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York County Public Schools

General school information

Division: York County Public Schools
Division Number: 98
Address: 302 Dare Rd Yorktown, VA 23692-2795
Superintendent: Dr. Victor D. Shandor
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Bethel Manor ElementaryAccredited
Coventry ElementaryAccredited
Dare ElementaryAccredited
Grafton Bethel ElementaryAccredited
Magruder ElementaryAccredited
Mount Vernon Elementary Accredited
Seaford ElementaryAccredited
Tabb ElementaryAccredited
Waller Mill ElementaryAccredited
Yorktown ElementaryAccredited
Middle Schools
Grafton MiddleAccredited
Queens Lake MiddleAccredited
Tabb MiddleAccredited
Yorktown MiddleAccredited
High Schools
Bruton HighAccredited
Grafton HighAccredited
Tabb HighAccredited
York HighAccredited
York River AcademyAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 65 87 13 22 66 87 13
Female 22 66 88 12 24 65 89 11
Male 21 63 85 15 20 66 86 14
American Indian 14 79 93 7 14 71 86 14
Asian 32 60 93 7 29 64 93 7
Black 12 62 74 26 11 62 73 27
Hispanic 16 68 84 16 17 67 84 16
Native Hawaiian 28 52 80 20 20 60 80 20
White 24 65 89 11 24 66 91 9
Multiple Races 21 65 86 14 22 66 88 12
Students with Disabilities 11 51 63 37 11 51 62 38
Students without Disabilities 23 67 90 10 23 68 91 9
Economically Disadvantaged 11 64 75 25 13 64 77 23
Not Economically Disadvantaged 25 65 90 10 24 66 91 9
English Learners 7 51 58 42 3 57 61 39
Homeless - 55 55 45 7 46 53 47
Military Connected 22 68 89 11 22 67 90 10
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 65 86 14 21 66 86 14
Female 21 68 89 11 26 63 89 11
Male 23 61 84 16 16 68 84 16
American Indian < < 100 0 < < 100 0
Asian 26 68 94 6 23 63 86 14
Black 14 61 75 25 10 58 67 33
Hispanic 13 70 83 17 14 72 86 14
Native Hawaiian < < 100 0 < < < <
White 26 63 89 11 23 68 91 9
Multiple Races 17 67 85 15 26 56 82 18
Students with Disabilities 14 47 60 40 5 57 62 38
Students without Disabilities 23 67 90 10 23 67 90 10
Economically Disadvantaged 10 65 75 25 12 61 73 27
Not Economically Disadvantaged 26 64 90 10 24 67 91 9
English Learners 8 69 77 23 9 64 73 27
Homeless < < < < < < < <
Military Connected 22 68 90 10 24 67 91 9
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 62 88 12 28 62 90 10
Female 27 63 90 10 28 63 91 9
Male 25 61 86 14 27 61 89 11
American Indian < < 100 0 < < 100 0
Asian 34 57 91 9 36 59 96 4
Black 17 55 73 27 13 58 72 28
Hispanic 18 65 83 17 28 60 88 12
Native Hawaiian < < 100 0 < < 100 0
White 29 62 91 9 29 64 93 7
Multiple Races 22 69 90 10 29 61 90 10
Students with Disabilities 14 58 72 28 16 53 70 30
Students without Disabilities 27 63 90 10 29 63 92 8
Economically Disadvantaged 15 63 78 22 19 62 81 19
Not Economically Disadvantaged 29 62 91 9 31 62 93 7
English Learners 9 47 56 44 3 56 59 41
Homeless < < < < - 40 40 60
Military Connected 23 68 91 9 28 65 94 6
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 64 83 17 16 71 87 13
Female 19 66 85 15 20 69 89 11
Male 19 63 82 18 13 72 85 15
American Indian < < 100 0 < < < <
Asian 23 66 89 11 20 76 96 4
Black 8 61 70 30 15 64 79 21
Hispanic 12 65 77 23 11 68 80 20
Native Hawaiian < < < < < < < <
White 22 66 88 12 18 71 88 12
Multiple Races 21 60 81 19 15 80 94 6
Students with Disabilities 10 47 56 44 9 57 66 34
Students without Disabilities 20 68 88 12 17 73 90 10
Economically Disadvantaged 11 63 74 26 11 67 77 23
Not Economically Disadvantaged 22 65 87 13 18 72 90 10
English Learners 6 38 44 56 - 31 31 69
Homeless < < < < < < < <
Military Connected 21 67 87 13 16 72 89 11
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 65 85 15 21 64 85 15
Female 19 67 86 14 23 62 85 15
Male 22 63 85 15 19 66 86 14
American Indian < < 100 0 < < 100 0
Asian 26 64 90 10 23 65 88 12
Black 10 63 72 28 11 57 69 31
Hispanic 14 73 88 12 18 64 82 18
Native Hawaiian < < 100 0 < < < <
White 25 62 88 12 24 65 89 11
Multiple Races 14 72 86 14 22 67 88 12
Students with Disabilities 11 57 68 32 10 44 54 46
Students without Disabilities 22 66 88 12 23 68 90 10
Economically Disadvantaged 8 67 75 25 14 61 75 25
Not Economically Disadvantaged 25 64 89 11 24 65 89 11
English Learners 5 47 53 47 4 65 70 30
Homeless - 64 64 36 < < < <
Military Connected 22 67 89 11 23 64 87 13
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14 15 70 85 15
Female 16 73 89 11 14 71 85 15
Male 14 69 83 17 16 69 84 16
American Indian < < < < < < 100 0
Asian 36 64 100 0 30 64 94 6
Black 6 63 69 31 6 62 68 32
Hispanic 11 74 85 15 7 77 84 16
Native Hawaiian < < < < < < 100 0
White 16 74 90 10 18 70 88 12
Multiple Races 17 65 82 18 11 73 85 15
Students with Disabilities 15 45 61 39 9 49 58 42
Students without Disabilities 15 74 89 11 16 73 88 12
Economically Disadvantaged 5 69 74 26 6 67 73 27
Not Economically Disadvantaged 18 71 90 10 18 71 88 12
English Learners < < < < - 60 60 40
Homeless < < < < < < < <
Military Connected 16 70 86 14 15 71 86 14
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 86 14 17 68 84 16
Female 19 68 87 13 19 69 87 13
Male 14 69 84 16 15 66 81 19
American Indian < < 100 0 < < < <
Asian 26 63 89 11 29 68 97 3
Black 9 66 75 25 8 61 69 31
Hispanic 16 69 85 15 13 68 81 19
Native Hawaiian < < 100 0 < < < <
White 17 70 87 13 18 70 88 12
Multiple Races 23 68 92 8 18 63 81 19
Students with Disabilities 5 50 55 45 9 41 50 50
Students without Disabilities 18 71 89 11 18 71 89 11
Economically Disadvantaged 11 62 73 27 8 62 70 30
Not Economically Disadvantaged 19 71 90 10 19 69 88 12
English Learners - 43 43 57 - 58 58 42
Homeless - 50 50 50 < < < <
Military Connected 16 75 91 9 19 67 86 14
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 58 91 9 33 61 94 6
Female 33 59 92 8 35 60 95 5
Male 33 57 90 10 32 61 92 8
American Indian < < 100 0 < < 100 0
Asian 51 44 96 4 36 59 96 4
Black 24 61 85 15 15 71 86 14
Hispanic 26 58 84 16 28 61 89 11
Native Hawaiian < < < < < < 100 0
White 33 60 93 7 39 58 97 3
Multiple Races 35 55 90 10 30 63 94 6
Students with Disabilities 11 57 68 32 19 57 76 24
Students without Disabilities 35 58 94 6 35 61 96 4
Economically Disadvantaged 18 61 79 21 21 68 90 10
Not Economically Disadvantaged 36 58 94 6 36 59 95 5
English Learners 9 45 55 45 - 55 55 45
Homeless < < < < < < < <
Military Connected 33 59 91 9 33 63 95 5
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 53 80 20
Female 32 52 84 16
Male 22 54 76 24
American Indian < < < <
Asian 44 50 94 6
Black 13 48 60 40
Hispanic 18 59 77 23
Native Hawaiian 9 82 91 9
White 30 53 83 17
Multiple Races 27 54 81 19
Students with Disabilities 4 33 37 63
Students without Disabilities 30 55 84 16
Economically Disadvantaged 11 51 62 38
Not Economically Disadvantaged 31 53 85 15
English Learners 5 32 36 64
Homeless 13 27 40 60
Military Connected 27 57 83 17
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 53 72 28
Female 24 52 76 24
Male 14 54 68 32
American Indian < < < <
Asian 32 57 89 11
Black 10 42 52 48
Hispanic 12 57 69 31
Native Hawaiian < < < <
White 22 54 75 25
Multiple Races 20 54 74 26
Students with Disabilities 4 18 22 78
Students without Disabilities 21 57 78 22
Economically Disadvantaged 6 43 49 51
Not Economically Disadvantaged 23 56 79 21
English Learners 9 45 55 45
Homeless < < < <
Military Connected 20 57 77 23
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 53 88 12
Female 40 51 91 9
Male 29 54 84 16
American Indian < < 100 0
Asian 53 44 97 3
Black 15 53 68 32
Hispanic 25 61 86 14
Native Hawaiian < < 100 0
White 39 52 91 9
Multiple Races 36 54 90 10
Students with Disabilities 4 51 55 45
Students without Disabilities 38 53 91 9
Economically Disadvantaged 17 62 78 22
Not Economically Disadvantaged 39 51 90 10
English Learners - 18 18 82
Homeless < < < <
Military Connected 35 57 92 8
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 77 23 17 68 85 15
Female 11 65 76 24 15 69 84 16
Male 14 64 78 22 18 67 85 15
American Indian 18 59 76 24 15 69 85 15
Asian 29 64 92 8 35 59 94 6
Black 5 53 59 41 7 61 68 32
Hispanic 8 66 74 26 12 70 82 18
Native Hawaiian 8 84 92 8 15 70 85 15
White 13 67 80 20 18 70 88 12
Multiple Races 10 64 75 25 16 69 85 15
Students with Disabilities 11 39 50 50 8 51 59 41
Students without Disabilities 12 68 80 20 18 70 88 12
Economically Disadvantaged 7 56 63 37 9 66 75 25
Not Economically Disadvantaged 14 67 81 19 19 69 88 12
English Learners 5 59 64 36 7 62 69 31
Homeless 2 20 22 78 2 48 50 50
Military Connected 13 68 81 19 18 69 87 13
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 82 18 21 65 86 14
Female 15 65 80 20 19 68 88 12
Male 21 64 84 16 23 62 85 15
American Indian < < 100 0 < < 100 0
Asian 32 60 92 8 40 47 88 12
Black 6 56 63 37 11 50 61 39
Hispanic 11 66 77 23 15 74 89 11
Native Hawaiian < < 100 0 < < 100 0
White 20 67 87 13 22 68 90 10
Multiple Races 18 63 80 20 22 64 85 15
Students with Disabilities 13 43 55 45 7 47 55 45
Students without Disabilities 19 67 86 14 23 68 91 9
Economically Disadvantaged 7 61 68 32 10 68 77 23
Not Economically Disadvantaged 22 66 88 12 25 64 89 11
English Learners 2 72 74 26 11 59 70 30
Homeless < < < < < < < <
Military Connected 19 67 86 14 23 65 88 12
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 26 62 87 13
Female 17 65 82 18 21 64 86 14
Male 25 61 86 14 30 60 90 10
American Indian < < 100 0 < < 100 0
Asian 39 54 93 7 36 59 96 4
Black 9 62 71 29 7 62 69 31
Hispanic 13 65 79 21 23 64 87 13
Native Hawaiian < < < < < < 100 0
White 23 64 87 13 29 62 91 9
Multiple Races 19 63 82 18 23 61 84 16
Students with Disabilities 14 50 63 37 10 51 62 38
Students without Disabilities 22 65 87 13 28 63 91 9
Economically Disadvantaged 9 62 72 28 13 64 77 23
Not Economically Disadvantaged 25 63 88 12 30 61 91 9
English Learners - 59 59 41 14 60 74 26
Homeless < < < < - 60 60 40
Military Connected 19 66 86 14 27 65 92 8
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 77 23 25 62 87 13
Female 17 58 74 26 23 64 87 13
Male 20 59 79 21 26 60 86 14
American Indian < < 100 0 < < < <
Asian 39 51 90 10 56 42 98 2
Black 6 47 52 48 12 69 80 20
Hispanic 11 64 75 25 14 66 80 20
Native Hawaiian < < 100 0 < < < <
White 22 61 82 18 27 61 88 12
Multiple Races 15 60 75 25 21 70 91 9
Students with Disabilities 12 35 47 53 9 58 68 32
Students without Disabilities 20 62 82 18 27 63 89 11
Economically Disadvantaged 14 51 64 36 14 64 78 22
Not Economically Disadvantaged 20 61 82 18 28 62 90 10
English Learners 5 45 50 50 - 67 67 33
Homeless < < < < < < < <
Military Connected 19 63 82 18 25 64 89 11
Foster Care < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 65 70 30 9 69 78 22
Female 4 67 72 28 9 67 76 24
Male 5 63 69 31 8 72 79 21
American Indian < < 100 0 < < 100 0
Asian 4 79 83 17 15 67 82 18
Black 6 50 56 44 3 53 56 44
Hispanic 4 69 72 28 6 77 83 17
Native Hawaiian < < 100 0 < < < <
White 5 69 74 26 10 74 84 16
Multiple Races 4 58 63 38 11 65 76 24
Students with Disabilities 9 42 51 49 6 49 54 46
Students without Disabilities 4 70 74 26 9 74 83 17
Economically Disadvantaged 2 55 56 44 7 61 68 32
Not Economically Disadvantaged 6 70 76 24 9 73 82 18
English Learners 6 59 65 35 4 61 65 35
Homeless 10 10 20 80 < < < <
Military Connected 5 74 79 21 12 73 85 15
Foster Care < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 43 47 53 2 55 57 43
Female 1 44 45 55 - 55 55 45
Male 7 42 49 51 3 55 58 42
American Indian < < < < < < 100 0
Asian 20 60 80 20 < < < <
Black 5 30 35 65 1 46 47 53
Hispanic 3 50 53 47 - 57 57 43
Native Hawaiian < < 100 0 < < 100 0
White 4 44 48 52 2 56 58 42
Multiple Races - 51 51 49 4 60 64 36
Students with Disabilities 15 28 43 57 4 34 39 61
Students without Disabilities 1 48 48 52 1 61 62 38
Economically Disadvantaged 3 35 38 62 2 50 52 48
Not Economically Disadvantaged 4 48 52 48 1 58 59 41
English Learners < < < < - 42 42 58
Homeless < < < < < < < <
Military Connected 3 48 51 49 1 57 58 42
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 12 70 82 18
Female 10 66 76 24 10 72 82 18
Male 12 68 80 20 13 69 83 17
American Indian < < 100 0 < < < <
Asian 27 62 89 11 34 61 95 5
Black 4 53 58 42 7 64 71 29
Hispanic 7 69 76 24 9 69 78 22
Native Hawaiian < < 100 0 < < < <
White 12 70 82 18 11 73 85 15
Multiple Races 8 66 74 26 10 71 81 19
Students with Disabilities 9 35 44 56 9 48 56 44
Students without Disabilities 11 71 82 18 12 74 86 14
Economically Disadvantaged 5 57 62 38 8 63 71 29
Not Economically Disadvantaged 13 71 83 17 13 73 86 14
English Learners 5 55 59 41 7 73 80 20
Homeless < < < < < < < <
Military Connected 12 71 84 16 13 71 84 16
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 68 73 27 14 77 91 9
Female 6 68 74 26 14 75 89 11
Male 4 68 71 29 14 79 93 7
American Indian < < < < < < 100 0
Asian 23 75 98 2 37 62 98 2
Black - 60 60 40 6 78 84 16
Hispanic 2 72 74 26 11 76 87 13
Native Hawaiian < < 100 0 < < 100 0
White 4 68 72 28 15 78 92 8
Multiple Races 5 70 75 25 11 81 92 8
Students with Disabilities 1 45 46 54 6 70 76 24
Students without Disabilities 5 71 76 24 15 78 93 7
Economically Disadvantaged 2 58 60 40 4 81 86 14
Not Economically Disadvantaged 5 70 76 24 17 76 93 7
English Learners 4 60 64 36 3 67 69 31
Homeless < < < < - 60 60 40
Military Connected 4 73 77 23 17 79 96 4
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 79 86 14 14 76 90 10
Female 7 81 88 12 13 78 91 9
Male 9 76 85 15 14 74 89 11
American Indian < < < < < < 100 0
Asian 22 74 96 4 36 64 100 0
Black 6 68 74 26 7 61 68 32
Hispanic 7 77 84 16 9 77 86 14
Native Hawaiian < < 100 0 < < 100 0
White 6 82 88 12 12 81 93 7
Multiple Races 6 77 83 17 21 71 91 9
Students with Disabilities < < < < - 50 50 50
Students without Disabilities 8 80 88 13 14 77 92 8
Economically Disadvantaged 8 74 82 18 2 73 76 24
Not Economically Disadvantaged 8 80 87 13 15 77 92 8
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 7 83 89 11 15 72 87 13
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 82 18 18 75 93 7
Female 11 65 76 24 18 74 92 8
Male 11 80 90 10 17 76 93 7
Asian 31 66 97 3 23 73 97 3
Black 6 65 71 29 13 67 79 21
Hispanic 12 47 59 41 21 64 86 14
Native Hawaiian < < < <
White 8 76 84 16 17 79 96 4
Multiple Races 5 76 81 19 16 78 94 6
Students with Disabilities < < < <
Students without Disabilities 11 73 83 17 18 75 93 7
Economically Disadvantaged 4 58 62 38 16 72 88 13
Not Economically Disadvantaged 12 73 85 15 18 76 94 6
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected 8 62 69 31 10 79 90 10
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 14 66 79 21
Female 10 62 72 28 12 67 79 21
Male 13 62 75 25 15 65 80 20
American Indian < < < < < < < <
Asian 20 66 87 13 24 68 91 9
Black 5 46 51 49 6 57 63 37
Hispanic 8 58 67 33 8 66 74 26
Native Hawaiian 14 79 93 7 13 53 67 33
White 14 66 79 21 16 67 83 17
Multiple Races 11 65 76 24 12 70 82 18
Students with Disabilities 6 34 40 60 9 42 51 49
Students without Disabilities 13 66 78 22 14 69 84 16
Economically Disadvantaged 6 51 58 42 7 57 65 35
Not Economically Disadvantaged 14 65 79 21 16 69 84 16
English Learners 5 22 26 74 - 42 42 58
Homeless - 38 38 63 3 34 38 62
Military Connected 12 66 78 22 12 71 83 17
Foster Care < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 52 69 31 22 55 77 23
Female 14 50 64 36 20 55 75 25
Male 20 53 73 27 23 55 78 22
American Indian < < < < < < < <
Asian 24 59 83 17 42 46 88 12
Black 7 34 42 58 14 52 66 34
Hispanic 11 50 61 39 12 54 66 34
Native Hawaiian < < < < < < < <
White 20 56 76 24 24 55 79 21
Multiple Races 17 51 68 32 18 64 83 17
Students with Disabilities 10 23 33 67 12 38 50 50
Students without Disabilities 18 57 75 25 23 57 80 20
Economically Disadvantaged 9 45 54 46 14 49 63 37
Not Economically Disadvantaged 20 54 75 25 24 57 81 19
English Learners 5 10 15 85 - 16 16 84
Homeless < < < < < < < <
Military Connected 18 58 76 24 19 59 78 22
Foster Care < < 100 0 < < < <
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 68 76 24 11 68 79 21
Female 7 69 76 24 8 69 77 23
Male 10 66 76 24 14 66 80 20
American Indian < < 100 0 < < < <
Asian 20 66 86 14 24 73 97 3
Black 4 56 60 40 3 55 58 42
Hispanic 6 64 70 30 4 70 74 26
Native Hawaiian < < 100 0 < < < <
White 9 71 80 20 13 69 82 18
Multiple Races 7 72 79 21 12 69 81 19
Students with Disabilities 5 40 46 54 6 42 49 51
Students without Disabilities 9 71 80 20 12 71 82 18
Economically Disadvantaged 4 49 52 48 3 59 63 37
Not Economically Disadvantaged 10 74 84 16 13 70 83 17
English Learners - 30 30 70 - 67 67 33
Homeless - 25 25 75 < < < <
Military Connected 7 74 81 19 11 72 83 17
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 67 80 20 13 73 86 14
Female 12 66 79 21 13 75 88 12
Male 15 67 82 18 13 70 84 16
American Indian < < 100 0 < < 100 0
Asian 23 73 96 4 15 77 92 8
Black 5 47 53 47 3 72 75 25
Hispanic 8 66 74 26 8 71 79 21
Native Hawaiian < < 100 0 < < 100 0
White 16 68 84 16 18 72 90 10
Multiple Races 10 74 84 16 11 75 86 14
Students with Disabilities - 39 39 61 4 50 54 46
Students without Disabilities 15 69 84 16 14 75 89 11
Economically Disadvantaged 8 62 69 31 6 67 74 26
Not Economically Disadvantaged 15 68 83 17 15 74 90 10
English Learners 8 33 42 58 - 32 32 68
Homeless < < < < < < < <
Military Connected 15 68 84 16 11 76 87 13
Foster Care < < 100 0 < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 60 63 37 6 79 85 15
Female 7 57 64 36 - 82 82 18
Male - 63 63 38 12 76 88 12
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0
White - 77 77 23 - 94 94 6
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 3 60 63 37 6 79 85 15
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 4 56 59 41 7 80 87 13
English Learners < < < < < < 100 0
Military Connected 5 58 63 37 6 88 94 6
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 61 63 37 3 71 74 26
Female 1 60 62 38 2 69 71 29
Male 3 62 65 35 3 73 76 24
American Indian < < 100 0
Asian - 82 82 18 - 80 80 20
Black - 43 43 57 2 46 48 52
Hispanic 2 57 59 41 - 76 76 24
Native Hawaiian < < 100 0 < < 100 0
White 3 68 71 29 5 78 82 18
Multiple Races 2 64 67 33 - 72 72 28
Students with Disabilities - 43 43 57 - 44 44 56
Students without Disabilities 3 65 68 32 4 77 80 20
Economically Disadvantaged 2 52 54 46 1 54 55 45
Not Economically Disadvantaged 2 65 68 32 4 80 84 16
English Learners - 18 18 82 - 57 57 43
Homeless < < < < - 45 45 55
Military Connected 3 68 71 29 4 83 87 13
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 55 83 17
Female 25 58 83 17
Male 32 52 84 16
American Indian < < < <
Asian 49 47 96 4
Black 13 52 65 35
Hispanic 23 57 80 20
Native Hawaiian 43 50 93 7
White 32 55 87 13
Multiple Races 24 59 84 16
Students with Disabilities 9 44 53 47
Students without Disabilities 31 56 87 13
Economically Disadvantaged 15 53 69 31
Not Economically Disadvantaged 33 56 88 12
English Learners 10 48 58 42
Homeless 9 38 47 53
Military Connected 31 56 87 13
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 67 74 26
Female 3 66 69 31
Male 11 68 79 21
Asian < < < <
Black - 56 56 44
Hispanic < < < <
Native Hawaiian < < 100 0
White 16 68 84 16
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 8 75 83 17
Economically Disadvantaged < < < <
Not Economically Disadvantaged 8 70 78 22
English Learners < < < <
Homeless < < < <
Military Connected 9 77 86 14
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 82 18
Female 14 66 80 20
Male 18 66 84 16
Asian 41 51 92 8
Black 7 61 68 32
Hispanic 15 67 82 18
Native Hawaiian < < 100 0
White 17 67 85 15
Multiple Races 13 73 85 15
Students with Disabilities 6 56 62 38
Students without Disabilities 18 67 85 15
Economically Disadvantaged 11 55 66 34
Not Economically Disadvantaged 19 71 89 11
English Learners - 58 58 42
Homeless < < < <
Military Connected 21 70 90 10
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44
Female 2 55 58 42
Male 11 45 55 45
Asian < < < <
Black - 22 22 78
Hispanic 6 55 61 39
White 8 55 63 37
Multiple Races 8 54 63 38
Students with Disabilities 4 28 32 68
Students without Disabilities 7 54 61 39
Economically Disadvantaged - 36 36 64
Not Economically Disadvantaged 8 55 64 36
English Learners < < < <
Homeless < < < <
Military Connected 6 62 68 32
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 73 95 5
Female 17 80 97 3
Male 29 64 93 7
Asian 35 65 100 0
Black 4 81 85 15
Hispanic 23 69 92 8
White 27 71 98 2
Multiple Races 9 83 91 9
Students with Disabilities < < < <
Students without Disabilities 23 73 96 4
Economically Disadvantaged 8 75 83 17
Not Economically Disadvantaged 25 73 98 2
English Learners < < 100 0
Homeless < < 100 0
Military Connected 17 77 94 6
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 55 86 14
Female 29 57 86 14
Male 32 54 86 14
American Indian < < 100 0
Asian 49 49 98 2
Black 14 51 66 34
Hispanic 21 59 80 20
Native Hawaiian < < < <
White 34 55 90 10
Multiple Races 28 59 87 13
Students with Disabilities 5 47 51 49
Students without Disabilities 33 56 90 10
Economically Disadvantaged 14 61 74 26
Not Economically Disadvantaged 35 54 89 11
English Learners 8 50 58 42
Homeless < < < <
Military Connected 34 52 86 14
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 41 85 15
Female 37 46 83 17
Male 51 36 87 13
American Indian < < < <
Asian 65 34 98 2
Black 25 42 67 33
Hispanic 38 44 82 18
Native Hawaiian < < 100 0
White 48 41 89 11
Multiple Races 37 44 81 19
Students with Disabilities 19 34 53 47
Students without Disabilities 47 42 89 11
Economically Disadvantaged 26 45 71 29
Not Economically Disadvantaged 50 40 90 10
English Learners 30 45 75 25
Homeless 10 40 50 50
Military Connected 44 45 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
Division107
State1,3244,006
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2019-20202020-20212021-2022
Pre-kindergarten206161203
Kindergarten965735925
Grade 1939909879
Grade 2994906971
Grade 31,001918955
Grade 4965940950
Grade 5957911965
Grade 61,039952956
Grade 71,0161,035943
Grade 81,0039761,053
Grade 91,0951,0171,051
Grade 109891,0641,005
Grade 111,0339601,035
Grade 129821,008983
Total Students13,18412,49212,874

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

Fall Membership by Subgroups

2021 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2019-20202020-20212021-2022
All Students131841249212874
Female652861686370
Male665663246504
American Indian212430
Asian791788793
Black160816501668
Hispanic152414421540
Native Hawaiian535047
White779371367322
Multiple Races139414021474
Students with Disabilities156814491489
Students without Disabilities116161104311385
Economically Disadvantaged298830842683
Not Economically Disadvantaged10196940810191
English Learners594555617
Not English Learners125901193712257
Homeless909193
Military Connected428238623993
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

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

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

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

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

Status of the Students in the 2021-2022 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 607 334 9 2 11 11
State 52155 36614 2104 742 5115 1918
Female Division 325 135 6 0 4 7
State 28657 15782 656 261 1814 775
Male Division 282 199 3 2 7 4
State 23476 20803 1445 481 3299 1142
American Indian Division < < < < 0 <
State 99 75 3 1 20 7
Asian Division 61 8 0 0 0 0
State 6085 1306 80 10 86 37
Black Division 52 54 5 0 2 1
State 8346 9963 754 162 1159 734
Hispanic Division 48 38 2 0 2 3
State 6300 7018 283 77 2283 402
Native Hawaiian Division < < < < 0 <
State 88 51 5 0 5 1
White Division 380 196 1 2 4 6
State 28369 16213 874 438 1366 647
Multiple Races Division 61 35 1 0 3 1
State 2868 1988 105 54 196 90
Students with Disabilities Division 11 67 9 0 3 1
State 1554 7396 2104 109 967 124
Economically Disadvantaged Division 78 88 4 0 6 7
State 12246 19205 1240 410 2874 1298
English Learners Division 8 11 1 0 2 0
State 1452 3787 257 23 1873 143
Homeless Division 9 5 1 0 3 2
State 183 577 36 11 178 56
Military Connected Division 113 76 4 1 1 2
State 2323 1296 41 16 47 27
Foster Care Division < < < < 0 <
State 22 160 31 10 65 16
< = 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 Students9749509895298111
Female477466984669841
Male497484974869871
American Indian<<100<10000
Asian69691006910000
Black114111971119722
Hispanic938895889522
Native Hawaiian<<100<10000
White589577985799841
Multiple Races1019796979633
Students with Disabilities918796879633
Economically Disadvantaged183170931709363
English Learners222091209129
Homeless2015751575315
Military Connected197193981949911
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken1,140 / 27.81%1,156 / 28.55%1,120 / 27.5%
Advanced Placement Course Enrollment1,649 / 40.23%1,676 / 41.39%1,567 / 38.47%
Dual Enrollment44 / 1.07%89 / 2.2%93 / 2.28%
Governor's School Enrollment74 / 1.81%76 / 1.88%73 / 1.79%
IB Course Enrollment80 / 1.95%59 / 1.46%32 / .79%
Senior Enrolled in IB Program20 / .49%23 / .57%15 / .37%

< = 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 StudentsDivision92169125
State86,21159,46331
FemaleDivision48239418
State43,37932,57925
MaleDivision43929732
State42,83226,88437
American IndianDivision<<100
State22013539
AsianDivision554813
State6,3805,55313
BlackDivision1158229
State18,49311,40838
HispanicDivision725228
State10,7996,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision59144125
State46,06133,07628
Multiple RacesDivision816223
State4,1342,89130
Students with DisabilitiesDivision673055
State7,5273,57553
Economically DisadvantagedDivision1226646
State28,16915,21546
English LearnersDivision171041
State5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI AssessmentsDivision26-53
 State5111,5422,590
Industry CertificationDivision189-920
 State43,66051,68595,688
Workplace ReadinessDivision962668995
 State26,62716,88544,348
Total Credentials EarnedDivision1,1776681,978
 State71,13171,189143,862
Students Earning One or More CredentialsDivision1,0786681,263
 State62,89960,992115,682
CTE CompletersDivision352351355
 State44,53942,30344,149
State LicensuresDivision--10
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationDivision--1
 State917302761

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2018-2019Division$4,676$5,171$1,150
State$6,642$5,388$901
2019-2020Division$4,365$5,578$1,172
State$6,770$5,603$867
2020-2021Division$4,380$6,321$1,715
State$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students11,76053710,9101,629
Female5,8462475,340852
Male5,9142905,570777
American Indian260197
Asian782872044
Black1,4951391,331283
Hispanic1,338701,278228
Native Hawaiian480428
White6,7542616,284858
Multiple Races1,317591,236201
Students with Disabilities1,3521271,160281
Economically Disadvantaged2,7353332,224722
English Learners5722155477
Homeless82696885
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 11
Disorderly or Disruptive Behavior Offenses 39
Other Offenses Against Persons 37
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff 12
Offenses Against Student 26
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.50.2
Asian6.11.86.41.7
Black12.422.313.420.7
Hispanic11.710.511.717.2
Native Hawaiian0.40.4
White6052.557.946.6
Multiple Races10.712.511.413.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian6.15.36.425
Black12.415.813.425
Hispanic11.710.511.7
Native Hawaiian0.45.30.4
White6042.157.950
Multiple Races10.721.111.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian6.16.4
Black12.413.4
Hispanic11.711.7
Native Hawaiian0.40.4
White6057.9
Multiple Races10.711.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 23.123.123.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 242424
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 54.554.554.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 14.18 : 1

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2019-2020 Grades 8-12 Student Teacher Ratio: 12.63 : 1

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Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202034%61%2%3%
2020-202135%60%2%3%
2021-202235%60%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students87%89%--
Asian93%92%--
Black73%77%--
Hispanic84%85%--
White90%91%--
Multiple Races87%89%--
Economically Disadvantaged76%77%--
English Learners78%77%--
Students with Disabilities61%63%--

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%89%--
Asian94%95%--
Black69%77%--
Hispanic82%87%--
White88%92%--
Multiple Races85%90%--
Economically Disadvantaged75%80%--
English Learners82%86%--
Students with Disabilities59%65%--

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian92%
Black66%
Hispanic73%
White84%
Multiple Races84%
Economically Disadvantaged66%
English Learners69%
Students with Disabilities52%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students96%84%84%
Asian97%90%84%
Black97%82%84%
Hispanic93%82%84%
White97%86%84%
Multiple Races94%89%84%
Economically Disadvantaged89%80%84%
English Learners92%71%84%
Students with Disabilities78%65%84%
Homeless89%--
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%9%13%10%
Asian6%3%10%10%
Black18%11%14%10%
Hispanic15%10%14%10%
White12%8%14%10%
Multiple Races14%14%15%10%
Economically Disadvantaged25%17%17%10%
English Learners12%7%13%10%
Students with Disabilities20%15%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress66%50%58%
English Learner Proficiency26%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress14021166%
English Learner Proficiency9134826%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian100%-100%-98%2%
Black100%-100%-99%1%
Hispanic100%-99%1%100%-
White100%-100%-99%1%
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-99%1%99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities100%-99%1%99%1%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-99%1%100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students91%92%
Asian96%96%
Black81%84%
Hispanic89%89%
White93%93%
Multiple Races92%91%
Economically Disadvantaged85%87%
English Learners87%92%
Students with Disabilities75%79%

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks