Stafford County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Anne E. Moncure Elementary	Accredited
Anthony Burns Elementary	Accredited
Conway Elementary	Accredited
Falmouth Elementary	Accredited
Ferry Farm Elementary	Accredited
Garrisonville Elementary	Accredited
Grafton Village Elementary	Accredited
Hampton Oaks Elementary	Accredited
Hartwood Elementary	Accredited
Kate Waller Barrett Elementary	Accredited
Margaret Brent Elementary	Accredited
Park Ridge Elementary	Accredited
Rockhill Elementary	Accredited
Rocky Run Elementary	Accredited
Stafford Elementary	Accredited
Widewater Elementary	Accredited
Winding Creek Elementary	Accredited
Middle Schools
Andrew G. Wright Middle	Accredited
Donald B. Dixon-Lyle R. Smith Middle	Accredited
Edward E. Drew Jr. Middle	Accredited
H.H. Poole Middle	Accredited with Conditions
Rodney E. Thompson Middle	Accredited
Shirley C. Heim Middle	Accredited
Stafford Middle	Accredited with Conditions
T. Benton Gayle Middle	Accredited
High Schools
Brooke Point High	Accredited with Conditions
Colonial Forge High	Accredited
Mountain View High	Accredited
North Stafford High	Accredited
Stafford Senior 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	61	73	27	11	60	71	29	10	61	72	28
Female	13	63	76	24	12	63	75	25	11	63	75	25
Male	11	59	70	30	10	58	68	32	9	59	69	31
American Indian	10	72	82	18	8	71	79	21	3	79	82	18
Asian	16	60	76	24	11	57	68	32	11	60	71	29
Black	8	59	67	33	7	58	65	35	6	59	65	35
Hispanic	7	57	65	35	7	56	63	37	6	57	63	37
Native Hawaiian	8	65	73	28	18	52	70	30	6	53	59	41
White	16	64	80	20	15	64	79	21	15	65	80	20
Multiple Races	10	62	72	28	12	61	73	27	11	62	73	27
Students with Disabilities	8	36	44	56	7	34	41	59	7	35	42	58
Students without Disabilities	12	65	78	22	12	64	76	24	11	65	76	24
Economically Disadvantaged	5	54	59	41	5	54	59	41	6	55	60	40
Not Economically Disadvantaged	16	65	80	20	14	63	77	23	13	64	77	23
English Learners	2	31	33	67	2	30	32	68	2	31	33	67
Military Connected	15	68	83	17	13	68	81	19	13	69	81	19
Foster Care	14	38	52	48	10	50	60	40	17	33	50	50
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	8	58	66	34	8	55	62	38	7	56	63	37
Female	9	61	70	30	9	56	65	35	7	58	65	35
Male	7	55	62	38	6	54	60	40	6	54	60	40
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	14	61	76	24	2	56	58	42	8	51	59	41
Black	5	54	59	41	4	52	56	44	3	54	57	43
Hispanic	6	48	54	46	4	50	55	45	4	48	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	64	74	26	12	58	70	30	10	63	73	27
Multiple Races	8	61	69	31	8	55	64	36	10	54	64	36
Students with Disabilities	6	31	37	63	4	32	36	64	4	31	36	64
Students without Disabilities	9	62	71	29	8	59	67	33	7	60	67	33
Economically Disadvantaged	4	47	51	49	3	44	47	53	4	48	52	48
Not Economically Disadvantaged	11	64	75	25	10	61	71	29	8	60	69	31
English Learners	3	37	40	60	1	38	40	60	1	37	38	62
Military Connected	10	64	74	26	8	61	70	30	13	60	73	27
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	12	58	70	30	12	61	73	27	9	61	71	29
Female	14	59	73	27	13	65	77	23	11	63	73	27
Male	11	57	67	33	10	58	68	32	8	60	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	14	55	69	31	9	62	71	29	8	61	69	31
Black	7	55	62	38	8	55	63	37	6	62	68	32
Hispanic	7	54	60	40	9	56	65	35	5	56	61	39
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	61	80	20	15	66	82	18	14	63	77	23
Multiple Races	10	65	75	25	11	63	74	26	11	65	75	25
Students with Disabilities	8	39	47	53	8	36	43	57	8	36	44	56
Students without Disabilities	13	61	74	26	12	66	78	22	10	66	75	25
Economically Disadvantaged	6	52	58	42	5	56	61	39	5	52	57	43
Not Economically Disadvantaged	17	62	79	21	15	64	79	21	12	66	78	22
English Learners	2	43	45	55	3	41	44	56	3	42	45	55
Military Connected	20	65	86	14	13	74	86	14	11	67	78	22
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	9	65	74	26	9	64	72	28	8	64	72	28
Female	9	67	77	23	10	65	75	25	8	67	75	25
Male	8	64	71	29	8	62	70	30	7	62	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	9	66	76	24	5	61	66	34	10	67	78	22
Black	7	62	69	31	6	59	64	36	5	56	61	39
Hispanic	5	63	68	32	6	58	64	36	6	59	65	35
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	68	80	20	12	69	81	19	11	71	82	18
Multiple Races	7	66	74	26	9	69	79	21	7	65	72	28
Students with Disabilities	4	39	43	57	6	37	43	57	5	36	41	59
Students without Disabilities	9	70	79	21	9	67	76	24	8	69	78	22
Economically Disadvantaged	3	60	63	37	4	60	64	36	4	59	63	37
Not Economically Disadvantaged	12	69	81	19	11	66	77	23	10	67	76	24
English Learners	-	37	37	63	1	38	39	61	-	33	34	66
Military Connected	14	69	83	17	12	71	83	17	9	75	85	15
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
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	10	57	66	34	10	58	68	32	10	60	70	30
Female	10	61	71	29	10	60	70	30	11	62	73	27
Male	9	54	62	38	9	57	66	34	9	57	67	33
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	14	63	77	23	15	54	69	31	8	66	74	26
Black	6	52	58	42	7	56	63	38	6	55	61	39
Hispanic	7	51	58	42	6	54	60	40	6	53	59	41
Native Hawaiian	-	60	60	40	<	<	<	<	<	<	<	<
White	13	63	76	24	13	63	76	24	15	65	80	20
Multiple Races	5	55	60	40	10	61	71	29	9	64	72	28
Students with Disabilities	9	29	38	62	7	26	33	67	9	34	42	58
Students without Disabilities	10	62	71	29	10	63	73	27	10	63	74	26
Economically Disadvantaged	4	49	53	47	4	48	52	48	4	53	57	43
Not Economically Disadvantaged	13	62	75	25	12	64	76	24	13	63	76	24
English Learners	2	14	15	85	1	14	15	85	1	19	21	79
Military Connected	17	67	84	16	17	67	84	16	17	68	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	10	64	73	27	9	58	67	33	8	62	71	29
Female	12	65	77	23	9	62	72	28	9	65	74	26
Male	7	62	69	31	8	55	63	37	7	60	67	33
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	15	59	74	26	13	55	68	32	12	59	71	29
Black	6	62	68	32	6	55	61	39	5	60	64	36
Hispanic	5	62	66	34	6	54	60	40	4	59	63	37
Native Hawaiian	<	<	<	<	20	50	70	30	<	<	<	<
White	13	67	80	20	12	64	76	24	12	67	79	21
Multiple Races	10	61	70	30	7	56	64	36	9	64	73	27
Students with Disabilities	8	31	39	61	10	24	34	66	7	26	33	67
Students without Disabilities	10	69	79	21	9	64	73	27	8	68	76	24
Economically Disadvantaged	4	57	61	39	5	50	55	45	4	53	58	43
Not Economically Disadvantaged	13	68	80	20	11	62	73	27	10	67	77	23
English Learners	2	19	21	79	2	13	15	85	1	16	17	83
Military Connected	13	75	88	12	14	65	79	21	10	75	85	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	9	62	70	30	9	59	67	33	8	60	68	32
Female	9	66	75	25	11	63	73	27	8	65	73	27
Male	8	58	66	34	7	55	62	38	8	56	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	18	58	76	24	9	53	62	38	11	60	71	29
Black	4	59	63	37	4	56	59	41	4	57	62	38
Hispanic	7	57	63	37	5	53	58	42	5	54	59	41
Native Hawaiian	<	<	<	<	<	<	<	<	9	36	45	55
White	11	67	78	22	13	64	77	23	12	67	79	21
Multiple Races	10	59	69	31	11	60	71	29	7	57	64	36
Students with Disabilities	5	32	37	63	6	27	33	67	8	30	38	63
Students without Disabilities	9	66	76	24	9	63	72	28	8	65	73	27
Economically Disadvantaged	4	54	57	43	4	49	53	47	4	54	58	42
Not Economically Disadvantaged	12	66	78	22	11	63	74	26	10	63	73	27
English Learners	1	18	18	82	2	13	15	85	1	20	21	79
Military Connected	12	66	78	22	14	67	82	18	13	69	82	18
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	24	63	87	13	21	66	86	14	20	64	85	15
Female	25	64	89	11	22	66	88	12	22	64	86	14
Male	23	62	85	15	19	65	84	16	18	65	83	17
American Indian	38	54	92	8	<	<	100	0	<	<	<	<
Asian	27	58	85	15	22	60	82	18	22	55	77	23
Black	17	66	82	18	12	69	81	19	12	68	80	20
Hispanic	16	66	81	19	14	68	82	18	12	67	79	21
Native Hawaiian	<	<	<	<	40	60	100	0	<	<	<	<
White	32	60	92	8	27	64	91	9	28	62	91	9
Multiple Races	22	67	89	11	28	62	90	10	23	65	88	12
Students with Disabilities	13	48	62	38	8	54	62	38	9	48	57	43
Students without Disabilities	26	65	91	9	22	67	90	10	22	67	88	12
Economically Disadvantaged	14	66	80	20	12	67	79	21	11	64	76	24
Not Economically Disadvantaged	26	62	89	11	25	65	90	10	25	65	89	11
English Learners	4	23	26	74	3	28	32	68	2	35	38	62
Military Connected	20	68	89	11	17	66	83	17	21	70	91	9
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	44	54	46	9	42	51	49	<	<	<	<
Male	7	39	47	53	5	37	42	58	<	<	<	<
Black	6	36	42	58	4	35	39	61	<	<	<	<
Students with Disabilities	1	14	15	85	2	8	10	90	<	<	<	<
