Roanoke County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Back Creek Elementary	Fully Accredited	Distinguished	93.3
Bonsack Elementary	Fully Accredited	On Track	89.4
Burlington Elementary	Fully Accredited	Off Track	79.4
Cave Spring Elementary	Fully Accredited	On Track	89.5
Clearbrook Elementary	Fully Accredited	On Track	88.8
Fort Lewis Elementary	Fully Accredited	Distinguished	94.5
Glen Cove Elementary	Fully Accredited	On Track	87
Glenvar Elementary	Fully Accredited	On Track	81.4
Green Valley Elementary	Fully Accredited	On Track	88.1
Herman L. Horn Elementary	Fully Accredited	On Track	87.7
Mason's Cove Elementary	Fully Accredited	On Track	86.8
Mount Pleasant Elementary	Fully Accredited	On Track	84.4
Mountain View Elementary	Fully Accredited	On Track	81
Oak Grove Elementary	Fully Accredited	On Track	89.4
Penn Forest Elementary	Fully Accredited	Distinguished	93
W.E. Cundiff Elementary	Fully Accredited	On Track	85
Middle Schools
Cave Spring Middle	Fully Accredited	Distinguished	94
Glenvar Middle	Fully Accredited	On Track	89.8
Hidden Valley Middle	Fully Accredited	Distinguished	92.6
Northside Middle	Fully Accredited	On Track	87
William Byrd Middle	Fully Accredited	On Track	84.2
High Schools
Cave Spring High	Fully Accredited	Distinguished	100.3
Glenvar High	Fully Accredited	Distinguished	100
Hidden Valley High	Fully Accredited	Distinguished	100.7
Northside High	Fully Accredited	Distinguished	90.4
William Byrd High	Fully Accredited	Distinguished	92.9

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	17	65	82	18	16	66	83	17	18	65	84	16
Female	18	66	83	17	18	66	84	16	19	67	86	14
Male	16	64	80	20	15	66	81	19	17	64	81	19
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	27	60	87	13	26	61	87	13	27	62	90	10
Black	9	56	66	34	8	59	68	32	7	62	69	31
Hispanic	11	64	75	25	10	65	75	25	14	62	76	24
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	18	66	84	16	18	67	85	15	20	66	86	14
Multiple Races	11	68	79	21	11	69	80	20	15	67	82	18
Students with Disabilities	5	46	51	49	6	46	52	48	4	49	53	47
Students without Disabilities	19	69	88	12	19	71	89	11	21	69	90	10
Economically Disadvantaged	9	63	73	27	9	65	74	26	9	66	75	25
Not Economically Disadvantaged	21	66	86	14	21	67	88	12	24	65	89	11
English Learners	2	45	47	53	4	46	50	50	2	47	48	52
Homeless	7	52	59	41	9	40	49	51	8	44	52	48
Military Connected	17	71	88	12	13	79	91	9	20	71	91	9
Foster Care	13	43	57	43	4	71	75	25	13	73	87	13
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	14	63	77	23	16	65	80	20	13	66	80	20
Female	14	65	79	21	18	63	82	18	12	70	82	18
Male	14	62	76	24	13	66	79	21	15	63	78	22
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	35	47	82	18	23	65	87	13	16	68	84	16
Black	14	44	58	42	9	55	65	35	5	65	70	30
Hispanic	7	71	78	22	11	57	68	32	6	64	70	30
White	14	65	79	21	17	67	83	17	16	67	83	17
Multiple Races	4	71	75	25	13	61	73	27	9	64	73	27
Students with Disabilities	6	43	49	51	3	49	52	48	3	46	49	51
Students without Disabilities	16	69	84	16	19	68	87	13	16	70	86	14
Economically Disadvantaged	9	58	66	34	8	64	73	27	4	66	70	30
Not Economically Disadvantaged	17	67	83	17	20	65	85	15	20	67	87	13
English Learners	4	52	57	43	8	52	60	40	2	47	48	52
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	22	61	83	17	17	67	83	17	<	<	<	<
Foster Care	<	<	<	<					<	<	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	19	66	85	15	16	68	84	16	22	64	86	14
Female	22	66	88	12	15	70	85	15	26	62	88	12
Male	16	66	82	18	17	65	82	18	18	66	84	16
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	33	51	84	16	22	67	89	11	33	64	97	3
Black	10	57	67	33	10	60	70	30	12	62	74	26
Hispanic	12	57	70	30	6	77	83	17	20	48	67	33
White	20	69	89	11	19	67	86	14	23	65	88	12
Multiple Races	14	72	86	14	8	69	78	22	12	82	94	6
Students with Disabilities	5	56	61	39	6	48	54	46	3	56	60	40
Students without Disabilities	22	69	91	9	19	72	91	9	26	66	92	8
Economically Disadvantaged	11	69	80	20	9	67	76	24	13	66	78	22
Not Economically Disadvantaged	23	65	88	12	21	68	89	11	27	64	90	10
English Learners	-	55	55	45	2	59	61	39	3	63	66	34
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	20	70	90	10	31	69	100	0	<	<	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	11	68	79	21	12	71	84	16	12	70	82	18
Female	11	67	78	22	14	71	86	14	12	74	85	15
Male	10	70	79	21	11	71	82	18	13	67	79	21
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	17	65	83	17	22	58	80	20	20	73	93	7
Black	5	51	56	44	9	55	64	36	3	65	68	32
Hispanic	6	74	80	20	6	70	76	24	11	67	78	22
Native Hawaiian									<	<	<	<
White	12	69	81	19	13	74	87	13	13	71	84	16
Multiple Races	3	75	78	22	9	77	86	14	17	65	82	18
Students with Disabilities	3	45	48	52	3	52	54	46	3	50	53	47
Students without Disabilities	13	74	87	13	15	76	91	9	14	74	88	12
Economically Disadvantaged	5	64	69	31	6	70	76	24	5	68	73	27
Not Economically Disadvantaged	14	71	84	16	16	72	88	12	16	72	88	12
English Learners	-	45	45	55	-	55	55	45	-	36	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	100	100	0	11	84	95	5	10	80	90	10
Foster Care	<	<	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	16	66	81	19	13	65	78	22	16	67	82	18
Female	17	67	83	17	13	65	78	22	18	66	84	16
Male	14	65	79	21	13	64	78	22	13	67	81	19
Asian	21	68	89	11	29	55	84	16	25	57	83	17
Black	4	62	66	34	5	52	57	43	12	53	65	35
Hispanic	11	61	73	27	10	66	76	24	10	64	74	26
White	18	66	84	16	14	66	80	20	16	69	85	15
Multiple Races	7	70	77	23	4	75	79	21	13	68	81	19
Students with Disabilities	3	40	44	56	8	40	48	52	4	48	52	48
Students without Disabilities	18	71	89	11	14	70	84	16	18	71	89	11
Economically Disadvantaged	9	62	72	28	8	60	68	32	8	66	74	26
Not Economically Disadvantaged	19	68	87	13	17	68	85	15	20	67	87	13
English Learners	4	32	36	64	2	45	48	52	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	7	67	73	27	-	83	83	17	<	<	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	14	66	79	21	13	69	82	18	15	65	80	20
Female	14	68	82	18	16	69	85	15	16	65	81	19
Male	14	63	77	23	11	68	79	21	15	64	79	21
Asian	21	66	87	13	27	65	92	8	27	62	89	11
Black	8	63	71	29	4	62	66	34	1	57	58	42
Hispanic	10	58	68	33	5	68	73	27	12	66	78	22
White	15	66	81	19	15	70	85	15	17	66	83	17
Multiple Races	3	71	75	25	7	71	78	22	14	68	83	17
Students with Disabilities	4	45	49	51	5	45	50	50	3	46	49	51
Students without Disabilities	16	70	86	14	15	74	89	11	18	69	87	13
Economically Disadvantaged	4	65	69	31	6	67	73	27	7	65	72	28
Not Economically Disadvantaged	19	66	85	15	18	70	88	12	21	65	85	15
English Learners	-	34	34	66	3	31	33	67	-	51	51	49
Homeless	<	<	<	<	8	38	46	54	<	<	<	<
Military Connected	13	73	87	13	21	64	86	14	14	71	86	14
Foster Care	<	<	<	<	<	<	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	14	63	77	23	14	66	79	21	18	66	84	16
Female	16	63	79	21	14	67	81	19	21	69	90	10
Male	11	63	74	26	13	64	78	22	15	63	79	21
American Indian									<	<	100	0
Asian	23	66	89	11	22	65	87	13	29	61	90	10
Black	9	54	63	37	10	65	76	24	8	61	69	31
Hispanic	8	63	71	29	9	55	64	36	12	65	76	24
Native Hawaiian					<	<	100	0	<	<	100	0
White	14	64	78	22	14	67	81	19	20	67	87	13
Multiple Races	19	58	77	23	13	65	79	21	7	67	74	26
Students with Disabilities	6	39	44	56	5	40	45	55	3	46	49	51
Students without Disabilities	15	67	82	18	16	71	86	14	21	70	90	10
Economically Disadvantaged	8	58	67	33	5	62	67	33	8	66	73	27
Not Economically Disadvantaged	17	65	82	18	19	68	86	14	24	66	89	11
English Learners	3	43	47	53	2	40	42	58	3	27	30	70
Homeless	<	<	<	<	-	36	36	64	<	<	<	<
Military Connected	29	57	86	14	6	88	94	6	11	78	89	11
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	30	61	92	8	28	62	90	10	29	61	90	10
Female	29	64	93	7	31	60	91	9	29	63	92	8
Male	32	59	91	9	25	64	89	11	29	59	88	12
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	44	50	94	6	36	58	94	6	40	55	95	5
Black	16	60	76	24	10	64	74	26	11	71	82	18
Hispanic	22	67	89	11	25	59	84	16	26	60	86	14
Native Hawaiian					<	<	100	0	<	<	100	0
White	32	62	94	6	31	62	93	7	30	61	91	9
Multiple Races	28	59	87	13	21	64	85	15	33	52	85	15
Students with Disabilities	8	55	63	37	12	51	64	36	9	50	59	41
Students without Disabilities	33	62	95	5	30	64	94	6	31	62	94	6
Economically Disadvantaged	20	66	87	13	19	66	86	14	17	66	83	17
Not Economically Disadvantaged	34	59	94	6	33	60	93	7	34	59	93	7
English Learners	-	36	36	64	9	27	36	64	4	46	50	50
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	23	77	100	0	10	90	100	0	<	<	<	<
Foster Care	<	<	<	<	-	69	69	31	<	<	<	<
< = 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
EOC Writing 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

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

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

	2022-2023	2023-2024	2024-2025
Division	30	54	21
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	342	324	295
Kindergarten	894	917	882
Grade 1	959	918	941
Grade 2	902	965	941
Grade 3	902	941	987
Grade 4	1,025	921	975
Grade 5	958	1,043	953
Grade 6	1,041	1,033	1,088
Grade 7	1,089	1,037	1,066
Grade 8	1,100	1,105	1,056
Grade 9	1,231	1,199	1,188
Grade 10	1,217	1,175	1,149
Grade 11	1,109	1,148	1,110
Grade 12	1,050	1,077	1,105
Total Enrollment	13,819	13,803	13,736

< = 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	13819	13803	13736
Female	6644	6660	6594
Male	7168	7139	7141
American Indian	17	17	15
Asian	600	608	645
Black	1135	1173	1184
Hispanic	1111	1233	1312
Native Hawaiian	6	6	6
White	10142	9930	9664
Multiple Races	808	836	910
Students with Disabilities	2291	2355	2350
Students without Disabilities	11528	11448	11386
Economically Disadvantaged	4863	5216	4958
Not Economically Disadvantaged	8956	8587	8778
English Learners	671	719	810
Not English Learners	13148	13084	12926
Homeless	26	33	35
Military Connected	191	179	198
Foster Care	55	56	51
< = 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	11,396	2,074	11,939	1,500	12,066	1,254
Female	5,503	1,010	5,778	730	5,849	564
Male	5,890	1,064	6,158	770	6,217	690
American Indian	12	3	15	2	15	0
Asian	497	83	541	58	604	34
Black	932	176	976	148	958	149
Hispanic	919	183	1,067	143	1,130	134
Native Hawaiian	<	<	<	<	<	<
White	8,384	1,491	8,642	1,037	8,587	834
Multiple Races	646	138	692	112	765	103
Students with Disabilities	1,649	461	1,809	347	1,831	336
Economically Disadvantaged	3,710	1,141	4,299	956	4,178	834
English Learners	574	113	646	86	741	61
Homeless	26	37	53	25	33	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	597	503	20	4	42	13
	State	51325	41797	1944	889	5197	1395
Female	Division	320	184	7	1	18	5
	State	27479	18568	644	302	1991	571
Male	Division	277	319	13	3	24	8
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	42	9	0	0	0	0
	State	6138	1603	96	15	116	44
Black	Division	33	65	2	0	4	4
	State	8492	10859	649	192	1064	555
Hispanic	Division	46	33	2	0	10	3
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	452	364	16	3	26	3
	State	25572	16963	766	433	1201	364
Multiple Races	Division	23	31	0	1	2	3
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	9	83	20	0	12	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	124	242	12	3	20	10
	State	12384	21564	1091	503	2612	961
English Learners	Division	2	18	0	0	6	0
	State	1822	5921	308	50	2224	183
Homeless	Division	0	8	0	0	2	0
	State	201	818	47	19	231	71
Military Connected	Division	10	0	0	0	0	0
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,179	1,120	95	1,124	95	42	4
Female	535	511	96	512	96	18	3
Male	644	609	95	612	95	24	4
American Indian	<	<	100	<	100	0	0
Asian	51	51	100	51	100	0	0
Black	108	100	93	100	93	4	4
Hispanic	94	81	86	81	86	10	11
Native Hawaiian	<	<	100	<	100	0	0
White	864	832	96	835	97	26	3
Multiple Races	60	54	90	55	92	2	3
Students with Disabilities	126	112	89	112	89	12	10
Economically Disadvantaged	411	378	92	381	93	20	5
English Learners	26	20	77	20	77	6	23
Homeless	10	8	80	8	80	2	20
Military Connected	10	10	100	10	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	627 / 13.61%	610 / 13.26%	614 / 13.49%
Advanced Placement Course Enrollment	1,195 / 25.94%	1,234 / 26.83%	1,286 / 28.25%
Dual Enrollment	871 / 18.91%	950 / 20.66%	1,011 / 22.21%
Governor's School Enrollment	53 / 1.15%	53 / 1.15%	53 / 1.16%
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 Students	Division	986	720	27
	State	87,947	58,787	33
Female	Division	503	405	19
	State	44,125	32,246	27
Male	Division	482	315	35
	State	43,771	26,522	39
Asian	Division	55	47	15
	State	7,326	6,406	13
Black	Division	55	44	20
	State	18,153	10,957	40
Hispanic	Division	45	25	44
	State	12,866	7,348	43
White	Division	781	570	27
	State	44,455	30,645	31
Multiple Races	Division	50	34	32
	State	4,837	3,237	33
Students with Disabilities	Division	86	40	53
	State	8,632	3,934	54
Economically Disadvantaged	Division	252	130	48
	State	30,889	16,128	48
English Learners	Division	22	15	32
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = 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
Industry Certification	Division	962	1,214	1,312
	State	100,965	101,956	105,973
Workplace Readiness	Division	226	208	200
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,188	1,454	1,559
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,087	1,287	1,385
	State	118,467	115,609	120,035
CTE Completers	Division	767	741	809
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
State Licensures	Division	-	32	47
	State	1,573	2,069	2,206
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	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	68.8	68.9	67.6

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	$5,641	$6,605	$1,546
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,174	$7,176	$1,185
	State	$7,803	$6,956	$1,918
2023-2024	Division	$7,265	$7,555	$1,115
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	4,184
Behaviors related to School Operations	1,359
Relationship Behaviors without Physical Harm	1,489
Behaviors of a Safety Concern	933
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	257
Behaviors used to determine Persistently Dangerous Schools	2

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	1,765	1,820	2,022
Out-of-School Suspension	820	983	1,092
Explusion and Alternative Placement	1	2	35
Referral to Law Enforcement	185	244	125
Bus Suspension	62	61	67

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	41	45.8	47.9
< = 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	30.6	38.1	39.4
< = 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	64.1	68	68.2
< = 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

11.03 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.51 : 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	42%	55%	1%	2%
2023-2024	44%	52%	2%	2%
2024-2025	44%	53%	2%	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

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	84%	81%	88%
Asian	90%	91%	88%
Black	70%	73%	88%
Hispanic	76%	73%	88%
White	87%	86%	88%
Multiple Races	83%	84%	88%
Economically Disadvantaged	75%	73%	88%
English Learners	66%	67%	88%
Students with Disabilities	52%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	86%	76%	85%
Asian	93%	90%	85%
Black	74%	67%	85%
Hispanic	81%	68%	85%
White	88%	82%	85%
Multiple Races	81%	79%	85%
Economically Disadvantaged	77%	67%	85%
English Learners	78%	64%	85%
Students with Disabilities	55%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	80%
Asian	89%
Black	58%
Hispanic	69%
White	83%
Multiple Races	75%
Economically Disadvantaged	68%
English Learners	59%
Students with Disabilities	45%

< = 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	93%	84%	84%
Asian	100%	90%	84%
Black	90%	83%	84%
Hispanic	84%	83%	84%
White	95%	86%	84%
Multiple Races	87%	89%	84%
Economically Disadvantaged	90%	83%	84%
English Learners	71%	80%	84%
Students with Disabilities	72%	79%	84%
Homeless	<	-	-
Foster Care	67%	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	56%	58%
English Learner Proficiency	12%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	219	448	49%
English Learner Proficiency	72	600	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.1%	-	97.8%	-	96.9%	-
Asian	98.8%	-	98.9%	-	98.7%	-
Black	97.4%	-	97.9%	-	97.4%	-
Hispanic	98.8%	-	98.6%	-	98.2%	-
White	98.1%	-	97.6%	-	96.6%	-
Multiple Races	97.6%	-	97.2%	-	96.3%	-
Economically Disadvantaged	98%	-	97.7%	-	96.4%	-
Not Economically Disadvantaged	98.1%	-	97.8%	-	97.2%	-
English Learners	98.9%	-	99%	-	98.2%	-
Students with Disabilities	92.7%	-	92.8%	-	89.9%	-
Students without Disabilities	99.3%	-	98.9%	-	98.3%	-
Female	98.4%	-	98.2%	-	97.2%	-
Male	97.8%	-	97.4%	-	96.7%	-

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act