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Greene County Public Schools

General school information

Division: Greene County Public Schools
Division Number: 39
Address: 40 Celt Road Stanardsville, VA 22973
Superintendent: Dr. Andrea Whitmarsh
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 65 35 11 52 63 37 12 55 67 33
Female 11 56 67 33 10 54 64 36 12 58 70 30
Male 9 53 63 37 11 50 62 38 13 53 65 35
American Indian < < < < < < < < < < 100 0
Asian 15 74 89 11 - 82 82 18 30 65 95 5
Black 2 48 50 50 6 44 50 50 5 47 51 49
Hispanic 5 49 54 46 4 46 50 50 5 57 62 38
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 12 57 68 32 13 55 68 32 15 56 72 28
Multiple Races 11 46 57 43 9 46 55 45 6 48 54 46
Students with Disabilities 4 26 30 70 5 27 32 68 4 33 36 64
Students without Disabilities 11 59 70 30 12 56 67 33 13 58 72 28
Economically Disadvantaged 4 47 51 49 4 44 48 52 5 45 51 49
Not Economically Disadvantaged 15 61 76 24 17 59 75 25 16 61 77 23
English Learners 1 18 19 81 - 26 26 74 1 28 29 71
Homeless 6 18 24 76 4 50 54 46 25 25 50 50
Military Connected 19 61 80 20 23 64 88 12 25 61 86 14
Foster Care < < < < < < < < < < < <
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 9 45 55 45 6 41 47 53 8 53 61 39
Female 12 46 58 42 7 42 49 51 8 55 63 37
Male 7 44 51 49 6 40 46 54 8 51 59 41
Asian < < 100 0 < < < < < < 100 0
Black - 25 25 75 4 46 50 50 - 27 27 73
Hispanic - 42 42 58 - 33 33 67 4 52 56 44
White 10 47 57 43 9 43 52 48 11 55 66 34
Multiple Races 15 45 60 40 6 33 39 61 - 50 50 50
Students with Disabilities 4 25 29 71 4 17 22 78 - 36 36 64
Students without Disabilities 10 48 58 42 7 44 51 49 9 55 64 36
Economically Disadvantaged 1 44 44 56 2 29 31 69 2 44 45 55
Not Economically Disadvantaged 18 47 65 35 11 54 65 35 12 58 69 31
English Learners - 31 31 69 - - - 100 - 37 37 63
Military Connected < < < < < < < < < < < <
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 13 44 57 43 18 55 73 27 12 55 67 33
Female 15 45 59 41 19 55 74 26 14 59 72 28
Male 12 43 55 45 17 54 71 29 10 53 63 37
Asian < < 100 0 < < 100 0 < < 100 0
Black - 57 57 43 - 50 50 50 8 64 72 28
Hispanic - 40 40 60 5 55 59 41 - 63 63 37
White 16 45 61 39 22 55 76 24 15 51 66 34
Multiple Races 21 29 50 50 17 50 67 33 11 61 72 28
Students with Disabilities 4 22 26 74 4 48 52 48 - 37 37 63
Students without Disabilities 15 47 62 38 20 56 76 24 14 58 72 28
Economically Disadvantaged 8 33 41 59 5 56 61 39 2 44 46 54
Not Economically Disadvantaged 18 54 72 28 31 53 84 16 19 64 83 17
English Learners - 23 23 77 - 57 57 43 - 31 31 69
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < < <
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 8 52 60 40 7 55 63 37 13 59 72 28
Female 7 54 61 39 6 59 65 35 15 58 73 27
Male 8 51 59 41 9 51 60 40 11 61 72 28
Asian < < < < < < 100 0 < < 100 0
Black - 55 55 45 - 47 47 53 9 55 64 36
Hispanic 19 57 76 24 4 46 50 50 4 54 58 42
White 7 55 62 38 9 59 68 32 15 61 76 24
Multiple Races 5 32 36 64 8 52 60 40 6 56 61 39
Students with Disabilities - 20 20 80 - 32 32 68 4 52 57 43
Students without Disabilities 9 56 65 35 8 59 67 33 14 60 74 26
Economically Disadvantaged 3 44 47 53 5 47 52 48 5 59 65 35
Not Economically Disadvantaged 13 62 75 25 9 62 72 28 18 59 77 23
English Learners < < < < - 55 55 45 < < < <
Homeless < < < < < < < < < < < <
Military Connected 18 55 73 27 < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 53 59 41 8 45 53 47 12 50 62 38
Female 4 57 61 39 10 45 54 46 10 55 65 35
Male 8 49 57 43 7 45 51 49 14 45 59 41
Asian < < 100 0 < < < < < < 100 0
Black - 27 27 73 10 20 30 70 - 47 47 53
Hispanic 3 44 47 53 8 52 60 40 9 55 64 36
White 8 57 65 35 9 48 57 43 15 52 67 33
Multiple Races 4 52 56 44 5 27 32 68 8 38 46 54
Students with Disabilities 6 22 28 72 - 26 26 74 - 19 19 81
Students without Disabilities 6 58 64 36 9 47 56 44 14 54 68 32
Economically Disadvantaged 5 42 47 53 1 39 40 60 7 37 44 56
Not Economically Disadvantaged 7 62 70 30 14 50 64 36 15 58 73 27
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 17 75 92 8 18 64 82 18 < < < <
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 9 63 73 27 8 50 57 43 7 52 59 41
Female 11 63 74 26 3 57 60 40 8 54 62 38
Male 8 63 71 29 12 44 56 44 6 50 57 43
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black < < < < 7 20 27 73 - 20 20 80
Hispanic 3 59 62 38 5 37 42 58 4 73 77 23
White 11 64 76 24 9 57 66 34 9 54 63 37
Multiple Races 14 36 50 50 4 48 52 48 4 27 31 69
Students with Disabilities 6 32 39 61 3 10 13 87 5 18 23 77
Students without Disabilities 10 69 78 22 9 57 65 35 8 56 63 37
Economically Disadvantaged 3 54 57 43 3 36 39 61 4 44 48 52
Not Economically Disadvantaged 14 70 84 16 11 61 72 28 10 57 67 33
English Learners - 25 25 75 < < < < < < < <
Homeless < < < < < < < <
Military Connected 27 47 73 27 20 67 87 13 25 58 83 17
Foster Care < < < <
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 62 69 31 7 63 70 30 7 57 64 36
Female 8 66 74 26 10 65 74 26 3 62 65 35
Male 6 59 65 35 5 61 66 34 10 53 63 37
Asian < < 100 0 < < < < < < 100 0
Black 6 39 44 56 - 64 64 36 6 28 33 67
Hispanic - 53 53 47 6 48 55 45 3 51 54 46
Native Hawaiian < < 100 0
White 9 65 74 26 8 66 74 26 10 64 74 26
Multiple Races - 73 73 27 6 50 56 44 - 54 54 46
Students with Disabilities 4 24 28 72 8 24 32 68 4 25 29 71
Students without Disabilities 7 66 73 27 7 68 75 25 7 63 70 30
Economically Disadvantaged 1 53 54 46 1 46 47 53 4 30 35 65
Not Economically Disadvantaged 11 68 79 21 10 73 84 16 8 72 80 20
English Learners < < < < - 14 14 86 - 18 18 82
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < 36 45 82 18 - 92 92 8
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 18 58 76 24 20 55 75 25 24 58 82 18
Female 21 58 79 21 18 55 72 28 22 61 83 17
Male 16 58 74 26 21 55 76 24 26 55 81 19
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black 6 65 71 29 27 64 91 9 7 67 73 27
Hispanic 10 48 59 41 3 56 59 41 11 56 67 33
White 21 60 80 20 23 53 75 25 27 58 85 15
Multiple Races 18 55 73 27 20 67 87 13 20 67 87 13
Students with Disabilities 2 33 35 65 16 31 47 53 12 38 50 50
Students without Disabilities 22 64 85 15 20 59 79 21 26 60 86 14
Economically Disadvantaged 10 55 65 35 8 56 63 37 13 56 69 31
Not Economically Disadvantaged 25 60 85 15 28 54 82 18 29 59 88 12
English Learners < < < < - 27 27 73 8 31 38 62
Homeless < < < < < < < < < < 100 0
Military Connected 27 53 80 20 15 85 100 0 42 42 83 17
Foster Care < < 100 0 < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 64 36 6 60 67 33 9 62 70 30
Female 4 61 65 35 5 61 66 34 7 64 71 29
Male 7 56 63 37 8 60 67 33 11 60 70 30
American Indian < < < < < < < < < < 100 0
Asian 20 76 96 4 19 76 95 5 30 63 93 7
Black 2 45 47 53 3 54 57 43 1 50 51 49
Hispanic 2 56 58 42 3 56 58 42 5 65 70 30
White 6 60 67 33 7 63 70 30 11 63 74 26
Multiple Races 4 53 57 43 5 57 62 38 4 57 61 39
Students with Disabilities 2 28 30 70 2 38 40 60 1 41 42 58
Students without Disabilities 6 63 69 31 7 64 71 29 10 64 74 26
Economically Disadvantaged 2 48 50 50 2 50 52 48 5 50 54 46
Not Economically Disadvantaged 8 67 76 24 10 69 79 21 11 69 80 20
English Learners - 39 39 61 1 38 39 61 1 53 54 46
Homeless 6 18 24 76 7 36 43 57 17 33 50 50
Military Connected 13 63 76 24 13 69 82 18 12 75 87 13
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 8 53 60 40 9 58 68 32 11 60 71 29
Female 5 52 56 44 10 55 65 35 11 53 64 36
Male 11 54 65 35 9 62 71 29 10 68 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black - 58 58 42 4 54 58 42 - 30 30 70
Hispanic 6 39 44 56 - 67 67 33 7 64 71 29
White 8 52 60 40 15 53 68 32 14 61 75 25
Multiple Races 5 67 71 29 - 78 78 22 - 60 60 40
Students with Disabilities 4 29 33 67 - 35 35 65 - 41 41 59
Students without Disabilities 8 56 64 36 11 62 72 28 12 63 75 25
Economically Disadvantaged 3 44 47 53 2 53 55 45 5 53 58 42
Not Economically Disadvantaged 13 62 74 26 18 65 82 18 14 64 78 22
English Learners - 46 46 54 - 46 46 54 - 65 65 35
Military Connected < < < < < < < < < < < <
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 10 49 59 41 10 63 72 28 14 59 73 27
Female 5 52 57 43 6 65 71 29 10 64 75 25
Male 15 45 60 40 14 60 74 26 17 54 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 46 54 46 10 70 80 20 - 72 72 28
Hispanic 4 58 62 38 9 57 65 35 - 75 75 25
White 11 51 61 39 9 64 73 27 20 51 71 29
Multiple Races 4 33 38 63 16 53 68 32 11 67 78 22
Students with Disabilities 4 13 17 83 4 44 48 52 - 33 33 67
Students without Disabilities 10 54 64 36 11 66 76 24 16 63 79 21
Economically Disadvantaged 5 40 44 56 3 55 58 42 6 50 56 44
Not Economically Disadvantaged 14 57 71 29 16 70 87 13 20 65 85 15
English Learners - 64 64 36 6 50 56 44 - 79 79 21
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 49 55 45 10 53 63 38 18 60 79 21
Female 1 51 52 48 8 56 64 36 16 62 78 22
Male 10 48 58 42 13 48 61 39 21 58 79 21
Asian < < < < < < 100 0 < < 100 0
Black 9 9 18 82 - 40 40 60 9 64 73 27
Hispanic 4 57 61 39 7 48 55 45 13 63 75 25
White 7 54 61 39 11 57 68 32 19 60 79 21
Multiple Races - 36 36 64 12 44 56 44 17 61 78 22
Students with Disabilities - 15 15 85 - 32 32 68 4 35 39 61
Students without Disabilities 7 53 60 40 11 55 66 34 20 63 84 16
Economically Disadvantaged 1 38 39 61 5 45 49 51 10 57 67 33
Not Economically Disadvantaged 12 63 75 25 14 59 73 27 24 62 86 14
English Learners < < < < - 42 42 58 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected 9 55 64 36 < < < < < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 35 35 65 1 34 35 65 1 68 69 31
Female - 35 35 65 1 36 37 63 1 69 70 30
Male - 35 35 65 - 33 33 67 - 67 67 33
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 7 7 93 < < < < - 47 47 53
Hispanic - 25 25 75 - 44 44 56 - 62 62 38
White - 44 44 56 1 35 36 64 1 74 75 25
Multiple Races - 22 22 78 - 30 30 70 - 53 53 47
Students with Disabilities - 16 16 84 - 14 14 86 - 33 33 67
Students without Disabilities - 40 40 60 1 38 38 62 1 73 74 26
Economically Disadvantaged - 26 26 74 - 25 25 75 - 46 46 54
Not Economically Disadvantaged - 45 45 55 1 45 47 53 1 82 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 64 68 32 3 50 53 47 - 40 40 60
Female 3 68 72 28 2 51 53 47 - 47 47 53
Male 4 61 65 35 4 49 52 48 - 33 33 67
Asian < < 100 0 < < 100 0 < < < <
Black < < < < 7 20 27 73 - - - 100
Hispanic 3 50 53 47 - 28 28 73 - 52 52 48
White 3 65 68 32 4 61 65 35 - 42 42 58
Multiple Races 11 67 78 22 - 42 42 58 - 26 26 74
Students with Disabilities 3 23 26 74 - 16 16 84 - 24 24 76
Students without Disabilities 4 71 75 25 4 56 60 40 - 42 42 58
Economically Disadvantaged 3 46 49 51 1 32 33 67 - 23 23 77
Not Economically Disadvantaged 4 79 83 17 4 64 69 31 - 53 53 47
English Learners - 17 17 83 - 7 7 93 - 9 9 91
Homeless < < < < < < < <
Military Connected - 75 75 25 < < < < < < < <
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 - 7 7 93 - 34 34 66 1 43 45 55
Female - 12 12 88 - 42 42 58 - 51 51 49
Male - 4 4 96 - 29 29 71 3 36 39 61
Asian < < 100 0 < < 100 0
Black < < < < < < < < - 13 13 87
Hispanic - - - 100 - 28 28 72 - 34 34 66
White - 10 10 90 - 34 34 66 1 53 54 46
Multiple Races < < < < - 45 45 55 - 44 44 56
Students with Disabilities - - - 100 - 29 29 71 - 30 30 70
Students without Disabilities - 11 11 89 - 35 35 65 2 46 48 52
Economically Disadvantaged - 8 8 93 - 22 22 78 - 30 30 70
Not Economically Disadvantaged - 7 7 93 - 49 49 51 2 53 56 44
English Learners < < < < - 14 14 86 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
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 3 81 84 16 3 88 91 9 9 82 91 9
Female 2 87 89 11 - 91 91 9 5 89 94 6
Male 4 76 80 20 5 85 90 10 12 77 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black - 75 75 25 - 100 100 0 - 82 82 18
Hispanic - 88 88 12 2 83 86 14 9 86 94 6
White 4 79 83 17 4 87 91 9 10 81 91 9
Multiple Races 9 87 96 4 - 86 86 14 - 81 81 19
Students with Disabilities - 81 81 19 - 76 76 24 - 81 81 19
Students without Disabilities 4 81 85 15 4 89 93 7 10 82 92 8
Economically Disadvantaged 2 78 79 21 - 86 86 14 6 83 89 11
Not Economically Disadvantaged 4 84 89 11 5 88 93 7 10 81 91 9
English Learners - 79 79 21 - 88 88 12 6 82 88 12
Homeless < < < < < < < <
Military Connected 15 70 85 15 - 89 89 11 14 86 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 80 87 13 1 83 84 16 10 78 89 11
Female 5 81 86 14 - 79 79 21 2 83 85 15
Male 8 80 88 12 1 86 88 13 17 75 92 8
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 4 77 81 19 10 80 90 10
White 6 82 88 12 - 83 83 17 12 78 89 11
Multiple Races < < < < - 80 80 20 < < < <
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 6 80 87 13 1 83 84 16 11 77 88 12
Economically Disadvantaged 6 76 82 18 - 71 71 29 6 67 72 28
Not Economically Disadvantaged 6 82 88 12 1 88 89 11 11 81 92 8
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < < < 8 85 92 8
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 28 70 98 2 42 58 100 0 22 78 100 0
Female 29 71 100 0 37 63 100 0 22 78 100 0
Male 27 69 96 4 45 55 100 0 21 79 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 64 97 3 40 60 100 0 21 79 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 28 70 98 2 40 60 100 0 22 78 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 31 67 97 3 46 54 100 0 18 82 100 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 8 54 62 38 6 58 64 36 9 63 72 28
Female 6 56 62 38 5 59 64 36 6 65 70 30
Male 10 52 63 37 8 56 64 36 11 62 73 27
Asian 36 45 82 18 13 75 88 13 36 64 100 0
Black 2 41 43 57 3 45 48 52 11 36 47 53
Hispanic 4 50 54 46 4 50 54 46 3 57 60 40
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 9 57 66 34 7 61 68 32 10 67 77 23
Multiple Races 9 49 58 42 7 49 57 43 2 65 67 33
Students with Disabilities 3 18 21 79 3 30 33 67 5 34 39 61
Students without Disabilities 9 58 67 33 7 61 68 32 9 67 76 24
Economically Disadvantaged 1 46 48 52 2 44 46 54 4 56 60 40
Not Economically Disadvantaged 15 60 75 25 10 67 77 23 11 67 78 22
English Learners 3 11 14 86 - 29 29 71 - 33 33 67
Homeless - 20 20 80 8 42 50 50 < < < <
Military Connected 17 60 77 23 12 60 71 29 14 71 86 14
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 11 37 47 53 11 43 54 46 16 47 64 36
Female 7 38 44 56 6 48 53 47 14 46 60 40
Male 14 36 50 50 18 37 55 45 19 48 67 33
Asian < < < < < < 100 0 < < 100 0
Black 9 18 27 73 7 33 40 60 18 18 36 64
Hispanic 13 46 58 42 3 45 48 52 4 38 42 58
White 11 39 50 50 12 45 58 42 19 49 68 32
Multiple Races 5 23 27 73 16 32 48 52 6 61 67 33
Students with Disabilities - 10 10 90 - 18 18 82 4 30 35 65
Students without Disabilities 12 40 51 49 13 46 59 41 18 49 67 33
Economically Disadvantaged 1 31 32 68 5 36 41 59 5 51 56 44
Not Economically Disadvantaged 22 43 65 35 17 48 64 36 24 45 69 31
English Learners < < < < - 42 42 58 < < < <
Homeless < < < < < < < < < < < <
Military Connected 27 27 55 45 < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 4 63 67 33 5 55 60 40
Female 6 52 58 42 4 67 71 29 1 55 56 44
Male 10 50 60 40 4 61 65 35 9 54 63 37
Asian < < 100 0 < < < < < < 100 0
Black - 28 28 72 - 64 64 36 11 22 33 67
Hispanic 3 49 51 49 3 62 65 35 3 38 40 60
Native Hawaiian < < 100 0
White 8 56 64 36 6 64 69 31 6 65 71 29
Multiple Races 13 43 57 43 - 50 50 50 - 54 54 46
Students with Disabilities - 16 16 84 4 28 32 68 4 18 21 79
Students without Disabilities 9 55 64 36 4 68 72 28 5 61 66 34
Economically Disadvantaged 2 41 43 57 - 46 46 54 - 38 38 62
Not Economically Disadvantaged 12 58 70 30 7 73 80 20 8 64 71 29
English Learners < < < < - 20 20 80 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected < < < < 10 70 80 20 8 67 75 25
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 62 71 29 5 61 65 35 5 76 81 19
Female 10 61 71 29 3 61 64 36 1 80 81 19
Male 8 63 71 29 6 60 66 34 8 72 80 20
Asian < < < < < < 100 0 < < 100 0
Black - 60 60 40 - 54 54 46 7 60 67 33
Hispanic - 59 59 41 - 41 41 59 3 74 77 23
White 11 61 72 28 6 64 70 30 5 78 83 17
Multiple Races 10 71 81 19 6 59 65 35 - 79 79 21
Students with Disabilities 4 12 16 84 - 43 43 57 - 45 45 55
Students without Disabilities 10 68 78 22 6 63 68 32 6 79 84 16
Economically Disadvantaged 1 59 60 40 - 47 47 53 4 69 73 27
Not Economically Disadvantaged 15 64 79 21 8 70 79 21 6 79 85 15
English Learners - 20 20 80 - 8 8 92 - 40 40 60
Homeless < < < < < < < <
Military Connected 19 81 100 0 7 47 53 47 < < < <
Foster Care < < 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 6 65 71 29 5 62 67 33 6 87 93 7
Female 3 69 72 28 5 62 67 33 4 93 98 2
Male 8 61 70 30 5 62 67 33 8 79 87 13
Asian < < 100 0 < < < < < < 100 0
Black - 67 67 33 6 33 39 61 < < < <
Hispanic 3 45 48 52 7 51 58 42 5 84 89 11
White 6 69 75 25 5 69 74 26 6 91 96 4
Multiple Races 10 60 70 30 - 61 61 39 < < < <
Students with Disabilities 4 32 36 64 - 28 28 72 < < < <
Students without Disabilities 6 69 75 25 6 67 73 27 6 90 96 4
Economically Disadvantaged 1 56 57 43 2 45 47 53 6 89 94 6
Not Economically Disadvantaged 10 74 84 16 8 75 83 17 6 87 93 7
English Learners < < < < - 50 50 50 < < < <
Homeless < < < < < < < <
Military Connected 13 53 67 33 < < < < < < 100 0
Foster Care < < < < < < < < < < 100 0
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < 100 0
White < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
< = 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 13 43 56 44 13 46 59 41 16 42 58 42
Female 12 46 58 42 10 45 56 44 14 42 55 45
Male 14 40 55 45 16 46 62 38 18 43 61 39
Asian 9 82 91 9 < < 100 0 < < < <
Black 13 39 52 48 12 28 40 60 19 31 50 50
Hispanic 9 38 47 53 10 42 52 48 6 55 60 40
White 15 45 59 41 14 48 61 39 19 41 60 40
Multiple Races 10 28 38 62 13 42 56 44 5 39 43 57
Students with Disabilities 5 10 15 85 3 29 32 68 2 23 25 75
Students without Disabilities 15 48 63 37 15 49 63 37 18 45 63 37
Economically Disadvantaged 7 32 40 60 6 34 40 60 9 35 44 56
Not Economically Disadvantaged 18 52 70 30 19 56 75 25 21 47 68 32
English Learners - 16 16 84 - 43 43 57 - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 25 42 67 33 17 70 87 13 45 36 82 18
Foster Care < < 100 0 < < < < < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
Black < < < <
White < < < < < < < < < < < <
Multiple Races < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities < < 100 0 < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
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 < < < < < < < < < < 100 0
Female < < < < < < < <
Male < < < < < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < 100 0
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 < < < < < < < < < < < <
Female < < < <
Male < < < < < < < <
Black < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < <
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 10 20 30 70 < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < 100 0
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 52 68 32 10 53 63 37 15 48 62 38
Female 20 52 71 29 7 54 61 39 12 47 59 41
Male 13 52 65 35 13 51 65 35 18 48 65 35
Asian < < < < < < 100 0 < < < <
Black < < < < 7 27 33 67 20 20 40 60
Hispanic 17 41 59 41 8 42 50 50 12 69 81 19
White 17 51 68 32 11 61 72 28 16 49 65 35
Multiple Races 17 58 75 25 12 40 52 48 4 28 32 68
Students with Disabilities 6 19 26 74 - 23 23 77 5 25 30 70
Students without Disabilities 18 57 75 25 12 58 70 30 16 50 66 34
Economically Disadvantaged 8 44 52 48 5 39 45 55 7 47 54 46
Not Economically Disadvantaged 22 57 78 22 14 64 78 22 20 48 68 32
English Learners - 17 17 83 < < < < < < < <
Homeless < < < < < < < <
Military Connected 33 33 67 33 13 67 80 20 42 42 83 17
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 11 36 47 53 16 39 55 45 18 36 54 46
Female 6 41 47 53 13 38 51 49 16 35 51 49
Male 17 31 48 52 19 40 59 41 19 37 56 44
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 29 43 57 20 30 50 50 21 38 58 42
Hispanic - 33 33 67 9 45 55 45 - 41 41 59
White 13 41 54 46 16 38 54 46 23 31 54 46
Multiple Races 8 17 25 75 17 44 61 39 6 50 56 44
Students with Disabilities 5 - 5 95 8 27 35 65 - 21 21 79
Students without Disabilities 12 41 53 47 17 41 58 42 20 38 58 42
Economically Disadvantaged 8 25 33 67 8 31 39 61 11 25 36 64
Not Economically Disadvantaged 13 46 60 40 24 47 71 29 23 44 67 33
English Learners - 17 17 83 - 64 64 36 - 25 25 75
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
Division5102
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten434849
Kindergarten215187188
Grade 1171212189
Grade 2184184219
Grade 3209194188
Grade 4188202197
Grade 5196187203
Grade 6207206187
Grade 7217208207
Grade 8251211202
Grade 9258269231
Grade 10250254256
Grade 11234222244
Grade 12215234222
Total Enrollment2,8382,8182,782

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students283828182782
Female138113591333
Male145714591449
American Indian332
Asian464143
Black183189201
Hispanic383412421
Native Hawaiian221
White195519081854
Multiple Races266263260
Students with Disabilities352371356
Students without Disabilities248624472426
Economically Disadvantaged130612251238
Not Economically Disadvantaged153215931544
English Learners213220226
Not English Learners262525982556
Homeless243128
Military Connected129129131
Foster Care111822
< = 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 Students2,0577362,2265692,167539
Female1,0233341,0992481,052253
Male1,0344021,1273211,115286
American Indian<<<<<<
Asian3211384382
Black142431523515239
Hispanic294843308832279
Native Hawaiian<<<<<<
White1,3995241,5063731,463356
Multiple Races187721976818963
Students with Disabilities2391152619226183
Economically Disadvantaged847450991391882334
English Learners145531865617451
Homeless141230191514
< = 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 98 123 0 0 12 0
State 50354 39349 1875 907 4438 1716
Female Division 61 45 0 0 5 0
State 27408 17323 610 350 1645 701
Male Division 37 78 0 0 7 0
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 4 10 0 0 0 0
State 8111 10540 640 225 1119 707
Hispanic Division 13 12 0 0 6 0
State 7130 8367 270 133 1858 359
White Division 72 84 0 0 5 0
State 25871 16565 763 464 1211 504
Multiple Races Division 4 14 0 0 1 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 2 29 0 0 0 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 26 72 0 0 8 0
State 12779 21123 1108 494 2352 1214
English Learners Division 3 4 0 0 4 0
State 1583 4224 267 26 1427 150
Homeless Division < < < < < <
State 197 699 48 29 170 78
Military Connected Division 9 6 0 0 0 0
State 2527 1493 44 18 52 30
Foster Care Division < < < < 0 <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2332219522195125
Female111106961069655
Male122115941159476
American Indian<<100<10000
Asian<<100<10000
Black14141001410000
Hispanic3125812581619
White161156971569753
Multiple Races191895189515
Students with Disabilities31311003110000
Economically Disadvantaged1069893989388
English Learners11764764436
Homeless<<<<<<<
Military Connected15151001510000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken76 / 7.94%75 / 7.66%56 / 5.88%
Advanced Placement Course Enrollment94 / 9.82%76 / 7.76%59 / 6.2%
Dual Enrollment152 / 15.88%172 / 17.57%188 / 19.75%
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 StudentsDivision21412442
State87,94758,78733
FemaleDivision1007426
State44,12532,24627
MaleDivision1145056
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision13<100
State18,15310,95740
HispanicDivision291645
State12,8667,34843
WhiteDivision1398142
State44,45530,64531
Multiple RacesDivision281450
State4,8373,23733
Students with DisabilitiesDivision28<100
State8,6323,93454
Economically DisadvantagedDivision833755
State30,88916,12848
English LearnersDivision13<100
State7,5304,27343
American IndianDivision--100
State17310738
Native HawaiianDivision--100
State1378736
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
State LicensuresDivision11102
 State1,5732,0692,206
Industry CertificationDivision194156146
 State100,965101,956105,973
Total Credentials EarnedDivision205187173
 State148,201142,668150,233
Students Earning One or More CredentialsDivision198173155
 State118,467115,609120,035
CTE CompletersDivision152171171
 State46,02848,64351,126
NOCTI AssessmentsDivision---
 State3,8443,5773,225
Workplace ReadinessDivision-2125
 State41,81935,06638,829
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$4,706$7,471$1,401
State$7,134$6,454$1,936
2022-2023Division$5,059$8,005$1,889
State$7,803$6,956$1,918
2023-2024Division$4,463$8,941$1,763
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 Progress435
Behaviors related to School Operations505
Relationship Behaviors without Physical Harm300
Behaviors of a Safety Concern240
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others77

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 275 374
Out-of-School Suspension 434 458
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 11 2
Bus Suspension 21 4

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 67.16768.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 49.148.536.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 54.86058.3
< = 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

10.37 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.95 : 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
2022-202343%50%2%5%
2023-202445%51%1%3%
2024-202540%55%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students64%64%79%88%
Asian85%86%91%88%
Black48%48%68%88%
Hispanic50%53%68%88%
White69%68%85%88%
Multiple Races54%54%83%88%
Economically Disadvantaged49%50%68%88%
English Learners37%38%60%88%
Students with Disabilities30%28%57%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students58%59%74%85%
Asian81%90%90%85%
Black46%42%61%85%
Hispanic53%52%63%85%
White61%62%81%85%
Multiple Races53%53%77%85%
Economically Disadvantaged44%44%62%85%
English Learners42%42%58%85%
Students with Disabilities31%26%54%85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students64%
Asian82%
Black49%
Hispanic52%
White68%
Multiple Races59%
Economically Disadvantaged48%
English Learners40%
Students with Disabilities27%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian<90%84%
Black100%83%84%
Hispanic81%83%84%
White96%86%84%
Multiple Races95%89%84%
Economically Disadvantaged92%82%84%
English Learners67%77%84%
Students with Disabilities94%74%84%
Homeless<--
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students23%25%12%10%
Asian10%18%10%10%
Black21%22%12%10%
Hispanic22%22%12%10%
White23%25%12%10%
Multiple Races29%28%12%10%
Economically Disadvantaged32%33%13%10%
English Learners25%26%12%10%
Students with Disabilities29%31%14%10%

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

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

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress50%54%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6412950%
English Learner Proficiency171799%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-95%5%100%-
Asian100%-88%12%100%-
Black100%-97%3%100%-
Hispanic100%-98%2%100%-
White100%-95%5%99%1%
Multiple Races100%-94%6%100%-
Economically Disadvantaged100%-96%4%99%1%
Not Economically Disadvantaged100%-95%5%100%-
English Learners100%-99%1%100%-
Students with Disabilities99%1%99%1%100%-
Students without Disabilities100%-95%5%100%-
Female100%-95%5%100%-
Male100%-95%5%100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students69%69%
Asian88%94%
Black50%53%
Hispanic59%61%
White74%73%
Multiple Races60%60%
Economically Disadvantaged58%56%
English Learners49%53%
Students with Disabilities38%46%

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

Greene County 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.

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