Not Economically Disadvantaged	12	49	61	39	10	45	55	45	<	<	<	<
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					<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	<	<
Black					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	55	61	39	7	59	65	35	7	62	68	32
Female	5	56	61	39	6	60	66	34	6	62	68	32
Male	6	55	61	39	7	58	65	35	7	61	68	32
American Indian	-	53	53	47	-	63	63	38	-	58	58	42
Asian	11	59	70	30	11	59	70	30	10	62	73	27
Black	2	49	51	49	3	53	56	44	4	57	60	40
Hispanic	3	50	53	47	3	55	59	41	3	56	59	41
Native Hawaiian	2	55	57	43	5	62	67	33	6	59	65	35
White	8	62	70	30	10	64	74	26	10	67	77	23
Multiple Races	6	55	60	40	6	61	67	33	6	64	70	30
Students with Disabilities	4	34	37	63	3	35	37	63	2	38	41	59
Students without Disabilities	6	59	65	35	7	63	70	30	7	65	72	28
Economically Disadvantaged	2	44	46	54	3	50	53	47	3	53	56	44
Not Economically Disadvantaged	7	62	69	31	8	63	72	28	8	66	74	26
English Learners	1	32	33	67	1	38	39	61	1	38	39	61
Military Connected	8	65	73	27	9	67	76	24	9	70	79	21
Foster Care	5	43	48	52	3	50	53	47	3	62	66	34
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	7	58	65	35	9	58	67	33	7	61	68	32
Female	6	59	65	35	8	56	64	36	6	59	65	35
Male	8	58	65	35	10	61	71	29	9	63	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	10	60	70	30	6	55	61	39	10	64	74	26
Black	4	49	53	47	3	55	58	42	4	55	59	41
Hispanic	3	52	56	44	4	55	59	41	3	54	57	43
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	10	66	76	24	15	62	78	22	12	67	79	21
Multiple Races	7	59	65	35	8	63	70	30	7	69	76	24
Students with Disabilities	4	32	36	64	3	38	40	60	3	37	40	60
Students without Disabilities	7	63	70	30	10	62	72	28	8	65	73	27
Economically Disadvantaged	2	50	52	48	3	49	52	48	4	52	56	44
Not Economically Disadvantaged	10	64	73	27	12	64	76	24	9	66	75	25
English Learners	2	42	43	57	1	44	45	55	1	44	45	55
Military Connected	10	65	76	24	13	68	81	19	11	70	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	55	63	37	9	60	69	31	8	59	67	33
Female	7	54	61	39	7	61	67	33	6	59	65	35
Male	9	56	65	35	11	59	71	29	10	59	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	56	69	31	16	57	72	28	8	58	66	34
Black	2	48	51	49	4	53	57	43	4	57	61	39
Hispanic	4	47	51	49	5	60	65	35	4	53	57	43
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	12	63	74	26	13	64	78	22	14	62	76	24
Multiple Races	7	55	62	38	8	59	66	34	6	66	71	29
Students with Disabilities	3	37	40	60	3	37	40	60	1	37	38	62
Students without Disabilities	9	58	66	34	10	64	74	26	10	63	72	28
Economically Disadvantaged	2	46	48	52	3	53	57	43	4	50	53	47
Not Economically Disadvantaged	11	61	72	28	12	63	75	25	11	64	75	25
English Learners	1	36	37	63	3	48	51	49	2	45	46	54
Military Connected	12	65	78	22	12	74	86	14	9	70	79	21
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	10	58	67	33	10	59	70	30	11	59	69	31
Female	9	57	66	34	10	61	71	29	10	59	69	31
Male	11	58	68	32	11	57	68	32	12	58	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	12	58	70	30	16	57	73	27	14	56	70	30
Black	5	54	58	42	5	54	59	41	4	53	58	42
Hispanic	6	56	62	38	5	57	62	38	7	57	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	14	61	75	25	15	64	79	21	17	63	80	20
Multiple Races	10	55	65	35	9	62	70	30	10	56	66	34
Students with Disabilities	4	33	37	63	2	33	35	65	2	33	36	64
Students without Disabilities	11	62	72	28	11	63	74	26	12	63	75	25
Economically Disadvantaged	4	50	54	46	5	53	58	42	5	55	60	40
Not Economically Disadvantaged	13	62	75	25	13	63	76	24	14	60	74	26
English Learners	-	32	33	67	-	38	39	61	-	37	37	63
Military Connected	11	68	79	21	14	68	82	18	16	70	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	1	41	42	58	1	56	57	43	2	59	61	39
Female	1	43	44	56	1	55	56	44	3	59	61	39
Male	1	39	40	60	1	57	59	41	2	60	61	39
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	-	53	53	47	3	57	61	39	3	70	72	28
Black	1	35	36	64	1	46	46	54	2	54	56	44
Hispanic	1	34	35	65	1	51	52	48	1	47	49	51
Native Hawaiian	-	50	50	50	<	<	<	<	<	<	<	<
White	1	49	50	50	1	66	67	33	3	70	72	28
Multiple Races	-	38	38	62	2	60	62	38	4	59	64	36
Students with Disabilities	4	20	24	76	1	25	27	73	3	40	43	57
Students without Disabilities	-	45	45	55	1	61	63	37	2	63	65	35
Economically Disadvantaged	1	33	33	67	-	47	47	53	1	47	48	52
Not Economically Disadvantaged	1	47	48	52	2	61	63	37	3	66	69	31
English Learners	-	9	9	91	1	20	21	79	1	21	21	79
Military Connected	1	53	54	46	1	79	80	20	4	65	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	45	51	49	7	48	55	45	1	49	49	51
Female	4	45	50	50	6	50	56	44	1	52	53	47
Male	8	44	52	48	9	46	55	45	1	45	46	54
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	8	58	65	35	16	47	64	36	1	60	61	39
Black	2	36	38	62	4	41	45	55	-	44	44	56
Hispanic	3	40	43	57	4	43	47	53	-	42	42	58
Native Hawaiian	<	<	<	<	8	50	58	42	<	<	<	<
White	10	51	61	39	10	56	66	34	1	57	59	41
Multiple Races	3	43	46	54	7	51	58	42	-	48	48	52
Students with Disabilities	4	21	25	75	4	26	30	70	2	20	22	78
Students without Disabilities	6	49	55	45	8	52	59	41	-	55	55	45
Economically Disadvantaged	1	35	37	63	3	39	42	58	-	43	43	57
Not Economically Disadvantaged	9	50	59	41	9	52	62	38	1	53	54	46
English Learners	1	14	15	85	1	13	14	86	-	20	20	80
Military Connected	11	61	72	28	8	63	70	30	3	60	63	37
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	-	29	30	70	1	43	43	57	4	59	63	37
Female	-	31	32	68	-	47	47	53	4	59	62	38
Male	1	27	28	72	1	39	40	60	4	59	63	37
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	4	42	46	54	-	44	44	56	7	57	64	36
Black	-	25	25	75	-	34	35	65	3	52	55	45
Hispanic	-	24	24	76	1	41	42	58	2	48	50	50
Native Hawaiian	<	<	<	<	<	<	<	<	-	69	69	31
White	1	35	36	64	1	50	51	49	6	68	75	25
Multiple Races	-	32	32	68	1	43	44	56	3	62	65	35
Students with Disabilities	1	18	19	81	2	24	26	74	2	33	35	65
Students without Disabilities	-	32	33	67	-	47	48	52	4	62	67	33
Economically Disadvantaged	-	23	23	77	-	35	35	65	1	47	48	52
Not Economically Disadvantaged	-	35	36	64	1	47	48	52	5	64	69	31
English Learners	-	11	11	89	-	18	18	82	-	19	19	81
Military Connected	-	46	46	54	4	63	67	33	4	71	76	24
Foster Care					<	<	<	<	<	<	100	0
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	3	72	76	24	4	71	76	24	8	74	82	18
Female	3	74	77	23	4	74	78	22	8	76	84	16
Male	3	72	74	26	5	69	74	26	7	72	79	21
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	13	70	84	16	6	80	86	14	16	66	83	17
Black	2	73	75	25	2	70	72	28	5	74	78	22
Hispanic	2	70	72	28	3	68	71	29	5	75	80	20
Native Hawaiian	<	<	<	<	<	<	<	<	15	69	85	15
White	3	75	78	22	7	72	79	21	10	74	85	15
Multiple Races	5	71	76	24	4	72	76	24	6	77	83	17
Students with Disabilities	1	60	61	39	1	56	57	43	2	60	62	38
Students without Disabilities	4	75	78	22	5	74	79	21	9	76	85	15
Economically Disadvantaged	2	61	63	37	2	64	66	34	3	71	74	26
Not Economically Disadvantaged	4	77	80	20	6	75	80	20	10	76	85	15
English Learners	-	60	60	40	1	60	61	39	1	62	62	38
Military Connected	8	82	89	11	6	68	75	25	13	76	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	73	80	20	7	65	72	28	7	64	71	29
Female	5	75	80	20	6	68	74	26	6	64	70	30
Male	8	72	80	20	7	62	69	31	8	64	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	23	66	89	11	18	65	82	18	13	71	84	16
Black	1	63	64	36	5	60	64	36	3	54	57	43
Hispanic	4	70	74	26	3	57	60	40	5	60	64	36
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	7	78	85	15	8	70	78	22	10	68	77	23
Multiple Races	10	76	86	14	10	70	80	20	3	72	75	25
Students with Disabilities	4	48	52	48	6	19	25	75	1	22	23	77
Students without Disabilities	7	75	82	18	7	68	75	25	7	67	74	26
Economically Disadvantaged	3	66	69	31	3	49	53	47	3	53	56	44
Not Economically Disadvantaged	8	75	82	18	8	70	78	22	8	68	76	24
English Learners	-	28	28	72	-	6	6	94	-	19	19	81
Military Connected	8	75	84	16	7	42	49	51	10	68	79	21
Foster Care	<	<	<	<					<	<	<	<
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	79	88	12	13	74	87	13	13	73	87	13
Female	6	80	86	14	11	76	87	13	14	72	85	15
Male	12	78	89	11	15	73	88	12	13	75	88	12
American Indian					<	<	100	0	<	<	100	0
Asian	17	78	94	6	34	59	94	6	26	68	94	6
Black	1	73	74	26	12	65	77	23	10	74	83	17
Hispanic	5	84	89	11	6	78	84	16	9	76	86	14
Native Hawaiian	<	<	100	0					<	<	100	0
White	11	80	91	9	13	76	89	11	13	74	88	12
Multiple Races	9	74	82	18	17	74	91	9	19	65	83	17
Students with Disabilities	6	82	88	12	<	<	100	0	27	55	82	18
Students without Disabilities	9	79	88	13	14	74	87	13	13	74	87	13
Economically Disadvantaged	4	76	80	20	5	70	75	25	5	70	75	25
Not Economically Disadvantaged	9	79	88	12	15	74	89	11	15	74	89	11
English Learners					<	<	<	<	<	<	<	<
Military Connected	10	58	68	32	9	73	82	18	7	77	84	16
< = 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	6	58	65	35	6	59	65	35	7	62	68	32
Female	5	58	63	37	5	59	64	36	5	63	68	32
Male	7	58	65	35	8	58	66	34	8	61	69	31
American Indian	8	47	55	45	9	57	65	35	5	80	85	15
Asian	10	54	65	35	9	55	64	36	9	58	67	33
Black	3	50	53	47	3	51	54	46	3	56	59	41
Hispanic	4	52	56	44	4	54	58	42	4	56	60	40
Native Hawaiian	8	50	58	42	14	39	54	46	7	52	59	41
White	9	66	75	25	10	66	76	24	10	69	79	21
Multiple Races	7	62	69	31	6	61	67	33	5	64	69	31
Students with Disabilities	5	35	40	60	4	32	36	64	3	36	39	61
Students without Disabilities	7	62	69	31	7	63	69	31	7	66	73	27
Economically Disadvantaged	2	43	46	54	3	49	51	49	3	54	57	43
Not Economically Disadvantaged	8	64	73	27	8	63	71	29	8	66	73	27
English Learners	1	18	18	82	2	24	26	74	1	24	26	74
Military Connected	11	67	78	22	8	55	63	37	9	72	81	19
Foster Care	8	31	38	62	27	27	55	45	9	36	45	55
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	9	49	58	42	11	51	62	38	13	51	64	36
Female	9	46	55	45	8	52	61	39	11	52	63	37
Male	10	51	61	39	13	50	63	37	15	51	65	35
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	10	48	57	43	8	52	60	40	16	50	66	34
Black	5	40	45	55	6	46	52	48	6	45	51	49
Hispanic	5	43	48	52	7	46	53	47	8	47	55	45
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	14	57	71	29	16	57	73	27	19	58	77	23
Multiple Races	9	49	58	42	8	50	58	42	11	53	63	37
Students with Disabilities	6	26	32	68	7	31	38	62	4	28	32	68
Students without Disabilities	10	52	62	38	11	54	65	35	14	56	70	30
Economically Disadvantaged	3	37	40	60	5	46	51	49	7	46	53	47
Not Economically Disadvantaged	13	56	69	31	14	54	68	32	16	54	70	30
English Learners	-	18	18	82	2	28	30	70	2	20	22	78
Military Connected	15	61	76	24	17	57	74	26	18	61	78	22
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	56	60	40	5	54	59	41	5	57	62	38
Female	3	57	60	40	4	52	56	44	4	57	60	40
Male	5	56	61	39	7	55	61	39	6	58	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	10	56	66	34	6	52	58	42	9	51	60	40
Black	1	46	47	53	3	40	43	57	3	50	53	47
Hispanic	2	48	50	50	3	46	48	52	2	49	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	9	27	36	64
White	5	66	72	28	8	65	73	27	8	69	76	24
Multiple Races	6	59	65	35	4	57	61	39	2	58	59	41
Students with Disabilities	4	26	31	69	5	24	29	71	5	31	36	64
Students without Disabilities	4	61	65	35	5	58	63	37	5	61	66	34
Economically Disadvantaged	2	42	44	56	2	40	42	58	2	48	50	50
Not Economically Disadvantaged	5	65	70	30	7	60	66	34	6	62	68	32
English Learners	1	11	11	89	1	7	9	91	1	12	13	87
Military Connected	6	63	69	31	10	66	76	24	5	74	80	20
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	63	71	29	7	63	70	30	4	72	76	24
Female	6	66	72	28	6	65	71	29	3	75	78	22
Male	9	60	69	31	8	61	69	31	4	70	74	26
American Indian	13	42	54	46	<	<	<	<	-	90	90	10
Asian	15	57	72	28	15	56	71	29	6	71	77	23
Black	3	56	59	41	1	57	59	41	1	69	71	29
Hispanic	5	59	64	36	3	60	63	37	2	64	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	11	69	79	21	11	67	78	22	6	78	84	16
Multiple Races	9	70	79	21	7	70	77	23	4	75	79	21
Students with Disabilities	3	43	46	54	1	34	35	65	-	46	47	53
Students without Disabilities	9	66	75	25	7	67	74	26	4	75	79	21
Economically Disadvantaged	3	50	53	47	1	53	55	45	2	63	65	35
Not Economically Disadvantaged	9	66	75	25	9	67	76	24	5	76	81	19
English Learners	-	18	18	83	-	31	31	69	1	36	37	63
Military Connected	9	78	87	13	3	43	45	55	5	81	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	61	64	36	2	45	47	53	4	27	31	69
Female	-	67	67	33	-	33	33	67	7	25	32	68
Male	7	53	60	40	4	57	61	39	-	30	30	70
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	60	60	40	-	46	46	54	4	30	33	67
Hispanic	<	<	<	<	9	36	45	55	5	30	35	65
White	9	73	82	18	-	50	50	50	5	32	37	63
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	3	62	65	35	2	45	48	52	4	28	32	68
Economically Disadvantaged	<	<	<	<	-	23	23	77	-	18	18	82
Not Economically Disadvantaged	3	62	65	35	3	53	56	44	5	30	35	65
English Learners					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	50	50	50	8	62	69	31
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	4	65	69	31	3	68	70	30	4	69	73	27
Female	3	63	66	34	2	67	70	30	1	70	72	28
Male	5	66	71	29	3	68	71	29	7	68	75	25
American Indian	-	64	64	36	<	<	<	<	<	<	100	0
Asian	7	57	64	36	7	60	67	33	3	58	61	39
Black	1	58	59	41	1	60	61	39	1	57	58	42
Hispanic	2	59	61	39	2	63	65	35	1	72	73	27
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	7	72	79	21	4	76	80	20	8	73	81	19
Multiple Races	3	71	74	26	3	71	74	26	8	72	80	20
Students with Disabilities	1	44	45	55	-	38	38	62	1	42	43	57
Students without Disabilities	4	69	73	27	3	72	76	24	5	73	78	22
Economically Disadvantaged	1	50	50	50	1	58	60	40	2	66	68	32
Not Economically Disadvantaged	5	69	74	26	3	72	75	25	5	70	75	25
English Learners	-	24	24	76	-	27	27	73	-	38	38	63
Military Connected	10	74	84	16	4	64	67	33	6	73	79	21
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	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	11	53	64	36	10	53	64	36
Female	10	53	63	37	9	54	63	37	9	54	63	37
Male	14	53	67	33	13	53	66	34	12	53	65	35
American Indian	16	37	53	47	13	47	60	40	4	61	65	35
Asian	15	50	66	34	18	49	67	33	14	53	67	33
Black	7	50	57	43	6	51	57	43	6	51	57	43
Hispanic	8	51	59	41	8	47	56	44	7	48	55	45
Native Hawaiian	11	58	68	32	8	42	50	50	7	52	59	41
White	17	56	73	27	16	58	74	26	15	58	74	26
Multiple Races	11	53	64	36	10	55	65	35	10	55	65	35
Students with Disabilities	5	33	38	62	4	31	34	66	2	30	33	67
Students without Disabilities	13	56	69	31	12	57	69	31	12	57	68	32
Economically Disadvantaged	6	43	49	51	6	46	52	48	6	45	51	49
Not Economically Disadvantaged	15	58	72	28	14	56	70	30	13	58	70	30
English Learners	4	31	34	66	4	26	30	70	3	31	35	65
Military Connected	17	61	78	22	14	48	62	38	14	63	78	22
Foster Care	-	30	30	70	10	30	40	60	6	39	44	56
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	3	39	42	58	2	41	43	57	-	45	45	55
Female	2	42	44	56	2	40	42	58	-	42	42	58
Male	4	36	39	61	1	42	43	57	-	48	48	52
American Indian									<	<	100	0
Asian	9	36	45	55	8	25	33	67	-	52	52	48
Black	2	37	38	62	1	30	31	69	-	43	43	57
Hispanic	2	38	39	61	-	32	32	68	-	38	38	62
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	4	42	46	54	3	56	59	41	1	53	54	46
Multiple Races	-	45	45	55	-	62	62	38	-	40	40	60
Students with Disabilities	2	21	23	77	-	22	22	78	-	26	26	74
Students without Disabilities	3	46	49	51	2	46	49	51	-	50	50	50
Economically Disadvantaged	5	22	27	73	1	27	28	72	-	40	40	60
Not Economically Disadvantaged	2	46	48	52	2	49	51	50	-	48	48	52
English Learners	-	6	6	94	-	13	13	87	-	26	26	74
Military Connected	6	81	88	13	2	57	58	42	-	54	54	46
Foster Care									<	<	<	<
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	11	61	72	28	9	61	69	31	8	63	71	29
Female	8	61	69	31	7	61	68	32	6	65	71	29
Male	12	61	74	26	10	61	71	29	9	61	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	19	63	82	18	13	56	69	31	18	61	79	21
Black	6	58	64	36	5	60	65	35	3	61	64	36
Hispanic	6	60	66	34	7	53	60	40	5	58	62	38
Native Hawaiian	<	<	<	<	<	<	<	<	-	60	60	40
White	15	63	78	22	12	67	79	21	11	68	79	21
Multiple Races	11	63	74	27	9	62	71	29	9	65	74	26
Students with Disabilities	5	43	47	53	4	38	42	58	3	38	40	60
Students without Disabilities	12	64	76	24	9	64	74	26	9	67	76	24
Economically Disadvantaged	5	50	55	45	4	54	57	43	4	54	58	42
Not Economically Disadvantaged	12	64	76	24	11	64	74	26	9	67	76	24
English Learners	5	35	40	60	1	33	34	66	2	36	37	63
Military Connected	20	65	85	15	12	46	58	42	14	74	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	8	48	56	44	3	31	34	66	5	31	35	65
Female	7	48	55	45	2	30	32	68	4	31	35	65
Male	10	47	57	43	4	32	37	63	6	31	36	64
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	10	48	57	43	4	26	30	70	2	36	38	62
Black	4	43	46	54	-	28	28	72	2	25	27	73
Hispanic	6	47	53	47	1	27	28	72	2	24	26	74
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	14	49	63	37	7	36	44	56	10	38	47	53
Multiple Races	3	63	67	33	2	37	39	61	3	37	41	59
Students with Disabilities	3	41	44	56	-	12	12	88	-	11	11	89
Students without Disabilities	9	48	57	43	4	33	37	63	5	33	38	62
Economically Disadvantaged	2	30	32	68	1	21	22	78	3	21	24	76
Not Economically Disadvantaged	10	52	63	38	4	36	41	59	5	37	42	58
English Learners	-	4	4	96	-	11	11	89	3	17	20	80
Military Connected	11	54	65	35	5	23	28	72	2	56	58	42
Foster Care	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	70	76	24	6	79	85	15	-	71	71	29
Female	-	61	61	39	5	77	82	18	-	73	73	27
Male	13	80	93	7	8	83	92	8	-	69	69	31
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	10	76	86	14	9	73	82	18	-	87	87	13
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	7	70	77	23	6	81	88	13	-	70	70	30
Economically Disadvantaged	<	<	<	<	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	7	74	81	19	6	77	84	16	-	78	78	22
English Learners									<	<	<	<
Military Connected	<	<	100	0
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	10	55	65	35	9	58	67	33	11	58	68	32
Female	9	56	65	35	7	60	66	34	10	58	68	32
Male	12	53	65	35	11	56	68	32	11	58	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	13	51	64	36	14	59	72	28	15	57	72	28
Black	6	52	58	42	5	55	60	40	7	56	63	37
Hispanic	6	50	56	44	6	52	57	43	6	52	58	42
Native Hawaiian	<	<	<	<	10	40	50	50	<	<	<	<
White	14	60	74	26	14	63	77	23	15	63	78	22
Multiple Races	11	49	60	40	6	61	67	33	12	57	68	32
Students with Disabilities	4	25	30	70	1	31	33	67	4	28	32	68
Students without Disabilities	11	59	70	30	10	62	72	28	11	62	73	27
Economically Disadvantaged	4	44	49	51	3	53	56	44	6	49	55	45
Not Economically Disadvantaged	14	60	74	26	12	60	72	28	13	62	75	25
English Learners	-	17	17	83	1	17	18	82	1	22	24	76
Military Connected	13	70	83	17	21	65	86	14	14	68	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	17	44	62	38	21	47	68	32	18	47	65	35
Female	15	44	59	41	18	49	67	33	16	48	64	36
Male	20	45	64	36	24	45	69	31	20	45	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	17	42	60	40	36	36	72	28	19	49	69	31
Black	11	42	53	47	11	47	58	42	12	45	57	43
Hispanic	14	44	58	42	17	44	61	39	14	44	58	42
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	23	46	69	31	26	51	77	23	25	48	73	27
Multiple Races	14	48	61	39	20	44	64	36	12	51	63	37
Students with Disabilities	7	30	37	63	8	28	36	64	3	30	33	67
Students without Disabilities	19	47	65	35	23	50	73	27	20	49	70	30
Economically Disadvantaged	9	39	48	52	13	42	56	44	11	41	52	48
Not Economically Disadvantaged	22	48	70	30	24	50	74	26	22	50	72	28
English Learners	5	41	46	54	11	31	42	58	7	41	48	52
Military Connected	23	48	72	28	22	54	76	24	20	52	72	28
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

	2021-2022	2022-2023	2023-2024
Division	46	38	107
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	2023-2024	2024-2025
Pre-kindergarten	627	633
Kindergarten	1,988	1,976
Grade 1	2,050	2,095
Grade 2	2,344	2,124
Grade 3	2,261	2,423
Grade 4	2,252	2,311
Grade 5	2,261	2,353
Grade 6	2,377	2,350
Grade 7	2,386	2,458
Grade 8	2,430	2,495
Grade 9	2,837	2,790
Grade 10	2,743	2,738
Grade 11	2,542	2,567
Grade 12	2,602	2,679
Total Students	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 Subgroups

2024 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	2023-2024	2024-2025
All Students	31700	31992
Female	15255	15414
Male	16404	16532
American Indian	68	70
Asian	1744	1944
Black	6959	7103
Hispanic	7780	8056
Native Hawaiian	93	86
White	12332	12032
Multiple Races	2724	2701
Students with Disabilities	4365	4533
Students without Disabilities	27335	27459
Economically Disadvantaged	12717	14459
Not Economically Disadvantaged	18983	17533
English Learners	4242	4701
Not English Learners	27458	27291
Homeless	161	143
Military Connected	2454	2933
Foster Care	44	86
< = 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	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	1 / .01%	1,312 / 12.6%	1,885 / 17.59%
Advanced Placement Course Enrollment	1,991 / 19.67%	2,259 / 21.7%	2,566 / 23.95%
Dual Enrollment	708 / 7%	891 / 8.56%	1,062 / 9.91%
Governor's School Enrollment	276 / 2.73%	291 / 2.79%	278 / 2.59%
IB Course Enrollment	446 / 4.41%	519 / 4.98%	555 / 5.18%
Senior Enrolled in IB Program	35 / .35%	20 / .19%	36 / .34%

< = 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	2,200	1,504	32
	State	87,317	57,081	35
Female	Division	1,127	859	24
	State	43,705	31,577	28
Male	Division	1,073	645	40
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	77	61	21
	State	6,741	5,862	13
Black	Division	473	326	31
	State	18,624	10,601	43
Hispanic	Division	404	251	38
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	1,067	750	30
	State	45,098	30,844	32
Multiple Races	Division	166	107	36
	State	4,380	2,929	33
Students with Disabilities	Division	176	67	62
	State	8,185	3,548	57
Economically Disadvantaged	Division	622	327	47
	State	30,335	14,987	51
English Learners	Division	115	56	51
	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
NOCTI Assessments	Division	14	40	31
	State	2,590	3,844	3,577
State Licensures	Division	48	47	28
	State	1,236	1,573	2,069
Industry Certification	Division	3,452	3,306	3,626
	State	95,688	100,965	101,956
Workplace Readiness	Division	1,685	1,518	1,532
	State	44,348	41,819	35,066
Total Credentials Earned	Division	5,199	4,911	5,217
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	3,973	3,876	3,949
	State	115,682	118,469	115,609
Armed Services Vocational Aptitude Battery Examination	Division	128	125	138
	State	761	962	1,022
CTE Completers	Division	1,348	1,315	1,606
	State	45,094	46,028	48,643

< = 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	70	66	65.4

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	$4,383	$5,834	$607
	State	$6,770	$5,603	$867
2020-2021	Division	$4,409	$6,615	$958
	State	$6,669	$6,185	$1,352
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	$7,802	$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	24,812	4,910	24,225	6,353	25,774	5,201
Female	12,079	2,373	11,717	3,062	12,378	2,549
Male	12,713	2,532	12,474	3,281	13,358	2,637
American Indian	54	19	51	14	57	12
Asian	1,124	177	1,213	332	1,446	277
Black	5,356	886	5,462	1,061	5,855	934
Hispanic	5,574	1,459	5,453	1,936	5,986	1,667
Native Hawaiian	66	14	63	20	80	12
White	10,555	1,904	9,997	2,384	10,206	1,814
Multiple Races	2,083	451	1,986	606	2,144	485
Students with Disabilities	2,934	901	2,941	1,146	3,250	1,025
Economically Disadvantaged	8,441	2,641	8,827	3,439	9,991	3,013
English Learners	2,811	653	3,024	1,001	3,491	875
Homeless	88	84	102	94	126	119
< = 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	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

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
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.4	0.2	0.1
Asian	4.9	3.1	5.5	3.9
Black	21.4	32.9	22	33.3
Hispanic	24.1	22.1	24.6	23.4
Native Hawaiian	0.3	0.4	0.3	0.2
White	40.7	31.3	39	30.4
Multiple Races	8.5	9.7	8.6	8.7
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	4.9	7.2	5.5	1.3
Black	21.4	42	22	43
Hispanic	24.1	15.9	24.6	28.5
Native Hawaiian	0.3		0.3	0.7
White	40.7	21.7	39	15.2
Multiple Races	8.5	13	8.6	11.3
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	4.9		5.5
Black	21.4	28.6	22	53.8
Hispanic	24.1	57.1	24.6
Native Hawaiian	0.3		0.3
White	40.7		39	7.7
Multiple Races	8.5	14.3	8.6	38.5
< = 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	33.1	41.2	45
< = 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	47.2	35.1	44.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	72.1	61.3	68.5
< = 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

13.99 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

15.46 : 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%	54%	2%	5%
2022-2023	42%	53%	1%	4%
2023-2024	40%	53%	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

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 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

Stafford 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

2024 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