Roanoke County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Back Creek Elementary	Accredited
Bonsack Elementary	Accredited
Burlington Elementary	Accredited
Cave Spring Elementary	Accredited
Clearbrook Elementary	Accredited
Fort Lewis Elementary	Accredited
Glen Cove Elementary	Accredited
Glenvar Elementary	Accredited
Green Valley Elementary	Accredited
Herman L. Horn Elementary	Accredited
Mason's Cove Elementary	Accredited
Mount Pleasant Elementary	Accredited
Mountain View Elementary	Accredited
Oak Grove Elementary	Accredited
Penn Forest Elementary	Accredited
W.E. Cundiff Elementary	Accredited
Middle Schools
Cave Spring Middle	Accredited
Glenvar Middle	Accredited
Hidden Valley Middle	Accredited
Northside Middle	Accredited
William Byrd Middle	Accredited
High Schools
Cave Spring High	Accredited
Glenvar High	Accredited
Hidden Valley High	Accredited
Northside High	Accredited
William Byrd High	Accredited

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

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	65	82	18	17	65	82	18	16	66	83	17
Female	18	66	84	16	18	66	83	17	18	66	84	16
Male	15	65	80	20	16	64	80	20	15	66	81	19
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	28	60	88	12	27	60	87	13	26	61	87	13
Black	8	59	66	34	9	56	66	34	8	59	68	32
Hispanic	11	64	75	25	11	64	75	25	10	65	75	25
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	17	66	84	16	18	66	84	16	18	67	85	15
Multiple Races	16	64	81	19	11	68	79	21	11	69	80	20
Students with Disabilities	6	44	50	50	5	46	51	49	6	46	52	48
Students without Disabilities	19	69	88	12	19	69	88	12	19	71	89	11
Economically Disadvantaged	9	62	71	29	9	63	73	27	9	65	74	26
Not Economically Disadvantaged	20	66	86	14	21	66	86	14	21	67	88	12
English Learners	1	46	47	53	2	45	47	53	4	46	50	50
Homeless	4	48	52	48	7	52	59	41	9	40	49	51
Military Connected	13	77	89	11	17	71	88	12	13	79	91	9
Foster Care	4	52	56	44	13	43	57	43	4	71	75	25
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	68	81	19	14	63	77	23	16	65	80	20
Female	16	68	84	16	14	65	79	21	18	63	82	18
Male	12	67	79	21	14	62	76	24	13	66	79	21
American Indian					<	<	100	0	<	<	<	<
Asian	25	56	81	19	35	47	82	18	23	65	87	13
Black	3	63	65	35	14	44	58	42	9	55	65	35
Hispanic	12	61	73	27	7	71	78	22	11	57	68	32
White	14	69	83	17	14	65	79	21	17	67	83	17
Multiple Races	14	73	86	14	4	71	75	25	13	61	73	27
Students with Disabilities	4	51	56	44	6	43	49	51	3	49	52	48
Students without Disabilities	16	71	87	13	16	69	84	16	19	68	87	13
Economically Disadvantaged	8	64	72	28	9	58	66	34	8	64	73	27
Not Economically Disadvantaged	17	69	86	14	17	67	83	17	20	65	85	15
English Learners	4	50	54	46	4	52	57	43	8	52	60	40
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	6	89	94	6	22	61	83	17	17	67	83	17
Foster Care	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	63	81	19	19	66	85	15	16	68	84	16
Female	19	62	81	19	22	66	88	12	15	70	85	15
Male	17	65	82	18	16	66	82	18	17	65	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	30	58	88	12	33	51	84	16	22	67	89	11
Black	8	55	63	37	10	57	67	33	10	60	70	30
Hispanic	9	76	85	15	12	57	70	30	6	77	83	17
White	20	62	82	18	20	69	89	11	19	67	86	14
Multiple Races	10	73	83	17	14	72	86	14	8	69	78	22
Students with Disabilities	6	48	54	46	5	56	61	39	6	48	54	46
Students without Disabilities	21	67	88	12	22	69	91	9	19	72	91	9
Economically Disadvantaged	11	63	73	27	11	69	80	20	9	67	76	24
Not Economically Disadvantaged	22	64	85	15	23	65	88	12	21	68	89	11
English Learners	-	62	62	38	-	55	55	45	2	59	61	39
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	-	100	100	0	20	70	90	10	31	69	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	70	82	18	11	68	79	21	12	71	84	16
Female	13	72	85	15	11	67	78	22	14	71	86	14
Male	11	69	80	20	10	70	79	21	11	71	82	18
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	18	69	88	12	17	65	83	17	22	58	80	20
Black	5	63	68	32	5	51	56	44	9	55	64	36
Hispanic	4	67	71	29	6	74	80	20	6	70	76	24
White	14	71	85	15	12	69	81	19	13	74	87	13
Multiple Races	10	74	85	15	3	75	78	22	9	77	86	14
Students with Disabilities	4	41	45	55	3	45	48	52	3	52	54	46
Students without Disabilities	14	77	90	10	13	74	87	13	15	76	91	9
Economically Disadvantaged	6	67	74	26	5	64	69	31	6	70	76	24
Not Economically Disadvantaged	15	72	87	13	14	71	84	16	16	72	88	12
English Learners	-	43	43	57	-	45	45	55	-	55	55	45
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	6	75	81	19	-	100	100	0	11	84	95	5
Foster Care	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	16	66	81	19	13	65	78	22
Female	15	66	80	20	17	67	83	17	13	65	78	22
Male	12	64	76	24	14	65	79	21	13	64	78	22
American Indian					<	<	100	0	<	<	<	<
Asian	19	64	83	17	21	68	89	11	29	55	84	16
Black	7	57	64	36	4	62	66	34	5	52	57	43
Hispanic	12	57	69	31	11	61	73	27	10	66	76	24
Native Hawaiian	<	<	100	0	<	<	100	0
White	14	66	81	19	18	66	84	16	14	66	80	20
Multiple Races	10	62	72	28	7	70	77	23	4	75	79	21
Students with Disabilities	7	36	44	56	3	40	44	56	8	40	48	52
Students without Disabilities	15	70	84	16	18	71	89	11	14	70	84	16
Economically Disadvantaged	4	62	66	34	9	62	72	28	8	60	68	32
Not Economically Disadvantaged	18	66	84	16	19	68	87	13	17	68	85	15
English Learners	-	33	33	67	4	32	36	64	2	45	48	52
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	31	63	94	6	7	67	73	27	-	83	83	17
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	65	77	23	14	66	79	21	13	69	82	18
Female	16	63	80	20	14	68	82	18	16	69	85	15
Male	8	66	74	26	14	63	77	23	11	68	79	21
Asian	18	69	87	13	21	66	87	13	27	65	92	8
Black	9	51	60	40	8	63	71	29	4	62	66	34
Hispanic	4	63	67	33	10	58	68	33	5	68	73	27
Native Hawaiian					<	<	100	0	<	<	100	0
White	13	67	80	20	15	66	81	19	15	70	85	15
Multiple Races	19	53	73	27	3	71	75	25	7	71	78	22
Students with Disabilities	4	41	44	56	4	45	49	51	5	45	50	50
Students without Disabilities	14	69	83	17	16	70	86	14	15	74	89	11
Economically Disadvantaged	7	58	65	35	4	65	69	31	6	67	73	27
Not Economically Disadvantaged	15	68	82	18	19	66	85	15	18	70	88	12
English Learners	6	22	28	72	-	34	34	66	3	31	33	67
Homeless	<	<	<	<	<	<	<	<	8	38	46	54
Military Connected	13	73	87	13	13	73	87	13	21	64	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	65	80	20	14	63	77	23	14	66	79	21
Female	15	69	84	16	16	63	79	21	14	67	81	19
Male	15	62	77	23	11	63	74	26	13	64	78	22
Asian	33	65	98	2	23	66	89	11	22	65	87	13
Black	9	57	66	34	9	54	63	37	10	65	76	24
Hispanic	13	66	79	21	8	63	71	29	9	55	64	36
White	15	66	81	19	14	64	78	22	14	67	81	19
Multiple Races	16	60	76	24	19	58	77	23	13	65	79	21
Students with Disabilities	7	38	45	55	6	39	44	56	5	40	45	55
Students without Disabilities	17	70	87	13	15	67	82	18	16	71	86	14
Economically Disadvantaged	8	60	68	32	8	58	67	33	5	62	67	33
Not Economically Disadvantaged	18	67	85	15	17	65	82	18	19	68	86	14
English Learners	-	63	63	37	3	43	47	53	2	40	42	58
Homeless	<	<	<	<	<	<	<	<	-	36	36	64
Military Connected	<	<	<	<	29	57	86	14	6	88	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	60	91	9	30	61	92	8	28	62	90	10
Female	33	60	93	7	29	64	93	7	31	60	91	9
Male	29	61	90	10	32	59	91	9	25	64	89	11
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	53	40	93	7	44	50	94	6	36	58	94	6
Black	13	66	79	21	16	60	76	24	10	64	74	26
Hispanic	24	58	81	19	22	67	89	11	25	59	84	16
White	32	61	93	7	32	62	94	6	31	62	93	7
Multiple Races	36	57	92	8	28	59	87	13	21	64	85	15
Students with Disabilities	9	56	65	35	8	55	63	37	12	51	64	36
Students without Disabilities	34	61	95	5	33	62	95	5	30	64	94	6
Economically Disadvantaged	21	63	84	16	20	66	87	13	19	66	86	14
Not Economically Disadvantaged	35	60	94	6	34	59	94	6	33	60	93	7
English Learners	-	17	17	83	-	36	36	64	9	27	36	64
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	23	77	100	0	10	90	100	0
Foster Care	<	<	<	<	<	<	<	<	-	69	69	31
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	50	66	34	16	46	61	39
Female	19	53	72	28	21	49	70	30
Male	14	47	62	38	11	43	53	47
American Indian	<	<	100	0	<	<	100	0
Asian	36	53	89	11	39	36	75	25
Black	7	41	48	52	7	37	44	56
Hispanic	16	42	58	42	4	46	49	51
White	17	52	69	31	17	48	65	35
Multiple Races	16	43	59	41	19	38	57	43
Students with Disabilities	2	21	23	77	1	26	27	73
Students without Disabilities	19	55	74	26	18	49	67	33
Economically Disadvantaged	8	43	51	49	7	39	45	55
Not Economically Disadvantaged	20	53	73	27	21	50	70	30
English Learners	-	15	15	85	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	20	33	53	47
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	50	66	34	16	46	61	39
Female	19	53	72	28	21	49	70	30
Male	14	47	62	38	11	43	53	47
American Indian	<	<	100	0	<	<	100	0
Asian	36	53	89	11	39	36	75	25
Black	7	41	48	52	7	37	44	56
Hispanic	16	42	58	42	4	46	49	51
White	17	52	69	31	17	48	65	35
Multiple Races	16	43	59	41	19	38	57	43
Students with Disabilities	2	21	23	77	1	26	27	73
Students without Disabilities	19	55	74	26	18	49	67	33
Economically Disadvantaged	8	43	51	49	7	39	45	55
Not Economically Disadvantaged	20	53	73	27	21	50	70	30
English Learners	-	15	15	85	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	20	33	53	47
Foster Care	<	<	<	<	<	<	<	<
EOC Writing Performance	2021-2022				2022-2023				2023-2024
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

select test

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	67	82	18	15	69	84	16	15	68	84	16
Female	15	68	82	18	14	70	84	16	14	70	84	16
Male	15	67	82	18	16	68	83	17	17	66	83	17
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	35	57	91	9	34	56	90	10	36	53	89	11
Black	6	61	67	33	5	65	70	30	6	65	71	29
Hispanic	9	67	76	24	10	70	80	20	8	67	76	24
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	15	69	84	16	16	70	86	14	16	70	86	14
Multiple Races	14	66	80	20	11	68	78	22	12	67	79	21
Students with Disabilities	4	47	52	48	4	51	55	45	4	52	56	44
Students without Disabilities	17	71	88	12	17	73	90	10	18	72	90	10
Economically Disadvantaged	8	65	73	27	7	70	77	23	7	68	75	25
Not Economically Disadvantaged	18	68	86	14	19	69	88	12	20	69	89	11
English Learners	2	59	62	38	6	58	64	36	4	56	60	40
Homeless	4	52	56	44	9	51	60	40	3	47	51	49
Military Connected	17	69	86	14	16	79	94	6	17	71	87	13
Foster Care	-	48	48	52	7	43	50	50	5	67	71	29
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	66	80	20	15	66	81	19	17	66	83	17
Female	11	67	78	22	12	68	80	20	14	69	83	17
Male	16	65	81	19	18	64	81	19	19	63	82	18
American Indian					<	<	100	0	<	<	<	<
Asian	28	58	87	13	17	69	86	14	32	56	88	12
Black	5	54	59	41	7	49	56	44	10	55	66	34
Hispanic	7	69	76	24	10	69	79	21	8	62	70	30
White	14	68	82	18	16	68	84	16	18	68	86	14
Multiple Races	12	67	79	21	15	58	73	27	13	69	81	19
Students with Disabilities	5	44	49	51	7	48	55	45	4	51	55	45
Students without Disabilities	15	71	87	13	17	70	87	13	20	70	90	10
Economically Disadvantaged	7	64	71	29	7	64	71	29	7	65	73	27
Not Economically Disadvantaged	17	67	84	16	20	67	86	14	22	66	88	12
English Learners	2	64	66	34	6	56	61	39	5	62	67	33
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	28	50	78	22	22	72	94	6	8	83	92	8
Foster Care	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	14	67	81	19	13	68	82	18
Female	10	67	77	23	12	69	81	19	7	74	81	19
Male	15	65	79	21	17	64	81	19	19	63	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	32	55	87	13	34	48	82	18	24	66	89	11
Black	7	43	49	51	4	55	59	41	6	65	71	29
Hispanic	9	59	68	32	10	60	70	30	4	69	74	26
White	13	69	81	19	15	70	85	15	15	69	84	16
Multiple Races	7	77	83	17	5	70	75	25	13	65	77	23
Students with Disabilities	3	38	42	58	3	42	45	55	5	46	51	49
Students without Disabilities	14	72	87	13	17	72	89	11	16	74	89	11
Economically Disadvantaged	6	61	67	33	5	68	73	27	6	67	74	26
Not Economically Disadvantaged	16	68	84	16	19	66	85	15	18	69	87	13
English Learners	4	61	65	35	5	58	63	37	-	54	54	46
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	8	77	85	15	16	79	95	5	31	62	92	8
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	63	78	22	12	68	80	20	15	63	78	22
Female	15	65	80	20	10	70	80	20	14	64	78	22
Male	15	62	76	24	14	66	80	20	16	62	79	21
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	32	58	90	10	30	61	91	9	37	40	77	23
Black	5	54	59	41	-	51	51	49	6	57	63	37
Hispanic	10	58	68	32	5	74	79	21	7	59	66	34
White	16	65	80	20	14	70	83	17	16	66	83	17
Multiple Races	8	66	74	26	6	69	75	25	9	57	66	34
Students with Disabilities	3	36	39	61	2	49	51	49	4	42	46	54
Students without Disabilities	17	69	86	14	15	73	87	13	18	68	87	13
Economically Disadvantaged	7	60	66	34	4	66	70	30	5	61	67	33
Not Economically Disadvantaged	19	65	84	16	16	69	85	15	22	64	86	14
English Learners	-	41	41	59	-	60	60	40	-	39	39	61
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	19	69	88	13	8	92	100	0	11	79	89	11
Foster Care	<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	65	77	23	10	71	81	19	9	68	77	23
Female	11	65	76	24	10	73	82	18	8	68	76	24
Male	13	65	78	22	10	70	79	21	10	67	78	22
Asian	26	57	83	17	27	67	93	7	18	62	79	21
Black	4	54	58	42	1	67	68	32	2	49	51	49
Hispanic	10	59	68	32	8	78	86	14	7	63	70	30
Native Hawaiian	<	<	<	<	<	<	100	0
White	12	68	81	19	10	71	81	19	10	72	82	18
Multiple Races	9	58	67	33	5	74	79	21	9	69	78	22
Students with Disabilities	4	49	53	47	2	50	51	49	5	51	56	44
Students without Disabilities	13	68	82	18	12	76	88	12	10	72	82	18
Economically Disadvantaged	7	60	67	33	7	69	76	24	7	62	69	31
Not Economically Disadvantaged	14	68	82	18	11	73	84	16	11	73	84	16
English Learners	-	50	50	50	17	47	64	36	6	46	52	48
Homeless	<	<	<	<	<	<	<	<	-	60	60	40
Military Connected	14	64	79	21	8	77	85	15	6	65	71	29
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	64	78	22	20	65	85	15	16	69	86	14
Female	15	66	81	19	17	68	85	15	17	72	89	11
Male	14	63	76	24	23	63	85	15	16	66	82	18
American Indian	<	<	<	<	<	<	100	0
Asian	36	62	97	3	44	43	87	13	39	57	96	4
Black	7	54	61	39	8	75	83	17	5	62	67	33
Hispanic	7	71	78	22	20	56	76	24	11	65	77	23
Native Hawaiian					<	<	100	0	<	<	100	0
White	15	65	80	20	20	66	86	14	17	71	88	12
Multiple Races	14	59	73	27	5	74	79	21	17	71	88	13
Students with Disabilities	6	38	45	55	6	51	57	43	1	55	56	44
Students without Disabilities	16	69	85	15	22	68	90	10	20	72	92	8
Economically Disadvantaged	6	60	67	33	10	68	78	22	8	69	77	23
Not Economically Disadvantaged	18	66	84	16	25	64	89	11	21	69	91	9
English Learners	4	52	57	43	3	61	63	37	7	48	55	45
Homeless	<	<	<	<	<	<	<	<	-	54	54	46
Military Connected	15	77	92	8	25	69	94	6	8	77	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	69	74	26	3	70	73	27	4	72	76	24
Female	5	68	73	27	3	72	75	25	4	74	78	22
Male	6	70	76	24	4	67	71	29	4	69	73	27
Asian	23	62	85	15	-	90	90	10	10	71	81	19
Black	2	66	68	32	1	64	65	35	1	78	79	21
Hispanic	8	69	76	24	6	73	80	20	5	65	70	30
White	6	69	75	25	3	70	72	28	4	71	75	25
Multiple Races	3	70	73	27	9	63	71	29	3	78	81	19
Students with Disabilities	3	52	55	45	4	51	55	45	1	55	55	45
Students without Disabilities	7	75	81	19	3	76	79	21	5	78	83	17
Economically Disadvantaged	5	69	73	27	4	65	69	31	4	67	71	29
Not Economically Disadvantaged	6	69	75	25	3	74	77	23	4	76	80	20
English Learners	-	76	76	24	3	56	59	41	4	58	63	38
Homeless	<	<	<	<	<	<	<	<	-	36	36	64
Military Connected	<	<	<	<	<	<	100	0	17	83	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	74	94	6	18	76	94	6	23	71	94	6
Female	23	72	95	5	19	75	94	6	23	71	94	6
Male	17	76	94	6	17	76	94	6	22	71	93	7
American Indian	<	<	100	0					<	<	100	0
Asian	46	52	98	2	55	43	98	3	53	47	100	0
Black	9	84	93	7	11	81	92	8	9	82	91	9
Hispanic	12	78	90	10	8	85	93	7	12	83	95	5
Native Hawaiian					<	<	100	0	<	<	100	0
White	20	74	95	5	18	76	95	5	24	70	94	6
Multiple Races	27	67	95	5	15	72	87	13	13	68	80	20
Students with Disabilities	2	74	76	24	4	71	75	25	6	72	78	22
Students without Disabilities	23	74	97	3	21	77	97	3	26	71	96	4
Economically Disadvantaged	11	81	92	8	10	83	92	8	13	77	89	11
Not Economically Disadvantaged	25	71	95	5	23	72	95	5	29	67	96	4
English Learners	5	81	86	14	16	75	91	9	2	88	91	9
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	19	81	100	0	10	80	90	10	40	47	87	13
Foster Care	<	<	100	0	9	55	64	36	-	80	80	20
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	72	94	6	21	70	91	9	15	77	92	8
Female	22	74	96	4	24	67	92	8	13	79	92	8
Male	21	70	91	9	17	73	90	10	16	75	92	8
American Indian	<	<	100	0
Asian	42	58	100	0	31	65	96	4	42	50	92	8
Black	20	70	90	10	8	75	83	17	16	68	84	16
Hispanic	13	76	89	11	14	60	74	26	12	59	71	29
Native Hawaiian	<	<	100	0
White	21	73	94	6	21	72	93	7	13	81	94	6
Multiple Races	25	60	85	15	32	52	84	16	4	79	83	17
Students with Disabilities	13	43	57	43	-	40	40	60	5	36	41	59
Students without Disabilities	22	73	95	5	22	71	93	7	15	79	94	6
Economically Disadvantaged	18	71	89	11	13	75	88	12	5	77	82	18
Not Economically Disadvantaged	23	72	95	5	23	68	91	9	17	77	94	6
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	67	99	1	29	69	98	2	35	62	97	3
Female	40	60	100	0	32	65	97	3	40	60	100	0
Male	25	73	98	2	26	73	99	1	27	67	94	6
American Indian					<	<	100	0
Asian	56	44	100	0	45	55	100	0	43	52	95	5
Black	10	90	100	0	30	70	100	0	<	<	100	0
Hispanic	<	<	100	0	-	94	94	6	<	<	<	<
White	31	67	99	1	28	70	98	2	33	64	98	2
Multiple Races	<	<	100	0	36	64	100	0	64	36	100	0
Students with Disabilities	<	<	100	0	<	<	100	0
Students without Disabilities	32	67	99	1	29	69	98	2	35	62	97	3
Economically Disadvantaged	22	78	100	0	27	73	100	0	16	80	96	4
Not Economically Disadvantaged	33	66	99	1	29	69	98	2	38	59	97	3
English Learners									<	<	100	0
Homeless					<	<	100	0
Military Connected	<	<	100	0					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	64	78	22	12	63	76	24	13	63	76	24
Female	13	64	78	22	11	64	75	25	11	64	75	25
Male	16	63	79	21	14	63	77	23	14	63	77	23
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	23	66	89	11	27	61	88	12	21	61	82	18
Black	6	51	57	43	3	48	52	48	6	54	59	41
Hispanic	11	57	67	33	8	58	66	34	7	58	65	35
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	15	66	81	19	13	66	79	21	14	66	80	20
Multiple Races	12	64	76	24	10	61	71	29	11	58	69	31
Students with Disabilities	4	39	43	57	5	38	43	57	4	40	44	56
Students without Disabilities	16	68	84	16	14	68	82	18	14	68	82	18
Economically Disadvantaged	7	60	67	33	6	59	65	35	6	57	64	36
Not Economically Disadvantaged	18	66	83	17	16	66	82	18	17	67	84	16
English Learners	-	37	37	63	2	29	30	70	3	35	38	62
Homeless	8	25	33	67	5	57	62	38	3	34	38	62
Military Connected	14	72	86	14	6	74	81	19	15	63	78	22
Foster Care	11	39	50	50	11	21	32	68	5	47	53	47
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	54	74	26	23	54	77	23	30	51	81	19
Female	20	54	74	26	18	56	75	25	28	51	79	21
Male	21	54	75	25	27	52	79	21	31	52	83	17
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	28	52	80	20	43	46	89	11	39	39	79	21
Black	8	44	52	48	8	42	49	51	14	50	64	36
Hispanic	9	51	60	40	19	49	69	31	15	57	72	28
White	23	55	78	22	25	55	80	20	33	52	85	15
Multiple Races	18	56	74	26	9	67	76	24	24	51	75	25
Students with Disabilities	6	29	34	66	10	41	51	49	7	45	52	48
Students without Disabilities	24	59	83	17	26	57	83	17	35	53	88	12
Economically Disadvantaged	10	53	63	37	14	53	67	33	16	55	71	29
Not Economically Disadvantaged	25	54	80	20	28	55	82	18	38	49	88	12
English Learners	-	29	29	71	2	40	43	57	8	42	49	51
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	25	56	81	19	17	83	100	0	26	58	84	16
Foster Care	<	<	100	0	<	<	100	0
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	63	75	25	7	62	69	31	7	61	69	31
Female	11	63	73	27	6	60	65	35	5	63	68	32
Male	14	62	76	24	9	63	72	28	10	59	69	31
Asian	28	68	96	4	16	60	76	24	13	61	73	27
Black	7	52	59	41	3	48	50	50	4	48	52	48
Hispanic	14	53	67	33	3	56	60	40	4	48	53	47
White	12	65	76	24	7	65	72	28	8	65	73	27
Multiple Races	10	62	72	28	14	49	63	37	4	55	58	42
Students with Disabilities	5	36	41	59	4	30	33	67	3	33	36	64
Students without Disabilities	14	68	81	19	8	67	75	25	8	67	75	25
Economically Disadvantaged	5	55	60	40	3	52	55	45	2	49	51	49
Not Economically Disadvantaged	15	65	81	19	9	67	76	24	10	68	78	22
English Learners	-	38	38	62	3	16	19	81	-	18	18	82
Homeless	<	<	<	<	<	<	<	<	-	20	20	80
Military Connected	<	<	<	<	-	64	64	36	12	76	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	66	81	19	12	66	78	22	7	72	78	22
Female	14	68	82	18	12	68	80	20	6	72	79	21
Male	15	65	80	20	11	64	75	25	7	71	78	22
American Indian	<	<	<	<	<	<	100	0
Asian	18	66	84	16	29	65	94	6	19	74	94	6
Black	7	54	61	39	1	51	52	48	2	65	67	33
Hispanic	8	61	69	31	4	62	66	34	4	66	70	30
Native Hawaiian					<	<	100	0	<	<	<	<
White	16	68	84	16	13	68	81	19	7	74	81	19
Multiple Races	14	64	77	23	8	63	71	29	3	63	66	34
Students with Disabilities	1	41	41	59	3	37	40	60	3	39	42	58
Students without Disabilities	16	70	86	14	13	70	83	17	7	76	84	16
Economically Disadvantaged	7	63	70	30	5	62	68	32	3	64	67	33
Not Economically Disadvantaged	17	68	85	15	15	68	83	17	9	76	85	15
English Learners	-	38	38	63	-	24	24	76	-	41	41	59
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	23	69	92	8	9	82	91	9	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	10	70	80	20
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	<	<	17	39	56	44
Female	<	<	100	0	<	<	<	<	<	<	<	<
Male	<	<	100	0	<	<	100	0	27	27	55	45
Asian									<	<	100	0
Black									<	<	<	<
Hispanic	<	<	100	0					<	<	<	<
White	<	<	100	0	<	<	<	<	10	60	70	30
Multiple Races					<	<	100	0
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	<	<	100	0	<	<	<	<	18	41	59	41
Economically Disadvantaged					<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	100	0	<	<	<	<	14	36	50	50
Military Connected					<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	72	83	17	9	70	80	20	8	69	77	23
Female	10	72	82	18	8	71	79	21	9	67	75	25
Male	12	71	83	17	11	70	81	19	7	71	79	21
American Indian	<	<	100	0	<	<	100	0
Asian	18	78	96	4	20	75	95	5	8	77	85	15
Black	3	54	56	44	3	50	53	47	4	53	57	43
Hispanic	11	61	73	27	7	62	69	31	4	62	65	35
Native Hawaiian	<	<	100	0	<	<	<	<
White	12	75	87	13	10	74	84	16	9	72	81	19
Multiple Races	8	71	80	20	7	67	74	26	11	64	74	26
Students with Disabilities	2	51	53	47	2	44	46	54	1	43	44	56
Students without Disabilities	12	75	87	13	11	75	85	15	9	73	82	18
Economically Disadvantaged	6	68	74	26	3	67	71	29	3	62	64	36
Not Economically Disadvantaged	13	73	87	13	13	72	85	15	11	74	85	15
English Learners	-	53	53	47	-	31	31	69	-	43	43	57
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	92	92	8	<	<	<	<	13	60	73	27
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	55	79	21	21	55	76	24	21	54	75	25
Female	19	57	76	24	19	54	73	27	18	55	73	27
Male	27	53	80	20	23	56	79	21	23	53	77	23
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	43	54	98	2	38	54	93	7	41	48	89	11
Black	10	46	56	44	10	50	60	40	9	47	56	44
Hispanic	17	53	70	30	13	53	66	34	14	54	68	32
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	25	56	81	19	23	56	79	21	22	56	78	22
Multiple Races	15	58	73	27	19	50	68	32	18	48	66	34
Students with Disabilities	9	39	48	52	5	39	44	56	6	36	42	58
Students without Disabilities	26	58	84	16	24	58	82	18	24	58	81	19
Economically Disadvantaged	12	55	67	33	11	56	67	33	11	50	61	39
Not Economically Disadvantaged	28	55	84	16	27	55	82	18	27	57	84	16
English Learners	2	54	56	44	3	37	40	60	12	37	49	51
Homeless	<	<	<	<	7	50	57	43	5	38	43	57
Military Connected	17	67	83	17	26	55	81	19	28	57	85	15
Foster Care	-	25	25	75	-	18	18	82	-	24	24	76
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	41	45	55	4	29	33	67	1	22	23	77
Female	<	<	<	<	5	23	27	73	2	16	17	83
Male	7	29	36	64	3	38	41	59	-	27	27	73
Asian					<	<	<	<	<	<	<	<
Black	<	<	<	<	-	17	17	83	-	15	15	85
Hispanic	<	<	<	<	-	21	21	79	-	11	11	89
White	8	54	62	38	5	35	40	60	2	27	29	71
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	4	26	30	70	-	17	17	83
Students without Disabilities	6	50	56	44	4	31	35	65	1	24	25	75
Economically Disadvantaged	<	<	<	<	6	18	24	76	-	21	21	79
Not Economically Disadvantaged	8	46	54	46	2	39	41	59	2	24	26	74
English Learners	<	<	100	0	<	<	<	<	-	18	18	82
Military Connected					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	70	85	15	17	63	79	21	12	65	77	23
Female	13	72	85	15	14	61	75	25	10	64	74	26
Male	17	67	84	16	19	64	83	17	13	67	80	20
American Indian	<	<	100	0	<	<	100	0
Asian	32	68	100	0	46	49	95	5	35	56	91	9
Black	7	55	62	38	7	52	59	41	5	48	53	48
Hispanic	15	59	74	26	16	48	65	35	2	63	65	35
Native Hawaiian	<	<	100	0	<	<	<	<
White	15	72	88	12	16	66	82	18	12	69	81	19
Multiple Races	7	59	66	34	8	59	67	33	15	59	74	26
Students with Disabilities	8	44	52	48	7	38	45	55	3	32	34	66
Students without Disabilities	16	72	88	12	18	65	83	17	13	70	83	17
Economically Disadvantaged	9	68	78	22	8	57	65	35	6	56	63	37
Not Economically Disadvantaged	17	70	87	13	20	65	85	15	15	71	86	14
English Learners	<	<	<	<	-	36	36	64	-	50	50	50
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	100	100	0	<	<	<	<	13	53	67	33
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	32	36	64	-	30	30	70	6	13	19	81
Female	-	38	38	62	-	27	27	73	5	14	19	81
Male	10	24	33	67	-	33	33	67	6	12	18	82
Asian					<	<	100	0	<	<	<	<
Black	<	<	<	<	-	-	-	100	9	9	18	82
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	<	<
White	7	38	45	55	-	40	40	60	7	16	23	77
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	10	10	90	-	20	20	80	<	<	<	<
Students without Disabilities	5	38	43	57	-	32	32	68	7	15	21	79
Economically Disadvantaged	-	13	13	88	-	21	21	79	-	9	9	91
Not Economically Disadvantaged	6	42	48	52	-	37	37	63	11	16	26	74
English Learners									<	<	<	<
Homeless									<	<	<	<
Military Connected	<	<	100	0					<	<	<	<
Foster Care									<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	61	64	36	3	66	69	31	2	62	64	36
Female	1	57	58	42	2	61	63	37	-	61	61	39
Male	4	64	68	32	3	70	74	26	3	63	66	34
Asian	-	93	93	7	<	<	100	0	<	<	100	0
Black	-	42	42	58	-	59	59	41	3	52	55	45
Hispanic	-	54	54	46	-	56	56	44	-	69	69	31
White	3	65	68	32	4	69	73	27	1	62	63	37
Multiple Races	-	62	62	38	-	53	53	47	7	50	57	43
Students with Disabilities	2	41	43	57	-	48	48	52	3	38	41	59
Students without Disabilities	2	68	70	30	4	71	75	25	1	69	70	30
Economically Disadvantaged	-	53	53	47	2	62	64	36	2	50	52	48
Not Economically Disadvantaged	4	68	71	29	4	69	73	27	1	72	73	27
English Learners	-	50	50	50	-	35	35	65	-	57	57	43
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	51	81	19	25	55	80	20	26	55	81	19
Female	26	53	78	22	25	53	78	22	24	58	81	19
Male	33	50	83	17	25	57	82	18	28	53	81	19
American Indian	<	<	100	0
Asian	45	50	95	5	40	53	93	8	49	42	91	9
Black	18	52	70	30	13	56	69	31	15	56	71	29
Hispanic	19	53	72	28	14	59	73	27	19	57	76	24
White	31	51	82	18	27	55	82	18	27	56	83	17
Multiple Races	22	57	79	21	31	43	74	26	17	54	71	29
Students with Disabilities	7	40	47	53	6	37	43	57	4	43	47	53
Students without Disabilities	33	53	87	13	28	58	86	14	30	58	87	13
Economically Disadvantaged	15	54	69	31	13	59	72	28	13	55	68	32
Not Economically Disadvantaged	35	50	86	14	32	53	85	15	33	56	88	12
English Learners	-	47	47	53	-	31	31	69	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	21	50	71	29	29	65	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	35	45	80	20	31	48	80	20	33	46	79	21
Female	26	51	76	24	28	51	78	22	27	50	77	23
Male	44	40	84	16	35	47	81	19	38	43	81	19
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	70	30	100	0	36	55	90	10	63	30	93	7
Black	10	39	49	51	17	49	66	34	11	53	64	36
Hispanic	29	51	80	20	23	60	83	17	40	48	89	11
White	37	45	82	18	34	47	81	19	34	47	81	19
Multiple Races	20	63	83	17	23	53	77	23	30	38	68	32
Students with Disabilities	15	37	52	48	7	39	46	54	12	39	51	49
Students without Disabilities	39	47	86	14	37	51	87	13	38	48	86	14
Economically Disadvantaged	19	49	69	31	17	55	72	28	18	50	68	32
Not Economically Disadvantaged	42	44	85	15	39	45	84	16	42	44	87	13
English Learners	<	<	<	<	15	69	85	15	62	15	77	23
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	46	38	85	15	42	53	95	5	46	54	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
< = 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

	2021-2022	2022-2023	2023-2024
Division	16	30	54
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade	2022-2023	2023-2024
Pre-kindergarten	342	324
Kindergarten	894	917
Grade 1	959	918
Grade 2	902	965
Grade 3	902	941
Grade 4	1,025	921
Grade 5	958	1,043
Grade 6	1,041	1,033
Grade 7	1,089	1,037
Grade 8	1,100	1,105
Grade 9	1,231	1,199
Grade 10	1,217	1,175
Grade 11	1,109	1,148
Grade 12	1,050	1,077
Total Students	13,819	13,803

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

Fall Membership by Subgroups

2023 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	2022-2023	2023-2024
All Students	13819	13803
Female	6644	6660
Male	7168	7139
American Indian	17	17
Asian	600	608
Black	1135	1173
Hispanic	1111	1233
Native Hawaiian	6	6
White	10142	9930
Multiple Races	808	836
Students with Disabilities	2291	2355
Students without Disabilities	11528	11448
Economically Disadvantaged	4863	5216
Not Economically Disadvantaged	8956	8587
English Learners	671	719
Not English Learners	13148	13084
Homeless	26	33
Military Connected	191	179
Foster Care	55	56
< = 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 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	613	483	16	6	39	13
	State	50354	39349	1875	907	4438	1716
Female	Division	337	222	4	2	16	9
	State	27408	17323	610	350	1645	701
Male	Division	276	261	12	4	23	4
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	38	9	0	0	1	0
	State	6025	1443	97	16	68	35
Black	Division	34	51	5	2	9	1
	State	8111	10540	640	225	1119	707
Hispanic	Division	43	34	0	0	4	2
	State	7130	8367	270	133	1858	359
White	Division	476	362	10	4	24	8
	State	25871	16565	763	464	1211	504
Multiple Races	Division	22	26	1	0	1	2
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	7	77	16	0	6	2
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	110	221	9	2	20	9
	State	12779	21123	1108	494	2352	1214
English Learners	Division	3	7	0	0	3	1
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	<	<
	State	197	699	48	29	170	78
Military Connected	Division	8	6	0	1	0	0
	State	2527	1493	44	18	52	30
Foster Care	Division	0	10	0	0	3	0
	State	22	180	23	11	85	24
< = 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 Students	1,170	1,112	95	1,118	96	39	3
Female	590	563	95	565	96	16	3
Male	580	549	95	553	95	23	4
American Indian	<	<	100	<	100	0	0
Asian	48	47	98	47	98	1	2
Black	102	90	88	92	90	9	9
Hispanic	83	77	93	77	93	4	5
White	884	848	96	852	96	24	3
Multiple Races	52	49	94	49	94	1	2
Students with Disabilities	111	100	90	100	90	6	5
Economically Disadvantaged	371	340	92	342	92	20	5
English Learners	14	10	71	10	71	3	21
Homeless	<	<	<	<	<	<	<
Military Connected	15	14	93	15	100	0	0
Foster Care	13	10	77	10	77	3	23
< = 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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	536 / 11.94%	627 / 13.61%	610 / 13.26%
Advanced Placement Course Enrollment	1,135 / 25.29%	1,195 / 25.94%	1,234 / 26.83%
Dual Enrollment	770 / 17.16%	871 / 18.91%	950 / 20.66%
Governor's School Enrollment	53 / 1.18%	53 / 1.15%	53 / 1.15%
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 Students	Division	1,065	806	24
	State	87,317	57,081	35
Female	Division	520	430	17
	State	43,705	31,577	28
Male	Division	545	376	31
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	52	49	6
	State	6,741	5,862	13
Black	Division	68	47	31
	State	18,624	10,601	43
Hispanic	Division	38	26	32
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	850	646	24
	State	45,098	30,844	32
Multiple Races	Division	53	35	34
	State	4,380	2,929	33
Students with Disabilities	Division	88	38	57
	State	8,185	3,548	57
Economically Disadvantaged	Division	251	148	41
	State	30,335	14,987	51
English Learners	Division	22	14	36
	State	6,579	3,319	50
< = 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
		2021-2022	2022-2023	2023-2024
State Licensures	Division	23	-	32
	State	1,236	1,563	2,069
Industry Certification	Division	1,223	962	1,214
	State	95,688	100,255	101,956
Workplace Readiness	Division	247	226	208
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,493	1,188	1,454
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,305	1,087	1,287
	State	115,682	117,932	115,611
CTE Completers	Division	667	767	741
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	69.2	68.8	68.9

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$4,974	$5,967	$556
	State	$6,770	$5,603	$867
2020-2021	Division	$5,244	$6,276	$954
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,641	$6,605	$1,546
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,174	$7,176	$1,185
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	11,530	1,817	11,396	2,074	11,939	1,500
Female	5,570	881	5,503	1,010	5,778	730
Male	5,959	936	5,890	1,064	6,158	770
American Indian	11	2	12	3	15	2
Asian	532	51	497	83	541	58
Black	900	166	932	176	976	148
Hispanic	840	161	919	183	1,067	143
Native Hawaiian	<	<	<	<	<	<
White	8,624	1,319	8,384	1,491	8,642	1,037
Multiple Races	617	117	646	138	692	112
Students with Disabilities	1,677	405	1,649	461	1,809	347
Economically Disadvantaged	3,400	933	3,710	1,141	4,299	956
English Learners	498	94	574	113	646	86
Homeless	22	20	26	37	53	25
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

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

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	4,184
Behaviors related to School Operations	1,359
Relationship Behaviors without Physical Harm	1,489
Behaviors of a Safety Concern	933
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	257
Behaviors used to determine Persistently Dangerous Schools	2

< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1	0.5	0.1	0.2	0.1
Asian	4.3	1.4	4.3	1.3	4.4	0.5
Black	7.9	18.3	8.2	17	8.5	18.4
Hispanic	7.5	7	8	11	8.9	11.2
Native Hawaiian	0.1		0		0
White	74.6	63.1	73.4	61.6	71.9	59.8
Multiple Races	5.6	9.7	5.8	9	6.1	10
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1		0.1
Asian	4.3		4.3		4.4	2.4
Black	7.9	33.3	8.2	75	8.5	29.3
Hispanic	7.5		8		8.9	9.8
Native Hawaiian	0.1		0		0
White	74.6		73.4	25	71.9	48.8
Multiple Races	5.6	66.7	5.8		6.1	9.8
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1		0.1
Asian	4.3		4.3		4.4
Black	7.9		8.2		8.5	33.3
Hispanic	7.5		8		8.9	33.3
Native Hawaiian	0.1		0		0
White	74.6		73.4	100	71.9	33.3
Multiple Races	5.6		5.8		6.1
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	29.9	41	45.8
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	37.2	30.6	38.1
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	68.9	64.1	68
< = 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

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

11.75 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.33 : 1

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: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	42%	55%	1%	2%
2022-2023	43%	55%	1%	1%
2023-2024	45%	52%	1%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	83%	82%	79%	88%
Asian	89%	87%	91%	88%
Black	69%	67%	68%	88%
Hispanic	77%	76%	68%	88%
White	86%	84%	85%	88%
Multiple Races	81%	81%	83%	88%
Economically Disadvantaged	75%	73%	68%	88%
English Learners	69%	66%	60%	88%
Students with Disabilities	52%	51%	57%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	84%	83%	74%	85%
Asian	91%	91%	90%	85%
Black	69%	67%	61%	85%
Hispanic	78%	78%	63%	85%
White	86%	85%	81%	85%
Multiple Races	80%	79%	77%	85%
Economically Disadvantaged	75%	74%	62%	85%
English Learners	73%	75%	58%	85%
Students with Disabilities	55%	53%	54%	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 Group	Current Rate
All Students	77%
Asian	80%
Black	57%
Hispanic	69%
White	81%
Multiple Races	68%
Economically Disadvantaged	65%
English Learners	56%
Students with Disabilities	44%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	94%	90%	84%
Black	81%	83%	84%
Hispanic	87%	83%	84%
White	94%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	85%	82%	84%
English Learners	68%	77%	84%
Students with Disabilities	67%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	11%	13%	12%	10%
Asian	10%	12%	10%	10%
Black	13%	15%	12%	10%
Hispanic	12%	14%	12%	10%
White	11%	13%	12%	10%
Multiple Races	14%	16%	12%	10%
Economically Disadvantaged	18%	21%	13%	10%
English Learners	12%	14%	12%	10%
Students with Disabilities	16%	19%	14%	10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	56%	54%	58%
English Learner Proficiency	12%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	232	412	56%
English Learner Proficiency	67	576	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	99%	1%
Asian	99%	1%	100%	-	99%	1%
Black	100%	-	100%	-	98%	2%
Hispanic	100%	-	100%	-	97%	3%
White	100%	-	100%	-	99%	1%
Multiple Races	99%	1%	100%	-	99%	1%
Economically Disadvantaged	100%	-	100%	-	99%	1%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	97%	3%
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	85%	86%
Asian	90%	93%
Black	75%	73%
Hispanic	79%	81%
White	87%	88%
Multiple Races	84%	82%
Economically Disadvantaged	77%	78%
English Learners	76%	79%
Students with Disabilities	62%	64%

< = 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.

Federal Designation

Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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

Multidivision Online Provider (MOP) Program

Roanoke County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality