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George P. Phenix Elementary

General school information

Category: Elementary (PK-08) School
Phone: 757-268-3500
Address: 1061 Big Bethel Road Hampton, VA 23666
Principal: Ms. Robin L. Hunt-Crenshaw
Superintendent: Dr. Raymond L. Haynes
School Number: 650
Region: 2
Division: Hampton City Public Schools
Division Number: 112
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

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 12 67 79 21 11 68 79 21 10 69 78 22
Female 14 71 85 15 14 71 85 15 12 72 84 16
Male 11 63 74 26 9 65 74 26 8 66 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 14 68 82 18 13 77 90 10 12 72 84 16
Black 10 64 74 26 9 67 75 25 8 66 74 26
Hispanic 12 70 82 18 8 69 77 23 8 74 81 19
Native Hawaiian < < < < < < < < < < < <
White 19 68 87 13 20 64 84 16 15 68 83 17
Multiple Races 11 74 84 16 11 74 85 15 13 78 91 9
Students with Disabilities 7 40 47 53 8 40 48 52 7 38 45 55
Students without Disabilities 13 71 84 16 12 73 84 16 10 73 83 17
Economically Disadvantaged 9 66 75 25 5 70 75 25 6 67 73 27
Not Economically Disadvantaged 14 67 82 18 15 67 82 18 13 69 82 18
English Learners - 73 73 27 8 60 68 32 - 68 68 32
Homeless < < < < - 67 67 33 < < < <
Military Connected 19 67 85 15 16 74 90 10 18 69 87 13
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
All Students 10 62 72 28 14 67 81 19 10 64 74 26
Female 13 66 79 21 13 77 91 9 10 71 81 19
Male 7 59 66 34 15 56 71 29 10 55 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 10 57 67 33 9 70 79 21 4 64 68 32
Hispanic - 82 82 18 9 64 73 27 8 77 85 15
Native Hawaiian < < 100 0 < < < <
White 13 60 73 27 27 60 87 13 27 50 77 23
Multiple Races 9 70 78 22 17 67 83 17 11 84 95 5
Students with Disabilities 6 39 45 55 7 33 40 60 5 50 55 45
Students without Disabilities 10 67 78 22 15 70 86 14 10 66 76 24
Economically Disadvantaged 10 62 72 28 11 70 80 20 7 60 67 33
Not Economically Disadvantaged 9 62 72 28 17 64 81 19 12 67 80 20
English Learners < < < < 20 50 70 30 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected 10 70 80 20 15 70 85 15 13 65 78 22
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 87 13 11 65 76 24 15 66 82 18
Female 21 75 96 4 19 67 86 14 17 74 91 9
Male 10 67 78 22 5 65 70 30 14 58 72 28
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 13 71 84 16 7 65 72 28 12 71 83 17
Hispanic 27 60 87 13 8 67 75 25 9 55 64 36
Native Hawaiian < < < < < < 100 0
White 18 77 95 5 23 57 80 20 36 45 82 18
Multiple Races 20 73 93 7 8 77 85 15 6 75 81 19
Students with Disabilities 15 54 69 31 9 38 47 53 20 33 53 47
Students without Disabilities 16 73 89 11 11 72 83 17 15 71 85 15
Economically Disadvantaged 9 78 87 13 7 58 65 35 11 70 81 19
Not Economically Disadvantaged 20 67 88 12 13 69 82 18 19 64 82 18
English Learners < < < < < < < < < < < <
Military Connected 20 72 92 8 8 88 96 4 35 43 78 22
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 77 23 8 74 83 17 11 64 75 25
Female 14 73 86 14 12 79 91 9 11 73 84 16
Male 2 67 69 31 4 70 74 26 11 57 68 32
Asian < < 100 0 < < 100 0 < < < <
Black 4 66 70 30 7 68 74 26 11 54 65 35
Hispanic 4 75 79 21 7 80 87 13 - 82 82 18
White 18 68 86 14 14 76 90 10 11 75 86 14
Multiple Races 6 82 88 12 - 92 92 8 14 77 91 9
Students with Disabilities - 44 44 56 8 62 69 31 11 25 36 64
Students without Disabilities 9 74 83 17 8 76 84 16 11 73 84 16
Economically Disadvantaged 5 67 72 28 - 84 84 16 4 55 58 42
Not Economically Disadvantaged 9 71 80 20 13 69 82 18 15 69 84 16
English Learners < < < < < < 100 0 < < < <
Homeless < < < <
Military Connected 15 70 85 15 16 74 89 11 20 80 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 75 25 11 66 77 23 7 76 84 16
Female 18 62 80 20 11 71 82 18 8 75 83 17
Male 18 51 69 31 12 61 73 27 7 78 84 16
Asian < < < < < < 100 0 < < 100 0
Black 10 57 68 32 7 65 72 28 9 70 78 22
Hispanic 29 57 86 14 5 75 80 20 - 91 91 9
Native Hawaiian < < 100 0 < < 100 0
White 35 50 85 15 29 50 79 21 7 82 89 11
Multiple Races 25 67 92 8 10 76 86 14 8 83 92 8
Students with Disabilities 8 25 33 67 7 48 56 44 8 17 25 75
Students without Disabilities 20 63 83 17 12 69 81 19 7 81 88 12
Economically Disadvantaged 13 56 69 31 2 67 68 32 2 78 80 20
Not Economically Disadvantaged 22 58 80 20 17 65 82 18 10 75 85 15
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected 17 67 83 17 16 68 84 16 11 79 89 11
Foster Care < < 100 0 < < 100 0 < < < <
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 68 80 20 12 63 75 25 8 70 79 21
