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Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 47 65 35
Female 21 50 71 29
Male 14 45 59 41
American Indian 15 49 64 36
Asian 43 45 88 12
Black 7 41 47 53
Hispanic 11 46 56 44
Native Hawaiian 21 55 76 24
White 22 52 73 27
Multiple Races 20 49 69 31
Students with Disabilities 3 21 24 76
Students without Disabilities 19 51 70 30
Economically Disadvantaged 7 42 49 51
Not Economically Disadvantaged 24 51 76 24
English Learners 2 17 18 82
Migrant 6 41 47 53
Homeless 4 30 34 66
Military Connected 23 54 77 23
Foster Care 3 28 30 70
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 44 57 43
Female 16 48 63 37
Male 10 40 50 50
American Indian 11 45 56 45
Asian 37 48 86 14
Black 5 33 38 62
Hispanic 8 41 49 51
Native Hawaiian 15 53 67 33
White 15 49 64 36
Multiple Races 15 44 59 41
Students with Disabilities 1 13 15 85
Students without Disabilities 14 48 62 38
Economically Disadvantaged 5 35 41 59
Not Economically Disadvantaged 19 50 69 31
English Learners 2 16 17 83
Migrant 9 36 45 55
Homeless 3 24 27 73
Military Connected 16 52 68 32
Foster Care 3 23 26 74
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 52 74 26
Female 27 52 79 21
Male 19 51 70 30
American Indian 20 52 72 28
Asian 48 43 90 10
Black 8 49 58 42
Hispanic 13 50 63 37
Native Hawaiian 28 58 86 14
White 30 55 85 15
Multiple Races 27 54 81 19
Students with Disabilities 4 31 35 65
Students without Disabilities 25 54 79 21
Economically Disadvantaged 9 50 59 41
Not Economically Disadvantaged 30 53 83 17
English Learners 1 18 19 81
Migrant < < < <
Homeless 4 40 44 56
Military Connected 30 57 86 14
Foster Care 2 33 35 65
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten28,84232,54635,874
Kindergarten80,59987,37586,517
Grade 189,22787,19593,004
Grade 289,89189,56389,390
Grade 391,03890,01891,063
Grade 491,84090,91491,621
Grade 592,71191,39392,506
Grade 695,60292,45892,636
Grade 799,00095,11593,320
Grade 899,57398,93196,289
Grade 9103,007109,631108,877
Grade 10101,59398,272104,319
Grade 1195,50294,11293,621
Grade 1294,48594,57494,463
Post Graduate847680
Total Students1,252,9941,252,1731,263,580

< = 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 2020-20212021-20222022-2023
All Students125299412521731263580
Female608131607519611676
Male644849644146651060
American Indian328532203293
Asian932529283794973
Black277039273259273613
Hispanic218781226233236809
Native Hawaiian200420271982
White580704573688568562
Multiple Races779298090984348
Students with Disabilities168042169725174315
Students without Disabilities108495210824481089265
Economically Disadvantaged511769513623556790
Not Economically Disadvantaged741225738550706790
English Learners160267161225172913
Not English Learners109272710909481090667
Migrant249207172
Homeless738980068998
Military Connected659706919269555
Foster Care282828372831
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

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

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

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

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities.

Status of the Students in the 2021-2022 Cohort
Student Subgroup Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students 52170 36661 2122 745 5113 1898
Female 28666 15796 664 262 1814 769
Male 23482 20836 1455 483 3297 1128
American Indian 99 75 3 1 20 7
Asian 6086 1308 80 10 86 38
Black 8348 9965 761 162 1156 732
Hispanic 6301 7052 288 78 2283 404
Native Hawaiian 88 51 5 0 5 1
White 28378 16223 879 440 1367 628
Multiple Races 2870 1987 106 54 196 88
Students with Disabilities 1555 7404 2122 109 965 127
Economically Disadvantaged 12249 19238 1246 413 2873 1301
English Learners 1453 3818 259 23 1873 155
Migrant 4 3 1 0 3 0
Homeless 183 580 38 11 180 55
Military Connected 2323 1295 41 16 47 26
Foster Care 22 161 31 10 65 15
< = 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 Students98,70990,9539291,838935,1135
Female47,97145,1269445,459951,8144
Male50,68145,7739046,325913,2977
American Indian20517786178872010
Asian7,6087,474987,48798861
Black21,12419,0749019,262911,1566
Hispanic16,40613,6418313,801842,28314
Native Hawaiian150144961449653
White47,91545,4809545,947961,3673
Multiple Races5,3014,963945,019951964
Students with Disabilities12,32111,0819011,220919658
Economically Disadvantaged37,32032,7338833,240892,8738
English Learners7,6065,530735,639741,87325
Migrant11873873327
Homeless1,047801778147818017
Military Connected3,7483,659983,67598471
Foster Care30421470224746521
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2019-20202020-20212021-2022
Advanced Placement Test Taken58,407 / 14.83%52,580 / 13.34%62,074 / 15.66%
Advanced Placement Course Enrollment89,596 / 22.75%88,650 / 22.49%82,633 / 20.85%
Dual Enrollment42,802 / 10.87%43,852 / 11.12%41,460 / 10.46%
Governor's School Enrollment6,275 / 1.59%6,163 / 1.56%6,222 / 1.57%
IB Course Enrollment12,348 / 3.14%12,090 / 3.07%11,593 / 2.93%
Senior Enrolled in IB Program1,499 / .38%1,299 / .33%1,379 / .35%

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Total Total HE Remaining Percent
All Students86,21159,46331
Female43,37932,57925
Male42,83226,88437
American Indian22013539
Asian6,3805,55313
Black18,49311,40838
Hispanic10,7996,31841
Native Hawaiian1248234
White46,06133,07628
Multiple Races4,1342,89130
Students with Disabilities7,5273,57553
Economically Disadvantaged28,16915,21546
English Learners5,2962,82847
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2019-20202020-20212021-2022
NOCTI Assessments5111,5422,590
State Licensures3331,0771,236
Industry Certification43,66051,68595,688
Workplace Readiness26,62716,88544,348
Total Credentials Earned71,13171,189143,862
Students Earning One or More Credentials62,89960,992115,682
Armed Services Vocational Aptitude Battery Examination917302761
CTE Completers44,53942,30344,149

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

Finance

Percentage of Expenditures for Instruction

State

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves. Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.
School State - Percentage of Expenditures for Instruction
  2018-2019 2019-2020 2020-2021
Percentage of fiscal year state
operating expenditures for instructional costs
66.9 67.5 67.4

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

State

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth's public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources. Counties, cities and towns comprising school divisions also support public education by providing the locality's share to maintain an educational program meeting the commonwealth's Standards of Quality and local match requirements for incentive and lottery-funded programs. . While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.  
Sources of Financial Support Per-Pupil
  Local State Federal
2018-2019$6,642$5,388$901
2019-2020$6,770$5,603$867
2020-2021$6,669$6,185$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,083,131134,824974,151244,502
Female531,42660,794472,967118,652
Male551,57674,000500,722125,654
American Indian2,7384052,314773
Asian89,0603,04281,72310,475
Black219,86947,801196,99266,304
Hispanic183,51929,261166,65955,192
Native Hawaiian1,7832091,598386
White518,93345,463461,81695,627
Multiple Races67,2298,64363,04915,745
Students with Disabilities139,70426,309122,66443,777
Economically Disadvantaged444,369101,360375,114158,070
English Learners138,66121,675130,60138,024
Homeless7,0754,7636,4566,624
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 2,375
Disorderly or Disruptive Behavior Offenses 3,900
Other Offenses Against Persons 2,824
All Other Offenses 342
Property Offenses 123
Weapons Offenses 379
Offenses Against Staff 346
Offenses Against Student 908
Technology Offenses 261

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.30.3
Asian7.20.97.50.9
Black21.952.922.126.1
Hispanic1711.317.510.3
Native Hawaiian0.20.10.20.1
White47.628.946.454.2
Multiple Races65.76.28
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.40.30.8
Asian7.21.67.51.6
Black21.954.522.121.7
Hispanic1713.117.513.2
Native Hawaiian0.20.20.2
White47.624.146.455.8
Multiple Races66.16.27
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian7.27.5
Black21.95022.1
Hispanic179.617.540
Native Hawaiian0.21.10.2
White47.638.346.460
Multiple Races61.16.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 45.645.645.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 44.844.844.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 69.569.569.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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Student-Teacher Ratio

2019-2020 Grades K-7 Student Teacher Ratio: 12.97 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2019-2020 Grades 8-12 Student Teacher Ratio: 12.67 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202038%58%1%3%
2020-202138%58%1%3%
2021-202239%56%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%76%--
Asian82%86%--
Black58%64%--
Hispanic58%63%--
White80%84%--
Multiple Races76%80%--
Economically Disadvantaged58%63%--
English Learners49%55%--
Students with Disabilities42%46%--

< = 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 Students67%76%--
Asian87%91%--
Black49%62%--
Hispanic54%66%--
White77%84%--
Multiple Races71%80%--
Economically Disadvantaged52%64%--
English Learners48%61%--
Students with Disabilities38%47%--

< = 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 Students66%
Asian85%
Black46%
Hispanic50%
White76%
Multiple Races71%
Economically Disadvantaged48%
English Learners38%
Students with Disabilities35%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian97%90%84%
Black86%82%84%
Hispanic78%82%84%
White93%86%84%
Multiple Races91%89%84%
Economically Disadvantaged82%80%84%
English Learners69%71%84%
Students with Disabilities70%65%84%
Homeless65%--
Foster Care55%--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students20%14%13%10%
Asian11%8%10%10%
Black25%17%14%10%
Hispanic25%17%14%10%
White17%12%14%10%
Multiple Races20%20%15%10%
Economically Disadvantaged30%21%17%10%
English Learners23%15%13%10%
Students with Disabilities26%20%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress49%50%58%
English Learner Proficiency9%--

< = 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 Progress364147432649%
English Learner Proficiency113471201819%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students97%3%94%6%98%2%
Asian94%6%94%6%99%1%
Black97%3%95%5%96%4%
Hispanic98%2%96%4%98%2%
White97%3%94%6%98%2%
Multiple Races97%3%95%5%98%2%
Economically Disadvantaged98%2%95%5%97%3%
Not Economically Disadvantaged97%3%94%6%98%2%
English Learners99%1%99%1%98%2%
Students with Disabilities97%3%96%4%95%5%
Students without Disabilities97%3%94%6%98%2%
Female97%3%94%6%98%2%
Male97%3%95%5%98%2%
Migrant100%-99%1%100%-

< = 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 Students82%79%
Asian92%92%
Black72%68%
Hispanic75%73%
White87%85%
Multiple Races85%82%
Economically Disadvantaged73%71%
English Learners72%71%
Students with Disabilities64%61%

< = 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

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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​​​