Menu

Franklin Military Academy

General school information

Category: Combined (06-12) School
Phone: 804-780-4968
Address: 701 North 37th Street Richmond, VA 23223
Principal: Mr. David A. Hudson
Superintendent: Jason Kamras
School Number: 621
Region: 1
Division: Richmond City Public Schools
Division Number: 123
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

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

ESSA

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 9
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2023 through 2025

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level One
College, Career, and Civic Readiness Index (CCCRI) Level One
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian No Students Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level Two Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Too Small Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

18.28% of the students in this school were chronically absent.

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 8 61 70 30 11 75 86 14 13 77 90 10
Female 13 66 78 22 10 76 86 14 11 85 96 4
Male 6 59 66 34 12 75 87 13 15 71 86 14
American Indian < < 100 0 < < 100 0
Black 9 62 71 29 9 75 84 16 12 80 91 9
Hispanic - 63 63 37 8 78 86 14 5 76 81 19
White < < < < 36 64 100 0 21 79 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 62 71 29 12 75 87 13 13 78 91 9
Economically Disadvantaged 2 57 59 41 7 73 80 20 8 80 88 12
Not Economically Disadvantaged 13 65 79 21 16 78 93 7 20 74 94 6
English Learners < < < < < < 100 0 3 72 76 24
Homeless < < 100 0 < < 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 12 48 60 40 6 64 69 31 12 78 90 10
Female < < < < - 63 63 38 13 83 96 4
Male 6 47 53 47 10 65 75 25 12 72 84 16
Black 18 45 64 36 - 63 63 37 5 86 90 10
Hispanic - 50 50 50 - 64 64 36 9 64 73 27
White < < < < < < 100 0 24 76 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 13 52 65 35 6 62 68 32 11 81 91 9
Economically Disadvantaged < < < < - 64 64 36 8 79 88 13
Not Economically Disadvantaged 12 53 65 35 14 64 79 21 16 76 92 8
English Learners < < < < < < < <
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 6 65 71 29 14 75 89 11 13 69 81 19
Female 9 82 91 9 11 83 94 6 15 69 85 15
Male < < < < 16 71 87 13 11 68 79 21
Black < < < < 13 70 83 17 13 69 81 19
Hispanic < < < < - 94 94 6 - 70 70 30
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 6 65 71 29 15 74 89 11 13 67 80 20
Economically Disadvantaged - 64 64 36 5 73 77 23 8 67 75 25
Not Economically Disadvantaged < < < < 21 76 97 3 < < 100 0
English Learners < < < < < < 100 0 < < < <
Homeless < < 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 6 67 72 28 13 73 87 13 16 77 93 7
Female < < < < 22 61 83 17 10 90 100 0
Male 8 62 69 31 9 79 88 12 19 69 89 11
American Indian < < 100 0
Black - 69 69 31 9 77 86 14 21 72 93 7
Hispanic 25 58 83 17 - 89 89 11
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 6 69 75 25 14 75 88 12 17 78 94 6
Economically Disadvantaged < < < < 10 72 83 17 10 83 93 7
Not Economically Disadvantaged 8 67 75 25 17 74 91 9 23 69 92 8
English Learners < < 100 0 - 85 85 15
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 8 67 75 25 10 88 98 2 10 87 97 3
Female < < < < 5 95 100 0 6 94 100 0
Male 7 71 79 21 14 82 95 5 14 79 93 7
Black 8 67 75 25 10 87 97 3 7 89 96 4
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities 9 65 74 26 10 88 98 3 10 87 97 3
Economically Disadvantaged - 58 58 42 13 83 96 4 5 90 95 5
Not Economically Disadvantaged 18 76 94 6 6 94 100 0 20 80 100 0
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
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
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
< = 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 10 61 70 30 10 59 69 31
Female 14 57 70 30 9 71 80 20
Male 7 63 70 30 10 50 60 40
American Indian < < 100 0
Black 9 57 66 34 8 66 74 26
Hispanic 14 62 76 24 5 45 50 50
White < < 100 0 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 10 61 71 29 10 59 69 31
Economically Disadvantaged 9 59 68 32 4 60 65 35
Not Economically Disadvantaged 11 63 74 26 17 57 74 26
English Learners < < < < - 38 38 62
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 15 62 77 23 11 50 61 39
Female 28 61 89 11 5 74 79 21
Male 9 63 71 29 14 37 51 49
American Indian < < 100 0
Black 14 57 71 29 11 57 68 32
Hispanic 23 69 92 8 - 44 44 56
White < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 15 63 79 21 12 50 62 38
Economically Disadvantaged 17 57 73 27 3 48 52 48
Not Economically Disadvantaged 13 70 83 17 20 52 72 28
English Learners < < < < - 38 38 62
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 2 59 61 39 7 76 83 17
Female - 53 53 47 13 69 81 19
Male 5 64 68 32 - 85 85 15
Black 3 57 60 40 4 76 80 20
Hispanic < < < < < < 100 0
White < < 100 0 < < 100 0
Multiple Races < < 100 0
Students without Disabilities 3 58 60 40 7 76 83 17
Economically Disadvantaged - 62 62 38 5 79 84 16
Not Economically Disadvantaged 7 53 60 40 10 70 80 20
< = 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 1 37 38 62 4 65 68 32 5 69 75 25
Female - 46 46 54 3 60 63 37 3 73 75 25
Male 1 31 33 67 4 67 72 28 7 67 74 26
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 1 39 40 60 - 69 69 31 1 70 71 29
Hispanic - 31 31 69 4 56 60 40 - 67 67 33
White < < < < 8 75 83 17 26 71 97 3
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 75 75 25
Students without Disabilities 1 38 39 61 4 66 70 30 6 69 74 26
Economically Disadvantaged 2 32 34 66 1 61 62 38 1 69 70 30
Not Economically Disadvantaged - 41 41 59 7 69 76 24 12 69 81 19
English Learners < < < < < < < < - 78 78 22
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 - 29 29 71 8 69 78 22 15 69 83 17
Female < < < < 6 63 69 31 9 74 83 17
Male - 31 31 69 10 75 85 15 20 64 84 16
Black < < < < - 70 70 30 - 81 81 19
Hispanic < < < < - 80 80 20 - 64 64 36
White < < < < < < 100 0 44 56 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 32 32 68 9 71 79 21 15 70 85 15
Economically Disadvantaged < < < < - 68 68 32 - 83 83 17
Not Economically Disadvantaged - 32 32 68 21 71 93 7 29 54 83 17
English Learners < < < < < < < <
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 - 15 15 85 - 45 45 55 2 62 64 36
Female - 27 27 73 - 36 36 64 - 65 65 35
Male - 6 6 94 - 50 50 50 4 60 64 36
Black - 11 11 89 - 53 53 48 - 52 52 48
Hispanic < < < < - 26 26 74 - 64 64 36
White < < < < < < < < < < 100 0
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities - 12 12 88 - 46 46 54 3 60 63 38
Economically Disadvantaged < < < < - 30 30 70 - 53 53 47
Not Economically Disadvantaged - 19 19 81 - 58 58 42 8 83 92 8
English Learners < < < < - 67 67 33
Homeless < < < < < < < <
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 2 45 48 52 7 83 90 10 2 98 100 0
Female - 55 55 45 6 88 94 6 - 100 100 0
Male 4 38 42 58 7 82 89 11 3 97 100 0
American Indian < < 100 0
Asian < < < < < < < <
Black 3 47 50 50 - 88 88 13 3 97 100 0
Hispanic < < < < 15 85 100 0 - 100 100 0
White < < < < < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 2 47 49 51 7 86 93 7 2 98 100 0
Economically Disadvantaged 5 36 41 59 3 88 91 9 3 97 100 0
Not Economically Disadvantaged - 55 55 45 11 78 89 11 - 100 100 0
English Learners < < < < - 100 100 0
Military Connected < < 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 - 67 67 33 - 64 64 36 4 39 43 57
Female < < < < - 62 62 38 - 41 41 59
Male < < < < - 67 67 33 6 38 44 56
American Indian < < 100 0
Asian < < 100 0
Black - 62 62 38 - 67 67 33 - 41 41 59
Hispanic < < 100 0 < < < < - 31 31 69
White < < 100 0 < < 100 0 < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 67 67 33 - 67 67 33 4 40 44 56
Economically Disadvantaged < < < < - 50 50 50 - 34 34 66
Not Economically Disadvantaged < < < < - 79 79 21 9 45 55 45
English Learners < < < <
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 < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0
Black < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics 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

