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Mecklenburg County Public Schools

General school information

Division: Mecklenburg County Public Schools
Division Number: 58
Address: 175 Mayfield Drive Boydton, VA 23917
Superintendent: Dr. Scott Worner
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Chase City ElementaryAccredited
Clarksville ElementaryAccredited
LaCrosse Elementary Accredited
South Hill ElementaryAccredited
Middle Schools
Mecklenburg County MiddleAccredited with Conditions
High Schools
Mecklenburg County HighAccredited with Conditions

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 74 26 12 60 72 28 10 62 72 28
Female 14 65 79 21 13 61 74 26 10 63 73 27
Male 9 61 69 31 10 59 70 31 9 61 71 29
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 32 59 91 9 38 54 92 8 < < < <
Black 6 58 64 36 7 55 62 38 6 56 62 38
Hispanic 11 67 77 23 13 60 73 27 9 64 73 27
Native Hawaiian < < 100 0
White 17 65 82 18 15 65 80 20 13 67 79 21
Multiple Races 4 70 75 25 11 61 72 28 14 67 81 19
Students with Disabilities 8 30 38 62 12 33 44 56 10 33 43 57
Students without Disabilities 12 68 79 21 12 64 75 25 10 67 76 24
Economically Disadvantaged 5 62 67 33 7 58 65 35 5 60 66 34
Not Economically Disadvantaged 20 64 85 15 18 62 80 20 15 65 80 20
English Learners - 45 45 55 3 44 47 53 - 53 53 47
Homeless < < < < 7 57 64 36 12 54 65 35
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 63 73 27 11 55 66 34 8 60 68 32
Female 12 59 71 29 13 57 70 30 9 58 67 33
Male 8 68 76 24 9 54 63 37 8 61 69 31
Black 5 53 57 43 5 52 57 43 2 59 61 39
Hispanic 13 75 88 13 14 64 79 21 19 56 75 25
White 14 67 81 19 14 59 73 27 12 60 72 28
Multiple Races 6 88 94 6 17 50 67 33 14 57 71 29
Students with Disabilities 5 23 27 73 8 45 53 48 2 41 44 56
Students without Disabilities 11 67 77 23 11 57 68 32 9 63 72 28
Economically Disadvantaged 6 61 67 33 6 56 62 38 5 59 64 36
Not Economically Disadvantaged 18 67 85 15 19 54 73 27 13 61 74 26
English Learners < < < < - 80 80 20 < < < <
Homeless < < < < < < < <
Foster Care < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 74 26 13 62 75 25 11 61 72 28
Female 10 67 76 24 14 60 74 26 12 61 72 28
Male 7 65 73 27 12 65 77 23 10 61 71 29
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 3 60 63 37 7 56 63 37 7 50 57 43
Hispanic 6 72 78 22 24 59 82 18 14 71 86 14
White 13 68 82 18 14 68 82 18 14 69 83 17
Multiple Races 8 77 85 15 19 63 81 19 12 64 76 24
Students with Disabilities 14 34 49 51 8 38 46 54 14 43 57 43
Students without Disabilities 7 71 78 22 14 65 78 22 10 64 74 26
Economically Disadvantaged 4 69 72 28 8 60 68 32 7 58 65 35
Not Economically Disadvantaged 19 60 79 21 20 66 85 15 18 66 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 59 65 35 9 72 80 20 8 65 73 27
Female 7 65 72 28 4 75 80 20 9 61 70 30
Male 4 53 57 43 12 69 81 19 6 70 77 23
Asian < < 100 0 < < < < < < 100 0
Black 6 46 52 48 4 68 72 28 6 50 56 44
Hispanic - 72 72 28 5 85 90 10 15 70 85 15
White 7 65 73 27 14 71 86 14 7 74 81 19
Multiple Races - 80 80 20 - 91 91 9 7 80 87 13
Students with Disabilities 11 27 38 62 17 43 60 40 7 27 33 67
Students without Disabilities 4 65 70 30 7 76 84 16 8 70 78 22
Economically Disadvantaged 3 53 56 44 5 75 81 19 5 61 66 34
Not Economically Disadvantaged 10 71 81 19 15 66 80 20 12 71 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 10 50 61 39 10 63 73 27
Female 18 62 81 19 13 52 65 35 8 69 77 23
Male 6 64 70 30 8 48 56 44 11 59 70 30
American Indian < < 100 0
Black 7 61 68 32 14 36 49 51 3 56 59 41
Hispanic 6 47 53 47 11 42 53 47 - 79 79 21
White 17 67 83 17 8 61 69 31 16 65 81 19
Multiple Races 7 71 79 21 5 81 86 14 20 80 100 0
Students with Disabilities 7 30 37 63 17 20 37 63 18 31 49 51
Students without Disabilities 13 70 82 18 9 56 65 35 8 69 77 23
Economically Disadvantaged 5 61 66 34 6 45 51 49 5 65 70 30
Not Economically Disadvantaged 23 66 89 11 18 59 77 23 17 60 77 23
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 68 73 27 9 57 66 34 10 56 66 34
Female 7 72 80 20 15 55 70 30 11 60 71 29
Male 3 62 66 34 4 59 63 37 10 52 62 38
Asian < < 100 0 < < 100 0
Black 2 63 65 35 5 52 57 43 14 42 56 44
Hispanic 7 67 73 27 - 41 41 59 - 67 67 33
White 8 76 84 16 15 65 81 19 9 64 73 27
Multiple Races 5 50 55 45 - 50 50 50 10 75 85 15
Students with Disabilities 10 23 33 68 7 30 37 63 17 24 41 59
Students without Disabilities 5 74 79 21 9 62 72 28 9 62 71 29
Economically Disadvantaged 4 64 68 32 4 50 54 46 6 51 57 43
Not Economically Disadvantaged 9 74 83 17 16 68 84 16 17 63 80 20
English Learners < < < < < < < < < < < <
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 72 28 9 60 69 31 6 59 65 35
Female 14 63 78 22 13 62 75 25 10 61 70 30
Male 6 62 67 33 5 57 62 38 3 58 61 39
Asian < < < < < < 100 0 < < < <
Black 5 58 63 37 4 55 59 41 3 56 59 41
Hispanic 14 64 79 21 7 67 73 27 - 36 36 64
White 14 66 80 20 14 66 80 20 10 67 77 23
Multiple Races - 67 67 33 14 48 62 38 6 63 69 31
Students with Disabilities 2 32 34 66 11 16 27 73 7 29 37 63
Students without Disabilities 11 67 78 22 9 66 75 25 6 64 70 30
Economically Disadvantaged 6 60 66 34 6 58 64 36 2 57 59 41
Not Economically Disadvantaged 15 65 80 20 14 63 77 23 12 62 74 26
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 83 17 19 64 83 17 15 71 86 14
Female 25 65 90 10 17 65 83 17 13 74 87 13
Male 21 54 76 24 21 62 83 17 16 69 85 15
Asian 36 55 91 9 < < 100 0
Black 10 66 76 24 9 67 77 23 7 74 81 19
Hispanic 24 68 92 8 30 60 90 10 19 75 94 6
Native Hawaiian < < 100 0
White 33 54 87 13 26 62 88 12 20 70 89 11
Multiple Races < < < < 17 58 75 25 40 50 90 10
Students with Disabilities 5 38 44 56 17 43 61 39 6 32 38 62
Students without Disabilities 25 62 87 13 19 65 85 15 16 77 92 8
Economically Disadvantaged 11 64 75 25 15 65 80 20 9 74 84 16
Not Economically Disadvantaged 33 56 89 11 24 62 86 14 19 68 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 52 62 38 8 49 57 43 10 63 73 27
Female 14 59 72 28 10 55 65 35 10 70 79 21
Male 6 45 51 49 6 42 48 52 10 58 68 32
Asian 27 53 80 20 < < < <
Black 2 45 47 53 2 41 43 57 6 54 60 40
Hispanic 13 58 70 30 6 66 72 28 24 65 88 12
Native Hawaiian < < 100 0
White 15 58 73 27 14 53 67 33 12 71 83 17
Multiple Races 4 31 35 65 - 52 52 48 < < < <
Students with Disabilities - 17 17 83 - 13 13 87 - 37 37 63
Students without Disabilities 11 56 67 33 9 52 61 39 11 67 78 22
Economically Disadvantaged 4 46 51 49 4 44 47 53 5 60 65 35
Not Economically Disadvantaged 15 57 72 28 13 55 69 31 15 66 82 18
English Learners < < < < < < < <
Homeless < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 43 50 50 6 41 47 53
Female 12 49 61 39 8 49 57 43
Male 3 36 39 61 4 31 36 64
Asian < < < < < < < <
Black 2 32 33 67 2 28 30 70
Hispanic 8 50 58 42 - 54 54 46
White 12 53 65 35 12 52 64 36
Multiple Races 6 24 29 71 - 38 38 62
Students with Disabilities - 3 3 97 - 9 9 91
Students without Disabilities 8 47 56 44 7 45 52 48
Economically Disadvantaged 3 37 40 60 3 34 37 63
Not Economically Disadvantaged 13 49 62 38 11 50 61 39
English Learners < < < <
Homeless < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 58 70 30 10 57 67 33 10 63 73 27
Female 14 65 79 21 13 62 75 25 10 70 79 21
Male 9 51 60 40 7 53 59 41 10 58 68 32
Asian 27 55 82 18 < < 100 0
Black 3 55 58 42 3 56 58 42 6 54 60 40
Hispanic 14 61 75 25 11 74 84 16 24 65 88 12
Native Hawaiian < < 100 0
White 18 61 78 22 17 54 70 30 12 71 83 17
Multiple Races < < < < - 75 75 25 < < < <
Students with Disabilities - 28 28 72 - 18 18 82 - 37 37 63
Students without Disabilities 13 61 74 26 11 60 71 29 11 67 78 22
Economically Disadvantaged 5 54 60 40 5 55 59 41 5 60 65 35
Not Economically Disadvantaged 17 61 78 22 16 60 76 24 15 66 82 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 61 68 32 8 65 72 28 8 64 72 28
Female 7 63 70 30 8 67 75 25 6 67 73 27
Male 7 59 66 35 8 62 69 31 9 62 71 29
American Indian < < < < < < < < < < < <
Asian 17 66 83 17 25 69 94 6 25 75 100 0
Black 2 56 58 42 3 58 61 39 2 59 61 39
Hispanic 7 64 71 29 7 67 73 27 6 61 68 32
White 11 65 76 24 11 70 82 18 13 69 82 18
Multiple Races 3 57 60 40 7 63 71 29 7 67 75 25
Students with Disabilities 3 36 39 61 6 40 46 54 4 42 46 54
Students without Disabilities 8 64 72 28 8 68 76 24 8 68 76 24
Economically Disadvantaged 4 58 62 38 4 62 66 34 4 63 67 33
Not Economically Disadvantaged 11 64 76 24 13 68 81 19 13 66 80 20
English Learners - 62 62 38 3 66 69 31 - 52 52 48
Homeless - 59 59 41 - 57 57 43 - 67 67 33
Foster Care < < < < < < 100 0 < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 72 80 20 7 68 74 26 8 66 74 26
Female 8 69 77 23 4 71 75 25 4 67 72 28
Male 10 74 84 16 9 65 74 26 11 66 77 23
Black 3 60 63 37 2 60 62 38 3 64 67 33
Hispanic 13 88 100 0 7 71 79 21 5 65 70 30
White 13 78 91 9 9 75 84 16 13 69 81 19
Multiple Races 6 75 81 19 17 67 83 17 - 64 64 36
Students with Disabilities - 41 41 59 5 55 60 40 2 29 32 68
Students without Disabilities 9 74 84 16 7 70 77 23 9 73 81 19
Economically Disadvantaged 6 69 75 25 6 63 69 31 4 69 74 26
Not Economically Disadvantaged 14 75 90 10 8 75 83 17 12 63 75 25
English Learners < < 100 0 10 80 90 10 - 60 60 40
Homeless < < < < < < < <
Foster Care < < 100 0
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 67 74 26 11 70 80 20 11 67 78 22
Female 4 72 75 25 9 69 78 22 9 68 77 23
Male 10 63 73 27 13 70 83 17 13 66 79 21
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 1 64 65 35 4 60 64 36 4 60 64 36
Hispanic - 89 89 11 12 88 100 0 14 71 86 14
White 14 68 82 18 16 73 89 11 18 72 89 11
Multiple Races - 50 50 50 6 81 88 13 8 75 83 17
Students with Disabilities 6 33 39 61 4 42 46 54 3 50 53 47
Students without Disabilities 7 72 80 20 12 72 84 16 12 70 82 18
Economically Disadvantaged 4 65 69 31 5 69 74 26 5 67 73 27
Not Economically Disadvantaged 13 72 85 15 19 70 90 10 20 67 87 13
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 58 63 37 6 69 76 24 10 65 75 25
Female 3 64 67 33 4 74 78 22 7 64 71 29
Male 6 52 58 42 9 65 74 26 12 67 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 50 53 47 2 60 62 38 1 57 58 42
Hispanic 6 61 67 33 - 94 94 6 15 65 80 20
White 7 64 71 29 12 74 86 14 15 70 85 15
Multiple Races - 68 68 32 - 55 55 45 6 76 82 18
Students with Disabilities 2 40 42 58 11 46 57 43 - 40 40 60
Students without Disabilities 5 62 66 34 6 73 79 21 11 68 79 21
Economically Disadvantaged 2 55 58 42 5 69 73 27 6 61 67 33
Not Economically Disadvantaged 9 63 72 28 9 69 79 21 15 71 86 14
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 52 59 41 7 48 55 45 7 61 68 32
Female 8 52 61 39 8 52 60 40 2 65 67 33
Male 6 51 57 43 6 43 49 51 11 57 69 31
American Indian < < < <
Black 2 46 48 52 7 35 42 58 2 52 54 46
Hispanic - 44 44 56 11 39 50 50 - 67 67 33
White 13 58 71 29 7 61 67 33 14 66 79 21
Multiple Races 7 43 50 50 5 57 62 38 - 80 80 20
Students with Disabilities 2 22 24 76 12 34 46 54 11 42 53 47
Students without Disabilities 8 58 66 34 6 50 56 44 7 64 71 29
Economically Disadvantaged 2 48 49 51 3 46 49 51 3 60 64 36
Not Economically Disadvantaged 16 58 74 26 13 51 64 36 13 62 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 57 59 41 - 55 56 44 1 51 52 48
Female 1 59 61 39 - 55 55 45 - 61 61 39
Male 2 55 56 44 1 55 56 44 2 42 44 56
Asian < < 100 0 < < 100 0
Black 3 49 52 48 - 49 49 51 2 47 49 51
Hispanic - 57 57 43 - 47 47 53 - 33 33 67
White - 69 69 31 1 65 66 34 - 59 59 41
Multiple Races - 50 50 50 - 50 50 50 - 63 63 38
Students with Disabilities 5 11 16 84 2 27 29 71 5 30 35 65
Students without Disabilities 1 65 65 35 - 62 62 38 - 57 57 43
Economically Disadvantaged 1 50 51 49 - 51 51 49 - 46 46 54
Not Economically Disadvantaged 4 72 75 25 1 64 66 34 3 61 63 37
English Learners < < < < < < < < < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 51 62 38 8 62 70 30 5 52 57 43
Female 12 56 67 33 9 66 75 25 6 54 61 39
Male 9 47 56 44 6 57 63 37 5 50 54 46
Asian < < 100 0 < < 100 0 < < 100 0
Black - 46 46 54 4 59 63 37 3 45 48 52
Hispanic 8 75 83 17 7 60 67 33 4 48 52 48
White 19 55 74 26 11 66 77 23 7 62 69 31
Multiple Races 7 47 53 47 13 54 67 33 14 36 50 50
Students with Disabilities 3 31 33 67 5 19 24 76 3 26 28 72
Students without Disabilities 12 55 66 34 8 68 76 24 6 56 62 38
Economically Disadvantaged 7 48 55 45 3 60 63 37 3 50 53 47
Not Economically Disadvantaged 15 56 70 30 14 64 78 22 9 55 64 36
English Learners < < < < < < < < < < < <
Homeless < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 65 74 26 14 78 93 7 10 79 89 11
Female 10 64 74 26 17 78 95 5 13 80 93 7
Male 7 67 74 26 11 79 89 11 8 79 86 14
Asian 11 58 68 32 < < < < < < 100 0
Black 3 68 72 28 5 88 92 8 2 83 85 15
Hispanic 14 45 59 41 15 69 85 15 10 81 90 10
White 12 66 78 22 22 73 95 5 18 75 93 7
Multiple Races < < < < - 83 83 17 17 75 92 8
Students with Disabilities - 64 64 36 4 62 65 35 2 76 78 22
Students without Disabilities 10 65 75 25 15 80 95 5 11 80 91 9
Economically Disadvantaged 6 68 73 27 9 82 91 9 4 83 87 13
Not Economically Disadvantaged 12 63 75 25 19 75 94 6 18 74 92 8
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 61 67 33 5 72 77 23 8 73 80 20
Female 8 64 72 28 8 75 83 17 7 80 87 13
Male 4 59 63 37 3 68 70 30 8 62 70 30
Asian 27 64 91 9 < < 100 0 < < 100 0
Black 2 52 54 46 - 63 63 37 - 54 54 46
Hispanic 6 78 83 17 < < < < < < < <
White 7 63 71 29 7 79 85 15 11 86 96 4
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 < < < < < < < <
Students without Disabilities 6 62 68 32 6 73 79 21 8 74 83 17
Economically Disadvantaged 3 57 60 40 - 68 68 32 3 58 61 39
Not Economically Disadvantaged 8 64 72 28 9 75 84 16 10 80 90 10
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 < < < < < < < <
Female 13 67 79 21 < < < < < < < <
Male 7 33 40 60 < < < < < < < <
Asian < < 100 0 < < 100 0
Black - 60 60 40 < < < < < < < <
Hispanic < < < <
White 14 55 68 32 < < < < < < 100 0
Multiple Races < < 100 0
Students without Disabilities 10 54 64 36 < < < < < < < <
Economically Disadvantaged 17 50 67 33 < < < < < < < <
Not Economically Disadvantaged 7 56 63 37 < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 64 36 8 59 68 32 9 59 68 32
Female 5 60 65 35 9 58 67 33 8 61 70 30
Male 8 56 64 36 8 61 69 31 9 57 67 33
Asian 8 80 88 13 18 64 82 18 27 73 100 0
Black 4 48 52 48 4 49 52 48 2 51 53 47
Hispanic 4 66 70 30 7 71 79 21 7 53 60 40
White 8 64 72 28 13 66 79 21 14 67 81 19
Multiple Races 3 52 55 45 2 69 71 29 13 60 73 27
Students with Disabilities 10 29 39 61 10 25 35 65 5 28 34 66
Students without Disabilities 6 62 67 33 8 64 72 28 9 64 73 27
Economically Disadvantaged 3 54 57 43 4 55 59 41 4 54 58 42
Not Economically Disadvantaged 10 62 72 28 13 65 78 22 14 66 80 20
English Learners - 18 18 82 < < < < - 21 21 79
Homeless - 60 60 40 < < < < < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 57 43 16 61 78 22 21 51 72 28
Female 7 50 57 43 14 60 74 26 18 49 67 33
Male 12 44 56 44 18 63 80 20 24 53 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 42 47 53 5 61 66 34 6 49 54 46
Hispanic 16 42 58 42 11 72 83 17 20 50 70 30
White 12 54 66 34 26 60 86 14 31 53 84 16
Multiple Races 9 48 57 43 9 73 82 18 20 60 80 20
Students with Disabilities 11 22 33 67 17 31 49 51 7 30 37 63
Students without Disabilities 9 52 61 39 16 66 82 18 23 54 76 24
Economically Disadvantaged 4 46 49 51 10 67 77 23 11 50 61 39
Not Economically Disadvantaged 20 51 71 29 25 53 78 22 34 53 87 13
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 60 64 36 5 57 62 38 4 51 55 45
Female 4 63 67 33 7 58 65 35 5 52 57 43
Male 3 57 60 40 3 57 59 41 4 50 54 46
Asian < < 100 0 < < < < < < 100 0
Black 2 46 48 52 4 40 44 56 2 41 43 57
Hispanic - 71 71 29 - 73 73 27 - 30 30 70
White 6 70 76 24 7 71 79 21 6 68 74 26
Multiple Races - 56 56 44 - 67 67 33 21 29 50 50
Students with Disabilities 3 17 19 81 8 19 27 73 5 28 33 68
Students without Disabilities 4 66 70 30 5 62 67 33 4 55 59 41
Economically Disadvantaged 1 54 55 45 2 49 51 49 - 43 43 57
Not Economically Disadvantaged 7 67 74 26 10 68 78 22 11 62 73 27
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 54 59 41 3 56 58 42 2 67 69 31
Female 4 56 60 40 4 50 54 46 2 73 75 25
Male 5 52 58 42 2 60 62 38 2 62 64 36
Asian - 75 75 25 < < < < < < 100 0
Black 1 46 47 53 1 44 45 55 - 56 56 44
Hispanic - 64 64 36 6 75 81 19 - 75 75 25
White 10 59 69 31 5 63 68 32 4 74 78 22
Multiple Races - 38 38 62 - 70 70 30 - 81 81 19
Students with Disabilities - 40 40 60 - 22 22 78 - 28 28 72
Students without Disabilities 5 55 60 40 3 59 63 37 2 72 74 26
Economically Disadvantaged 3 50 53 47 1 45 46 54 - 63 63 37
Not Economically Disadvantaged 7 58 65 35 5 68 73 27 4 72 76 24
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 23 23 77 - 10 10 90 < < < <
Female < < < < < < < < < < < <
Male < < < < < < < < < < 100 0
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 25 25 75 - 10 10 90 < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged - 30 30 70 < < < < < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 73 78 22 15 78 93 7 9 91 100 0
Female 4 70 74 26 14 77 91 9 10 90 100 0
Male 7 77 84 16 18 79 97 3 6 94 100 0
Asian 9 83 91 9 < < 100 0 < < 100 0
Black 3 69 72 28 4 75 79 21 - 100 100 0
Hispanic 3 80 83 17 < < 100 0 < < 100 0
White 7 72 79 21 19 78 97 3 11 89 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 68 68 32 < < 100 0 < < 100 0
Students without Disabilities 6 73 79 21 16 78 93 7 9 91 100 0
Economically Disadvantaged 2 75 78 22 5 79 84 16 7 93 100 0
Not Economically Disadvantaged 7 72 79 21 21 78 99 1 9 91 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 66 34 16 52 68 32 16 52 68 32
Female 10 56 66 34 14 55 69 31 17 51 68 32
Male 15 52 67 33 18 49 67 33 15 53 68 32
American Indian < < 100 0 < < 100 0
Asian 16 70 86 14 64 36 100 0 < < < <
Black 6 48 55 45 5 51 57 43 6 50 56 45
Hispanic 12 64 76 24 26 48 74 26 14 56 70 30
White 18 55 72 28 24 53 77 23 25 55 80 20
Multiple Races 11 55 66 34 11 53 64 36 22 43 65 35
Students with Disabilities 4 29 33 67 5 30 35 65 6 36 42 58
Students without Disabilities 14 56 70 30 17 55 72 28 17 54 71 29
Economically Disadvantaged 9 50 59 41 9 52 61 39 9 50 60 40
Not Economically Disadvantaged 17 58 75 25 25 52 77 23 25 54 79 21
English Learners < < < < < < < < 6 65 71 29
Homeless - 62 62 38 < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 36 36 64 - 30 30 70 - 38 38 62
Female - 56 56 44 - 31 31 69 - 26 26 74
Male - 18 18 82 - 29 29 71 - 49 49 51
Asian < < < < < < 100 0
Black - 14 14 86 - 28 28 72 - 25 25 75
Hispanic < < < < < < < < < < < <
White - 50 50 50 - 33 33 67 - 56 56 44
Multiple Races < < < < < < < < < < < <
Students with Disabilities - - - 100 < < < < < < < <
Students without Disabilities - 43 43 57 - 33 33 67 - 40 40 60
Economically Disadvantaged - 17 17 83 - 26 26 74 - 28 28 73
Not Economically Disadvantaged - 58 58 42 - 35 35 65 - 52 52 48
English Learners < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 50 59 41 11 59 69 31 15 59 75 25
Female 6 49 55 45 8 63 71 29 17 59 76 24
Male 11 51 62 38 14 53 67 33 13 59 73 27
Asian < < < < < < 100 0 < < < <
Black 4 45 49 51 2 56 58 42 7 59 66 34
Hispanic 6 59 65 35 24 47 71 29 25 65 90 10
White 13 54 66 34 16 63 79 21 21 61 82 18
Multiple Races 17 67 83 17 - 56 56 44 16 56 72 28
Students with Disabilities 3 26 29 71 5 37 42 58 3 38 40 60
Students without Disabilities 9 53 63 38 12 62 74 26 17 62 79 21
Economically Disadvantaged 4 48 52 48 5 55 61 39 11 56 66 34
Not Economically Disadvantaged 16 55 71 29 18 63 81 19 21 64 85 15
English Learners < < < < < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 14 14 86 3 24 26 74 - 60 60 40
Female - 9 9 91 - 30 30 70 < < < <
Male - 27 27 73 7 14 21 79 < < 100 0
Asian < < < <
Black - 14 14 86 - 29 29 71 < < < <
Hispanic < < < < < < < <
White - 17 17 83 6 18 24 76 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 15 15 85 3 24 26 74 - 60 60 40
Economically Disadvantaged - 21 21 79 6 17 22 78 < < < <
Not Economically Disadvantaged - 5 5 95 - 31 31 69 < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 72 78 22 < < 100 0 < < 100 0
Female 6 70 76 24
Male 6 75 82 18 < < 100 0 < < 100 0
Asian 11 85 96 4
Black 4 66 71 29
Hispanic 12 69 81 19
White 5 72 78 22 < < 100 0 < < 100 0
Students with Disabilities - 48 48 52 < < 100 0
Students without Disabilities 7 74 81 19 < < 100 0
Economically Disadvantaged 6 65 71 29
Not Economically Disadvantaged 7 75 82 18 < < 100 0 < < 100 0
English Learners < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 75 25 15 56 71 29 11 52 63 37
Female 17 61 79 21 18 60 78 23 17 47 64 36
Male 19 52 71 29 13 51 64 36 6 56 62 38
Asian < < < < < < 100 0 < < 100 0
Black 9 50 59 41 6 56 62 38 3 49 51 49
Hispanic - 92 92 8 15 69 85 15 - 44 44 56
White 27 59 87 13 24 55 79 21 20 60 79 21
Multiple Races - 65 65 35 10 52 62 38 21 21 43 57
Students with Disabilities 3 26 29 71 3 18 21 79 3 33 36 64
Students without Disabilities 20 60 80 20 17 60 77 23 12 55 67 33
Economically Disadvantaged 9 60 69 31 8 57 65 35 5 51 55 45
Not Economically Disadvantaged 29 53 81 19 25 54 79 21 20 54 74 26
English Learners < < < <
Homeless < < 100 0 < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 46 71 29 27 49 77 23 26 46 72 28
Female 18 49 67 33 22 49 72 28 21 50 71 29
Male 31 44 74 26 33 50 82 18 30 42 72 28
American Indian < < 100 0
Asian < < 100 0
Black 10 54 64 36 10 52 62 38 9 47 56 44
Hispanic 33 53 87 13 50 43 93 7 21 64 86 14
White 36 39 75 25 36 49 85 15 41 43 85 15
Multiple Races 25 50 75 25 25 50 75 25 28 44 72 28
Students with Disabilities 10 33 43 57 8 38 46 54 17 40 57 43
Students without Disabilities 27 48 75 25 29 51 80 20 27 47 74 26
Economically Disadvantaged 19 47 67 33 16 53 69 31 15 50 64 36
Not Economically Disadvantaged 39 43 82 18 42 44 87 13 45 40 85 15
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
Division129
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

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.

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten213217213
Kindergarten276342295
Grade 1287281326
Grade 2275290285
Grade 3300273288
Grade 4248281272
Grade 5291251287
Grade 6276279253
Grade 7308280278
Grade 8283315285
Grade 9609311330
Grade 10368302293
Grade 11412277257
Grade 12294274276
Total Students4,4403,9733,938

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students444039733938
Female221719231911
Male222320502027
American Indian1342
Asian593530
Black176016481665
Hispanic213208253
Native Hawaiian122
White212118331737
Multiple Races273243249
Students with Disabilities465472482
Students without Disabilities397535013456
Economically Disadvantaged257224782472
Not Economically Disadvantaged186814951466
English Learners1135084
Not English Learners432739233854
Homeless192236
Military Connected7926
Foster Care9711
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

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 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 division-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 Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 87 172 7 1 32 8
State 50340 39360 1868 906 4434 1716
Female Division 60 69 3 1 8 2
State 27397 17331 608 349 1644 700
Male Division 27 103 4 0 24 6
State 22883 21948 1258 556 2786 1013
Asian Division < < < < 0 <
State 6021 1445 96 16 68 37
Black Division 26 81 4 1 14 6
State 8112 10542 637 224 1119 708
Hispanic Division 11 9 0 0 3 0
State 7128 8364 268 133 1854 356
Native Hawaiian Division < < < < 0 <
State 97 61 3 3 2 2
White Division 44 75 3 0 14 1
State 25863 16576 761 464 1211 504
Multiple Races Division 2 7 0 0 1 1
State 3011 2255 98 62 170 106
Students with Disabilities Division 0 21 7 0 5 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 33 112 5 1 15 5
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < < <
State 1583 4218 262 26 1426 145
Homeless Division < < < < < <
State 197 697 48 28 170 78
Military Connected Division < < < < < <
State 2525 1494 44 18 52 31
Foster Care Division < < < < < <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students30726687268873210
Female143132921349486
Male16413482134822415
Asian<<100<10000
Black13211184112851411
Hispanic2320872087313
Native Hawaiian<<100<10000
White13712289123901410
Multiple Races1198298219
Students with Disabilities3328852885515
Economically Disadvantaged1711508815289159
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<<<<<<
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment210 / 12.49%243 / 20.89%282 / 24.42%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision27613651
State87,31757,08135
FemaleDivision1458641
State43,70531,57728
MaleDivision1315062
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision1315657
State18,62410,60143
HispanicDivision11<100
State12,1106,62245
WhiteDivision1176247
State45,09830,84432
Multiple RacesDivision14<100
State4,3802,92933
Students with DisabilitiesDivision20<100
State8,1853,54857
Economically DisadvantagedDivision1667157
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
Industry CertificationDivision649571423
 State95,688100,255101,956
Total Credentials EarnedDivision649582427
 State143,862147,481142,668
Students Earning One or More CredentialsDivision463390330
 State115,682117,932115,611
CTE CompletersDivision216192221
 State45,09446,02848,643
NOCTI AssessmentsDivision---
 State2,5903,8443,577
State LicensuresDivision-114
 State1,2361,5632,069
Workplace ReadinessDivision---
 State44,34841,81935,066
Armed Services Vocational Aptitude Battery ExaminationDivision--13
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

Per-Pupil Expenditures 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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$7,838$6,345$1,178
State$6,770$5,603$867
2020-2021Division$4,954$6,709$1,410
State$6,669$6,185$1,352
2021-2022Division$5,002$7,155$2,367
State$7,134$6,454$1,936
2022-2023Division$5,481$7,648$3,342
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,6671,4352,5871,0932,5271,092
Female1,3696751,2795151,243520
Male1,2987601,3085781,284572
American Indian94<<<<
Asian545286237
Black9846191,0594591,034464
Hispanic162491445317567
Native Hawaiian<<<<<<
White1,2906681,2074901,159464
Multiple Races167901478313488
Students with Disabilities274183237128273162
Economically Disadvantaged1,3181,0391,5368071,515809
English Learners1062168146325
Homeless81018152025
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 482
Relationship Behaviors without Physical Harm 508
Behaviors of a Safety Concern 728
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 129
Behaviors used to determine Persistently Dangerous Schools 1

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.10.20.1
Asian1.30.90.40.80.4
Black39.757.341.557.442.361.8
Hispanic4.82.95.246.44.2
Native Hawaiian00.10.1
White47.832.446.13044.126.1
Multiple Races6.27.26.186.37.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.10.1
Asian1.30.90.8
Black39.75041.57342.355.6
Hispanic4.85.26.4
Native Hawaiian00.10.1
White47.85046.116.244.122.2
Multiple Races6.26.110.86.322.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.10.1
Asian1.30.90.8
Black39.741.510042.3100
Hispanic4.85.26.4
Native Hawaiian00.10.1
White47.846.144.1
Multiple Races6.26.16.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 71.887.794.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 46.845.644.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 71.960.963
< = 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

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

9.7 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

9.22 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202248%47%2%3%
2022-202353%41%1%5%
2023-202454%39%2%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%73%79%88%
Asian92%89%91%88%
Black62%63%68%88%
Hispanic74%74%68%88%
White79%81%85%88%
Multiple Races80%75%83%88%
Economically Disadvantaged66%66%68%88%
English Learners60%63%60%88%
Students with Disabilities46%43%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 Students71%71%74%85%
Asian100%100%90%85%
Black60%60%61%85%
Hispanic70%74%63%85%
White80%80%81%85%
Multiple Races74%69%77%85%
Economically Disadvantaged65%65%62%85%
English Learners63%70%58%85%
Students with Disabilities43%42%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 Students65%
Asian<
Black51%
Hispanic62%
White78%
Multiple Races66%
Economically Disadvantaged57%
English Learners46%
Students with Disabilities40%

< = 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 Students84%84%84%
Asian<90%84%
Black79%83%84%
Hispanic87%83%84%
White87%86%84%
Multiple Races82%89%84%
Economically Disadvantaged84%82%84%
English Learners88%77%84%
Students with Disabilities59%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 Students30%30%12%10%
Asian23%20%10%10%
Black31%31%12%10%
Hispanic28%27%12%10%
White29%29%12%10%
Multiple Races40%38%12%10%
Economically Disadvantaged35%35%13%10%
English Learners28%23%12%10%
Students with Disabilities37%36%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%54%58%
English Learner Proficiency8%--

< = 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 Progress275153%
English Learner Proficiency7868%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian100%-100%-<<
Black99%1%99%1%98%2%
Hispanic100%-100%-100%-
White100%-100%-99%1%
Multiple Races100%-100%-100%-
Economically Disadvantaged99%1%99%1%99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities98%2%98%2%99%1%
Students without Disabilities100%-100%-99%1%
Female100%-100%-99%1%
Male99%1%99%1%99%1%
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 Students74%74%
Asian<<
Black64%62%
Hispanic73%73%
White82%84%
Multiple Races83%77%
Economically Disadvantaged68%67%
English Learners62%68%
Students with Disabilities54%51%

< = 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.

School Readiness

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​

Multidivision Online Provider (MOP) Program

Mecklenburg County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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