Charlottesville City Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	48	65	35	17	47	65	35	20	47	67	33
Female	18	48	66	34	19	47	66	34	21	46	68	32
Male	16	48	64	36	15	48	63	37	18	48	66	34
Asian	10	45	54	46	13	46	59	41	11	44	55	45
Black	3	39	42	58	2	38	40	60	2	41	42	58
Hispanic	8	44	53	47	7	44	51	49	9	45	54	46
Native Hawaiian									<	<	100	0
White	31	57	88	12	33	57	89	11	37	53	90	10
Multiple Races	11	45	55	45	12	39	51	49	12	45	57	43
Students with Disabilities	9	31	41	59	7	31	37	63	6	32	38	62
Students without Disabilities	18	51	69	31	19	50	69	31	22	50	71	29
Economically Disadvantaged	5	39	44	56	4	38	42	58	4	41	45	55
Not Economically Disadvantaged	30	58	88	12	31	56	87	13	35	54	89	11
English Learners	-	19	19	81	1	19	20	80	1	23	24	76
Homeless	4	36	40	60	2	26	28	72	3	39	42	58
Military Connected	<	<	100	0	40	40	80	20	20	70	90	10
Foster Care	<	<	<	<	<	<	<	<	-	40	40	60
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	16	47	63	37	16	48	64	36	19	51	70	30
Female	16	51	67	33	16	48	64	36	23	49	72	28
Male	15	44	59	41	17	48	65	35	16	52	68	32
Asian	6	41	47	53	12	50	62	38	6	31	38	63
Black	3	35	37	63	-	38	38	63	3	33	37	63
Hispanic	5	43	49	51	6	39	45	55	17	33	50	50
White	29	57	86	14	31	57	88	12	33	61	94	6
Multiple Races	14	45	59	41	6	45	51	49	10	61	71	29
Students with Disabilities	12	30	42	58	3	33	36	64	-	42	42	58
Students without Disabilities	16	49	66	34	18	50	68	32	22	52	74	26
Economically Disadvantaged	4	37	41	59	4	36	40	60	5	39	44	56
Not Economically Disadvantaged	30	59	89	11	27	59	86	14	32	61	93	7
English Learners	-	38	38	62	2	23	25	75	2	25	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0					<	<	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	19	51	70	30	19	48	67	33	20	50	70	30
Female	21	53	74	26	23	49	73	27	20	49	69	31
Male	18	49	66	34	14	46	60	40	20	50	70	30
Asian	13	53	67	33	10	48	57	43	7	62	69	31
Black	2	42	44	56	-	38	38	62	1	43	45	55
Hispanic	13	48	61	39	5	48	53	48	8	39	47	53
White	31	57	88	12	37	56	92	8	40	52	92	8
Multiple Races	13	47	60	40	16	40	56	44	10	52	62	38
Students with Disabilities	10	35	44	56	15	32	47	53	11	22	32	68
Students without Disabilities	21	54	74	26	19	49	69	31	21	53	75	25
Economically Disadvantaged	4	43	47	53	7	36	43	57	4	44	48	52
Not Economically Disadvantaged	32	57	89	11	33	60	93	7	35	55	90	10
English Learners	-	33	33	67	3	38	41	59	-	34	34	66
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	11	51	62	38	11	53	64	36	14	47	61	39
Female	12	50	61	39	13	53	66	34	13	50	64	36
Male	10	52	62	38	10	52	62	38	14	44	58	42
Asian	6	31	38	63	25	50	75	25	14	33	48	52
Black	1	29	30	70	-	31	31	69	3	25	28	72
Hispanic	-	55	55	45	9	48	57	43	3	50	53	47
White	21	63	85	15	18	69	87	13	25	64	89	11
Multiple Races	5	55	61	39	7	44	51	49	10	44	54	46
Students with Disabilities	2	33	36	64	6	30	36	64	7	30	37	63
Students without Disabilities	12	54	66	34	12	57	69	31	14	49	64	36
Economically Disadvantaged	3	33	36	64	1	34	36	64	5	37	42	58
Not Economically Disadvantaged	19	69	88	12	19	69	88	12	27	62	89	11
English Learners	-	9	9	91	-	6	6	94	2	20	23	77
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	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	12	46	58	42	19	40	58	42	18	48	66	34
Female	15	44	58	42	21	35	56	44	22	46	68	32
Male	10	48	58	42	17	44	61	39	14	50	64	36
Asian	13	75	88	13	11	21	32	68	15	46	62	38
Black	4	35	39	61	3	28	31	69	-	44	44	56
Hispanic	-	45	45	55	12	45	58	42	8	42	50	50
White	29	59	88	12	32	49	81	19	34	56	90	10
Multiple Races	5	24	30	70	15	35	50	50	10	33	44	56
Students with Disabilities	10	28	38	63	7	24	31	69	4	37	41	59
Students without Disabilities	13	49	62	38	21	43	64	36	20	50	70	30
Economically Disadvantaged	4	37	41	59	5	31	36	64	1	39	40	60
Not Economically Disadvantaged	24	59	83	17	34	49	83	17	33	57	90	10
English Learners	-	23	23	77	2	5	7	93	-	11	11	89
Homeless	<	<	<	<	-	30	30	70	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Foster Care	<	<	<	<					<	<	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	18	47	66	34	12	49	61	39	19	46	65	35
Female	21	45	66	34	15	48	64	36	22	42	64	36
Male	14	51	65	35	9	49	58	42	16	49	65	35
Asian	11	39	50	50	13	44	56	44	5	38	43	57
Black	5	36	40	60	1	51	52	48	2	36	38	62
Hispanic	15	38	54	46	2	43	45	55	9	48	58	42
White	32	59	91	9	28	58	86	14	37	51	88	12
Multiple Races	4	50	54	46	5	32	38	62	11	49	60	40
Students with Disabilities	12	28	40	60	3	35	38	62	5	24	29	71
Students without Disabilities	19	51	70	30	14	51	65	35	21	50	71	29
Economically Disadvantaged	7	38	45	55	3	41	43	57	3	38	41	59
Not Economically Disadvantaged	33	60	93	7	26	61	88	12	37	55	91	9
English Learners	-	3	3	97	-	13	13	87	-	17	17	83
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0					<	<	100	0
Foster Care	<	<	<	<					<	<	100	0
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	12	42	54	46	14	53	67	33	13	48	60	40
Female	9	46	54	46	15	54	69	31	12	46	58	42
Male	15	39	54	46	12	52	65	35	14	49	62	38
Asian	7	29	36	64	12	53	65	35	12	47	59	41
Black	1	38	39	61	4	38	42	58	-	43	43	57
Hispanic	8	35	43	57	5	49	53	47	4	45	49	51
White	28	56	84	16	25	71	96	4	30	56	86	14
Multiple Races	8	33	42	58	10	34	45	55	6	39	44	56
Students with Disabilities	6	19	25	75	7	33	40	60	-	35	35	65
Students without Disabilities	13	46	59	41	15	56	70	30	15	50	64	36
Economically Disadvantaged	4	37	40	60	3	45	47	53	1	42	43	57
Not Economically Disadvantaged	28	53	81	19	27	63	90	10	31	56	87	13
English Learners	-	3	3	97	-	9	9	91	-	15	15	85
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	30	51	80	20	29	41	70	30	30	44	74	26
Female	29	51	79	21	30	40	70	30	33	42	74	26
Male	30	51	81	19	28	42	71	29	28	45	73	27
Asian	<	<	<	<	18	59	76	24	19	42	62	38
Black	7	56	63	37	7	41	47	53	2	53	55	45
Hispanic	20	46	66	34	13	38	50	50	11	57	68	32
Native Hawaiian									<	<	100	0
White	46	47	93	7	54	40	94	6	54	38	92	8
Multiple Races	26	63	89	11	26	41	67	33	28	25	53	47
Students with Disabilities	15	45	60	40	6	29	34	66	11	35	46	54
Students without Disabilities	32	52	84	16	32	42	75	25	33	45	78	22
Economically Disadvantaged	11	53	64	36	9	44	53	47	9	46	55	45
Not Economically Disadvantaged	42	49	92	8	45	39	84	16	45	42	87	13
English Learners	-	4	4	96	-	22	22	78	-	30	30	70
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	31	42	58					<	<	<	<
Female	11	32	43	57					<	<	<	<
Male	12	29	41	59					<	<	<	<
Black	1	14	16	84					<	<	<	<
Multiple Races	10	31	41	59					<	<	100	0
Students with Disabilities	3	3	5	95					<	<	<	<
Students without Disabilities	13	36	49	51					<	<	<	<
Economically Disadvantaged	3	21	25	75					<	<	100	0
