by James A. Bacon
Socioeconomic status is not academic destiny.
To be sure, there is a strong correlation between the socioeconomic status of any given school district’s student body and the average level of academic achievement as measured in Virginia by the Standards of Learning (SOL) scores. But correlation is not causation.
Do students in a high-performing district pass the SOLs at high rates because they come from families that make more money… or because they come from families that value educational achievement, which also happens to be correlated with higher incomes? That is a critical question underlying the debate over K-12 education today.
Dickenson and Albemarle Counties make a useful case study. Students in both school districts scored almost identical pass rates on their English SOL exams at the end of the 2023-24 school year.
Dickenson is the poorest locality in Virginia measured by median household income. It is isolated by rugged Appalachian Mountains, accessible to the wider world only through twisting, winding roads. Its economic monoculture based on coal is almost dead. Poverty and near-poverty are endemic. More than three out of five students qualify for free or reduced lunch.
Despite immense socioeconomic disadvantages, Dickenson ranked above average — 50th — among Virginia’s 132 school districts in the percentage of students who passed their English Reading SOLs last year.












