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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)

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Accreditation

Accreditation

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Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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

Accreditation

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 81 19 17 55 73 27
Female 20 64 83 17 20 55 75 25
Male 16 63 79 21 15 56 71 29
American Indian - 56 56 44 6 50 56 44
Asian 23 68 91 9 20 64 83 17
Black 8 56 63 37 8 45 53 47
Hispanic 11 57 68 32 9 44 53 47
Native Hawaiian < < < < - 60 60 40
White 22 66 89 11 22 61 84 16
Multiple Races 17 63 80 20 18 54 72 28
Students with Disabilities 10 36 46 54 10 32 41 59
Students without Disabilities 19 68 87 13 19 60 78 22
Economically Disadvantaged 9 56 65 35 7 45 52 48
Not Economically Disadvantaged 23 67 91 9 23 62 85 15
English Learners 3 29 32 68 2 17 20 80
Homeless 17 61 78 22 10 24 34 66
Military Connected 20 68 88 12 19 64 84 16
Foster Care < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 73 27 11 54 66 34
Female 17 58 75 25 12 53 65 35
Male 17 54 71 29 11 55 66 34
American Indian < < < < < < < <
Asian 11 78 89 11 24 29 53 47
Black 8 44 52 48 6 41 47 53
Hispanic 8 55 63 37 4 41 45 55
Native Hawaiian < < < < < < 100 0
White 22 59 81 19 15 64 79 21
Multiple Races 17 58 75 25 8 52 60 40
Students with Disabilities 11 30 41 59 13 26 40 60
Students without Disabilities 18 60 78 22 11 59 70 30
Economically Disadvantaged 9 51 60 40 6 37 44 56
Not Economically Disadvantaged 23 60 82 18 15 66 81 19
English Learners - 45 45 55 2 22 24 76
Homeless < < 100 0 - 40 40 60
Military Connected 18 65 83 17 11 72 83 17
Foster Care < < < <
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 57 78 22 15 54 69 31
Female 21 59 80 20 19 54 73 27
Male 23 55 77 23 12 54 66 34
American Indian < < < < < < < <
Asian 29 50 79 21 14 68 82 18
Black 10 50 60 40 10 34 43 57
Hispanic 10 47 57 43 7 43 51 49
Native Hawaiian < < < <
White 28 61 88 12 19 64 83 17
Multiple Races 19 60 79 21 16 50 66 34
Students with Disabilities 10 42 52 48 8 32 40 60
Students without Disabilities 24 59 83 17 17 59 75 25
Economically Disadvantaged 11 52 62 38 6 41 47 53
Not Economically Disadvantaged 30 60 89 11 21 63 85 15
English Learners 6 30 36 64 - 20 20 80
Homeless < < 100 0 < < < <
Military Connected 20 69 89 11 19 63 82 18
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 83 17 10 60 70 30
Female 28 56 83 17 11 61 71 29
Male 23 59 81 19 10 60 70 30
American Indian < < < < < < 100 0
Asian 36 64 100 0 8 77 85 15
Black 7 58 65 35 7 41 48 52
Hispanic 15 53 68 32 1 52 53 47
Native Hawaiian < < < < < < < <
White 31 59 90 10 15 67 82 18
Multiple Races 34 51 84 16 8 65 73 27
Students with Disabilities 12 34 46 54 6 38 44 56
Students without Disabilities 28 61 89 11 11 64 75 25
Economically Disadvantaged 13 57 69 31 3 48 51 49
Not Economically Disadvantaged 34 57 92 8 15 68 84 16
English Learners 10 28 38 63 - 24 24 76
Homeless < < < < < < < <
Military Connected 28 55 83 17 10 71 81 19
Foster Care < < 100 0
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 64 81 19 16 54 70 30
Female 20 64 84 16 17 55 72 28
Male 15 64 79 21 15 53 69 31
American Indian < < < < < < < <
Asian 15 80 95 5 23 59 82 18
Black 10 60 70 30 4 45 49 51
Hispanic 12 58 70 30 5 34 39 61
White 21 66 87 13 22 60 82 18
Multiple Races 17 61 78 22 12 62 73 27
Students with Disabilities 8 36 44 56 7 32 39 61
Students without Disabilities 19 69 87 13 18 58 76 24
Economically Disadvantaged 8 59 67 33 4 44 48 52
Not Economically Disadvantaged 23 67 90 10 23 60 83 17
English Learners - 9 9 91 3 10 13 87
Homeless < < < < - 45 45 55
Military Connected 20 71 91 9 21 60 81 19
Foster Care < < 100 0
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 15 56 71 29
Female 21 65 87 13 17 57 74 26
Male 15 65 80 20 13 55 68 32
American Indian < < < < < < < <
Asian 30 65 96 4 9 86 95 5
Black 8 56 65 35 7 51 58 42
Hispanic 14 67 81 19 9 42 51 49
Native Hawaiian < < < < < < < <
White 23 67 91 9 19 60 80 20
Multiple Races 8 65 73 27 22 57 78 22
Students with Disabilities 6 39 46 54 13 16 29 71
Students without Disabilities 21 70 91 9 15 63 78 22
Economically Disadvantaged 9 59 68 32 9 44 53 47
Not Economically Disadvantaged 24 69 93 7 19 63 82 18
English Learners 6 31 38 63 9 6 16 84
Homeless 25 - 25 75
Military Connected 16 77 93 7 14 71 85 15
Foster Care < < 100 0
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 62 78 22 16 57 73 27
Female 19 62 82 18 20 55 75 25
Male 12 61 74 26 13 59 72 28
American Indian < < < < < < 100 0
Asian 28 56 83 17 17 72 89 11
Black 7 54 60 40 6 47 53 47
Hispanic 12 46 58 42 11 48 59 41
Native Hawaiian < < 100 0
White 19 66 86 14 19 62 81 19
Multiple Races 10 69 79 21 23 45 68 32
Students with Disabilities 10 27 37 63 10 26 36 64
Students without Disabilities 17 68 84 16 17 62 79 21
Economically Disadvantaged 7 49 56 44 7 50 57 43
Not Economically Disadvantaged 21 69 90 10 21 61 82 18
English Learners - 5 5 95 4 9 13 87
Homeless < < < <
Military Connected 23 63 86 14 17 58 75 25
Foster Care < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 80 89 11 33 53 86 14
Female 10 80 91 9 36 51 86 14
Male 8 80 88 12 30 56 86 14
American Indian < < 100 0 < < 100 0
Asian 12 81 92 8 38 54 92 8
Black 3 67 70 30 14 55 69 31
Hispanic 6 71 76 24 25 46 71 29
Native Hawaiian < < 100 0
White 12 85 97 3 40 55 95 5
Multiple Races 7 87 93 7 33 49 82 18
Students with Disabilities 9 47 57 43 12 46 57 43
Students without Disabilities 9 84 93 7 36 54 91 9
Economically Disadvantaged 2 71 73 27 15 51 66 34
Not Economically Disadvantaged 12 84 96 4 40 54 94 6
English Learners - 32 32 68 - 22 22 78
Homeless < < < < 24 29 53 47
Military Connected 8 85 93 7 44 54 98 2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 54 80 20
Female 31 54 84 16
Male 22 53 75 25
American Indian < < 100 0
Asian 38 50 88 13
Black 10 50 60 40
Hispanic 16 47 63 37
White 33 55 88 12
Multiple Races 19 58 77 23
Students with Disabilities 13 31 45 55
Students without Disabilities 28 57 85 15
Economically Disadvantaged 10 49 59 41
Not Economically Disadvantaged 34 56 90 10
English Learners - 13 13 88
Homeless 11 39 50 50
Military Connected 26 58 84 16
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 46 72 28
Female 33 46 78 22
Male 21 46 66 34
Black 12 40 52 48
Hispanic 22 30 52 48
White 33 49 81 19
Students with Disabilities 10 19 30 70
Economically Disadvantaged 10 38 47 53
Not Economically Disadvantaged 36 50 86 14
English Learners < < < <
Homeless 12 35 47 53
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 62 88 12
Female 29 62 90 10
Male 23 62 85 15
American Indian < < 100 0
Asian 33 54 88 13
Black 8 64 72 28
Hispanic 11 63 74 26
White 33 61 94 6
Multiple Races 19 65 85 15
Students with Disabilities 19 54 74 26
Students without Disabilities 27 63 89 11
Economically Disadvantaged 10 65 75 25
Not Economically Disadvantaged 32 61 93 7
English Learners < < < <
Homeless 9 45 55 45
Military Connected 19 71 89 11
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 86 14 8 52 60 40
Female 17 70 87 13 7 53 60 40
Male 18 66 84 16 9 51 60 40
