Spotsylvania County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Battlefield Elementary	Accredited
Berkeley Elementary	Accredited
Brock Road Elementary	Accredited
Cedar Forest Elementary	Accredited
Chancellor Elementary	Accredited
Courthouse Road Elementary	Accredited
Courtland Elementary	Accredited
Freedom Middle	Accredited
Harrison Road Elementary	Accredited with Conditions
Lee Hill Elementary	Accredited
Livingston Elementary	Accredited
Parkside Elementary	Accredited
Riverview Elementary	Accredited
Salem Elementary	Accredited
Smith Station Elementary	Accredited
Spotswood Elementary	Accredited
Spotsylvania Elementary	Accredited
Wilderness Elementary	Accredited
Middle Schools
Battlefield Middle	Accredited with Conditions
Chancellor Middle	Accredited
Ni River Middle	Accredited
Post Oak Middle	Accredited
Spotsylvania Middle	Accredited
Thornburg Middle	Accredited with Conditions
High Schools
Chancellor High	Accredited with Conditions
Courtland High	Accredited
Massaponax High	Accredited
Riverbend High	Accredited
Other Schools
Spotsylvania High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	60	72	28	10	59	70	30	10	59	70	30
Female	13	62	75	25	11	61	73	27	11	61	72	28
Male	11	58	69	31	9	58	67	33	9	58	67	33
American Indian	13	54	67	33	29	46	75	25	11	53	63	37
Asian	19	59	78	22	14	58	72	28	14	59	73	27
Black	7	54	61	39	6	54	60	40	7	54	61	39
Hispanic	8	55	63	37	5	55	60	40	6	55	60	40
Native Hawaiian	26	51	77	23	16	53	69	31	17	48	65	35
White	15	64	80	20	14	64	78	22	14	65	78	22
Multiple Races	10	61	71	29	9	60	69	31	10	60	70	30
Students with Disabilities	7	36	43	57	6	36	42	58	6	36	42	58
Students without Disabilities	13	64	76	24	11	63	74	26	11	64	75	25
Economically Disadvantaged	6	54	60	40	5	54	59	41	5	54	60	40
Not Economically Disadvantaged	17	65	82	18	15	65	80	20	15	65	81	19
English Learners	2	29	31	69	1	28	29	71	1	29	30	70
Homeless	5	43	48	52	3	36	40	60	3	39	42	58
Military Connected	13	68	81	19	11	70	81	19	12	67	79	21
Foster Care					<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	61	70	30	8	57	65	35	8	55	63	37
Female	9	65	74	26	9	57	66	34	8	57	65	35
Male	8	58	66	34	7	56	63	37	8	52	60	40
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	14	63	76	24	5	56	60	40	7	58	65	35
Black	3	50	54	46	6	50	56	44	4	49	53	47
Hispanic	5	56	61	39	3	49	52	48	4	48	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	68	81	19	12	62	73	27	12	61	73	27
Multiple Races	7	59	65	35	8	66	74	26	8	59	67	33
Students with Disabilities	6	45	51	49	4	39	43	57	4	41	45	55
Students without Disabilities	9	64	73	27	9	60	68	32	9	58	66	34
Economically Disadvantaged	4	54	58	42	5	49	53	47	4	48	53	47
Not Economically Disadvantaged	13	68	81	19	12	65	77	23	12	63	75	25
English Learners	1	41	43	57	-	40	40	60	1	35	37	63
Homeless	3	44	47	53	5	41	45	55	-	38	38	62
Military Connected	11	68	79	21	7	76	83	17	5	78	83	17
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	61	73	27	11	62	73	27	10	60	70	30
Female	13	62	75	25	12	65	76	24	11	61	72	28
Male	10	60	71	29	10	59	69	31	9	59	69	31
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	13	63	77	23	11	59	70	30	8	69	77	23
Black	7	55	62	38	5	54	60	40	9	53	62	38
Hispanic	8	53	62	38	6	57	63	37	4	54	58	42
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	15	66	81	19	16	66	82	18	15	66	80	20
Multiple Races	10	65	76	24	8	69	76	24	8	63	71	29
Students with Disabilities	7	45	52	48	8	46	55	45	6	38	44	56
Students without Disabilities	12	64	76	24	11	65	76	24	11	64	75	25
Economically Disadvantaged	6	56	62	38	6	57	63	37	6	54	61	39
Not Economically Disadvantaged	17	67	83	17	16	67	82	18	15	67	82	18
English Learners	2	39	41	59	2	41	43	57	1	39	41	59
Homeless	4	49	53	47	4	42	46	54	4	32	36	64
Military Connected	17	61	78	22	10	69	79	21	15	61	76	24
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	63	73	27	7	63	70	30	8	63	71	29
Female	11	64	75	25	8	64	72	28	8	65	73	27
Male	9	63	71	29	7	63	70	30	7	62	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	11	71	82	18	20	57	77	23	11	65	76	24
Black	4	61	65	35	3	57	60	40	3	53	56	44
Hispanic	6	57	64	36	4	56	59	41	4	56	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	13	66	79	21	10	70	80	20	11	71	82	18
Multiple Races	9	66	75	25	8	64	73	27	8	64	72	28
Students with Disabilities	6	40	47	53	6	39	45	55	5	44	49	51
Students without Disabilities	10	67	78	22	8	67	75	25	8	67	75	25
Economically Disadvantaged	6	58	64	36	4	56	60	40	4	57	60	40
Not Economically Disadvantaged	14	68	82	18	12	71	82	18	12	71	83	17
English Learners	2	32	34	66	1	28	29	71	1	25	25	75
Homeless	8	42	50	50	4	44	48	52	5	32	37	63
Military Connected	9	76	85	15	13	63	76	24	15	59	74	26
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	54	64	36	8	56	64	36	9	58	67	33
Female	11	56	67	33	10	58	68	32	10	60	70	30
Male	8	53	61	39	8	54	61	39	8	56	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	21	47	68	32	12	60	72	28	19	58	77	23
Black	5	46	51	49	7	51	58	42	4	53	58	42
Hispanic	5	51	56	44	4	50	54	46	5	53	58	42
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	12	60	73	27	11	61	72	28	12	62	74	26
Multiple Races	9	51	60	40	7	51	57	43	8	62	70	30
Students with Disabilities	7	24	31	69	5	33	38	62	6	31	37	63
Students without Disabilities	10	60	70	30	9	60	69	31	9	63	72	28
Economically Disadvantaged	4	46	50	50	5	48	53	47	5	55	60	40
Not Economically Disadvantaged	15	61	76	24	12	64	76	24	15	63	78	22
English Learners	-	8	8	92	2	13	15	85	1	24	25	75
Homeless	1	20	21	79	-	39	39	61	-	44	44	56
Military Connected	13	60	73	27	7	69	76	24	8	69	78	22
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	61	70	30	8	55	63	37	7	60	68	32
Female	12	63	75	25	9	57	67	33	8	62	70	30
Male	7	60	66	34	7	54	60	40	6	59	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	59	72	28	11	58	69	31	8	63	71	29
Black	3	58	62	38	7	47	54	46	6	57	63	38
Hispanic	6	55	62	38	4	51	55	45	4	55	59	41
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	66	78	22	11	61	72	28	10	65	74	26
Multiple Races	6	61	66	34	6	53	59	41	8	57	65	35
Students with Disabilities	7	29	36	64	8	24	32	68	7	34	41	59
Students without Disabilities	9	66	75	25	8	61	69	31	7	66	73	27
Economically Disadvantaged	5	55	61	39	3	48	51	49	4	54	58	42
Not Economically Disadvantaged	12	66	79	21	13	63	76	24	11	68	79	21
English Learners	3	16	19	81	-	13	13	87	2	22	24	76
Homeless	5	38	43	57	6	22	28	72	5	42	47	53
Military Connected	12	67	80	20	12	72	84	16	4	74	78	22
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	56	67	33	8	59	67	33	8	58	66	34
Female	12	61	73	27	10	61	71	29	9	62	71	29
Male	9	52	61	39	6	57	63	37	8	54	62	38
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	56	81	19	11	59	70	30	17	49	66	34
Black	8	47	55	45	2	52	55	45	5	52	57	43
Hispanic	9	48	57	43	5	55	60	40	4	56	60	40
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	12	63	75	25	12	64	77	23	11	63	75	25
Multiple Races	6	61	67	33	7	57	64	36	7	52	59	41
Students with Disabilities	8	26	33	67	6	25	31	69	5	30	35	65
Students without Disabilities	11	61	72	28	9	64	73	27	9	63	72	28
Economically Disadvantaged	6	48	54	46	5	53	57	43	4	52	56	44
Not Economically Disadvantaged	15	64	79	21	12	65	77	23	13	64	77	23
English Learners	6	6	12	88	2	11	13	87	-	16	16	84
Homeless	6	45	51	49	5	23	27	73	-	35	35	65
Military Connected	10	74	84	16	8	74	82	18	12	67	79	21
Foster Care					<	<	<	<
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	62	84	16	20	64	84	16	19	62	81	19
Female	23	62	86	14	21	67	88	12	20	63	83	17
Male	21	61	83	17	19	61	80	20	18	60	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	31	55	86	14	26	61	86	14	27	50	77	23
Black	14	62	76	24	12	65	78	22	15	58	72	28
Hispanic	15	65	80	20	12	64	76	24	13	60	73	27
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	28	61	89	11	26	64	90	10	23	65	88	12
Multiple Races	23	63	86	14	20	62	82	18	22	64	86	14
Students with Disabilities	9	45	54	46	6	45	52	48	10	34	43	57
Students without Disabilities	24	64	88	12	22	66	88	12	20	65	86	14
Economically Disadvantaged	14	62	75	25	10	66	77	23	10	61	71	29
Not Economically Disadvantaged	28	62	90	10	27	62	89	11	27	62	89	11
English Learners	4	20	24	76	-	24	24	76	2	27	28	72
Homeless	6	58	64	36	-	42	42	58	4	52	56	44
Military Connected	19	68	87	13	29	63	92	8	28	60	88	12
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	48	63	37	14	53	67	33	18	60	78	22
Female	19	51	70	30	18	57	74	26	21	63	83	17
Male	11	46	57	43	10	49	59	41	15	58	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	30	48	78	22	23	52	76	24	28	60	88	12
Black	7	41	48	52	6	50	56	44	12	58	70	30
Hispanic	11	46	57	43	10	47	57	43	12	61	72	28
Native Hawaiian	<	<	<	<	33	50	83	17	<	<	100	0
White	19	52	71	29	19	57	76	24	22	62	84	17
Multiple Races	11	54	65	35	13	54	66	34	26	52	77	23
Students with Disabilities	3	18	21	79	5	17	22	78	7	44	51	49
Students without Disabilities	16	52	68	32	15	56	70	30	18	61	79	21
Economically Disadvantaged	7	42	49	51	8	48	56	44	9	58	67	33
Not Economically Disadvantaged	21	53	73	27	19	57	76	24	25	62	87	13
English Learners	-	12	12	88	-	5	5	95	-	18	18	83
Homeless	6	32	38	63	6	39	45	55	8	42	50	50
Military Connected	14	61	75	25	9	60	68	32	24	61	85	15
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	42	53	47	10	43	53	47
Female	13	47	61	39	14	48	61	39
Male	7	38	45	55	7	39	46	54
American Indian	<	<	<	<	<	<	<	<
Asian	30	47	77	23	15	47	62	38
Black	6	30	36	64	4	38	42	58
Hispanic	9	36	45	55	8	39	46	54
Native Hawaiian	<	<	<	<	<	<	<	<
White	13	48	61	39	14	48	61	39
Multiple Races	6	49	55	45	8	43	51	49
Students with Disabilities	1	11	12	88	3	11	14	86
Students without Disabilities	12	47	59	41	11	47	58	42
Economically Disadvantaged	6	34	40	60	7	35	42	58
Not Economically Disadvantaged	15	50	64	36	12	51	64	36
English Learners	-	6	6	94	-	5	5	95
Homeless	6	26	32	68	8	15	23	77
Military Connected	4	60	64	36	-	59	59	41
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	55	74	26	18	63	81	19	18	60	78	22
Female	24	55	79	21	21	66	87	13	21	63	83	17
Male	14	54	69	31	15	60	74	26	15	58	73	27
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	30	48	78	22	30	57	88	13	28	60	88	12
Black	9	52	61	39	7	63	70	30	12	58	70	30
Hispanic	12	56	68	32	13	56	68	32	12	61	72	28
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	26	55	80	20	24	65	90	10	22	62	84	17
Multiple Races	18	60	78	22	18	66	84	16	26	52	77	23
Students with Disabilities	5	30	35	65	14	44	58	42	7	44	51	49
Students without Disabilities	21	57	77	23	18	63	81	19	18	61	79	21
Economically Disadvantaged	8	53	61	39	8	63	71	29	9	58	67	33
Not Economically Disadvantaged	26	56	82	18	25	62	88	12	25	62	87	13
English Learners	-	16	16	84	-	6	6	94	-	18	18	83
Homeless	5	39	44	56	3	59	63	37	8	42	50	50
Military Connected	24	62	86	14	28	61	89	11	24	61	85	15
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	55	61	39	7	57	64	36	7	59	66	34
Female	5	56	61	39	6	58	64	36	6	60	66	34
Male	7	54	60	40	7	57	64	36	7	59	66	34
American Indian	12	56	68	32	22	44	67	33	19	57	76	24
Asian	10	60	69	31	12	57	70	30	11	66	77	23
Black	2	44	46	54	2	49	51	49	3	53	57	43
Hispanic	3	51	54	46	3	52	56	44	4	53	57	43
Native Hawaiian	13	58	71	29	15	56	71	29	13	53	67	33
White	8	61	69	31	9	64	73	27	9	66	75	25
Multiple Races	5	54	59	41	7	57	64	36	7	58	65	35
Students with Disabilities	3	33	36	64	4	36	40	60	3	38	41	59
Students without Disabilities	6	58	65	35	7	61	68	32	7	63	71	29
Economically Disadvantaged	3	46	49	51	3	50	53	47	3	53	57	43
Not Economically Disadvantaged	9	63	71	29	10	65	75	25	10	67	77	23
English Learners	1	32	33	67	1	34	35	65	1	40	40	60
Homeless	1	34	35	65	1	30	31	69	-	32	33	67
Military Connected	6	64	70	30	8	67	75	25	8	67	75	25
Foster Care					<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	57	67	33	10	59	69	31	9	58	67	33
Female	9	57	66	34	9	59	68	32	7	59	65	35
Male	11	56	68	32	12	59	71	29	11	58	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	12	60	72	28	17	55	72	28	8	65	73	27
Black	4	44	48	52	4	52	57	43	4	49	53	47
Hispanic	5	56	61	39	4	54	58	42	5	55	60	40
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	15	63	78	22	15	66	80	20	13	65	77	23
Multiple Races	11	53	64	36	13	58	71	29	11	58	69	31
Students with Disabilities	5	41	46	54	5	35	40	60	4	43	47	53
Students without Disabilities	11	59	71	29	11	63	74	26	10	62	71	29
Economically Disadvantaged	5	50	55	45	6	52	58	42	5	52	57	43
Not Economically Disadvantaged	17	63	80	20	15	67	82	18	13	66	79	21
English Learners	3	43	46	54	3	46	49	51	1	46	47	53
Homeless	2	33	36	64	4	42	46	54	-	25	25	75
Military Connected	11	66	77	23	10	69	80	20	14	72	85	15
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	65	35	11	59	70	30	11	57	68	32
Female	6	59	65	35	9	59	68	32	9	58	67	33
Male	10	56	66	34	12	59	71	29	13	56	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	7	65	73	27	21	52	73	27	18	66	84	16
Black	3	44	47	53	3	49	53	47	4	54	58	42
Hispanic	4	54	57	43	6	57	62	38	5	52	56	44
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	12	63	75	25	16	64	80	20	16	61	77	23
Multiple Races	7	60	67	33	8	63	71	29	16	51	67	33
Students with Disabilities	3	38	41	59	8	43	51	49	3	33	36	64
Students without Disabilities	9	60	69	31	12	62	73	27	12	61	73	27
Economically Disadvantaged	3	51	54	46	5	57	62	38	6	52	58	42
Not Economically Disadvantaged	13	64	77	23	18	60	78	22	17	63	80	20
English Learners	-	41	41	59	1	48	49	51	2	45	47	53
Homeless	-	45	45	55	-	38	38	62	-	32	32	68
Military Connected	13	62	75	25	8	70	78	22	8	70	78	22
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	59	68	32	9	62	71	29	11	60	71	29
Female	7	59	66	34	8	62	70	30	9	61	69	31
Male	11	59	70	30	10	61	72	28	13	60	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	10	60	70	30	15	62	77	23	18	61	79	21
Black	5	51	56	44	4	54	58	42	5	55	60	40
Hispanic	8	48	56	44	6	56	61	39	6	57	63	37
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	11	65	77	23	12	68	80	20	15	65	79	21
Multiple Races	9	62	71	29	10	64	74	26	10	62	73	27
Students with Disabilities	5	41	46	54	4	45	49	51	3	46	49	51
Students without Disabilities	10	62	72	28	10	65	75	25	12	63	75	25
Economically Disadvantaged	5	52	58	42	4	57	61	39	5	57	62	38
Not Economically Disadvantaged	13	65	78	22	15	67	82	18	18	64	82	18
English Learners	1	29	30	70	-	37	37	63	-	41	41	59
Homeless	1	41	42	58	-	50	50	50	-	32	32	68
Military Connected	9	63	72	28	13	65	78	22	15	54	69	31
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	41	43	57	3	47	50	50	2	47	49	51
Female	1	37	39	61	3	46	48	52	2	48	50	50
Male	3	44	46	54	3	49	52	48	2	46	48	52
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	5	47	53	47	8	56	63	37	6	58	65	35
Black	2	29	31	69	2	42	44	56	2	36	38	62
Hispanic	-	38	38	63	2	38	40	60	2	40	42	58
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	48	50	50	3	54	58	42	1	57	59	41
Multiple Races	3	36	39	61	2	43	45	55	1	46	47	53
Students with Disabilities	2	22	24	76	4	27	31	69	2	26	29	71
Students without Disabilities	2	44	46	54	3	52	54	46	1	52	53	47
Economically Disadvantaged	1	29	30	70	2	39	41	59	1	41	43	57
Not Economically Disadvantaged	3	53	55	45	4	58	61	39	2	60	62	38
English Learners	1	7	8	92	1	11	13	88	1	19	20	80
Homeless	-	11	11	89	-	24	24	76	4	8	12	88
Military Connected	1	48	49	51	6	57	63	37	3	55	57	43
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	49	53	47	4	48	52	48	4	53	57	43
Female	4	52	56	44	4	48	51	49	3	52	55	45
Male	3	46	49	51	4	48	52	48	5	54	59	41
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	8	63	71	29	9	50	59	41	10	60	70	30
Black	1	37	38	62	2	35	36	64	4	44	48	52
Hispanic	2	44	46	54	2	43	45	55	2	43	44	56
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	6	56	62	38	5	56	62	38	6	61	67	33
Multiple Races	1	48	48	52	5	45	50	50	2	51	53	47
Students with Disabilities	2	20	21	79	4	20	23	77	4	26	29	71
Students without Disabilities	4	53	57	43	4	53	57	43	4	58	62	38
Economically Disadvantaged	2	39	41	59	3	37	40	60	3	45	48	52
Not Economically Disadvantaged	5	57	62	38	5	58	63	37	6	62	69	31
English Learners	-	13	13	87	-	11	11	89	1	16	17	83
Homeless	1	19	21	79	4	20	24	76	-	11	11	89
Military Connected	3	60	63	37	5	64	68	32	2	70	72	28
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	37	37	63	1	51	52	48	1	51	52	48
Female	-	39	39	61	-	55	55	45	-	54	54	46
Male	1	35	35	65	1	48	48	52	2	48	49	51
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	-	31	31	69	-	58	58	42	2	52	55	45
Black	-	29	29	71	-	40	40	60	1	41	42	58
Hispanic	1	36	36	64	1	45	46	54	1	44	44	56
Native Hawaiian	<	<	<	<	<	<	<	<
White	1	42	43	57	1	61	62	38	1	60	62	38
Multiple Races	1	32	33	67	-	52	52	48	1	50	51	49
Students with Disabilities	1	21	22	78	1	27	27	73	4	30	34	66
Students without Disabilities	-	40	40	60	1	56	56	44	-	56	56	44
Economically Disadvantaged	1	29	30	70	1	43	44	56	1	44	44	56
Not Economically Disadvantaged	1	45	46	54	-	61	62	38	2	61	62	38
English Learners	2	13	15	85	1	16	17	83	-	21	21	79
Homeless	-	27	27	73	-	17	17	83	-	22	22	78
Military Connected	-	49	49	51	-	69	69	31	9	59	69	31
Foster Care					<	<	<	<
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	70	74	26	5	71	76	24	6	78	84	16
Female	6	72	78	22	5	74	79	21	6	81	87	13
Male	4	68	71	29	4	69	73	27	5	76	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	10	75	85	15	9	62	71	29	9	79	88	12
Black	2	63	64	36	2	68	70	30	3	80	83	17
Hispanic	2	69	71	29	2	67	69	31	4	74	78	22
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	7	72	79	21	7	76	83	17	8	81	89	11
Multiple Races	3	73	76	24	6	72	78	22	6	78	84	16
Students with Disabilities	1	48	49	51	1	56	57	43	1	61	61	39
Students without Disabilities	5	72	78	22	5	74	79	21	7	81	87	13
Economically Disadvantaged	2	63	65	35	1	65	66	34	3	76	79	21
Not Economically Disadvantaged	7	75	83	17	8	78	86	14	9	82	91	9
English Learners	-	46	46	54	-	45	45	55	-	62	62	38
Homeless	-	51	51	49	-	25	25	75	-	56	56	44
Military Connected	5	83	88	13	10	74	83	17	8	82	89	11
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	68	75	25	10	52	62	38	6	56	63	37
Female	7	70	78	22	10	55	65	35	7	55	62	38
Male	7	65	72	28	9	50	59	41	6	58	64	36
American Indian					<	<	100	0
Asian	26	52	78	22	7	69	76	24	14	73	86	14
Black	1	61	62	38	-	36	36	64	1	39	41	59
Hispanic	4	63	67	33	5	46	51	49	2	33	35	65
Native Hawaiian	<	<	<	<					<	<	100	0
White	9	72	81	19	15	59	74	26	9	71	80	20
Multiple Races	9	64	73	27	6	51	57	43	8	49	56	44
Students with Disabilities	-	23	23	77	4	10	15	85	3	11	13	87
Students without Disabilities	8	70	77	23	10	56	66	34	7	60	67	33
Economically Disadvantaged	3	59	62	38	4	36	40	60	-	42	42	58
Not Economically Disadvantaged	9	71	81	19	13	63	76	24	11	68	78	22
English Learners	-	29	29	71	-	11	11	89	-	7	7	93
Homeless	5	41	45	55	-	18	18	82	<	<	<	<
Military Connected	3	86	89	11	6	83	89	11	7	66	72	28
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	75	84	16	13	70	83	17	17	69	86	14
Female	7	76	82	18	8	78	86	14	21	67	88	12
Male	12	74	86	14	17	64	81	19	13	71	85	15
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	16	79	95	5	21	68	89	11	6	94	100	0
Black	10	68	78	22	4	69	73	27	6	65	71	29
Hispanic	7	68	75	25	9	58	67	33	11	57	68	32
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	9	77	86	14	15	71	87	13	20	69	90	10
Multiple Races	5	86	91	9	-	88	88	13	7	87	93	7
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	9	75	84	16	13	71	84	16	17	69	86	14
Economically Disadvantaged	4	70	74	26	9	62	71	29	10	69	79	21
Not Economically Disadvantaged	10	76	86	14	15	73	88	12	20	70	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	6	78	83	17	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	54	61	39	7	53	60	40	6	56	62	38
Female	7	54	61	39	7	54	60	40	5	56	61	39
Male	9	53	62	38	8	52	60	40	8	55	63	37
American Indian	8	67	75	25	27	18	45	55	15	54	69	31
Asian	16	49	65	35	12	55	66	34	13	53	66	34
Black	3	43	46	54	4	42	46	54	3	46	50	50
Hispanic	5	44	49	51	4	46	50	50	4	46	50	50
Native Hawaiian	16	42	58	42	15	77	92	8	10	70	80	20
White	10	62	72	28	10	61	72	28	9	66	75	25
Multiple Races	6	58	64	36	7	54	61	39	6	56	62	38
Students with Disabilities	7	28	35	65	6	28	34	66	3	33	36	64
Students without Disabilities	8	58	66	34	7	57	65	35	7	60	67	33
Economically Disadvantaged	4	44	48	52	4	44	48	52	3	48	51	49
Not Economically Disadvantaged	11	62	74	26	11	62	73	27	10	65	75	25
English Learners	3	13	16	84	1	18	19	81	-	20	21	79
Homeless	2	36	38	62	1	21	22	78	1	25	26	74
Military Connected	7	65	72	28	13	68	80	20	11	62	72	28
Foster Care					<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	49	61	39	12	52	63	37	14	48	63	37
Female	10	47	57	43	10	52	62	38	11	48	59	41
Male	13	51	64	36	13	51	64	36	17	49	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	50	63	37	18	55	74	26	22	42	64	36
Black	6	40	46	54	6	42	49	51	9	38	47	53
Hispanic	7	38	45	55	6	46	53	47	9	40	49	51
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	16	56	73	27	16	58	73	27	20	57	77	23
Multiple Races	9	52	61	39	13	54	67	33	12	53	65	35
Students with Disabilities	10	31	41	59	5	34	39	61	5	34	39	61
Students without Disabilities	12	52	64	36	13	55	68	32	16	51	67	33
Economically Disadvantaged	6	43	48	52	6	45	51	49	7	44	51	49
Not Economically Disadvantaged	18	55	73	27	18	59	77	23	23	53	76	24
English Learners	2	16	18	82	-	27	27	73	1	21	22	78
Homeless	4	31	36	64	-	25	25	75	3	19	23	77
Military Connected	13	58	71	29	22	57	80	20	24	48	71	29
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	53	57	43	4	52	57	43	5	54	59	41
Female	3	52	55	45	5	50	55	45	3	54	57	43
Male	5	54	58	42	4	54	58	42	6	55	60	40
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	13	50	63	37	4	60	63	37	11	54	65	35
Black	1	38	39	61	1	36	38	62	3	44	47	53
Hispanic	4	43	46	54	3	45	48	52	2	44	46	54
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	5	63	67	33	7	63	70	30	6	65	71	29
Multiple Races	3	59	62	38	1	53	54	46	4	49	53	47
Students with Disabilities	5	24	29	71	7	20	28	72	4	26	30	70
Students without Disabilities	4	58	61	39	4	57	61	39	5	60	64	36
Economically Disadvantaged	2	41	43	57	3	42	45	55	2	45	47	53
Not Economically Disadvantaged	5	64	69	31	6	63	69	31	7	65	71	29
English Learners	5	4	9	91	2	9	11	89	-	10	10	90
Homeless	-	38	38	62	4	23	27	73	-	19	19	81
Military Connected	2	68	71	29	3	76	79	21	8	66	75	25
Foster Care					<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	60	68	32	6	60	66	34	3	69	72	28
Female	7	65	72	28	6	62	68	32	2	72	74	26
Male	8	57	65	35	7	58	65	35	4	67	70	30
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	21	48	69	31	15	58	73	27	8	67	75	25
Black	3	51	54	46	4	51	55	45	-	60	61	39
Hispanic	3	54	58	42	2	54	56	44	1	58	59	41
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	11	67	78	22	9	67	76	24	5	79	83	17
Multiple Races	8	65	72	28	6	59	65	35	3	72	75	25
Students with Disabilities	4	29	32	68	2	32	34	66	1	39	40	60
Students without Disabilities	8	65	73	27	7	64	71	29	3	73	76	24
Economically Disadvantaged	3	51	53	47	3	51	54	46	1	59	60	40
Not Economically Disadvantaged	12	68	80	20	9	69	78	22	5	79	84	16
English Learners	-	17	17	83	-	17	17	83	-	24	24	76
Homeless	1	39	40	60	-	14	14	86	-	28	28	72
Military Connected	5	69	74	26	8	79	88	13	-	81	81	19
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	38	38	62	1	12	14	86	-	8	8	92
Female	-	44	44	56	-	14	14	86	-	10	10	90
Male	<	<	<	<	3	11	13	87	-	-	-	100
Asian					<	<	<	<	<	<	<	<
Black	<	<	100	0	-	9	9	91	-	-	-	100
Hispanic	<	<	<	<	-	14	14	86	-	10	10	90
White	<	<	<	<	3	13	17	83	-	5	5	95
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	-	38	38	62	1	13	14	86	-	8	8	92
Economically Disadvantaged	<	<	<	<	-	16	16	84	-	-	-	100
Not Economically Disadvantaged	-	39	39	61	3	8	11	89	-	15	15	85
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	32	32	68	-	23	23	77	-	32	32	68
Female	-	30	30	70	-	23	23	77	1	24	25	75
Male	-	33	33	67	-	23	23	77	-	37	37	63
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	8	38	46	54
Black	-	29	29	71	-	24	24	76	-	28	28	72
Hispanic	-	29	29	71	-	17	17	83	-	32	32	68
White	-	37	37	63	-	32	32	68	-	37	37	63
Multiple Races	<	<	<	<	-	17	17	83	-	24	24	76
Students with Disabilities	-	20	20	80	-	15	15	85	-	23	23	77
Students without Disabilities	-	34	34	66	-	26	26	74	-	35	36	64
Economically Disadvantaged	-	29	29	71	-	18	18	82	-	31	31	69
Not Economically Disadvantaged	-	37	37	63	-	36	36	64	-	34	34	66
English Learners	-	17	17	83	-	9	9	91	-	25	25	75
Homeless	<	<	<	<	<	<	<	<	-	41	41	59
Military Connected	<	<	100	0	<	<	<	<	-	25	25	75
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	53	65	35	12	50	62	38	13	53	66	34
Female	11	54	65	35	9	52	61	39	11	53	64	36
Male	14	52	66	34	14	50	63	37	14	53	68	32
American Indian	30	30	60	40	33	33	67	33	<	<	<	<
Asian	16	62	78	22	22	51	72	28	16	56	72	28
Black	6	46	52	48	5	42	48	52	9	46	55	45
Hispanic	8	51	59	41	7	45	52	48	8	49	56	44
Native Hawaiian	29	41	71	29	<	<	<	<	5	75	80	20
White	17	57	74	26	16	57	73	27	17	59	76	24
Multiple Races	11	53	63	37	11	53	64	36	12	54	66	34
Students with Disabilities	4	29	33	67	4	27	32	68	4	30	34	66
Students without Disabilities	14	57	70	30	13	54	67	33	14	57	71	29
Economically Disadvantaged	7	47	54	46	7	44	51	49	8	48	55	45
Not Economically Disadvantaged	18	58	76	24	17	57	74	26	19	60	78	22
English Learners	1	29	31	69	2	23	25	75	3	32	35	65
Homeless	3	35	39	61	1	19	20	80	3	28	31	69
Military Connected	16	58	74	26	23	55	77	23	16	61	77	23
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	41	46	54	3	35	38	62	1	43	43	57
Female	6	52	58	42	3	41	44	56	-	50	50	50
Male	5	31	36	64	2	30	33	67	2	35	36	64
American Indian									<	<	<	<
Asian	-	60	60	40	7	47	53	47	<	<	100	0
Black	8	37	44	56	-	32	32	68	-	39	39	61
Hispanic	4	25	29	71	1	24	25	75	-	41	41	59
Native Hawaiian	<	<	100	0
White	5	49	54	46	7	45	52	48	4	46	50	50
Multiple Races	7	60	67	33	-	38	38	63	<	<	<	<
Students with Disabilities	2	24	27	73	-	12	12	88	3	23	26	74
Students without Disabilities	6	47	53	47	4	42	45	55	-	50	50	50
Economically Disadvantaged	4	25	29	71	1	30	31	69	-	36	36	64
Not Economically Disadvantaged	7	60	67	33	5	43	49	51	3	55	58	42
English Learners	-	3	3	97	-	6	6	94	-	44	44	56
Homeless	-	22	22	78	-	17	17	83	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	-	9	9	91
Female					<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian					<	<	<	<
Black	<	<	<	<					<	<	<	<
Hispanic					<	<	<	<	<	<	<	<
White					<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
English Learners					<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	35	39	61	4	21	25	75	1	18	19	81
Female	2	35	37	63	3	17	19	81	1	15	16	84
Male	6	35	40	60	6	26	31	69	1	22	23	77
American Indian									<	<	100	0
Asian	<	<	<	<	8	69	77	23	7	36	43	57
Black	1	21	23	77	-	18	18	82	-	15	15	85
Hispanic	5	26	31	69	3	12	15	85	2	17	19	81
Native Hawaiian									<	<	<	<
White	5	45	50	50	6	27	33	67	-	18	18	82
Multiple Races	-	35	35	65	7	21	29	71	-	17	17	83
Students with Disabilities	-	14	14	86	-	10	10	90	-	15	15	85
Students without Disabilities	5	38	42	58	4	22	27	73	1	18	19	81
Economically Disadvantaged	2	23	25	75	1	17	18	82	-	13	14	86
Not Economically Disadvantaged	6	48	54	46	8	26	34	66	2	26	28	72
English Learners	-	7	7	93	-	4	4	96	2	14	15	85
Homeless	-	23	23	77	-	6	6	94	-	-	-	100
Military Connected	7	60	67	33	<	<	<	<	9	9	18	82
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	67	70	30	3	62	65	35	3	69	71	29
Female	3	66	69	31	2	62	64	36	2	68	70	30
Male	4	67	71	29	5	62	67	33	3	69	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	6	73	79	21	6	55	61	39	6	67	72	28
Black	2	54	56	44	1	49	50	50	1	58	59	41
Hispanic	2	62	64	36	1	53	54	46	2	58	60	40
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	4	74	79	21	5	72	77	23	4	80	84	16
Multiple Races	4	63	67	33	6	70	76	24	2	70	72	28
Students with Disabilities	1	36	37	63	1	35	37	63	2	40	41	59
Students without Disabilities	4	71	74	26	4	66	69	31	3	72	75	25
Economically Disadvantaged	2	57	59	41	2	50	52	48	2	60	61	39
Not Economically Disadvantaged	5	75	80	20	5	75	79	21	4	80	83	17
English Learners	-	29	29	71	-	21	21	79	-	27	27	73
Homeless	1	45	46	54	-	19	19	81	-	30	30	70
Military Connected	2	79	81	19	4	88	92	8	3	84	88	13
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	50	66	34	12	53	65	35	15	53	68	32
Female	14	51	65	35	11	53	64	36	15	53	68	32
Male	16	50	66	34	12	53	65	35	15	53	68	32
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	20	59	80	20	21	56	77	23	22	55	77	23
Black	6	49	55	45	5	46	51	49	12	48	60	40
Hispanic	9	51	60	40	5	52	57	43	9	50	59	41
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	22	51	74	26	17	57	74	26	20	55	75	25
Multiple Races	9	47	56	44	9	50	60	40	12	54	66	34
Students with Disabilities	3	23	26	74	3	25	28	72	6	29	35	65
Students without Disabilities	17	54	71	29	13	58	71	29	17	57	74	26
Economically Disadvantaged	7	47	55	45	5	47	53	47	8	50	58	42
Not Economically Disadvantaged	22	53	75	25	18	59	76	24	23	56	79	21
English Learners	-	18	18	82	-	20	20	80	1	25	26	74
Homeless	3	25	29	71	-	18	18	82	-	39	39	61
Military Connected	18	55	72	28	17	64	81	19	15	65	81	19
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	45	67	33	25	44	69	31	25	44	70	30
Female	20	46	65	35	21	48	69	31	21	46	67	33
Male	24	45	69	31	30	40	70	30	30	43	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	55	80	20	45	38	83	17	24	48	72	28
Black	13	40	53	47	13	41	55	45	19	40	59	41
Hispanic	15	46	60	40	20	44	63	37	19	45	64	36
Native Hawaiian	<	<	100	0					<	<	<	<
White	29	45	74	26	33	45	78	22	31	47	78	22
Multiple Races	19	50	69	31	20	47	67	33	25	42	66	34
Students with Disabilities	9	30	39	61	10	30	40	60	5	25	30	70
Students without Disabilities	24	47	71	29	28	46	74	26	29	48	76	24
Economically Disadvantaged	13	44	56	44	16	44	60	40	17	41	58	42
Not Economically Disadvantaged	31	46	78	22	35	44	79	21	35	48	83	17
English Learners	4	42	46	54	7	43	50	50	8	49	57	43
Homeless	9	38	47	53	5	33	38	62	15	25	40	60
Military Connected	32	39	71	29	37	35	73	27	28	47	74	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	78	55	120
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2022-2023	2023-2024
Pre-kindergarten	489	472
Kindergarten	1,607	1,648
Grade 1	1,728	1,685
Grade 2	1,654	1,771
Grade 3	1,746	1,659
Grade 4	1,671	1,763
Grade 5	1,794	1,718
Grade 6	1,833	1,806
Grade 7	1,821	1,843
Grade 8	1,830	1,826
Grade 9	2,208	1,999
Grade 10	2,135	2,095
Grade 11	1,796	1,912
Grade 12	1,948	1,867
Total Students	24,260	24,064

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024
All Students	24260	24064
Female	11556	11480
Male	12689	12562
American Indian	45	45
Asian	802	843
Black	4668	4691
Hispanic	5590	5851
Native Hawaiian	51	51
White	11064	10540
Multiple Races	2040	2043
Students with Disabilities	3641	3753
Students without Disabilities	20619	20311
Economically Disadvantaged	11816	12488
Not Economically Disadvantaged	12444	11576
English Learners	2511	3239
Not English Learners	21749	20825
Homeless	301	305
Military Connected	531	1002
Foster Care	54	54
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	929	806	38	30	124	28
	State	50354	39349	1875	907	4438	1716
Female	Division	519	354	12	6	48	15
	State	27408	17323	610	350	1645	701
Male	Division	406	451	26	24	76	13
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	42	25	0	0	3	0
	State	6025	1443	97	16	68	35
Black	Division	152	188	11	4	29	14
	State	8111	10540	640	225	1119	707
Hispanic	Division	171	200	3	9	49	6
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	493	334	19	14	41	5
	State	25871	16565	763	464	1211	504
Multiple Races	Division	65	56	5	3	2	3
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	14	143	38	3	22	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	296	466	28	19	90	24
	State	12779	21123	1108	494	2352	1214
English Learners	Division	28	82	1	0	23	0
	State	1583	4224	267	26	1427	150
Homeless	Division	5	17	0	1	8	1
	State	197	699	48	29	170	78
Military Connected	Division	31	25	1	0	2	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	1,955	1,773	91	1,803	92	124	6
Female	954	885	93	891	93	48	5
Male	996	883	89	907	91	76	8
American Indian	<	<	100	<	100	0	0
Asian	70	67	96	67	96	3	4
Black	398	351	88	355	89	29	7
Hispanic	438	374	85	383	87	49	11
Native Hawaiian	<	<	100	<	100	0	0
White	906	846	93	860	95	41	5
Multiple Races	134	126	94	129	96	2	2
Students with Disabilities	220	195	89	198	90	22	10
Economically Disadvantaged	923	790	86	809	88	90	10
English Learners	134	111	83	111	83	23	17
Homeless	32	22	69	23	72	8	25
Military Connected	59	57	97	57	97	2	3
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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	1,627 / 20.66%	1,124 / 13.91%	1,166 / 14.83%
Advanced Placement Course Enrollment	2,204 / 27.99%	2,260 / 27.96%	2,311 / 29.38%
Dual Enrollment	549 / 6.97%	552 / 6.83%	565 / 7.18%
Governor's School Enrollment	215 / 2.73%	218 / 2.7%	217 / 2.76%
IB Course Enrollment	65 / .83%	82 / 1.01%	110 / 1.4%
Senior Enrolled in IB Program	14 / .18%	17 / .21%	17 / .22%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,644	1,012	38
	State	87,317	57,081	35
Female	Division	841	578	31
	State	43,705	31,577	28
Male	Division	803	434	46
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	48	40	17
	State	6,741	5,862	13
Black	Division	315	180	43
	State	18,624	10,601	43
Hispanic	Division	228	123	46
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	959	613	36
	State	45,098	30,844	32
Multiple Races	Division	89	54	39
	State	4,380	2,929	33
Students with Disabilities	Division	144	49	66
	State	8,185	3,548	57
Economically Disadvantaged	Division	532	250	53
	State	30,335	14,987	51
English Learners	Division	58	20	66
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
State Licensures	Division	12	53	25
	State	1,236	1,563	2,069
Industry Certification	Division	3,043	3,039	3,059
	State	95,688	100,255	101,956
Workplace Readiness	Division	332	433	295
	State	44,348	41,819	35,066
Total Credentials Earned	Division	3,387	3,557	3,379
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	2,776	2,887	2,738
	State	115,682	117,932	115,611
CTE Completers	Division	1,024	1,089	1,057
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	32	-
	State	2,590	3,844	3,577
Armed Services Vocational Aptitude Battery Examination	Division	-	-	31
	State	761	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
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.8	64.5	61.2

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$4,569	$6,246	$714
	State	$6,770	$5,603	$867
2020-2021	Division	$4,134	$6,818	$1,776
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,544	$6,955	$1,868
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,173	$7,604	$1,457
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	17,473	5,710	17,588	6,046	18,662	4,733
Female	8,433	2,669	8,395	2,882	8,960	2,220
Male	9,032	3,037	9,183	3,157	9,688	2,505
American Indian	34	10	36	10	36	6
Asian	590	127	616	188	699	153
Black	3,218	1,159	3,330	1,195	3,557	951
Hispanic	3,658	1,390	3,923	1,560	4,380	1,319
Native Hawaiian	39	11	38	12	36	15
White	8,575	2,512	8,234	2,525	8,404	1,864
Multiple Races	1,359	501	1,411	556	1,550	425
Students with Disabilities	2,209	1,025	2,277	1,104	2,524	913
Economically Disadvantaged	7,349	3,660	7,921	3,941	9,170	3,344
English Learners	1,684	586	2,243	800	2,600	694
Homeless	161	192	199	219	247	184
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	1,126
Behaviors related to School Operations	1,767
Relationship Behaviors without Physical Harm	2,053
Behaviors of a Safety Concern	1,829
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	690
Behaviors used to determine Persistently Dangerous Schools	5

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.1	0.2		0.2
Asian	3	1.3	3.3	1	3.5	1.6
Black	18.9	35.3	19.3	35.8	19.5	34.5
Hispanic	21.8	18.1	23.1	19.3	24.3	19.4
Native Hawaiian	0.2	0.1	0.2	0.3	0.2	0.5
White	47.8	34.9	45.7	33.2	43.9	34
Multiple Races	8.1	10.2	8.4	10.2	8.5	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	3	2.1	3.3		3.5	1.1
Black	18.9	46.4	19.3	46.9	19.5	45.5
Hispanic	21.8	22.7	23.1	25	24.3	20.5
Native Hawaiian	0.2		0.2		0.2
White	47.8	22.7	45.7	21.9	43.9	27.3
Multiple Races	8.1	6.2	8.4	6.3	8.5	5.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	3		3.3		3.5
Black	18.9		19.3	33.3	19.5
Hispanic	21.8		23.1	66.7	24.3
Native Hawaiian	0.2		0.2		0.2
White	47.8		45.7		43.9
Multiple Races	8.1		8.4		8.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	35.9	54.1	57.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	42.7	39.5	42.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	72	64.5	65.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

14.6 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

14.67 : 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: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	39%	56%	1%	4%
2022-2023	41%	54%	1%	4%
2023-2024	42%	49%	1%	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

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	71%	71%	79%	88%
Asian	74%	74%	91%	88%
Black	62%	61%	68%	88%
Hispanic	61%	61%	68%	88%
White	79%	79%	85%	88%
Multiple Races	70%	70%	83%	88%
Economically Disadvantaged	61%	60%	68%	88%
English Learners	48%	47%	60%	88%
Students with Disabilities	44%	43%	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	64%	64%	74%	85%
Asian	76%	74%	90%	85%
Black	54%	51%	61%	85%
Hispanic	56%	56%	63%	85%
White	72%	72%	81%	85%
Multiple Races	63%	62%	77%	85%
Economically Disadvantaged	55%	53%	62%	85%
English Learners	50%	47%	58%	85%
Students with Disabilities	39%	38%	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	67%
Asian	66%
Black	52%
Hispanic	55%
White	79%
Multiple Races	65%
Economically Disadvantaged	54%
English Learners	37%
Students with Disabilities	37%

< = 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	88%	84%	84%
Asian	94%	90%	84%
Black	85%	83%	84%
Hispanic	83%	83%	84%
White	91%	86%	84%
Multiple Races	90%	89%	84%
Economically Disadvantaged	81%	82%	84%
English Learners	68%	77%	84%
Students with Disabilities	67%	74%	84%
Homeless	63%	-	-
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	21%	23%	12%	10%
Asian	19%	21%	10%	10%
Black	22%	24%	12%	10%
Hispanic	24%	26%	12%	10%
White	19%	21%	12%	10%
Multiple Races	22%	25%	12%	10%
Economically Disadvantaged	27%	30%	13%	10%
English Learners	22%	24%	12%	10%
Students with Disabilities	27%	30%	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	51%	54%	58%
English Learner Proficiency	9%	-	-

< = 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	957	1881	51%
English Learner Proficiency	229	2518	9%

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%	99%	1%
Asian	100%	-	99%	1%	100%	-
Black	99%	1%	99%	1%	98%	2%
Hispanic	99%	1%	99%	1%	99%	1%
White	100%	-	99%	1%	99%	1%
Multiple Races	99%	1%	99%	1%	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	99%	1%
Students with Disabilities	99%	1%	98%	2%	97%	3%
Students without Disabilities	100%	-	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	99%	1%	99%	1%	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	75%	70%
Asian	79%	81%
Black	68%	63%
Hispanic	68%	61%
White	81%	77%
Multiple Races	74%	69%
Economically Disadvantaged	68%	62%
English Learners	62%	59%
Students with Disabilities	53%	50%

< = 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 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

School Readiness

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

Spotsylvania County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 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 Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

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 Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

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

2019-2020 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

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

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

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality