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Lake Braddock Secondary

General school information

Category: Combined (07-12) School
Phone: 703-426-1000
Address: 9200 Burke Lake Rd Burke, VA 22015
Principal: Lindsey Kearns
Superintendent: Dr. Michelle C. Reid
School Number: 90
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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: 2019 through 2023

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

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 13 68 80 20 18 68 86 14 20 66 86 14
Female 13 68 81 19 17 69 86 14 19 68 87 13
Male 12 67 80 20 19 67 86 14 20 64 85 15
American Indian < < < < < < < < < < < <
Asian 23 66 90 10 31 62 93 7 33 60 93 7
Black 11 68 79 21 12 74 86 14 13 69 83 17
Hispanic 4 58 62 38 7 66 73 27 7 67 74 26
Native Hawaiian < < < < < < < < < < < <
White 11 72 83 17 18 70 88 12 22 67 88 12
Multiple Races 18 67 85 15 21 69 90 10 19 70 89 11
Students with Disabilities 7 41 48 52 5 52 56 44 5 56 60 40
Students without Disabilities 14 71 85 15 20 70 91 9 22 68 90 10
Economically Disadvantaged 8 59 67 33 9 65 74 26 9 63 72 28
Not Economically Disadvantaged 14 69 83 17 20 68 89 11 23 67 89 11
English Learners 5 28 34 66 1 43 44 56 1 49 49 51
Homeless < < < < < < < < - 33 33 67
Military Connected 10 73 84 16 20 70 90 10 21 66 87 13
Foster Care < < < < < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 59 60 40 4 69 73 27 3 71 74 26
Female 1 62 63 37 3 74 76 24 3 74 77 23
Male 3 55 58 42 6 65 70 30 3 67 70 30
American Indian < < 100 0
Asian 3 72 76 24 9 78 86 14 11 57 68 32
Black 6 56 61 39 - 86 86 14 - 65 65 35
Hispanic - 39 39 61 5 52 57 43 1 63 64 36
White 2 66 68 32 2 74 76 24 3 80 83 17
Multiple Races - 60 60 40 4 83 87 13 - 77 77 23
Students with Disabilities 5 40 44 56 1 52 53 47 1 61 62 38
Students without Disabilities 1 63 64 36 5 76 81 19 3 74 77 23
Economically Disadvantaged - 44 44 56 3 57 60 40 2 57 59 41
Not Economically Disadvantaged 2 62 64 36 4 75 79 21 3 76 80 20
English Learners 5 21 26 74 - 37 37 63 - 37 37 63
Homeless < < < < < < < < < < < <
Military Connected 2 58 60 40 2 78 80 20 4 66 70 30
Foster Care < < < < < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 78 84 16 15 64 79 21 14 70 85 15
Female 10 74 84 16 16 64 80 20 16 70 87 13
Male 3 81 84 16 15 63 78 22 13 70 83 17
American Indian < < < < < < 100 0
Asian 6 85 91 9 23 67 90 10 22 71 92 8
Black 8 67 74 26 10 68 77 23 8 80 88 12
Hispanic 7 63 70 30 6 61 67 33 5 67 72 28
Native Hawaiian < < 100 0
White 5 83 89 11 19 62 81 19 18 68 86 14
Multiple Races 10 79 90 10 19 64 83 17 19 75 94 6
Students with Disabilities 2 52 55 45 5 40 45 55 3 50 53 47
Students without Disabilities 7 82 89 11 17 68 85 15 17 74 91 9
Economically Disadvantaged 9 67 76 24 5 60 65 35 9 63 72 28
Not Economically Disadvantaged 6 81 86 14 18 65 83 17 16 72 89 11
English Learners 7 36 43 57 - 23 23 77 2 48 50 50
Homeless < < < < < < < <
Military Connected 9 82 91 9 16 67 83 17 12 75 87 13
Foster Care < < < <
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 15 66 81 19 25 68 93 7 25 64 89 11
Female 15 67 82 18 23 68 92 8 26 66 91 9
Male 16 65 80 20 26 67 93 7 25 63 87 13
American Indian < < 100 0 < < < < < < 100 0
Asian 29 59 88 13 41 56 98 2 43 54 97 3
Black 14 76 90 10 16 78 95 5 22 65 87 13
Hispanic 3 64 67 33 9 73 82 18 12 69 81 19
Native Hawaiian < < < < < < 100 0 < < 100 0
White 14 69 82 18 26 68 94 6 25 65 91 9
Multiple Races 23 63 87 13 28 67 95 5 25 66 91 9
Students with Disabilities 3 39 43 57 6 61 67 33 8 61 69 31
Students without Disabilities 17 70 87 13 27 69 96 4 28 65 93 7
Economically Disadvantaged 8 61 69 31 13 73 86 14 12 66 78 22
Not Economically Disadvantaged 17 67 84 16 27 67 94 6 29 64 93 7
English Learners - 29 29 71 - 66 66 34 - 61 61 39
Homeless < < 100 0 < < 100 0
Military Connected 16 72 88 12 32 65 97 3 28 65 92 8
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 70 89 11 23 70 92 8 24 63 87 13
Female 19 70 89 11 22 70 92 8 23 64 87 13
Male 19 70 89 11 24 69 93 7 26 62 88 12
American Indian < < < <
Asian 34 64 98 2 36 60 96 4 34 64 98 2
Black 10 67 76 24 16 72 88 12 10 65 75 25
Hispanic 7 63 70 30 6 81 87 13 9 64 73 27
Native Hawaiian < < 100 0 < < < <
White 17 75 92 8 22 72 93 7 28 60 89 11
Multiple Races 25 65 90 10 26 65 91 9 20 73 93 7
Students with Disabilities 17 42 58 42 9 47 56 44 5 44 49 51
Students without Disabilities 19 71 91 9 24 71 95 5 26 65 91 9
Economically Disadvantaged 14 63 77 23 13 69 82 18 9 62 71 29
Not Economically Disadvantaged 20 71 91 9 24 70 94 6 27 63 90 10
English Learners < < < < - 40 40 60 - 35 35 65
Homeless < < < <
Military Connected 8 81 88 12 21 76 97 3 30 60 90 10
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 31 59 90 10 15 74 89 11 35 57 93 7
Female 40 56 96 4 13 76 89 11 26 62 87 13
Male 23 62 85 15 16 72 88 12 41 55 96 4
Asian 53 47 100 0 38 53 90 10 49 49 97 3
Black < < < < - 70 70 30 20 70 90 10
Hispanic < < 100 0 10 80 90 10 7 71 79 21
White 22 67 89 11 5 85 90 10 38 58 96 4
Multiple Races < < 100 0 < < < < 33 53 87 13
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 32 60 92 8 14 74 88 12 36 58 93 7
Economically Disadvantaged < < < < < < 100 0 17 75 92 8
Not Economically Disadvantaged 31 63 94 6 14 74 88 12 37 55 93 7
Military Connected 8 77 85 15 9 74 83 17 24 62 86 14
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 6 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 15 63 79 21 13 68 82 18 13 67 80 20
Female 14 64 78 22 12 68 80 20 11 68 79 21
Male 16 63 79 21 15 68 83 17 15 66 81 19
American Indian < < < < < < < < < < 100 0
Asian 25 62 87 13 22 67 89 11 20 70 90 10
Black 7 66 73 27 4 72 76 24 6 67 73 27
Hispanic 4 51 54 46 2 58 61 39 5 56 61 39
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 17 68 85 15 17 71 88 12 15 72 87 13
Multiple Races 18 67 85 15 16 73 90 10 21 69 90 10
Students with Disabilities 9 36 46 54 7 43 50 50 4 50 53 47
Students without Disabilities 16 68 84 16 14 72 86 14 15 70 85 15
Economically Disadvantaged 8 55 63 37 5 58 63 37 4 57 61 39
Not Economically Disadvantaged 17 65 82 18 15 71 86 14 16 70 86 14
English Learners 10 13 22 78 1 16 17 83 - 29 29 71
Homeless < < 100 0 < < < < < < < <
Military Connected 20 67 88 12 17 70 88 12 17 74 91 9
Foster Care < < < < < < < <
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 13 73 86 14 8 71 79 21 13 65 78 22
Female 11 72 83 17 5 72 77 23 10 64 74 26
Male 15 73 88 12 10 70 80 20 16 65 81 19
American Indian < < < < < < 100 0
Asian 23 65 88 12 11 77 87 13 19 68 87 13
Black 4 77 81 19 3 68 71 29 9 61 70 30
Hispanic 3 70 73 27 1 55 56 44 5 53 59 41
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 14 77 91 9 10 76 85 15 14 70 84 16
Multiple Races 18 69 87 13 10 75 85 15 26 64 89 11
Students with Disabilities 4 62 67 33 2 42 44 56 4 49 52 48
Students without Disabilities 14 74 88 12 8 75 83 17 15 67 82 18
Economically Disadvantaged 8 64 71 29 3 58 60 40 4 53 57 43
Not Economically Disadvantaged 14 74 88 12 9 74 83 17 16 68 84 16
English Learners 7 20 27 73 - 13 13 87 - 15 15 85
Homeless < < < < < < < <
Military Connected 15 78 93 7 7 79 86 14 21 68 89 11
Foster Care < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 20 66 86 14 14 72 86 14
Female 16 61 76 24 20 64 84 16 12 75 88 12
Male 17 59 75 25 20 67 87 13 16 70 85 15
American Indian < < < < < < < < < < 100 0
Asian 25 61 87 13 34 57 91 9 22 70 92 8
Black 9 60 70 30 6 78 84 16 3 82 85 15
Hispanic 3 44 47 53 3 63 66 34 5 64 69 31
Native Hawaiian < < 100 0 < < 100 0
White 18 64 82 18 25 67 92 8 17 75 92 8
Multiple Races 21 67 87 13 22 72 95 5 17 74 91 9
Students with Disabilities 6 31 37 63 11 43 54 46 4 57 61 39
Students without Disabilities 18 65 83 17 21 69 91 9 16 75 90 10
Economically Disadvantaged 7 56 63 37 8 59 67 33 4 65 69 31
Not Economically Disadvantaged 18 61 79 21 23 67 90 10 17 75 91 9
English Learners - 6 6 94 - 19 19 81 - 36 36 64
Homeless < < < < < < < <
Military Connected 24 62 85 15 31 62 93 7 17 80 96 4
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 56 67 33 11 64 75 25 6 43 49 51
Female 18 55 73 27 7 62 69 31 4 48 52 48
Male < < < < 14 66 80 20 8 38 46 54
Asian < < < < 25 67 92 8 8 92 100 0
Black < < < < < < < < - 27 27 73
Hispanic < < < < - 73 73 27 - 27 27 73
White < < < < 7 67 74 26 13 48 61 39
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 8 8 17 83
Students without Disabilities 13 63 75 25 12 65 77 23 6 49 55 45
Economically Disadvantaged < < < < < < < < 3 35 39 61
Not Economically Disadvantaged 13 56 69 31 13 65 78 22 8 48 56 44
English Learners < < < < < < 100 0 - 41 41 59
Homeless < < 100 0
Military Connected < < < < 17 42 58 42 6 59 65 35
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 23 27 73 - 50 50 50 - 58 58 42
Female < < < < < < < < - 45 45 55
Male 7 27 33 67 < < < < < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 18 18 82 < < < < < < < <
White < < < < < < 100 0 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities - 18 18 82 < < < < < < < <
Students without Disabilities 9 27 36 64 < < < < - 80 80 20
Economically Disadvantaged - 10 10 90 < < < < < < < <
Not Economically Disadvantaged 8 33 42 58 < < < < - 67 67 33
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
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 < < < < < < < <
Female < < 100 0
Male < < < < < < < <
Hispanic < < < < < < < <
White < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < 100 0
Not Economically Disadvantaged < < < < < < < <
English Learners < < < < < < < <
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
Female < < 100 0
Male < < < < < < 100 0
Hispanic < < < <
White < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
English Learners < < < <
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 < < < <
Male < < < <
White < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
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 < < < <
Male < < < <
Hispanic < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
English Learners < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ 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-813
Division3771,2351,223
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 7748707
Grade 8799760
Grade 9733775
Grade 10664736
Grade 11725686
Grade 12712732
Total Students4,3814,396

< = 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 Students43814396
Female20982124
Male22722256
American Indian810
Asian875867
Black397395
Hispanic843896
Native Hawaiian76
White19241893
Multiple Races327329
Students with Disabilities641641
Students without Disabilities37403755
Economically Disadvantaged833968
Not Economically Disadvantaged35483428
English Learners443492
Not English Learners39383904
Homeless1110
Military Connected579595
Foster Care22
< = 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 475 226 9 1 4 7
Division 9293 4392 241 32 813 142
State 50941 37883 2120 845 5319 1819
Female School 255 89 4 1 1 2
Division 4770 1838 74 16 284 65
State 27811 16344 671 288 1971 747
Male School 217 136 5 0 3 5
Division 4495 2541 167 16 528 76
State 23072 21492 1448 557 3346 1069
American Indian School < < < < 0 <
Division 11 12 0 0 2 0
State 120 112 5 2 8 9
Asian School 109 21 4 1 0 1
Division 2519 486 52 5 34 12
State 6009 1299 108 12 87 30
Black School 33 16 3 0 0 0
Division 790 624 36 2 37 9
State 8188 10171 708 177 1106 701
Hispanic School 63 73 1 0 4 3
Division 1505 1736 64 10 693 92
State 6685 7832 305 130 2570 425
Native Hawaiian School < < < < 0 <
Division 12 7 0 0 1 0
State 96 62 1 1 3 2
White School 225 96 1 0 0 3
Division 3860 1331 74 12 41 24
State 26830 16390 881 458 1333 565
Multiple Races School 42 18 0 0 0 0
Division 596 196 15 3 5 5
State 3013 2017 112 65 212 87
Students with Disabilities School 19 77 9 0 1 1
Division 362 1153 241 8 74 8
State 1491 7326 2120 117 920 94
Economically Disadvantaged School 66 64 3 0 2 2
Division 1786 2033 87 9 345 78
State 12376 19803 1180 475 2916 1248
English Learners School 7 32 6 0 3 1
Division 373 1165 125 7 670 60
State 1612 4284 306 28 2112 174
Homeless School < < < < < <
Division 14 82 1 0 41 6
State 183 697 76 17 189 78
Military Connected School 87 28 1 0 0 1
Division 581 246 10 2 8 2
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 Students722710987119941
Female352348993499910
Male366358983589831
American Indian<<100<10000
Asian136134991359900
Black52521005210000
Hispanic144137951379543
Native Hawaiian<<100<10000
White325322993229900
Multiple Races60601006010000
Students with Disabilities110105961059611
Economically Disadvantaged137133971339722
English Learners504590459036
Homeless<<<<<<<
Military Connected117116991169900
< = 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 Taken939 / 33.25%1,014 / 35.81%1,062 / 36.3%
Advanced Placement Course Enrollment1,148 / 40.65%1,079 / 38.1%1,129 / 38.59%
Dual Enrollment297 / 10.52%312 / 11.02%316 / 10.8%
Governor's School Enrollment - - -
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 StudentsSchool64556413
Division13,02410,53119
State87,31757,08135
FemaleSchool31728610
Division6,3875,35716
State43,70531,57728
MaleSchool32827815
Division6,6375,17422
State43,61225,50442
AsianSchool1341229
Division2,9282,61911
State6,7415,86213
BlackSchool49458
Division1,3541,07321
State18,62410,60143
HispanicSchool1179717
Division2,7091,61640
State12,1106,62245
Native HawaiianSchool<<100
Division13<100
State1329330
WhiteSchool30326214
Division5,3204,62313
State45,09830,84432
Multiple RacesSchool413710
Division66756715
State4,3802,92933
Students with DisabilitiesSchool906726
Division1,48997135
State8,1853,54857
Economically DisadvantagedSchool998613
Division3,2692,18633
State30,33514,98751
English LearnersSchool765626
Division2,2011,29341
State6,5793,31950
American IndianSchool--100
Division332427
State23213044
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2020-20212021-20222022-2023
State LicensuresSchool234
 Division423145
 State1,0771,2361,563
Industry CertificationSchool160510563
 Division3,06811,5419,585
 State51,68595,688100,255
Total Credentials EarnedSchool1626681,026
 Division3,12118,84516,111
 State71,189143,862147,481
Students Earning One or More CredentialsSchool151561873
 Division2,94716,44314,193
 State60,992115,682117,932
CTE CompletersSchool267261239
 Division4,9825,1804,955
 State42,30345,09445,627
Workplace ReadinessSchool-155459
 Division117,2736,481
 State16,88544,34841,819
NOCTI AssessmentsSchool---
 Division---
 State1,5422,5903,844
Armed Services Vocational Aptitude Battery ExaminationSchool-1215
 Division-8578
 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 Students4,1841533,9434163,750659
Female2,006761,8672161,803317
Male2,176772,0651961,935336
American Indian<<<<73
Asian8532581362753112
Black352143672535649
Hispanic74136718129703192
Native Hawaiian<<<<<<
White1,917601,7431671,643252
Multiple Races309162903028350
Students with Disabilities59459529100495136
Economically Disadvantaged72974706143702234
English Learners3743638965392108
Homeless671471413
< = 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 that Impede Academic Progress 95
Relationship Behaviors without Physical Harm 149
Behaviors of a Safety Concern 251
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 47
Behaviors used to determine Persistently Dangerous Schools 4

< = 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 Indian0.20.20.2
Asian20.32011.119.711.8
Black8.49.113911.8
Hispanic17.919.338.920.441.2
Native Hawaiian0.10.20.1
White45.643.929.643.132.9
Multiple Races7.67.57.47.52.4
< = 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 Indian0.20.20.2
Asian20.3202019.740
Black8.49.1409
Hispanic17.919.320.440
Native Hawaiian0.10.20.1
White45.643.94043.120
Multiple Races7.67.57.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.2
Asian20.32019.7
Black8.49.19
Hispanic17.919.320.4
Native Hawaiian0.10.20.1
White45.643.943.1
Multiple Races7.67.57.5
< = 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 15.315.320.1
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 14.714.77.3
< = 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 66.466.448.7
< = 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
2020-202125%72%1%2%
2021-202227%70%0%3%
2022-202327%69%1%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

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-NoYes - CP
AsianYes - CPYes-NoYes - No CP
BlackYes - CPYes-YesYes - No CP
HispanicYes - CPYes-NoYes - CP
WhiteYes - CPYes-YesYes - CP
Multiple RacesYes - CPYes-NoYes - CP
Economically DisadvantagedYes - CPYes-NoYes - No CP
English LearnersYes - No CPYesYesNoYes - No CP
Students with DisabilitiesYes - CPYes-NoYes - CP

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 Students89%79%77%88%
Asian93%79%91%88%
Black88%80%64%88%
Hispanic76%69%63%88%
White93%82%84%88%
Multiple Races94%87%82%88%
Economically Disadvantaged74%70%63%88%
English Learners57%60%53%88%
Students with Disabilities64%60%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 Students87%89%72%85%
Asian92%94%90%85%
Black89%89%56%85%
Hispanic77%79%58%85%
White90%91%80%85%
Multiple Races90%92%75%85%
Economically Disadvantaged75%80%57%85%
English Learners68%70%52%85%
Students with Disabilities63%65%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 Students76%
Asian86%
Black69%
Hispanic55%
White83%
Multiple Races87%
Economically Disadvantaged55%
English Learners38%
Students with Disabilities50%

< = 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 Students15%15%12%10%
Asian13%13%10%10%
Black12%12%13%10%
Hispanic21%21%13%10%
White13%13%13%10%
Multiple Races15%15%14%10%
Economically Disadvantaged25%25%15%10%
English Learners22%22%12%10%
Students with Disabilities22%22%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 Progress54%52%58%
English Learner Proficiency10%--

< = 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 Progress11020254%
English Learner Proficiency2425010%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-98%2%100%-
Asian100%-98%2%100%-
Black100%-98%2%100%-
Hispanic99%1%99%1%100%-
White100%-99%1%99%1%
Multiple Races100%-98%2%100%-
Economically Disadvantaged100%-98%2%100%-
Not Economically Disadvantaged100%-99%1%100%-
English Learners100%-98%2%100%-
Students with Disabilities99%1%97%3%100%-
Students without Disabilities100%-99%1%100%-
Female100%-99%1%100%-
Male99%1%98%2%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​​​
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