Female 9 77 86 14 15 66 81 19 15 69 84 16
Male 14 62 76 24 8 60 68 32 2 72 74 26
Asian < < < < < < 100 0 < < < <
Black 13 66 79 21 11 61 72 28 6 68 73 27
Hispanic 8 54 62 38 13 60 73 27 14 68 82 18
White 14 69 83 17 13 70 83 17 11 71 82 18
Multiple Races 4 82 86 14 14 64 79 21 15 80 95 5
Students with Disabilities 11 43 54 46 4 36 40 60 - 62 62 38
Students without Disabilities 12 73 85 15 13 69 82 18 10 72 81 19
Economically Disadvantaged 7 62 69 31 5 68 74 26 4 69 73 27
Not Economically Disadvantaged 15 72 87 13 16 60 75 25 11 71 82 18
English Learners < < < < < < < < < < 100 0
Military Connected 33 61 94 6 < < < < 15 75 90 10
Foster Care < < 100 0 < < 100 0 < < < <
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 72 83 17 11 72 83 17 8 70 78 22
Female 8 74 82 18 15 67 82 18 11 68 79 21
Male 14 70 84 16 8 76 84 16 6 71 77 23
Asian < < < < < < < < < < 100 0
Black 10 68 78 22 10 73 83 17 6 71 77 23
Hispanic 7 93 100 0 7 64 71 29 8 75 83 17
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 20 77 97 3 14 71 86 14 10 67 76 24
Multiple Races 11 63 74 26 14 71 86 14 30 60 90 10
Students with Disabilities 5 43 48 52 13 30 43 57 - 38 38 62
Students without Disabilities 13 76 89 11 11 78 89 11 10 76 86 14
Economically Disadvantaged 10 73 82 18 6 71 77 23 6 75 81 19
Not Economically Disadvantaged 13 71 84 16 15 72 87 13 10 66 76 24
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 21 58 79 21 36 64 100 0 < < < <
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
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 11 71 82 18 11 71 83 17 15 68 83 17
Female 11 73 84 16 12 72 84 16 16 69 85 15
Male 11 70 81 19 11 71 82 18 14 67 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 68 93 7 33 63 97 3 36 52 88 12
Black 7 72 78 22 7 72 79 21 12 69 81 19
Hispanic 11 70 80 20 9 70 79 21 9 75 84 16
Native Hawaiian < < < < < < < < < < < <
White 20 68 88 12 21 68 89 11 20 66 87 13
Multiple Races 12 76 88 12 12 77 88 12 23 60 83 17
Students with Disabilities 7 46 53 47 4 47 51 49 4 41 45 55
Students without Disabilities 12 76 87 13 12 76 88 12 17 72 89 11
Economically Disadvantaged 7 72 79 21 6 72 78 22 11 69 79 21
Not Economically Disadvantaged 14 71 84 16 15 71 85 15 18 68 85 15
English Learners 4 78 81 19 - 81 81 19 6 72 78 22
Homeless < < < < - 50 50 50 < < < <
Military Connected 15 75 90 10 22 68 90 10 20 71 91 9
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 75 25 11 71 82 18 12 66 78 22
Female 13 65 78 22 11 70 81 19 10 67 76 24
Male 9 64 74 26 11 71 82 18 15 65 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 5 61 67 33 6 74 80 20 10 63 73 27
Hispanic - 73 73 27 - 73 73 27 8 85 92 8
Native Hawaiian < < < < < < < <
White 19 71 90 10 24 66 90 10 23 68 91 9
Multiple Races 22 65 87 13 17 61 78 22 15 65 80 20
Students with Disabilities 6 39 45 55 7 40 47 53 5 35 40 60
Students without Disabilities 12 71 82 18 11 74 85 15 13 71 84 16
Economically Disadvantaged 5 67 72 28 6 73 79 21 8 65 74 26
Not Economically Disadvantaged 14 64 78 22 15 69 84 16 15 67 82 18
English Learners < < 100 0 - 100 100 0 < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 17 70 87 13 20 65 85 15 13 83 96 4
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 74 83 17 13 62 75 25 14 66 80 20
Female 11 78 89 11 16 62 78 22 17 66 83 17
Male 6 69 75 25 11 62 73 27 10 66 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 5 71 76 24 7 64 71 29 16 68 83 17
Hispanic 20 67 87 13 - 58 58 42 < < < <
Native Hawaiian < < < < < < 100 0
White 14 73 86 14 28 55 83 17 16 63 79 21
Multiple Races 7 93 100 0 13 71 83 17 7 57 64 36
Students with Disabilities 8 31 38 62 6 38 44 56 - 38 38 62
Students without Disabilities 9 78 87 13 15 68 83 17 15 69 85 15
Economically Disadvantaged 7 78 85 15 5 59 64 36 11 67 78 22
Not Economically Disadvantaged 10 71 81 19 17 64 81 19 16 65 81 19
English Learners < < < < < < < < < < < <
Military Connected 9 83 91 9 30 61 91 9 14 62 76 24
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 76 24 8 73 81 19 16 62 78 22
Female 14 69 83 17 8 78 86 14 12 70 82 18
Male 10 61 71 29 8 68 76 24 20 56 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 6 67 72 28 4 68 72 28 9 63 72 28
Hispanic 9 65 74 26 20 67 87 13 < < < <
White 28 48 76 24 13 79 92 8 26 59 85 15
Multiple Races 18 76 94 6 7 79 86 14 24 62 86 14
Students with Disabilities - 37 37 63 - 31 31 69 4 39 43 57
Students without Disabilities 14 70 84 16 9 77 86 14 19 67 87 13
Economically Disadvantaged 2 72 74 26 9 71 80 20 10 58 67 33
Not Economically Disadvantaged 17 61 78 22 8 74 82 18 20 64 84 16
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < <
Military Connected 18 68 86 14 12 76 88 12 25 75 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 87 13 9 74 83 17 15 74 89 11
Female 14 67 81 19 8 77 85 15 15 74 89 11
Male 13 80 93 7 10 71 81 19 15 75 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 74 83 17 6 73 79 21 10 78 88 12
Hispanic 21 79 100 0 18 71 88 12 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 22 67 89 11 20 60 80 20 19 69 88 13
Multiple Races < < < < - 94 94 6 < < < <
Students with Disabilities 9 73 82 18 - 69 69 31 - 58 58 42
Students without Disabilities 14 73 88 12 11 75 86 14 16 76 92 8
Economically Disadvantaged 14 69 83 17 4 79 82 18 9 80 89 11
Not Economically Disadvantaged 13 77 90 10 13 70 83 17 18 71 89 11
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 19 75 94 6 29 64 93 7
Foster Care < < 100 0 < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 67 72 28 2 66 68 32 6 60 67 33
Female 3 65 68 32 - 66 66 34 11 65 76 24
Male 7 68 75 25 3 67 70 30 2 57 59 41
Asian < < < < < < < <
Black 6 69 76 24 - 67 67 33 4 59 63 37
Hispanic < < < < < < < < < < < <
White - 78 78 22 < < < < 7 71 79 21
Multiple Races - 69 69 31 < < < < 20 60 80 20
Students with Disabilities 12 42 54 46 - 48 48 52 - 50 50 50
Students without Disabilities 3 76 79 21 2 76 79 21 8 63 71 29
Economically Disadvantaged 2 64 66 34 - 62 62 38 8 58 67 33
Not Economically Disadvantaged 9 70 79 21 3 69 72 28 4 62 67 33
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < 100 0 < < < <
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 80 85 15 7 79 86 14 11 77 88 12
Female 5 81 86 14 9 76 85 15 12 79 91 9
Male 5 79 84 16 5 82 87 13 10 75 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 76 82 18 4 78 82 18 10 80 90 10
Hispanic - 80 80 20 - 85 85 15 12 71 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 3 90 93 7 22 69 91 9 7 75 82 18
Multiple Races - 85 85 15 - 91 91 9 25 67 92 8
Students with Disabilities 5 50 55 45 5 45 50 50 9 32 41 59
Students without Disabilities 5 84 90 10 7 84 91 9 11 85 96 4
Economically Disadvantaged 3 78 82 18 1 81 82 18 16 76 92 8
Not Economically Disadvantaged 6 81 87 13 10 78 88 12 8 77 85 15
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 13 78 91 9 23 69 92 8 14 81 95 5
Foster Care < < 100 0 < < < < < < < <
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 74 100 0 26 74 100 0 28 69 98 2
Female 20 80 100 0 28 72 100 0 39 58 97 3
Male 30 70 100 0 24 76 100 0 19 79 98 2
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 83 100 0 28 72 100 0 22 76 98 2
Hispanic < < 100 0 < < 100 0 9 91 100 0
White 47 53 100 0 17 83 100 0 44 56 100 0
Multiple Races < < 100 0 27 73 100 0 45 45 91 9
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 26 74 100 0 26 74 100 0 28 70 98 2
Economically Disadvantaged 23 77 100 0 16 84 100 0 8 85 92 8
Not Economically Disadvantaged 28 72 100 0 30 70 100 0 37 63 100 0
English Learners < < 100 0 < < 100 0
Military Connected 20 80 100 0 < < 100 0 < < 100 0
Foster Care < < 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 19 81 100 0 26 74 100 0 35 65 100 0
Female 17 83 100 0 8 92 100 0 < < 100 0
Male 21 79 100 0 40 60 100 0 18 82 100 0
Asian < < 100 0 < < 100 0
Black - 100 100 0 8 92 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 50 50 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 19 81 100 0 23 77 100 0 35 65 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 23 77 100 0 19 81 100 0 38 63 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 70 30 16 64 79 21 17 64 81 19
Female 11 57 69 31 15 65 80 20 15 67 82 18
Male 12 59 71 29 17 62 79 21 19 61 80 20
Asian < < < < 36 64 100 0 < < < <
Black 7 57 64 36 12 62 74 26 12 65 77 23
Hispanic 13 56 69 31 17 63 80 20 8 69 77 23
Native Hawaiian < < < < < < < < < < 100 0
White 20 63 83 17 20 66 86 14 28 60 89 11
Multiple Races 18 55 74 26 21 64 86 14 29 65 94 6
Students with Disabilities 4 33 38 63 8 35 43 57 10 38 48 52
Students without Disabilities 13 63 76 24 17 67 84 16 19 69 88 12
Economically Disadvantaged 8 56 64 36 9 66 75 25 10 64 74 26
Not Economically Disadvantaged 14 60 74 26 20 62 82 18 22 64 85 15
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 24 55 79 21 24 67 91 9 34 59 94 6
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
All Students 14 56 70 30 21 58 80 20 25 51 75 25
Female 17 59 76 24 24 57 81 19 22 55 77 23
Male 12 53 65 35 19 59 78 22 27 48 74 26
Asian < < 100 0 < < 100 0 < < < <
Black 10 54 64 36 20 51 72 28 18 52 70 30
Hispanic 17 54 71 29 27 67 93 7 - 64 64 36
White 21 55 76 24 19 67 86 14 32 54 86 14
Multiple Races 18 65 82 18 23 62 85 15 41 50 91 9
Students with Disabilities 4 30 33 67 - 38 38 62 15 22 37 63
Students without Disabilities 16 61 77 23 24 60 84 16 27 57 84 16
Economically Disadvantaged 11 57 68 32 13 69 82 18 13 47 60 40
Not Economically Disadvantaged 16 55 71 29 27 52 79 21 31 53 84 16
English Learners < < < < < < 100 0 < < < <
Homeless < < < <
Military Connected 25 55 80 20 32 58 89 11 45 50 95 5
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 61 68 32 9 68 78 22 11 75 86 14
Female 3 54 57 43 5 73 78 22 11 75 86 14
Male 10 65 75 25 13 64 78 22 11 75 86 14
Asian < < < < < < 100 0 < < 100 0
Black 3 59 63 38 5 70 75 25 7 77 83 17
Hispanic 7 60 67 33 - 64 64 36 14 71 86 14
Native Hawaiian < < 100 0 < < < < < < 100 0
White 14 72 86 14 14 68 82 18 29 62 90 10
Multiple Races 19 48 67 33 19 67 85 15 9 91 100 0
Students with Disabilities 5 38 43 57 13 33 46 54 5 57 62 38
Students without Disabilities 8 64 72 28 9 74 83 17 12 79 91 9
Economically Disadvantaged 5 53 58 42 6 63 69 31 8 79 87 13
Not Economically Disadvantaged 9 65 74 26 11 72 83 17 13 73 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 23 55 77 23 8 83 92 8 17 75 92 8
Foster Care < < < < < < < <
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 30 70 100 0 42 58 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 30 70 100 0 42 58 100 0 < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 45 55 100 0 < < 100 0
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry 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
All Students 31 56 87 13 28 50 79 21 33 52 85 15
Female 35 50 86 14 29 53 83 17 36 49 85 15
Male 27 61 89 11 28 48 75 25 30 55 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 62 15 77 23 < < 100 0
Black 24 59 83 17 24 52 75 25 29 54 83 17
Hispanic 43 50 93 7 15 58 73 27 16 68 84 16
Native Hawaiian < < < < < < 100 0 < < 100 0
White 42 54 96 4 34 50 84 16 49 37 86 14
Multiple Races 35 50 85 15 36 49 85 15 42 50 92 8
Students with Disabilities 9 47 56 44 9 30 38 62 11 48 59 41
Students without Disabilities 34 57 91 9 32 54 85 15 35 53 88 12
Economically Disadvantaged 29 58 87 13 17 50 68 32 26 56 82 18
Not Economically Disadvantaged 33 55 87 13 35 50 85 15 37 50 87 13
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 40 52 93 7 39 55 95 5 48 41 90 10
Foster Care < < < < < < < < < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 88 12 31 54 85 15 35 55 90 10
Female 15 73 87 13 27 59 86 14 38 52 90 10
Male 20 69 89 11 34 49 84 16 32 57 90 10
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 13 72 85 15 29 57 86 14 31 54 86 14
Hispanic 14 71 86 14 21 50 71 29 18 82 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 33 67 100 0 36 50 86 14 52 43 95 5
Multiple Races 21 63 84 16 29 57 86 14 40 60 100 0
Students with Disabilities - 60 60 40 5 40 45 55 17 50 67 33
Students without Disabilities 20 72 92 8 34 56 90 10 38 55 94 6
Economically Disadvantaged 13 74 87 13 17 60 77 23 31 59 90 10
Not Economically Disadvantaged 21 68 89 11 40 50 90 10 38 52 90 10
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected 17 72 89 11 57 43 100 0 < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 41 86 14 26 46 72 28 30 50 80 20
Female 52 32 84 16 32 47 79 21 34 46 80 20
Male 38 50 88 12 21 46 66 34 27 53 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 39 43 81 19 18 45 63 37 26 54 80 20
Hispanic 71 29 100 0 8 67 75 25 < < < <
Native Hawaiian < < < < < < 100 0
White 49 44 92 8 33 50 83 17 45 32 77 23
Multiple Races 53 33 87 13 44 40 84 16 44 44 88 13
Students with Disabilities 25 25 50 50 11 22 33 67 < < < <
Students without Disabilities 47 42 89 11 29 51 80 20 33 50 83 17
Economically Disadvantaged 46 41 87 13 18 39 57 43 22 53 75 25
Not Economically Disadvantaged 45 40 85 15 30 50 80 20 37 47 84 16
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Military Connected 58 38 96 4 29 63 92 8 45 40 85 15
Foster Care < < < <
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
< = 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-1-
Division273118
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
Pre-kindergarten10310498
Kindergarten149145132
Grade 1167168143
Grade 2127168153
Grade 3164146161
Grade 4146172133
Grade 5174148154
Grade 6145177171
Grade 7183151157
Grade 8158180136
Total Enrollment1,5161,5591,438

< = 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 Students151615591438
Female728762696
Male788797742
American Indian653
Asian434642
Black839872819
Hispanic140128113
Native Hawaiian1098
White292303284
Multiple Races186196169
Students with Disabilities194195192
Students without Disabilities132213641246
Economically Disadvantaged662615644
Not Economically Disadvantaged854944794
English Learners596252
Not English Learners145714971386
Homeless2107
Military Connected136184169
Foster Care354
< = 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 Students1,1912351,2561891,218105
Female5631156148859947
Male62812064210161958
American Indian<<<<<<
Asian411450350
Black65413170010169054
Hispanic9831942510012
Native Hawaiian<<<<<<
White245342563323922
Multiple Races139371512814416
Students with Disabilities149401564415128
Economically Disadvantaged46313661213462983
English Learners576595483
Homeless678792
< = 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 Progress29
Behaviors related to School Operations59
Relationship Behaviors without Physical Harm146
Behaviors of a Safety Concern173
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others29

< = 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 365 235
Out-of-School Suspension 147 154
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 14 14
Bus Suspension 81 56

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 88.593.395.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 52.752.350.2
< = 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 67.469.669.3
< = 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
2022-202340%55%1%4%
2023-202443%49%1%7%
2024-202544%47%1%8%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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 - CPYes-No-
AsianNoYes-Yes-
BlackYes - CPYes-No-
HispanicYes - No CPYes-No-
WhiteYesYes-Yes-
Multiple RacesYes - CPYes-No-
Economically DisadvantagedYes - CPYes-No-
English LearnersYes - No CPYesYesYes-
Students with DisabilitiesNoNo-No-

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 Students80%79%79%88%
Asian90%86%91%88%
Black76%75%68%88%
Hispanic77%78%68%88%
White84%87%85%88%
Multiple Races86%86%83%88%
Economically Disadvantaged75%73%68%88%
English Learners80%84%60%88%
Students with Disabilities49%47%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 Students83%83%74%85%
Asian97%92%90%85%
Black80%80%61%85%
Hispanic79%79%63%85%
White89%90%81%85%
Multiple Races89%88%77%85%
Economically Disadvantaged79%77%62%85%
English Learners87%88%58%85%
Students with Disabilities52%53%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 Students80%
Asian100%
Black75%
Hispanic79%
White84%
Multiple Races87%
Economically Disadvantaged75%
English Learners92%
Students with Disabilities43%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%15%12%10%
Asian-1%10%10%
Black13%15%12%10%
Hispanic21%23%12%10%
White11%12%12%10%
Multiple Races17%19%12%10%
Economically Disadvantaged18%20%13%10%
English Learners8%9%12%10%
Students with Disabilities22%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 Progress63%54%58%
English Learner Proficiency17%--

< = 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 Progress203263%
English Learner Proficiency74217%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black100%-100%-100%-
Hispanic100%-100%-100%-
White99%1%99%1%100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities100%-100%-100%-
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-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 GroupGrowth English ReadingGrowth Mathematics
All Students83%86%
Asian92%96%
Black81%83%
Hispanic80%80%
White85%91%
Multiple Races88%91%
Economically Disadvantaged79%82%
English Learners83%83%
Students with Disabilities60%57%

< = 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.

Early Learning

Kindergarten Students' Public Preschool Experience

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