Hampton City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
A.W.E. Bassette Elementary	Accredited
Aberdeen Elementary	Accredited
Albert W. Patrick III Elementary	Accredited
Alfred S. Forrest Elementary	Accredited
Armstrong Elementary	Accredited
Barron Elementary	Accredited
Captain John Smith Elementary	Accredited
Christopher C. Kraft Elementary	Accredited
Francis Asbury Elementary	Accredited
George P. Phenix Elementary	Accredited
Hunter B. Andrews	Accredited
Jane H. Bryan Elementary	Accredited
Luther W. Machen Elementary	Accredited
Mary S. Peake Elementary	Accredited
Mary T. Christian Elementary	Accredited
Mary W. Jackson Elementary	Accredited
Paul Burbank Elementary	Accredited
Phillips Elementary	Accredited
Samuel P. Langley Elementary	Accredited
William Mason Cooper Elementary	Accredited
Middle Schools
Benjamin Syms Middle	Accredited
C. Alton Lindsay Middle	Accredited
Cesar Tarrant Middle	Accredited
Francis W. Jones Magnet Middle	Accredited
Thomas Eaton Middle	Accredited
High Schools
Bethel High	Accredited
Hampton High	Accredited
Kecoughtan High	Accredited
Phoebus High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	62	68	32	7	65	72	28	8	66	74	26
Female	6	63	69	31	6	66	73	27	7	68	75	25
Male	6	61	68	32	7	63	71	29	8	65	73	27
American Indian	8	48	56	44	-	60	60	40	-	78	78	22
Asian	23	65	88	12	20	69	89	11	18	73	91	9
Black	4	59	62	38	4	62	66	34	4	65	69	31
Hispanic	6	66	72	28	6	68	74	26	7	68	76	24
Native Hawaiian	4	61	65	35	11	63	74	26	13	63	75	25
White	12	69	80	20	13	69	82	18	15	69	84	16
Multiple Races	9	65	74	26	9	68	77	23	10	67	77	23
Students with Disabilities	2	41	43	57	3	43	46	54	3	47	50	50
Students without Disabilities	7	65	72	28	7	69	76	24	8	70	78	22
Economically Disadvantaged	4	57	61	39	4	62	65	35	5	65	69	31
Not Economically Disadvantaged	9	68	77	23	10	68	78	22	10	68	78	22
English Learners	3	56	59	41	2	55	57	43	1	57	58	42
Homeless	1	41	42	58	2	48	50	50	-	51	51	49
Military Connected	12	73	85	15	13	74	87	13	16	73	88	12
Foster Care	5	51	57	43	4	61	64	36	7	62	69	31
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	55	63	37	8	60	68	32	8	65	73	27
Female	8	54	62	38	8	59	67	33	5	64	70	30
Male	7	57	64	36	7	62	69	31	10	65	75	25
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	29	71	100	0	22	67	89	11	10	80	90	10
Black	4	49	53	47	3	56	59	41	4	64	68	32
Hispanic	8	64	72	28	5	75	80	20	9	70	78	22
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	13	66	79	21	16	61	77	23	18	64	82	18
Multiple Races	7	59	65	35	10	66	76	24	10	65	75	25
Students with Disabilities	2	37	39	61	4	41	45	55	4	47	51	49
Students without Disabilities	8	58	66	34	8	63	72	28	9	68	77	23
Economically Disadvantaged	5	49	54	46	3	57	61	39	5	63	68	32
Not Economically Disadvantaged	11	64	74	26	12	63	75	25	11	66	77	23
English Learners	9	66	74	26	-	72	72	28	-	64	64	36
Homeless	-	28	28	72	-	52	52	48	-	47	47	53
Military Connected	13	73	86	14	11	70	81	19	21	70	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	56	63	37	7	60	67	33	8	63	71	29
Female	6	56	62	38	6	63	69	31	7	64	72	28
Male	7	57	64	36	8	58	66	34	9	62	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	17	72	89	11	26	63	89	11	28	60	88	12
Black	3	51	54	46	4	56	60	40	4	61	64	36
Hispanic	9	59	67	33	11	62	73	27	4	72	77	23
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	14	65	79	21	11	71	82	18	19	63	82	18
Multiple Races	10	62	72	28	9	57	66	34	8	66	73	27
