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Pennington Traditional

General school information

Category: Elementary (01-08) School
Phone: 703-369-6644
Address: 9305 Stonewall Rd. Manassas, VA 20110
Principal: Michael Kelchlin
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 945
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

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 24 69 93 7 24 67 91 9 27 66 93 7
Female 26 67 94 6 31 63 93 7 30 65 95 5
Male 20 71 92 8 17 72 89 11 24 67 91 9
Asian 30 63 93 7 25 69 93 7 29 66 95 5
Black 19 71 90 10 22 68 91 9 24 68 93 8
Hispanic 8 81 89 11 13 68 81 19 21 64 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 28 67 96 4 28 65 94 6 28 66 94 6
Multiple Races 37 63 100 0 37 63 100 0 44 56 100 0
Students with Disabilities 10 59 69 31 5 54 59 41 5 68 73 27
Students without Disabilities 24 70 94 6 25 68 94 6 29 65 95 5
Economically Disadvantaged 17 68 85 15 14 68 82 18 19 66 84 16
Not Economically Disadvantaged 26 70 96 4 28 67 95 5 30 66 96 4
English Learners - 66 66 34 - 56 56 44 - 57 57 43
Military Connected 7 93 100 0 50 50 100 0 < < 100 0
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 26 61 87 13 11 77 88 12 19 65 85 15
Female 37 53 90 10 17 76 93 7 23 63 86 14
Male 11 71 83 17 5 79 83 17 15 68 83 17
Asian 41 45 86 14 10 85 95 5 10 76 86 14
Black 35 47 82 18 5 81 86 14 19 63 81 19
Hispanic 11 67 78 22 - 80 80 20 21 58 79 21
White 17 79 96 4 15 69 85 15 18 68 86 14
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 27 62 89 11 12 78 89 11 20 64 84 16
Economically Disadvantaged 15 50 65 35 4 69 73 27 17 56 72 28
Not Economically Disadvantaged 31 66 97 3 14 81 95 5 20 68 88 12
English Learners < < < < < < < < - 73 73 27
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 26 68 94 6 24 68 93 7 22 75 96 4
Female 31 64 95 5 31 63 94 6 24 76 100 0
Male 22 71 93 7 13 77 90 10 19 74 93 7
Asian 30 65 96 4 38 57 95 5 35 65 100 0
Black 17 72 89 11 22 67 89 11 24 71 95 5
Hispanic 18 82 100 0 12 76 88 12 20 70 90 10
White 27 65 92 8 20 76 96 4 12 85 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 28 67 95 5 27 69 96 4 22 75 97 3
Economically Disadvantaged 19 76 95 5 16 72 88 12 17 71 88 13
Not Economically Disadvantaged 29 65 94 6 28 67 95 5 24 76 100 0
English Learners - 86 86 14 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 11 80 90 10 19 70 89 11 29 63 92 8
Female 9 80 89 11 28 64 92 8 35 60 94 6
Male 13 79 92 8 13 74 87 13 19 69 88 13
Asian 18 77 95 5 18 64 82 18 38 63 100 0
Black - 88 88 12 17 72 89 11 22 61 83 17
Hispanic < < < < 18 64 82 18 31 56 88 13
White 17 78 96 4 20 76 96 4 20 72 92 8
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 81 91 9 21 70 91 9 32 62 93 7
Economically Disadvantaged 10 65 75 25 9 68 77 23 17 67 83 17
Not Economically Disadvantaged 11 84 95 5 23 70 93 7 33 62 95 5
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 67 94 6 31 57 88 12 26 69 95 5
Female 32 65 97 3 30 60 89 11 36 61 97 3
Male 22 69 92 8 33 53 86 14 19 75 94 6
Asian 43 50 93 7 30 65 95 5 22 70 91 9
Black 17 79 96 4 31 62 92 8 22 72 94 6
Hispanic 7 80 87 13 10 40 50 50 < < < <
White 36 60 96 4 38 54 92 8 37 63 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 70 99 1 31 60 91 9 29 68 97 3
Economically Disadvantaged 17 71 88 13 10 65 75 25 19 71 90 10
Not Economically Disadvantaged 31 66 97 3 38 54 92 8 29 68 97 3
English Learners < < < < < < < < < < < <