American Indian 5 65 70 30 5 60 65 35
Asian 27 67 95 5 18 65 83 17
Black 8 61 69 31 4 33 37 63
Hispanic 11 65 76 24 3 39 42 58
Native Hawaiian < < < < - 40 40 60
White 21 71 92 8 10 61 72 28
Multiple Races 17 68 84 16 6 50 55 45
Students with Disabilities 11 48 59 41 7 24 32 68
Students without Disabilities 18 71 90 10 8 57 65 35
Economically Disadvantaged 9 64 73 27 3 34 37 63
Not Economically Disadvantaged 23 70 93 7 11 63 74 26
English Learners 7 51 58 42 3 21 23 77
Homeless 20 60 80 20 2 20 21 79
Military Connected 18 74 92 8 9 62 71 29
Foster Care 10 60 70 30
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 63 85 15 11 51 61 39
Female 19 65 84 16 8 51 58 42
Male 25 61 86 14 14 50 64 36
American Indian < < < < < < < <
Asian 25 71 96 4 18 53 71 29
Black 9 55 64 36 4 30 34 66
Hispanic 13 71 83 17 2 35 37 63
Native Hawaiian < < < < < < 100 0
White 29 63 92 8 16 61 77 23
Multiple Races 17 63 80 20 7 51 58 42
Students with Disabilities 14 39 53 47 12 20 32 68
Students without Disabilities 23 66 90 10 11 55 66 34
Economically Disadvantaged 11 64 75 25 4 34 38 62
Not Economically Disadvantaged 31 62 93 7 16 62 78 22
English Learners 7 65 73 27 - 27 27 73
Homeless < < < < - 20 20 80
Military Connected 24 72 96 4 9 63 72 28
Foster Care < < < <
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 60 85 15 12 50 62 38
Female 23 62 86 14 13 50 63 37
Male 25 58 84 16 12 50 61 39
American Indian < < < < < < < <
Asian 31 62 92 8 18 59 77 23
Black 13 52 65 35 8 27 35 65
Hispanic 8 57 65 35 4 36 40 60
Native Hawaiian < < < <
White 31 63 94 6 17 60 77 23
Multiple Races 25 57 82 18 4 49 53 47
Students with Disabilities 13 46 58 42 7 20 26 74
Students without Disabilities 27 63 89 11 14 56 69 31
Economically Disadvantaged 11 59 70 30 3 34 38 62
Not Economically Disadvantaged 34 61 94 6 19 60 78 22
English Learners 7 54 61 39 - 22 22 78
Homeless < < 100 0 < < < <
Military Connected 25 69 95 5 21 61 82 18
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14 5 53 58 42
Female 15 71 85 15 4 50 54 46
Male 15 71 87 13 7 55 62 38
American Indian < < < < < < 100 0
Asian 30 70 100 0 < < < <
Black 7 67 74 26 4 30 34 66
Hispanic 13 68 81 19 - 45 45 55
Native Hawaiian < < < < < < < <
White 18 74 91 9 8 64 72 28
Multiple Races 17 70 87 13 4 51 54 46
Students with Disabilities 13 43 57 43 8 26 34 66
Students without Disabilities 16 77 92 8 5 58 63 37
Economically Disadvantaged 9 66 75 25 4 34 38 62
Not Economically Disadvantaged 21 75 95 5 7 67 74 26
English Learners 16 42 58 42 3 21 24 76
Homeless < < < < < < < <
Military Connected 15 78 93 7 6 62 68 32
Foster Care < < 100 0
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 81 19 8 48 56 44
Female 19 65 84 16 5 50 55 45
Male 16 62 79 21 11 47 58 42
American Indian < < < < < < 100 0
Asian 43 53 97 3 16 68 84 16
Black 9 56 65 35 2 34 36 64
Hispanic 9 62 70 30 2 24 27 73
White 20 67 88 12 11 57 68 32
Multiple Races 19 60 79 21 6 45 51 49
Students with Disabilities 11 35 46 54 8 14 22 78
Students without Disabilities 19 68 87 13 8 54 62 38
Economically Disadvantaged 9 58 67 33 3 27 30 70
Not Economically Disadvantaged 23 67 90 10 11 61 72 28
English Learners - 30 30 70 3 11 14 86
Homeless < < 100 0 - 20 20 80
Military Connected 14 72 86 14 11 58 69 31
Foster Care < < 100 0
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 87 13 9 37 46 54
Female 18 71 89 11 6 36 42 58
Male 20 64 84 16 11 38 49 51
American Indian < < < < < < < <
Asian 20 75 95 5 < < < <
Black 11 56 68 32 3 20 23 77
Hispanic 15 70 86 14 4 12 15 85
Native Hawaiian < < 100 0 < < < <
White 23 70 93 7 13 53 66 34
Multiple Races 16 66 82 18 11 34 45 55
Students with Disabilities 9 50 59 41 13 14 26 74
Students without Disabilities 21 71 92 8 8 43 51 49
Economically Disadvantaged 12 63 75 25 4 16 20 80
Not Economically Disadvantaged 24 70 94 6 12 55 67 33
English Learners 24 35 59 41 10 - 10 90
Homeless < < < <
Military Connected 22 68 91 9 5 56 61 39
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 11 58 42 3 43 45 55
Female < < < < 2 47 50 50
Male 44 13 56 44 3 38 41 59
Asian - 79 79 21
Black < < < < 1 29 30 70
Hispanic < < 100 0 4 30 34 66
White 50 10 60 40 3 51 54 46
Multiple Races < < < < 2 39 41 59
Students with Disabilities 47 11 58 42 7 16 24 76
Students without Disabilities 2 48 50 50
Economically Disadvantaged 55 9 64 36 2 26 28 72
Not Economically Disadvantaged < < < < 3 56 59 41
English Learners < < 100 0 4 13 17 83
Homeless < < < <
Military Connected < < < < 4 53 56 44
Foster Care < < 100 0
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 76 87 13 5 59 64 36
Female 12 77 89 11 7 64 71 29
Male 9 76 85 15 4 54 58 42
American Indian < < < <
Asian 27 67 93 7 31 56 86 14
Black 2 74 75 25 1 48 49 51
Hispanic 9 61 70 30 4 54 59 41
Native Hawaiian < < 100 0
White 13 80 93 7 5 64 69 31
Multiple Races 11 79 90 10 5 58 63 37
Students with Disabilities 1 65 66 34 - 42 42 58
Students without Disabilities 12 78 90 10 6 62 68 32
Economically Disadvantaged 2 72 74 26 2 48 50 50
Not Economically Disadvantaged 15 78 93 7 7 65 73 27
English Learners - 42 42 58 3 31 33 67
Homeless < < < < - 36 36 64
Military Connected 17 79 95 5 5 66 71 29
Foster Care < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 73 84 16 6 66 72 28
Female 10 75 85 15 6 63 69 31
Male 11 71 82 18 6 70 75 25
American Indian < < 100 0 < < 100 0
Asian 16 71 87 13 - 86 86 14
Black 3 58 61 39 4 43 47 53
Hispanic 6 66 72 28 4 63 67 33
Native Hawaiian < < < <
White 13 78 91 9 6 70 76 24
Multiple Races 9 75 84 16 13 58 71 29
Students with Disabilities 2 66 67 33 - 48 48 52
Students without Disabilities 11 74 85 15 6 67 73 27
Economically Disadvantaged 3 63 66 34 5 52 57 43
Not Economically Disadvantaged 14 78 91 9 6 70 76 24
English Learners - 56 56 44 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 13 76 89 11 11 72 82 18
Foster Care < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 75 96 4 16 71 88 12
Female 23 73 95 5 11 79 89 11
Male 19 78 97 3 21 65 86 14
American Indian < < 100 0
Asian 25 75 100 0 27 64 91 9
Black 6 88 94 6 < < < <
Hispanic 28 69 97 3 - 78 78 22
White 23 74 97 3 21 69 90 10
Multiple Races 15 78 93 7 - 86 86 14
Students with Disabilities 16 84 100 0 < < 100 0
Students without Disabilities 21 75 96 4 17 71 88 13
Economically Disadvantaged 7 89 96 4 6 69 75 25
Not Economically Disadvantaged 25 72 96 4 18 71 89 11
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected 13 83 96 4 19 56 75 25
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 84 16 9 56 65 35
Female 20 65 85 15 8 57 65 35
Male 23 60 83 17 11 55 65 35
American Indian < < < < 7 71 79 21
Asian 34 61 95 5 12 70 82 18
Black 7 55 62 38 2 39 41 59
Hispanic 15 53 68 32 4 45 49 51
Native Hawaiian < < < < < < < <
White 27 66 93 7 12 63 76 24
Multiple Races 17 68 85 15 9 54 63 37
Students with Disabilities 9 48 56 44 5 25 31 69
Students without Disabilities 24 65 89 11 10 61 71 29
Economically Disadvantaged 9 57 66 34 3 38 41 59
Not Economically Disadvantaged 28 66 94 6 12 65 78 22
English Learners 5 24 29 71 - 15 15 85
Homeless 7 45 52 48 - 25 25 75
Military Connected 24 68 92 8 11 62 72 28
Foster Care < < 100 0 < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 52 83 17 13 46 59 41
Female 25 57 82 18 9 45 54 46
Male 37 48 85 15 15 48 63 37
American Indian < < < < < < 100 0
Asian 60 40 100 0 14 50 64 36
Black 11 51 63 37 5 31 36 64
Hispanic 19 51 71 29 6 32 38 62
Native Hawaiian < < < < < < < <
White 38 53 92 8 16 55 71 29
Multiple Races 30 57 87 13 16 44 59 41
Students with Disabilities 14 37 51 49 8 23 30 70
Students without Disabilities 34 55 89 11 13 51 64 36
Economically Disadvantaged 17 52 69 31 4 32 36 64
Not Economically Disadvantaged 41 53 94 6 18 56 74 26
English Learners 13 20 33 68 - 10 10 90
Homeless < < < < < < < <
Military Connected 33 58 91 9 13 53 66 34
Foster Care < < 100 0
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 57 79 21 8 53 61 39
Female 19 62 82 18 6 52 57 43
Male 25 52 77 23 10 54 64 36
American Indian < < 100 0 < < 100 0
Asian 28 61 89 11 11 79 89 11
Black 7 51 58 42 2 30 32 68
Hispanic 14 48 62 38 1 45 46 54
Native Hawaiian < < < <
White 30 58 88 12 12 59 70 30
Multiple Races 11 68 79 21 2 55 57 43
Students with Disabilities 10 35 45 55 5 22 27 73
Students without Disabilities 24 60 85 15 8 58 66 34
Economically Disadvantaged 7 51 58 42 3 32 34 66
Not Economically Disadvantaged 31 60 91 9 11 64 75 25
English Learners - 18 18 82 - 8 8 92
Homeless < < < <
Military Connected 27 64 91 9 10 55 65 35
Foster Care < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 85 15 10 65 75 25
Female 25 63 87 13 8 69 77 23
Male 20 62 82 18 12 61 73 27
American Indian < < 100 0
Asian 17 72 90 10 16 68 84 16
Black 4 59 63 37 1 52 53 47
Hispanic 15 50 65 35 4 58 62 38
Native Hawaiian < < 100 0 < < < <
White 29 64 93 7 14 70 84 16
Multiple Races 15 72 88 12 11 62 74 26
Students with Disabilities 9 45 54 46 1 29 30 70
Students without Disabilities 24 65 89 11 11 69 81 19
Economically Disadvantaged 7 61 67 33 3 52 55 45
Not Economically Disadvantaged 30 63 93 7 13 70 83 17
English Learners - 23 23 77 - 36 36 64
Homeless < < < < < < < <
Military Connected 27 67 94 6 10 70 80 20
Foster Care < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 70 95 5 16 62 78 22
Female 28 68 96 4 19 57 76 24
Male 23 72 94 6 13 69 81 19
American Indian < < 100 0 < < < <
Asian 54 46 100 0 < < 100 0
Black 7 75 82 18
Hispanic 35 50 85 15 < < < <
White 25 72 97 3 21 63 83 17
Multiple Races 21 79 100 0 < < 100 0
Students with Disabilities - 93 93 7
Students without Disabilities 26 69 95 5 16 62 78 22
Economically Disadvantaged 17 63 80 20 < < < <
Not Economically Disadvantaged 26 71 98 2 17 66 83 17
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected 8 80 88 12 < < < <
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 76 85 15 5 58 64 36
Female 8 77 85 15 6 61 66 34
Male 10 74 85 15 5 57 62 38
American Indian < < 100 0 < < < <
Asian < < 100 0 - 82 82 18
Black 4 55 59 41 1 43 43 57
Hispanic 6 62 68 32 4 46 50 50
Native Hawaiian < < 100 0
White 12 84 96 4 7 68 75 25
Multiple Races 7 77 85 15 4 52 56 44
Students with Disabilities 3 61 65 35 1 30 31 69
Students without Disabilities 11 79 89 11 6 64 70 30
Economically Disadvantaged 4 63 67 33 3 40 43 57
Not Economically Disadvantaged 12 83 95 5 7 70 77 23
English Learners - 35 35 65 - 10 10 90
Homeless - 38 38 62 < < < <
Military Connected 10 83 93 7 5 75 80 20
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16
Female 21 62 83 17
Male 27 57 84 16
American Indian < < < <
Asian 30 64 94 6
Black 8 56 65 35
Hispanic 16 55 71 29
White 30 61 91 9
Multiple Races 22 60 82 18
Students with Disabilities 10 45 55 45
Students without Disabilities 26 62 88 12
Economically Disadvantaged 10 57 67 33
Not Economically Disadvantaged 31 61 92 8
English Learners 6 39 44 56
Homeless - 58 58 42
Military Connected 25 66 91 9
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 72 28
Female 6 59 65 35
Male 9 69 78 22
American Indian < < 100 0
Asian 20 60 80 20
Black 3 50 53 47
Hispanic 4 50 54 46
White 10 76 85 15
Multiple Races 12 60 72 28
Students with Disabilities - 40 40 60
Students without Disabilities 9 68 77 23
Economically Disadvantaged 1 45 46 54
Not Economically Disadvantaged 12 75 87 13
English Learners - 22 22 78
Homeless < < 100 0
Military Connected 10 76 85 15
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 80 20
Female 13 65 78 22
Male 17 64 81 19
Asian < < 100 0
Black - 57 57 43
Hispanic 18 63 82 18
White 21 65 86 14
Multiple Races 9 75 84 16
Students with Disabilities 5 44 49 51
Students without Disabilities 16 68 85 15
Economically Disadvantaged 4 59 63 37
Not Economically Disadvantaged 22 68 90 10
English Learners < < < <
Homeless < < < <
Military Connected 14 76 90 10
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 83 17
Female 12 69 80 20
Male 21 64 85 15
American Indian < < 100 0
Asian 7 86 93 7
Black 5 59 65 35
Hispanic 11 65 76 24
White 18 68 86 14
Multiple Races 20 58 78 22
Students with Disabilities 5 62 67 33
Students without Disabilities 17 67 84 16
Economically Disadvantaged 3 64 67 33
Not Economically Disadvantaged 20 67 87 13
English Learners < < < <
Homeless < < < <
Military Connected 13 73 86 14
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13
Female 9 80 89 11
Male 18 68 86 14
American Indian < < 100 0
Asian 27 69 96 4
Black 2 69 71 29
Hispanic 6 64 70 30
White 17 78 95 5
Multiple Races 12 73 84 16
Students with Disabilities 4 43 46 54
Students without Disabilities 15 79 93 7
Economically Disadvantaged 2 70 72 28
Not Economically Disadvantaged 19 76 95 5
English Learners - 38 38 62
Homeless < < < <
Military Connected 10 80 90 10
Foster Care < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2018-20192020-2021
Division495
State3,7191,324
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten319317247
Kindergarten807789669
Grade 1791812766
Grade 2886832748
Grade 3825902765
Grade 4846833843
Grade 5875857798
Grade 6898886827
Grade 7874894867
Grade 8874881869
Grade 9990943965
Grade 109511,007919
Grade 11966902967
Grade 12911950902
Total Students11,81311,80511,152

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students118131180511152
Female567457375395
Male613960685756
American Indian292837
Asian343330323
Black205020412015
Hispanic153216431615
Native Hawaiian161616
White690567826177
Multiple Races938965969
Students with Disabilities179518061779
Students without Disabilities1001899999373
Economically Disadvantaged416241044190
Not Economically Disadvantaged765177016962
English Learners748741700
Not English Learners110651106410452
Homeless297261144
Military Connected117211821164
Foster Care23189
< = 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 2020: 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 2019-2020 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 564 342 25 36 42 9
State 50981 37565 2393 953 5062 1527
Female Division 291 164 9 19 11 5
State 28032 16195 772 327 1870 537
Male Division 273 178 16 17 31 4
State 22949 21370 1621 626 3192 990
American Indian Division < < < < 0 <
State 127 109 5 4 12 5
Asian Division 21 7 0 1 0 0
State 5504 1382 99 13 87 34
Black Division 50 92 12 2 11 3
State 7857 10933 899 202 1084 601
Hispanic Division 50 55 4 6 26 2
State 5873 7010 283 119 2545 241
Native Hawaiian Division < < < < 0 <
State 80 53 7 1 2 3
White Division 408 160 6 22 5 4
State 28901 16318 1003 543 1194 573
Multiple Races Division 34 28 2 4 0 0
State 2639 1760 97 71 138 70
Students with Disabilities Division 19 67 25 5 7 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged Division 66 142 18 18 25 5
State 11627 19512 1409 505 2495 997
English Learners Division 9 29 1 3 25 0
State 1295 4669 241 28 2167 60
Homeless Division 1 12 2 4 6 1
State 183 628 54 22 301 49
Military Connected Division 47 26 0 2 0 0
State 2014 1262 47 21 39 14
Foster Care Division < < < < < <
State 23 186 32 21 88 20
< = 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 Students1,0189319296795424
Female4994649348397112
Male5194679048493316
American Indian<<100<10000
Asian2928972910000
Black1701549115692117
Hispanic14310976115802618
Native Hawaiian<<<<<00
White605574955969951
Multiple Races6864946810000
Students with Disabilities123111901169476
Economically Disadvantaged2742268324489259
English Learners67395842632537
Homeless2615581973623
Military Connected7573977510000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken750 / 19.64%772 / 20.31%626 / 16.68%
Advanced Placement Course Enrollment1,210 / 31.69%1,155 / 30.38%1,248 / 33.25%
Dual Enrollment274 / 7.18%269 / 7.08%200 / 5.33%
Governor's School Enrollment29 / .76%27 / .71%26 / .69%
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
State86,21159,46231
FemaleDivision44233524
State43,37932,57825
MaleDivision41928133
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision262023
State6,3805,55313
BlackDivision1378836
State18,49311,40838
HispanicDivision703550
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision57744024
State46,06033,07528
Multiple RacesDivision462839
State4,1342,89130
Students with DisabilitiesDivision702959
State7,5273,57553
Economically DisadvantagedDivision23612447
State28,17015,21546
English LearnersDivision201145
State5,2972,82847
< = 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
2018-20192019-20202020-2021
NOCTI AssessmentsDivision10532-
 State4,0955111,508
State LicensuresDivision9--
 State2,2313331,030
Industry CertificationDivision1,333653-
 State107,23443,66048,781
Workplace ReadinessDivision492--
 State44,897--
Total Credentials EarnedDivision1,939685-
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,453644-
 State126,04439,25445,542
CTE CompletersDivision233200191
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2019-2020 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2017-2018Division$7,477$3,859$505
State$6,462$5,219$867
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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students10,1641,2419,3871,384
Female4,9945334,613644
Male5,1707084,771740
American Indian265287
Asian3031829719
Black1,6513031,555408
Hispanic1,2452091,228336
Native Hawaiian162142
White6,1365905,484467
Multiple Races787114781145
Students with Disabilities1,3172601,385298
Economically Disadvantaged3,4998163,0881,036
English Learners651116539168
Homeless1981288479
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.60.20.3
Asian2.92.80.62.91.6
Black17.644.817.545.618.338.7
Hispanic13.112.414.117.514.717.7
Native Hawaiian0.10.10.10.40.1
White59.231.758.32856.235.5
Multiple Races810.48.37.98.86.5
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.3
Asian2.92.82.933.3
Black17.658.617.54018.3
Hispanic13.110.314.116.714.733.3
Native Hawaiian0.10.10.1
White59.213.858.316.756.2
Multiple Races817.28.326.78.833.3
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.3
Asian2.92.82.9
Black17.617.518.3
Hispanic13.114.114.7
Native Hawaiian0.10.10.1
White59.258.356.2
Multiple Races88.38.8
< = 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: