Culpeper County Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	55	65	35	10	55	65	35	10	57	67	33
Female	10	56	67	33	10	57	67	33	10	59	69	31
Male	9	54	63	37	10	53	62	38	10	55	65	35
American Indian	-	40	40	60	8	58	67	33	15	54	69	31
Asian	13	59	72	28	16	52	67	33	16	60	77	23
Black	7	46	53	47	7	51	58	42	5	53	58	42
Hispanic	5	47	52	48	5	47	51	49	6	51	57	43
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	13	62	75	25	14	62	75	25	15	62	76	24
Multiple Races	8	54	62	38	8	54	61	39	7	62	69	31
Students with Disabilities	9	26	35	65	7	28	35	65	6	32	39	61
Students without Disabilities	10	58	68	32	10	58	68	32	11	60	71	29
Economically Disadvantaged	5	48	53	47	5	52	57	43	6	51	57	43
Not Economically Disadvantaged	15	62	77	23	14	57	71	29	13	61	75	25
English Learners	2	26	28	72	1	26	27	73	1	33	35	65
Migrant					<	<	<	<	<	<	<	<
Homeless	7	40	48	52	10	41	52	48	-	30	30	70
Military Connected	13	64	78	22	19	65	84	16	19	67	87	13
Foster Care	8	67	75	25	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	50	57	43	5	48	53	47	7	57	64	36
Female	7	51	58	42	7	50	57	43	6	59	65	35
Male	8	48	56	44	4	45	49	51	8	56	63	37
Asian	7	50	57	43	<	<	<	<	<	<	<	<
Black	8	39	47	53	5	48	52	48	4	48	52	48
Hispanic	3	39	42	58	2	39	42	58	5	50	54	46
White	11	59	69	31	8	55	63	37	8	63	72	28
Multiple Races	7	49	56	44	5	35	40	60	11	61	72	28
Students with Disabilities	8	27	35	65	4	31	35	65	8	29	37	63
Students without Disabilities	7	52	60	40	6	50	56	44	7	61	68	32
Economically Disadvantaged	5	38	43	57	3	45	47	53	4	49	53	47
Not Economically Disadvantaged	10	61	71	29	8	50	58	42	9	63	73	27
English Learners	2	29	30	70	-	30	30	70	1	44	45	55
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	27	40	67	33	15	77	92	8	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	54	65	35	11	48	59	41	8	52	61	39
Female	13	53	66	34	9	54	62	38	8	54	62	38
Male	10	55	65	35	14	43	57	43	9	51	59	41
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	14	50	64	36	<	<	<	<
Black	10	51	61	39	8	40	47	53	4	54	58	42
Hispanic	8	46	54	46	7	37	44	56	4	46	51	49
White	13	59	73	27	15	58	72	28	14	56	70	30
Multiple Races	13	49	62	38	16	46	62	38	4	59	63	37
Students with Disabilities	11	29	40	60	14	20	34	66	8	36	44	56
Students without Disabilities	11	57	68	32	11	52	63	37	9	55	64	36
Economically Disadvantaged	6	51	57	43	8	44	51	49	5	47	52	48
Not Economically Disadvantaged	16	57	73	27	14	52	66	34	11	56	67	33
English Learners	4	35	40	60	3	27	29	71	1	37	38	62
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	20	55	75	25	38	46	85	15	9	82	91	9
Foster Care									<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	54	60	40	8	59	67	33	8	57	65	35
Female	5	57	62	38	8	63	71	29	7	63	70	30
Male	7	52	59	41	8	56	64	36	9	51	60	40
American Indian					<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	7	80	87	13
Black	4	41	45	55	7	57	64	36	6	51	56	44
Hispanic	2	46	48	52	5	49	54	46	5	46	50	50
Native Hawaiian									<	<	100	0
White	10	63	73	27	10	66	76	24	11	65	76	24
Multiple Races	2	57	59	41	6	58	65	35	5	61	66	34
Students with Disabilities	10	21	31	69	7	32	38	62	3	26	29	71
Students without Disabilities	5	60	65	35	9	63	72	28	8	62	70	30
Economically Disadvantaged	2	50	52	48	3	58	60	40	4	51	55	45
Not Economically Disadvantaged	10	60	70	30	13	60	73	27	10	61	71	29
English Learners	1	27	28	72	1	28	29	71	1	27	28	72
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	17	61	78	22	20	80	100	0
Foster Care	<	<	<	<					<	<	100	0
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	52	60	40	7	50	57	43	10	54	64	36
Female	9	53	62	38	7	52	59	41	11	55	66	34
Male	8	50	58	42	7	48	55	45	8	53	62	38
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	3	39	42	58	9	44	53	47	6	49	55	45
Hispanic	4	43	47	53	3	43	46	54	6	47	52	48
White	12	59	71	29	10	58	68	32	13	60	73	27
Multiple Races	8	52	60	40	-	44	44	56	8	55	63	37
Students with Disabilities	5	29	34	66	8	19	26	74	6	37	42	58
Students without Disabilities	9	54	63	37	7	55	61	39	10	56	66	34
Economically Disadvantaged	5	41	45	55	3	48	51	49	5	48	53	47
Not Economically Disadvantaged	12	64	76	24	10	52	62	38	13	58	71	29
English Learners	4	19	23	77	1	11	12	88	1	21	22	78
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	10	60	70	30	<	<	100	0	27	36	64	36
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	56	63	37	7	57	64	36	7	55	62	38
Female	8	57	65	35	8	59	67	33	6	55	60	40
Male	7	56	62	38	7	55	62	38	8	56	63	37
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	5	51	56	44	8	41	49	51	5	49	55	45
Hispanic	4	39	43	57	4	49	52	48	4	47	51	50
White	10	68	78	22	9	65	75	25	11	62	73	27
Multiple Races	8	52	60	40	7	60	67	33	-	60	60	40
Students with Disabilities	5	27	33	67	5	27	32	68	6	26	31	69
Students without Disabilities	7	59	66	34	8	60	68	32	7	60	67	33
Economically Disadvantaged	3	45	48	52	4	51	55	45	4	48	52	48
Not Economically Disadvantaged	12	68	80	20	10	61	71	29	9	62	71	29
English Learners	-	14	14	86	1	20	21	79	1	21	22	78
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	82	82	18	18	55	73	27	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	65	35	8	60	67	33	9	60	69	31
Female	7	62	69	31	11	59	70	30	10	61	71	29
Male	9	52	61	39	5	60	65	35	8	59	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	10	80	90	10
Black	5	52	57	43	5	55	60	40	5	52	57	43
Hispanic	4	53	57	43	2	46	48	52	5	50	55	45
White	11	61	72	28	13	70	84	16	14	66	80	20
Multiple Races	2	57	59	41	6	58	63	37	9	66	75	25
Students with Disabilities	5	22	27	73	-	29	29	71	2	30	31	69
Students without Disabilities	8	61	69	31	9	63	71	29	10	63	74	26
Economically Disadvantaged	5	50	55	45	3	52	55	45	7	51	58	42
Not Economically Disadvantaged	11	66	76	24	11	65	76	24	11	65	77	23
English Learners	-	16	16	84	-	21	21	79	2	26	28	72
Migrant									<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	8	75	83	17	<	<	<	<	-	100	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	61	81	19	19	62	81	19	21	63	83	17
Female	22	60	83	17	18	64	82	18	20	65	86	14
Male	18	61	79	21	20	61	81	19	21	60	81	19
American Indian	<	<	<	<					<	<	<	<
Asian	27	55	82	18	25	56	81	19	44	44	89	11
Black	16	49	65	35	8	66	75	25	7	65	72	28
Hispanic	12	62	74	26	11	62	74	26	14	67	81	19
White	25	63	89	11	28	59	88	12	30	58	88	12
Multiple Races	20	60	80	20	12	74	86	14	11	73	84	16
Students with Disabilities	15	31	46	54	7	41	49	51	11	48	59	41
Students without Disabilities	20	64	85	15	21	64	85	15	22	64	86	14
Economically Disadvantaged	11	61	72	28	11	64	75	25	11	63	74	26
Not Economically Disadvantaged	27	60	88	12	26	61	86	14	27	63	89	11
English Learners	2	41	43	57	1	41	42	58	1	59	60	40
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	6	75	81	19	<	<	<	<	31	62	92	8
< = 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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	50	59	41	11	56	67	33	14	53	68	32
Female	12	54	66	34	13	61	74	26	17	57	74	26
Male	6	47	53	47	10	52	61	39	12	50	61	39
American Indian	<	<	<	<					<	<	<	<
Asian	5	74	79	21	20	60	80	20	50	28	78	22
Black	5	43	48	52	7	52	59	41	5	43	48	52
Hispanic	7	42	49	51	4	50	55	45	9	55	63	37
White	11	56	68	32	17	59	76	24	19	60	78	22
Multiple Races	9	45	54	46	5	71	76	24	16	40	56	44
Students with Disabilities	-	21	21	79	2	13	15	85	3	19	22	78
Students without Disabilities	10	53	63	37	12	60	72	28	15	57	72	28
Economically Disadvantaged	5	43	48	52	7	49	56	44	8	48	56	44
Not Economically Disadvantaged	13	58	71	29	15	62	76	24	18	57	75	25
English Learners	-	16	16	84	-	14	14	86	-	29	29	71
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	21	54	75	25	<	<	<	<	15	69	85	15
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	58	69	31	11	56	67	33	14	53	68	32
Female	14	61	76	24	13	61	74	26	17	57	74	26
Male	8	55	63	37	10	52	61	39	12	50	61	39
American Indian	<	<	100	0					<	<	<	<
Asian	10	70	80	20	20	60	80	20	50	28	78	22
Black	6	55	61	39	7	52	59	41	5	43	48	52
Hispanic	7	46	53	47	4	50	55	45	9	55	63	37
White	14	65	79	21	17	59	76	24	19	60	78	22
Multiple Races	12	59	71	29	5	71	76	24	16	40	56	44
Students with Disabilities	-	29	29	71	2	13	15	85	3	19	22	78
Students without Disabilities	12	61	73	27	12	60	72	28	15	57	72	28
Economically Disadvantaged	7	50	57	43	7	49	56	44	8	48	56	44
Not Economically Disadvantaged	15	65	81	19	15	62	76	24	18	57	75	25
English Learners	-	16	16	84	-	14	14	86	-	29	29	71
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	19	50	69	31	<	<	<	<	15	69	85	15
< = 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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	59	66	34	7	60	67	33	9	62	70	30
Female	7	60	66	34	6	61	68	32	7	64	71	29
Male	8	58	66	34	7	58	66	34	10	60	70	30
American Indian	-	80	80	20	-	71	71	29	6	63	69	31
Asian	16	63	79	21	13	67	80	20	20	56	76	24
Black	4	50	54	46	4	56	59	41	5	55	60	40
Hispanic	4	53	56	44	4	52	56	44	4	58	62	38
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	10	65	76	24	10	67	77	23	13	66	80	20
Multiple Races	5	55	61	39	5	55	60	40	7	63	70	30
Students with Disabilities	3	35	38	62	2	40	43	57	3	40	43	57
Students without Disabilities	8	62	69	31	7	62	70	30	10	65	74	26
Economically Disadvantaged	4	52	55	45	4	56	60	40	4	57	61	39
Not Economically Disadvantaged	11	66	77	23	9	63	73	27	12	65	77	23
English Learners	1	40	41	59	1	40	41	59	1	47	48	52
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	37	37	63	-	40	40	60	-	30	30	70
Military Connected	14	68	82	18	11	69	80	20	13	65	78	22
Foster Care	<	<	<	<	<	<	<	<	-	40	40	60
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	54	63	37	5	57	62	38	9	66	75	25
Female	6	55	61	39	3	58	61	39	5	69	74	26
Male	11	53	64	36	6	57	64	36	12	64	76	24
Asian	21	43	64	36	<	<	<	<	<	<	<	<
Black	3	45	48	52	2	48	50	50	3	53	56	44
Hispanic	3	43	46	54	1	51	52	48	5	63	68	32
White	14	64	78	22	8	69	77	23	12	72	83	17
Multiple Races	7	52	59	41	8	35	43	58	13	70	83	17
Students with Disabilities	1	32	33	67	1	44	45	55	4	35	39	61
Students without Disabilities	10	57	67	33	5	59	65	35	10	71	80	20
Economically Disadvantaged	4	47	50	50	3	54	56	44	3	63	66	34
Not Economically Disadvantaged	14	62	76	24	7	61	68	32	13	69	83	18
English Learners	-	36	36	64	-	43	43	57	3	56	59	41
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	20	73	93	7	8	85	92	8	<	<	<	<
Foster Care					<	<	100	0	<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	65	74	26	12	57	69	31	12	58	70	30
Female	9	61	70	30	10	59	69	31	9	59	68	32
Male	10	68	78	22	14	55	70	30	14	58	72	28
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	29	50	79	21	9	55	64	36
Black	3	65	68	32	7	56	63	37	9	54	63	38
Hispanic	6	62	68	32	7	50	56	44	4	57	61	40
White	13	66	79	21	18	63	80	20	20	61	81	19
Multiple Races	11	60	70	30	8	57	65	35	4	61	65	35
Students with Disabilities	2	35	37	63	1	39	40	60	4	49	53	47
Students without Disabilities	10	68	78	22	14	60	73	27	13	60	73	27
Economically Disadvantaged	4	62	66	34	7	57	64	36	6	54	59	41
Not Economically Disadvantaged	14	67	81	19	16	57	73	27	16	62	78	22
English Learners	4	57	61	39	2	42	45	55	1	51	52	48
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	60	75	25	23	77	100	0	27	55	82	18
Foster Care									<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	52	63	37	13	58	72	28	18	57	75	25
Female	8	53	61	39	12	60	72	28	15	61	76	24
Male	13	52	64	36	14	57	71	29	22	53	75	25
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	44	38	81	19
Black	4	40	44	56	5	58	64	36	7	59	66	34
Hispanic	6	43	48	52	7	53	60	40	8	59	68	32
Native Hawaiian									<	<	100	0
White	17	61	77	23	19	61	80	20	28	56	84	16
Multiple Races	5	62	67	33	13	60	73	27	16	56	73	27
Students with Disabilities	2	32	35	65	3	33	36	64	-	41	41	59
Students without Disabilities	12	55	67	33	15	62	77	23	21	60	80	20
Economically Disadvantaged	4	47	52	48	8	61	68	32	10	61	71	29
Not Economically Disadvantaged	18	58	76	24	18	56	74	26	24	54	78	22
English Learners	1	30	30	70	-	42	42	58	1	48	49	51
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	11	58	68	32	10	90	100	0
Foster Care	<	<	<	<					<	<	100	0
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	52	61	39	7	49	56	44	10	56	66	34
Female	8	54	63	37	7	49	57	43	9	54	63	37
Male	10	49	59	41	7	48	55	45	11	58	69	31
American Indian	<	<	<	<					<	<	<	<
Asian	10	70	80	20	<	<	<	<	<	<	<	<
Black	7	41	49	51	5	41	47	53	10	53	63	37
Hispanic	2	40	42	58	4	42	46	54	6	46	53	47
White	13	62	75	25	11	58	69	31	14	62	77	23
Multiple Races	9	48	57	43	4	38	42	58	2	61	63	37
Students with Disabilities	4	32	36	64	6	30	36	64	6	30	35	65
Students without Disabilities	10	54	64	36	7	51	59	41	11	60	70	30
Economically Disadvantaged	4	42	46	54	3	44	47	53	5	49	53	47
Not Economically Disadvantaged	14	63	77	23	11	52	63	37	14	61	75	25
English Learners	1	19	20	80	-	18	18	82	1	30	31	69
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	20	70	90	10	<	<	100	0	27	55	82	18
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	45	45	55	-	43	43	57	-	40	40	60
Female	-	46	46	54	-	46	46	54	-	37	38	62
Male	-	44	44	56	-	40	40	60	-	42	42	58
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	42	42	58	-	39	39	61	-	30	30	70
Hispanic	-	35	35	65	1	33	34	66	-	36	36	64
White	1	54	55	45	-	53	53	47	1	49	50	50
Multiple Races	-	42	42	58	-	49	49	51	-	33	33	67
Students with Disabilities	-	23	23	77	2	34	36	64	-	22	22	78
Students without Disabilities	-	48	48	52	-	45	45	55	1	44	44	56
Economically Disadvantaged	-	36	36	64	-	38	39	61	-	35	35	65
Not Economically Disadvantaged	1	58	59	41	-	48	48	52	1	45	46	54
English Learners	-	22	22	78	1	21	22	78	-	22	22	78
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	64	64	36	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	63	68	32	1	66	67	33	2	63	65	35
Female	6	67	72	28	1	68	69	31	2	66	68	32
Male	4	60	64	36	1	64	65	35	2	60	61	39
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	4	60	64	36	1	60	62	38	1	47	49	51
Hispanic	4	58	61	39	1	49	50	50	1	57	58	42
White	7	68	75	25	2	80	82	18	3	72	75	25
Multiple Races	-	59	59	41	-	67	67	33	-	66	66	34
Students with Disabilities	3	40	43	57	-	40	40	60	-	40	40	60
Students without Disabilities	5	66	71	29	1	69	70	30	2	66	68	32
Economically Disadvantaged	3	58	61	39	-	57	57	43	1	56	57	43
Not Economically Disadvantaged	7	71	78	22	2	74	76	24	2	69	71	29
English Learners	1	39	41	59	-	32	32	68	1	43	44	56
Migrant									<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	71	75	25	6	77	83	17	6	77	83	17
Female	6	72	79	21	7	80	87	13	6	79	85	15
Male	2	69	72	28	5	75	80	20	7	74	81	19
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	69	85	15	<	<	100	0	<	<	100	0
Black	3	63	66	34	4	81	84	16	5	77	82	18
Hispanic	3	70	73	27	3	76	79	21	3	75	78	22
Native Hawaiian									<	<	100	0
White	6	75	81	19	8	78	86	14	10	78	88	12
Multiple Races	2	63	65	35	7	76	83	17	5	78	83	17
Students with Disabilities	1	53	55	45	1	68	69	31	5	67	72	28
Students without Disabilities	5	73	77	23	6	78	85	15	7	78	84	16
Economically Disadvantaged	2	66	69	31	4	73	77	23	3	75	78	22
Not Economically Disadvantaged	6	76	82	18	8	81	89	11	9	78	87	13
English Learners	-	65	65	35	1	67	68	32	-	70	70	30
Migrant					<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	8	69	77	23	20	70	90	10	7	71	79	21
Foster Care									<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	61	67	33	3	59	62	38	7	70	78	22
Female	5	61	66	34	3	61	64	36	9	77	86	14
Male	6	62	68	32	4	57	61	39	6	65	70	30
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	8	38	45	55	-	31	31	69	10	50	60	40
Hispanic	5	63	68	33	2	58	60	40	2	61	63	37
White	5	67	72	28	5	67	72	28	7	81	88	13
Multiple Races	-	42	42	58	-	45	45	55	18	65	82	18
Students with Disabilities	-	13	13	87	-	11	11	89	-	15	15	85
Students without Disabilities	6	65	71	29	3	63	66	34	7	73	81	19
Economically Disadvantaged	5	49	54	46	2	45	46	54	4	51	55	45
Not Economically Disadvantaged	6	69	74	26	4	70	75	25	8	78	86	14
English Learners	-	-	-	100	-	25	25	75	-	25	25	75
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	-	64	64	36	<	<	100	0
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	78	95	5	17	76	93	7	16	73	90	10
Female	17	76	93	7	19	74	93	7	11	78	89	11
Male	17	80	96	4	16	77	93	7	19	71	90	10
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	8	84	92	8	21	79	100	0	<	<	100	0
White	18	78	96	4	18	72	89	11	21	68	89	11
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	<	<
Students without Disabilities	17	78	95	5	18	75	93	7	15	77	91	9
Economically Disadvantaged	15	78	93	7	26	58	84	16	<	<	100	0
Not Economically Disadvantaged	17	78	95	5	15	81	96	4	17	71	88	12
English Learners	<	<	<	<
Homeless	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care					<	<	100	0
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	53	62	38	8	58	66	34	10	59	69	31
Female	7	54	61	39	7	58	65	35	8	62	70	30
Male	11	53	63	37	9	58	67	33	11	57	68	32
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	6	68	74	26	8	71	79	21	11	76	86	14
Black	6	45	51	49	5	52	57	43	6	53	58	42
Hispanic	5	46	51	49	3	51	54	46	6	53	58	42
Native Hawaiian									<	<	100	0
White	14	59	73	27	13	65	78	22	14	66	80	20
Multiple Races	3	57	60	40	7	53	60	40	11	56	67	33
Students with Disabilities	8	21	29	71	3	38	42	58	2	37	39	61
Students without Disabilities	9	57	66	34	9	61	69	31	11	62	73	27
Economically Disadvantaged	4	48	52	48	5	53	58	42	5	54	59	41
Not Economically Disadvantaged	14	59	73	27	11	63	74	26	13	63	76	24
English Learners	-	20	20	80	-	34	34	66	2	35	37	63
Migrant									<	<	<	<
Homeless	-	30	30	70	-	53	53	47	-	33	33	67
Military Connected	3	78	81	19	13	58	70	30	28	56	83	17
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	40	55	45	18	48	66	34	17	51	68	32
Female	10	42	53	47	16	46	62	38	13	53	66	34
Male	19	38	57	43	19	50	69	31	21	49	70	30
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	25	63	88	13
Black	6	30	36	64	9	54	64	36	9	44	53	47
Hispanic	7	32	39	61	7	43	51	49	10	44	53	47
Native Hawaiian									<	<	100	0
White	25	45	70	30	25	52	77	23	23	59	82	18
Multiple Races	-	59	59	41	23	33	56	44	23	44	66	34
Students with Disabilities	7	20	27	73	5	38	43	57	4	34	38	62
Students without Disabilities	16	43	59	41	19	50	69	31	19	53	72	28
Economically Disadvantaged	8	37	45	55	10	49	59	41	10	48	57	43
Not Economically Disadvantaged	22	44	67	33	24	48	72	28	23	54	76	24
English Learners	-	18	18	82	-	27	27	73	1	32	33	67
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	21	47	68	32	40	60	100	0
Foster Care	<	<	<	<					<	<	100	0
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	54	58	42	5	53	58	42	7	56	63	37
Female	3	53	56	44	3	53	56	44	5	57	63	38
Male	4	55	59	41	6	54	60	40	8	56	64	36
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	-	90	90	10
Black	4	41	45	55	2	42	44	56	7	44	51	49
Hispanic	2	47	48	52	2	36	37	63	2	46	48	52
White	5	63	68	32	8	68	76	24	10	64	75	25
Multiple Races	2	46	48	52	-	58	58	42	7	62	70	30
Students with Disabilities	5	19	24	76	2	22	24	76	-	32	32	68
Students without Disabilities	4	58	62	38	5	56	61	39	8	59	67	33
Economically Disadvantaged	2	44	46	54	3	42	45	55	4	46	50	50
Not Economically Disadvantaged	6	66	72	28	6	62	67	33	9	63	71	29
English Learners	-	14	14	86	-	12	12	88	-	23	23	77
Migrant									<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	83	83	17	<	<	<	<	20	50	70	30
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	65	72	28	3	73	75	25	6	70	76	24
Female	7	64	71	29	3	75	78	22	7	75	82	18
Male	8	65	73	27	2	71	73	27	6	65	71	29
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	6	78	83	17	-	83	83	17	<	<	<	<
Black	2	63	65	35	3	61	64	36	3	65	69	31
Hispanic	4	59	63	37	-	72	72	28	5	65	71	29
White	11	69	80	20	4	78	82	18	8	76	84	16
Multiple Races	7	66	73	27	-	69	69	31	4	59	63	37
Students with Disabilities	-	25	25	75	1	48	49	51	-	38	38	63
Students without Disabilities	8	69	77	23	3	76	79	21	7	73	80	20
Economically Disadvantaged	3	62	65	35	2	65	67	33	4	64	68	32
Not Economically Disadvantaged	12	67	79	21	4	81	85	15	8	74	82	18
English Learners	-	26	26	74	-	61	61	39	6	40	46	54
Homeless	<	<	<	<	<	<	<	<	-	38	38	62
Military Connected	-	75	75	25	9	64	73	27	31	54	85	15
Foster Care	<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	33	39	61	-	42	42	58	<	<	<	<
Female	-	31	31	69	-	40	40	60	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian									<	<	<	<
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students without Disabilities	6	33	39	61	-	42	42	58	<	<	<	<
Economically Disadvantaged	-	30	30	70	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<
Military Connected	<	<	100	0
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	56	56	44	-	56	56	44	3	61	64	36
Female	-	65	65	35	<	<	<	<	2	63	65	35
Male	<	<	<	<	-	55	55	45	3	60	63	37
Asian									<	<	100	0
Black	<	<	<	<	<	<	<	<	-	63	63	38
Hispanic	-	40	40	60	<	<	<	<	2	67	70	30
White	-	69	69	31	<	<	<	<	3	50	53	47
Multiple Races	<	<	100	0	<	<	<	<	8	62	69	31
Students with Disabilities	<	<	<	<	<	<	<	<	-	48	48	52
Students without Disabilities	-	58	58	42	-	56	56	44	3	65	68	32
Economically Disadvantaged	-	55	55	45	-	40	40	60	-	63	63	37
Not Economically Disadvantaged	-	57	57	43	<	<	<	<	6	59	65	35
English Learners	<	<	<	<	<	<	<	<	3	65	68	32
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care									<	<	<	<
< = 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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	50	65	35	19	47	66	34	18	48	66	34
Female	13	51	63	37	16	50	66	34	15	51	66	34
Male	18	48	66	34	21	44	66	34	22	45	67	33
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	34	40	74	26	32	53	84	16	31	44	75	25
Black	10	46	55	45	11	42	53	47	12	44	56	44
Hispanic	11	47	58	42	13	42	55	45	10	50	60	40
Native Hawaiian					<	<	<	<	<	<	100	0
White	20	53	72	28	25	52	76	24	24	48	73	27
Multiple Races	13	48	61	39	17	44	61	39	22	45	67	33
Students with Disabilities	6	27	33	67	6	24	30	70	7	26	34	66
Students without Disabilities	16	52	68	32	21	50	70	30	20	51	70	30
Economically Disadvantaged	9	46	54	46	11	42	53	47	11	44	54	46
Not Economically Disadvantaged	22	53	76	24	25	51	76	24	24	51	75	25
English Learners	5	27	32	68	6	34	39	61	6	40	47	53
Homeless	6	44	50	50	-	45	45	55	-	18	18	82
Military Connected	23	50	73	27	26	61	87	13	25	50	75	25
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	43	43	57	-	69	69	31	7	47	53	47
Female	-	43	43	57	<	<	<	<	<	<	<	<
Male	-	44	44	56	<	<	<	<	<	<	<	<
Black	-	40	40	60	<	<	<	<	<	<	<	<
Hispanic	-	36	36	64	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	-	49	49	51	<	<	<	<	<	<	<	<
Multiple Races	-	60	60	40
Students with Disabilities	-	28	28	72	<	<	<	<	<	<	<	<
Students without Disabilities	-	47	47	53	<	<	<	<	8	54	62	38
Economically Disadvantaged	-	38	38	63	-	62	62	38	<	<	<	<
Not Economically Disadvantaged	-	54	54	46	<	<	100	0	<	<	<	<
English Learners	-	26	26	74	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	54	66	34	-	30	30	70	30	50	80	20
Female	11	55	66	34	-	30	30	70	<	<	100	0
Male	13	52	65	35	-	30	30	70	<	<	<	<
Black	3	46	49	51	<	<	<	<	<	<	100	0
Hispanic	10	50	59	41	<	<	<	<	<	<	100	0
White	16	60	76	24	<	<	<	<	<	<	<	<
Multiple Races	8	50	58	42	<	<	<	<	<	<	<	<
Students with Disabilities	7	34	41	59	<	<	<	<	<	<	<	<
Students without Disabilities	13	55	68	32	-	36	36	64	<	<	100	0
Economically Disadvantaged	7	48	55	45	-	20	20	80	<	<	<	<
Not Economically Disadvantaged	18	59	77	23	<	<	<	<	<	<	100	0
English Learners	2	29	31	69	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	21	22	78	<	<	<	<	<	<	100	0
Female	2	17	18	82	<	<	<	<	<	<	100	0
Male	-	29	29	71	<	<	<	<
Black	5	30	35	65
Hispanic	-	17	17	83	<	<	<	<
White	-	24	24	76	<	<	<	<	<	<	100	0
Multiple Races	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	1	23	24	76	<	<	<	<	<	<	100	0
Economically Disadvantaged	-	21	21	79	<	<	<	<
Not Economically Disadvantaged	2	21	23	77	<	<	<	<	<	<	100	0
English Learners	-	8	8	92	<	<	<	<
Foster Care	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<
Female	<	<	<	<
Male	<	<	<	<
Black	<	<	<	<
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<
Economically Disadvantaged	<	<	<	<
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	57	72	28	16	51	67	33	17	53	70	30
Female	12	62	73	27	15	53	68	32	14	55	69	31
Male	18	52	70	30	17	48	66	34	21	51	71	29
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	13	51	64	36	10	44	54	46	10	52	62	38
Hispanic	10	54	64	36	7	44	52	48	6	53	59	41
White	18	59	77	23	25	55	80	20	24	54	77	23
Multiple Races	9	62	71	29	12	52	63	37	24	51	75	25
Students with Disabilities	2	33	35	65	8	20	29	71	4	22	26	74
Students without Disabilities	16	59	75	25	17	53	70	30	18	56	74	26
Economically Disadvantaged	8	54	62	38	7	45	53	47	8	52	59	41
Not Economically Disadvantaged	22	61	82	18	22	54	77	23	23	54	77	23
English Learners	2	22	24	76	-	24	24	76	-	34	34	66
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	42	50	92	8	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	42	69	31	22	44	66	34	20	43	62	38
Female	22	43	65	35	18	47	65	35	15	47	62	38
Male	31	42	73	27	26	41	67	33	25	38	62	38
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	43	43	86	14	<	<	<	<
Black	21	46	66	34	13	40	53	47	14	36	50	50
Hispanic	21	45	66	34	20	38	58	42	13	46	59	41
White	30	42	72	28	26	49	75	25	25	44	69	31
Multiple Races	26	35	61	39	23	37	60	40	20	37	57	43
Students with Disabilities	14	14	27	73	5	25	30	70	10	31	41	59
Students without Disabilities	28	45	74	26	25	46	71	29	21	44	65	35
Economically Disadvantaged	17	41	58	42	15	39	54	46	13	37	50	50
Not Economically Disadvantaged	36	43	79	21	28	48	76	24	25	47	71	29
English Learners	18	35	53	47	10	38	47	53	8	43	51	49
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	22	56	78	22	46	46	92	8	18	55	73	27
Foster Care									<	<	<	<
< = 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

	2022-2023	2023-2024	2024-2025
Division	54	79	29
State	4,460	6,361	4,559
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	2024-2025
Pre-kindergarten	152	159	156
Kindergarten	544	516	556
Grade 1	605	569	551
Grade 2	566	635	581
Grade 3	650	591	645
Grade 4	588	672	607
Grade 5	621	607	687
Grade 6	591	627	618
Grade 7	618	593	631
Grade 8	636	625	616
Grade 9	803	723	715
Grade 10	758	743	690
Grade 11	632	677	670
Grade 12	589	631	658
Total Enrollment	8,353	8,368	8,381

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

Fall Membership by Student Group

Fall Membership By Student Group:

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	2024-2025
All Students	8353	8368	8381
Female	4073	4064	4106
Male	4279	4304	4275
American Indian	23	22	21
Asian	122	114	124
Black	1083	1053	1042
Hispanic	2463	2597	2749
Native Hawaiian	2	2	2
White	3960	3859	3655
Multiple Races	700	721	788
Students with Disabilities	918	1023	1086
Students without Disabilities	7435	7345	7295
Economically Disadvantaged	4063	3763	3461
Not Economically Disadvantaged	4290	4605	4920
English Learners	1505	1560	1717
Not English Learners	6848	6808	6664
Homeless	53	47	51
Military Connected	162	172	132
Foster Care	19	12	14
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	6,114	1,989	6,605	1,614	6,686	1,560
Female	2,997	969	3,210	806	3,275	746
Male	3,117	1,020	3,395	808	3,411	814
American Indian	21	2	16	4	20	3
Asian	105	13	104	7	103	20
Black	776	263	828	195	815	203
Hispanic	1,774	626	2,023	563	2,162	563
Native Hawaiian	<	<	<	<	<	<
White	2,957	889	3,100	673	3,004	592
Multiple Races	479	196	532	172	581	178
Students with Disabilities	647	266	755	246	831	255
Economically Disadvantaged	2,836	1,259	2,879	984	2,666	913
English Learners	1,098	346	1,268	338	1,366	384
Homeless	33	51	37	40	52	45
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

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	237	374	13	2	58	9
	State	50354	39349	1875	907	4438	1716
Female	Division	136	170	3	0	17	2
	State	27408	17323	610	350	1645	701
Male	Division	101	204	10	2	41	7
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	4	6	0	0	0	0
	State	6025	1443	97	16	68	35
Black	Division	21	41	4	0	6	5
	State	8111	10540	640	225	1119	707
Hispanic	Division	51	108	3	1	38	2
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	145	181	5	1	11	0
	State	25871	16565	763	464	1211	504
Multiple Races	Division	15	37	0	0	3	2
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	1	46	13	0	5	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	65	186	4	1	29	7
	State	12779	21123	1108	494	2352	1214
English Learners	Division	7	36	3	0	33	0
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	0	<
	State	197	699	48	29	170	78
Military Connected	Division	6	9	0	0	1	1
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	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	693	624	90	626	90	58	8
Female	328	309	94	309	94	17	5
Male	365	315	86	317	87	41	11
American Indian	<	<	100	<	100	0	0
Asian	10	10	100	10	100	0	0
Black	77	66	86	66	86	6	8
Hispanic	203	162	80	163	80	38	19
Native Hawaiian	<	<	100	<	100	0	0
White	343	331	97	332	97	11	3
Multiple Races	57	52	91	52	91	3	5
Students with Disabilities	65	60	92	60	92	5	8
Economically Disadvantaged	292	255	87	256	88	29	10
English Learners	79	46	58	46	58	33	42
Homeless	<	<	<	<	<	0	0
Military Connected	17	15	88	15	88	1	6
Foster Care	<	<	<	<	<	<	<
< = 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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	132 / 4.74%	168 / 6.06%	156 / 5.71%
Advanced Placement Course Enrollment	217 / 7.8%	244 / 8.8%	262 / 9.59%
Dual Enrollment	240 / 8.63%	303 / 10.92%	360 / 13.17%
Governor's School Enrollment	33 / 1.19%	36 / 1.3%	35 / 1.28%
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

2021-2022 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.

2021-2022 FGI cohort year (students entering high school in 2018)
	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	591	345	42
	State	87,947	58,787	33
Female	Division	301	211	30
	State	44,125	32,246	27
Male	Division	290	134	54
	State	43,771	26,522	39
Asian	Division	14	11	21
	State	7,326	6,406	13
Black	Division	94	56	40
	State	18,153	10,957	40
Hispanic	Division	106	58	45
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	333	195	41
	State	44,455	30,645	31
Multiple Races	Division	43	25	42
	State	4,837	3,237	33
Students with Disabilities	Division	38	10	74
	State	8,632	3,934	54
Economically Disadvantaged	Division	224	116	48
	State	30,889	16,128	48
English Learners	Division	43	18	58
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
< = 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
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	25	22	-
	State	3,844	3,577	3,225
State Licensures	Division	16	20	34
	State	1,573	2,069	2,206
Industry Certification	Division	1,165	1,207	1,088
	State	100,965	101,956	105,973
Workplace Readiness	Division	372	306	395
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,578	1,555	1,517
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,110	1,150	1,159
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	32	22	-
	State	962	1,022	-
CTE Completers	Division	423	439	495
	State	46,028	48,643	51,126

< = 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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.4	66.1	67.5

Per-Pupil Spending

2023-2024 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
2021-2022	Division	$3,308	$6,971	$1,896
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,896	$7,572	$1,657
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,664	$7,863	$1,193
	State	$8,112	$7,772	$1,751

School Environment

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	645
Behaviors related to School Operations	2,403
Relationship Behaviors without Physical Harm	2,004
Behaviors of a Safety Concern	792
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	616
Behaviors used to determine Persistently Dangerous Schools	11

