Henrico County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Anthony P. Mehfoud Elementary	Fully Accredited	Needs Intensive Support	73.6
Arthur Ashe Jr. Elementary	Fully Accredited	Off Track	79.4
Cashell Donahoe Elementary	Fully Accredited	Off Track	66.8
Chamberlayne Elementary	Fully Accredited	Off Track	79.4
Charles M. Johnson Elementary	Fully Accredited	Off Track	67.9
Colonial Trail Elementary	Fully Accredited	Distinguished	91.1
Crestview Elementary	Fully Accredited	On Track	83.9
David A. Kaechele Elementary	Fully Accredited	Distinguished	92.9
Dumbarton Elementary	Fully Accredited	Off Track	71.8
Echo Lake Elementary	Fully Accredited	Off Track	85.9
Elizabeth Holladay Elementary	Fully Accredited	Needs Intensive Support	73.3
Fair Oaks Elementary	Conditionally Accredited	Off Track	70
Gayton Elementary	Fully Accredited	On Track	88.5
George F. Baker Elementary	Fully Accredited	Needs Intensive Support	77.1
Glen Allen Elementary	Fully Accredited	On Track	87.8
Glen Lea Elementary	Conditionally Accredited	Needs Intensive Support	61.5
Greenwood Elementary	Fully Accredited	On Track	87.1
Harold Macon Ratcliffe Elementary	Fully Accredited	Off Track	74.8
Harvie Elementary	Fully Accredited	Off Track	78.4
Henry D. Ward Elementary	Fully Accredited	Needs Intensive Support	79.9
Highland Springs Elementary	Conditionally Accredited	Off Track	65.6
Jackson Davis Elementary	Fully Accredited	Off Track	83.1
Jacob L. Adams Elementary	Fully Accredited	Needs Intensive Support	75.9
Laburnum Elementary	Fully Accredited	Off Track	66.9
Lakeside Elementary	Fully Accredited	Needs Intensive Support	78.5
Longdale Elementary	Fully Accredited	Needs Intensive Support	73.1
Maude Trevvett Elementary	Fully Accredited	On Track	88
Maybeury Elementary	Fully Accredited	Off Track	81.8
Montrose Elementary	Fully Accredited	Needs Intensive Support	72.9
Nuckols Farm Elementary	Fully Accredited	Distinguished	90
Pemberton Elementary	Fully Accredited	On Track	87
Pinchbeck Elementary	Fully Accredited	On Track	86
R.C. Longan Elementary	Fully Accredited	On Track	80.1
Ridge Elementary	Fully Accredited	Off Track	65.7
Rivers Edge Elementary	Fully Accredited	Distinguished	95.2
Ruby F. Carver Elementary	Fully Accredited	Off Track	82.3
Sandston Elementary	Fully Accredited	Off Track	76.8
Seven Pines Elementary	Fully Accredited	Off Track	79.5
Shady Grove Elementary	Fully Accredited	Distinguished	92.7
Short Pump Elementary	Fully Accredited	Distinguished	90.2
Skipwith Elementary	Fully Accredited	Needs Intensive Support	77.4
Springfield Park Elementary	Fully Accredited	On Track	87.9
Three Chopt Elementary	Fully Accredited	On Track	86.6
Tuckahoe Elementary	Fully Accredited	On Track	89.2
Twin Hickory Elementary	Fully Accredited	Distinguished	91.8
Varina Elementary	Fully Accredited	Needs Intensive Support	73.6
Middle Schools
Brookland Middle	Fully Accredited	Off Track	69
Elko Middle	Fully Accredited	Off Track	73.7
Fairfield Middle	Fully Accredited	Needs Intensive Support	69.1
George H. Moody Middle	Fully Accredited	On Track	86.3
Holman Middle	Fully Accredited	On Track	86.9
Hungary Creek Middle	Fully Accredited	Off Track	79.5
John Rolfe Middle	Fully Accredited	Needs Intensive Support	67.7
L. Douglas Wilder Middle	Fully Accredited	Needs Intensive Support	77.8
Pocahontas Middle	Fully Accredited	On Track	88.6
Quioccasin Middle	Fully Accredited	Off Track	75
Short Pump Middle	Fully Accredited	On Track	85.8
Tuckahoe Middle	Fully Accredited	Off Track	79
High Schools
Deep Run High	Fully Accredited	Distinguished	101.4
Douglas S. Freeman High	Fully Accredited	On Track	83.5
Glen Allen High	Fully Accredited	Distinguished	93
Henrico High	Fully Accredited	On Track	82
Hermitage High	Fully Accredited	Off Track	77.3
Highland Springs High	Fully Accredited	On Track	80.7
John Randolph Tucker High	Fully Accredited	On Track	85.3
Mills E. Godwin High	Fully Accredited	Distinguished	94.4
Varina High	Fully Accredited	On Track	81.7
Other Schools
Henrico Virtual Academy	Fully Accredited	Off Track	80.2

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	49	15	65	35	75	10	85	15	74	16	90	10
Female	59	16	76	24	72	10	83	17	77	18	95	5
Male	40	14	55	45	78	9	87	13	71	15	85	15
Asian	89	11	100	0	100	-	100	0	89	11	100	0
Black	6	19	25	75	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	40	17	57	43	58	33	92	8	46	23	69	31
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	14	14	86	<	<	<	<	<	<	<	<
Students without Disabilities	76	16	92	8	89	9	98	2	83	17	100	0
Not Economically Disadvantaged	63	19	82	18	75	10	85	15	74	16	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	58	15	73	27	75	10	85	15	74	16	90	10
Female	71	16	87	13	72	10	83	17	77	18	95	5
Male	47	14	61	39	78	9	87	13	71	15	85	15
Asian	89	11	100	0	100	-	100	0	89	11	100	0
Black	8	17	25	75	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	52	17	70	30	58	33	92	8	46	23	69	31
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	17	17	83	<	<	<	<	<	<	<	<
Students without Disabilities	80	14	94	6	89	9	98	2	83	17	100	0
Not Economically Disadvantaged	71	18	89	11	75	10	85	15	74	16	90	10
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	55	65	35	10	56	66	34	10	55	65	35
Female	9	56	65	35	9	57	66	34	9	56	65	35
Male	11	53	65	35	11	55	65	35	12	54	65	35
American Indian	11	48	59	41	9	62	71	29	13	63	76	24
Asian	30	58	88	12	28	59	88	12	29	57	86	14
Black	2	46	47	53	2	47	48	52	2	46	48	52
Hispanic	4	47	51	49	3	46	50	50	3	46	49	51
Native Hawaiian	8	56	64	36	8	46	54	46	3	53	56	44
White	13	66	79	21	13	68	81	19	14	67	81	19
Multiple Races	12	62	74	26	12	60	72	28	12	61	73	27
Students with Disabilities	4	34	38	62	3	35	38	62	3	34	37	63
Students without Disabilities	11	58	69	31	11	59	70	30	11	58	70	30
Economically Disadvantaged	3	46	49	51	2	47	50	50	2	46	48	52
Not Economically Disadvantaged	16	61	78	22	16	63	78	22	16	62	77	23
English Learners	1	37	38	62	1	37	38	62	1	38	39	61
Homeless	1	32	32	68	1	38	39	61	1	33	34	66
Military Connected	11	59	71	29	11	67	78	22	13	63	76	24
Foster Care	3	37	40	60	1	41	42	58	-	43	43	57
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	51	64	36	13	53	66	34	12	52	64	36
Female	11	52	63	37	12	52	64	36	10	51	61	39
Male	15	51	66	34	15	53	68	32	15	53	68	32
American Indian	-	40	40	60	18	73	91	9	<	<	<	<
Asian	28	59	87	13	30	55	86	14	29	52	82	18
Black	2	39	41	59	2	42	45	55	2	44	46	54
Hispanic	5	44	48	52	6	40	46	54	3	43	46	54
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	20	63	83	17	18	67	85	15	19	63	83	17
Multiple Races	15	57	73	27	21	53	75	25	15	57	72	28
Students with Disabilities	5	30	35	65	4	34	38	62	4	30	34	66
Students without Disabilities	14	55	69	31	15	56	71	29	14	55	69	31
Economically Disadvantaged	3	43	46	54	3	46	49	51	2	44	46	54
Not Economically Disadvantaged	21	59	80	20	22	58	80	20	20	58	78	22
English Learners	2	45	47	53	2	40	42	58	2	39	41	59
Homeless	-	31	31	69	-	33	33	67	-	27	27	73
Military Connected	8	67	74	26	29	53	82	18	17	56	72	28
Foster Care	7	13	20	80	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	52	67	33	14	52	66	34	14	53	67	33
Female	12	52	64	36	12	53	66	34	11	52	64	36
Male	19	51	70	30	16	51	67	33	17	53	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	35	55	90	10	31	56	87	13	33	53	86	14
Black	3	44	47	53	3	43	45	55	3	44	47	53
Hispanic	7	43	51	49	5	43	48	52	5	43	48	52
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	23	62	85	15	22	64	85	15	20	65	85	15
Multiple Races	20	52	72	28	18	57	75	25	17	59	76	24
Students with Disabilities	5	36	41	59	4	34	38	62	3	35	38	62
Students without Disabilities	17	54	71	29	16	55	71	29	16	56	72	28
Economically Disadvantaged	4	45	50	50	4	45	50	50	4	46	50	50
Not Economically Disadvantaged	25	57	82	18	23	58	80	20	22	58	80	20
English Learners	1	41	43	57	2	43	45	55	2	41	43	57
Homeless	3	22	25	75	1	32	34	66	4	32	36	64
Military Connected	29	54	83	17	14	69	83	17	15	71	85	15
Foster Care	<	<	<	<	-	36	36	64	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	51	66	34	15	52	66	34	16	52	69	31
Female	14	52	67	33	13	53	65	35	15	54	69	31
Male	16	50	66	34	17	51	68	32	18	51	69	31
American Indian	<	<	<	<	9	55	64	36	10	50	60	40
Asian	43	46	89	11	38	52	90	10	38	51	89	11
Black	3	43	46	54	3	46	49	51	3	47	50	50
Hispanic	5	46	52	48	7	43	50	50	5	47	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	20	62	83	17	22	61	83	17	25	61	85	15
Multiple Races	18	58	76	24	16	55	71	29	17	59	76	24
Students with Disabilities	4	30	35	65	3	32	35	65	2	32	34	66
Students without Disabilities	17	54	71	29	17	55	72	28	18	56	74	26
Economically Disadvantaged	4	45	48	52	4	47	51	49	4	46	51	49
Not Economically Disadvantaged	24	56	80	20	24	55	79	21	25	57	82	18
English Learners	1	34	35	65	1	33	34	66	1	38	39	61
Homeless	1	30	31	69	2	37	38	62	1	30	32	68
Military Connected	23	51	74	26	16	67	82	18	21	63	84	16
Foster Care	<	<	<	<	<	<	<	<	-	31	31	69
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	38	40	60	2	37	39	61	1	42	43	57
Female	2	37	39	61	1	40	41	59	1	40	41	59
Male	3	39	41	59	2	35	37	63	2	43	45	55
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	58	71	29	5	58	64	36	6	61	67	33
Black	1	27	28	72	1	23	24	76	1	30	31	69
Hispanic	-	29	29	71	-	30	31	69	-	30	30	70
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	52	55	45	3	58	61	39	2	60	62	38
Multiple Races	3	53	56	44	2	48	50	50	-	49	49	51
Students with Disabilities	3	24	27	73	3	25	28	72	3	25	28	72
Students without Disabilities	2	41	43	57	1	40	42	58	1	45	46	54
Economically Disadvantaged	1	29	30	70	1	27	28	72	1	30	31	69
Not Economically Disadvantaged	4	49	52	48	2	51	54	46	2	54	57	43
English Learners	2	13	15	85	1	18	19	81	1	19	19	81
Homeless	2	13	14	86	-	22	22	78	2	18	19	81
Military Connected	-	37	37	63	5	45	50	50	5	55	59	41
Foster Care	-	47	47	53	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	43	52	48	7	51	58	42	8	46	54	46
Female	8	47	55	45	6	53	59	41	7	48	55	45
Male	9	39	49	51	8	50	58	42	8	45	53	47
American Indian	10	50	60	40	<	<	<	<	<	<	100	0
Asian	29	56	84	16	26	59	86	14	26	54	80	20
Black	2	31	32	68	1	40	41	59	1	33	34	66
Hispanic	3	30	32	68	2	36	37	63	2	35	37	63
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	11	56	67	33	8	67	75	25	10	63	74	26
Multiple Races	12	52	64	36	8	55	63	37	9	54	63	37
Students with Disabilities	4	21	25	75	3	24	27	73	2	27	29	71
Students without Disabilities	10	47	56	44	8	56	63	37	9	50	58	42
Economically Disadvantaged	2	31	33	67	1	40	41	59	1	35	36	64
Not Economically Disadvantaged	15	53	68	32	12	60	71	29	13	55	68	32
English Learners	2	14	16	84	-	16	16	84	1	22	22	78
Homeless	-	26	26	74	-	31	31	69	-	22	22	78
Military Connected	8	55	63	38	5	71	76	24	9	69	77	23
Foster Care	-	36	36	64	-	56	56	44	<	<	<	<
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	45	47	53	2	44	46	54	2	44	46	54
Female	2	48	49	51	2	48	49	51	1	47	49	51
Male	2	43	45	55	2	42	44	56	2	41	44	56
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	11	62	73	27	10	63	73	27	9	60	69	31
Black	-	34	34	66	1	33	34	66	-	32	32	68
Hispanic	1	38	39	61	-	34	34	66	-	33	34	66
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	2	58	60	40	2	60	62	38	3	63	65	35
Multiple Races	1	63	64	36	3	56	59	41	3	49	52	48
Students with Disabilities	2	26	28	72	2	26	28	72	1	24	26	74
Students without Disabilities	2	50	51	49	2	48	50	50	2	48	50	50
Economically Disadvantaged	1	36	37	63	1	33	34	66	1	33	34	66
Not Economically Disadvantaged	3	55	58	42	3	57	60	40	3	55	58	42
English Learners	-	23	23	77	1	20	21	79	1	20	21	79
Homeless	-	19	19	81	-	22	22	78	-	19	19	81
Military Connected	-	41	41	59	-	67	67	33	8	54	63	38
Foster Care	6	19	25	75	-	21	21	79	-	45	45	55
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	77	84	16	9	75	84	16	8	73	81	19
Female	7	78	86	14	9	76	86	14	8	77	85	15
Male	7	76	83	17	8	73	81	19	9	69	78	22
American Indian	9	55	64	36	<	<	<	<	8	85	92	8
Asian	27	68	95	5	32	62	94	6	33	61	94	6
Black	1	79	79	21	2	77	79	21	1	72	74	26
Hispanic	3	73	76	24	2	73	75	25	3	70	73	27
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	9	80	90	10	10	78	88	12	9	80	88	12
Multiple Races	11	77	88	12	9	80	89	11	12	76	89	11
Students with Disabilities	-	68	68	32	1	63	64	36	2	57	58	42
Students without Disabilities	8	78	86	14	10	77	86	14	9	75	84	16
Economically Disadvantaged	2	76	78	22	2	75	77	23	3	70	73	27
Not Economically Disadvantaged	12	78	90	10	14	75	89	11	13	75	87	13
English Learners	1	64	66	34	1	68	69	31	2	64	66	34
Homeless	-	67	67	33	-	72	72	28	1	62	63	37
Military Connected	3	87	90	10	7	83	89	11	12	71	84	16
Foster Care	-	63	63	37	-	64	64	36	-	52	52	48
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	67	78	22	9	73	82	18	15	68	83	17
Female	10	69	80	20	8	72	81	19	14	70	83	17
Male	13	64	77	23	9	74	83	17	16	66	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	33	63	96	4	22	75	97	3	32	63	95	5
Black	1	48	49	51	2	56	58	42	4	58	61	39
Hispanic	5	69	74	26	3	71	74	26	10	60	71	29
Native Hawaiian					<	<	100	0	<	<	100	0
White	10	78	89	11	8	84	92	8	11	77	88	12
Multiple Races	7	78	85	15	14	70	85	15	12	74	86	14
Students with Disabilities	5	25	30	70	-	39	39	61	4	47	51	49
Students without Disabilities	12	69	81	19	9	74	83	17	15	69	83	17
Economically Disadvantaged	3	53	55	45	1	61	62	38	4	60	63	37
Not Economically Disadvantaged	15	72	86	14	12	77	89	11	18	70	88	12
English Learners	-	31	31	69	-	6	6	94	5	50	55	45
Homeless	-	21	21	79	-	38	38	62	-	71	71	29
Military Connected	10	55	65	35	9	64	73	27	19	44	63	38
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	73	91	9	17	76	93	7	17	73	90	10
Female	17	72	90	10	16	77	93	7	16	74	89	11
Male	19	73	92	8	18	75	93	7	19	73	91	9
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	37	60	97	3	36	64	99	1	32	66	97	3
Black	4	75	79	21	4	70	75	25	3	73	76	24
Hispanic	15	65	79	21	5	93	98	2	6	76	81	19
Native Hawaiian	<	<	<	<
White	14	80	94	6	11	83	94	6	14	78	92	8
Multiple Races	11	77	87	13	10	80	90	10	11	76	87	13
Students with Disabilities	9	73	82	18	<	<	<	<	<	<	<	<
Students without Disabilities	18	73	91	9	17	76	93	7	17	73	91	9
Economically Disadvantaged	6	72	78	22	3	79	82	18	6	70	76	24
Not Economically Disadvantaged	21	73	94	6	19	76	95	5	19	74	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	10	60	70	30
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	314	428	366
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	1,146	1,234	1,272
Kindergarten	3,470	3,453	3,488
Grade 1	3,668	3,582	3,566
Grade 2	3,509	3,736	3,677
Grade 3	3,676	3,564	3,828
Grade 4	3,633	3,704	3,665
Grade 5	3,583	3,668	3,777
Grade 6	3,691	3,692	3,818
Grade 7	3,739	3,721	3,756
Grade 8	3,861	3,802	3,815
Grade 9	4,450	4,225	4,243
Grade 10	4,162	4,217	4,031
Grade 11	3,893	3,916	3,964
Grade 12	3,908	3,950	4,016
Total Enrollment	50,389	50,464	50,916

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	50389	50464	50916
Female	24425	24447	24649
Male	25964	26016	26266
American Indian	130	118	110
Asian	6585	6754	6948
Black	18009	17873	17766
Hispanic	6283	6723	7260
Native Hawaiian	51	57	64
White	16711	16187	15940
Multiple Races	2620	2752	2828
Students with Disabilities	6643	6862	7069
Students without Disabilities	43746	43602	43847
Economically Disadvantaged	22185	21387	21016
Not Economically Disadvantaged	28204	29077	29900
English Learners	5982	6486	7358
Not English Learners	44407	43978	43558
Homeless	501	662	658
Military Connected	576	587	516
Foster Care	154	158	185
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	41,018	7,967	42,553	6,716	42,642	6,972
Female	19,902	3,895	20,692	3,156	20,800	3,272
Male	21,116	4,072	21,860	3,560	21,842	3,700
American Indian	81	37	86	32	77	32
Asian	5,950	482	6,378	353	6,566	419
Black	13,131	4,087	13,769	3,387	13,498	3,462
Hispanic	5,005	1,255	5,393	1,256	5,687	1,351
Native Hawaiian	49	8	50	8	52	7
White	14,653	1,715	14,574	1,336	14,397	1,340
Multiple Races	2,149	383	2,303	344	2,365	361
Students with Disabilities	4,983	1,720	5,313	1,423	5,357	1,564
Economically Disadvantaged	16,369	5,750	17,360	4,936	16,420	4,898
English Learners	5,190	1,015	5,777	1,014	6,332	1,195
Homeless	437	477	550	481	537	469
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: 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 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	2261	1565	55	42	319	48
	State	51325	41797	1944	889	5197	1395
Female	Division	1211	712	16	15	130	14
	State	27479	18568	644	302	1991	571
Male	Division	1050	853	39	27	189	34
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	<	<
	State	115	128	6	2	20	5
Asian	Division	392	93	2	1	6	2
	State	6138	1603	96	15	116	44
Black	Division	572	715	32	17	112	29
	State	8492	10859	649	192	1064	555
Hispanic	Division	196	284	9	13	138	11
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	972	382	11	7	56	4
	State	25572	16963	766	433	1201	364
Multiple Races	Division	124	85	1	4	6	1
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	60	362	55	9	84	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	500	871	33	26	206	35
	State	12384	21564	1091	503	2612	961
English Learners	Division	39	251	9	1	136	3
	State	1822	5921	308	50	2224	183
Homeless	Division	12	60	3	1	9	5
	State	201	818	47	19	231	71
Military Connected	Division	23	19	1	1	2	0
	State	2497	1577	51	17	49	13
Foster Care	Division	6	17	0	1	7	2
	State	29	189	26	15	71	26
< = 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	4,290	3,881	91	3,926	92	319	7
Female	2,098	1,939	92	1,956	93	130	6
Male	2,192	1,942	89	1,970	90	189	9
American Indian	<	<	<	<	<	<	<
Asian	496	487	98	489	99	6	1
Black	1,477	1,319	89	1,336	91	112	8
Hispanic	651	489	75	504	77	138	21
Native Hawaiian	<	<	<	<	<	0	0
White	1,432	1,365	95	1,372	96	56	4
Multiple Races	221	210	95	214	97	6	3
Students with Disabilities	571	477	84	486	85	84	15
Economically Disadvantaged	1,671	1,404	84	1,432	86	206	12
English Learners	439	299	68	303	69	136	31
Homeless	90	75	83	76	84	9	10
Military Connected	46	43	94	44	96	2	4
Foster Care	33	23	70	24	73	7	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	3,537 / 21.55%	3,466 / 21.25%	3,764 / 23.16%
Advanced Placement Course Enrollment	5,648 / 34.41%	5,614 / 34.42%	5,840 / 35.93%
Dual Enrollment	847 / 5.16%	983 / 6.03%	1,529 / 9.41%
Governor's School Enrollment	182 / 1.11%	195 / 1.2%	194 / 1.19%
IB Course Enrollment	435 / 2.65%	330 / 2.02%	445 / 2.74%
Senior Enrolled in IB Program	107 / .65%	94 / .58%	101 / .62%

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	3,599	2,577	28
	State	87,947	58,787	33
Female	Division	1,800	1,361	24
	State	44,125	32,246	27
Male	Division	1,799	1,216	32
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	391	353	10
	State	7,326	6,406	13
Black	Division	1,255	727	42
	State	18,153	10,957	40
Hispanic	Division	301	177	41
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	1,492	1,202	19
	State	44,455	30,645	31
Multiple Races	Division	154	115	25
	State	4,837	3,237	33
Students with Disabilities	Division	365	170	53
	State	8,632	3,934	54
Economically Disadvantaged	Division	1,457	809	44
	State	30,889	16,128	48
English Learners	Division	195	126	35
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	247	309	473
	State	3,844	3,577	3,225
State Licensures	Division	47	56	13
	State	1,573	2,069	2,206
Industry Certification	Division	3,634	3,736	3,817
	State	100,965	101,956	105,973
Workplace Readiness	Division	1,407	1,279	1,434
	State	41,819	35,066	38,829
Total Credentials Earned	Division	5,335	5,380	5,737
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	4,456	4,487	4,858
	State	118,467	115,609	120,035
CTE Completers	Division	1,644	1,704	1,841
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	11	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.8	64.2	63.1

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$6,440	$5,417	$1,124
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,142	$5,892	$1,522
	State	$7,803	$6,956	$1,918
2023-2024	Division	$6,789	$6,637	$1,533
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	1,221
Behaviors related to School Operations	5,038
Relationship Behaviors without Physical Harm	3,366
Behaviors of a Safety Concern	4,154
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,275
Behaviors used to determine Persistently Dangerous Schools	18

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	5,564	5,807	5,746
Out-of-School Suspension	5,948	5,883	5,984
Explusion and Alternative Placement	6	15	50
Referral to Law Enforcement	205	163	100
Bus Suspension	308	239	227

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	60.4	64.8	66.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	35.9	40	39
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	61.3	52.2	61.7
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

13.29 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

14.11 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	33%	62%	1%	4%
2023-2024	35%	59%	2%	4%
2024-2025	36%	58%	2%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	70%	81%	88%
Asian	86%	91%	88%
Black	55%	73%	88%
Hispanic	52%	73%	88%
White	86%	86%	88%
Multiple Races	78%	84%	88%
Economically Disadvantaged	54%	73%	88%
English Learners	43%	67%	88%
Students with Disabilities	39%	64%	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	Annual Target	Long-Term Goal
All Students	67%	76%	85%
Asian	86%	90%	85%
Black	50%	67%	85%
Hispanic	51%	68%	85%
White	83%	82%	85%
Multiple Races	74%	79%	85%
Economically Disadvantaged	51%	67%	85%
English Learners	50%	64%	85%
Students with Disabilities	38%	61%	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	71%
Asian	88%
Black	54%
Hispanic	55%
White	85%
Multiple Races	78%
Economically Disadvantaged	54%
English Learners	47%
Students with Disabilities	41%

< = 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	87%	84%	84%
Asian	95%	90%	84%
Black	87%	83%	84%
Hispanic	66%	83%	84%
White	94%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	79%	83%	84%
English Learners	57%	80%	84%
Students with Disabilities	71%	79%	84%
Homeless	69%	-	-
Foster Care	56%	-	-

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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	56%	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	2165	4419	49%
English Learner Proficiency	616	6115	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.4%	-	98%	-	98.2%	-
Asian	99.4%	-	98.8%	-	99.2%	-
Black	97.9%	-	97.7%	-	97.8%	-
Hispanic	98.3%	-	98.2%	-	97.9%	-
White	98.5%	-	97.9%	-	98.5%	-
Multiple Races	97.7%	-	97.3%	-	97.7%	-
Economically Disadvantaged	97.8%	-	97.8%	-	97.7%	-
Not Economically Disadvantaged	98.8%	-	98.2%	-	98.6%	-
English Learners	99%	-	99.3%	-	99.1%	-
Students with Disabilities	93.7%	-	93.6%	-	94.6%	-
Students without Disabilities	99.1%	-	98.7%	-	98.8%	-
Female	98.5%	-	98.1%	-	98.3%	-
Male	98.2%	-	97.9%	-	98.1%	-

< = 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).

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Henrico County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2024 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act