 90 10
Black 17 33 50 50
Hispanic 18 47 65 35
Native Hawaiian < < 100 0
White 45 37 82 18
Multiple Races 27 46 73 27
Students with Disabilities 13 29 42 58
Students without Disabilities 38 40 78 22
Economically Disadvantaged 15 36 50 50
Not Economically Disadvantaged 47 40 87 13
English Learners 4 43 48 52
Homeless < < < <
Military Connected 42 45 87 13
Foster Care < < < <
< = 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
Division525
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 2019-20202020-20212021-2022
Pre-kindergarten317247304
Kindergarten789669763
Grade 1812766724
Grade 2832748803
Grade 3902765772
Grade 4833843784
Grade 5857798879
Grade 6886827836
Grade 7894867851
Grade 8881869898
Grade 99439651,015
Grade 101,007919932
Grade 11902967833
Grade 12950902928
Total Students11,80511,15211,322

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students118051115211322
Female573753955477
Male606857565836
American Indian283734
Asian330323300
Black204120152039
Hispanic164316151694
Native Hawaiian161615
White678261776224
Multiple Races9659691016
Students with Disabilities180617791816
Students without Disabilities999993739506
Economically Disadvantaged410441904000
Not Economically Disadvantaged770169627322
English Learners741700717
Not English Learners110641045210605
Homeless261144145
Military Connected118211641313
Foster Care18922
< = 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 518 357 21 23 22 11
State 51257 36990 2117 702 4150 1952
Female Division 283 164 9 8 10 7
State 28271 16179 698 250 1329 759
Male Division 235 192 12 15 12 4
State 22980 20805 1419 452 2820 1193
American Indian Division < < < < 0 <
State 103 103 9 1 12 3
Asian Division 21 7 1 0 0 0
State 5775 1305 75 12 65 35
Black Division 52 101 8 6 5 5
State 7933 10581 774 148 1017 761
Hispanic Division 38 53 4 3 12 1
State 5891 6757 240 88 1844 312
Native Hawaiian Division < < < < 0 <
State 113 51 0 2 3 1
White Division 369 170 8 12 5 4
State 28757 16258 918 407 1095 755
Multiple Races Division 35 26 0 2 0 1
State 2685 1935 101 44 114 85
Students with Disabilities Division 11 83 21 1 4 2
State 1332 7339 2117 98 863 108
Economically Disadvantaged Division 74 171 11 14 17 9
State 11820 19248 1270 371 2167 1346
English Learners Division 2 17 4 1 9 0
State 1281 4094 206 19 1532 67
Homeless Division 3 3 0 4 7 2
State 166 486 50 19 183 53
Military Connected Division 50 31 1 1 1 0
State 2252 1403 62 15 48 37
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9528969491997222
Female4814569546497102
Male4704399345497123
American Indian<<100<10000
Asian29291002910000
Black177161911679453
Hispanic111958698881211
Native Hawaiian<<100<10000
White568547965599851
Multiple Races646195639800
Students with Disabilities122115941169543
Economically Disadvantaged2962568727091176
English Learners3323702473927
Homeless196321053737
Military Connected848298839911
< = 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 Taken772 / 20.31%626 / 16.68%623 / 16.8%
Advanced Placement Course Enrollment1,155 / 30.38%1,248 / 33.25%1,341 / 36.17%
Dual Enrollment269 / 7.08%200 / 5.33%174 / 4.69%
Governor's School Enrollment27 / .71%26 / .69%29 / .78%
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 StudentsDivision86161628
State86,21159,46331
FemaleDivision44233524
State43,37932,57925
MaleDivision41928133
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision262023
State6,3805,55313
BlackDivision1378836
State18,49311,40838
HispanicDivision703550
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision57744024
State46,06133,07628
Multiple RacesDivision462839
State4,1342,89130
Students with DisabilitiesDivision702959
State7,5273,57553
Economically DisadvantagedDivision23612447
State28,16915,21546
English LearnersDivision201145
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
NOCTI AssessmentsDivision322759
 State5111,5422,590
Industry CertificationDivision6531,2141,139
 State43,66051,68595,688
Workplace ReadinessDivision342401597
 State26,62716,88543,413
Total Credentials EarnedDivision1,0271,6481,796
 State71,13171,189142,927
Students Earning One or More CredentialsDivision8611,3731,466
 State62,89960,992115,109
CTE CompletersDivision200191242
 State44,53942,30344,149
State LicensuresDivision-61
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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$7,888$4,138$549
State$6,642$5,388$901
2019-2020Division$7,624$4,316$512
State$6,770$5,603$867
2020-2021Division$7,730$5,055$956
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 Students9,3871,3849,3071,678
Female4,6136444,479828
Male4,7717404,817847
American Indian287239
Asian2971928022
Black1,5554081,521427
Hispanic1,2283361,323321
Native Hawaiian14293
White5,4844675,345732
Multiple Races781145806164
Students with Disabilities1,3852981,392363
Economically Disadvantaged3,0881,0363,1921,069
English Learners539168626138
Homeless84799975
< = 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 18
Disorderly or Disruptive Behavior Offenses 24
Other Offenses Against Persons 33
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 14

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.3
Asian2.80.62.91.6
Black17.545.618.338.7
Hispanic14.117.514.717.7
Native Hawaiian0.10.40.1
White58.32856.235.5
Multiple Races8.37.98.86.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.3
Asian2.82.933.3
Black17.54018.3
Hispanic14.116.714.733.3
Native Hawaiian0.10.1
White58.316.756.2
Multiple Races8.326.78.833.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.3
Asian2.82.9
Black17.518.3
Hispanic14.114.7
Native Hawaiian0.10.1
White58.356.2
Multiple Races8.38.8
< = 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 32.932.932.9
< = 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 34.134.134.1
< = 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 64.864.864.8
< = 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: 11.6 : 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: 12.13 : 1

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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
2019-202028%64%1%7%
2020-202125%69%3%3%
2021-202231%63%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students88%84%84%
Asian97%90%84%
Black82%83%84%
Hispanic73%82%84%
White94%86%84%
Economically Disadvantaged74%81%84%
English Learners56%74%84%
Students with Disabilities66%70%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 Students13%12%12%10%
Asian6%6%10%10%
Black21%18%13%10%
Hispanic21%18%13%10%
White8%8%13%10%
Economically Disadvantaged25%22%15%10%
English Learners24%19%12%10%
Students with Disabilities18%17%16%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-52%58%
English Learner Proficiency8%--

< = 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 Proficiency394628%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students82%18%85%15%85%15%
Asian79%21%85%15%87%13%
Black75%25%78%22%78%22%
Hispanic85%15%88%12%86%14%
White84%16%87%13%87%13%
Economically Disadvantaged79%21%82%18%80%20%
Not Economically Disadvantaged84%16%87%13%88%12%
English Learners85%15%88%12%86%14%
Students with Disabilities82%18%83%17%84%16%
Students without Disabilities82%18%85%15%85%15%
Female81%19%85%15%85%15%
Male83%17%85%15%85%15%
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience