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Smyth County Public Schools

General school information

Division: Smyth County Public Schools
Division Number: 86
Address: 121 Bagley Cir Ste 300 Marion, VA 24354-3140
Superintendent: Dr. Brad Haga
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

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Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

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 66 76 24 10 68 78 22 12 66 78 22
Female 9 70 79 21 9 70 79 21 12 68 80 20
Male 11 63 74 26 10 67 77 23 13 64 77 23
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < < <
Black 7 64 70 30 11 61 72 28 6 67 73 27
Hispanic 10 63 73 27 5 60 65 35 12 61 72 28
Native Hawaiian < < 100 0
White 10 67 77 23 10 69 79 21 12 67 79 21
Multiple Races 7 48 56 44 14 64 77 23 16 56 72 28
Students with Disabilities 8 51 59 41 8 57 65 35 12 52 65 35
Students without Disabilities 10 69 79 21 10 71 81 19 12 69 81 19
Economically Disadvantaged 7 63 70 30 7 65 72 28 9 64 72 28
Not Economically Disadvantaged 14 70 84 16 15 73 87 13 16 69 86 14
English Learners < < < < - 45 45 55 4 39 43 57
Homeless < < < < < < < < < < < <
Military Connected 16 63 79 21 18 65 82 18 5 79 84 16
Foster Care 10 60 70 30 - 74 74 26 5 76 81 19
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 63 70 30 8 64 72 28 6 68 75 25
Female 6 65 71 29 8 58 66 34 7 69 76 24
Male 9 60 69 31 8 70 77 23 6 67 74 26
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 8 67 75 25
White 8 62 69 31 7 65 73 27 6 69 75 25
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 45 55 45 8 63 71 29 4 54 58 42
Students without Disabilities 7 67 74 26 8 64 72 28 7 71 79 21
Economically Disadvantaged 5 61 66 34 7 61 67 33 3 70 73 27
Not Economically Disadvantaged 12 64 76 24 11 70 81 19 12 66 78 22
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < < <
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 12 71 83 17 13 67 80 20 16 63 78 22
Female 15 70 85 15 11 71 82 18 14 62 75 25
Male 9 72 82 18 15 64 79 21 17 64 81 19
American Indian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 9 55 64 36
White 13 71 84 16 13 67 79 21 16 64 80 20
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 4 63 67 33 15 59 74 26 19 62 81 19
Students without Disabilities 14 73 87 13 12 70 82 18 15 63 78 22
Economically Disadvantaged 7 69 76 24 10 66 76 24 12 59 71 29
Not Economically Disadvantaged 19 74 94 6 17 71 87 13 22 68 90 10
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 5 68 73 27 7 80 86 14 15 66 81 19
Female 4 73 77 23 6 80 87 13 13 68 82 18
Male 6 63 69 31 7 80 86 14 16 64 80 20
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic - 86 86 14 < < < < < < 100 0
White 5 67 72 28 7 80 87 13 14 66 80 20
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 49 57 43 2 67 69 31 18 51 69 31
Students without Disabilities 5 72 77 23 8 83 91 9 14 70 84 16
Economically Disadvantaged 4 64 68 32 2 81 83 17 9 65 74 26
Not Economically Disadvantaged 7 76 83 17 14 79 93 7 23 67 90 10
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < 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 5 61 66 34 7 66 73 27 7 73 80 20
Female 4 69 73 27 5 73 78 22 7 76 83 17
Male 6 53 59 41 9 59 68 32 8 70 78 22
Black < < < < < < < < - 90 90 10
Hispanic - 50 50 50 - 67 67 33 < < < <
White 6 61 67 33 7 67 73 27 8 72 80 20
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 35 48 52 9 49 57 43 2 65 67 33
Students without Disabilities 4 64 68 32 7 70 76 24 9 75 84 16
Economically Disadvantaged 3 58 60 40 5 62 67 33 3 71 75 25
Not Economically Disadvantaged 9 65 75 25 12 74 86 14 13 75 88 13
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
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 10 70 79 21 6 63 69 31 7 65 72 28
Female 13 69 82 18 4 72 76 24 7 66 73 27
Male 6 70 76 24 7 55 63 37 7 63 70 30
Black < < < < < < < < < < < <
Hispanic < < < < - 46 46 54 - 75 75 25
White 10 71 80 20 6 64 70 30 8 64 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 44 53 47 14 33 47 53 10 45 55 45
Students without Disabilities 10 74 84 16 5 68 72 28 7 68 75 25
Economically Disadvantaged 6 64 70 30 3 56 59 41 7 57 64 36
Not Economically Disadvantaged 14 77 90 10 10 74 84 16 7 76 83 17
English Learners < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
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 9 64 73 27 9 69 78 22 10 65 75 25
Female 6 67 73 27 8 71 79 21 13 66 79 21
Male 10 62 72 28 10 66 76 24 7 64 71 29
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 30 40 70 30 < < < < - 64 64 36
White 8 66 74 26 9 70 78 22 10 65 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 2 46 49 51 2 52 54 46 16 39 55 45
Students without Disabilities 10 67 77 23 10 72 82 18 9 68 77 23
Economically Disadvantaged 7 60 67 33 8 64 71 29 6 60 66 34
Not Economically Disadvantaged 11 69 80 20 10 76 86 14 14 70 83 17
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 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 69 89 11 18 69 87 13 23 64 87 13
Female 15 75 90 10 20 63 83 17 19 71 90 10
Male 24 64 88 12 17 73 90 10 26 58 84 16
Asian < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 20 70 90 10 10 60 70 30 25 33 58 42
Native Hawaiian < < 100 0
White 20 69 90 10 19 69 88 12 23 66 89 11
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 69 83 17 5 68 73 27 20 41 61 39
Students without Disabilities 21 69 90 10 20 69 89 11 23 69 92 8
Economically Disadvantaged 18 68 86 14 13 69 82 18 21 63 85 15
Not Economically Disadvantaged 22 69 91 9 25 68 93 7 24 65 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
< = 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
EOC Writing 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

Math Performance: All Students

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 6 65 71 29 7 67 74 26 6 69 76 24
Female 5 66 72 28 6 70 76 24 5 70 75 25
Male 8 63 71 29 8 65 73 27 8 68 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 53 55 45 4 60 64 36 2 62 64 36
Hispanic 8 58 67 33 6 67 72 28 4 67 71 29
White 6 65 72 28 7 68 75 25 6 70 76 24
Multiple Races 8 52 60 40 9 55 64 36 9 73 82 18
Students with Disabilities 3 50 53 47 3 52 55 45 3 58 60 40
Students without Disabilities 7 68 75 25 8 71 78 22 7 72 79 21
Economically Disadvantaged 4 63 67 33 4 65 69 31 4 65 69 31
Not Economically Disadvantaged 10 67 77 23 12 71 83 17 9 75 84 16
English Learners < < < < 5 47 53 47 - 76 76 24
Homeless 10 20 30 70 < < < < < < < <
Military Connected 11 74 84 16 6 67 72 28 11 74 84 16
Foster Care - 73 73 27 - 67 67 33 4 67 71 29
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 8 62 70 30 5 70 75 25 5 72 78 22
Female 6 64 70 30 5 65 70 30 5 73 78 22
Male 11 60 71 29 6 75 80 20 5 71 77 23
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < - 83 83 17
White 8 61 70 30 5 69 75 25 5 73 78 22
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 4 45 49 51 3 58 62 38 2 59 61 39
Students without Disabilities 9 66 76 24 6 73 79 21 6 75 81 19
Economically Disadvantaged 5 64 68 32 5 68 73 27 2 72 74 26
Not Economically Disadvantaged 14 60 73 27 6 73 80 20 10 73 83 17
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
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 7 70 76 24 10 71 80 20 6 73 80 20
Female 6 67 74 26 7 75 82 18 5 71 75 25
Male 7 72 79 21 12 66 79 21 8 76 83 17
American Indian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 - 92 92 8
White 7 70 77 23 9 71 80 20 7 72 79 21
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 53 53 47 6 70 76 24 - 70 70 30
Students without Disabilities 8 74 82 18 11 71 82 18 8 74 82 18
Economically Disadvantaged 4 70 74 26 5 71 77 23 6 70 77 23
Not Economically Disadvantaged 11 69 81 19 17 71 87 13 7 78 84 16
English Learners < < 100 0 < < 100 0
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
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 4 62 66 34 9 70 79 21 9 72 81 19
Female 4 65 68 32 8 68 76 24 6 76 83 17
Male 5 59 64 36 10 71 81 19 12 67 79 21
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic - 86 86 14 < < < < < < < <
White 4 61 65 35 9 70 79 21 9 72 81 19
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 51 51 49 3 50 53 47 4 49 53 47
Students without Disabilities 5 64 69 31 10 75 85 15 11 78 88 12
Economically Disadvantaged 3 60 63 37 5 66 71 29 7 69 76 24
Not Economically Disadvantaged 6 65 71 29 15 76 91 9 12 75 87 13
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < 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 4 65 69 31 7 69 75 25 7 76 83 17
Female 2 68 70 30 6 74 81 19 4 76 80 20
Male 6 62 68 32 7 63 70 30 11 75 86 14
Black < < < < < < < < - 70 70 30
Hispanic 8 42 50 50 - 79 79 21 < < < <
White 4 67 71 29 7 69 75 25 8 76 84 16
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 52 52 48 4 40 44 56 2 67 69 31
Students without Disabilities 5 67 71 29 7 75 82 18 9 78 87 13
Economically Disadvantaged 2 59 60 40 4 68 71 29 5 72 77 23
Not Economically Disadvantaged 8 75 83 17 14 70 84 16 11 80 91 9
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
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 2 56 57 43 2 47 49 51 2 42 44 56
Female 2 57 59 41 1 54 55 45 1 46 46 54
Male 2 53 55 45 3 41 44 56 4 38 42 58
Black < < < < < < < < < < < <
Hispanic < < < < - 38 38 62 7 43 50 50
White 2 58 60 40 2 49 50 50 2 41 44 56
Multiple Races < < < < < < < < < < < <
Students with Disabilities 5 37 41 59 - 26 26 74 2 30 33 67
Students without Disabilities 1 60 61 39 2 51 53 47 2 45 47 53
Economically Disadvantaged 1 48 49 51 2 39 41 59 2 35 37 63
Not Economically Disadvantaged 2 69 71 29 2 62 64 36 3 54 56 44
English Learners < < < < < < < <
Military Connected < < < < < < < < < < < <
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 10 57 66 34 6 53 59 41 4 51 55 45
Female 11 62 73 27 4 60 64 36 5 49 54 46
Male 9 52 61 39 8 46 54 46 3 52 55 45
Black < < < < < < < < < < < <
Hispanic < < < < < < < < - 31 31 69
White 10 58 68 32 6 54 61 39 4 51 56 44
Multiple Races < < < < < < < < < < < <
Students with Disabilities 3 44 46 54 - 39 39 61 3 38 41 59
Students without Disabilities 11 59 70 30 7 57 64 36 4 53 57 43
Economically Disadvantaged 3 54 57 43 1 53 54 46 3 41 44 56
Not Economically Disadvantaged 17 60 77 23 14 54 68 32 5 65 70 30
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
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 9 76 85 15 11 78 89 11 9 86 95 5
Female 6 81 88 13 12 80 92 8 9 87 96 4
Male 11 72 83 17 10 75 86 14 10 85 95 5
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 - 70 70 30 < < 100 0
White 9 76 85 15 12 77 89 11 9 87 96 4
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 2 65 67 33 5 63 68 32 - 93 93 7
Students without Disabilities 10 78 88 12 12 80 91 9 10 85 95 5
Economically Disadvantaged 8 83 91 9 5 80 85 15 4 88 92 8
Not Economically Disadvantaged 10 70 80 20 17 75 92 8 14 84 99 1
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < <
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 73 78 22 3 85 88 12 3 87 90 10
Female 7 63 70 30 - 95 95 5 2 88 90 10
Male 4 82 86 14 5 79 83 17 4 85 89 11
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 6 73 78 22 3 85 88 12 3 86 90 10
Multiple Races < < < <
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 6 72 78 22 3 85 88 13 3 86 90 10
Economically Disadvantaged 4 71 75 25 2 84 86 14 3 79 82 18
Not Economically Disadvantaged 6 74 81 19 3 86 89 11 3 91 94 6
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < 100 0
White < < < < < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged < < < <
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 62 71 29 9 66 75 25 8 69 78 22
Female 6 63 69 31 6 67 74 26 6 71 77 23
Male 12 61 73 27 13 64 77 23 11 68 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 10 40 50 50 8 64 72 28 5 63 68 32
Hispanic 17 57 73 27 11 56 67 33 8 62 70 30
White 9 62 71 29 10 66 76 24 9 70 78 22
Multiple Races < < < < - 45 45 55 < < < <
Students with Disabilities 8 42 50 50 9 43 52 48 7 51 58 42
Students without Disabilities 9 65 75 25 10 70 80 20 9 73 81 19
Economically Disadvantaged 7 60 68 32 7 62 69 31 5 65 71 29
Not Economically Disadvantaged 12 63 75 25 13 70 83 17 12 74 86 14
English Learners < < < < < < < < 8 31 38 62
Homeless < < < < < < < <
Military Connected < < < < < < < < 50 40 90 10
Foster Care < < < < - 50 50 50 8 54 62 38
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 14 59 73 27 17 62 79 21 17 61 77 23
Female 9 64 73 27 10 65 75 25 12 62 74 26
Male 18 54 72 28 22 60 82 18 21 60 81 19
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 15 62 77 23 < < < < < < < <
White 13 59 72 28 17 62 79 21 17 60 77 23
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 14 43 57 43 12 42 54 46 12 46 58 42
Students without Disabilities 14 62 76 24 18 68 85 15 18 64 82 18
Economically Disadvantaged 9 60 70 30 12 60 72 28 12 60 72 28
Not Economically Disadvantaged 22 57 79 21 24 66 90 10 24 61 85 15
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < 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 8 66 74 26 9 64 74 26 5 71 75 25
Female 6 66 72 28 6 69 74 26 3 72 75 25
Male 10 66 76 24 14 60 73 27 6 69 76 24
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 20 50 70 30 < < < < - 57 57 43
White 8 67 75 25 10 66 76 24 5 71 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities 2 49 51 49 4 42 47 53 3 58 61 39
Students without Disabilities 9 69 78 22 10 69 79 21 5 72 77 23
Economically Disadvantaged 4 62 66 34 5 62 67 33 2 65 67 33
Not Economically Disadvantaged 12 71 83 17 15 67 83 17 7 76 84 16
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
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 6 65 71 29 2 73 75 25 4 77 82 18
Female 2 68 71 29 2 72 74 26 3 82 84 16
Male 9 61 71 29 2 74 76 24 6 74 80 20
American Indian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < 7 64 71 29
White 6 66 71 29 2 74 76 24 4 78 82 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 43 43 57 - 53 53 48 3 55 58 42
Students without Disabilities 7 69 75 25 2 76 79 21 5 81 85 15
Economically Disadvantaged 9 58 67 33 2 68 70 30 2 72 73 27
Not Economically Disadvantaged 2 73 76 24 2 79 81 19 7 83 90 10
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
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 < < 100 0 < < < < < < < <
Female < < 100 0 < < < < < < < <
Male < < 100 0
White < < 100 0 < < < < < < < <
Students without Disabilities < < 100 0 < < < < < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < 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 - 45 45 55 - 45 45 55 - 64 64 36
Female - 28 28 72 - 38 38 62 < < < <
Male - 62 62 38 < < < < < < < <
Black < < < <
Hispanic < < 100 0
White - 45 45 55 - 45 45 55 - 69 69 31
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 50 50 50 - 50 50 50 - 67 67 33
Economically Disadvantaged - 64 64 36 - 47 47 53 - 70 70 30
Not Economically Disadvantaged - 33 33 67 < < < < < < < <
English Learners < < 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 21 53 74 26 18 52 71 29 15 53 69 31
Female 18 55 73 27 15 58 73 27 10 57 67 33
Male 24 52 76 24 21 47 68 32 21 50 70 30
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 68 77 23 15 42 58 42 12 56 68 32
Hispanic 13 57 70 30 20 40 60 40 7 59 66 34
White 22 53 75 25 18 53 71 29 16 53 69 31
Multiple Races 6 56 61 39 < < < < 27 45 73 27
Students with Disabilities 9 39 47 53 10 31 41 59 10 40 50 50
Students without Disabilities 23 56 79 21 20 56 76 24 16 56 72 28
Economically Disadvantaged 15 53 67 33 11 52 63 37 10 51 61 39
Not Economically Disadvantaged 30 54 84 16 29 52 81 19 23 57 80 20
English Learners < < < < < < < < - 50 50 50
Homeless < < < < < < < < < < < <
Military Connected 50 30 80 20 < < 100 0 < < < <
Foster Care < < < < 18 45 64 36 < < < <
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 < < < < - 26 26 74 8 29 37 63
Female < < < < - 31 31 69 8 32 40 60
Male < < < < - 20 20 80 8 23 31 69
Black < < 100 0
Hispanic < < 100 0
White < < < < - 26 26 74 6 26 32 68
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < < < - 23 23 77
Students without Disabilities < < < < - 43 43 57 12 32 44 56
Economically Disadvantaged < < < < - 33 33 67 11 26 37 63
Not Economically Disadvantaged < < < < < < < < - 36 36 64
English Learners < < 100 0
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 3 19 22 78 - 21 21 79 - 24 24 76
Female 3 19 22 78 - 25 25 75 - 25 25 75
Male 3 19 23 77 - 17 17 83 < < < <
Black < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 3 15 18 82 - 21 21 79 - 21 21 79
Multiple Races < < < <
Students with Disabilities - 11 11 89 < < < < < < < <
Students without Disabilities 4 22 27 73 - 23 23 77 - 25 25 75
Economically Disadvantaged - 25 25 75 - 19 19 81 - 27 27 73
Not Economically Disadvantaged 6 13 19 81 - 22 22 78 < < < <
English Learners < < < < < < < <
Military Connected < < < <
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 - 31 31 69 - 45 45 55
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < 100 0
White - 27 27 73 - 40 40 60
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 33 33 67 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 79 21 10 67 77 23 7 63 70 30
Female 5 72 77 23 9 67 76 24 3 64 68 32
Male 13 68 81 19 11 67 78 22 11 61 72 28
Asian < < 100 0
Black < < < < < < < < - 60 60 40
Hispanic 20 50 70 30 < < < < - 63 63 37
White 9 70 79 21 10 69 79 21 8 63 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities 3 55 58 42 5 39 45 55 8 43 51 49
Students without Disabilities 10 71 82 18 10 72 82 18 7 66 73 27
Economically Disadvantaged 5 67 72 28 5 62 66 34 3 54 57 43
Not Economically Disadvantaged 14 72 87 13 16 74 89 11 11 72 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
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 26 55 81 19 19 49 69 31 15 55 70 30
Female 23 59 82 18 16 55 72 28 12 60 71 29
Male 28 51 80 20 22 44 66 34 18 50 68 32
Black < < < < < < < < < < < <
Hispanic < < < < 10 50 60 40 15 62 77 23
White 27 55 82 18 20 50 70 30 14 54 69 31
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 9 46 54 46 10 19 29 71 5 41 46 54
Students without Disabilities 28 57 85 15 21 53 74 26 16 58 74 26
Economically Disadvantaged 16 55 71 29 11 47 59 41 8 55 63 37
Not Economically Disadvantaged 38 56 93 7 31 52 83 17 24 56 80 20
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
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 36 44 80 20 31 47 79 21 28 46 74 26
Female 31 46 78 22 25 56 81 19 19 52 71 29
Male 40 43 83 17 38 38 76 24 37 41 77 23
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 37 42 80 20 30 48 78 22 28 47 75 25
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 17 32 49 51 19 43 62 38 20 42 62 38
Students without Disabilities 40 47 87 13 34 48 83 17 30 47 77 23
Economically Disadvantaged 27 46 73 27 19 54 74 26 19 50 69 31
Not Economically Disadvantaged 48 42 91 9 52 35 87 13 42 41 83 17
English Learners < < 100 0
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < < <
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

2022-20232023-20242024-2025
Division-11
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten149151153
Kindergarten280281433
Grade 1277292412
Grade 2288272343
Grade 3264283267
Grade 4276264277
Grade 5288275264
Grade 6309274265
Grade 7284298281
Grade 8296276286
Grade 9328295279
Grade 10356308269
Grade 11300317280
Grade 12288308324
Total Enrollment3,9833,8944,133

< = 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 2022-20232023-20242024-2025
All Students398338944133
Female190618812023
Male207520112109
American Indian2310
Asian141218
Black7791198
Hispanic122122182
Native Hawaiian322
White371336163632
Multiple Races524891
Students with Disabilities653639656
Students without Disabilities333032553477
Economically Disadvantaged226622742308
Not Economically Disadvantaged171716201825
English Learners424454
Not English Learners394138504079
Homeless11911
Military Connected333153
Foster Care343447
< = 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 Students3,1956013,0966283,242663
Female1,5392731,4693191,579309
Male1,6563261,6263081,663354
American Indian<<<<<<
Asian131101160
Black6117602416325
Hispanic109101081415114
Native Hawaiian<<<<<<
White2,9745612,8805762,831615
Multiple Races35123112718
Students with Disabilities523118537114526158
Economically Disadvantaged1,7844631,8014941,774509
English Learners373413503
Homeless3782205
< = 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 104 178 10 1 3 2
State 50354 39349 1875 907 4438 1716
Female Division 62 63 2 0 2 0
State 27408 17323 610 350 1645 701
Male Division 41 115 8 1 1 2
State 22886 21945 1263 556 2789 1012
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division < < < < 0 <
State 8111 10540 640 225 1119 707
Hispanic Division 4 7 1 0 0 1
State 7130 8367 270 133 1858 359
White Division 95 167 7 1 3 1
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division 0 29 10 0 2 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 33 105 7 1 2 2
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < 0 <
State 1583 4224 267 26 1427 150
Military Connected Division < < < < 0 <
State 2527 1493 44 18 52 30
Foster Care Division < < < < 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 Students298292982939831
Female129127981279822
Male168164981659811
Asian<<100<10000
Black<<100<10000
Hispanic131292129200
White274269982709931
Multiple Races<<100<10000
Students with Disabilities413995399525
Economically Disadvantaged150145971469721
English Learners<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken33 / 2.59%30 / 2.44%24 / 2.08%
Advanced Placement Course Enrollment84 / 6.6%100 / 8.14%85 / 7.38%
Dual Enrollment274 / 21.54%316 / 25.73%327 / 28.39%
Governor's School Enrollment2 / .16%2 / .16%4 / .35%
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 StudentsDivision29016443
State87,94758,78733
FemaleDivision15810235
State44,12532,24627
MaleDivision1326253
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision<<100
State18,15310,95740
HispanicDivision12<100
State12,8667,34843
WhiteDivision26815542
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision24<100
State8,6323,93454
Economically DisadvantagedDivision1325757
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
Native HawaiianDivision--100
State1378736
< = 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
2022-20232023-20242024-2025
NOCTI AssessmentsDivision135121
 State3,8443,5773,225
State LicensuresDivision71410
 State1,5732,0692,206
Industry CertificationDivision518376
 State100,965101,956105,973
Workplace ReadinessDivision259247272
 State41,81935,06638,829
Total Credentials EarnedDivision330395379
 State148,201142,668150,233
Students Earning One or More CredentialsDivision294331336
 State118,467115,609120,035
CTE CompletersDivision153251259
 State46,02848,64351,126
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

< = 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

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
2021-2022Division$2,845$8,776$2,689
State$7,134$6,454$1,936
2022-2023Division$3,490$10,060$2,426
State$7,803$6,956$1,918
2023-2024Division$3,035$11,062$3,238
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 Progress117
Behaviors related to School Operations105
Relationship Behaviors without Physical Harm180
Behaviors of a Safety Concern167
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others50

< = 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
  2022-20232023-2024
In-School Suspension 167 125
Out-of-School Suspension 214 106
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 7 17
Bus Suspension 23 27

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 86.5100100
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 42.644.241.7
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 56.761.164.4
< = 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

10.28 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.74 : 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
2022-202353%42%0%5%
2023-202452%43%0%5%
2024-202552%43%0%5%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%76%79%88%
Asian<80%91%88%
Black73%71%68%88%
Hispanic67%67%68%88%
White80%76%85%88%
Multiple Races80%67%83%88%
Economically Disadvantaged73%70%68%88%
English Learners64%64%60%88%
Students with Disabilities66%59%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%69%74%85%
Asian<89%90%85%
Black59%55%61%85%
Hispanic73%64%63%85%
White73%69%81%85%
Multiple Races57%57%77%85%
Economically Disadvantaged67%62%62%85%
English Learners72%62%58%85%
Students with Disabilities54%50%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 GroupCurrent Rate
All Students73%
Asian<
Black65%
Hispanic70%
White74%
Multiple Races45%
Economically Disadvantaged66%
English Learners<
Students with Disabilities51%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian<90%84%
Black<83%84%
Hispanic85%83%84%
White96%86%84%
Multiple Races<89%84%
Economically Disadvantaged93%82%84%
English Learners<77%84%
Students with Disabilities74%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students21%19%12%10%
Asian9%8%10%10%
Black36%29%12%10%
Hispanic16%12%12%10%
White21%19%12%10%
Multiple Races30%28%12%10%
Economically Disadvantaged28%24%13%10%
English Learners11%10%12%10%
Students with Disabilities24%21%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress50%54%58%
English Learner Proficiency13%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress112250%
English Learner Proficiency43113%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian<<<<<<
Black98%2%100%-100%-
Hispanic99%1%97%3%96%4%
White100%-100%-99%1%
Multiple Races100%-100%-92%8%
Economically Disadvantaged99%1%100%-99%1%
Not Economically Disadvantaged100%-99%1%100%-
English Learners100%-100%-<<
Students with Disabilities98%2%99%1%97%3%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male99%1%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 GroupGrowth English ReadingGrowth Mathematics
All Students81%77%
Asian<<
Black74%59%
Hispanic73%77%
White81%78%
Multiple Races83%75%
Economically Disadvantaged76%73%
English Learners74%74%
Students with Disabilities68%62%

< = 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.

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

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 022882871272270234328558
Grade KG28027642812792433278155
Grade 05288285327527322642631
Grade 11300293731730892802773
Grade 093283208295281142792745
Grade 103563461030830352692627
Grade 06309305427426952652614
Grade 03264261328328032672652
Grade 04276274226426312772752
Grade 01277277-2922875412280132
Grade 122882853308304432431212
Grade 082962861027627152862824
Grade 07284281329829082812765
Grade PK149149-151151-153153-
< = 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.
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