Military Connected < < 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 22 73 95 5 26 67 93 7 27 69 95 5
Female 24 71 96 4 39 55 94 6 20 76 96 4
Male 19 76 95 5 17 75 92 8 34 61 95 5
Asian 14 82 95 5 8 92 100 0 24 76 100 0
Black 26 61 87 13 29 63 92 8 20 80 100 0
Hispanic 8 92 100 0 20 60 80 20 10 70 80 20
White 28 72 100 0 33 63 96 4 42 50 92 8
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 22 73 95 5 28 69 97 3 29 68 96 4
Economically Disadvantaged 22 72 94 6 17 71 88 13 18 68 86 14
Not Economically Disadvantaged 22 73 95 5 30 65 95 5 30 69 98 2
English Learners < < < < < < < < < < < <
Military Connected < < 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 30 67 96 4 32 65 98 2 41 53 94 6
Female 27 71 98 2 39 59 98 2 47 50 97 3
Male 33 63 95 5 24 73 97 3 37 54 91 9
Asian 36 55 91 9 36 59 95 5 53 40 93 7
Black 29 71 100 0 26 70 96 4 36 59 95 5
Hispanic 6 94 100 0 17 83 100 0 29 57 86 14
Native Hawaiian < < 100 0 < < 100 0
White 48 48 95 5 53 47 100 0 42 54 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 31 66 97 3 33 65 99 1 44 55 99 1
Economically Disadvantaged 19 77 96 4 35 59 94 6 26 58 84 16
Not Economically Disadvantaged 35 62 96 4 31 67 98 2 46 51 97 3
English Learners < < < < < < < < < < < <
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 28 66 94 6 33 61 94 6 39 57 96 4
Female 25 69 94 6 30 63 93 7 34 62 96 4
Male 30 63 93 7 36 58 94 6 44 51 96 4
Asian 40 56 96 4 42 55 97 3 54 45 99 1
Black 18 74 92 8 23 68 91 9 33 60 93 8
Hispanic 10 83 93 7 16 72 88 12 24 71 95 5
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 31 62 93 7 37 57 94 6 38 58 96 4
Multiple Races 48 52 100 0 63 37 100 0 48 52 100 0
Students with Disabilities 17 59 76 24 11 54 65 35 15 63 78 23
Students without Disabilities 28 67 95 5 35 61 96 4 41 56 98 2
Economically Disadvantaged 19 70 89 11 16 72 87 13 27 66 93 7
Not Economically Disadvantaged 31 65 96 4 39 57 96 4 43 54 97 3
English Learners - 79 79 21 - 81 81 19 14 76 90 10
Military Connected 36 64 100 0 44 56 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 73 92 8 20 66 87 13 23 68 90 10
Female 12 84 96 4 22 66 88 12 14 77 91 9
Male 29 57 86 14 19 67 86 14 32 59 90 10
Asian 36 55 91 9 15 80 95 5 19 81 100 0
Black 12 71 82 18 10 67 76 24 19 56 75 25
Hispanic - 94 94 6 - 80 80 20 32 63 95 5
White 21 75 96 4 31 58 88 12 23 64 86 14
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 73 94 6 20 68 88 12 24 71 95 5
Economically Disadvantaged 15 69 85 15 4 73 77 23 22 67 89 11
Not Economically Disadvantaged 21 74 95 5 28 63 91 9 23 68 91 9
English Learners < < < < < < < < 27 64 91 9
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 20 76 96 4 28 65 93 7 23 73 96 4
Female 23 77 100 0 25 67 92 8 22 73 95 5
Male 18 76 93 7 32 61 94 6 24 74 98 2
Asian 17 83 100 0 52 48 100 0 40 60 100 0
Black 11 89 100 0 17 72 89 11 19 76 95 5
Hispanic 18 82 100 0 12 76 88 12 - 90 90 10
White 19 69 88 12 28 64 92 8 19 77 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 22 75 96 4 31 64 95 5 23 74 97 3
Economically Disadvantaged - 90 90 10 24 64 88 12 13 75 88 13
Not Economically Disadvantaged 27 71 98 2 30 65 95 5 27 73 100 0
English Learners - 100 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 41 54 95 5 42 55 98 2 50 44 94 6
Female 31 62 93 7 36 64 100 0 46 50 96 4
Male 53 45 97 3 47 49 96 4 56 34 91 9
Asian 59 41 100 0 41 59 100 0 83 17 100 0
Black 27 62 88 12 33 67 100 0 39 44 83 17
Hispanic < < < < 45 55 100 0 25 69 94 6
White 43 57 100 0 40 52 92 8 44 52 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 39 56 95 5 46 53 99 1 53 43 96 4
Economically Disadvantaged 30 60 90 10 27 64 91 9 38 58 96 4
Not Economically Disadvantaged 44 52 97 3 48 52 100 0 55 38 93 7
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 8 72 81 19 11 80 91 9 29 68 97 3
Female 10 67 77 23 14 75 89 11 26 71 97 3
Male 7 76 83 17 6 89 94 6 32 66 97 3
Asian 27 64 91 9 < < 100 0 25 75 100 0
Black 4 83 87 13 - 89 89 11 33 61 94 6
Hispanic - 71 71 29 < < < < < < 100 0
White 10 60 70 30 21 79 100 0 29 67 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 77 86 14 12 84 96 4 31 67 98 2
Economically Disadvantaged 9 70 78 22 - 82 82 18 5 90 95 5
Not Economically Disadvantaged 8 73 82 18 16 78 95 5 38 60 98 2
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 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 10 85 96 4 2 86 89 11 9 89 97 3
Female 8 88 96 4 - 94 94 6 5 95 100 0
Male 13 83 96 4 4 82 86 14 14 79 93 7
Asian 13 80 93 7 < < < < < < 100 0
Black 17 75 92 8 7 80 87 13 - 100 100 0
Hispanic < < 100 0 - 91 91 9 < < < <
White < < 100 0 - 92 92 8 10 90 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 11 85 96 4 3 95 97 3 10 87 97 3
Economically Disadvantaged 7 87 93 7 - 88 88 13 13 81 94 6
Not Economically Disadvantaged 12 85 97 3 4 86 89 11 5 95 100 0
English Learners < < < < < < 100 0 < < < <
Military Connected < < 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 27 72 99 1 34 63 97 3 43 55 99 1
Female 26 72 98 2 27 67 94 6 41 59 100 0
Male 28 72 100 0 42 58 100 0 45 53 97 3
Asian 41 53 94 6 50 47 97 3 67 27 93 7
Black 14 86 100 0 21 75 96 4 25 75 100 0
Hispanic 12 88 100 0 7 87 93 7 10 90 100 0
White 32 68 100 0 44 56 100 0 45 55 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 29 70 99 1 35 63 98 2 46 54 100 0
Economically Disadvantaged 17 78 94 6 20 76 96 4 47 47 93 7
Not Economically Disadvantaged 30 70 100 0 39 58 97 3 42 58 100 0
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 89 11 100 0 100 - 100 0 84 16 100 0
Female 93 7 100 0 100 - 100 0 80 20 100 0
Male 85 15 100 0 100 - 100 0 88 12 100 0
Asian 83 17 100 0 < < 100 0 84 16 100 0
Black < < 100 0 100 - 100 0 82 18 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 91 9 100 0 100 - 100 0 92 8 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 88 12 100 0 100 - 100 0 84 16 100 0
Economically Disadvantaged 80 20 100 0 < < 100 0 80 20 100 0
Not Economically Disadvantaged 92 8 100 0 100 - 100 0 85 15 100 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 < < 100 0 < < 100 0 100 - 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 < < 100 0 100 - 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 100 - 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
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 30 63 93 7 33 59 91 9 37 58 94 6
Female 24 66 91 9 30 59 89 11 33 61 94 6
Male 36 60 96 4 36 58 94 6 40 55 95 5
Asian 32 64 95 5 27 59 86 14 49 51 100 0
Black 23 68 90 10 32 59 90 10 30 60 90 10
Hispanic 15 70 85 15 30 61 91 9 17 70 87 13
Native Hawaiian < < 100 0 < < 100 0
White 41 57 98 2 38 57 95 5 46 52 98 2
Multiple Races < < 100 0 43 57 100 0 < < 100 0
Students with Disabilities 55 27 82 18 - 70 70 30 17 33 50 50
Students without Disabilities 28 66 94 6 35 58 93 7 38 60 98 2
Economically Disadvantaged 17 67 85 15 26 59 85 15 19 72 91 9
Not Economically Disadvantaged 35 62 97 3 35 58 94 6 43 53 96 4
English Learners < < < < - 50 50 50 < < < <
Military Connected < < 100 0 < < 100 0 < < 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 39 54 93 7 37 53 90 10 36 56 92 8
Female 31 60 91 9 33 50 83 17 31 62 92 8
Male 47 47 95 5 40 55 96 4 44 47 91 9
Asian 45 55 100 0 32 50 82 18 50 50 100 0
Black 27 62 88 12 33 56 89 11 22 61 83 17
Hispanic < < < < 45 45 91 9 25 56 81 19
White 43 52 96 4 36 60 96 4 40 56 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 37 57 94 6 41 50 91 9 37 59 96 4
Economically Disadvantaged 25 60 85 15 32 50 82 18 17 71 88 13
Not Economically Disadvantaged 43 52 95 5 39 54 93 7 43 50 93 7
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 73 94 6 28 64 93 7 38 60 97 3
Female 17 73 90 10 27 66 93 7 38 59 97 3
Male 25 73 98 3 30 62 92 8 38 60 98 2
Asian 18 73 91 9 23 68 91 9 47 53 100 0
Black 14 79 93 7 30 61 91 9 36 59 95 5
Hispanic 6 83 89 11 17 75 92 8 7 86 93 7
Native Hawaiian < < 100 0 < < 100 0
White 38 62 100 0 41 53 94 6 52 48 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 19 76 95 5 29 65 95 5 40 60 100 0
Economically Disadvantaged 12 73 85 15 18 71 88 12 21 74 95 5
Not Economically Disadvantaged 25 73 98 2 31 63 94 6 43 55 98 2
English Learners < < 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
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 42 93 7 56 37 93 7 51 40 91 9
Female 44 48 91 9 52 40 92 8 47 48 95 5
Male 58 38 95 5 62 34 96 4 55 33 88 13
Asian 56 36 91 9 67 28 95 5 66 31 97 3
Black 47 44 91 9 49 44 93 7 51 37 88 12
Hispanic 34 62 97 3 45 41 86 14 25 58 83 17
Native Hawaiian < < 100 0 < < 100 0
White 51 43 94 6 52 43 95 5 50 40 90 10
Multiple Races 91 9 100 0 < < 100 0 < < 100 0
Students with Disabilities 50 42 92 8 20 50 70 30 9 64 73 27
Students without Disabilities 51 42 93 7 58 37 95 5 54 38 92 8
Economically Disadvantaged 38 53 91 9 45 40 86 14 40 37 77 23
Not Economically Disadvantaged 56 38 94 6 60 36 96 4 55 41 96 4
English Learners 13 67 80 20 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 63 37 100 0 64 33 98 2 67 31 97 3
Female 56 44 100 0 59 39 98 2 66 34 100 0
Male 70 30 100 0 70 27 97 3 67 28 96 4
Asian 73 27 100 0 64 32 95 5 80 20 100 0
Black 64 36 100 0 57 39 96 4 73 27 100 0
Hispanic 33 67 100 0 58 42 100 0 36 57 93 7
Native Hawaiian < < 100 0 < < 100 0
White 71 29 100 0 71 29 100 0 67 29 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 62 38 100 0 67 32 99 1 71 27 99 1
Economically Disadvantaged 46 54 100 0 59 35 94 6 63 32 95 5
Not Economically Disadvantaged 71 29 100 0 66 33 98 2 68 31 98 2
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 39 48 87 13 48 41 89 11 36 48 84 16
Female 31 51 82 18 45 41 86 14 32 59 90 10
Male 47 44 91 9 52 42 94 6 40 38 79 21
Asian 39 43 83 17 71 24 95 5 55 40 95 5
Black 33 50 83 17 39 50 89 11 29 48 76 24
Hispanic 36 55 91 9 35 41 76 24 10 60 70 30
White 35 54 88 12 40 52 92 8 35 50 85 15
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 41 47 87 13 49 41 91 9 38 48 86 14
Economically Disadvantaged 29 52 81 19 36 44 80 20 21 42 63 38
Not Economically Disadvantaged 43 46 89 11 53 40 93 7 42 51 93 7
English Learners 14 64 79 21 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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---
Division542701598
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Grade 1757272
Grade 2787879
Grade 3848484
Grade 4848484
Grade 5848485
Grade 6848484
Grade 7828483
Grade 8838180
Total Enrollment654651651

< = 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 Students654651651
Female332336338
Male322315313
American Indian111
Asian165162173
Black153151146
Hispanic112107103
Native Hawaiian212
White182190188
Multiple Races393938
Students with Disabilities384655
Students without Disabilities616605596
Economically Disadvantaged167157161
Not Economically Disadvantaged487494490
English Learners109115118
Not English Learners545536533
Homeless1--
Military Connected191917
< = 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 Students616356212462919
Female319123181532710
Male2972330393029
American Indian<<<<--
Asian1481515381656
Black150314541441
Hispanic1001110431004
Native Hawaiian<<<<<<
White176617981826
Multiple Races390381371
Students with Disabilities361431521
Economically Disadvantaged1641116951707
English Learners941311231097
Homeless<<----
< = 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 Progress12
Behaviors related to School Operations24
Relationship Behaviors without Physical Harm21
Behaviors of a Safety Concern3
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others15

< = 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 14 8
Out-of-School Suspension 9 9
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 13 1
Bus Suspension 0 2

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 283031.7
< = 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 16.626.627.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 71.869.264.6
< = 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
2022-202344%56%0%0%
2023-202448%52%0%0%
2024-202549%49%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-Yes-
AsianYes - CPYes-Yes-
BlackYes - CPYes-Yes-
HispanicYes - No CPYes-Yes-
WhiteYes - No CPYes-Yes-
Multiple RacesYesYes-Yes-
Economically DisadvantagedYes - No CPYes-Yes-
English LearnersYes - No CPYesYesYes-
Students with DisabilitiesYes - No CPYes-Yes-

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 Students91%92%79%88%
Asian93%93%91%88%
Black91%91%68%88%
Hispanic81%85%68%88%
White94%93%85%88%
Multiple Races100%100%83%88%
Economically Disadvantaged82%82%68%88%
English Learners78%78%60%88%
Students with Disabilities59%66%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 Students94%91%74%85%
Asian97%94%90%85%
Black91%89%61%85%
Hispanic88%86%63%85%
White94%92%81%85%
Multiple Races100%98%77%85%
Economically Disadvantaged87%85%62%85%
English Learners88%81%58%85%
Students with Disabilities65%64%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 Students91%
Asian86%
Black90%
Hispanic91%
White95%
Multiple Races100%
Economically Disadvantaged85%
English Learners72%
Students with Disabilities70%

< = 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 Students4%5%12%10%
Asian5%7%10%10%
Black3%2%12%10%
Hispanic3%6%12%10%
White4%4%12%10%
Multiple Races3%1%12%10%
Economically Disadvantaged3%5%13%10%
English Learners3%7%12%10%
Students with Disabilities2%2%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 Progress69%54%58%
English Learner Proficiency33%--

< = 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 Progress355169%
English Learner Proficiency175233%

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%-
White100%-100%-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 Students93%96%
Asian94%98%
Black94%95%
Hispanic83%91%
White97%96%
Multiple Races100%100%
Economically Disadvantaged86%91%
English Learners79%88%
Students with Disabilities70%70%

< = 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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