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	1,921	2,173
Out-of-School Suspension	1,361	1,134
Explusion and Alternative Placement	3	3
Referral to Law Enforcement	689	617
Bus Suspension	225	203

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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	52.2	56.8	64.2
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	29.5	34.3	31.1
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	60.2	64	62.8
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

11.85 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.98 : 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: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	49%	47%	1%	3%
2023-2024	52%	43%	1%	4%
2024-2025	51%	44%	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

Coming Soon: A new look for ESSA and long-term goals.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	65%	65%	79%	88%
Asian	69%	74%	91%	88%
Black	57%	56%	68%	88%
Hispanic	52%	52%	68%	88%
White	76%	75%	85%	88%
Multiple Races	62%	63%	83%	88%
Economically Disadvantaged	57%	55%	68%	88%
English Learners	38%	36%	60%	88%
Students with Disabilities	34%	35%	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	66%	67%	74%	85%
Asian	79%	83%	90%	85%
Black	58%	57%	61%	85%
Hispanic	55%	56%	63%	85%
White	76%	77%	81%	85%
Multiple Races	61%	62%	77%	85%
Economically Disadvantaged	58%	57%	62%	85%
English Learners	46%	46%	58%	85%
Students with Disabilities	40%	38%	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	69%
Asian	77%
Black	58%
Hispanic	55%
White	80%
Multiple Races	67%
Economically Disadvantaged	59%
English Learners	36%
Students with Disabilities	39%

< = 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	87%	84%	84%
Asian	100%	90%	84%
Black	79%	83%	84%
Hispanic	76%	83%	84%
White	94%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	85%	82%	84%
English Learners	59%	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	20%	22%	12%	10%
Asian	7%	9%	10%	10%
Black	19%	22%	12%	10%
Hispanic	22%	24%	12%	10%
White	18%	21%	12%	10%
Multiple Races	25%	27%	12%	10%
Economically Disadvantaged	26%	28%	13%	10%
English Learners	21%	23%	12%	10%
Students with Disabilities	25%	27%	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	41%	54%	58%
English Learner Proficiency	4%	-	-

< = 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	426	1043	41%
English Learner Proficiency	51	1384	4%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	99%	1%
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	99%	1%
Hispanic	99%	1%	99%	1%	99%	1%
White	100%	-	99%	1%	99%	1%
Multiple Races	99%	1%	99%	1%	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	99%	1%
Not Economically Disadvantaged	100%	-	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	100%	-
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	99%	1%	99%	1%
Female	100%	-	99%	1%	99%	1%
Male	99%	1%	99%	1%	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	71%	74%
Asian	66%	83%
Black	67%	68%
Hispanic	61%	63%
White	80%	82%
Multiple Races	68%	70%
Economically Disadvantaged	66%	68%
English Learners	52%	58%
Students with Disabilities	50%	57%

< = 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 2024-2025
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

Early Learning

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

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2022-2023			2023-2024			2024-2025
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 10	758	758	-	743	743	-	690	690	-
Grade 06	591	591	-	627	627	-	618	618	-
Grade 11	632	632	-	677	677	-	670	666	4
Grade 12	589	589	-	631	631	-	658	654	4
Grade 09	803	803	-	723	723	-	715	714	1
Grade 03	650	650	-	591	591	-	645	645	-
Grade PK	152	152	-	159	159	-	156	156	-
Grade 01	605	605	-	569	569	-	551	551	-
Grade 05	621	621	-	607	607	-	687	687	-
Grade 04	588	588	-	672	672	-	607	607	-
Grade 08	636	636	-	625	625	-	616	616	-
Grade KG	544	544	-	516	516	-	556	556	-
Grade 07	618	618	-	593	593	-	631	631	-
Grade 02	566	566	-	635	635	-	581	581	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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.

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.

Student Subgroup	2022-2023				2023-2024				2024-2025
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	6114	1989	75.45	24.55	6593	1626	80.22	19.78	6670	1572	80.93	19.07
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Female
Not a Full-Time MOP Student	2997	969	75.57	24.43	3208	808	79.88	20.12	3266	750	81.32	18.68
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Male
Not a Full-Time MOP Student	3117	1020	75.34	24.66	3385	818	80.54	19.46	3404	822	80.55	19.45
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Black
Not a Full-Time MOP Student	776	263	74.69	25.31	827	196	80.84	19.16	811	207	79.67	20.33
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic
Not a Full-Time MOP Student	1774	626	73.92	26.08	2019	567	78.07	21.93	2156	567	79.18	20.82
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
White
Not a Full-Time MOP Student	2957	889	76.89	23.11	3096	677	82.06	17.94	2999	594	83.47	16.53
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Asian
Not a Full-Time MOP Student	105	13	88.98	11.02	103	8	92.79	7.21	102	21	82.93	17.07
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	479	196	70.96	29.04	530	174	75.28	24.72	581	179	76.45	23.55
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	662	268	71.18	28.82	760	253	75.02	24.98	841	263	76.18	23.82
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Economically Disadvantaged
Not a Full-Time MOP Student	2836	1259	69.26	30.74	2874	989	74.4	25.6	2659	920	74.29	25.71
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
English Learners
Not a Full-Time MOP Student	1098	346	76.04	23.96	1265	341	78.77	21.23	1362	388	77.83	22.17
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

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 Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

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

2021-2022 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

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

Student Behavior

Administrative Response to Student Behavior

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

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act