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Albemarle High

General school information

Category: High (09-12) School
Phone: 434-975-9300
Address: 2775 Hydraulic Road Charlottesville, VA 22901-8917
Principal: Damean Barfield
Superintendent: Dr. Matthew S. Haas
School Number: 880
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College, Career, & Military

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

ESSA

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 68 73 27 5 65 70 30 4 68 72 28
Female 5 70 75 25 3 68 72 28 4 66 70 30
Male 3 67 70 30 6 63 69 31 4 70 74 26
American Indian < < 100 0 < < < < < < < <
Asian 22 63 85 15 18 68 86 14 18 66 84 16
Black - 70 70 30 - 66 66 34 - 60 60 40
Hispanic - 57 57 43 1 54 55 45 1 57 58 42
White 5 77 82 18 7 70 77 23 3 81 84 16
Multiple Races 8 56 63 37 2 76 78 22 7 68 76 24
Students with Disabilities 2 73 75 25 - 67 67 33 - 53 53 47
Students without Disabilities 4 68 72 28 5 65 70 30 4 70 74 26
Economically Disadvantaged - 59 60 40 2 58 60 40 1 56 57 43
Not Economically Disadvantaged 7 75 83 17 7 71 78 22 6 76 82 18
English Learners 3 47 51 49 - 51 51 49 2 54 56 44
Migrant < < < < < < < <
Homeless < < < < - 17 17 83 - 30 30 70
Military Connected - 94 94 6 6 78 83 17 6 81 88 13
Foster Care < < 100 0 < < 100 0 < < 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 - 68 68 32 1 66 66 34 1 67 68 32
Female 1 72 73 27 - 71 71 29 1 64 66 34
Male - 64 64 36 1 60 62 38 1 69 70 30
American Indian < < < < < < < <
Asian < < < < - 83 83 17 4 72 76 24
Black - 77 77 23 - 71 71 29 - 67 67 33
Hispanic - 54 54 46 - 52 52 48 1 57 58 42
White - 77 77 23 1 75 77 23 1 83 84 16
Multiple Races - 77 77 23 5 86 91 9 - 67 67 33
Students with Disabilities - 83 83 17 - 69 69 31 - 52 52 48
Students without Disabilities - 66 67 33 1 65 66 34 1 69 70 30
Economically Disadvantaged - 65 65 35 - 60 61 39 1 55 56 44
Not Economically Disadvantaged 1 73 74 26 1 75 76 24 1 80 81 19
English Learners - 50 50 50 - 48 48 52 1 55 56 44
Migrant < < < <
Homeless < < < < - 17 17 83 - 36 36 64
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 68 69 31 2 61 63 38 2 66 68 32
Female 2 69 71 29 1 57 58 42 2 69 71 29
Male - 67 67 33 3 66 68 32 2 64 66 34
American Indian < < 100 0 < < 100 0
Asian 13 81 94 6 8 77 85 15 < < < <
Black - 44 44 56 - 50 50 50 - 31 31 69
Hispanic - 60 60 40 5 57 62 38 - 53 53 47
White - 80 80 20 1 61 63 37 2 80 82 18
Multiple Races - 47 47 53 - 58 58 42 < < < <
Students with Disabilities - 50 50 50 < < 100 0 < < < <
Students without Disabilities 1 69 70 30 2 60 62 38 2 67 69 31
Economically Disadvantaged - 43 43 57 2 52 54 46 - 55 55 45
Not Economically Disadvantaged 2 83 85 15 2 64 66 34 3 73 76 24
English Learners < < < < - 75 75 25 6 44 50 50
Migrant < < < <
Homeless < < < <
Military Connected < < 100 0 9 73 82 18 < < 100 0
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 70 87 13 19 71 90 10 10 74 84 16
Female 17 66 83 17 15 76 90 10 11 67 77 23
Male 17 75 92 8 23 68 91 9 9 80 89 11
American Indian < < 100 0
Asian 38 56 94 6 42 47 89 11 38 63 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 10 60 70 30
White 14 76 90 10 18 75 93 7 4 81 86 14
Multiple Races 31 31 62 38 - 80 80 20 17 75 92 8
Students with Disabilities < < < < < < < <
Students without Disabilities 17 70 87 13 19 71 90 10 10 74 84 16
Economically Disadvantaged 6 75 81 19 25 50 75 25 5 62 67 33
Not Economically Disadvantaged 19 69 88 12 18 74 92 8 10 77 87 13
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Male < < 100 0
Asian < < 100 0
Black < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Military Connected < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics 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 5 59 64 36 5 54 59 41 6 56 62 38
Female 5 60 65 35 4 53 57 43 5 53 58 42
Male 6 58 63 37 6 55 61 39 7 59 66 34
American Indian < < 100 0 < < 100 0 < < < <
Asian 15 69 85 15 10 61 71 29 16 52 67 33
Black 1 39 40 60 1 35 36 64 - 44 44 56
Hispanic - 38 38 62 - 35 35 65 5 36 41 59
White 8 73 81 19 10 71 81 19 7 76 84 16
Multiple Races 7 60 67 33 1 65 67 33 11 54 65 35
Students with Disabilities 4 35 38 62 1 31 32 68 2 36 38 62
Students without Disabilities 6 61 67 33 6 57 62 38 7 58 65 35
Economically Disadvantaged 1 41 42 58 1 38 39 61 2 42 44 56
Not Economically Disadvantaged 9 71 79 21 9 68 77 23 10 66 75 25
English Learners 2 12 14 86 - 25 25 75 4 27 32 68
Migrant < < < < < < < <
Homeless < < < < - 9 9 91 - 30 30 70
Military Connected 4 82 86 14 10 80 90 10 6 72 78 22
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 58 65 35 7 61 69 31 9 58 67 33
Female 6 61 67 33 6 63 70 30 7 58 65 35
Male 7 54 62 38 8 59 68 32 11 59 70 30
American Indian < < 100 0 < < 100 0
Asian 20 71 91 9 15 73 88 13 21 45 66 34
Black - 43 43 57 1 41 42 58 - 46 46 54
Hispanic - 31 31 69 1 42 43 57 7 39 46 54
White 9 72 81 19 11 73 84 16 9 79 88 12
Multiple Races 11 57 68 32 3 59 62 38 17 56 73 27
Students with Disabilities - 38 38 62 3 30 33 68 3 39 42 58
Students without Disabilities 8 60 68 32 8 64 72 28 10 60 69 31
Economically Disadvantaged 1 37 38 62 2 43 46 54 2 48 50 50
Not Economically Disadvantaged 10 69 80 20 11 73 84 16 14 65 80 20
English Learners 2 7 9 91 - 34 34 66 5 24 29 71
Migrant < < < <
Homeless < < < < < < < < - 26 26 74
Military Connected 7 93 100 0 17 67 83 17 < < < <
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 7 69 76 24 3 20 23 77 8 27 35 65
Female 6 66 71 29 8 - 8 92 - 42 42 58
Male 8 71 79 21 - 35 35 65 14 14 29 71
Asian 19 63 81 19 < < 100 0 < < 100 0
Black - 30 30 70 - - - 100 < < < <
Hispanic < < < < < < < < < < < <
White 6 82 88 12 10 40 50 50 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 7 68 76 24 4 18 21 79 8 28 36 64
Economically Disadvantaged - 29 29 71 - - - 100 10 10 20 80
Not Economically Disadvantaged 9 77 86 14 6 35 41 59 6 38 44 56
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 58 60 40 2 47 50 50 1 55 56 44
Female 3 56 59 41 2 44 46 54 1 45 46 54
Male 1 59 60 40 3 51 54 46 1 64 64 36
American Indian < < 100 0 < < < <
Asian - 71 71 29 - 35 35 65 - 67 67 33
Black - 36 36 64 - 35 35 65 - 43 43 57
Hispanic - 44 44 56 - 32 32 68 - 32 32 68
White 4 74 78 22 8 70 78 22 2 78 79 21
Multiple Races 4 67 70 30 - 70 70 30 - 61 61 39
Students with Disabilities - 30 30 70 - 30 30 70 - 37 37 63
Students without Disabilities 2 61 64 36 3 50 53 47 1 59 60 40
Economically Disadvantaged 1 46 47 53 - 35 36 64 - 37 37 63
Not Economically Disadvantaged 4 71 75 25 5 64 69 31 1 69 70 30
English Learners - 16 16 84 - 20 20 80 - 33 33 67
Migrant < < < <
Homeless < < < < - 7 7 93 - 40 40 60
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science 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

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
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies 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

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

2022-20232023-20242024-2025
School---
Division4710666
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

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.

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Grade 9502510436
Grade 10526511517
Grade 11487516515
Grade 12483482507
Total Enrollment1,9982,0191,975

< = 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 2022-20232023-20242024-2025
All Students199820191975
Female969965932
Male102310461036
American Indian235
Asian157168170
Black338334309
Hispanic378416427
White987958914
Multiple Races136140150
Students with Disabilities209222236
Students without Disabilities178917971739
Economically Disadvantaged662673585
Not Economically Disadvantaged133613461390
English Learners265286311
Not English Learners173317331664
Homeless82222
Military Connected565957
Foster Care2168
< = 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 Students1,5883731,6543301,631318
Female750199776164772149
Male836171870165859169
American Indian<<<<<<
Asian14691561216910
Black230882379622476
Hispanic262120305103320109
White8451258409279694
Multiple Races103311132612028
Students with Disabilities161391675117648
Economically Disadvantaged479220557206490184
English Learners180952028522392
Homeless71329243319
< = 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

School

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 also 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 school-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 School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 289 157 10 2 38 7
Division 664 324 17 8 52 15
State 50354 39349 1875 907 4438 1716
Female School 143 62 3 1 17 5
Division 330 132 4 2 22 9
State 27408 17323 610 350 1645 701
Male School 146 94 7 1 21 2
Division 334 191 13 6 30 6
State 22886 21945 1263 556 2789 1012
Asian School 29 6 0 0 2 2
Division 46 9 0 0 2 2
State 6025 1443 97 16 68 35
Black School 29 43 4 0 6 1
Division 42 68 5 0 7 1
State 8111 10540 640 225 1119 707
Hispanic School 37 45 2 0 22 2
Division 69 80 3 0 25 2
State 7130 8367 270 133 1858 359
White School 179 54 4 2 8 2
Division 478 153 7 7 17 8
State 25871 16565 763 464 1211 504
Multiple Races School 15 9 0 0 0 0
Division 28 14 2 1 1 2
State 3012 2256 97 62 170 106
Students with Disabilities School 9 30 10 0 3 0
Division 25 65 17 2 7 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged School 63 84 7 0 18 2
Division 108 169 12 2 27 7
State 12779 21123 1108 494 2352 1214
English Learners School 13 33 2 0 22 0
Division 18 45 3 0 24 0
State 1583 4224 267 26 1427 150
Homeless School 3 5 1 0 1 0
Division 3 9 2 0 2 0
State 197 699 48 29 170 78
Military Connected School 8 3 0 0 0 0
Division 19 4 0 0 1 0
State 2527 1493 44 18 52 30
Foster Care School 1 7 0 0 2 0
Division 1 8 0 0 2 1
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 Students5034569145891388
Female2312089020991177
Male2712479124892218
Asian393590359025
Black837692769267
Hispanic108847884782220
White249237952399683
Multiple Races24241002410000
Students with Disabilities534993499336
Economically Disadvantaged17415489154891810
English Learners70486948692231
Homeless10990990110
Military Connected11111001110000
Foster Care10880880220
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken434 / 21.78% - 499 / 25.32%
Advanced Placement Course Enrollment598 / 30.01%644 / 31.99%699 / 35.46%
Dual Enrollment502 / 25.19%553 / 27.47%535 / 27.14%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool44232826
Division1,00475825
State87,94758,78733
FemaleSchool22918320
Division51041618
State44,12532,24627
MaleSchool21314532
Division49434231
State43,77126,52239
American IndianSchool<<100
Division<<100
State17310738
AsianSchool353014
Division474015
State7,3266,40613
BlackSchool643447
Division986138
State18,15310,95740
HispanicSchool613149
Division1216645
State12,8667,34843
WhiteSchool25021016
Division67654320
State44,45530,64531
Multiple RacesSchool312229
Division604623
State4,8373,23733
Students with DisabilitiesSchool492745
Division1146146
State8,6323,93454
Economically DisadvantagedSchool1246647
Division22511549
State30,88916,12848
English LearnersSchool492255
Division713452
State7,5304,27343
Native HawaiianSchool--100
Division--100
State1378736
< = 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
2022-20232023-20242024-2025
State LicensuresSchool91224
 Division303351
 State1,5732,0692,206
Industry CertificationSchool358377522
 Division8899411,078
 State100,965101,956105,973
Workplace ReadinessSchool193319223
 Division705685631
 State41,81935,06638,829
Total Credentials EarnedSchool560708769
 Division1,6241,6591,760
 State148,201142,668150,233
Students Earning One or More CredentialsSchool510633692
 Division1,4361,4701,601
 State118,467115,609120,035
CTE CompletersSchool224248220
 Division519475491
 State46,02848,64351,126
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division1413-
 State9621,022-
NOCTI AssessmentsSchool---
 Division---
 State3,8443,5773,225

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

Finance

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 School 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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress47
Behaviors related to School Operations750
Relationship Behaviors without Physical Harm195
Behaviors of a Safety Concern139
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others51
Behaviors used to determine Persistently Dangerous Schools1

< = 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
  2022-20232023-2024
In-School Suspension 408 348
Out-of-School Suspension 99 96
Explusion and Alternative Placement 0 2
Referral to Law Enforcement 15 36
Bus Suspension 0 0

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 33.834.631
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 913.29.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 35.941.538.1
< = 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

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
2022-202330%65%2%3%
2023-202434%62%3%1%
2024-202535%62%3%0%
< = 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 School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPNo-NoYes - CP
AsianYes - CPYes-YesYes - CP
BlackNoNo-NoYes - No CP
HispanicNoYes-NoNo
WhiteYes - No CPNo-YesYes - No CP
Multiple RacesYesTS-NoTS
Economically DisadvantagedNoNo-NoYes - No CP
English LearnersNoYesNoNoNo
Students with DisabilitiesNoNo-NoNo

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
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: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%81%79%88%
Asian94%87%91%88%
Black67%65%68%88%
Hispanic56%50%68%88%
White92%93%85%88%
Multiple Races82%88%83%88%
Economically Disadvantaged62%61%68%88%
English Learners19%20%60%88%
Students with Disabilities51%49%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students70%72%74%85%
Asian91%82%90%85%
Black54%53%61%85%
Hispanic70%63%63%85%
White74%79%81%85%
Multiple Races58%70%77%85%
Economically Disadvantaged60%59%62%85%
English Learners79%59%58%85%
Students with Disabilities50%51%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 GroupCurrent Rate
All Students58%
Asian61%
Black34%
Hispanic40%
White70%
Multiple Races70%
Economically Disadvantaged43%
English Learners24%
Students with Disabilities38%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian95%90%84%
Black87%83%84%
Hispanic78%83%84%
White93%86%84%
Multiple Races96%89%84%
Economically Disadvantaged84%82%84%
English Learners70%77%84%
Students with Disabilities73%74%84%
Homeless<--
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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%18%12%10%
Asian7%7%10%10%
Black31%29%12%10%
Hispanic27%29%12%10%
White10%12%12%10%
Multiple Races19%21%12%10%
Economically Disadvantaged28%30%13%10%
English Learners30%32%12%10%
Students with Disabilities24%22%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress49%54%58%
English Learner Proficiency3%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress9118549%
English Learner Proficiency92583%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students97%3%96%4%89%11%
Asian100%-97%3%81%19%
Black97%3%99%1%92%8%
Hispanic96%4%98%2%92%8%
White97%3%95%5%87%13%
Multiple Races100%-92%8%96%4%
Economically Disadvantaged94%6%97%3%90%10%
Not Economically Disadvantaged98%2%96%4%--
English Learners100%-100%-97%3%
Students with Disabilities91%9%98%2%91%9%
Students without Disabilities98%2%96%4%--
Female98%2%94%6%--
Male97%3%98%2%--
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).
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