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King William County Public Schools

General school information

Division: King William County Public Schools
Division Number: 50
Address: 18548 King William Rd King William, VA 23086-0185
Superintendent: Dr. Chuck Wagner
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Acquinton ElementaryAccredited
Cool Spring PrimaryAccredited
Middle Schools
Hamilton Holmes MiddleAccredited with Conditions
High Schools
King William HighAccredited

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 11 61 72 28 10 60 71 29 11 58 69 31
Female 11 65 75 25 12 60 71 29 12 61 73 27
Male 11 57 68 32 9 61 70 30 10 56 65 35
American Indian 12 76 88 12 6 65 71 29 18 59 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 52 62 38 5 58 63 37 7 53 61 39
Hispanic 11 71 82 18 14 51 65 35 9 60 69 31
White 11 62 73 27 12 61 73 27 12 59 71 29
Multiple Races 13 52 65 35 4 57 60 40 6 57 63 37
Students with Disabilities 12 27 39 61 11 26 37 63 11 35 46 54
Students without Disabilities 11 66 77 23 10 66 76 24 11 63 73 27
Economically Disadvantaged 9 55 64 36 9 57 66 34 9 51 59 41
Not Economically Disadvantaged 13 64 76 24 11 62 73 27 12 62 75 25
English Learners 9 55 64 36 6 39 44 56 6 31 38 63
Homeless < < < < - 58 58 42 - 36 36 64
Military Connected 19 67 85 15 25 65 90 10 21 50 71 29
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 13 56 69 31 6 56 62 38 9 62 71 29
Female 13 64 77 23 8 59 68 32 9 67 76 24
Male 13 50 63 37 4 52 56 44 9 56 65 35
American Indian < < < < < < < < < < 100 0
Black 13 50 63 38 5 52 57 43 4 48 52 48
Hispanic < < < < 8 46 54 46 < < < <
White 14 54 69 31 7 56 63 37 9 64 74 26
Multiple Races < < < < < < < < - 75 75 25
Students with Disabilities 9 18 27 73 11 11 21 79 12 46 58 42
Students without Disabilities 14 62 76 24 5 63 68 32 8 65 73 27
Economically Disadvantaged 6 57 62 38 8 54 62 38 9 53 62 38
Not Economically Disadvantaged 17 55 72 28 5 57 62 38 9 70 78 22
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < < <
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 16 71 87 13 17 58 75 25 6 55 61 39
Female 13 71 84 16 19 54 74 26 7 63 69 31
Male 18 71 89 11 15 61 76 24 5 47 53 47
American Indian < < 100 0 < < < < < < < <
Black 14 71 86 14 5 71 76 24 - 58 58 42
Hispanic < < 100 0 < < < < - 60 60 40
White 16 70 86 14 21 57 78 22 8 53 61 39
Multiple Races < < < < < < < < - 70 70 30
Students with Disabilities 8 46 54 46 12 42 54 46 - 25 25 75
Students without Disabilities 17 74 90 10 18 61 79 21 7 60 68 32
Economically Disadvantaged 16 68 84 16 11 61 72 28 3 52 56 44
Not Economically Disadvantaged 15 73 88 12 20 56 76 24 8 56 65 35
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
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 7 71 78 22 4 73 78 22 6 57 64 36
Female 8 70 78 22 3 69 72 28 10 56 65 35
Male 6 72 78 22 6 78 84 16 4 59 63 38
American Indian < < 100 0 < < < < < < < <
Black 21 43 64 36 - 78 78 22 6 44 50 50
Hispanic < < 100 0 < < 100 0 < < < <
White 5 75 80 20 5 71 76 24 8 62 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 7 29 36 64 6 39 45 55
Students without Disabilities 6 76 81 19 4 78 82 18 6 63 69 31
Economically Disadvantaged 10 69 80 20 4 70 74 26 4 48 52 48
Not Economically Disadvantaged 5 71 77 23 4 75 79 21 8 63 71 29
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
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 11 61 71 29 11 66 77 23 9 69 78 22
Female 12 66 78 22 13 59 72 28 8 73 81 19
Male 10 55 65 35 8 74 82 18 9 65 74 26
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0
Black 5 64 68 32 14 48 62 38 8 68 76 24
Hispanic < < < < < < < < < < 100 0
White 12 61 73 27 10 69 79 21 7 69 76 24
Multiple Races 8 42 50 50 < < < < < < 100 0
Students with Disabilities 17 28 44 56 14 33 48 52 6 44 50 50
Students without Disabilities 10 65 75 25 10 72 82 18 9 73 82 18
Economically Disadvantaged 9 53 62 38 12 68 80 20 10 60 69 31
Not Economically Disadvantaged 13 68 80 20 10 65 75 25 8 74 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 6 55 61 39 6 49 55 45 11 59 70 30
Female 7 59 65 35 9 49 58 42 13 53 66 34
Male 6 51 57 43 4 48 52 48 9 64 73 27
American Indian < < 100 0 < < < <
Black - 46 46 54 - 42 42 58 28 39 67 33
Hispanic < < < < < < < < < < 100 0
White 8 57 64 36 8 53 60 40 9 60 69 31
Multiple Races < < < < - 33 33 67 - 70 70 30
Students with Disabilities 13 17 29 71 13 21 33 67 24 24 48 52
Students without Disabilities 5 63 68 32 5 54 58 42 9 65 74 26
Economically Disadvantaged 4 53 56 44 9 41 51 49 15 50 65 35
Not Economically Disadvantaged 8 57 65 35 3 55 58 42 9 64 73 27
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
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 10 51 61 39 9 51 60 40 8 49 56 44
Female 8 57 66 34 9 52 61 39 8 55 63 38
Male 12 45 56 44 9 49 58 42 8 42 49 51
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0
Black 7 43 50 50 - 43 43 57 - 36 36 64
Hispanic < < < < < < < <
White 10 53 63 37 10 53 63 37 10 50 60 40
Multiple Races < < < < < < < < - 46 46 54
Students with Disabilities 13 23 37 63 4 17 22 78 17 21 38 63
Students without Disabilities 9 57 66 34 10 57 67 33 6 53 59 41
Economically Disadvantaged 9 36 45 55 10 38 48 52 11 41 52 48
Not Economically Disadvantaged 10 60 70 30 9 58 66 34 6 53 59 41
English Learners < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < < < < 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 15 62 77 23 19 71 90 10 25 59 85 15
Female 15 66 81 19 20 75 95 5 30 61 91 9
Male 15 58 73 27 18 66 84 16 22 58 80 20
American Indian < < 100 0 < < 100 0 < < < <
Black 19 46 65 35 14 73 86 14 10 71 81 19
Hispanic < < < < < < 100 0 < < 100 0
White 13 66 79 21 20 70 90 10 29 57 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 34 41 59 14 29 43 57 12 48 60 40
Students without Disabilities 16 68 84 16 20 77 97 3 28 61 89 11
Economically Disadvantaged 10 58 68 32 12 75 87 13 13 56 69 31
Not Economically Disadvantaged 18 65 82 18 23 69 91 9 27 59 86 14
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

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 5 44 49 51 9 44 53 47 13 59 72 28
Female 6 56 63 37 11 49 60 40 20 56 76 24
Male 4 32 36 64 7 39 46 54 6 62 68 32
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < 100 0
Black - 38 38 63 6 32 38 62 9 42 52 48
Hispanic < < < < < < < <
White 5 47 52 48 10 45 55 45 12 65 77 23
Multiple Races < < < < - 62 62 38 < < < <
Students with Disabilities - 15 15 85 - 15 15 85 - 23 23 77
Students without Disabilities 6 49 55 45 11 49 60 40 15 65 80 20
Economically Disadvantaged - 35 35 65 5 42 48 52 3 55 58 42
Not Economically Disadvantaged 8 49 57 43 11 45 57 43 19 62 81 19
English Learners < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 44 50 50 5 32 37 63
Female 7 56 64 36 5 39 45 55
Male 5 31 36 64 5 23 27 73
American Indian < < 100 0 < < < <
Asian < < 100 0
Black - 37 37 63 4 17 22 78
Hispanic < < < <
White 6 47 53 47 5 34 39 61
Multiple Races < < < < < < < <
Students with Disabilities - 17 17 83 - 5 5 95
Students without Disabilities 7 49 56 44 6 36 42 58
Economically Disadvantaged - 33 33 67 4 34 38 62
Not Economically Disadvantaged 9 50 59 41 6 30 36 64
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 - 43 43 57 12 54 66 34 13 59 72 28
Female < < < < 15 57 73 27 20 56 76 24
Male - 36 36 64 9 51 60 40 6 62 68 32
American Indian < < 100 0 < < < <
Black < < < < 8 46 54 46 9 42 52 48
Hispanic < < < < < < < <
White - 47 47 53 13 53 66 34 12 65 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 23 23 77 - 23 23 77
Students without Disabilities - 50 50 50 14 59 73 27 15 65 80 20
Economically Disadvantaged - 46 46 54 7 49 56 44 3 55 58 42
Not Economically Disadvantaged - 40 40 60 15 56 71 29 19 62 81 19
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 61 67 33 5 61 66 34 4 60 65 35
Female 5 63 68 32 4 63 67 33 3 59 63 37
Male 6 60 66 34 6 60 66 34 6 61 67 33
American Indian - 72 72 28 - 59 59 41 5 76 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 45 49 51 3 48 51 49 3 47 50 50
Hispanic 3 66 69 31 5 59 63 37 4 61 65 35
White 6 64 70 30 5 64 70 30 5 62 67 33
Multiple Races - 65 65 35 4 62 65 35 - 63 63 37
Students with Disabilities 7 29 35 65 8 29 37 63 8 35 43 57
Students without Disabilities 5 67 72 28 5 66 71 29 4 66 69 31
Economically Disadvantaged 4 54 58 42 4 57 61 39 3 54 58 42
Not Economically Disadvantaged 6 66 73 27 5 64 69 31 5 65 70 30
English Learners 9 55 64 36 10 45 55 45 5 42 47 53
Homeless - 58 58 42 - 44 44 56 - 50 50 50
Military Connected 9 59 68 32 13 63 75 25 - 67 67 33
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 11 67 78 22 9 56 65 35 8 68 76 24
Female 8 73 81 19 8 58 66 34 6 64 71 29
Male 13 63 76 24 10 53 63 37 9 72 81 19
American Indian < < < < < < < < < < 100 0
Black 6 50 56 44 5 43 48 52 - 48 48 52
Hispanic < < < < 8 38 46 54 < < < <
White 13 68 81 19 10 59 69 31 10 73 83 17
Multiple Races < < < < < < < < - 58 58 42
Students with Disabilities 9 23 32 68 11 16 26 74 4 58 62 38
Students without Disabilities 11 75 86 14 9 62 70 30 8 70 78 22
Economically Disadvantaged 4 66 70 30 10 52 62 38 5 61 66 34
Not Economically Disadvantaged 15 67 82 18 8 58 66 34 10 75 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 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 7 75 83 17 5 62 68 32 5 55 60 40
Female 6 74 80 20 1 66 68 32 1 63 64 36
Male 9 77 86 14 9 59 68 32 8 49 57 43
American Indian < < 100 0 < < < < < < 100 0
Black 5 76 81 19 - 43 43 57 5 37 42 58
Hispanic < < 100 0 < < < < - 50 50 50
White 9 73 82 18 8 67 75 25 6 56 62 38
Multiple Races < < < < < < < < - 80 80 20
Students with Disabilities - 46 46 54 4 40 44 56 - 17 17 83
Students without Disabilities 8 79 87 13 6 67 73 27 6 63 69 31
Economically Disadvantaged 6 68 74 26 2 57 59 41 2 48 49 51
Not Economically Disadvantaged 8 80 88 12 8 65 73 27 7 61 68 32
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 70 81 19 6 70 76 24 4 57 61 39
Female 12 68 81 19 6 65 71 29 4 57 61 39
Male 9 72 81 19 5 75 81 19 5 57 62 38
American Indian < < 100 0 < < < < < < < <
Black 14 50 64 36 5 62 67 33 - 44 44 56
Hispanic < < 100 0 < < 100 0 < < < <
White 11 71 82 18 7 70 77 23 5 61 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 35 47 53 7 36 43 57 3 40 43 57
Students without Disabilities 11 75 85 15 6 75 80 20 4 63 67 33
Economically Disadvantaged 10 69 80 20 2 62 64 36 - 58 58 42
Not Economically Disadvantaged 11 70 81 19 8 74 82 18 7 57 64 36
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 41 42 58 6 56 62 38 4 54 58 42
Female 2 44 46 54 3 55 58 42 2 46 48 52
Male 1 37 39 61 10 57 67 33 6 62 68 32
American Indian < < < < < < < < < < < <
Asian < < 100 0
Black 5 24 29 71 11 28 39 61 - 45 45 55
Hispanic < < < < < < < < < < 100 0
White 1 45 46 54 5 60 64 36 5 53 58 42
Multiple Races - 27 27 73 < < < < < < < <
Students with Disabilities 6 18 24 76 15 15 30 70 11 26 37 63
Students without Disabilities 1 44 45 55 4 63 67 33 3 59 62 38
Economically Disadvantaged 1 32 33 67 7 55 61 39 - 49 49 51
Not Economically Disadvantaged 2 51 52 48 5 57 62 38 6 57 63 37
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 46 48 52 1 49 49 51 4 55 59 41
Female - 49 49 51 - 53 53 47 4 49 53 47
Male 3 44 47 53 1 44 45 55 3 62 65 35
American Indian < < < < < < < < < < 100 0
Black - 29 29 71 - 38 38 62 19 38 56 44
Hispanic < < < < < < < < < < < <
White 2 51 53 47 1 51 52 48 1 56 57 43
Multiple Races < < < < - 36 36 64 < < < <
Students with Disabilities - 14 14 86 4 21 25 75 20 24 44 56
Students without Disabilities 2 52 54 46 - 54 54 46 - 62 62 38
Economically Disadvantaged - 36 36 64 1 50 51 49 7 48 55 45
Not Economically Disadvantaged 2 53 56 44 - 47 47 53 1 60 61 39
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 2 35 37 63 3 50 53 47 3 41 43 57
Female 1 38 40 60 1 52 54 46 1 40 41 59
Male 3 30 33 67 4 49 53 47 4 42 46 54
American Indian < < < < < < < < < < < <
Black 4 19 22 78 - 39 39 61 - 30 30 70
Hispanic < < < < < < < <
White 2 39 41 59 4 53 57 43 4 45 49 51
Multiple Races < < < < < < < < - 9 9 91
Students with Disabilities 10 17 28 72 9 17 26 74 17 8 25 75
Students without Disabilities - 39 39 61 2 56 58 42 - 47 47 53
Economically Disadvantaged 3 29 33 67 - 52 52 48 6 29 35 65
Not Economically Disadvantaged 1 38 40 60 4 49 54 46 - 49 49 51
English Learners < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < 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 2 80 82 18 4 77 81 19 1 81 82 18
Female 4 81 85 15 7 79 86 14 2 84 86 14
Male 1 78 80 20 1 74 75 25 - 78 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black - 62 62 38 3 65 68 32 - 76 76 24
Hispanic < < < < < < 100 0 < < 100 0
White 2 83 85 15 4 79 83 17 2 80 81 19
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 50 50 50 - 60 60 40 - 59 59 41
Students without Disabilities 3 85 87 13 5 79 84 16 1 86 88 13
Economically Disadvantaged 1 77 79 21 6 68 74 26 - 79 79 21
Not Economically Disadvantaged 3 81 85 15 3 82 85 15 2 82 84 16
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 90 96 4 7 78 85 15 - 82 82 18
Female 12 84 96 4 4 89 93 7 - 80 80 20
Male - 96 96 4 9 70 79 21 - 85 85 15
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 5 91 95 5 6 80 86 14 - 84 84 16
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 6 90 96 4 7 79 86 14 - 83 83 17
Economically Disadvantaged 10 80 90 10 13 67 80 20 - 60 60 40
Not Economically Disadvantaged 5 92 97 3 4 82 87 13 - 89 89 11
Homeless < < < <
Military Connected < < 100 0
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 12 82 94 6 7 86 93 7 40 60 100 0
Female < < 100 0 < < < < < < 100 0
Male < < < < < < 100 0 < < 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 17 75 92 8 7 86 93 7 38 62 100 0
Multiple Races < < 100 0
Students without Disabilities 12 82 94 6 7 86 93 7 40 60 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 15 77 92 8 9 82 91 9 33 67 100 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 11 60 71 29 8 53 61 39 5 52 57 43
Female 9 63 72 28 6 56 62 38 3 55 57 43
Male 14 56 70 30 9 51 60 40 7 50 57 43
American Indian < < < < 18 55 73 27 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 43 51 49 5 34 39 61 1 33 34 66
Hispanic 20 50 70 30 8 67 75 25 - 43 43 57
White 11 63 75 25 8 57 65 35 6 58 63 37
Multiple Races 19 52 71 29 - 56 56 44 7 40 47 53
Students with Disabilities 14 24 38 62 8 29 36 64 5 30 35 65
Students without Disabilities 11 66 77 23 8 58 65 35 5 57 62 38
Economically Disadvantaged 10 49 59 41 5 45 50 50 4 43 47 53
Not Economically Disadvantaged 12 67 79 21 9 58 67 33 6 58 64 36
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 27 36 64 36 < < < < < < < <
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 26 54 80 20 18 54 72 28 8 54 63 38
Female 21 60 81 19 15 54 69 31 8 52 60 40
Male 31 48 79 21 21 55 76 24 9 56 64 36
American Indian < < 100 0 < < 100 0 < < < <
Black 21 36 57 43 13 43 57 43 - 50 50 50
Hispanic < < 100 0 < < 100 0 < < < <
White 25 57 82 18 19 55 74 26 10 59 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 14 29 43 57 3 39 42 58
Students without Disabilities 27 57 84 16 19 57 76 24 10 58 68 32
Economically Disadvantaged 24 49 73 27 17 48 65 35 5 42 47 53
Not Economically Disadvantaged 26 57 84 16 18 58 76 24 10 62 72 28
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 49 54 46 4 37 40 60 4 47 52 48
Female 3 49 51 49 - 41 41 59 2 46 48 52
Male 7 50 57 43 8 31 39 61 6 49 55 45
American Indian < < 100 0 < < < <
Black 4 31 35 65 - 19 19 81 4 25 29 71
Hispanic < < < < < < < <
White 4 53 57 43 5 40 45 55 5 53 58 42
Multiple Races < < < < < < < < - 45 45 55
Students with Disabilities 14 21 34 66 9 9 17 83 13 29 42 58
Students without Disabilities 2 56 59 41 3 42 45 55 3 50 53 47
Economically Disadvantaged 5 32 37 63 - 35 35 65 6 42 48 52
Not Economically Disadvantaged 4 61 65 35 6 38 44 56 3 51 54 46
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 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 5 68 74 26 4 65 69 31 1 57 58 42
Female 4 72 77 23 4 69 74 26 - 63 63 37
Male 6 65 71 29 3 61 64 36 3 50 53 47
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black - 55 55 45 - 41 41 59 - 36 36 64
Hispanic < < < < < < 100 0 < < < <
White 5 73 78 22 5 69 74 26 - 64 64 36
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 4 19 23 77 - 42 42 58 - 21 21 79
Students without Disabilities 5 76 81 19 4 69 73 27 2 67 68 32
Economically Disadvantaged 5 57 62 38 - 49 49 51 2 45 47 53
Not Economically Disadvantaged 6 78 83 17 5 72 78 22 1 65 66 34
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < <
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
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 14 82 95 5 2 53 55 45 7 48 55 45
Female 5 95 100 0 - 50 50 50 - 61 61 39
Male 23 68 91 9 3 55 59 41 14 36 50 50
American Indian < < 100 0
Asian < < 100 0
Black < < < < - 30 30 70 - 17 17 83
Hispanic < < 100 0
White 15 82 97 3 - 59 59 41 10 54 64 36
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 36 36 64 - 30 30 70
Students without Disabilities 12 85 98 2 3 58 61 39 9 52 61 39
Economically Disadvantaged - 100 100 0 - 55 55 45 - 46 46 54
Not Economically Disadvantaged 18 76 94 6 3 52 55 45 13 50 63 38
English Learners < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 54 75 25 16 52 68 32 14 48 62 38
Female 19 56 75 25 14 54 69 31 13 49 62 38
Male 24 52 75 25 18 49 68 32 15 46 61 39
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 46 64 36 9 45 55 45 6 43 49 51
Hispanic < < 100 0 20 40 60 40 5 55 60 40
White 22 56 77 23 17 54 72 28 15 50 64 36
Multiple Races 24 33 57 43 19 38 56 44 21 35 56 44
Students with Disabilities 5 33 38 63 4 28 32 68 4 20 24 76
Students without Disabilities 23 57 80 20 18 56 75 25 16 53 69 31
Economically Disadvantaged 18 47 65 35 10 50 60 40 9 43 52 48
Not Economically Disadvantaged 23 58 81 19 20 53 72 28 17 51 68 32
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 30 40 70 30 < < < < < < < <
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 < < 100 0 < < < < - 11 11 89
Female < < 100 0 < < 100 0 < < < <
Male < < < < < < < <
Black < < < < < < < <
White < < 100 0 < < < < - 9 9 91
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < 100 0 < < 100 0 - 8 8 92
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < 100 0 < < < < - 13 13 87
Homeless < < < <
Military Connected < < 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 60 72 29 13 63 77 23 14 52 66 34
Female 14 56 69 31 11 64 75 25 13 55 67 33
Male 10 63 73 27 15 63 78 22 15 49 64 36
American Indian < < < < < < 100 0 < < 100 0
Black 3 59 63 38 9 53 63 38 4 41 44 56
Hispanic < < 100 0 < < < < < < < <
White 12 62 74 26 14 65 80 20 14 56 69 31
Multiple Races 18 18 36 64 < < 100 0 < < < <
Students with Disabilities - 44 44 56 4 42 46 54 3 24 28 72
Students without Disabilities 14 62 75 25 15 67 81 19 16 58 74 26
Economically Disadvantaged 9 55 64 36 8 60 68 32 11 41 52 48
Not Economically Disadvantaged 14 63 77 23 16 65 80 20 15 59 74 26
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 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 < < < < < < < < < < < <
Female < < 100 0 < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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 16 54 71 29 13 48 61 39 14 52 65 35
Female 14 60 74 26 12 53 65 35 15 52 67 33
Male 19 48 67 33 14 43 57 43 12 52 64 36
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0
Black 11 44 56 44 4 43 48 52 4 58 62 38
Hispanic < < < < < < < <
White 18 56 74 26 13 52 65 35 16 54 69 31
Multiple Races < < < < < < < < 8 31 38 62
Students with Disabilities 4 31 35 65 5 10 14 86 5 26 32 68
Students without Disabilities 18 59 77 23 14 55 69 31 15 55 70 30
Economically Disadvantaged 15 40 55 45 12 41 53 47 7 49 56 44
Not Economically Disadvantaged 17 63 79 21 14 52 66 34 17 53 71 29
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 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 42 44 86 14 24 41 65 35 16 45 61 39
Female 32 49 81 19 22 42 63 37 13 46 59 41
Male 52 38 90 10 27 40 67 33 18 43 62 38
American Indian < < 100 0 < < < < < < 100 0
Black 48 29 76 24 16 37 53 47 16 37 53 47
Hispanic < < 100 0 < < < < < < < <
White 41 46 87 13 27 41 68 32 17 44 61 39
Multiple Races < < < < < < < < 20 50 70 30
Students with Disabilities 17 17 33 67 5 33 38 62 4 13 17 83
Students without Disabilities 44 47 91 9 28 42 70 30 18 51 69 31
Economically Disadvantaged 38 42 79 21 10 46 56 44 10 40 50 50
Not Economically Disadvantaged 44 45 89 11 32 38 70 30 20 48 68 32
English Learners < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
Division211
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten94548
Kindergarten116151159
Grade 1150151150
Grade 2135159158
Grade 3148144157
Grade 4136148150
Grade 5141140143
Grade 6157144144
Grade 7137163151
Grade 8175143168
Grade 9188200165
Grade 10150171189
Grade 11176147170
Grade 12166178154
Total Students1,9842,0842,106

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students198420842106
Female96510221030
Male101910621076
American Indian323537
Asian544
Black279312303
Hispanic697175
White150015631580
Multiple Races9999106
Students with Disabilities244295295
Students without Disabilities174017891811
Economically Disadvantaged777728898
Not Economically Disadvantaged120713561208
English Learners272639
Not English Learners195720582067
Homeless161819
Military Connected494945
Foster Care1--
< = 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 35 103 3 0 8 1
State 50340 39360 1868 906 4434 1716
Female Division 24 50 1 0 2 1
State 27397 17331 608 349 1644 700
Male Division 11 53 2 0 6 0
State 22883 21948 1258 556 2786 1013
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Black Division 3 12 2 0 2 0
State 8112 10542 637 224 1119 708
Hispanic Division < < < < 0 <
State 7128 8364 268 133 1854 356
White Division 28 83 1 0 4 1
State 25863 16576 761 464 1211 504
Multiple Races Division < < < < < <
State 3011 2255 98 62 170 106
Students with Disabilities Division 0 18 3 0 4 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 5 37 1 0 5 1
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < 0 <
State 1583 4218 262 26 1426 145
Military Connected Division < < < < 0 <
State 2525 1494 44 18 52 31
< = 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 Students150141941419485
Female787596759623
Male726692669268
American Indian<<100<10000
Black1917901790211
Hispanic<<100<10000
White117112961129643
Multiple Races<<<<<<<
Students with Disabilities2521842184416
Economically Disadvantaged4943884388510
English Learners<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken33 / 4.85%17 / 2.44%15 / 2.21%
Advanced Placement Course Enrollment39 / 5.74%29 / 4.17%28 / 4.13%
Dual Enrollment84 / 12.35%97 / 13.94%129 / 19.03%
Governor's School Enrollment17 / 2.5%18 / 2.59%18 / 2.65%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision1747955
State87,31757,08135
FemaleDivision815631
State43,70531,57728
MaleDivision932375
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision33<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision1236250
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision17<100
State8,1853,54857
Economically DisadvantagedDivision391464
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
Native HawaiianDivision--100
State1329330
< = 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
2021-20222022-20232023-2024
Workplace ReadinessDivision12317464
 State44,34841,81935,066
Total Credentials EarnedDivision123268162
 State143,862147,481142,668
Students Earning One or More CredentialsDivision123244152
 State115,682117,932115,611
CTE CompletersDivision1195069
 State45,09446,02848,628
NOCTI AssessmentsDivision-2-
 State2,5903,8443,577
State LicensuresDivision-67
 State1,2361,5632,069
Industry CertificationDivision-8691
 State95,688100,255101,956
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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
2019-2020Division$4,376$6,871$672
State$6,770$5,603$867
2020-2021Division$4,355$7,321$1,293
State$6,669$6,185$1,352
2021-2022Division$4,842$7,358$1,892
State$7,134$6,454$1,936
2022-2023Division$4,549$8,096$2,169
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 Students1,6633251,6753421,743295
Female800159831153858140
Male863166844189885155
American Indian283286326
Asian<<<<<<
Black229502544824953
Hispanic51165913678
White1,2712381,2472601,300216
Multiple Races791883159211
Students with Disabilities219572365722659
Economically Disadvantaged610193612190683188
English Learners178324355
Homeless144135156
< = 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 48
Relationship Behaviors without Physical Harm 156
Behaviors of a Safety Concern 208
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 77

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian1.611.70.71.82.7
Asian0.30.20.2
Black14.119.41523.714.417.6
Hispanic3.513.433.62
Native Hawaiian----0
White75.670.47566.77570.9
Multiple Races58.24.85.956.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.61.71.8
Asian0.30.20.2
Black14.11514.411.1
Hispanic3.53.43.611.1
Native Hawaiian0
White75.6751007566.7
Multiple Races54.8511.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.61.71.8
Asian0.30.20.2
Black14.11514.450
Hispanic3.53.43.6
Native Hawaiian----0
White75.6757550
Multiple Races54.85
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 29.539.142.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 48.342.747.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 66.955.858.8
< = 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

11.96 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.01 : 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.