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Patrick County Public Schools

General school information

Division: Patrick County Public Schools
Division Number: 70
Address: 132 North Main Street Stuart, VA 24171
Superintendent: Mr. Jason Wood
Region: 6
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Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

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Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 81 19 22 67 90 10 19 66 86 14
Female 18 60 78 22 27 63 89 11 24 64 88 12
Male 13 70 83 17 18 72 90 10 16 68 84 16
Black 8 54 62 38 < < 100 0 < < 100 0
Hispanic 15 55 70 30 17 78 94 6 < < < <
White 16 67 83 17 24 66 90 10 21 66 87 13
Multiple Races 18 55 73 27 17 58 75 25 < < < <
Students with Disabilities - 45 45 55 < < < < < < < <
Students without Disabilities 17 67 83 17 23 67 90 10 20 68 88 12
Economically Disadvantaged 10 62 72 28 18 65 83 17 7 68 75 25
Not Economically Disadvantaged 21 68 89 11 26 69 95 5 32 65 96 4
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
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 19 72 91 9 25 65 90 10 19 66 86 14
Female 21 68 89 11 31 57 88 13 24 64 88 12
Male 16 77 93 7 19 74 93 7 16 68 84 16
Black < < < < < < 100 0 < < 100 0
Hispanic 27 64 91 9 21 71 93 7 < < < <
White 18 74 91 9 26 64 90 10 21 66 87 13
Multiple Races < < 100 0 20 60 80 20 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 72 92 8 26 65 90 10 20 68 88 12
Economically Disadvantaged 12 74 86 14 18 65 83 17 7 68 75 25
Not Economically Disadvantaged 24 71 95 5 31 65 96 4 32 65 96 4
Homeless < < 100 0 < < 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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 69 81 19 11 73 83 17 12 70 82 18
Female 10 70 80 20 9 73 83 17 11 71 82 18
Male 14 68 82 18 12 72 84 16 14 69 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 67 69 31 - 70 70 30 - 68 68 33
Hispanic 13 71 84 16 8 72 80 20 12 74 87 13
White 13 69 82 18 11 73 84 16 13 70 82 18
Multiple Races 15 66 81 19 12 74 86 14 15 71 85 15
Students with Disabilities 6 48 54 46 4 53 57 43 2 55 57 43
Students without Disabilities 14 74 87 13 12 78 90 10 15 74 89 11
Economically Disadvantaged 9 67 76 24 6 72 78 22 9 67 76 24
Not Economically Disadvantaged 17 72 89 11 17 74 90 10 17 73 90 10
English Learners - 67 67 33 - 67 67 33 4 72 76 24
Homeless - 73 73 27 - 84 84 16 13 68 80 20
Military Connected < < < < 13 75 88 13 14 71 86 14
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 79 21 10 66 76 24 13 70 83 17
Female 7 71 79 21 8 64 72 28 13 69 82 18
Male 13 68 80 20 12 68 80 20 13 71 83 17
Black < < < < < < < < < < < <
Hispanic < < < < 10 60 70 30 8 77 85 15
White 9 74 83 17 8 67 75 25 14 69 83 17
Multiple Races < < < < 33 50 83 17 < < < <
Students with Disabilities 6 53 58 42 4 52 56 44 2 62 64 36
Students without Disabilities 11 75 87 13 13 72 85 15 17 73 90 10
Economically Disadvantaged 8 67 75 25 5 69 74 26 7 70 77 23
Not Economically Disadvantaged 14 75 89 11 17 62 78 22 21 69 90 10
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
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 8 72 80 20 9 68 77 23 10 66 76 24
Female 8 77 85 15 6 75 80 20 7 66 73 27
Male 8 68 76 24 12 62 74 26 14 67 81 19
Black < < < < - 60 60 40 < < 100 0
Hispanic - 79 79 21 < < < < 20 70 90 10
White 10 72 82 18 10 70 80 20 8 66 74 26
Multiple Races < < < < - 73 73 27 25 58 83 17
Students with Disabilities 6 45 52 48 3 49 51 49 2 52 54 46
Students without Disabilities 9 80 89 11 11 75 87 13 13 73 86 14
Economically Disadvantaged 6 69 74 26 7 63 71 29 3 66 69 31
Not Economically Disadvantaged 12 78 90 10 12 78 90 10 19 67 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < < < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 60 74 26 8 71 79 21 12 60 73 27
Female 9 59 68 32 9 72 82 18 9 63 71 29
Male 17 62 78 22 7 69 76 24 16 58 74 26
Black < < < < < < < < < < < <
Hispanic 20 60 80 20 - 75 75 25 < < < <
White 11 64 75 25 10 72 82 18 12 63 75 25
Multiple Races < < < < < < < < 7 64 71 29
Students with Disabilities 12 47 59 41 - 52 52 48 - 42 42 58
Students without Disabilities 14 65 78 22 10 77 87 13 16 66 83 17
Economically Disadvantaged 8 61 69 31 5 67 72 28 12 55 67 33
Not Economically Disadvantaged 22 60 82 18 13 77 90 10 13 70 83 17
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 21 50 71 29
Foster Care < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 19 63 83 17 13 64 77 23
Female 19 58 77 23 15 65 80 20 12 65 77 23
Male 21 60 80 20 23 62 85 15 13 64 77 23
Black < < < < < < < < < < < <
Hispanic 14 64 79 21 10 80 90 10 - 75 75 25
White 21 56 77 23 20 63 84 16 14 66 80 20
Multiple Races 23 69 92 8 < < < < < < < <
Students with Disabilities 8 32 40 60 15 44 59 41 - 46 46 54
Students without Disabilities 22 63 85 15 21 69 90 10 16 69 84 16
Economically Disadvantaged 13 56 69 31 10 70 80 20 8 63 70 30
Not Economically Disadvantaged 28 62 90 10 33 53 87 13 19 67 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 15 71 86 14 16 72 88 13
Female 9 77 85 15 15 72 87 13 12 75 88 12
Male 18 70 88 13 15 70 85 15 19 68 87 13
Black < < 100 0 < < < < < < 100 0
Hispanic 7 79 86 14 15 54 69 31 < < < <
White 14 73 86 14 15 72 87 13 16 71 87 13
Multiple Races < < < < 18 82 100 0 < < < <
Students with Disabilities - 53 53 47 - 39 39 61 4 59 63 37
Students without Disabilities 16 78 94 6 17 75 92 8 18 74 93 7
Economically Disadvantaged 11 74 85 15 10 67 77 23 12 73 85 15
Not Economically Disadvantaged 16 72 88 12 22 76 97 3 21 70 91 9
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 6 23 29 71 - 65 65 35 - 63 63 37
Female 5 32 36 64 - 57 57 43 - 74 74 26
Male 8 8 15 85 - 76 76 24 - 53 53 47
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 7 24 31 69 - 67 67 33 - 61 61 39
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 13 19 31 69 - 55 55 45 - 23 23 77
Students without Disabilities - 26 26 74 - 78 78 22 - 84 84 16
Economically Disadvantaged 4 22 26 74 - 59 59 41 - 63 63 38
Not Economically Disadvantaged < < < < - 77 77 23 < < < <
English Learners < < < < < < 100 0
Homeless < < < < < < < < < < < <
Foster Care < < 100 0 < < < < < < < <
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 13 83 96 4 10 86 97 3 14 82 96 4
Female 14 81 95 5 10 87 97 3 13 83 95 5
Male 12 85 97 3 11 86 96 4 16 82 97 3
Asian < < 100 0 < < 100 0
Black 8 83 92 8 < < 100 0 < < 100 0
Hispanic 13 87 100 0 8 92 100 0 6 81 88 13
White 13 82 96 4 12 84 96 4 16 81 97 3
Multiple Races < < 100 0 < < 100 0 8 92 100 0
Students with Disabilities - 82 82 18 - 90 90 10 - 86 86 14
Students without Disabilities 14 83 97 3 12 86 98 2 16 82 98 2
Economically Disadvantaged 13 83 96 4 6 89 95 5 11 83 93 7
Not Economically Disadvantaged 14 82 96 4 16 83 99 1 17 82 99 1
English Learners < < 100 0 < < < <
Homeless - 82 82 18 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 76 85 15 4 89 93 7 11 78 88 12
Female 6 79 84 16 4 88 92 8 11 79 89 11
Male 12 73 85 15 3 90 93 7 11 76 87 13
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 9 82 91 9 < < 100 0 10 90 100 0
White 8 75 84 16 4 87 91 9 12 75 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 60 60 40 < < 100 0 < < < <
Students without Disabilities 9 77 87 13 4 89 93 7 12 78 90 10
Economically Disadvantaged 4 74 77 23 3 86 90 10 9 70 79 21
Not Economically Disadvantaged 13 78 90 10 4 92 96 4 13 84 97 3
English Learners < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
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 < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0
Hispanic < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
Homeless < < 100 0
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

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

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

2022-20232023-20242024-2025
Division22-
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten999582
Kindergarten241185181
Grade 1232256190
Grade 2291244256
Grade 3138164154
Grade 4148145164
Grade 5147146155
Grade 6173144150
Grade 7162170149
Grade 8157164164
Grade 9183148165
Grade 10180177145
Grade 11178162170
Grade 12153179153
Total Enrollment2,4822,3792,278

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students248223792278
Female121111701125
Male127012071151
American Indian124
Asian17139
Black169153132
Hispanic203206185
Native Hawaiian1--
White194318421790
Multiple Races148163158
Students with Disabilities420435433
Students without Disabilities206219441845
Economically Disadvantaged120111941172
Not Economically Disadvantaged128111851106
English Learners555559
Not English Learners242723242219
Homeless498683
Military Connected465941
Foster Care111814
< = 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 Students1,9124251,9782591,922216
Female924215971125953111
Male9872101,005134969105
American Indian<<<<<<
Asian190112100
Black1501714871192
Hispanic154341781815917
Native Hawaiian<<----
White1,4663571,5042201,487185
Multiple Races121171351214312
Students with Disabilities3211043456537850
Economically Disadvantaged863324956203985171
English Learners487568554
Homeless232360216912
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 65 107 5 3 2 1
State 50354 39349 1875 907 4438 1716
Female Division 33 52 1 2 2 1
State 27408 17323 610 350 1645 701
Male Division 32 55 4 1 0 0
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division < < < < 0 <
State 8111 10540 640 225 1119 707
Hispanic Division 11 10 0 0 0 0
State 7130 8367 270 133 1858 359
White Division 46 90 4 2 2 1
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division 3 17 5 0 0 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 18 74 4 3 2 1
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < 0 <
State 1583 4224 267 26 1427 150
Homeless Division 6 7 0 0 1 0
State 197 699 48 29 170 78
Military Connected Division < < < < 0 <
State 2527 1493 44 18 52 30
Foster Care Division < < < < 0 <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students183177971809821
Female918695889722
Male9291999210000
American Indian<<100<10000
Asian<<100<10000
Black<<100<10000
Hispanic21211002110000
White145140971429821
Multiple Races<<<<<00
Students with Disabilities25251002510000
Economically Disadvantaged1029694999722
English Learners<<100<10000
Homeless141393139317
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken4 / .58%2 / .3%4 / .63%
Advanced Placement Course Enrollment4 / .58%3 / .45%6 / .95%
Dual Enrollment101 / 14.55%106 / 15.92%114 / 18.01%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1548942
State87,94758,78733
FemaleDivision715227
State44,12532,24627
MaleDivision833755
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision<<100
State18,15310,95740
HispanicDivision15<100
State12,8667,34843
WhiteDivision1257242
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision17<100
State8,6323,93454
Economically DisadvantagedDivision653448
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
Native HawaiianDivision--100
State1378736
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
State LicensuresDivision121925
 State1,5732,0692,206
Industry CertificationDivision245263167
 State100,965101,956105,973
Total Credentials EarnedDivision257284192
 State148,201142,668150,233
Students Earning One or More CredentialsDivision213217151
 State118,467115,609120,035
CTE CompletersDivision119148124
 State46,02848,64351,126
NOCTI AssessmentsDivision-1-
 State3,8443,5773,225
Workplace ReadinessDivision-1-
 State41,81935,06638,829
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$2,733$8,104$2,699
State$7,134$6,454$1,936
2022-2023Division$3,611$8,533$2,633
State$7,803$6,956$1,918
2023-2024Division$2,937$10,461$1,943
State$8,112$7,772$1,751

School Environment

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress142
Behaviors related to School Operations147
Relationship Behaviors without Physical Harm197
Behaviors of a Safety Concern238
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others45

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 185 163
Out-of-School Suspension 152 136
Explusion and Alternative Placement 0 1
Referral to Law Enforcement 3 1
Bus Suspension 31 17

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 81.685.288.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 64.669.167.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 72.974.376.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

12.45 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.83 : 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
2022-202353%43%1%3%
2023-202452%46%0%2%
2024-202551%47%1%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%84%79%88%
Asian<<91%88%
Black65%65%68%88%
Hispanic80%83%68%88%
White83%85%85%88%
Multiple Races88%85%83%88%
Economically Disadvantaged78%80%68%88%
English Learners64%69%60%88%
Students with Disabilities61%59%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%82%74%85%
Asian<<90%85%
Black63%68%61%85%
Hispanic77%82%63%85%
White82%83%81%85%
Multiple Races83%82%77%85%
Economically Disadvantaged76%76%62%85%
English Learners80%79%58%85%
Students with Disabilities57%57%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian<
Black65%
Hispanic83%
White82%
Multiple Races82%
Economically Disadvantaged77%
English Learners69%
Students with Disabilities58%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian<90%84%
Black<83%84%
Hispanic100%83%84%
White94%86%84%
Multiple Races<89%84%
Economically Disadvantaged90%82%84%
English Learners<77%84%
Students with Disabilities80%74%84%
Homeless<--
Foster Care---

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%16%12%10%
Asian15%6%10%10%
Black5%8%12%10%
Hispanic10%14%12%10%
White15%18%12%10%
Multiple Races9%11%12%10%
Economically Disadvantaged21%24%13%10%
English Learners13%13%12%10%
Students with Disabilities18%21%14%10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress40%54%58%
English Learner Proficiency2%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress123040%
English Learner Proficiency1512%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian<<<<<<
Black100%-100%-100%-
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races98%2%98%2%94%6%
Economically Disadvantaged99%1%100%-99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities100%-100%-100%-
Students without Disabilities100%-100%-100%-
Female99%1%100%-100%-
Male100%-100%-100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%85%
Asian<<
Black77%73%
Hispanic79%76%
White88%86%
Multiple Races89%95%
Economically Disadvantaged84%80%
English Learners70%83%
Students with Disabilities68%62%

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 08157157-164164-164164-
Grade 06173173-144144-150150-
Grade 01232157752561659119013060
Grade 11178178-162162-170170-
Grade 09183183-148148-165165-
Grade 05147147-146146-155155-
Grade 04148148-145145-164164-
Grade 03138138-164164-154154-
Grade 07162162-170170-149149-
Grade 022911531382441558925617284
Grade KG241159821851315418112358
Grade 12153153-179179-153153-
Grade 10180180-177177-145145-
Grade PK9999-9595-8282-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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.
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