Stafford County Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	42	51	49	<	<	<	<	21	59	80	20
Female	12	48	60	40					24	61	85	15
Male	5	37	42	58	<	<	<	<	17	58	75	25
American Indian	<	<	<	<					20	70	90	10
Asian	13	46	59	41					29	45	74	26
Black	4	35	39	61	<	<	<	<	14	62	76	24
Hispanic	6	37	42	58					16	58	74	26
Native Hawaiian	<	<	<	<					<	<	<	<
White	12	49	61	39					26	61	87	13
Multiple Races	10	41	51	49					23	59	82	18
Students with Disabilities	2	8	10	90	<	<	<	<	3	34	37	63
Students without Disabilities	9	47	56	44					23	62	84	16
Economically Disadvantaged	3	34	37	63					12	56	68	32
Not Economically Disadvantaged	10	45	55	45	<	<	<	<	26	61	87	13
English Learners	-	6	6	94					-	28	28	72
Military Connected	16	48	64	36					30	58	87	13
Foster Care	<	<	<	<					<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	21	59	80	20
Female	<	<	<	<					24	61	85	15
Male	<	<	<	<	<	<	<	<	17	58	75	25
American Indian									20	70	90	10
Asian									29	45	74	26
Black	<	<	100	0	<	<	<	<	14	62	76	24
Hispanic									16	58	74	26
Native Hawaiian									<	<	<	<
White	<	<	<	<					26	61	87	13
Multiple Races									23	59	82	18
Students with Disabilities	<	<	<	<	<	<	<	<	3	34	37	63
Students without Disabilities	<	<	100	0					23	62	84	16
Economically Disadvantaged									12	56	68	32
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	26	61	87	13
English Learners	<	<	<	<					-	28	28	72
Military Connected									30	58	87	13
Foster Care									<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

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

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

	2022-2023	2023-2024	2024-2025
Division	38	107	102
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	576	627	633
Kindergarten	1,891	1,988	1,976
Grade 1	2,285	2,050	2,095
Grade 2	2,180	2,344	2,124
Grade 3	2,145	2,261	2,423
Grade 4	2,201	2,252	2,311
Grade 5	2,281	2,261	2,353
Grade 6	2,306	2,377	2,350
Grade 7	2,352	2,386	2,458
Grade 8	2,522	2,430	2,495
Grade 9	2,771	2,837	2,790
Grade 10	2,722	2,743	2,738
Grade 11	2,401	2,542	2,567
Grade 12	2,527	2,602	2,679
Total Enrollment	31,160	31,700	31,992

< = 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	31160	31700	31992
Female	15067	15255	15414
Male	16053	16404	16532
American Indian	65	68	70
Asian	1526	1744	1944
Black	6662	6959	7103
Hispanic	7508	7780	8056
Native Hawaiian	82	93	86
White	12664	12332	12032
Multiple Races	2653	2724	2701
Students with Disabilities	4064	4365	4533
Students without Disabilities	27096	27335	27459
Economically Disadvantaged	11654	12717	14459
Not Economically Disadvantaged	19506	18983	17533
English Learners	3792	4242	4701
Not English Learners	27368	27458	27291
Homeless	107	161	143
Military Connected	1724	2454	2933
Foster Care	44	44	86
< = 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	24,225	6,353	25,774	5,201	25,760	5,464
Female	11,717	3,062	12,378	2,549	12,469	2,622
Male	12,474	3,281	13,358	2,637	13,291	2,842
American Indian	51	14	57	12	56	13
Asian	1,213	332	1,446	277	1,622	350
Black	5,462	1,061	5,855	934	5,937	978
Hispanic	5,453	1,936	5,986	1,667	6,078	1,788
Native Hawaiian	63	20	80	12	60	16
White	9,997	2,384	10,206	1,814	9,876	1,830
Multiple Races	1,986	606	2,144	485	2,131	489
Students with Disabilities	2,941	1,146	3,250	1,025	3,308	1,139
Economically Disadvantaged	8,827	3,439	9,991	3,013	11,114	3,360
English Learners	3,024	1,001	3,491	875	3,791	1,055
Homeless	102	94	126	119	115	123
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	1601	851	30	19	97	64
	State	50354	39349	1875	907	4438	1716
Female	Division	865	355	10	11	44	27
	State	27408	17323	610	350	1645	701
Male	Division	734	495	20	8	53	36
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	77	42	0	0	0	3
	State	6025	1443	97	16	68	35
Black	Division	348	208	12	3	14	12
	State	8111	10540	640	225	1119	707
Hispanic	Division	336	224	6	4	38	16
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	8	1	1	0	0	1
	State	97	61	3	3	2	2
White	Division	697	319	7	12	39	22
	State	25871	16565	763	464	1211	504
Multiple Races	Division	130	56	4	0	6	10
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	52	228	30	4	27	14
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	415	392	15	7	16	42
	State	12779	21123	1108	494	2352	1214
English Learners	Division	41	96	5	0	9	4
	State	1583	4224	267	26	1427	150
Homeless	Division	1	12	0	0	0	4
	State	197	699	48	29	170	78
Military Connected	Division	111	31	0	1	1	4
	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	2,662	2,482	93	2,501	94	97	4
Female	1,312	1,230	94	1,241	95	44	3
Male	1,346	1,249	93	1,257	93	53	4
American Indian	<	<	100	<	100	0	0
Asian	122	119	98	119	98	0	0
Black	597	568	95	571	96	14	2
Hispanic	624	566	91	570	91	38	6
Native Hawaiian	11	10	91	10	91	0	0
White	1,096	1,023	93	1,035	94	39	4
Multiple Races	206	190	92	190	92	6	3
Students with Disabilities	356	310	87	314	88	27	8
Economically Disadvantaged	887	822	93	829	94	16	2
English Learners	155	142	92	142	92	9	6
Homeless	17	13	77	13	77	0	0
Military Connected	148	142	96	143	97	1	1
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	1,312 / 12.6%	1,885 / 17.59%	1,752 / 16.29%
Advanced Placement Course Enrollment	2,259 / 21.7%	2,566 / 23.95%	2,663 / 24.76%
Dual Enrollment	891 / 8.56%	1,062 / 9.91%	1,265 / 11.76%
Governor's School Enrollment	291 / 2.79%	278 / 2.59%	300 / 2.79%
IB Course Enrollment	519 / 4.98%	555 / 5.18%	470 / 4.37%
Senior Enrolled in IB Program	20 / .19%	36 / .34%	29 / .27%

< = 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	2,317	1,592	31
	State	87,947	58,787	33
Female	Division	1,189	895	25
	State	44,125	32,246	27
Male	Division	1,128	697	38
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	102	94	8
	State	7,326	6,406	13
Black	Division	517	384	26
	State	18,153	10,957	40
Hispanic	Division	490	304	38
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	1,031	702	32
	State	44,455	30,645	31
Multiple Races	Division	167	102	39
	State	4,837	3,237	33
Students with Disabilities	Division	202	89	56
	State	8,632	3,934	54
Economically Disadvantaged	Division	637	373	41
	State	30,889	16,128	48
English Learners	Division	178	97	46
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	40	31	12
	State	3,844	3,577	3,225
State Licensures	Division	47	28	48
	State	1,573	2,069	2,206
Industry Certification	Division	3,306	3,626	3,411
	State	100,965	101,956	105,973
Workplace Readiness	Division	1,518	1,532	2,161
	State	41,819	35,066	38,829
Total Credentials Earned	Division	4,911	5,217	5,632
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	3,876	3,949	4,454
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	125	138	-
	State	962	1,022	-
CTE Completers	Division	1,315	1,606	1,651
	State	46,028	48,643	51,126

< = 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	66	65.4	66.5

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	$4,560	$7,010	$1,479
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,997	$7,264	$1,417
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,900	$8,088	$1,055
	State	$8,112	$7,772	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	2,946
Behaviors related to School Operations	5,653
Relationship Behaviors without Physical Harm	2,722
Behaviors of a Safety Concern	2,084
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	766
Behaviors used to determine Persistently Dangerous Schools	12

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	1,739	1,410
Out-of-School Suspension	2,939	2,980
Explusion and Alternative Placement	23	5
Referral to Law Enforcement	359	360
Bus Suspension	185	160

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	41.2	45	45.2
< = 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	35.1	44.5	47.4
< = 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	61.3	68.5	68.9
< = 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

13.98 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

15.68 : 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	41%	54%	1%	4%
2023-2024	40%	54%	1%	5%
2024-2025	41%	52%	1%	6%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

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

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	72%	79%	88%
Asian	73%	73%	91%	88%
Black	66%	66%	68%	88%
Hispanic	64%	64%	68%	88%
White	81%	80%	85%	88%
Multiple Races	74%	73%	83%	88%
Economically Disadvantaged	61%	60%	68%	88%
English Learners	49%	48%	60%	88%
Students with Disabilities	43%	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	67%	65%	74%	85%
Asian	74%	73%	90%	85%
Black	59%	55%	61%	85%
Hispanic	58%	57%	63%	85%
White	77%	74%	81%	85%
Multiple Races	69%	66%	77%	85%
Economically Disadvantaged	56%	52%	62%	85%
English Learners	50%	48%	58%	85%
Students with Disabilities	39%	37%	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	68%
Asian	70%
Black	57%
Hispanic	58%
White	79%
Multiple Races	68%
Economically Disadvantaged	56%
English Learners	39%
Students with Disabilities	38%

< = 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	92%	84%	84%
Asian	97%	90%	84%
Black	93%	83%	84%
Hispanic	88%	83%	84%
White	93%	86%	84%
Multiple Races	90%	89%	84%
Economically Disadvantaged	89%	82%	84%
English Learners	79%	77%	84%
Students with Disabilities	77%	74%	84%
Homeless	56%	-	-
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	17%	19%	12%	10%
Asian	16%	19%	10%	10%
Black	14%	15%	12%	10%
Hispanic	23%	24%	12%	10%
White	15%	17%	12%	10%
Multiple Races	19%	21%	12%	10%
Economically Disadvantaged	24%	26%	13%	10%
English Learners	21%	23%	12%	10%
Students with Disabilities	25%	26%	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	54%	54%	58%
English Learner Proficiency	11%	-	-

< = 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	1361	2511	54%
English Learner Proficiency	367	3341	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	99%	1%
Asian	100%	-	100%	-	100%	-
Black	100%	-	99%	1%	99%	1%
Hispanic	100%	-	99%	1%	99%	1%
White	100%	-	99%	1%	99%	1%
Multiple Races	100%	-	99%	1%	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	99%	1%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	99%	1%	100%	-
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	100%	-	99%	1%	100%	-
Male	100%	-	99%	1%	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	77%	74%
Asian	80%	80%
Black	71%	67%
Hispanic	70%	67%
White	84%	82%
Multiple Races	76%	74%
Economically Disadvantaged	68%	64%
English Learners	62%	61%
Students with Disabilities	54%	51%

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Stafford 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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act