Students with Disabilities	1	37	38	62	1	40	42	58	2	44	46	54
Students without Disabilities	8	59	67	33	8	64	72	28	9	67	76	24
Economically Disadvantaged	4	51	55	45	4	57	61	39	3	62	66	34
Not Economically Disadvantaged	10	63	73	27	10	64	75	25	12	64	76	24
English Learners	2	50	52	48	2	60	62	38	2	56	59	41
Homeless	-	29	29	71	6	31	36	64	-	51	51	49
Military Connected	16	64	80	20	13	73	85	15	17	65	82	18
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	57	63	37	7	60	67	33	7	60	66	34
Female	6	57	63	37	6	63	68	32	6	63	69	31
Male	7	56	63	37	7	58	66	34	8	56	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	22	61	83	17	13	80	93	7	16	74	89	11
Black	5	53	58	42	3	56	59	41	4	57	61	39
Hispanic	3	63	66	34	5	71	76	24	11	59	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	11	61	72	28	15	65	81	19	11	68	79	21
Multiple Races	7	63	70	30	10	65	75	25	9	55	64	36
Students with Disabilities	2	35	37	63	2	39	42	58	1	35	36	64
Students without Disabilities	7	60	68	32	7	64	72	28	8	65	72	28
Economically Disadvantaged	5	51	56	44	3	57	60	40	5	56	62	38
Not Economically Disadvantaged	8	64	72	28	10	64	74	26	8	63	71	29
English Learners	7	57	63	37	2	48	50	50	-	43	43	57
Homeless	-	33	33	67	4	35	39	61	-	40	40	60
Military Connected	13	66	79	21	14	70	84	16	9	70	80	20
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	52	57	43	6	55	61	39	6	58	64	36
Female	5	56	60	40	6	57	63	37	6	63	69	31
Male	5	48	53	47	6	53	59	41	6	54	60	40
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	12	53	65	35	21	57	79	21	7	67	73	27
Black	4	46	50	50	4	51	55	45	4	55	58	42
Hispanic	2	51	53	47	4	62	66	34	12	69	81	19
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	8	69	77	23	12	66	78	22	10	65	76	24
Multiple Races	8	59	68	32	11	54	65	35	9	61	70	30
Students with Disabilities	3	26	29	71	4	35	39	61	2	41	43	57
Students without Disabilities	5	57	62	38	7	59	65	35	7	62	69	31
Economically Disadvantaged	3	46	49	51	4	51	55	45	4	58	62	38
Not Economically Disadvantaged	8	59	67	33	8	59	68	32	8	59	67	33
English Learners	-	32	32	68	-	44	44	56	-	48	48	52
Homeless	-	29	29	71	-	39	39	61	-	41	41	59
Military Connected	6	81	87	13	14	67	80	20	15	73	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	40	41	59	2	37	39	61	1	35	36	64
Female	1	43	44	56	2	36	38	63	1	37	37	63
Male	1	38	38	62	2	38	39	61	1	34	35	65
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	38	38	62	1	33	34	66	-	33	33	67
Hispanic	2	47	49	51	4	34	38	62	-	39	39	61
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	1	54	55	45	3	44	47	53	4	39	43	57
Multiple Races	2	40	42	58	2	60	62	38	2	42	43	57
Students with Disabilities	2	29	31	69	3	17	21	79	1	29	30	70
Students without Disabilities	-	44	44	56	1	44	45	55	1	37	38	62
Economically Disadvantaged	-	37	38	62	-	33	33	67	-	31	31	69
Not Economically Disadvantaged	1	46	47	53	4	43	47	53	1	41	42	58
English Learners	-	33	33	67	4	14	18	82	-	17	17	83
Homeless	-	40	40	60	-	19	19	81	-	32	32	68
Military Connected	-	53	53	47	10	67	76	24	-	48	48	52
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	70	74	26	4	69	73	27	5	69	74	26
Female	3	73	76	24	3	72	76	24	6	72	78	22
Male	6	66	72	28	5	66	71	29	5	66	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	74	91	9	10	80	90	10	19	81	100	0
Black	3	67	70	30	3	66	69	31	3	66	68	32
Hispanic	7	73	80	20	2	73	74	26	2	67	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	8	73	82	18	7	77	83	17	12	74	86	14
