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Prince George High

General school information

Category: High (09-12) School
Phone: 804-733-2720
Address: 7801 Laurel Spring Rd Prince George, VA 23875
Principal: Mr. Matthew Bryce McAllister
Superintendent: Dr. Douglas Wayne Lyle Jr.
School Number: 20
Region: 1
Division: Prince George County Public Schools
Division Number: 74
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

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Enrollment

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Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 69 88 12 16 62 78 22 20 61 81 19
Female 25 67 92 8 17 62 79 21 22 57 79 21
Male 14 70 85 15 16 62 78 22 19 64 83 17
American Indian < < 100 0 < < < <
Asian < < < < 42 50 92 8 < < 100 0
Black 13 72 86 14 12 60 72 28 13 65 78 22
Hispanic 14 72 86 14 12 53 65 35 15 54 69 31
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 65 90 10 17 68 85 15 27 59 86 14
Multiple Races 24 68 92 8 36 48 84 16 25 68 93 7
Students with Disabilities 11 44 55 45 6 32 38 62 2 40 43 57
Students without Disabilities 21 73 94 6 18 65 83 17 23 63 86 14
Economically Disadvantaged 15 70 85 15 10 60 71 29 10 64 74 26
Not Economically Disadvantaged 24 67 91 9 21 63 84 16 31 57 88 12
English Learners < < < < - - - 100 - 20 20 80
Military Connected 15 72 87 13 18 64 82 18 27 64 91 9
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 68 88 12 16 62 78 22 20 61 81 19
Female 25 67 91 9 17 62 79 21 22 57 79 21
Male 15 70 84 16 16 62 78 22 19 64 83 17
American Indian < < 100 0 < < < <
Asian < < < < 42 50 92 8 < < 100 0
Black 14 72 86 14 12 60 72 28 13 65 78 22
Hispanic 14 72 86 14 12 53 65 35 15 54 69 31
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 65 90 10 17 68 85 15 27 59 86 14
Multiple Races 25 67 92 8 36 48 84 16 25 68 93 7
Students with Disabilities 11 44 55 45 6 32 38 62 2 40 43 57
Students without Disabilities 22 72 94 6 18 65 83 17 23 63 86 14
Economically Disadvantaged 15 69 84 16 10 60 71 29 10 64 74 26
Not Economically Disadvantaged 24 67 91 9 21 63 84 16 31 57 88 12
English Learners < < < < - - - 100 - 20 20 80
Military Connected 15 71 87 13 18 64 82 18 27 64 91 9
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 81 19 15 62 77 23 13 57 70 30
Female 18 68 86 14 15 65 80 20 18 56 74 26
Male 10 64 75 25 15 59 74 26 9 57 66 34
American Indian < < 100 0 < < < <
Asian < < < < 45 55 100 0 < < 100 0
Black 6 69 75 25 6 63 69 31 6 57 62 38
Hispanic 6 70 75 25 11 57 68 32 9 44 53 47
Native Hawaiian < < < < < < 100 0 < < 100 0
White 20 64 84 16 19 64 83 17 19 61 80 20
Multiple Races 22 65 86 14 27 59 86 14 16 68 84 16
Students with Disabilities - 44 44 56 4 41 44 56 2 21 23 77
Students without Disabilities 17 70 86 14 16 64 79 21 15 61 75 25
Economically Disadvantaged 8 66 74 26 8 63 71 29 3 57 61 39
Not Economically Disadvantaged 19 67 86 14 20 62 82 18 22 56 79 21
English Learners < < < < - - - 100 - - - 100
Military Connected 13 68 81 19 15 67 81 19 17 67 84 16
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 81 19 15 62 77 23 13 57 70 30
Female 18 68 86 14 15 65 80 20 18 56 74 26
Male 10 64 75 25 15 59 74 26 9 57 66 34
American Indian < < 100 0 < < < <
Asian < < < < 45 55 100 0 < < 100 0
Black 6 69 75 25 6 63 69 31 6 57 62 38
Hispanic 6 70 75 25 11 57 68 32 9 44 53 47
Native Hawaiian < < < < < < 100 0 < < 100 0
White 20 64 84 16 19 64 83 17 19 61 80 20
Multiple Races 22 65 86 14 27 59 86 14 16 68 84 16
Students with Disabilities - 44 44 56 4 41 44 56 2 21 23 77
Students without Disabilities 17 70 86 14 16 64 79 21 15 61 75 25
Economically Disadvantaged 8 66 74 26 8 63 71 29 3 57 61 39
Not Economically Disadvantaged 19 67 86 14 20 62 82 18 22 56 79 21
English Learners < < < < - - - 100 - - - 100
Military Connected 13 68 81 19 15 67 81 19 17 67 84 16
< = 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 5 75 81 19 4 74 77 23 3 79 83 17
Female 5 77 82 18 4 80 83 17 4 82 86 14
Male 6 74 79 21 3 68 71 29 3 76 79 21
Asian < < 100 0 8 83 92 8 < < < <
Black 2 75 77 23 1 69 70 30 3 76 79 21
Hispanic 9 71 79 21 2 78 80 20 3 77 80 20
Native Hawaiian < < 100 0 < < < < < < < <
White 5 79 84 16 6 76 82 18 4 83 86 14
Multiple Races 7 74 81 19 2 73 76 24 2 85 88 12
Students with Disabilities 1 56 57 43 1 54 55 45 1 67 68 32
Students without Disabilities 6 79 85 15 4 77 81 19 4 81 85 15
Economically Disadvantaged 3 73 76 24 2 72 74 26 2 77 80 20
Not Economically Disadvantaged 8 78 86 14 5 75 80 20 4 81 86 14
English Learners - 53 53 47 - 73 73 27 4 84 88 12
Military Connected 9 75 84 16 6 71 77 23 5 79 84 16
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 5 76 81 19 3 76 79 21 3 85 88 12
Female 5 78 83 17 3 81 84 16 4 86 90 10
Male 5 74 79 21 3 71 73 27 2 83 86 14
Asian < < 100 0 10 80 90 10 < < < <
Black 3 75 78 22 1 72 73 27 3 84 87 13
Hispanic 9 73 81 19 2 80 82 18 5 84 89 11
Native Hawaiian < < 100 0 < < < <
White 4 79 83 17 5 75 81 19 3 87 89 11
Multiple Races 6 77 84 16 - 83 83 17 3 79 83 17
Students with Disabilities 1 55 56 44 - 59 59 41 1 72 73 27
Students without Disabilities 5 80 86 14 3 79 82 18 4 87 91 9
Economically Disadvantaged 3 73 76 24 2 74 76 24 3 84 87 13
Not Economically Disadvantaged 7 80 87 13 4 78 81 19 4 85 89 11
English Learners - 54 54 46 - 74 74 26 5 80 85 15
Military Connected 9 75 84 16 6 73 80 20 7 84 91 9
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 75 78 22 1 68 69 31 4 62 66 34
Female - 78 78 22 - 75 75 25 5 70 75 25
Male 6 73 79 21 2 60 62 38 3 56 59 41
Asian < < 100 0 < < < <
Black - 63 63 38 - 54 54 46 3 50 53 47
Hispanic < < < < - 67 67 33 - 56 56 44
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 5 79 84 16 2 83 86 14 7 67 75 25
Multiple Races < < < < < < < < - 100 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 76 79 21 1 72 73 27 4 65 69 31
Economically Disadvantaged - 71 71 29 - 67 67 33 - 49 49 51
Not Economically Disadvantaged 4 78 82 18 1 69 70 30 6 71 78 23
English Learners < < < < < < < < < < 100 0
Military Connected 6 83 89 11 - 68 68 32 3 67 69 31
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 68 85 15 18 67 85 15 4 82 86 14
Female 15 67 81 19 20 80 100 0 - 88 88 12
Male 23 69 92 8 15 46 62 38 9 73 82 18
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 19 71 90 10 24 67 90 10 - 100 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 18 68 85 15 19 68 87 13 4 81 85 15
Economically Disadvantaged 10 70 80 20 < < < < 9 64 73 27
Not Economically Disadvantaged 20 67 87 13 20 68 88 12 - 94 94 6
Military Connected 15 62 77 23 18 55 73 27 - 73 73 27
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 4 68 72 28 1 64 65 35 2 64 66 34
Female 3 68 72 28 1 64 65 35 1 67 68 32
Male 4 68 72 28 2 63 65 35 3 62 64 36
American Indian < < < < < < < < < < < <
Asian < < < < - 91 91 9 - 100 100 0
Black 1 61 62 38 1 52 53 47 1 53 54 46
Hispanic 2 74 76 24 - 63 63 37 2 67 69 31
Native Hawaiian - 92 92 8 < < < < < < 100 0
White 6 71 77 23 2 72 74 26 2 70 72 28
Multiple Races 6 70 75 25 - 66 66 34 4 72 76 24
Students with Disabilities 3 48 51 49 1 34 35 65 1 38 38 62
Students without Disabilities 4 70 74 26 1 68 70 30 2 69 71 29
Economically Disadvantaged 1 64 66 34 - 57 57 43 1 58 59 41
Not Economically Disadvantaged 7 72 79 21 2 69 71 29 3 71 74 26
English Learners - 62 62 38 - 41 41 59 - 56 56 44
Military Connected 7 72 79 21 1 73 74 26 2 72 74 26
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 64 67 33 1 78 79 21 3 65 67 33
Female 4 65 69 31 - 79 80 20 1 66 67 33
Male 3 63 66 34 2 76 78 22 4 63 67 33
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black - 57 57 43 - 70 70 30 2 51 53 47
Hispanic - 76 76 24 - 74 74 26 4 65 69 31
Native Hawaiian < < < < < < 100 0 < < 100 0
White 6 66 71 29 2 82 84 16 2 72 73 27
Multiple Races 9 61 70 30 - 91 91 9 7 69 76 24
Students with Disabilities - 35 35 65 - 50 50 50 - 29 29 71
Students without Disabilities 4 67 71 29 1 80 81 19 3 69 72 28
Economically Disadvantaged 1 59 60 40 - 75 75 25 1 55 56 44
Not Economically Disadvantaged 6 69 74 26 2 80 81 19 4 74 78 22
English Learners - 80 80 20 < < < < - 58 58 42
Military Connected 6 72 78 22 1 86 87 13 3 70 73 27
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 19 19 81 - 22 22 78 - 32 32 68
Female - 9 9 91 < < < < - 36 36 64
Male - 30 30 70 < < < < < < < <
American Indian < < < <
Black - 14 14 86 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White < < < < < < < < < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 19 19 81 - 24 24 76 - 33 33 67
Economically Disadvantaged < < < < < < < < - 18 18 82
Not Economically Disadvantaged - 33 33 67 < < < < < < < <
Military Connected - 31 31 69 < < < < < < < <
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 78 82 18 1 54 55 45 1 66 66 34
Female 1 77 78 22 1 53 54 46 1 71 72 28
Male 7 78 85 15 2 56 57 43 1 61 61 39
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 75 75 25 1 42 43 57 - 57 57 43
Hispanic 5 72 77 23 - 54 54 46 - 69 69 31
Native Hawaiian < < 100 0 < < < <
White 8 81 89 11 3 64 67 34 1 70 72 28
Multiple Races - 84 84 16 - 54 54 46 - 74 74 26
Students with Disabilities - 70 70 30 - 29 29 71 2 46 48 52
Students without Disabilities 4 78 83 17 1 60 61 39 - 70 70 30
Economically Disadvantaged 1 75 75 25 - 47 47 53 - 65 65 35
Not Economically Disadvantaged 8 81 89 11 2 60 62 38 1 67 68 32
English Learners < < < < - 31 31 69 - 53 53 47
Military Connected 10 79 89 11 1 64 65 35 - 76 76 24
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 56 65 35 8 52 60 40 10 50 60 40
Female 9 53 62 38 7 51 57 43 8 51 59 41
Male 8 59 67 33 10 53 64 36 11 49 60 40
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 17 67 83 17 < < 100 0
Black 2 49 51 49 4 43 47 53 7 42 48 52
Hispanic 10 58 69 31 7 51 58 42 8 58 66 34
Native Hawaiian < < < < < < 100 0 < < 100 0
White 13 61 74 26 12 59 71 29 14 50 64 36
Multiple Races 10 60 69 31 12 53 65 35 6 67 73 27
Students with Disabilities 3 31 34 66 1 38 39 61 2 33 35 65
Students without Disabilities 10 59 69 31 9 54 64 36 11 52 63 37
Economically Disadvantaged 4 50 54 46 5 43 49 51 6 47 53 47
Not Economically Disadvantaged 15 63 78 22 11 60 71 29 14 54 68 32
English Learners - 17 17 83 - 42 42 58 - 50 50 50
Military Connected 12 62 74 26 9 60 69 31 10 63 74 26
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 59 60 40 - 35 35 65 1 34 35 65
Female 2 59 61 39 - 32 32 68 1 33 34 66
Male - 59 59 41 - 40 40 60 - 35 35 65
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 43 43 57 - 30 30 70 2 27 29 71
Hispanic - 69 69 31 - 37 37 63 - 41 41 59
Native Hawaiian < < 100 0
White 2 68 71 29 - 39 39 61 - 32 32 68
Multiple Races - 73 73 27 < < < < < < < <
Students with Disabilities - 44 44 56 - 27 27 73 - 18 18 82
Students without Disabilities 1 62 63 37 - 37 37 63 1 38 39 61
Economically Disadvantaged - 46 46 54 - 27 27 73 1 25 26 74
Not Economically Disadvantaged 2 73 75 25 - 43 43 57 - 48 48 52
English Learners < < < < - 50 50 50 - 30 30 70
Military Connected 3 61 64 36 - 61 61 39 - 69 69 31
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 71 29 12 60 72 28 15 61 76 24
Female 13 55 68 32 10 61 71 29 13 64 77 23
Male 11 63 74 26 14 59 73 27 16 57 74 26
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 55 58 42 6 52 58 42 11 57 67 33
Hispanic 14 57 71 29 12 61 73 27 12 69 81 19
Native Hawaiian < < < < < < 100 0 < < 100 0
White 17 64 80 20 15 65 81 19 19 59 78 22
Multiple Races 15 63 78 22 15 56 72 28 9 70 79 21
Students with Disabilities 4 27 31 69 2 43 45 55 4 43 47 53
Students without Disabilities 13 63 76 24 14 62 76 24 16 63 79 21
Economically Disadvantaged 5 54 59 41 8 52 60 40 10 61 71 29
Not Economically Disadvantaged 21 64 85 15 15 66 81 19 20 61 81 19
English Learners < < < < < < < < - 73 73 27
Military Connected 18 64 82 18 13 63 76 24 15 68 83 17
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 28 28 72 1 33 34 66 2 26 28 72
Female - 24 24 76 - 29 29 71 1 25 27 73
Male - 32 32 68 4 39 43 57 3 27 30 70
American Indian < < < <
Black - 28 28 72 - 19 19 81 - 15 15 85
Hispanic - 50 50 50 - 35 35 65 4 43 48 52
Native Hawaiian < < 100 0 < < 100 0
White - 20 20 80 4 42 46 54 3 19 22 78
Multiple Races < < < < < < < < - 55 55 45
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 28 28 72 1 34 35 65 2 26 28 72
Economically Disadvantaged - 26 26 74 - 26 26 74 - 24 24 76
Not Economically Disadvantaged - 31 31 69 3 41 44 56 4 28 33 67
English Learners < < < < < < < < < < < <
Military Connected - 52 52 48 5 50 55 45 3 38 41 59
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 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
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
School---
Division12127
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 9489493459
Grade 10499467498
Grade 11422452411
Grade 12386406422
Total Enrollment1,7961,8181,790

< = 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 Students179618181790
Female901909883
Male895908907
American Indian766
Asian182622
Black574575557
Hispanic216240288
Native Hawaiian191611
White842834780
Multiple Races120121126
Students with Disabilities238239223
Students without Disabilities155815791567
Economically Disadvantaged872885877
Not Economically Disadvantaged924933913
English Learners334754
Not English Learners176317711736
Homeless13102
Military Connected437254430
Foster Care637
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,3374281,3754041,338408
Female666215679208650205
Male671213696196688203
American Indian<<<<<<
Asian162234194
Black405158434129399136
Hispanic166511766222265
Native Hawaiian174132100
White634185633178591173
Multiple Races932892289626
Students with Disabilities151821696013759
Economically Disadvantaged579304599253616283
English Learners221324213917
Homeless71268<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion: Class of 2024: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2023-2024 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 184 223 18 3 34 10
Division 184 223 18 3 34 10
State 50354 39349 1875 907 4438 1716
Female School 116 103 8 1 15 4
Division 116 103 8 1 15 4
State 27408 17323 610 350 1645 701
Male School 68 120 10 2 19 6
Division 68 120 10 2 19 6
State 22886 21945 1263 556 2789 1012
American Indian School < < < < 0 <
Division < < < < 0 <
State 108 117 5 4 10 3
Asian School < < < < 0 <
Division < < < < 0 <
State 6025 1443 97 16 68 35
Black School 43 74 11 2 6 6
Division 43 74 11 2 6 6
State 8111 10540 640 225 1119 707
Hispanic School 23 26 2 0 8 1
Division 23 26 2 0 8 1
State 7130 8367 270 133 1858 359
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 97 61 3 3 2 2
White School 98 104 3 1 19 2
Division 98 104 3 1 19 2
State 25871 16565 763 464 1211 504
Multiple Races School 14 16 2 0 1 1
Division 14 16 2 0 1 1
State 3012 2256 97 62 170 106
Students with Disabilities School 5 40 18 0 6 1
Division 5 40 18 0 6 1
State 1430 7462 1875 125 868 115
Economically Disadvantaged School 52 104 14 2 16 9
Division 52 104 14 2 16 9
State 12779 21123 1108 494 2352 1214
English Learners School < < < < < <
Division < < < < < <
State 1583 4224 267 26 1427 150
Homeless School < < < < < <
Division < < < < < <
State 197 699 48 29 170 78
Military Connected School 30 42 4 0 3 1
Division 30 42 4 0 3 1
State 2527 1493 44 18 52 30
< = 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 Students4724259042891347
Female2472279222892156
Male2251988820089198
American Indian<<100<10000
Asian<<100<10000
Black142128901309264
Hispanic6051855185813
Native Hawaiian<<100<10000
White2272059020691198
Multiple Races343294329413
Students with Disabilities706390639069
Economically Disadvantaged1971708617287168
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected807695769534
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken78 / 4.34%65 / 3.58%41 / 2.29%
Advanced Placement Course Enrollment123 / 6.85%104 / 5.72%78 / 4.36%
Dual Enrollment113 / 6.29%131 / 7.21%167 / 9.33%
Governor's School Enrollment20 / 1.11%19 / 1.05%19 / 1.06%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool41725240
Division41725240
State87,94758,78733
FemaleSchool22516328
Division22516328
State44,12532,24627
MaleSchool1918854
Division1918854
State43,77126,52239
AsianSchool<<100
Division<<100
State7,3266,40613
BlackSchool1217538
Division1217538
State18,15310,95740
HispanicSchool432835
Division432835
State12,8667,34843
Native HawaiianSchool<<100
Division<<100
State1378736
WhiteSchool21612044
Division21612044
State44,45530,64531
Multiple RacesSchool312326
Division312326
State4,8373,23733
Students with DisabilitiesSchool381755
Division381755
State8,6323,93454
Economically DisadvantagedSchool1527551
Division1527551
State30,88916,12848
English LearnersSchool<<100
Division<<100
State7,5304,27343
American IndianSchool--100
Division--100
State17310738
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
NOCTI AssessmentsSchool465838
 Division465838
 State3,8443,5773,225
State LicensuresSchool11138
 Division11138
 State1,5732,0692,206
Industry CertificationSchool507498434
 Division507498434
 State100,965101,956105,973
Workplace ReadinessSchool115126166
 Division115126166
 State41,81935,06638,829
Total Credentials EarnedSchool679695646
 Division679695646
 State148,201142,668150,233
Students Earning One or More CredentialsSchool563524529
 Division563524529
 State118,467115,609120,035
CTE CompletersSchool220256308
 Division220256308
 State46,02848,64351,126
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State9621,022-

< = 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 Progress17
Behaviors related to School Operations111
Relationship Behaviors without Physical Harm78
Behaviors of a Safety Concern135
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others56

< = 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 117 122
Out-of-School Suspension 208 189
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 2 0
Bus Suspension 1 0

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 43.637.448.8
< = 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 19.128.123.9
< = 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 60.672.665.7
< = 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
2022-202343%49%2%6%
2023-202443%47%4%6%
2024-202549%44%3%4%
< = 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-NoYes - No CP
AsianTSTS-TSTS
BlackYes - No CPYes-NoYes - No CP
HispanicYes - No CPYes-NoYes - No CP
WhiteYes - No CPYes-NoYes - No CP
Multiple RacesYes - No CPNo-NoNo
Economically DisadvantagedYes - No CPYes-NoNo
English LearnersTSTSTSNoTS
Students with DisabilitiesNoYes-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 Students89%89%79%88%
Asian<85%91%88%
Black83%85%68%88%
Hispanic84%90%68%88%
White92%91%85%88%
Multiple Races94%88%83%88%
Economically Disadvantaged84%83%68%88%
English Learners<58%60%88%
Students with Disabilities49%52%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 Students80%79%74%85%
Asian<<90%85%
Black68%74%61%85%
Hispanic85%70%63%85%
White88%85%81%85%
Multiple Races67%72%77%85%
Economically Disadvantaged75%75%62%85%
English Learners<60%58%85%
Students with Disabilities64%56%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 Students77%
Asian<
Black62%
Hispanic81%
White83%
Multiple Races84%
Economically Disadvantaged71%
English Learners<
Students with Disabilities28%

< = 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 Students87%84%84%
Asian<90%84%
Black84%83%84%
Hispanic83%83%84%
White89%86%84%
Multiple Races88%89%84%
Economically Disadvantaged80%82%84%
English Learners70%77%84%
Students with Disabilities67%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%13%10%10%
Black23%26%12%10%
Hispanic27%25%12%10%
White22%22%12%10%
Multiple Races25%24%12%10%
Economically Disadvantaged30%32%13%10%
English Learners49%44%12%10%
Students with Disabilities28%31%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 Progress62%54%58%
English Learner Proficiency32%--

< = 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 Progress162662%
English Learner Proficiency113432%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%90%10%98%2%
Asian<<<<<<
Black96%4%90%10%98%2%
Hispanic100%-90%10%95%5%
White99%1%92%8%99%1%
Multiple Races100%-84%16%100%-
Economically Disadvantaged98%2%89%11%98%2%
Not Economically Disadvantaged99%1%91%9%--
English Learners<<<<<<
Students with Disabilities97%3%95%5%100%-
Students without Disabilities99%1%89%11%--
Female99%1%90%10%--
Male98%2%90%10%--
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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