Richmond City Public Schools

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

Math Performance: All Students

select test

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

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

History Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	20	56	30
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	1,341	1,122	1,073
Kindergarten	1,739	1,721	1,723
Grade 1	1,814	1,816	1,847
Grade 2	1,699	1,757	1,796
Grade 3	1,643	1,632	1,775
Grade 4	1,673	1,594	1,615
Grade 5	1,724	1,603	1,612
Grade 6	1,477	1,570	1,476
Grade 7	1,460	1,411	1,563
Grade 8	1,424	1,430	1,413
Grade 9	1,621	1,507	1,514
Grade 10	1,569	1,474	1,420
Grade 11	1,191	1,380	1,319
Grade 12	1,331	1,242	1,281
Total Enrollment	21,706	21,259	21,427

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	21706	21259	21427
Female	10514	10326	10449
Male	11181	10919	10962
American Indian	47	50	69
Asian	168	192	203
Black	13132	12450	12162
Hispanic	5437	5513	5865
Native Hawaiian	10	12	14
White	2318	2443	2469
Multiple Races	594	599	645
Students with Disabilities	2850	2815	2895
Students without Disabilities	18856	18444	18532
Economically Disadvantaged	14831	14143	14158
Not Economically Disadvantaged	6875	7116	7269
English Learners	4228	4374	4674
Not English Learners	17478	16885	16753
Migrant	5	4	2
Homeless	217	367	453
Military Connected	137	159	188
Foster Care	27	9	27
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	15,051	5,088	15,505	4,448	16,118	4,160
Female	7,359	2,421	7,603	2,091	7,879	1,991
Male	7,683	2,665	7,892	2,353	8,239	2,169
American Indian	37	5	39	12	44	17
Asian	127	25	143	33	162	25
Black	8,289	3,572	8,323	3,129	8,337	2,891
Hispanic	4,129	1,137	4,337	996	4,771	979
Native Hawaiian	8	2	9	2	<	<
White	2,042	209	2,208	149	2,308	126
Multiple Races	419	138	446	127	488	122
Students with Disabilities	1,942	900	2,049	835	2,161	739
Economically Disadvantaged	10,021	4,382	10,207	3,831	10,159	3,529
English Learners	3,413	892	3,676	765	4,114	762
Homeless	281	349	328	357	405	355
< = 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	509	518	23	9	241	45
	State	50354	39349	1875	907	4438	1716
Female	Division	296	229	8	3	98	11
	State	27408	17323	610	350	1645	701
Male	Division	213	288	15	6	143	34
	State	22886	21945	1263	556	2789	1012
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	272	342	17	8	90	36
	State	8111	10540	640	225	1119	707
Hispanic	Division	114	142	3	0	133	6
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	106	26	2	1	17	1
	State	25871	16565	763	464	1211	504
Multiple Races	Division	13	6	1	0	1	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	17	119	23	1	33	4
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	277	377	17	7	113	37
	State	12779	21123	1108	494	2352	1214
English Learners	Division	44	107	1	0	104	1
	State	1583	4224	267	26	1427	150
Homeless	Division	7	21	0	0	4	1
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,345	1,050	78	1,059	79	241	18
Female	645	533	83	536	83	98	15
Male	699	516	74	522	75	143	21
Asian	<	<	<	<	<	0	0
Black	765	631	83	639	84	90	12
Hispanic	398	259	65	259	65	133	33
Native Hawaiian	<	<	100	<	100	0	0
White	153	134	88	135	88	17	11
Multiple Races	22	20	91	20	91	1	5
Students with Disabilities	197	159	81	160	81	33	17
Economically Disadvantaged	828	671	81	678	82	113	14
English Learners	257	152	59	152	59	104	41
Homeless	33	28	85	28	85	4	12
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	573 / 10.03%	510 / 9.1%	697 / 12.59%
Advanced Placement Course Enrollment	858 / 15.02%	1,149 / 20.51%	1,311 / 23.69%
Dual Enrollment	91 / 1.59%	91 / 1.62%	80 / 1.45%
Governor's School Enrollment	295 / 5.16%	313 / 5.59%	343 / 6.2%
IB Course Enrollment	42 / .74%	3 / .05%	-
Senior Enrolled in IB Program	-	3 / .05%	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	958	514	46
	State	87,947	58,787	33
Female	Division	545	320	41
	State	44,125	32,246	27
Male	Division	413	194	53
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	685	358	48
	State	18,153	10,957	40
Hispanic	Division	116	40	66
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	131	99	24
	State	44,455	30,645	31
Multiple Races	Division	13	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	125	37	70
	State	8,632	3,934	54
Economically Disadvantaged	Division	604	293	51
	State	30,889	16,128	48
English Learners	Division	69	18	74
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
State Licensures	Division	3	14	1
	State	1,573	2,069	2,206
Industry Certification	Division	830	1,060	1,006
	State	100,965	101,956	105,973
Workplace Readiness	Division	979	872	955
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,812	1,946	1,962
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,409	1,517	1,537
	State	118,467	115,609	120,035
CTE Completers	Division	732	717	825
	State	46,028	48,643	51,126
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
Armed Services Vocational Aptitude Battery Examination	Division	-	30	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	59.2	59.4	61.2

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$8,363	$7,514	$5,390
	State	$7,134	$6,454	$1,936
2022-2023	Division	$8,986	$7,227	$4,681
	State	$7,803	$6,956	$1,918
2023-2024	Division	$9,835	$8,413	$4,833
	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 Progress	2,276
Behaviors related to School Operations	6,289
Relationship Behaviors without Physical Harm	2,718
Behaviors of a Safety Concern	5,409
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,795
Behaviors used to determine Persistently Dangerous Schools	10

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	2,690	2,817
Out-of-School Suspension	6,962	7,291
Explusion and Alternative Placement	8	13
Referral to Law Enforcement	28	259
Bus Suspension	186	115

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	100	100	100
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	45.5	49.1	52.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	63.7	65.6	67.4
< = 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

12.04 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

6 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	37%	55%	3%	5%
2023-2024	39%	53%	2%	6%
2024-2025	39%	51%	2%	8%
< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	50%	48%	79%	88%
Asian	71%	66%	91%	88%
Black	47%	45%	68%	88%
Hispanic	39%	38%	68%	88%
White	87%	86%	85%	88%
Multiple Races	70%	69%	83%	88%
Economically Disadvantaged	46%	43%	68%	88%
English Learners	32%	28%	60%	88%
Students with Disabilities	30%	26%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	47%	42%	74%	85%
Asian	78%	68%	90%	85%
Black	40%	35%	61%	85%
Hispanic	45%	41%	63%	85%
White	82%	80%	81%	85%
Multiple Races	62%	58%	77%	85%
Economically Disadvantaged	41%	36%	62%	85%
English Learners	42%	37%	58%	85%
Students with Disabilities	27%	22%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	45%
Asian	77%
Black	38%
Hispanic	38%
White	84%
Multiple Races	68%
Economically Disadvantaged	38%
English Learners	31%
Students with Disabilities	26%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	75%	84%	84%
Asian	<	90%	84%
Black	80%	83%	84%
Hispanic	61%	83%	84%
White	86%	86%	84%
Multiple Races	82%	89%	84%
Economically Disadvantaged	78%	82%	84%
English Learners	52%	77%	84%
Students with Disabilities	66%	74%	84%
Homeless	88%	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	24%	25%	12%	10%
Asian	20%	18%	10%	10%
Black	30%	30%	12%	10%
Hispanic	19%	20%	12%	10%
White	7%	8%	12%	10%
Multiple Races	24%	24%	12%	10%
Economically Disadvantaged	29%	30%	13%	10%
English Learners	18%	19%	12%	10%
Students with Disabilities	31%	31%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	41%	54%	58%
English Learner Proficiency	5%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	1182	2862	41%
English Learner Proficiency	179	3954	5%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	96%	4%
Asian	95%	5%	97%	3%	96%	4%
Black	98%	2%	99%	1%	96%	4%
Hispanic	99%	1%	98%	2%	95%	5%
White	99%	1%	99%	1%	98%	2%
Multiple Races	99%	1%	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	96%	4%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	98%	2%
Students with Disabilities	97%	3%	98%	2%	95%	5%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	98%	2%	98%	2%	99%	1%
Migrant	<	<	<	<	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	60%	59%
Asian	75%	83%
Black	58%	54%
Hispanic	52%	58%
White	87%	83%
Multiple Races	78%	70%
Economically Disadvantaged	57%	55%
English Learners	48%	56%
Students with Disabilities	44%	45%

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act