Not Economically Disadvantaged	24	46	70	30					<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<					<	<	<	<
Female	<	<	<	<					<	<	<	<
Male	<	<	<	<					<	<	<	<
Black	<	<	<	<					<	<	<	<
Multiple Races	<	<	<	<					<	<	100	0
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities									<	<	<	<
Economically Disadvantaged	<	<	<	<					<	<	100	0
Not Economically Disadvantaged	<	<	<	<					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	48	60	40	13	50	63	37	15	52	67	33
Female	11	50	61	39	11	51	61	39	14	54	67	33
Male	13	47	60	40	15	49	64	36	16	51	66	34
Asian	12	48	60	40	7	53	59	41	12	46	57	43
Black	2	32	34	66	1	38	38	62	1	40	41	59
Hispanic	4	49	53	47	5	49	54	46	6	51	57	43
White	22	62	84	16	26	59	85	15	29	61	89	11
Multiple Races	9	40	49	51	7	46	54	46	8	53	61	39
Students with Disabilities	5	29	34	66	2	26	28	72	3	33	35	65
Students without Disabilities	13	52	65	35	14	53	68	32	16	55	71	29
Economically Disadvantaged	3	38	41	59	3	41	43	57	2	45	47	53
Not Economically Disadvantaged	23	61	84	16	24	60	84	16	28	60	88	12
English Learners	-	32	32	68	1	34	35	65	1	35	36	64
Homeless	-	22	22	78	-	35	35	65	-	32	32	68
Military Connected	27	64	91	9	14	71	86	14	10	76	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	14	46	59	41	15	45	60	40	16	52	67	33
Female	13	46	59	41	10	44	53	47	15	51	66	34
Male	14	45	59	41	21	46	67	33	17	52	69	31
Asian	-	50	50	50	9	52	61	39	9	30	39	61
Black	3	26	28	72	1	26	27	73	2	23	24	76
Hispanic	3	46	49	51	3	38	40	60	9	44	53	47
White	26	58	85	15	30	55	85	15	26	67	93	7
Multiple Races	9	40	49	51	8	44	52	48	13	58	71	29
Students with Disabilities	6	33	39	61	6	18	24	76	6	28	33	67
Students without Disabilities	14	47	61	39	16	48	64	36	17	55	72	28
Economically Disadvantaged	5	33	37	63	3	32	35	65	3	40	43	57
Not Economically Disadvantaged	24	61	85	15	26	56	82	18	27	63	89	11
English Learners	2	31	33	67	-	30	30	70	3	30	33	67
Homeless	<	<	<	<	-	36	36	64	<	<	<	<
Military Connected	<	<	100	0					<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	18	46	64	36	15	47	62	38	18	45	63	37
Female	16	46	62	38	14	49	63	37	15	42	58	42
Male	19	46	65	35	16	45	61	39	21	48	69	31
Asian	33	40	73	27	4	42	46	54	11	51	63	37
Black	2	24	27	73	-	31	31	69	4	32	36	64
Hispanic	4	60	64	36	-	45	45	55	2	47	49	51
White	27	56	83	17	32	60	92	8	36	50	85	15
Multiple Races	15	48	63	37	9	43	52	48	9	44	53	47
Students with Disabilities	8	21	29	71	-	32	32	68	3	27	30	70
Students without Disabilities	19	51	70	30	17	49	66	34	20	47	67	33
Economically Disadvantaged	4	32	36	64	4	37	41	59	2	37	40	60
Not Economically Disadvantaged	29	58	87	13	28	59	87	13	34	52	86	14
English Learners	-	35	35	65	-	34	34	66	1	33	35	65
Homeless	<	<	<	<	-	20	20	80	<	<	<	<
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	10	40	50	50	13	41	54	46	13	47	60	40
Female	7	42	50	50	10	42	53	47	9	54	63	37
Male	12	38	51	49	16	39	55	45	17	40	57	43
Asian	6	44	50	50	7	57	64	36	7	48	56	44
Black	1	17	18	82	-	18	18	83	-	35	35	65
Hispanic	8	31	39	61	11	39	50	50	-	44	44	56
White	16	60	76	24	24	54	78	22	31	55	86	14
Multiple Races	9	27	36	64	7	34	41	59	5	49	54	46
Students with Disabilities	2	18	20	80	2	17	19	81	-	27	27	73
Students without Disabilities	11	44	55	45	15	45	60	40	15	50	64	36
Economically Disadvantaged	1	23	24	76	1	24	25	75	2	40	42	58
Not Economically Disadvantaged	19	58	78	22	23	55	78	22	29	57	86	14
English Learners	-	10	10	90	-	10	10	90	-	21	21	79
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	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	13	36	49	51	17	38	55	45	20	43	63	37
Female	12	38	50	50	14	36	50	50	19	44	63	37
Male	14	34	48	52	21	39	60	40	21	43	63	37
Asian	10	48	57	43	5	38	43	57	19	31	50	50
Black	4	24	28	72	1	24	25	75	-	33	33	67
Hispanic	2	31	33	67	11	44	56	44	10	45	55	45
White	30	52	83	17	32	45	77	23	38	50	89	11
Multiple Races	8	21	28	72	14	33	47	53	7	46	54	46
Students with Disabilities	8	25	33	68	2	16	19	81	4	35	39	61
Students without Disabilities	14	38	52	48	20	41	61	39	23	45	68	32
Economically Disadvantaged	4	27	31	69	4	29	33	67	1	35	36	64
Not Economically Disadvantaged	26	48	74	26	33	47	79	21	38	51	89	11
English Learners	-	18	18	82	2	19	21	79	-	19	19	81
Homeless	<	<	<	<	-	33	33	67	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	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	6	51	57	43	7	44	52	48	7	46	52	48
Female	7	52	59	41	6	47	53	47	5	47	53	47
Male	5	50	55	45	9	42	50	50	8	44	52	48
Asian	-	53	53	47	-	40	40	60	4	35	39	61
Black	1	35	36	64	-	41	41	59	-	22	22	78
Hispanic	3	47	50	50	4	31	35	65	6	50	56	44
White	13	73	87	13	21	61	82	18	14	65	79	21
Multiple Races	4	32	36	64	3	39	42	58	3	44	47	53
Students with Disabilities	2	24	27	73	-	24	24	76	3	19	22	78
Students without Disabilities	7	56	63	37	8	48	56	44	7	50	58	42
Economically Disadvantaged	3	39	42	58	2	35	37	63	1	35	37	63
Not Economically Disadvantaged	11	75	86	14	17	61	78	22	15	62	77	23
English Learners	-	12	12	88	2	21	23	77	-	21	21	79
Homeless	<	<	<	<	-	18	18	82	<	<	<	<
Military Connected									<	<	100	0
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	1	23	23	77	-	36	36	64	-	30	30	70
Female	-	26	26	74	-	35	35	65	-	34	34	66
Male	1	20	21	79	-	38	38	62	-	27	27	73
Asian	-	17	17	83	-	40	40	60	-	21	21	79
Black	1	13	14	86	-	36	36	64	-	22	22	78
Hispanic	-	29	29	71	-	39	39	61	-	26	26	74
White	-	48	48	52	-	50	50	50	-	52	52	48
Multiple Races	-	19	19	81	-	19	19	81	-	34	34	66
Students with Disabilities	3	19	22	78	-	30	30	70	-	8	8	92
Students without Disabilities	-	24	24	76	-	38	38	62	-	36	36	64
Economically Disadvantaged	-	21	21	79	-	32	32	68	-	26	26	74
Not Economically Disadvantaged	3	32	35	65	-	54	54	46	-	47	47	53
English Learners	-	13	13	87	-	14	14	86	-	19	19	81
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
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	12	72	84	16	9	73	81	19	14	74	88	12
Female	15	73	88	12	8	76	84	16	14	77	91	9
Male	9	71	80	20	9	70	79	21	13	72	85	15
Asian	20	65	85	15	8	76	84	16	6	79	85	15
Black	-	72	72	28	-	68	68	32	-	79	79	21
Hispanic	6	79	85	15	5	79	84	16	9	81	89	11
White	24	68	91	9	19	72	90	10	31	67	98	2
Multiple Races	11	81	93	7	2	79	81	19	10	73	83	17
Students with Disabilities	2	53	56	44	-	43	43	57	-	68	68	32
Students without Disabilities	13	75	88	12	10	77	87	13	16	75	91	9
Economically Disadvantaged	3	75	78	22	3	72	74	26	2	79	82	18
Not Economically Disadvantaged	24	67	91	9	17	75	91	9	28	68	96	4
English Learners	-	87	87	13	1	81	83	17	-	82	82	18
Homeless	<	<	<	<	-	83	83	17	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	23	67	90	10	22	73	95	5
Female	2	70	72	28	21	67	88	12	23	75	97	3
Male	20	62	82	18	25	66	92	8	22	71	93	7
Asian	<	<	<	<	27	73	100	0	<	<	100	0
Black	-	36	36	64	-	67	67	33	10	60	70	30
Hispanic	11	61	72	28	9	64	73	27	<	<	<	<
White	17	76	93	7	30	63	93	7	25	72	97	3
Multiple Races	10	50	60	40	13	87	100	0	<	<	100	0
Students with Disabilities	11	44	56	44	<	<	<	<	<	<	<	<
Students without Disabilities	13	69	81	19	24	67	91	9	23	74	98	2
Economically Disadvantaged	-	50	50	50	3	70	73	27	11	75	86	14
Not Economically Disadvantaged	17	72	89	11	31	65	96	4	26	72	98	2
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	67	94	6	20	75	95	5	36	57	93	7
Female	24	73	98	2	21	67	88	13	38	55	93	7
Male	29	60	90	10	20	80	100	0	33	59	93	7
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	28	66	94	6	23	73	96	4	32	66	97	3
Multiple Races	17	83	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	27	68	95	5	21	75	95	5	36	56	93	7
Economically Disadvantaged	<	<	<	<	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	30	65	94	6	22	73	95	5	38	60	98	2
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Homeless	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	43	56	44	12	51	62	38	12	46	58	42
Female	11	44	55	45	10	50	61	39	11	47	58	42
Male	15	42	57	43	13	51	64	36	13	45	58	42
Asian	7	35	42	58	11	46	56	44	9	35	44	56
Black	1	28	30	70	1	31	32	68	1	33	34	66
Hispanic	4	38	42	58	7	44	50	50	4	42	46	54
White	24	58	83	18	21	67	88	12	23	65	88	12
Multiple Races	12	36	48	52	8	50	58	42	13	33	45	55
Students with Disabilities	5	24	30	70	3	28	31	69	4	26	30	70
Students without Disabilities	14	46	60	40	13	54	67	33	13	49	62	38
Economically Disadvantaged	1	31	32	68	2	38	40	60	3	36	39	61
Not Economically Disadvantaged	25	56	81	19	21	62	84	16	24	59	82	18
English Learners	1	18	19	81	1	24	25	75	2	15	17	83
Homeless	5	19	24	76	-	35	35	65	-	26	26	74
Military Connected	<	<	<	<	<	<	<	<	20	60	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	37	50	50	16	41	56	44	15	39	54	46
Female	9	39	47	53	12	42	54	46	10	43	53	47
Male	16	36	52	48	19	39	59	41	20	35	55	45
Asian	-	25	25	75	21	29	50	50	15	26	41	59
Black	3	13	16	84	1	19	20	80	2	20	22	78
Hispanic	3	32	34	66	7	39	46	54	-	40	40	60
White	25	55	80	20	27	57	83	17	29	57	86	14
Multiple Races	7	34	41	59	10	37	46	54	15	32	46	54
Students with Disabilities	7	14	21	79	2	23	26	74	7	30	37	63
Students without Disabilities	14	41	54	46	18	44	62	38	16	40	56	44
Economically Disadvantaged	1	22	24	76	2	25	27	73	4	32	35	65
Not Economically Disadvantaged	25	53	77	23	27	54	81	19	31	50	81	19
English Learners	-	4	4	96	-	7	7	93	2	9	11	89
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	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	6	36	42	58	10	52	62	38	5	44	50	50
Female	4	34	38	63	11	47	59	41	5	41	47	53
Male	8	39	47	53	8	57	66	34	5	47	52	48
Asian	-	22	22	78	12	59	71	29	5	38	43	57
Black	1	20	21	79	1	27	28	72	-	27	27	73
Hispanic	5	22	27	73	5	38	43	57	2	41	43	57
White	12	65	76	24	18	76	94	6	12	69	81	19
Multiple Races	6	31	36	64	7	39	46	54	3	26	29	71
Students with Disabilities	3	20	23	77	3	31	34	66	-	30	30	70
Students without Disabilities	6	39	45	55	11	54	65	35	6	47	53	47
Economically Disadvantaged	1	24	25	75	1	37	38	62	1	30	30	70
Not Economically Disadvantaged	15	59	75	25	19	68	88	12	12	67	79	21
English Learners	-	2	2	98	-	6	6	94	-	12	12	88
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	52	70	30	10	60	70	30	14	52	66	34
Female	17	55	72	28	10	61	71	29	15	51	66	34
Male	18	49	67	33	11	59	70	30	13	52	65	35
Asian	19	52	71	29	4	44	48	52	7	39	46	54
Black	-	47	47	53	-	45	45	55	1	42	43	57
Hispanic	5	52	57	43	10	53	63	37	9	44	53	47
White	31	56	87	13	20	70	91	9	26	68	94	6
Multiple Races	26	41	67	33	3	78	81	19	19	38	57	43
Students with Disabilities	4	34	38	62	-	35	35	65	4	23	27	73
Students without Disabilities	20	55	74	26	12	63	75	25	15	55	71	29
Economically Disadvantaged	2	46	48	52	1	52	53	47	3	46	49	51
Not Economically Disadvantaged	30	56	86	14	19	67	86	14	26	58	84	16
English Learners	-	42	42	58	2	41	42	58	3	19	22	78
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	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	10	60	70	30	5	60	65	35	15	55	70	30
Female	<	<	<	<	-	70	70	30	<	<	<	<
Male	9	64	73	27	10	50	60	40	27	45	73	27
Asian	<	<	<	<					<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	100	0	8	75	83	17	<	<	<	<
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	11	63	74	26	6	71	76	24	16	58	74	26
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	13	75	88	13	7	80	87	13	27	73	100	0
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	-	30	30	70	-	33	33	67
Female	<	<	<	<	-	31	31	69	-	43	43	57
Male	<	<	<	<	-	29	29	71	-	20	20	80
Asian					<	<	100	0	<	<	<	<
Black	<	<	<	<	-	33	33	67	-	27	27	73
Hispanic					-	20	20	80	<	<	<	<
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races									<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	-	27	27	73
Students without Disabilities	<	<	<	<	-	33	33	67	-	38	38	62
Economically Disadvantaged	<	<	<	<	-	35	35	65	-	30	30	70
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners					<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

	2022-2023	2023-2024	2024-2025
Division	37	41	25
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	234	213	214
Kindergarten	344	311	307
Grade 1	339	363	327
Grade 2	347	335	350
Grade 3	316	332	335
Grade 4	349	311	335
Grade 5	318	303	282
Grade 6	299	304	288
Grade 7	302	274	282
Grade 8	281	287	282
Grade 9	437	396	395
Grade 10	346	412	376
Grade 11	291	321	359
Grade 12	288	282	311
Total Enrollment	4,491	4,444	4,443

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	4491	4444	4443
Female	2197	2173	2167
Male	2294	2271	2276
American Indian	3	2	1
Asian	238	273	347
Black	1256	1165	1129
Hispanic	587	606	614
Native Hawaiian	1	1	1
White	1795	1785	1751
Multiple Races	611	612	600
Students with Disabilities	562	555	528
Students without Disabilities	3929	3889	3915
Economically Disadvantaged	2404	2805	2328
Not Economically Disadvantaged	2087	1639	2115
English Learners	765	862	923
Not English Learners	3726	3582	3520
Homeless	56	77	95
Military Connected	20	31	36
Foster Care	8	15	32
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,306	895	3,106	1,097	3,294	897
Female	1,627	413	1,528	539	1,595	437
Male	1,679	482	1,578	558	1,699	460
American Indian	<	<	-	-	<	<
Asian	183	30	200	62	249	61
Black	785	351	663	389	673	360
Hispanic	408	141	392	185	413	168
Native Hawaiian	<	<	<	<	<	<
White	1,517	221	1,480	264	1,537	168
Multiple Races	410	152	370	197	419	140
Students with Disabilities	403	147	333	165	386	147
Economically Disadvantaged	1,531	700	1,840	880	1,506	717
English Learners	591	215	574	328	659	282
Homeless	41	41	54	70	27	34
< = 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	178	93	4	4	10	18
	State	50354	39349	1875	907	4438	1716
Female	Division	89	46	2	1	3	9
	State	27408	17323	610	350	1645	701
Male	Division	89	47	2	3	7	9
	State	22886	21945	1263	556	2789	1012
Asian	Division	5	4	0	0	0	1
	State	6025	1443	97	16	68	35
Black	Division	26	36	1	0	3	9
	State	8111	10540	640	225	1119	707
Hispanic	Division	21	21	1	3	4	4
	State	7130	8367	270	133	1858	359
White	Division	105	24	2	1	2	2
	State	25871	16565	763	464	1211	504
Multiple Races	Division	21	8	0	0	1	2
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	4	15	4	1	2	1
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	56	72	4	3	6	15
	State	12779	21123	1108	494	2352	1214
English Learners	Division	10	32	0	0	5	3
	State	1583	4224	267	26	1427	150
Homeless	Division	4	7	0	0	0	3
	State	197	699	48	29	170	78
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 Students	307	275	90	279	91	10	3
Female	150	137	91	138	92	3	2
Male	157	138	88	141	90	7	5
Asian	10	9	90	9	90	0	0
Black	75	63	84	63	84	3	4
Hispanic	54	43	80	46	85	4	7
White	136	131	96	132	97	2	2
Multiple Races	32	29	91	29	91	1	3
Students with Disabilities	27	23	85	24	89	2	7
Economically Disadvantaged	156	132	85	135	87	6	4
English Learners	51	42	82	42	82	5	10
Homeless	14	11	79	11	79	0	0
Foster Care	<	<	<	<	<	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	456 / 33.55%	500 / 35.59%	547 / 38.04%
Advanced Placement Course Enrollment	520 / 38.26%	558 / 39.72%	606 / 42.14%
Dual Enrollment	190 / 13.98%	199 / 14.16%	127 / 8.83%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	259	185	29
	State	87,947	58,787	33
Female	Division	132	94	29
	State	44,125	32,246	27
Male	Division	127	91	28
	State	43,771	26,522	39
Asian	Division	15	13	13
	State	7,326	6,406	13
Black	Division	56	31	45
	State	18,153	10,957	40
Hispanic	Division	30	19	37
	State	12,866	7,348	43
White	Division	133	105	21
	State	44,455	30,645	31
Multiple Races	Division	25	17	32
	State	4,837	3,237	33
Students with Disabilities	Division	28	11	61
	State	8,632	3,934	54
Economically Disadvantaged	Division	105	64	39
	State	30,889	16,128	48
English Learners	Division	34	24	29
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
State Licensures	Division	9	7	10
	State	1,573	2,069	2,206
Industry Certification	Division	237	196	235
	State	100,965	101,956	105,973
Workplace Readiness	Division	172	133	137
	State	41,819	35,066	38,829
Total Credentials Earned	Division	418	336	382
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	371	300	344
	State	118,467	115,609	120,035
CTE Completers	Division	134	131	111
	State	46,028	48,643	51,126
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.6	66	66.7

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$13,895	$4,590	$1,514
	State	$7,134	$6,454	$1,936
2022-2023	Division	$12,103	$5,219	$2,830
	State	$7,803	$6,956	$1,918
2023-2024	Division	$9,753	$8,349	$3,834
	State	$8,112	$7,772	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	45
Behaviors related to School Operations	116
Relationship Behaviors without Physical Harm	215
Behaviors of a Safety Concern	269
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	120
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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	71	175
Out-of-School Suspension	458	407
Explusion and Alternative Placement	2	0
Referral to Law Enforcement	19	13
Bus Suspension	0	14

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	68.1	74.2	74
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	26.8	29.1	32.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	52.3	53.2	58
< = 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

10.36 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.62 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	31%	63%	2%	4%
2023-2024	33%	60%	2%	5%
2024-2025	34%	62%	2%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

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

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	66%	64%	79%	88%
Asian	54%	60%	91%	88%
Black	42%	39%	68%	88%
Hispanic	52%	51%	68%	88%
White	90%	88%	85%	88%
Multiple Races	53%	56%	83%	88%
Economically Disadvantaged	44%	43%	68%	88%
English Learners	31%	35%	60%	88%
Students with Disabilities	39%	38%	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	60%	58%	74%	85%
Asian	57%	63%	90%	85%
Black	31%	28%	61%	85%
Hispanic	49%	47%	63%	85%
White	84%	82%	81%	85%
Multiple Races	51%	50%	77%	85%
Economically Disadvantaged	38%	36%	62%	85%
English Learners	37%	38%	58%	85%
Students with Disabilities	27%	28%	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	64%
Asian	65%
Black	31%
Hispanic	55%
White	89%
Multiple Races	55%
Economically Disadvantaged	42%
English Learners	33%
Students with Disabilities	34%

< = 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	86%	84%	84%
Asian	82%	90%	84%
Black	77%	83%	84%
Hispanic	74%	83%	84%
White	96%	86%	84%
Multiple Races	86%	89%	84%
Economically Disadvantaged	77%	82%	84%
English Learners	64%	77%	84%
Students with Disabilities	66%	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	26%	24%	12%	10%
Asian	24%	19%	10%	10%
Black	37%	34%	12%	10%
Hispanic	32%	29%	12%	10%
White	15%	14%	12%	10%
Multiple Races	35%	31%	12%	10%
Economically Disadvantaged	32%	32%	13%	10%
English Learners	36%	32%	12%	10%
Students with Disabilities	33%	30%	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	45%	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	233	522	45%
English Learner Proficiency	48	713	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	98%	2%
Asian	99%	1%	100%	-	100%	-
Black	99%	1%	98%	2%	97%	3%
Hispanic	99%	1%	99%	1%	95%	5%
White	100%	-	99%	1%	99%	1%
Multiple Races	100%	-	99%	1%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	96%	4%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	98%	2%
Students with Disabilities	98%	2%	98%	2%	98%	2%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	100%	-	99%	1%	99%	1%
Male	99%	1%	99%	1%	99%	1%
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	70%	69%
Asian	64%	69%
Black	51%	47%
Hispanic	61%	60%
White	90%	88%
Multiple Races	57%	59%
Economically Disadvantaged	53%	52%
English Learners	45%	46%
Students with Disabilities	52%	45%

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Charlottesville City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2024 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, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act