Multiple Races	6	76	82	18	4	74	79	21	6	77	83	17
Students with Disabilities	3	44	47	53	3	39	42	58	3	44	47	53
Students without Disabilities	5	74	79	21	4	74	78	22	6	72	78	22
Economically Disadvantaged	3	65	68	32	2	67	69	31	1	66	68	33
Not Economically Disadvantaged	6	76	81	19	5	72	77	23	8	71	80	20
English Learners	-	80	80	20	-	50	50	50	-	57	57	43
Homeless	-	53	53	47	-	63	63	37	-	51	51	49
Military Connected	4	87	91	9	7	79	87	13	15	79	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	79	88	12	9	83	92	8	11	82	94	6
Female	11	78	89	11	9	84	93	7	12	83	94	6
Male	8	80	87	13	9	82	91	9	11	82	93	7
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	26	70	96	4	23	77	100	0	17	83	100	0
Black	5	79	85	15	6	86	92	8	8	84	92	8
Hispanic	9	82	91	9	9	78	87	13	9	80	90	10
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	76	94	6	15	77	92	8	18	80	98	2
Multiple Races	19	78	97	3	16	76	92	8	16	80	96	4
Students with Disabilities	1	72	73	27	1	76	78	22	3	78	81	19
Students without Disabilities	11	80	90	10	10	84	94	6	12	83	95	5
Economically Disadvantaged	5	81	86	14	6	84	91	9	8	84	92	8
Not Economically Disadvantaged	15	76	90	10	12	81	93	7	15	81	96	4
English Learners	-	81	81	19	6	77	83	17	4	84	88	13
Homeless	6	75	81	19	3	78	81	19	3	83	86	14
Military Connected	22	76	98	2	18	81	98	2	18	80	98	2
Foster Care	-	70	70	30	<	<	<	<	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	74	80	20	9	77	86	14	6	84	91	9
Female	5	74	79	21	6	82	88	12	6	86	91	9
Male	7	74	81	19	11	72	83	17	7	83	90	10
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	25	60	85	15	30	70	100	0	14	86	100	0
Black	2	75	77	23	4	77	82	18	3	88	91	9
Hispanic	5	71	76	24	9	74	83	17	5	82	87	13
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	12	72	85	15	14	75	89	11	10	80	89	11
Multiple Races	7	80	87	13	11	86	96	4	10	83	92	8
Students with Disabilities	-	42	42	58	-	55	55	45	10	67	76	24
Students without Disabilities	6	76	82	18	9	78	87	13	6	85	91	9
Economically Disadvantaged	3	70	73	27	4	78	82	18	6	82	88	12
Not Economically Disadvantaged	8	77	85	15	12	76	88	12	7	86	93	7
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	12	79	90	10	19	79	98	2	4	92	96	4
Foster Care	<	<	<	<
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	78	86	14	9	82	91	9	20	77	96	4
Female	6	78	84	16	8	81	89	11	24	72	96	4
Male	9	78	88	12	10	83	92	8	16	81	96	4
American Indian					<	<	100	0
Asian	36	64	100	0	20	80	100	0	<	<	100	0
Black	7	80	87	13	4	89	93	7	11	84	95	5
Hispanic	4	87	91	9	7	64	71	29	27	68	95	5
Native Hawaiian					<	<	<	<	<	<	100	0
White	4	78	82	18	15	74	89	11	24	74	98	2
Multiple Races	19	56	75	25	7	90	97	3	30	65	95	5
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	8	78	86	14	9	82	91	9	20	76	96	4
Economically Disadvantaged	7	74	81	19	2	84	86	14	7	87	94	6
Not Economically Disadvantaged	8	80	89	11	12	81	93	7	26	71	98	2
English Learners									<	<	<	<
Homeless					<	<	100	0	<	<	100	0
Military Connected	17	75	92	8	9	83	91	9	32	65	97	3
Foster Care					<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	56	62	38	8	60	67	33	9	65	74	26
Female	5	56	61	39	6	59	66	34	7	67	74	26
Male	7	56	62	38	9	60	69	31	10	64	74	26
American Indian	-	50	50	50	<	<	<	<	-	55	55	45
Asian	14	67	80	20	18	60	78	22	19	69	88	12
Black	3	50	54	46	4	56	60	40	5	64	70	30
Hispanic	5	63	68	32	8	63	72	28	8	64	72	28
Native Hawaiian	<	<	<	<	-	50	50	50	9	73	82	18
White	11	66	77	23	15	66	82	18	17	67	83	17
Multiple Races	7	62	68	32	13	63	76	24	13	68	81	19
Students with Disabilities	4	27	32	68	4	31	35	65	4	43	47	53
Students without Disabilities	6	61	66	34	8	64	72	28	10	69	78	22
Economically Disadvantaged	3	49	52	48	4	56	59	41	6	64	69	31
Not Economically Disadvantaged	8	63	72	28	11	63	75	25	12	67	79	21
English Learners	3	34	37	63	1	39	40	60	2	37	39	61
Homeless	3	38	41	59	9	34	44	56	3	53	55	45
Military Connected	14	69	83	17	18	67	85	15	16	74	89	11
Foster Care	14	50	64	36	-	60	60	40	17	17	33	67
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	47	58	42	14	52	66	34	17	53	70	30
Female	9	47	56	44	13	52	65	35	15	56	71	29
Male	13	48	60	40	15	52	67	33	20	50	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	57	70	30	39	50	89	11	32	47	79	21
Black	7	43	50	51	8	50	57	43	11	53	64	36
Hispanic	11	49	60	40	15	60	75	25	22	51	72	28
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	21	54	75	25	26	54	80	20	28	54	81	19
Multiple Races	12	57	69	31	21	54	75	25	20	55	75	25
Students with Disabilities	5	29	34	66	6	29	35	65	3	37	41	59
Students without Disabilities	12	50	62	38	15	56	71	29	20	56	76	24
Economically Disadvantaged	6	41	47	53	7	51	58	42	12	53	65	35
Not Economically Disadvantaged	17	55	72	28	20	53	74	26	22	53	75	25
English Learners	7	48	55	45	2	52	55	45	6	23	29	71
Homeless	-	33	33	67	17	25	42	58	8	35	43	58
Military Connected	24	57	81	19	30	55	85	15	30	56	86	14
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	62	64	36	4	60	64	36	5	65	70	30
Female	2	61	63	37	2	59	61	39	4	67	71	29
Male	3	63	66	34	6	61	67	33	7	63	70	30
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	14	73	86	14	8	58	67	33	14	75	89	11
Black	1	56	57	43	2	55	57	43	2	62	64	36
Hispanic	1	71	72	28	5	62	67	33	3	60	64	36
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	5	74	79	21	10	70	80	20	10	73	83	17
Multiple Races	5	62	67	33	8	70	78	22	14	68	82	18
Students with Disabilities	5	29	33	67	2	30	33	67	3	36	40	60
Students without Disabilities	2	67	69	31	5	65	69	31	6	69	74	26
Economically Disadvantaged	2	53	55	45	2	54	56	44	2	61	63	37
Not Economically Disadvantaged	3	72	75	25	6	66	72	28	8	68	76	24
English Learners	<	<	<	<	-	27	27	73	-	30	30	70
Homeless	7	36	43	57	-	31	31	69	-	57	57	43
Military Connected	7	76	84	16	14	72	85	15	10	78	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	59	63	37	4	67	71	29	3	78	81	19
Female	3	61	64	36	3	68	71	29	3	78	81	19
Male	4	58	61	39	5	66	71	29	4	78	81	19
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	18	61	79	21	15	62	77	23	6	88	94	6
Black	2	54	56	44	2	65	66	34	2	78	80	20
Hispanic	4	68	72	28	4	70	74	26	3	76	79	21
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	6	70	76	24	8	75	83	17	7	78	84	16
Multiple Races	2	67	69	31	7	66	73	27	4	80	84	16
Students with Disabilities	-	25	25	75	-	39	39	61	1	62	63	37
Students without Disabilities	4	63	67	33	5	71	75	25	3	80	83	17
Economically Disadvantaged	2	54	56	44	1	63	64	36	2	75	76	24
Not Economically Disadvantaged	5	65	69	31	7	72	78	22	5	82	87	13
English Learners	-	12	12	88	-	27	27	73	-	61	61	39
Homeless	<	<	<	<	9	48	57	43	-	72	72	28
Military Connected	3	82	85	15	9	76	84	16	3	91	94	6
Foster Care	-	60	60	40	<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	-	18	18	82	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0
White	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	-	20	20	80	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	54	59	41	10	57	67	33	14	80	94	6
Female	4	59	63	37	7	57	64	36	11	82	93	7
Male	5	50	56	44	13	57	69	31	17	77	94	6
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	43	43	57	5	48	53	47	5	80	84	16
Hispanic	7	53	60	40	-	58	58	42	9	91	100	0
Native Hawaiian	<	<	<	<
White	15	67	82	18	22	65	86	14	24	76	100	0
Multiple Races	-	67	67	33	19	71	90	10	20	80	100	0
Students with Disabilities	-	9	9	91	-	23	23	77	<	<	<	<
Students without Disabilities	6	62	68	32	13	64	76	24	15	82	96	4
Economically Disadvantaged	1	46	47	53	4	54	58	42	7	81	88	12
Not Economically Disadvantaged	8	60	68	32	15	59	74	26	18	79	97	3
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	21	71	93	7	27	73	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

History Performance: All Students

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

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

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

	2021-2022	2022-2023	2023-2024
Division	12	27	31
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	670	708	686
Kindergarten	1,449	1,466	1,417
Grade 1	1,336	1,535	1,473
Grade 2	1,430	1,346	1,509
Grade 3	1,429	1,427	1,375
Grade 4	1,407	1,471	1,421
Grade 5	1,373	1,433	1,474
Grade 6	1,507	1,408	1,448
Grade 7	1,465	1,512	1,383
Grade 8	1,527	1,425	1,496
Grade 9	1,862	1,787	1,663
Grade 10	1,530	1,654	1,601
Grade 11	1,411	1,392	1,477
Grade 12	1,223	1,232	1,238
Total Students	19,619	19,796	19,661

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	19619	19796	19661
Female	9573	9613	9596
Male	10046	10183	10061
American Indian	52	61	60
Asian	320	298	314
Black	11842	11897	11636
Hispanic	1352	1409	1432
Native Hawaiian	46	56	53
White	4172	4184	4165
Multiple Races	1835	1891	2001
Students with Disabilities	2528	2608	2683
Students without Disabilities	17091	17188	16978
Economically Disadvantaged	9444	10459	9916
Not Economically Disadvantaged	10175	9337	9745
English Learners	432	462	503
Not English Learners	19187	19334	19158
Homeless	153	179	236
Military Connected	1394	931	1483
Foster Care	63	59	59
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	558	732	79	4	7	18
	State	50340	39360	1868	906	4434	1716
Female	Division	312	341	30	0	3	5
	State	27397	17331	608	349	1644	700
Male	Division	245	390	49	4	4	13
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	17	5	3	0	0	0
	State	6021	1445	96	16	68	37
Black	Division	332	481	55	3	5	14
	State	8112	10542	637	224	1119	708
Hispanic	Division	42	49	3	0	0	0
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	117	127	13	1	1	2
	State	25863	16576	761	464	1211	504
Multiple Races	Division	46	64	5	0	1	2
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	8	98	79	0	0	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	262	480	62	4	4	16
	State	12777	21116	1106	493	2351	1207
English Learners	Division	4	9	2	0	0	0
	State	1583	4218	262	26	1426	145
Homeless	Division	8	21	3	1	0	1
	State	197	697	48	28	170	78
Military Connected	Division	30	33	2	0	0	0
	State	2525	1494	44	18	52	31
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	1,398	1,369	98	1,373	98	7	1
Female	691	683	99	683	99	3	0
Male	705	684	97	688	98	4	1
American Indian	<	<	100	<	100	0	0
Asian	25	25	100	25	100	0	0
Black	890	868	98	871	98	5	1
Hispanic	94	94	100	94	100	0	0
Native Hawaiian	<	<	100	<	100	0	0
White	261	257	99	258	99	1	0
Multiple Races	118	115	98	115	98	1	1
Students with Disabilities	185	185	100	185	100	0	0
Economically Disadvantaged	828	804	97	808	98	4	1
English Learners	15	15	100	15	100	0	0
Homeless	34	32	94	33	97	0	0
Military Connected	65	65	100	65	100	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	235 / 3.9%	225 / 3.71%	225 / 3.76%
Advanced Placement Course Enrollment	920 / 15.27%	980 / 16.16%	1,056 / 17.66%
Dual Enrollment	367 / 6.09%	483 / 7.96%	753 / 12.59%
Governor's School Enrollment	10 / .17%	21 / .35%	7 / .12%
IB Course Enrollment	108 / 1.79%	88 / 1.45%	291 / 4.87%
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

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,342	627	53
	State	87,317	57,081	35
Female	Division	683	379	45
	State	43,705	31,577	28
Male	Division	659	248	62
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	31	22	29
	State	6,741	5,862	13
Black	Division	836	388	54
	State	18,624	10,601	43
Hispanic	Division	81	35	57
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	305	139	54
	State	45,098	30,844	32
Multiple Races	Division	79	40	49
	State	4,380	2,929	33
Students with Disabilities	Division	137	40	71
	State	8,185	3,548	57
Economically Disadvantaged	Division	696	249	64
	State	30,335	14,987	51
English Learners	Division	30	14	53
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	51	71	59
	State	2,590	3,844	3,577
State Licensures	Division	11	4	17
	State	1,236	1,563	2,069
Industry Certification	Division	1,209	1,087	1,152
	State	95,688	100,255	101,956
Workplace Readiness	Division	1,017	1,034	1,058
	State	44,348	41,819	35,066
Total Credentials Earned	Division	2,288	2,196	2,286
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,431	1,359	1,434
	State	115,682	117,932	115,611
CTE Completers	Division	800	977	958
	State	45,094	46,028	48,643
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.4	60.8	57.6

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$4,001	$6,801	$1,090
	State	$6,770	$5,603	$867
2020-2021	Division	$3,947	$7,415	$1,301
	State	$6,669	$6,185	$1,352
2021-2022	Division	$3,914	$7,915	$2,614
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,497	$8,347	$3,957
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	15,226	3,589	15,751	2,960	16,402	2,421
Female	7,477	1,734	7,671	1,410	7,972	1,225
Male	7,749	1,855	8,080	1,550	8,427	1,194
American Indian	34	17	42	15	49	12
Asian	292	21	272	16	277	21
Black	9,115	2,210	9,353	1,805	9,750	1,381
Hispanic	1,051	263	1,096	244	1,142	237
Native Hawaiian	38	9	44	7	38	11
White	3,309	702	3,469	543	3,525	480
Multiple Races	1,387	367	1,475	330	1,621	279
Students with Disabilities	1,946	603	2,096	521	2,199	482
Economically Disadvantaged	7,855	2,763	7,664	2,016	9,797	2,020
English Learners	410	50	423	65	478	62
Homeless	99	136	212	192	281	199
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	449
Behaviors related to School Operations	2,018
Relationship Behaviors without Physical Harm	2,546
Behaviors of a Safety Concern	3,144
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,004
Behaviors used to determine Persistently Dangerous Schools	4

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.3	0.3	0.4	0.3	0.4
Asian	1.6	0.1	1.5	0.5	1.6	0.3
Black	60.4	75.3	60.1	75.6	59.2	75.9
Hispanic	6.9	5.6	7.1	5.2	7.3	4.8
Native Hawaiian	0.2	0.2	0.3	0.2	0.3	0.2
White	21.3	11.3	21.1	10.9	21.2	9.9
Multiple Races	9.4	7.2	9.6	7.2	10.2	8.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.3		0.3
Asian	1.6		1.5		1.6
Black	60.4	66.7	60.1	85.2	59.2	74.3
Hispanic	6.9		7.1	6.6	7.3	7.6
Native Hawaiian	0.2		0.3		0.3
White	21.3	16.7	21.1	4.9	21.2	7.6
Multiple Races	9.4	16.7	9.6	3.3	10.2	10.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3		0.3
Asian	1.6		1.5		1.6
Black	60.4		60.1		59.2
Hispanic	6.9		7.1		7.3
Native Hawaiian	0.2		0.3		0.3
White	21.3		21.1		21.2
Multiple Races	9.4		9.6		10.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	60.6	88.5	93.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	52.2	43.2	46.6
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	77.5	60.8	65.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

12.38 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.49 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	45%	48%	2%	5%
2022-2023	43%	50%	2%	5%
2023-2024	42%	44%	2%	12%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	71%	79%	88%
Asian	82%	82%	91%	88%
Black	67%	66%	68%	88%
Hispanic	74%	72%	68%	88%
White	83%	82%	85%	88%
Multiple Races	77%	78%	83%	88%
Economically Disadvantaged	67%	64%	68%	88%
English Learners	59%	58%	60%	88%
Students with Disabilities	41%	40%	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	72%	70%	74%	85%
Asian	91%	89%	90%	85%
Black	66%	64%	61%	85%
Hispanic	75%	74%	63%	85%
White	83%	82%	81%	85%
Multiple Races	75%	75%	77%	85%
Economically Disadvantaged	66%	62%	62%	85%
English Learners	68%	68%	58%	85%
Students with Disabilities	46%	43%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	68%
Asian	86%
Black	61%
Hispanic	68%
White	81%
Multiple Races	76%
Economically Disadvantaged	60%
English Learners	49%
Students with Disabilities	36%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	92%	90%	84%
Black	92%	83%	84%
Hispanic	96%	83%	84%
White	93%	86%	84%
Multiple Races	93%	89%	84%
Economically Disadvantaged	90%	82%	84%
English Learners	78%	77%	84%
Students with Disabilities	59%	74%	84%
Homeless	74%	-	-
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	14%	15%	12%	10%
Asian	7%	6%	10%	10%
Black	13%	15%	12%	10%
Hispanic	18%	18%	12%	10%
White	12%	13%	12%	10%
Multiple Races	15%	17%	12%	10%
Economically Disadvantaged	18%	19%	13%	10%
English Learners	11%	12%	12%	10%
Students with Disabilities	19%	19%	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	55%	54%	58%
English Learner Proficiency	10%	-	-

< = 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	171	310	55%
English Learner Proficiency	48	461	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	2%	98%	2%	98%	2%
Asian	100%	-	100%	-	100%	-
Black	98%	2%	98%	2%	97%	3%
Hispanic	99%	1%	99%	1%	98%	2%
White	99%	1%	98%	2%	98%	2%
Multiple Races	98%	2%	98%	2%	98%	2%
Economically Disadvantaged	98%	2%	98%	2%	96%	4%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	99%	1%	100%	-	99%	1%
Students with Disabilities	96%	4%	96%	4%	93%	7%
Students without Disabilities	99%	1%	99%	1%	98%	2%
Female	99%	1%	98%	2%	98%	2%
Male	98%	2%	98%	2%	98%	2%
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	77%	78%
Asian	82%	95%
Black	72%	73%
Hispanic	78%	78%
White	85%	87%
Multiple Races	81%	80%
Economically Disadvantaged	72%	73%
English Learners	65%	74%
Students with Disabilities	52%	57%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality