Hanover County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Battlefield Park Elementary	Accredited
Beaverdam Elementary	Accredited
Cold Harbor Elementary	Accredited
Cool Spring Elementary	Accredited
Elmont Elementary	Accredited
Kersey Creek Elementary	Accredited
Laurel Meadow Elementary	Accredited
Mechanicsville Elementary	Accredited
Pearson's Corner Elementary	Accredited
Pole Green Elementary	Accredited
Rural Point Elementary	Accredited
South Anna Elementary	Accredited
Washington-Henry Elementary	Accredited
Middle Schools
Bell Creek Middle	Accredited
Chickahominy Middle	Accredited
Liberty Middle	Accredited with Conditions
Oak Knoll Middle	Accredited
High Schools
Atlee High	Accredited
Hanover High	Accredited
Mechanicsville High	Accredited
Patrick Henry 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	16	65	81	19	17	64	80	20	15	65	80	20
Female	18	66	84	16	17	65	82	18	17	66	83	17
Male	15	64	79	21	16	63	79	21	13	65	78	22
American Indian	13	63	75	25	5	73	77	23	19	56	75	25
Asian	25	57	83	18	23	60	83	17	21	63	84	16
Black	8	56	64	36	7	56	64	36	6	58	64	36
Hispanic	7	61	68	33	9	57	66	34	7	58	65	35
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	18	67	85	15	18	65	84	16	16	67	84	16
Multiple Races	14	67	81	19	15	67	82	18	16	66	82	18
Students with Disabilities	7	40	46	54	8	39	47	53	7	41	48	52
Students without Disabilities	18	69	87	13	18	68	86	14	16	70	86	14
Economically Disadvantaged	7	58	65	35	8	58	65	35	6	61	67	33
Not Economically Disadvantaged	20	68	88	12	21	67	87	13	19	68	87	13
English Learners	1	30	31	69	-	28	28	72	2	24	26	74
Homeless	<	<	<	<	7	50	57	43	8	50	58	42
Military Connected	23	67	90	10	24	59	84	16	19	73	91	9
Foster Care	<	<	<	<	-	55	55	45	<	<	<	<
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	11	64	75	25	12	62	74	26	13	60	74	26
Female	12	67	79	21	12	63	74	26	14	64	78	22
Male	11	62	73	27	12	60	73	27	13	56	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	20	57	77	23	5	72	77	23	17	74	91	9
Black	6	58	63	37	5	51	56	44	4	51	55	45
Hispanic	5	57	61	39	10	46	56	44	6	44	50	50
White	12	65	78	22	13	63	76	24	15	61	77	23
Multiple Races	12	70	82	18	16	69	84	16	15	67	83	17
Students with Disabilities	6	37	43	57	7	34	41	59	5	38	43	57
Students without Disabilities	13	69	81	19	13	67	80	20	15	65	80	20
Economically Disadvantaged	6	56	62	38	6	56	62	38	5	54	59	41
Not Economically Disadvantaged	14	67	81	19	15	64	79	21	18	63	80	20
English Learners	-	41	41	59	-	42	42	58	4	21	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	4	74	78	22	24	71	95	5	7	73	80	20
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	61	82	18	17	62	79	21	16	62	77	23
Female	23	62	85	15	15	64	79	21	16	61	78	22
Male	20	60	80	20	18	61	78	22	15	62	77	23
Asian	30	58	88	13	26	63	89	11	20	67	88	12
Black	7	60	68	32	6	68	74	26	10	56	66	34
Hispanic	8	63	71	29	8	61	69	31	10	55	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	24	60	84	16	19	60	79	21	17	62	79	21
Multiple Races	16	76	93	7	12	75	88	12	12	66	78	22
Students with Disabilities	8	41	49	51	7	33	40	60	7	40	47	53
Students without Disabilities	23	64	88	12	18	67	85	15	17	66	84	16
Economically Disadvantaged	8	61	69	31	9	59	68	32	7	58	65	35
Not Economically Disadvantaged	26	61	88	12	20	63	83	17	20	64	84	16
English Learners	-	38	38	63	-	51	51	49	2	41	43	57
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	47	53	100	0	17	65	83	17	27	68	95	5
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	12	67	80	20	13	67	80	20	11	67	78	22
Female	15	69	84	16	13	68	81	19	13	67	80	20
Male	10	66	76	24	14	65	79	21	9	67	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	24	59	83	17	18	64	82	18	19	67	86	14
Black	6	51	57	43	7	55	62	38	5	55	60	40
Hispanic	5	52	58	42	8	57	65	35	5	62	67	33
Native Hawaiian									<	<	100	0
White	14	71	84	16	15	69	84	16	12	68	80	20
Multiple Races	7	67	74	26	13	65	77	23	14	77	91	9
Students with Disabilities	5	38	43	57	5	43	49	51	5	34	38	62
Students without Disabilities	14	73	87	13	15	71	85	15	12	73	86	14
Economically Disadvantaged	4	56	60	40	5	58	64	36	5	61	66	34
Not Economically Disadvantaged	16	72	88	12	17	70	87	13	14	70	84	16
English Learners	3	23	26	74	-	15	15	85	-	24	24	76
Homeless					<	<	<	<	<	<	<	<
Military Connected	22	67	89	11	43	48	90	10	9	86	95	5
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	14	65	79	21	14	66	79	21	13	66	79	21
Female	16	66	82	18	15	68	83	17	15	65	80	20
Male	12	64	77	23	12	64	76	24	12	66	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	27	52	79	21	27	49	76	24	22	63	84	16
Black	8	50	58	42	9	47	57	43	5	56	61	39
Hispanic	3	67	69	31	2	52	55	45	4	57	62	38
White	16	67	82	18	15	70	85	15	15	68	83	17
Multiple Races	12	68	79	21	9	61	70	30	12	67	79	21
Students with Disabilities	8	39	47	53	7	43	49	51	6	41	47	53
Students without Disabilities	15	69	84	16	15	70	85	15	14	70	84	16
Economically Disadvantaged	4	57	61	39	6	54	60	40	5	61	66	34
Not Economically Disadvantaged	18	68	86	14	18	71	89	11	17	68	86	14
English Learners	-	24	24	76	-	3	3	97	3	12	15	85
Military Connected	17	74	91	9	19	61	81	19	32	59	91	9
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	14	66	81	19	14	66	80	20	10	71	81	19
Female	16	65	82	18	17	66	84	16	12	74	85	15
Male	13	67	80	20	12	66	77	23	8	69	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	14	71	86	14	19	61	81	19	12	64	76	24
Black	6	46	53	47	5	56	61	39	3	63	65	35
Hispanic	8	60	68	32	8	61	70	30	5	51	56	44
White	17	69	86	14	16	67	83	17	11	74	85	15
Multiple Races	12	68	80	20	13	71	84	16	11	65	76	24
Students with Disabilities	4	39	43	57	10	41	51	49	5	40	46	54
Students without Disabilities	16	71	87	13	15	70	85	15	10	76	87	13
Economically Disadvantaged	7	58	65	35	6	57	63	37	4	61	65	35
Not Economically Disadvantaged	18	70	88	12	18	70	88	12	12	76	88	12
English Learners	-	26	26	74	-	13	13	87	-	22	22	78
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	27	59	86	14	9	77	86	14	18	70	88	12
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	12	69	81	19	14	66	80	20	12	69	81	19
Female	14	69	83	17	16	67	82	18	15	69	84	16
Male	11	68	79	21	13	65	78	22	10	69	79	21
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	30	60	90	10	25	63	88	13	27	51	78	22
Black	7	60	67	33	5	51	56	44	4	53	57	43
Hispanic	6	59	66	34	9	56	65	35	1	70	71	29
White	13	71	84	16	16	69	85	15	13	71	85	15
Multiple Races	11	66	77	23	15	64	79	21	15	64	80	20
Students with Disabilities	6	37	43	57	6	31	37	63	7	40	47	53
Students without Disabilities	13	74	87	13	16	71	86	14	13	73	86	14
Economically Disadvantaged	6	59	65	35	6	55	62	38	5	61	66	34
Not Economically Disadvantaged	15	73	87	13	18	71	89	11	16	73	88	12
English Learners	4	24	28	72	-	19	19	81	-	18	18	82
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	77	92	8	30	61	91	9	8	79	88	13
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	63	91	9	30	60	90	10	27	64	91	9
Female	29	63	92	8	32	59	91	9	30	63	93	7
Male	26	63	89	11	28	62	90	10	25	65	90	10
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	31	47	78	22	45	45	90	10	38	46	84	16
Black	14	66	80	20	15	65	79	21	9	69	78	22
Hispanic	14	65	80	20	19	64	83	17	18	62	80	20
White	30	64	94	6	32	60	92	8	30	64	94	6
Multiple Races	26	57	82	18	32	65	97	3	36	56	93	8
Students with Disabilities	10	49	60	40	12	49	62	38	12	59	71	29
Students without Disabilities	30	65	94	6	32	62	94	6	30	64	94	6
Economically Disadvantaged	14	63	77	23	15	64	79	21	15	67	82	18
Not Economically Disadvantaged	32	63	95	5	35	59	94	6	33	62	95	5
English Learners	-	21	21	79	-	19	19	81	-	19	19	81
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	35	65	100	0	32	26	58	42	27	73	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	51	61	39	18	48	66	34	79	11	89	11
Female	12	56	69	31	22	52	73	27	82	9	91	9
Male	8	47	55	45	13	45	58	42	<	<	<	<
Asian	24	59	82	18	39	48	88	12	<	<	100	0
White	10	55	66	34	19	51	70	30	76	12	88	12
Students with Disabilities	1	18	19	81	-	13	13	87	<	<	<	<
Students without Disabilities	11	57	69	31	20	53	74	26	94	6	100	0
Economically Disadvantaged	4	37	41	59	8	40	48	52	<	<	<	<
Not Economically Disadvantaged	12	57	69	31	23	52	75	25	88	6	94	6
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	42	18	61	39	52	13	65	35	79	11	89	11
Female	56	13	69	31	55	18	73	27	82	9	91	9
Male	29	24	53	47	50	8	58	42	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
White	33	25	58	42	44	13	56	44	76	12	88	12
Students with Disabilities	-	8	8	92	<	<	<	<	<	<	<	<
Students without Disabilities	70	25	95	5	63	16	79	21	94	6	100	0
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	58	17	75	25	67	11	78	22	88	6	94	6
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	68	80	20	14	69	83	17	13	70	83	17
Female	12	69	80	20	13	70	83	17	12	72	83	17
Male	14	66	80	20	15	68	83	17	14	69	83	17
American Indian	4	64	68	32	9	55	64	36	-	83	83	17
Asian	26	60	86	14	24	63	86	14	26	60	87	13
Black	5	55	60	40	5	63	68	32	3	64	67	33
Hispanic	5	62	67	33	7	63	70	30	5	66	70	30
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	14	70	84	16	16	71	87	13	15	72	86	14
Multiple Races	11	65	76	24	12	67	80	20	12	71	83	17
Students with Disabilities	4	46	50	50	5	49	54	46	5	50	55	45
Students without Disabilities	14	71	86	14	16	73	88	12	15	74	88	12
Economically Disadvantaged	5	58	63	37	6	63	69	31	6	65	71	29
Not Economically Disadvantaged	16	71	88	12	18	72	90	10	17	72	89	11
English Learners	1	38	40	60	1	43	45	55	2	44	46	54
Homeless	-	31	31	69	9	47	56	44	8	54	62	38
Military Connected	20	67	87	13	25	67	92	8	18	70	88	12
Foster Care	<	<	<	<	10	50	60	40	<	<	<	<
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	13	69	81	19	17	65	82	18	14	68	82	18
Female	9	69	78	22	12	67	79	21	11	72	83	17
Male	16	68	84	16	22	63	84	16	17	65	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	16	69	84	16	12	72	84	16	16	76	93	7
Black	7	66	74	26	5	59	64	36	2	63	65	35
Hispanic	4	61	65	35	9	54	63	37	2	62	64	36
White	14	69	83	17	20	66	85	15	17	69	86	14
Multiple Races	12	72	84	16	16	70	86	14	12	70	81	19
Students with Disabilities	7	46	53	47	9	41	51	49	6	52	58	42
Students without Disabilities	14	72	86	14	18	69	87	13	16	72	88	12
Economically Disadvantaged	5	62	68	32	9	61	71	29	7	66	73	27
Not Economically Disadvantaged	16	71	87	13	21	66	87	13	17	69	86	14
English Learners	2	44	46	54	2	54	56	44	-	39	39	61
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	65	78	22	24	71	95	5	7	87	93	7
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
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	20	61	81	19	20	64	83	17	20	64	84	16
Female	16	64	80	20	14	66	81	19	15	67	82	18
Male	23	59	82	18	24	62	85	15	25	61	86	14
Asian	22	66	88	12	27	59	86	14	31	63	94	6
Black	8	46	54	46	8	67	75	25	4	66	70	30
Hispanic	8	59	67	33	6	68	74	26	12	62	73	27
Native Hawaiian					<	<	100	0	<	<	100	0
White	23	62	85	15	22	63	85	15	22	64	86	14
Multiple Races	12	66	78	22	23	68	91	9	17	70	87	13
Students with Disabilities	6	42	49	51	5	44	49	51	7	48	55	45
Students without Disabilities	22	64	86	14	22	67	89	11	23	67	90	10
Economically Disadvantaged	6	57	63	37	8	62	71	29	10	67	76	24
Not Economically Disadvantaged	25	63	88	12	25	65	89	11	25	63	88	12
English Learners	-	42	42	58	2	48	50	50	6	65	70	30
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	47	41	88	12	35	48	83	17	27	73	100	0
Foster Care	<	<	<	<					<	<	<	<
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	11	65	76	24	10	69	78	22	7	73	80	20
Female	11	68	79	21	10	69	79	21	7	75	82	18
Male	11	63	74	26	9	68	78	22	7	72	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	29	54	83	17	23	60	83	17	19	62	81	19
Black	1	49	50	50	1	56	57	43	1	60	61	39
Hispanic	5	59	65	35	7	58	65	35	3	76	79	21
Native Hawaiian									<	<	100	0
White	13	69	81	19	11	72	82	18	7	75	82	18
Multiple Races	7	62	68	32	6	74	81	19	9	79	88	12
Students with Disabilities	3	42	45	55	5	43	48	52	3	43	47	53
Students without Disabilities	13	71	84	16	11	74	85	15	8	80	87	13
Economically Disadvantaged	5	55	59	41	6	57	63	37	5	63	68	32
Not Economically Disadvantaged	14	71	85	15	12	75	87	13	8	79	87	13
English Learners	3	34	37	63	-	41	41	59	-	43	43	57
Homeless					<	<	<	<	<	<	<	<
Military Connected	13	75	88	13	15	62	77	23	6	67	72	28
Foster Care					<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	65	77	23	16	65	81	19	14	64	78	22
Female	11	67	78	22	15	66	82	18	12	64	76	24
Male	13	64	76	24	16	64	80	20	16	64	80	20
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	23	50	73	27	31	53	84	16	35	47	82	18
Black	4	41	46	54	5	54	59	41	6	50	57	43
Hispanic	3	56	59	41	9	53	62	38	6	44	50	50
White	13	69	82	18	18	69	87	13	15	69	84	16
Multiple Races	12	62	74	26	3	63	66	34	9	70	79	21
Students with Disabilities	4	43	47	53	6	44	50	50	8	40	48	52
Students without Disabilities	13	69	82	18	17	69	87	13	15	68	83	17
Economically Disadvantaged	3	55	58	42	7	55	62	38	6	55	61	39
Not Economically Disadvantaged	16	69	85	15	20	70	90	10	18	69	87	13
English Learners	-	30	30	70	3	14	17	83	5	8	13	87
Military Connected	33	62	95	5	28	64	92	8	22	61	83	17
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	4	61	65	35	4	70	74	26	3	70	72	28
Female	4	61	65	35	5	73	78	22	3	73	76	24
Male	5	61	65	35	4	67	71	29	3	67	70	30
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	12	59	71	29	5	63	68	32	-	61	61	39
Black	1	45	46	54	3	53	55	45	1	56	57	43
Hispanic	-	49	49	51	3	54	57	43	-	56	56	44
White	5	65	71	29	5	74	79	21	4	74	78	22
Multiple Races	4	69	73	27	2	67	69	31	1	67	68	32
Students with Disabilities	3	34	38	62	5	41	46	54	1	45	45	55
Students without Disabilities	4	68	73	27	4	77	81	19	4	77	80	20
Economically Disadvantaged	3	45	48	52	4	59	63	37	1	57	58	42
Not Economically Disadvantaged	5	72	77	23	5	77	82	18	5	79	83	17
English Learners	-	26	26	74	-	29	29	71	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	14	57	71	29	8	83	92	8	9	70	78	22
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	11	71	82	18	11	75	85	15	12	74	86	14
Female	11	71	82	18	10	74	84	16	13	73	86	14
Male	11	71	82	18	12	75	87	13	11	75	86	14
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	45	48	93	7	19	62	81	19	30	56	86	14
Black	4	63	68	32	4	66	70	30	5	62	67	33
Hispanic	3	62	65	35	2	73	75	25	5	74	79	21
White	11	74	86	14	13	77	89	11	13	76	89	11
Multiple Races	15	58	73	27	10	75	85	15	10	69	79	21
Students with Disabilities	2	54	56	44	3	52	55	45	3	54	57	43
Students without Disabilities	13	74	87	13	12	79	91	9	13	77	90	10
Economically Disadvantaged	4	63	67	33	3	68	71	29	4	69	74	26
Not Economically Disadvantaged	14	74	88	12	15	78	93	7	16	76	92	8
English Learners	3	29	32	68	-	39	39	61	-	50	50	50
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	80	87	13	33	62	95	5	24	68	92	8
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
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	15	71	86	14	16	74	90	10	13	77	90	10
Female	16	72	88	12	17	73	91	9	12	79	91	9
Male	14	71	85	15	14	75	89	11	13	76	89	11
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	30	68	97	3	35	65	100	0	27	63	90	10
Black	7	70	76	24	6	78	84	16	2	82	84	16
Hispanic	10	71	81	19	8	80	88	12	3	85	88	12
White	17	72	89	11	17	74	91	9	15	76	91	9
Multiple Races	10	65	75	25	19	65	84	16	15	76	90	10
Students with Disabilities	2	59	61	39	3	74	77	23	3	70	73	27
Students without Disabilities	17	73	90	10	18	74	92	8	14	79	93	7
Economically Disadvantaged	7	65	72	28	4	77	81	19	4	78	82	18
Not Economically Disadvantaged	19	73	92	8	21	73	94	6	18	77	95	5
English Learners	-	64	64	36	3	66	68	32	-	72	72	28
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	79	92	8	27	73	100	0	26	63	89	11
Foster Care					<	<	<	<	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	75	86	14	16	70	86	14	13	74	87	13
Female	10	77	88	12	16	72	88	12	12	74	86	14
Male	13	72	85	15	15	69	84	16	15	74	88	12
American Indian	<	<	100	0					<	<	<	<
Asian	36	55	91	9	26	70	96	4	29	71	100	0
Black	7	50	57	43	-	70	70	30	4	54	57	43
Hispanic	-	76	76	24	21	50	71	29	-	79	79	21
White	13	78	90	10	16	73	89	11	14	75	90	10
Multiple Races	14	64	79	21	19	47	67	33	13	70	83	18
Students with Disabilities	7	29	37	63	2	28	30	70	7	23	30	70
Students without Disabilities	12	78	89	11	17	74	90	10	14	77	90	10
Economically Disadvantaged	5	59	64	36	8	59	67	33	5	61	66	34
Not Economically Disadvantaged	14	80	93	7	18	74	92	8	15	77	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	27	64	91	9	13	87	100	0	10	80	90	10
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	77	95	5	22	70	92	8	38	59	96	4
Female	18	78	96	4	16	76	92	8	37	60	97	3
Male	18	77	94	6	27	65	92	8	38	58	96	4
Asian	36	57	93	7	<	<	100	0	70	30	100	0
Black	<	<	<	<	27	36	64	36	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	36	45	82	18
White	18	78	95	5	23	71	94	6	36	62	97	3
Multiple Races	17	78	94	6	<	<	100	0	54	46	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	18	77	95	5	22	71	92	8	38	59	97	3
Economically Disadvantaged	8	84	92	8	10	69	79	21	38	59	97	3
Not Economically Disadvantaged	19	76	95	5	24	70	94	6	37	59	96	4
English Learners					<	<	100	0
Homeless					<	<	100	0
Military Connected	<	<	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	10	64	74	26	10	67	77	23	10	66	77	23
Female	8	65	73	27	7	69	76	24	7	68	76	24
Male	11	63	74	26	12	65	77	23	13	65	78	22
American Indian	17	67	83	17	-	64	64	36	-	57	57	43
Asian	14	65	79	21	16	66	81	19	19	57	76	24
Black	3	43	47	53	3	49	52	48	3	51	54	46
Hispanic	2	59	61	39	5	56	61	39	4	59	63	37
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	12	67	78	22	11	71	82	18	11	70	81	19
Multiple Races	10	61	71	29	8	65	73	27	10	67	77	23
Students with Disabilities	4	37	41	59	3	41	44	56	5	43	48	52
Students without Disabilities	11	69	80	20	11	72	82	18	11	71	82	18
Economically Disadvantaged	4	50	54	46	4	56	59	41	4	56	60	40
Not Economically Disadvantaged	13	70	82	18	12	73	85	15	14	72	86	14
English Learners	1	23	24	76	-	18	18	82	-	22	22	78
Homeless	<	<	<	<	7	47	53	47	<	<	<	<
Military Connected	10	71	81	19	14	70	84	16	15	72	87	13
Foster Care					<	<	<	<	<	<	<	<
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	17	55	71	29	18	57	75	25	21	55	76	24
Female	16	56	72	28	13	60	73	27	17	57	74	26
Male	17	53	71	29	23	54	77	23	25	54	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	17	50	67	33	27	51	78	22	32	46	78	22
Black	7	31	38	62	7	42	49	51	11	45	56	44
Hispanic	4	49	53	47	9	50	59	41	10	57	66	34
Native Hawaiian									<	<	100	0
White	19	57	77	23	21	59	80	20	23	56	79	21
Multiple Races	10	59	70	30	11	64	75	25	20	66	86	14
Students with Disabilities	7	33	40	60	7	34	41	59	8	39	47	53
Students without Disabilities	19	59	78	22	20	61	81	19	24	58	82	18
Economically Disadvantaged	6	43	48	52	8	49	57	43	10	51	61	39
Not Economically Disadvantaged	22	60	81	19	23	61	84	16	27	57	84	16
English Learners	-	19	19	81	-	19	19	81	-	23	23	77
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	15	70	85	15	29	52	81	19	23	59	82	18
Foster Care					<	<	<	<	<	<	<	<
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	7	69	75	25	9	69	77	23	8	70	77	23
Female	5	68	73	27	6	70	76	24	5	71	76	24
Male	8	69	77	23	11	67	79	21	10	68	78	22
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	13	78	91	9	10	71	81	19	19	59	78	22
Black	2	50	52	48	3	41	43	57	2	48	51	49
Hispanic	3	58	61	39	5	58	63	37	-	64	64	36
White	7	72	79	21	10	73	83	17	9	73	82	18
Multiple Races	5	62	67	33	9	74	83	17	8	67	75	25
Students with Disabilities	4	39	43	57	3	38	41	59	6	38	44	56
Students without Disabilities	7	74	81	19	9	73	83	17	8	74	82	18
Economically Disadvantaged	3	54	56	44	3	56	59	41	2	56	58	42
Not Economically Disadvantaged	8	75	83	17	11	75	86	14	10	76	87	13
English Learners	3	30	33	67	-	18	18	82	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	8	85	92	8	9	82	91	9	12	76	88	12
Foster Care					<	<	100	0	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	66	75	25	7	73	80	20	6	74	79	21
Female	8	68	77	23	5	76	81	19	4	76	80	20
Male	11	63	74	26	8	71	78	22	7	72	79	21
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	14	68	82	18	14	78	92	8	7	75	82	18
Black	4	43	47	53	1	54	55	45	1	59	60	40
Hispanic	1	63	64	36	5	59	63	37	2	56	58	42
White	11	69	80	20	7	78	85	15	7	78	84	16
Multiple Races	11	62	73	27	5	63	68	32	8	71	79	21
Students with Disabilities	1	34	35	65	1	42	43	57	2	48	50	50
Students without Disabilities	11	70	81	19	7	77	85	15	6	78	84	16
Economically Disadvantaged	4	50	55	45	3	61	63	37	1	61	62	38
Not Economically Disadvantaged	11	72	83	17	8	79	87	13	8	80	89	11
English Learners	-	10	10	90	-	22	22	78	-	21	21	79
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	11	59	70	30	-	78	78	22	8	88	96	4
Foster Care					<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	72	83	17	-	42	42	58	-	33	33	67
Female	7	71	79	21	<	<	<	<	-	35	35	65
Male	13	73	87	13	-	50	50	50	-	31	31	69
Asian	<	<	100	0					<	<	<	<
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	14	67	81	19	-	54	54	46	-	33	33	67
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	11	74	85	15	-	39	39	61	-	37	37	63
Economically Disadvantaged	<	<	<	<	<	<	<	<	-	36	36	64
Not Economically Disadvantaged	14	73	86	14	-	57	57	43	-	31	31	69
English Learners									<	<	<	<
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	67	72	28	3	71	73	27	5	68	72	28
Female	2	65	68	32	2	70	72	28	3	68	71	29
Male	7	68	76	24	3	71	75	25	7	67	74	26
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	54	69	31	-	67	67	33	-	61	61	39
Black	-	47	47	53	1	61	62	38	1	46	47	53
Hispanic	-	67	67	33	-	59	59	41	2	66	68	32
White	6	71	77	23	3	75	78	22	6	73	79	21
Multiple Races	11	63	74	26	2	56	58	42	4	64	68	32
Students with Disabilities	-	42	42	58	1	49	51	49	-	47	47	53
Students without Disabilities	6	73	79	21	3	77	80	20	6	73	79	21
Economically Disadvantaged	3	56	59	41	1	57	58	42	2	56	58	42
Not Economically Disadvantaged	6	74	80	20	4	80	84	16	7	76	83	17
English Learners	-	30	30	70	-	14	14	86	-	21	21	79
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	-	82	82	18	<	<	<	<	<	<	<	<
< = 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	24	55	79	21	21	57	78	22	22	54	76	24
Female	20	58	78	22	17	60	77	23	19	55	74	26
Male	28	52	80	20	25	55	79	21	25	53	78	22
American Indian	<	<	<	<	8	75	83	17	<	<	<	<
Asian	43	45	88	13	40	50	89	11	34	51	85	15
Black	12	48	60	40	10	49	59	41	9	43	52	48
Hispanic	14	54	68	32	12	58	70	30	11	52	62	38
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	26	56	83	17	23	59	81	19	24	56	80	20
Multiple Races	22	54	75	25	24	53	77	23	24	51	75	25
Students with Disabilities	7	39	46	54	6	38	44	56	7	37	44	56
Students without Disabilities	27	57	84	16	24	60	84	16	25	57	81	19
Economically Disadvantaged	11	51	62	38	10	53	63	37	10	48	59	41
Not Economically Disadvantaged	30	56	86	14	27	59	86	14	29	57	85	15
English Learners	2	35	37	63	2	33	35	65	4	26	30	70
Homeless	<	<	<	<	6	50	56	44	-	50	50	50
Military Connected	37	47	84	16	26	59	85	15	32	57	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	32	42	58	6	43	49	51	3	39	42	58
Female	15	23	38	62	3	40	42	58	2	37	39	61
Male	6	38	44	56	8	46	54	46	4	42	46	54
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	-	30	30	70	-	39	39	61	-	25	25	75
Hispanic	<	<	<	<	-	36	36	64	-	37	37	63
White	10	38	49	51	7	45	53	47	4	46	50	50
Multiple Races	<	<	<	<	-	30	30	70	-	29	29	71
Students with Disabilities	-	17	17	83	-	24	24	76	-	28	28	72
Students without Disabilities	17	42	58	42	8	50	58	42	4	44	48	52
Economically Disadvantaged	-	13	13	87	-	36	36	64	1	27	28	72
Not Economically Disadvantaged	20	50	70	30	13	51	64	36	5	53	58	42
English Learners					<	<	<	<	-	-	-	100
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	100	0
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	9	65	74	26	9	60	70	30
Female	9	68	76	24	6	63	69	31	7	58	66	34
Male	15	64	79	21	11	66	77	23	12	62	74	26
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	31	46	77	23	30	65	95	5	20	70	90	10
Black	5	45	49	51	4	56	60	40	1	42	43	57
Hispanic	9	64	72	28	7	60	67	33	2	53	54	46
White	12	69	81	19	9	66	76	24	11	64	75	25
Multiple Races	20	66	86	14	9	61	70	30	16	50	66	34
Students with Disabilities	3	48	52	48	7	41	48	52	2	40	42	58
Students without Disabilities	13	68	81	19	9	69	79	21	11	64	75	25
Economically Disadvantaged	7	56	63	37	4	56	60	40	5	45	50	50
Not Economically Disadvantaged	14	70	84	16	11	69	81	19	12	70	82	18
English Learners	-	43	43	57	-	18	18	82	-	18	18	82
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	50	70	30	10	90	100	0	<	<	<	<
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	8	62	69	31	8	57	65	35	14	57	71	29
Female	4	64	68	32	5	57	62	38	11	59	70	30
Male	11	60	71	29	11	57	68	32	17	55	72	28
American Indian	<	<	<	<
Asian	17	75	92	8	10	60	70	30	10	70	80	20
Black	3	38	41	59	-	33	33	67	7	30	37	63
Hispanic	-	35	35	65	-	58	58	42	10	33	43	57
White	8	66	74	26	10	61	71	29	15	60	75	25
Multiple Races	12	53	65	35	7	53	60	40	9	64	73	27
Students with Disabilities	-	19	19	81	-	17	17	83	-	11	11	89
Students without Disabilities	8	65	73	27	9	62	71	29	15	59	74	26
Economically Disadvantaged	1	38	39	61	4	31	34	66	3	35	39	61
Not Economically Disadvantaged	10	69	79	21	10	67	76	24	17	64	81	19
English Learners	<	<	<	<	<	<	<	<	-	-	-	100
Homeless	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	8	92	100	0
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	5	67	72	28	5	66	71	29	3	58	61	39
Female	4	66	70	30	3	71	74	26	3	59	62	38
Male	6	68	74	26	7	61	68	32	4	56	59	41
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	17	42	58	42	8	38	46	54
Black	2	52	54	46	2	47	49	51	-	39	39	61
Hispanic	2	64	67	33	-	58	58	42	-	43	43	57
White	6	71	77	23	7	75	82	18	5	68	73	27
Multiple Races	8	75	83	17	-	39	39	61	4	67	71	29
Students with Disabilities	-	44	44	56	3	35	38	62	-	41	41	59
Students without Disabilities	6	73	79	21	5	72	77	23	4	62	66	34
Economically Disadvantaged	1	58	59	41	2	55	56	44	1	47	48	52
Not Economically Disadvantaged	7	73	80	20	7	74	82	18	5	68	73	27
English Learners	-	38	38	62	-	14	14	86	-	22	22	78
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	32	54	86	14	26	62	88	12	26	61	87	13
Female	26	60	86	14	24	63	86	14	26	61	87	13
Male	36	49	85	15	28	62	89	11	26	61	87	13
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	50	40	90	10	27	63	90	10	35	59	94	6
Black	18	57	75	25	9	59	69	31	13	56	69	31
Hispanic	17	53	70	30	14	64	78	22	10	73	83	17
Native Hawaiian	<	<	100	0
White	35	54	89	11	29	62	91	9	29	61	90	10
Multiple Races	24	54	78	22	24	68	92	8	26	57	83	17
Students with Disabilities	9	43	52	48	4	51	55	45	8	45	53	47
Students without Disabilities	35	56	91	9	29	64	92	8	28	63	91	9
Economically Disadvantaged	14	58	72	28	13	63	75	25	12	63	75	25
Not Economically Disadvantaged	39	52	92	8	31	62	93	7	33	60	93	7
English Learners	-	27	27	73	-	40	40	60	-	38	38	62
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	38	54	92	8	32	59	91	9	35	57	91	9
Foster Care					<	<	100	0	<	<	100	0
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	37	43	80	20	36	45	81	19	38	43	81	19
Female	32	46	78	22	29	53	81	19	32	47	79	21
Male	42	41	83	17	42	40	82	18	44	39	83	17
American Indian	<	<	100	0	<	<	<	<
Asian	60	33	93	7	66	32	98	2	50	45	95	5
Black	18	41	58	42	27	43	69	31	23	45	68	32
Hispanic	28	46	74	26	26	53	79	21	30	43	73	27
Native Hawaiian					<	<	100	0	<	<	100	0
White	39	44	83	17	36	46	82	18	40	43	83	17
Multiple Races	32	44	76	24	47	41	88	12	40	41	82	18
Students with Disabilities	13	34	46	54	10	35	45	55	16	34	49	51
Students without Disabilities	41	45	86	14	40	47	87	13	43	44	87	13
Economically Disadvantaged	18	44	62	38	18	50	69	31	20	47	67	33
Not Economically Disadvantaged	44	43	87	13	43	43	87	13	48	41	88	12
English Learners	<	<	<	<	9	61	70	30	17	54	71	29
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	65	24	88	12	41	50	91	9	57	38	95	5
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	19	20	29
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2023-2024	2024-2025
Pre-kindergarten	276	301
Kindergarten	1,115	1,157
Grade 1	1,086	1,166
Grade 2	1,239	1,123
Grade 3	1,192	1,274
Grade 4	1,259	1,230
Grade 5	1,268	1,285
Grade 6	1,270	1,254
Grade 7	1,307	1,303
Grade 8	1,277	1,317
Grade 9	1,402	1,322
Grade 10	1,398	1,332
Grade 11	1,365	1,337
Grade 12	1,366	1,367
Post Graduate	-	2
Total Students	16,820	16,770

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	16820	16770
Female	8021	8032
Male	8799	8738
American Indian	33	32
Asian	562	670
Black	1482	1493
Hispanic	1311	1383
Native Hawaiian	5	6
White	12332	12018
Multiple Races	1095	1168
Students with Disabilities	2538	2581
Students without Disabilities	14282	14189
Economically Disadvantaged	5601	4491
Not Economically Disadvantaged	11219	12279
English Learners	664	723
Not English Learners	16156	16047
Homeless	16	58
Military Connected	271	265
Foster Care	18	28
< = 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	917	427	13	11	33	9
	State	50354	39349	1875	907	4438	1716
Female	Division	469	169	2	3	7	4
	State	27408	17323	610	350	1645	701
Male	Division	448	258	11	8	26	5
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	26	4	0	1	0	0
	State	6025	1443	97	16	68	35
Black	Division	56	45	1	0	3	3
	State	8111	10540	640	225	1119	707
Hispanic	Division	44	38	0	0	2	0
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	749	317	11	10	22	6
	State	25871	16565	763	464	1211	504
Multiple Races	Division	40	21	1	0	6	0
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	20	97	13	1	17	1
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	169	220	4	8	19	3
	State	12779	21123	1108	494	2352	1214
English Learners	Division	4	13	0	0	1	0
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	<	<
	State	197	699	48	29	170	78
Military Connected	Division	10	9	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 Students	1,410	1,357	96	1,368	97	33	2
Female	654	640	98	643	98	7	1
Male	756	717	95	725	96	26	3
American Indian	<	<	100	<	100	0	0
Asian	31	30	97	31	100	0	0
Black	108	102	94	102	94	3	3
Hispanic	84	82	98	82	98	2	2
Native Hawaiian	<	<	100	<	100	0	0
White	1,115	1,077	97	1,087	98	22	2
Multiple Races	68	62	91	62	91	6	9
Students with Disabilities	149	130	87	131	88	17	11
Economically Disadvantaged	423	393	93	401	95	19	5
English Learners	18	17	94	17	94	1	6
Homeless	<	<	<	<	<	<	<
Military Connected	19	19	100	19	100	0	0
Foster Care	<	<	100	<	100	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	1,060 / 18.62%	1,078 / 19.15%	1,283 / 23.2%
Advanced Placement Course Enrollment	1,269 / 22.29%	1,389 / 24.67%	1,561 / 28.22%
Dual Enrollment	361 / 6.34%	363 / 6.45%	395 / 7.14%
Governor's School Enrollment	52 / .91%	52 / .92%	53 / .96%
IB Course Enrollment	506 / 8.89%	490 / 8.7%	520 / 9.4%
Senior Enrolled in IB Program	53 / .93%	84 / 1.49%	234 / 4.23%

< = 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	1,349	935	31
	State	87,317	57,081	35
Female	Division	702	535	24
	State	43,705	31,577	28
Male	Division	647	400	38
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	42	36	14
	State	6,741	5,862	13
Black	Division	128	77	40
	State	18,624	10,601	43
Hispanic	Division	50	27	46
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	1,075	758	29
	State	45,098	30,844	32
Multiple Races	Division	49	34	31
	State	4,380	2,929	33
Students with Disabilities	Division	149	47	68
	State	8,185	3,548	57
Economically Disadvantaged	Division	230	102	56
	State	30,335	14,987	51
English Learners	Division	15	<	100
	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	56	45	36
	State	2,590	3,844	3,577
State Licensures	Division	78	130	108
	State	1,236	1,573	2,069
Industry Certification	Division	2,045	2,168	2,040
	State	95,688	100,965	101,956
Workplace Readiness	Division	146	118	101
	State	44,348	41,819	35,066
Total Credentials Earned	Division	2,325	2,461	2,285
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	1,806	1,972	1,788
	State	115,682	118,469	115,609
Armed Services Vocational Aptitude Battery Examination	Division	64	88	73
	State	761	962	1,022
CTE Completers	Division	764	747	755
	State	45,094	46,028	48,643

< = 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	70.1	70.2	68.9

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	$5,124	$5,327	$538
	State	$6,770	$5,603	$867
2020-2021	Division	$5,855	$5,650	$822
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,676	$5,868	$1,413
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,314	$6,165	$1,005
	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	15,351	1,300	15,257	1,432	15,219	1,241
Female	7,327	612	7,218	702	7,237	610
Male	8,024	688	8,039	730	7,982	631
American Indian	33	9	28	8	27	5
Asian	406	29	467	58	512	54
Black	1,355	159	1,300	178	1,274	147
Hispanic	969	147	1,054	159	1,117	146
Native Hawaiian	<	<	<	<	<	<
White	11,772	854	11,507	891	11,325	776
Multiple Races	811	102	899	136	959	113
Students with Disabilities	2,041	345	2,053	405	2,105	323
Economically Disadvantaged	3,917	811	4,271	891	4,703	794
English Learners	482	74	559	81	606	80
Homeless	15	26	40	34	27	16
< = 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	239
Behaviors related to School Operations	654
Relationship Behaviors without Physical Harm	705
Behaviors of a Safety Concern	1,042
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	399
Behaviors used to determine Persistently Dangerous Schools	3

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.3	0.2	0.3
Asian	3	1.4	3.3	1.3
Black	9.1	21.2	8.8	20
Hispanic	7.3	8.8	7.8	8.6
Native Hawaiian	0	0.2	0
White	74.3	58.9	73.3	62.7
Multiple Races	6.1	9.2	6.5	7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	3		3.3
Black	9.1	21.7	8.8	25
Hispanic	7.3	6.5	7.8
Native Hawaiian	0		0
White	74.3	60.9	73.3	62.5
Multiple Races	6.1	10.9	6.5	12.5
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	3		3.3
Black	9.1		8.8
Hispanic	7.3		7.8
Native Hawaiian	0		0
White	74.3		73.3	75
Multiple Races	6.1		6.5	25
< = 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	22.6	26.2	31.5
< = 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	29.1	27.1	31.2
< = 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	64.3	54.9	51.7
< = 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

10.65 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.52 : 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	30%	66%	1%	3%
2022-2023	32%	64%	1%	3%
2023-2024	34%	63%	1%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	80%	81%	79%	88%
Asian	85%	84%	91%	88%
Black	64%	64%	68%	88%
Hispanic	65%	66%	68%	88%
White	83%	84%	85%	88%
Multiple Races	83%	82%	83%	88%
Economically Disadvantaged	67%	66%	68%	88%
English Learners	46%	46%	60%	88%
Students with Disabilities	47%	46%	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	83%	83%	74%	85%
Asian	89%	87%	90%	85%
Black	65%	64%	61%	85%
Hispanic	72%	70%	63%	85%
White	86%	86%	81%	85%
Multiple Races	83%	81%	77%	85%
Economically Disadvantaged	71%	68%	62%	85%
English Learners	61%	57%	58%	85%
Students with Disabilities	53%	52%	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	78%
Asian	81%
Black	54%
Hispanic	68%
White	81%
Multiple Races	80%
Economically Disadvantaged	61%
English Learners	46%
Students with Disabilities	46%

< = 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	95%	84%	84%
Asian	91%	90%	84%
Black	93%	83%	84%
Hispanic	98%	83%	84%
White	95%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	90%	82%	84%
English Learners	92%	77%	84%
Students with Disabilities	73%	74%	84%
Homeless	50%	-	-
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	8%	8%	12%	10%
Asian	10%	10%	10%	10%
Black	10%	11%	12%	10%
Hispanic	12%	12%	12%	10%
White	6%	7%	12%	10%
Multiple Races	11%	12%	12%	10%
Economically Disadvantaged	14%	16%	13%	10%
English Learners	12%	12%	12%	10%
Students with Disabilities	13%	15%	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	56%	54%	58%
English Learner Proficiency	12%	-	-

< = 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	225	404	56%
English Learner Proficiency	62	512	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	99%	1%
Asian	100%	-	100%	-	98%	2%
Black	99%	1%	99%	1%	98%	2%
Hispanic	100%	-	99%	1%	99%	1%
White	100%	-	99%	1%	99%	1%
Multiple Races	100%	-	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	98%	2%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	99%	1%	99%	1%	99%	1%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	100%	-	99%	1%	100%	-
Male	100%	-	99%	1%	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	83%	86%
Asian	87%	88%
Black	72%	72%
Hispanic	72%	77%
White	85%	88%
Multiple Races	84%	86%
Economically Disadvantaged	72%	76%
English Learners	59%	68%
Students with Disabilities	58%	63%

< = 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

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality