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Wise County Public Schools

General school information

Division: Wise County Public Schools
Division Number: 96
Address: 628 Lake Street NE Wise, VA 24293
Superintendent: Dr. Mike Goforth
Region: 7
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
Coeburn PrimaryAccredited
Union PrimaryAccredited
Wise PrimaryAccredited
High Schools
Central HighAccredited
Eastside HighAccredited
Union HighAccredited
Combined Schools
Coeburn MiddleAccredited
J.W. Adams CombinedAccredited
L.F. Addington MiddleAccredited
St. Paul ElementaryAccredited
Union MiddleAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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. 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 64 79 21 17 67 84 16 15 70 85 15
Female 15 67 82 18 17 69 86 14 15 71 86 14
Male 16 61 77 23 16 66 82 18 16 69 84 16
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 11 62 73 27 10 67 78 22 11 67 78 22
Hispanic 14 57 71 29 15 64 79 21 15 71 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 16 64 80 20 16 68 84 16 15 70 86 14
Multiple Races 13 67 79 21 22 61 83 17 17 62 79 21
Students with Disabilities 11 44 55 45 9 51 59 41 12 55 67 33
Students without Disabilities 16 67 84 16 18 70 89 11 16 73 89 11
Economically Disadvantaged 10 63 73 27 11 68 79 21 12 70 82 18
Not Economically Disadvantaged 23 66 88 12 25 67 92 8 22 69 92 8
English Learners < < < < < < < <
Homeless 6 66 73 27 6 72 78 22 8 69 77 23
Military Connected - 100 100 0 20 75 95 5 32 64 95 5
Foster Care < < < < - 74 74 26 - 69 69 31
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 13 69 82 18 11 72 83 17
Female 18 62 80 20 15 69 84 16 11 76 86 14
Male 16 59 76 24 12 68 80 21 12 69 80 20
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 16 61 78 22 14 68 82 18 11 73 84 16
Multiple Races < < < < < < < < 10 70 80 20
Students with Disabilities 3 53 56 44 4 57 61 39 8 55 63 37
Students without Disabilities 20 62 82 18 16 71 87 13 12 76 88 12
Economically Disadvantaged 13 59 72 28 10 67 76 24 9 70 79 21
Not Economically Disadvantaged 23 63 86 14 22 73 95 5 17 78 95 5
Homeless < < < < 7 60 67 33 - 60 60 40
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 85 15 18 71 89 11 18 70 89 11
Female 21 64 85 15 20 70 90 10 19 71 91 9
Male 18 67 86 14 17 72 89 11 17 69 86 14
Asian < < < < < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 19 66 86 14 19 71 89 11 18 70 88 12
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 55 65 35 11 70 81 19 9 62 71 29
Students without Disabilities 21 68 89 11 19 71 91 9 21 72 93 7
Economically Disadvantaged 13 67 80 20 14 73 87 13 16 71 87 13
Not Economically Disadvantaged 30 64 94 6 26 68 94 6 23 69 92 8
English Learners < < < < < < < <
Homeless < < 100 0 < < < < 9 82 91 9
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 10 73 82 18 12 70 83 17
Female 10 71 81 19 11 74 85 15 12 68 80 20
Male 13 56 69 32 8 72 80 20 13 72 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 11 64 75 25 10 73 83 17 13 70 83 17
Multiple Races - 50 50 50 < < < < < < 100 0
Students with Disabilities 19 36 54 46 8 48 56 44 10 55 65 35
Students without Disabilities 10 68 78 22 10 78 88 12 13 73 86 14
Economically Disadvantaged 7 62 69 31 8 70 78 22 7 70 77 23
Not Economically Disadvantaged 17 65 83 17 13 79 93 7 21 71 92 8
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 20 63 83 17 12 76 87 13
Female 13 67 81 19 21 67 88 12 13 76 88 12
Male 13 64 77 23 19 58 77 23 10 75 86 14
Asian < < 100 0 < < 100 0
Black - 60 60 40 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < 100 0
White 13 66 79 21 19 63 83 17 11 76 87 13
Multiple Races < < < < 20 50 70 30 < < 100 0
Students with Disabilities 17 42 59 41 19 42 61 39 9 59 68 32
Students without Disabilities 12 69 82 18 20 66 86 14 12 79 91 9
Economically Disadvantaged 9 62 70 30 13 66 79 21 9 74 84 16
Not Economically Disadvantaged 20 71 91 9 31 57 88 12 16 78 94 6
Homeless 8 50 58 42 < < < < 10 70 80 20
Foster Care < < < < < < 100 0 < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 13 69 82 18 17 68 85 15
Female 14 69 83 17 15 70 85 15 18 68 86 14
Male 15 66 80 20 11 69 79 21 15 68 84 16
Asian < < 100 0
Black < < < < 18 55 73 27 < < < <
Hispanic < < < < < < 100 0 < < < <
White 14 67 81 19 12 69 82 18 17 68 85 15
Multiple Races 8 92 100 0 < < < < 9 55 64 36
Students with Disabilities 11 47 58 42 11 46 57 43 22 46 68 32
Students without Disabilities 15 71 86 14 13 73 86 14 16 72 88 12
Economically Disadvantaged 9 66 75 25 9 68 77 23 13 68 81 19
Not Economically Disadvantaged 21 69 90 10 19 70 90 10 21 69 90 10
Homeless 9 73 82 18 - 75 75 25 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 78 22 12 69 81 19 11 73 84 16
Female 15 66 81 19 13 70 83 17 9 75 84 16
Male 13 62 75 25 11 69 79 21 13 72 85 15
Black - 60 60 40 < < < < - 64 64 36
Hispanic < < < < < < < < < < < <
White 15 63 78 22 12 69 81 19 12 74 86 14
Multiple Races < < < < 40 60 100 0 < < < <
Students with Disabilities 9 38 46 54 3 44 47 53 12 60 72 28
Students without Disabilities 15 68 83 17 13 74 87 13 11 76 87 13
Economically Disadvantaged 8 61 69 31 8 68 76 24 8 73 82 18
Not Economically Disadvantaged 23 67 90 10 19 71 90 10 16 73 90 10
Homeless - 71 71 29 < < < < 7 73 80 20
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 60 80 20 30 59 88 12 28 58 86 14
Female 16 65 81 19 27 64 90 10 25 62 87 13
Male 24 55 79 21 32 55 87 13 30 55 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 60 70 30 10 60 70 30 40 40 80 20
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 20 60 80 20 30 60 89 11 27 59 86 14
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 6 41 46 54 5 49 54 46 15 48 63 37
Students without Disabilities 22 63 86 14 34 61 95 5 31 61 91 9
Economically Disadvantaged 14 60 74 26 21 62 83 17 19 64 84 16
Not Economically Disadvantaged 26 60 86 14 41 55 96 4 42 48 90 10
Homeless 12 59 71 29 13 63 75 25 18 55 73 27
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
< = 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.

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 59 85 15 21 60 81 19
Female 34 54 88 12 23 67 90 10
Male 18 63 81 19 19 54 73 27
Asian < < 100 0 < < 100 0
Black - 70 70 30 29 36 64 36
Hispanic 25 67 92 8 < < < <
Native Hawaiian < < 100 0
White 26 59 84 16 21 61 81 19
Multiple Races 35 65 100 0 23 62 85 15
Students with Disabilities 3 39 42 58 4 33 37 63
Students without Disabilities 28 61 89 11 23 63 85 15
Economically Disadvantaged 16 62 79 21 14 60 74 26
Not Economically Disadvantaged 36 55 91 9 31 60 91 9
Homeless 6 71 76 24 11 47 58 42
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 58 78 22 15 58 74 26
Female 29 53 82 18 20 67 87 13
Male 10 64 73 27 12 51 63 37
Black < < < < 18 36 55 45
Hispanic < < < < < < < <
White 20 58 77 23 16 59 74 26
Multiple Races 18 82 100 0 < < < <
Students with Disabilities 4 37 40 60 2 31 33 67
Students without Disabilities 22 62 84 16 17 62 79 21
Economically Disadvantaged 11 61 72 28 11 55 66 34
Not Economically Disadvantaged 31 55 87 13 23 63 86 14
Homeless - 70 70 30 15 23 38 62
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 59 95 5 32 64 95 5
Female 42 55 98 2 30 66 96 4
Male 30 63 93 7 34 61 95 5
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 35 60 95 5 31 64 96 4
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 36 59 95 5 32 64 96 4
Economically Disadvantaged 28 67 95 5 21 72 93 7
Not Economically Disadvantaged 42 54 96 4 44 54 98 2
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 74 26 13 73 86 14 13 76 89 11
Female 9 65 74 26 14 74 88 12 12 78 91 9
Male 10 63 73 27 13 72 85 15 14 73 87 13
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 64 73 27 6 74 81 19 8 78 86 14
Hispanic 12 56 68 32 14 75 89 11 10 81 92 8
Native Hawaiian < < < < < < 100 0 < < 100 0
White 9 65 74 26 13 73 86 14 13 75 89 11
Multiple Races 6 54 60 40 11 73 84 16 7 82 88 12
Students with Disabilities 10 47 57 43 7 61 69 31 10 63 74 26
Students without Disabilities 9 68 77 23 15 75 89 11 14 78 92 8
Economically Disadvantaged 6 60 66 34 9 74 82 18 9 77 86 14
Not Economically Disadvantaged 15 71 86 14 22 71 94 6 21 73 94 6
English Learners < < 100 0 < < 100 0
Homeless 6 56 62 38 11 64 75 25 4 72 76 24
Military Connected 6 78 83 17 9 83 91 9 17 74 91 9
Foster Care < < < < 9 61 70 30 - 64 64 36
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 14 69 82 18 15 72 86 14
Female 14 64 78 22 17 67 83 17 12 77 89 11
Male 18 57 74 26 11 71 81 19 18 66 84 16
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 16 60 76 24 13 68 82 18 16 71 86 14
Multiple Races < < < < < < < < - 90 90 10
Students with Disabilities 3 44 47 53 8 52 60 40 16 52 68 32
Students without Disabilities 18 63 82 18 15 73 88 13 14 76 90 10
Economically Disadvantaged 10 58 68 32 9 68 77 23 9 73 82 18
Not Economically Disadvantaged 26 63 89 11 25 69 94 6 29 68 97 3
Homeless < < < < 13 40 53 47 - 70 70 30
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 16 75 91 9 14 78 92 8
Female 6 72 78 22 13 78 91 9 14 81 96 4
Male 8 70 78 22 19 73 91 9 13 75 88 12
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 7 71 78 22 16 76 91 9 14 78 92 8
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 14 55 69 31 13 68 81 19 10 68 78 22
Students without Disabilities 6 73 79 21 16 77 93 7 15 81 95 5
Economically Disadvantaged 6 66 72 28 12 76 88 12 11 78 89 11
Not Economically Disadvantaged 9 79 88 12 22 75 97 3 20 78 97 3
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < < < 9 82 91 9
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 74 26 14 71 85 15 13 73 87 13
Female 10 68 78 22 14 72 86 14 11 73 85 15
Male 9 61 70 30 14 70 84 16 15 73 88 12
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 9 65 74 26 14 71 85 15 14 72 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 12 47 59 41 6 65 71 29 13 66 79 21
Students without Disabilities 9 68 77 23 15 72 88 12 14 74 88 12
Economically Disadvantaged 4 62 66 34 10 72 82 18 6 77 83 17
Not Economically Disadvantaged 17 68 85 15 22 69 91 9 26 66 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 62 73 27 20 66 86 14 18 71 88 12
Female 9 60 69 31 18 71 89 11 18 70 87 13
Male 13 63 76 24 21 62 83 17 17 71 89 11
Asian < < 100 0 < < 100 0
Black 10 60 70 30 < < 100 0 < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < 100 0
White 11 62 73 27 20 66 86 14 18 70 88 12
Multiple Races < < < < 9 64 73 27 < < 100 0
Students with Disabilities 12 43 55 45 6 68 75 25 9 64 72 28
Students without Disabilities 11 65 76 24 22 66 88 12 19 72 91 9
Economically Disadvantaged 6 56 62 38 10 71 81 19 10 74 84 16
Not Economically Disadvantaged 20 71 90 10 34 60 93 7 32 63 95 5
Homeless 9 55 64 36 < < < < - 70 70 30
Foster Care < < < < < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 53 58 42 7 66 73 27 7 78 86 14
Female 4 51 55 45 7 65 72 28 8 81 90 10
Male 6 54 60 40 8 66 74 26 6 76 82 18
Black < < < < 10 50 60 40 < < < <
Hispanic < < < < < < 100 0 < < < <
White 5 52 57 43 7 66 73 27 8 79 86 14
Multiple Races - 70 70 30 < < < < < < < <
Students with Disabilities 14 36 50 50 11 44 55 45 10 55 66 34
Students without Disabilities 2 58 60 40 6 71 78 23 7 84 90 10
Economically Disadvantaged 5 49 54 46 7 63 71 29 7 79 86 14
Not Economically Disadvantaged 6 61 66 34 7 72 79 21 7 78 85 15
Homeless - 55 55 45 25 58 83 17 < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 66 72 28 10 74 84 16 18 69 87 13
Female 7 69 75 25 12 74 86 14 15 75 90 10
Male 6 64 69 31 8 74 82 18 21 64 85 15
Asian < < 100 0
Black 9 55 64 36 < < < < 15 69 85 15
Hispanic < < < < < < < < < < < <
White 6 67 73 27 10 75 85 15 18 69 87 13
Multiple Races < < < < 10 60 70 30 < < < <
Students with Disabilities 10 36 47 53 5 52 56 44 10 59 69 31
Students without Disabilities 6 71 76 24 11 79 89 11 19 71 90 10
Economically Disadvantaged 4 58 62 38 4 76 80 20 13 71 83 17
Not Economically Disadvantaged 10 77 86 14 19 71 90 10 26 67 93 7
Homeless - 60 60 40 < < < < 13 60 73 27
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 70 82 18 13 82 94 6 8 84 92 8
Female 14 68 83 17 15 81 96 4 9 85 95 5
Male 11 71 81 19 10 83 93 7 7 83 90 10
Asian < < 100 0
Black 20 50 70 30 < < < < < < < <
Hispanic < < < < < < 100 0 - 100 100 0
Native Hawaiian < < 100 0 < < 100 0
White 12 70 82 18 13 81 94 6 9 84 93 7
Multiple Races < < 100 0 < < 100 0 - 85 85 15
Students with Disabilities 2 73 75 25 - 89 89 11 2 79 81 19
Students without Disabilities 14 69 83 17 14 81 95 5 9 85 94 6
Economically Disadvantaged 6 71 77 24 8 85 92 8 4 86 90 10
Not Economically Disadvantaged 21 68 89 11 21 77 98 2 14 81 96 4
Homeless 17 50 67 33 8 76 84 16 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 70 70 30 - 94 94 6 - 65 65 35
Female < < < < < < 100 0 - 73 73 27
Male - 77 77 23 - 91 91 9 < < < <
Hispanic < < 100 0
Native Hawaiian < < 100 0
White - 70 70 30 - 94 94 6 - 59 59 41
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities - 81 81 19 - 94 94 6 - 65 65 35
Economically Disadvantaged < < < < - 90 90 10 - 64 64 36
Not Economically Disadvantaged - 79 79 21 < < 100 0 < < < <
Homeless < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 70 76 24 14 83 97 3 8 90 98 2
Female 2 71 73 27 11 88 99 1 8 90 99 1
Male 9 70 80 20 17 78 95 5 8 90 98 2
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < < < < < 100 0
White 5 73 78 22 15 82 97 3 9 89 98 2
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 6 70 76 24 14 83 97 3 8 90 98 2
