Albemarle County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Agnor Elementary	Accredited with Conditions
Baker-Butler Elementary	Accredited
Broadus Wood Elementary	Accredited
Brownsville Elementary	Accredited
Crozet Elementary	Accredited
Hollymead Elementary	Accredited
Ivy Elementary	Accredited
Mary Carr Greer Elementary	Accredited
Mountain View Elementary	Accredited with Conditions
Red Hill Elementary	Accredited
Scottsville Elementary	Accredited
Stone Robinson Elementary	Accredited
Stony Point Elementary	Accredited
Virginia L. Murray Elementary	Accredited
Woodbrook Elementary	Accredited with Conditions
Middle Schools
Jackson P. Burley Middle	Accredited with Conditions
Joseph T. Henley Middle	Accredited
Journey Middle	Accredited
Lakeside Middle	Accredited
Leslie H. Walton Middle	Accredited
High Schools
Albemarle High	Accredited
Community Lab School	Accredited
Monticello High	Accredited
Western Albemarle High	Accredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Math Performance: All Students

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

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

	2021-2022	2022-2023	2023-2024
Division	89	47	106
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2023-2024	2024-2025
Pre-kindergarten	291	343
Kindergarten	927	962
Grade 1	1,061	1,015
Grade 2	1,081	1,088
Grade 3	997	1,102
Grade 4	1,064	1,029
Grade 5	1,025	1,073
Grade 6	956	1,014
Grade 7	975	1,002
Grade 8	971	1,017
Grade 9	1,149	1,087
Grade 10	1,135	1,156
Grade 11	1,137	1,129
Grade 12	1,066	1,156
Total Students	13,835	14,173

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	13835	14173
Female	6645	6853
Male	7177	7305
American Indian	17	17
Asian	865	934
Black	1619	1668
Hispanic	2321	2476
Native Hawaiian	7	6
White	8021	8052
Multiple Races	985	1020
Students with Disabilities	1804	1924
Students without Disabilities	12031	12249
Economically Disadvantaged	4197	3907
Not Economically Disadvantaged	9638	10266
English Learners	1638	1844
Not English Learners	12197	12329
Migrant	1	1
Homeless	100	142
Military Connected	430	449
Foster Care	47	40
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	664	324	17	8	52	15
	State	50354	39349	1875	907	4438	1716
Female	Division	330	132	4	2	22	9
	State	27408	17323	610	350	1645	701
Male	Division	334	191	13	6	30	6
	State	22886	21945	1263	556	2789	1012
Asian	Division	46	9	0	0	2	2
	State	6025	1443	97	16	68	35
Black	Division	42	68	5	0	7	1
	State	8111	10540	640	225	1119	707
Hispanic	Division	69	80	3	0	25	2
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	478	153	7	7	17	8
	State	25871	16565	763	464	1211	504
Multiple Races	Division	28	14	2	1	1	2
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	25	65	17	2	7	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	108	169	12	2	27	7
	State	12779	21123	1108	494	2352	1214
English Learners	Division	18	45	3	0	24	0
	State	1583	4224	267	26	1427	150
Homeless	Division	3	9	2	0	2	0
	State	197	699	48	29	170	78
Military Connected	Division	19	4	0	0	1	0
	State	2527	1493	44	18	52	30
Foster Care	Division	1	8	0	0	2	1
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,080	1,005	93	1,013	94	52	5
Female	499	466	93	468	94	22	4
Male	580	538	93	544	94	30	5
Asian	59	55	93	55	93	2	3
Black	123	115	94	115	94	7	6
Hispanic	179	152	85	152	85	25	14
Native Hawaiian	<	<	100	<	100	0	0
White	670	638	95	645	96	17	3
Multiple Races	48	44	92	45	94	1	2
Students with Disabilities	119	107	90	109	92	7	6
Economically Disadvantaged	325	289	89	291	90	27	8
English Learners	90	66	73	66	73	24	27
Homeless	16	14	88	14	88	2	13
Military Connected	24	23	96	23	96	1	4
Foster Care	12	9	75	9	75	2	17
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	1,084 / 24.75%	727 / 16.22%	258 / 5.77%
Advanced Placement Course Enrollment	1,547 / 35.33%	979 / 21.84%	1,600 / 35.76%
Dual Enrollment	953 / 21.76%	1,037 / 23.13%	1,186 / 26.51%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	12 / .27%	16 / .36%
Senior Enrolled in IB Program	-	1 / .02%	15 / .34%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	999	745	25
	State	87,317	57,081	35
Female	Division	487	393	19
	State	43,705	31,577	28
Male	Division	512	352	31
	State	43,612	25,504	42
Asian	Division	45	43	4
	State	6,741	5,862	13
Black	Division	104	64	38
	State	18,624	10,601	43
Hispanic	Division	100	52	48
	State	12,110	6,622	45
White	Division	693	539	22
	State	45,098	30,844	32
Multiple Races	Division	57	47	18
	State	4,380	2,929	33
Students with Disabilities	Division	102	47	54
	State	8,185	3,548	57
Economically Disadvantaged	Division	246	134	46
	State	30,335	14,987	51
English Learners	Division	68	36	47
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2021-2022	2022-2023	2023-2024
State Licensures	Division	35	30	33
	State	1,236	1,573	2,069
Industry Certification	Division	1,682	889	941
	State	95,688	100,965	101,956
Workplace Readiness	Division	756	705	685
	State	44,348	41,819	35,066
Total Credentials Earned	Division	2,473	1,624	1,659
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	1,860	1,436	1,470
	State	115,682	118,469	115,609
CTE Completers	Division	439	519	475
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
Armed Services Vocational Aptitude Battery Examination	Division	-	14	13
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	66.5	64.2	63.4

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$10,206	$3,540	$614
	State	$6,770	$5,603	$867
2020-2021	Division	$9,731	$4,297	$989
	State	$6,669	$6,185	$1,352
2021-2022	Division	$10,920	$4,570	$1,984
	State	$7,134	$6,454	$1,936
2022-2023	Division	$13,002	$4,758	$1,185
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	11,348	2,114	11,174	2,409	11,831	1,703
Female	5,515	1,054	5,396	1,183	5,689	831
Male	5,829	1,057	5,770	1,221	6,132	868
American Indian	18	1	10	2	15	2
Asian	684	60	702	95	790	54
Black	1,148	394	1,175	408	1,244	325
Hispanic	1,522	503	1,579	559	1,804	466
Native Hawaiian	12	2	7	3	<	<
White	7,185	993	6,942	1,126	7,154	719
Multiple Races	779	161	759	216	817	137
Students with Disabilities	1,301	376	1,284	441	1,434	341
Economically Disadvantaged	2,768	1,190	3,060	1,340	3,445	1,058
English Learners	1,051	389	1,156	419	1,357	352
Homeless	60	47	49	65	133	91
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	698
Behaviors related to School Operations	1,529
Relationship Behaviors without Physical Harm	1,021
Behaviors of a Safety Concern	1,235
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	243
Behaviors used to determine Persistently Dangerous Schools	1

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.1
Asian	5.8	2.2	6.3	1.5
Black	11.9	35.8	11.7	35.3
Hispanic	15.9	18.3	16.8	17.3
Native Hawaiian	0.1		0.1
White	59.2	35	58	37.6
Multiple Races	7.2	8.6	7.1	8.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1
Asian	5.8		6.3
Black	11.9	60	11.7	42.9
Hispanic	15.9		16.8	14.3
Native Hawaiian	0.1		0.1
White	59.2	40	58	28.6
Multiple Races	7.2		7.1	14.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1
Asian	5.8		6.3
Black	11.9		11.7	50
Hispanic	15.9		16.8	50
Native Hawaiian	0.1		0.1
White	59.2		58
Multiple Races	7.2		7.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	30	36.2	36.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	39.1	27.7	34.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	70.3	55.9	60.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

11.01 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.25 : 1

Teacher Quality

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

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

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

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	32%	64%	2%	2%
2022-2023	33%	63%	1%	3%
2023-2024	35%	61%	1%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	75%	75%	79%	88%
Asian	84%	83%	91%	88%
Black	50%	50%	68%	88%
Hispanic	50%	50%	68%	88%
White	87%	86%	85%	88%
Multiple Races	76%	76%	83%	88%
Economically Disadvantaged	50%	50%	68%	88%
English Learners	38%	37%	60%	88%
Students with Disabilities	45%	44%	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	71%	69%	74%	85%
Asian	85%	84%	90%	85%
Black	40%	40%	61%	85%
Hispanic	50%	47%	63%	85%
White	81%	80%	81%	85%
Multiple Races	67%	67%	77%	85%
Economically Disadvantaged	45%	43%	62%	85%
English Learners	45%	42%	58%	85%
Students with Disabilities	42%	40%	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	68%
Asian	77%
Black	33%
Hispanic	43%
White	80%
Multiple Races	66%
Economically Disadvantaged	40%
English Learners	35%
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	92%	84%	84%
Asian	96%	90%	84%
Black	89%	83%	84%
Hispanic	84%	83%	84%
White	94%	86%	84%
Multiple Races	85%	89%	84%
Economically Disadvantaged	85%	82%	84%
English Learners	75%	77%	84%
Students with Disabilities	77%	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	13%	16%	12%	10%
Asian	7%	9%	10%	10%
Black	22%	24%	12%	10%
Hispanic	22%	24%	12%	10%
White	10%	12%	12%	10%
Multiple Races	15%	19%	12%	10%
Economically Disadvantaged	25%	28%	13%	10%
English Learners	22%	24%	12%	10%
Students with Disabilities	20%	23%	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	50%	54%	58%
English Learner Proficiency	7%	-	-

< = 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	523	1043	50%
English Learner Proficiency	110	1476	7%

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%	98%	2%
Asian	100%	-	99%	1%	95%	5%
Black	99%	1%	99%	1%	98%	2%
Hispanic	100%	-	100%	-	98%	2%
White	100%	-	99%	1%	98%	2%
Multiple Races	99%	1%	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	99%	1%
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	99%	1%	99%	1%	99%	1%
Male	100%	-	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	80%	78%
Asian	85%	89%
Black	60%	57%
Hispanic	63%	62%
White	88%	86%
Multiple Races	82%	73%
Economically Disadvantaged	62%	59%
English Learners	57%	59%
Students with Disabilities	58%	54%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality