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Osbourn Park High

General school information

Category: High (09-12) School
Phone: 703-365-6500
Address: 8909 Euclid Ave Manassas, VA 20111
Principal: Lisamarie Kane
Superintendent: Dr. LaTanya D. McDade
School Number: 80
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 9
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level Two
College, Career, and Civic Readiness Index (CCCRI) Level One
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level Two Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

18.28% of the students in this school were chronically absent.

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 53 91 9 33 57 90 10 30 54 84 16
Female 38 54 92 8 35 55 90 10 35 51 86 14
Male 38 53 91 9 31 58 89 11 24 57 82 18
Asian 47 50 97 3 42 53 94 6 45 44 90 10
Black 44 52 96 4 39 55 95 5 42 55 96 4
Hispanic 23 59 82 18 19 63 82 18 16 57 73 27
Native Hawaiian < < 100 0 < < 100 0
White 45 51 96 4 46 50 96 4 40 52 93 7
Multiple Races 40 50 90 10 30 52 83 17 32 55 87 13
Students with Disabilities 17 45 62 38 8 52 60 40 12 39 51 49
Students without Disabilities 40 54 93 7 35 57 92 8 32 55 87 13
Economically Disadvantaged 29 57 86 14 20 64 84 16 18 56 74 26
Not Economically Disadvantaged 44 51 95 5 44 50 95 5 41 52 93 7
English Learners 2 21 23 77 4 16 20 80 2 24 26 74
Homeless < < < < < < < <
Military Connected 51 47 98 2 54 46 100 0 59 35 94 6
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 53 91 9 33 57 90 10 30 54 84 16
Female 38 54 92 8 35 55 90 10 35 51 86 14
Male 38 53 91 9 31 58 89 11 24 57 82 18
Asian 47 50 97 3 42 53 94 6 45 44 90 10
Black 44 52 96 4 39 55 95 5 42 55 96 4
Hispanic 23 59 82 18 19 63 82 18 16 57 73 27
Native Hawaiian < < 100 0 < < 100 0
White 45 51 96 4 46 50 96 4 40 52 93 7
Multiple Races 40 50 90 10 30 52 83 17 32 55 87 13
Students with Disabilities 17 45 62 38 8 52 60 40 12 39 51 49
Students without Disabilities 40 54 93 7 35 57 92 8 32 55 87 13
Economically Disadvantaged 29 57 86 14 20 64 84 16 18 56 74 26
Not Economically Disadvantaged 44 51 95 5 44 50 95 5 41 52 93 7
English Learners 2 21 23 77 4 16 20 80 2 24 26 74
Homeless < < < < < < < <
Military Connected 51 47 98 2 54 46 100 0 59 35 94 6
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 52 87 13 32 55 87 13 29 55 84 16
Female 38 52 90 10 36 54 90 10 33 53 85 15
Male 31 53 83 17 27 57 84 16 24 59 82 18
Asian 50 46 96 4 48 45 92 8 49 48 98 2
Black 41 50 91 9 35 53 88 12 28 64 92 8
Hispanic 18 57 75 25 17 62 80 20 17 55 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 55 90 10 38 56 94 6 34 55 89 11
Multiple Races 47 45 92 8 48 43 90 10 39 46 86 14
Students with Disabilities 5 36 40 60 5 54 59 41 8 32 40 60
Students without Disabilities 37 53 90 10 33 56 89 11 30 58 88 12
Economically Disadvantaged 24 54 78 22 18 62 80 20 20 55 75 25
Not Economically Disadvantaged 41 51 92 8 43 50 93 7 35 56 91 9
English Learners - 22 22 78 - 10 10 90 - 20 20 80
Homeless < < < < < < < <
Military Connected 37 59 96 4 54 46 100 0 53 47 100 0
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 52 87 13 32 55 87 13 29 55 84 16
Female 38 52 90 10 36 54 90 10 33 53 85 15
Male 31 53 83 17 27 57 84 16 24 59 82 18
Asian 50 46 96 4 48 45 92 8 49 48 98 2
Black 41 50 91 9 35 53 88 12 28 64 92 8
Hispanic 18 57 75 25 17 62 80 20 17 55 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 55 90 10 38 56 94 6 34 55 89 11
Multiple Races 47 45 92 8 48 43 90 10 39 46 86 14
Students with Disabilities 5 36 40 60 5 54 59 41 8 32 40 60
Students without Disabilities 37 53 90 10 33 56 89 11 30 58 88 12
Economically Disadvantaged 24 54 78 22 18 62 80 20 20 55 75 25
Not Economically Disadvantaged 41 51 92 8 43 50 93 7 35 56 91 9
English Learners - 22 22 78 - 10 10 90 - 20 20 80
Homeless < < < < < < < <
Military Connected 37 59 96 4 54 46 100 0 53 47 100 0
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 74 83 17 9 72 81 19 8 74 81 19
Female 8 77 86 14 8 75 83 17 7 77 84 16
Male 10 71 81 19 9 70 79 21 8 71 78 22
Asian 23 69 92 8 19 77 96 4 24 71 95 5
Black 10 78 88 12 17 71 88 12 12 77 88 12
Hispanic 4 71 76 24 3 72 75 25 3 72 74 26
White 11 78 88 12 11 72 82 18 8 79 87 13
Multiple Races 4 89 94 6 14 63 77 23 14 70 84 16
Students with Disabilities 1 72 74 26 3 64 67 33 3 54 58 42
Students without Disabilities 10 74 84 16 9 73 82 18 8 75 83 17
Economically Disadvantaged 7 74 81 19 5 72 77 23 3 74 77 23
Not Economically Disadvantaged 12 74 86 14 14 72 86 14 13 73 86 14
English Learners 1 60 62 38 1 71 72 28 - 62 62 38
Homeless < < < < - 38 38 62
Military Connected 15 74 89 11 19 62 81 19 13 67 79 21
Foster Care < < 100 0
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 74 78 22 4 73 77 23 2 79 80 20
Female 3 77 80 20 4 74 77 23 2 84 86 14
Male 6 71 77 23 4 72 76 24 2 73 75 25
Asian 10 73 84 16 9 91 100 0 4 80 84 16
Black 8 71 79 21 15 67 81 19 2 85 87 13
Hispanic 3 73 75 25 1 73 74 26 1 76 77 23
White 5 75 81 19 5 71 76 24 3 85 88 13
Multiple Races 9 87 96 4 11 56 67 33 5 79 84 16
Students with Disabilities - 76 76 24 3 67 70 30 - 63 63 37
Students without Disabilities 5 73 79 21 4 74 78 22 2 80 82 18
Economically Disadvantaged 3 74 78 22 3 72 74 26 1 78 79 21
Not Economically Disadvantaged 6 72 79 21 7 75 81 19 4 80 84 16
English Learners - 63 63 37 1 73 74 26 - 69 69 31
Homeless < < < < - 36 36 64
Military Connected 6 83 89 11 < < < < - 71 71 29
Foster Care < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 79 87 13 8 78 86 14 8 71 79 21
Female 5 84 89 11 9 80 89 11 7 70 76 24
Male 11 74 86 14 6 75 82 18 9 72 81 19
Asian 20 78 98 2 8 86 94 6 21 77 98 2
Black 3 87 90 10 10 81 91 9 5 81 86 14
Hispanic 3 71 74 26 6 73 79 21 1 59 60 40
White 13 81 94 6 9 77 86 14 5 80 84 16
Multiple Races - 94 94 6 - 80 80 20 23 54 77 23
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 8 79 88 12 8 79 87 13 8 73 80 20
Economically Disadvantaged 6 76 82 18 6 79 86 14 6 63 69 31
Not Economically Disadvantaged 9 81 90 10 9 77 86 14 10 78 87 13
English Learners 6 47 53 47 < < < < - 10 10 90
Homeless < < 100 0
Military Connected 10 81 90 10 < < 100 0 < < < <
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 70 92 8 42 52 94 6 40 54 94 6
Female 23 71 94 6 38 59 97 3 42 53 95 5
Male 22 69 90 10 45 47 91 9 39 54 93 7
Asian 43 55 98 2 55 35 90 10 52 48 100 0
Black 24 76 100 0 42 53 95 5 50 45 95 5
Hispanic 16 66 82 18 25 67 92 8 25 60 85 15
White 15 77 92 8 37 58 95 5 39 56 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 23 70 93 7 42 51 93 7 40 54 94 6
Economically Disadvantaged 21 71 91 9 32 42 74 26 28 67 94 6
Not Economically Disadvantaged 23 70 93 7 45 55 100 0 44 50 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected 33 53 87 13 < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 73 27 10 60 70 30 10 57 67 33
Female 11 59 69 31 9 61 70 30 8 57 65 35
Male 12 64 76 24 11 58 69 31 11 58 69 31
Asian 21 65 85 15 18 59 77 23 20 64 84 16
Black 14 68 82 18 14 71 85 15 22 63 85 15
Hispanic 5 52 57 43 4 53 57 43 3 48 51 49
Native Hawaiian < < < < < < 100 0 < < 100 0
White 16 70 86 14 15 66 81 20 13 73 86 14
Multiple Races 18 66 84 16 13 58 71 29 15 63 78 22
Students with Disabilities 3 37 40 60 4 41 45 55 3 41 44 56
Students without Disabilities 12 63 75 25 11 62 73 27 11 59 70 30
Economically Disadvantaged 6 55 61 39 5 55 59 41 4 52 56 44
Not Economically Disadvantaged 16 66 82 18 17 66 82 18 17 64 82 18
English Learners 1 18 19 81 1 25 26 74 - 33 33 67
Homeless < < < < < < < <
Military Connected 20 71 91 9 19 69 88 12 26 52 78 22
Foster Care < < < < < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 60 72 28 11 62 73 27 11 64 75 25
Female 12 57 69 31 10 65 75 25 9 64 73 27
Male 14 62 76 24 11 59 70 30 13 64 77 23
Asian 21 66 87 13 17 62 79 21 20 68 88 13
Black 15 71 85 15 16 73 89 11 23 68 91 9
Hispanic 6 48 54 46 4 56 60 40 4 56 60 40
Native Hawaiian < < < < < < 100 0 < < 100 0
White 17 67 85 15 16 67 83 17 12 77 89 11
Multiple Races 19 68 87 13 13 58 70 30 21 65 85 15
Students with Disabilities 2 36 39 61 1 44 45 55 3 49 52 48
Students without Disabilities 13 61 75 25 12 64 76 24 12 66 78 22
Economically Disadvantaged 7 51 58 42 5 58 63 37 5 60 64 36
Not Economically Disadvantaged 17 66 83 17 17 67 84 16 19 69 88 12
English Learners - 14 14 86 - 25 25 75 - 39 39 61
Homeless < < < < < < < <
Military Connected 21 71 92 8 17 71 88 13 24 62 86 14
Foster Care < < < < < < 100 0
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 82 18 20 39 59 41 21 35 56 44
Female 12 64 76 24 20 30 50 50 19 31 50 50
Male 16 73 89 11 19 48 67 33 23 40 63 37
Asian 25 65 90 10 < < < < 29 43 71 29
Black 13 65 77 23 - 50 50 50 36 14 50 50
Hispanic 5 68 74 26 < < < < - 27 27 73
Native Hawaiian < < 100 0
White 17 74 91 9 27 27 55 45 25 44 69 31
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 69 83 17 20 40 60 40 22 37 59 41
Economically Disadvantaged 7 79 86 14 6 47 53 47 16 16 32 68
Not Economically Disadvantaged 19 61 80 20 29 33 63 38 23 44 67 33
English Learners < < < < < < 100 0 - 20 20 80
Military Connected 25 58 83 17 < < 100 0 < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 64 65 35 1 50 50 50 - 38 38 62
Female - 63 63 38 - 45 45 55 - 35 35 65
Male 1 65 66 34 2 55 57 43 - 41 41 59
Asian < < < < < < < < < < < <
Black - 62 62 38 < < < < - 75 75 25
Hispanic 1 58 59 41 1 42 44 56 - 32 32 68
White - 86 86 14 - 73 73 27 - 60 60 40
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 38 38 62 8 25 33 67 - 22 22 78
Students without Disabilities 1 67 68 32 - 53 53 47 - 40 40 60
Economically Disadvantaged 1 55 57 43 - 41 41 59 - 35 35 65
Not Economically Disadvantaged - 78 78 22 4 75 79 21 - 50 50 50
English Learners - 28 28 72 - 21 21 79 - 26 26 74
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 19 49 68 32 13 50 63 37
Female 16 54 69 31 18 47 66 34 10 49 60 40
Male 20 55 75 25 20 50 69 31 15 52 67 33
Asian 32 56 88 12 39 46 85 15 32 58 90 10
Black 26 59 85 15 34 52 85 15 22 54 76 24
Hispanic 8 50 57 43 8 44 52 48 4 45 48 52
White 23 60 83 17 22 58 80 20 19 60 79 21
Multiple Races 26 52 79 21 18 55 73 28 23 51 74 26
Students with Disabilities 3 46 49 51 1 40 41 59 2 27 29 71
Students without Disabilities 19 55 74 26 21 50 71 29 14 53 67 33
Economically Disadvantaged 12 52 63 37 14 45 58 42 7 44 50 50
Not Economically Disadvantaged 23 57 80 20 26 53 79 21 21 60 81 19
English Learners - 29 29 71 1 31 32 68 - 31 32 68
Homeless < < < < < < < <
Military Connected 34 54 88 12 21 74 95 5 35 39 74 26
Foster Care < < 100 0
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 27 32 68 - 15 15 85 1 32 33 67
Female - 15 15 85 - 12 12 88 2 28 30 70
Male 10 38 48 52 - 20 20 80 - 37 37 63
Asian < < < < < < < < < < < <
Black < < < < < < < < - 42 42 58
Hispanic - 8 8 92 - 14 14 86 - 34 34 66
White < < < < < < < < 8 25 33 67
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < - 19 19 81
Students without Disabilities 5 28 33 67 - 18 18 82 1 36 37 63
Economically Disadvantaged 4 17 22 78 - 15 15 85 - 28 28 72
Not Economically Disadvantaged 6 39 44 56 - 15 15 85 2 40 42 58
English Learners - 5 5 95 - 15 15 85 - 28 28 72
Homeless < < < < < < < <
Military Connected < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 55 75 25 22 53 75 25 15 55 71 29
Female 18 55 74 26 22 53 75 25 12 55 67 33
Male 23 54 77 23 23 52 75 25 18 56 74 26
Asian 36 53 89 11 42 47 89 11 34 61 95 5
Black 31 58 89 11 37 54 91 9 25 56 82 18
Hispanic 8 52 61 39 10 50 60 40 5 50 55 45
White 27 58 85 15 24 61 86 14 21 64 86 14
Multiple Races 31 51 83 17 19 56 75 25 26 56 82 18
Students with Disabilities 3 47 50 50 1 44 46 54 4 32 36 64
Students without Disabilities 22 55 78 22 25 54 78 22 16 57 73 27
Economically Disadvantaged 13 50 63 37 16 51 67 33 8 49 57 43
Not Economically Disadvantaged 27 59 86 14 29 55 84 16 24 64 88 12
English Learners - 33 33 67 1 35 36 64 1 35 35 65
Homeless < < 100 0 < < < <
Military Connected 46 49 94 6 24 71 94 6 38 43 81 19
Foster Care < < 100 0
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 59 67 33 - 26 26 74 - 16 16 84
Female 7 55 61 39 - 21 21 79 - 20 20 80
Male 10 63 72 28 - 32 32 68 - 11 11 89
Asian 12 71 82 18 < < < < < < < <
Black 11 63 74 26 < < < < < < < <
Hispanic 6 51 57 43 - 23 23 77 - 10 10 90
White 9 65 74 26 - 31 31 69 - 40 40 60
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 30 30 70 < < < <
Students without Disabilities 8 59 67 33 - 26 26 74 - 17 17 83
Economically Disadvantaged 8 66 74 26 - 21 21 79 - 11 11 89
Not Economically Disadvantaged 8 53 61 39 - 38 38 63 - 25 25 75
English Learners - 23 23 77 - 9 9 91 - 11 11 89
Military Connected 8 69 77 23 < < 100 0
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < 100 0
Hispanic < < < <
Students with Disabilities < < 100 0
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
School---
Division560542701
State4,0064,4606,361
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 2021-20222022-20232023-2024
Grade 9750704714
Grade 10730758678
Grade 11651676684
Grade 12626621668
Post Graduate4--
Total Students2,7612,7592,744

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students276127592744
Female143513761350
Male132613811391
American Indian654
Asian408378360
Black478468446
Hispanic106911691233
Native Hawaiian9812
White661606569
Multiple Races130125120
Students with Disabilities224249253
Students without Disabilities253725102491
Economically Disadvantaged119212491090
Not Economically Disadvantaged156915101654
English Learners411536586
Not English Learners235022232158
Homeless51218
Military Connected697276
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2024: All Students

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 427 240 10 1 16 5
Division 3541 3188 151 33 295 88
State 50340 39360 1868 906 4434 1716
Female School 236 102 5 0 3 3
Division 1933 1446 62 11 98 33
State 27397 17331 608 349 1644 700
Male School 191 137 5 1 13 2
Division 1602 1734 89 22 196 55
State 22883 21948 1258 556 2786 1013
American Indian School < < < < 0 <
Division 7 8 0 1 1 0
State 108 117 5 4 10 3
Asian School 90 16 0 0 0 0
Division 469 221 18 0 3 3
State 6021 1445 96 16 68 37
Black School 93 26 3 0 0 3
Division 711 662 49 9 34 31
State 8112 10542 637 224 1119 708
Hispanic School 125 141 3 1 12 1
Division 912 1429 38 10 223 36
State 7128 8364 268 133 1854 356
Native Hawaiian School < < < < 0 <
Division 11 8 0 0 0 0
State 97 61 3 3 2 2
White School 98 49 3 0 3 1
Division 1233 700 27 9 27 9
State 25863 16576 761 464 1211 504
Multiple Races School 15 7 1 0 1 0
Division 198 160 19 4 7 9
State 3011 2255 98 62 170 106
Students with Disabilities School 8 33 10 0 2 0
Division 78 543 151 8 54 1
State 1432 7468 1868 125 867 114
Economically Disadvantaged School 153 139 3 1 9 2
Division 902 1506 69 13 136 47
State 12777 21116 1106 493 2351 1207
English Learners School 19 61 5 1 10 0
Division 121 590 46 2 178 0
State 1583 4218 262 26 1426 145
Homeless School < < < < 0 <
Division 12 48 2 3 9 5
State 197 697 48 28 170 78
Military Connected School 21 2 0 0 0 0
Division 166 87 1 2 7 2
State 2525 1494 44 18 52 31
Foster Care School < < < < < <
Division < < < < < <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students6996779767897162
Female349343983439831
Male3493339533496134
American Indian<<100<10000
Asian10610610010610000
Black125122981229800
Hispanic2832699527095124
Native Hawaiian<<100<10000
White154150971509732
Multiple Races242396239614
Students with Disabilities535196519624
Economically Disadvantaged307295962969693
English Learners96858986901010
Homeless<<100<10000
Military Connected23231002310000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken890 / 32.28%872 / 31.61%16 / .58%
Advanced Placement Course Enrollment970 / 35.18%948 / 34.36%947 / 34.52%
Dual Enrollment22 / .8%139 / 5.04%195 / 7.11%
Governor's School Enrollment69 / 2.5%84 / 3.04%79 / 2.88%
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

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool52338726
Division6,4494,50930
State87,31757,08135
FemaleSchool28722522
Division3,1922,41724
State43,70531,57728
MaleSchool23616231
Division3,2572,09236
State43,61225,50442
American IndianSchool<<100
Division251924
State23213044
AsianSchool91839
Division62655212
State6,7415,86213
BlackSchool806519
Division1,29093528
State18,62410,60143
HispanicSchool1639641
Division2,0161,11645
State12,1106,62245
Native HawaiianSchool<<100
Division171418
State1329330
WhiteSchool15811925
Division2,0851,59923
State45,09830,84432
Multiple RacesSchool272122
Division39027430
State4,3802,92933
Students with DisabilitiesSchool311745
Division55226652
State8,1853,54857
Economically DisadvantagedSchool16811432
Division2,3531,40840
State30,33514,98751
English LearnersSchool843756
Division1,06453250
State6,5793,31950
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
Industry CertificationSchool226101529
 Division3,3634,1916,228
 State95,688100,255101,956
Workplace ReadinessSchool154478-
 Division2,1112,615674
 State44,34841,81935,066
Total Credentials EarnedSchool380579533
 Division5,4926,8416,951
 State143,862147,481142,668
Students Earning One or More CredentialsSchool320543441
 Division4,7515,7086,148
 State115,682117,932115,611
CTE CompletersSchool366367451
 Division3,6703,6084,077
 State45,09446,02848,628
State LicensuresSchool--3
 Division183448
 State1,2361,5632,069
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division15-17
 State7619621,022
NOCTI AssessmentsSchool--1
 Division-11
 State2,5903,8443,577

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

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

Per-Pupil Expenditures 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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,9488202,0596762,063612
Female9764559853771,007310
Male9723651,0742961,054300
American Indian<<<<<<
Asian326903106730452
Black396764016538850
Hispanic664410784377812389
Native Hawaiian<<7392
White45920746013446095
Multiple Races903595288823
Students with Disabilities1231001589115484
Economically Disadvantaged772442924411918410
English Learners247184352177367202
Homeless66617514
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 1,288
Relationship Behaviors without Physical Harm 34
Behaviors of a Safety Concern 281
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 59
Behaviors used to determine Persistently Dangerous Schools 1

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.1
Asian14.81.513.76.213.12
Black17.315.41712.316.312.1
Hispanic38.747.742.4604573.7
Native Hawaiian0.30.30.4
White23.929.22216.920.710.1
Multiple Races4.76.24.54.64.42
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.1
Asian14.813.713.1
Black17.31716.350
Hispanic38.742.445
Native Hawaiian0.30.30.4
White23.92210020.750
Multiple Races4.71004.54.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.1
Asian14.813.713.1
Black17.31716.3100
Hispanic38.742.445
Native Hawaiian0.30.30.4
White23.92220.7
Multiple Races4.74.54.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 34.947.553
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 3817.319.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 69.660.852.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202228%70%1%1%
2022-202326%70%1%3%
2023-202426%71%2%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-NoYes - CP
AsianYes - No CPNo-NoYes - No CP
BlackYes - No CPYes-YesYes - No CP
HispanicYes - No CPYes-NoYes - CP
WhiteYes - No CPYes-NoYes - CP
Multiple RacesYesYes-NoTS
Economically DisadvantagedYes - No CPYes-NoYes - CP
English LearnersNoYesNoNoYes - CP
Students with DisabilitiesYes - No CPYes-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 Students87%89%79%88%
Asian93%96%91%88%
Black93%95%68%88%
Hispanic78%79%68%88%
White93%95%85%88%
Multiple Races95%93%83%88%
Economically Disadvantaged78%82%68%88%
English Learners37%38%60%88%
Students with Disabilities58%63%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 Students79%82%74%85%
Asian89%89%90%85%
Black82%85%61%85%
Hispanic73%76%63%85%
White79%85%81%85%
Multiple Races74%82%77%85%
Economically Disadvantaged75%78%62%85%
English Learners69%66%58%85%
Students with Disabilities60%59%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 Students72%
Asian84%
Black84%
Hispanic58%
White80%
Multiple Races70%
Economically Disadvantaged60%
English Learners27%
Students with Disabilities44%

< = 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 Students93%84%84%
Asian98%90%84%
Black95%83%84%
Hispanic88%83%84%
White95%86%84%
Multiple Races92%89%84%
Economically Disadvantaged89%82%84%
English Learners78%77%84%
Students with Disabilities70%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 Students23%24%12%10%
Asian15%16%10%10%
Black11%13%12%10%
Hispanic32%32%12%10%
White17%20%12%10%
Multiple Races21%22%12%10%
Economically Disadvantaged31%31%13%10%
English Learners36%35%12%10%
Students with Disabilities35%36%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 Progress48%54%58%
English Learner Proficiency6%--

< = 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 Progress17436248%
English Learner Proficiency254356%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students95%5%94%6%95%5%
Asian99%1%94%6%98%2%
Black97%3%94%6%96%4%
Hispanic91%9%94%6%93%7%
White96%4%95%5%96%4%
Multiple Races100%-96%4%100%-
Economically Disadvantaged92%8%93%7%94%6%
Not Economically Disadvantaged96%4%96%4%--
English Learners83%17%91%9%90%10%
Students with Disabilities83%17%88%12%88%12%
Students without Disabilities96%4%95%5%--
Female95%5%93%7%--
Male94%6%95%5%--
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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