Economically Disadvantaged 4 64 68 32 8 88 96 4 8 86 94 6
Not Economically Disadvantaged 7 76 83 17 17 81 98 2 8 92 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 60 69 31 12 67 80 20 13 70 83 17
Female 9 61 70 30 10 69 79 21 10 72 82 18
Male 10 59 68 32 14 66 80 20 16 68 84 16
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 50 54 46 - 67 67 33 6 53 59 41
Hispanic 7 73 80 20 15 60 75 25 6 56 61 39
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 9 60 69 31 12 68 80 20 13 70 84 16
Multiple Races 4 52 56 44 12 69 81 19 12 68 80 20
Students with Disabilities 6 33 39 61 7 45 52 48 10 52 63 37
Students without Disabilities 10 65 74 26 13 72 85 15 14 73 87 13
Economically Disadvantaged 5 56 61 39 10 63 74 26 7 70 78 22
Not Economically Disadvantaged 15 65 80 20 15 74 89 11 22 69 91 9
Homeless 2 51 53 47 11 61 71 29 4 74 79 21
Military Connected < < < < < < 100 0 36 55 91 9
Foster Care < < < < - 42 42 58 < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 63 37 20 57 77 23 22 61 83 17
Female 11 56 66 34 18 58 76 24 17 63 80 20
Male 13 48 61 39 23 55 78 22 27 59 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 11 52 64 36 20 57 77 23 22 61 83 17
Multiple Races 10 20 30 70 < < < < < < 100 0
Students with Disabilities 8 34 42 58 13 42 55 45 17 48 65 35
Students without Disabilities 12 55 67 33 22 60 82 18 23 64 87 13
Economically Disadvantaged 5 48 54 46 17 54 71 29 12 65 78 22
Not Economically Disadvantaged 20 56 77 23 27 63 90 10 39 54 93 7
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 71 29 8 73 81 19 7 74 81 19
Female 8 63 70 30 5 75 80 20 4 76 80 20
Male 8 64 72 28 10 71 81 19 9 72 81 19
Black - 55 55 45 < < < < 8 50 58 42
Hispanic < < 100 0 < < < < < < < <
White 8 63 71 29 8 73 80 20 7 75 82 18
Multiple Races < < < < 20 80 100 0 < < < <
Students with Disabilities 7 35 42 58 5 44 49 51 12 51 63 37
Students without Disabilities 8 68 75 25 8 78 86 14 6 78 84 16
Economically Disadvantaged 5 59 64 36 6 68 74 26 4 71 76 24
Not Economically Disadvantaged 12 70 82 18 10 79 89 11 12 78 90 10
Homeless 6 67 72 28 10 60 70 30 7 60 67 33
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 65 73 27 9 72 81 19 11 75 86 14
Female 8 66 73 27 8 74 82 18 9 78 87 13
Male 8 65 73 27 11 70 80 20 13 72 85 15
Black < < < < < < < < - 50 50 50
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 8 66 74 26 9 72 81 19 11 76 87 13
Multiple Races < < < < < < < < 10 60 70 30
Students with Disabilities - 34 34 66 - 51 51 49 - 61 61 39
Students without Disabilities 9 71 81 19 11 76 87 13 13 77 90 10
Economically Disadvantaged 4 61 65 35 7 69 76 24 6 76 82 18
Not Economically Disadvantaged 13 70 82 18 13 76 90 10 18 74 93 7
Homeless - 44 44 56 7 64 71 29 - 90 90 10
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < <
Hispanic < < < <
White < < < <
Students without Disabilities < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 50 50 50
Female < < < < < < < <
Male < < < < - 60 60 40
Black < < < <
Hispanic < < < <
White < < < < - 50 50 50
Multiple Races < < 100 0
Students with Disabilities < < < < - 30 30 70
Students without Disabilities < < < < - 64 64 36
Economically Disadvantaged < < < < - 53 53 47
Not Economically Disadvantaged < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 59 81 19 26 58 83 17
Female 17 63 80 20 22 62 84 16
Male 27 55 82 18 30 53 83 17
Asian < < 100 0 < < 100 0
Black 13 57 70 30 41 32 73 27
Hispanic 8 58 67 33 28 56 84 16
White 23 58 81 19 26 58 84 16
Multiple Races 19 67 86 14 15 58 73 27
Students with Disabilities 7 46 53 47 5 54 58 42
Students without Disabilities 25 61 85 15 30 58 88 12
Economically Disadvantaged 16 59 75 25 21 58 79 21
Not Economically Disadvantaged 32 57 90 10 33 57 90 10
English Learners < < 100 0 < < 100 0
Homeless 9 73 82 18 10 62 72 28
Military Connected 20 80 100 0 31 62 92 8
Foster Care < < 100 0 < < 100 0
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 45 45 55 - 41 41 59
Female < < < < - 48 48 52
Male - 42 42 58 - 35 35 65
Black < < < <
Hispanic < < < <
White - 50 50 50 - 41 41 59
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 31 31 69
Students without Disabilities - 57 57 43 - 45 45 55
Economically Disadvantaged - 31 31 69 - 30 30 70
Not Economically Disadvantaged < < < < - 69 69 31
Homeless < < 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 78 22 14 68 81 19
Female 9 67 77 23 10 70 80 20
Male 17 63 80 20 18 65 82 18
Asian < < 100 0
Black - 64 64 36 < < < <
Hispanic < < < < 9 73 82 18
White 14 65 79 21 14 68 81 19
Multiple Races < < < < 7 79 86 14
Students with Disabilities - 47 47 53 - 55 55 45
Students without Disabilities 16 68 83 17 16 70 86 14
Economically Disadvantaged 9 65 74 26 11 63 74 26
Not Economically Disadvantaged 20 65 85 15 17 74 92 8
Homeless 4 72 76 24 - 64 64 36
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < < < < < 100 0
Male < < 100 0 < < 100 0
White < < < < < < 100 0
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 80 20 27 57 84 16
Female 16 65 81 19 23 62 86 14
Male 25 55 79 21 30 52 82 18
Asian < < 100 0
Black 18 55 73 27 < < < <
Hispanic < < < < < < 100 0
White 21 60 81 19 26 59 85 16
Multiple Races < < < < 10 50 60 40
Students with Disabilities 4 53 56 44 4 48 52 48
Students without Disabilities 24 61 84 16 30 58 88 12
Economically Disadvantaged 13 58 71 29 20 62 82 18
Not Economically Disadvantaged 31 62 93 7 35 51 87 13
Homeless 20 70 90 10 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 51 87 13 41 48 90 10
Female 29 57 86 14 37 54 91 9
Male 44 44 89 11 46 43 89 11
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 38 50 87 13 42 49 90 10
Multiple Races < < 100 0 < < < <
Students with Disabilities 22 40 62 38 10 60 70 30
Students without Disabilities 39 52 91 9 49 46 94 6
Economically Disadvantaged 27 57 84 16 35 53 88 12
Not Economically Disadvantaged 54 40 94 6 54 40 94 6
English Learners < < 100 0 < < 100 0
Homeless < < < < 27 45 73 27
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
World History II Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
Division---
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten299374392
Kindergarten385430444
Grade 1476450487
Grade 2527494480
Grade 3403418388
Grade 4374410412
Grade 5371395407
Grade 6429399393
Grade 7429458401
Grade 8432420455
Grade 9453428419
Grade 10369461415
Grade 11415384432
Grade 12403392358
Total Students5,7655,9135,883

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students576559135883
Female279828732884
Male296730402999
American Indian942
Asian342829
Black146154154
Hispanic85123124
Native Hawaiian465
White535254415390
Multiple Races135157179
Students with Disabilities811824893
Students without Disabilities495450894990
Economically Disadvantaged257835483751
Not Economically Disadvantaged318723652132
English Learners171824
Not English Learners574858955859
Homeless161153162
Military Connected253433
Foster Care422023
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 158 234 6 0 6 1
State 50941 37883 2120 845 5319 1819
Female Division 82 98 0 0 4 1
State 27811 16344 671 288 1971 747
Male Division 76 136 6 0 2 0
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 2 6 2 0 0 0
State 8188 10171 708 177 1106 701
Hispanic Division 4 7 0 0 0 0
State 6685 7832 305 130 2570 425
White Division 143 219 4 0 6 1
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < 0 <
State 3013 2017 112 65 212 87
Students with Disabilities Division 1 59 6 0 0 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 54 168 6 0 2 1
State 12376 19803 1180 475 2916 1248
Homeless Division 1 15 1 0 0 0
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
Foster Care Division < < < < < <
State 25 145 23 13 82 21
< = 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 Students405398983989862
Female185180971809742
Male220218992189921
Asian<<100<10000
Black10101001010000
Hispanic11111001110000
White373366983669862
Multiple Races<<100<10000
Students with Disabilities66661006610000
Economically Disadvantaged231228992289921
Homeless17171001710000
Military Connected<<100<10000
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 2020-20212021-20222022-2023
Advanced Placement Test Taken20 / 1.3%13 / .79% -
Advanced Placement Course Enrollment33 / 2.14%23 / 1.4%3 / .18%
Dual Enrollment327 / 21.21%302 / 18.41%279 / 16.76%
Governor's School Enrollment113 / 7.33%109 / 6.65%56 / 3.36%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision41523843
State87,31757,08135
FemaleDivision21013834
State43,70531,57728
MaleDivision20510051
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision39923142
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision421076
State8,1853,54857
Economically DisadvantagedDivision24610956
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2020-20212021-20222022-2023
State LicensuresDivision222530
 State1,0771,2361,563
Industry CertificationDivision433814679
 State51,68595,688100,255
Total Credentials EarnedDivision455839797
 State71,189143,862147,481
Students Earning One or More CredentialsDivision406673615
 State60,992115,682117,932
CTE CompletersDivision255273291
 State42,30345,09445,627
NOCTI AssessmentsDivision--6
 State1,5422,5903,844
Workplace ReadinessDivision--82
 State16,88544,34841,819
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

< = 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

2022-2023 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
2019-2020Division$2,254$7,309$1,168
State$6,770$5,603$867
2020-2021Division$2,025$7,826$1,778
State$6,669$6,185$1,352
2021-2022Division$1,515$8,497$2,073
State$7,134$6,454$1,936
2022-2023Division$2,634$9,037$2,833
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,6705814,4001,0034,878556
Female2,2902712,1404912,381254
Male2,3803102,2605122,497302
American Indian<<<<<<
Asian160276293
Black961013791448
Hispanic561062169512
Native Hawaiian<<<<<<
White4,4155494,0629444,485512
Multiple Races82101022611621
Students with Disabilities694113587212681123
Economically Disadvantaged2,7295062,5068522,938499
English Learners141133181
Homeless132391025811239
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 815
Relationship Behaviors without Physical Harm 780
Behaviors of a Safety Concern 687
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 94

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.80.1
Asian0.30.60.5
Black212.52.57.52.65.8
Hispanic1.31.50.82.11.3
Native Hawaiian0.10.10.1
White94.587.592.885.79290.4
Multiple Races1.82.35.32.72.6
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.20.1
Asian0.30.60.5
Black22.52.6
Hispanic1.31.52.1
Native Hawaiian0.10.10.1
White94.592.81009287.5
Multiple Races1.82.32.712.5
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.1
Asian0.30.60.5
Black22.52.6
Hispanic1.31.52.1
Native Hawaiian0.10.10.1
White94.592.893.392
Multiple Races1.82.36.72.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 77.977.988.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 42.242.242.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available