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 2 59 61 39 5 71 76 24 4 79 83 17
Female - 47 47 53 7 63 70 30 - 77 77 23
Male 3 69 72 28 4 76 80 20 6 79 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 52 52 48 5 71 76 24 2 75 77 23
Hispanic - 75 75 25 5 62 68 32 4 80 85 15
White < < 100 0 9 91 100 0 8 92 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 59 61 39 5 72 77 23 4 78 82 18
Economically Disadvantaged - 67 67 33 6 61 67 33 3 75 78 22
Not Economically Disadvantaged 3 52 55 45 4 79 83 17 5 85 91 9
English Learners < < < < < < < < - 77 77 23
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 - 69 69 31 3 72 76 24 3 59 63 38
Female < < < < 7 59 66 34 - 54 54 46
Male < < < < 2 79 81 19 5 63 68 32
Black < < < < 2 76 78 22 - 38 38 63
Hispanic < < 100 0 4 56 60 40 - 80 80 20
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 75 75 25 4 73 76 24 3 60 63 37
Economically Disadvantaged < < < < 4 58 63 38 - 58 58 42
Not Economically Disadvantaged < < < < 3 78 81 19 < < < <
English Learners < < < < < < < <
Homeless < < < < < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 56 56 44 8 63 71 29 5 83 88 12
Female - 41 41 59 6 67 72 28 - 85 85 15
Male - 73 73 27 10 61 71 29 8 82 89 11
Asian < < 100 0
Black - 50 50 50 7 61 68 32 3 82 85 15
Hispanic < < < < < < < < 12 76 88 12
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 56 56 44 9 64 73 27 6 81 87 13
Economically Disadvantaged - 64 64 36 11 52 63 37 8 78 85 15
Not Economically Disadvantaged - 40 40 60 5 77 82 18 - 94 94 6
English Learners < < < < < < < <
Military Connected < < 100 0
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 5 57 62 38 4 91 96 4 3 86 90 10
Female < < < < < < < < - 89 89 11
Male 8 69 77 23 - 100 100 0 5 85 90 10
American Indian < < 100 0
Black - 63 63 38 6 88 94 6 3 88 91 9
Hispanic < < < < < < 100 0 - 84 84 16
White < < 100 0 < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 5 55 60 40 4 91 96 4 4 86 89 11
Economically Disadvantaged < < < < - 93 93 7 - 84 84 16
Not Economically Disadvantaged 7 43 50 50 < < 100 0 7 89 96 4
English Learners < < < < - 77 77 23
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 < < < <
Black < < < < < < < <
Hispanic < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
English Learners < < < <
Grade 5 Science 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

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 14 56 70 30 23 58 82 18
Female 15 43 58 43 20 61 80 20
Male 13 64 77 23 25 57 82 18
American Indian < < 100 0
Asian < < 100 0
Black 10 54 63 37 19 53 72 28
Hispanic 25 60 85 15 21 74 95 5
White < < 100 0 < < 100 0
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 14 58 72 28 25 58 83 17
Economically Disadvantaged 6 54 59 41 13 66 79 21
Not Economically Disadvantaged 21 59 80 20 40 46 85 15
English Learners < < < < 22 72 94 6
Military Connected < < 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 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
Military Connected < < 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 - 49 49 51 - 85 85 15
Female - 40 40 60 - 81 81 19
Male - 54 54 46 - 88 88 12
Black - 43 43 57 - 80 80 20
Hispanic < < < < - 88 88 13
White < < 100 0 < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 54 54 46 - 84 84 16
Economically Disadvantaged - 38 38 63 - 79 79 21
Not Economically Disadvantaged - 63 63 37 - 100 100 0
English Learners < < 100 0 < < < <
Military Connected < < 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
All Students - 23 23 77 4 33 37 63
Female < < < < 10 30 40 60
Male < < < < - 35 35 65
Asian < < 100 0
Black - 20 20 80 - 27 27 73
Hispanic < < < < < < 100 0
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 23 23 77 4 38 42 58
Economically Disadvantaged - 30 30 70 - 41 41 59
Not Economically Disadvantaged < < < < 10 20 30 70
English Learners < < < <
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 28 70 98 2 50 50 100 0
Female 33 61 94 6 40 60 100 0
Male 26 74 100 0 56 44 100 0
American Indian < < 100 0
Black 24 74 97 3 48 52 100 0
Hispanic 38 62 100 0 37 63 100 0
White < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 29 69 98 2 52 48 100 0
Economically Disadvantaged 15 85 100 0 33 67 100 0
Not Economically Disadvantaged 36 61 97 3 69 31 100 0
English Learners < < 100 0 31 69 100 0
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies 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
School---
Division-1320
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

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.

Enrollment

Fall Membership by Grade

Grade 2021-20222022-2023
Grade 64049
Grade 76032
Grade 85656
Grade 94948
Grade 103445
Grade 114029
Grade 123834
Total Students317293

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-2023
All Students317293
Female118122
Male199171
American Indian11
Asian21
Black226177
Hispanic6272
White1935
Multiple Races77
Students with Disabilities1613
Students without Disabilities301280
Economically Disadvantaged178182
Not Economically Disadvantaged139111
English Learners3638
Not English Learners281255
Homeless23
Military Connected22
< = 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

School

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 also 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 school-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 School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 30 4 0 0 1 0
Division 543 498 37 13 353 44
State 50941 37883 2120 845 5319 1819
Female School 14 1 0 0 1 0
Division 320 224 9 7 146 22
State 27811 16344 671 288 1971 747
Male School 16 3 0 0 0 0
Division 222 274 28 6 207 22
State 23072 21492 1448 557 3346 1069
Black School 20 4 0 0 1 0
Division 321 372 30 8 112 37
State 8188 10171 708 177 1106 701
Hispanic School < < < < 0 <
Division 110 101 5 2 228 6
State 6685 7832 305 130 2570 425
White School < < < < 0 <
Division 98 16 2 3 11 1
State 26830 16390 881 458 1333 565
Students with Disabilities School < < < < 0 <
Division 22 126 37 4 53 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged School 21 4 0 0 1 0
Division 318 379 28 6 128 39
State 12376 19803 1180 475 2916 1248
English Learners School < < < < 0 <
Division 38 76 2 0 175 0
State 1612 4284 306 28 2112 174
Homeless School < < < < 0 <
Division 21 30 3 0 5 2
State 183 697 76 17 189 78
Military Connected School < < < < 0 <
Division < < < < < <
State 2401 1298 51 21 47 32
< = 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 Students353497349713
Female161594159416
Male19191001910000
Black252496249614
Hispanic<<100<10000
White<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged262596259614
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken60 / 37.5%56 / 34.78%49 / 31.41%
Advanced Placement Course Enrollment63 / 39.38%59 / 36.65%55 / 35.26%
Dual Enrollment8 / 5%6 / 3.73%5 / 3.21%
Governor's School Enrollment - 1 / .62%1 / .64%
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 StudentsSchool472449
Division1,00745855
State87,31757,08135
FemaleSchool271544
Division55928449
State43,70531,57728
MaleSchool20<100
Division44817461
State43,61225,50442
BlackSchool452447
Division73831358
State18,62410,60143
HispanicSchool<<100
Division913067
State12,1106,62245
Multiple RacesSchool<<100
Division12<100
State4,3802,92933
Students with DisabilitiesSchool<<100
Division1363475
State8,1853,54857
Economically DisadvantagedSchool321650
Division60024060
State30,33514,98751
American IndianSchool--100
Division<<100
State23213044
AsianSchool--100
Division<<100
State6,7415,86213
WhiteSchool--100
Division15810434
State45,09830,84432
English LearnersSchool--100
Division491080
State6,5793,31950
Native HawaiianSchool--100
Division--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
Industry CertificationSchool262935
 Division507712830
 State51,68595,688100,255
Workplace ReadinessSchool84149
 Division138843979
 State16,88544,34841,819
Total Credentials EarnedSchool347084
 Division6461,5551,812
 State71,189143,862147,481
Students Earning One or More CredentialsSchool325763
 Division5751,1041,409
 State60,992115,682117,932
CTE CompletersSchool363834
 Division734511732
 State42,30345,09445,627
NOCTI AssessmentsSchool---
 Division1--
 State1,5422,5903,844
State LicensuresSchool---
 Division--3
 State1,0771,2361,563
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State302761962

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

Finance

Per-Pupil Spending

2021-2022 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 School 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

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 Students335252743626229
Female12581041210516
Male210171702415713
American Indian<<<<<<
Asian<<<<<<
Black255221913115619
Hispanic563564639
White160171350
Multiple Races<<<<<<
Students with Disabilities130111130
Economically Disadvantaged208221763315827
English Learners333333353
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
  Number of Offenses
Behaviors of a Safety Concern 1
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 2
Behaviors used to determine Persistently Dangerous Schools 1

< = 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 Indian0.30.30.3
Asian0.30.60.3
Black77.171.385.760.4
Hispanic16.319.614.324.6100
Native Hawaiian------
White4.4611.9
Multiple Races1.72.22.4
< = 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 Indian0.30.30.3
Asian0.30.60.3
Black77.171.360.433.3
Hispanic16.319.610024.666.7
Native Hawaiian
White4.4611.9
Multiple Races1.72.22.4
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian0.30.60.3
Black77.171.360.4
Hispanic16.319.624.6
Native Hawaiian------
White4.4611.9
Multiple Races1.72.22.4
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 100100100
< = 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 575739.2
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 85.885.876.9
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202137%50%5%8%
2021-202240%48%5%7%
2022-202337%51%5%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2023 ESSA Status: Pending
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-YesYes - No CP
Asian---TS-
BlackYes - CPYes-YesTS
HispanicYes - CPYes-YesTS
WhiteYesYes-YesTS
Multiple RacesTSTS-TS-
Economically DisadvantagedYes - CPYes-YesTS
English LearnersYes - CPYesTSYesTS
Students with DisabilitiesTSTS-TSTS

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
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: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%86%77%88%
Asian--91%88%
Black91%85%64%88%
Hispanic83%84%63%88%
White100%100%84%88%
Multiple Races<100%82%88%
Economically Disadvantaged88%83%63%88%
English Learners77%74%53%88%
Students with Disabilities<79%50%88%

< = 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 Students83%83%72%85%
Asian--90%85%
Black79%83%56%85%
Hispanic76%73%58%85%
White100%95%80%85%
Multiple Races<92%75%85%
Economically Disadvantaged77%80%57%85%
English Learners80%75%52%85%
Students with Disabilities<74%47%85%

< = 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 Students63%
Asian-
Black38%
Hispanic80%
White<
Multiple Races<
Economically Disadvantaged58%
English Learners<
Students with Disabilities<

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%10%12%10%
Asian<<10%10%
Black11%11%13%10%
Hispanic13%13%13%10%
White--13%10%
Multiple Races<<14%10%
Economically Disadvantaged15%15%15%10%
English Learners8%8%12%10%
Students with Disabilities--16%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress60%52%58%
English Learner Proficiency20%--

< = 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 Progress61060%
English Learner Proficiency21020%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian------
Black100%-100%-100%-
Hispanic100%-100%-100%-
White100%-100%-<<
Multiple Races<<<<<<
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-<<
English Learners100%-100%-<<
Students with Disabilities<<<<<<
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students--
Asian--
Black--
Hispanic--
White--
Multiple Races--
Economically Disadvantaged--
English Learners--
Students with Disabilities--

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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