Prince William County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
A. Henderson Elementary	Accredited
Antietam Elementary	Accredited
Ashland Elementary	Accredited
Bel Air Elementary	Accredited
Belmont Elementary	Accredited
Bennett Elementary	Accredited
Bristow Run Elementary	Accredited
Buckland Mills Elementary	Accredited
C.A. Sinclair Elementary	Accredited
Cedar Point Elementary	Accredited
Chris Yung Elementary	Accredited
Coles Elementary	Accredited
Covington-Harper Elementary	Accredited
Dale City Elementary	Accredited
Dumfries Elementary	Accredited
Elizabeth Vaughan Elementary	Accredited
Enterprise Elementary	Accredited
Fannie W. Fitzgerald Elementary	Accredited
Featherstone Elementary	Accredited
George G. Tyler Elementary	Accredited
George P. Mullen Elementary	Accredited with Conditions
Glenkirk Elementary	Accredited
Haymarket Elementary	Accredited
Innovation Elementary	Accredited
J.W. Alvey Elementary	Accredited
John D. Jenkins Elementary	Accredited
John F. Pattie Sr. Elementary	Accredited
Kerrydale Elementary	Accredited
Kyle R. Wilson Elementary	Accredited
Lake Ridge Elementary	Accredited
Leesylvania Elementary	Accredited
Loch Lomond Elementary	Accredited
Martin Luther King Jr. Elementary	Accredited
Marumsco Hills Elementary	Accredited with Conditions
Mary G. Porter Traditional	Accredited
Mary Williams Elementary	Accredited
Minnieville Elementary	Accredited
Montclair Elementary	Accredited
Mountain View Elementary	Accredited
Neabsco Elementary	Accredited
Occoquan Elementary	Accredited
Old Bridge Elementary	Accredited
Pennington Traditional	Accredited
Piney Branch Elementary	Accredited
Potomac View Elementary	Accredited
R. Dean Kilby Elementary	Accredited
River Oaks Elementary	Accredited
Rockledge Elementary	Accredited
Rosa Parks Elementary	Accredited
Samuel L. Gravely Jr. Elementary	Accredited
Sharon C. McAuliffe Elementary	Accredited
Signal Hill Elementary	Accredited
Sonnie Penn Elementary	Accredited
Springwoods Elementary	Accredited
Sudley Elementary	Accredited
Suella G. Ellis Elementary	Accredited
Swans Creek Elementary	Accredited
T. Clay Wood Elementary	Accredited
The Nokesville School	Accredited
Thurgood Marshall Elementary	Accredited
Triangle Elementary	Accredited
Victory Elementary	Accredited
West Gate Elementary	Accredited
Westridge Elementary	Accredited
Yorkshire Elementary	Accredited
Middle Schools
Bull Run Middle	Accredited
E.H. Marsteller Middle	Accredited
Fred M. Lynn Middle	Accredited
Gainesville Middle	Accredited
George M. Hampton Middle	Accredited with Conditions
Graham Park Middle	Accredited
Herbert J. Saunders Middle	Accredited
Lake Ridge Middle	Accredited
Louise A. Benton Middle	Accredited
Parkside Middle	Accredited
Potomac Middle	Accredited
Potomac Shores Middle	Accredited
Rippon Middle	Accredited
Ronald Wilson Reagan Middle	Accredited
Stuart M. Beville Middle	Accredited
Unity Braxton Middle	Accredited
Woodbridge Middle	Accredited
High Schools
Battlefield High	Accredited
Brentsville District High	Accredited
C.D. Hylton High	Accredited
Charles J. Colgan Sr. High	Accredited
Forest Park High	Accredited
Freedom High	Accredited
Gainesville High	Accredited
Gar-Field High	Accredited
Osbourn Park High	Accredited
Patriot High	Accredited
Potomac High	Accredited
Unity Reed High	Accredited
Woodbridge High	Accredited

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

Math Performance: All Students

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	58	67	33	11	60	71	29	12	61	73	27
Female	9	58	67	33	10	61	71	29	11	62	73	27
Male	10	58	68	32	12	59	71	29	13	61	73	27
American Indian	3	62	65	35	5	58	64	36	7	63	71	29
Asian	19	61	80	20	20	62	82	18	21	61	82	18
Black	7	56	63	37	8	60	68	32	8	62	70	30
Hispanic	4	51	55	45	5	54	59	41	5	57	62	38
Native Hawaiian	10	57	67	33	11	62	73	27	13	59	72	28
White	14	66	80	20	17	66	83	17	18	67	85	15
Multiple Races	12	63	74	26	14	64	78	22	15	65	80	20
Students with Disabilities	5	36	42	58	5	40	45	55	5	44	48	52
Students without Disabilities	10	61	71	29	12	63	75	25	13	64	77	23
Economically Disadvantaged	5	51	56	44	6	54	60	40	6	57	63	37
Not Economically Disadvantaged	13	64	77	23	15	64	79	21	16	65	81	19
English Learners	3	38	41	59	2	43	46	54	2	46	48	52
Migrant	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	1	34	35	65	2	33	35	65	7	43	50	50
Military Connected	13	65	78	22	17	66	83	17	17	68	85	15
Foster Care	-	46	46	54	5	51	57	43	-	43	43	57
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	14	60	73	27	15	60	75	25	15	61	76	24
Female	12	59	71	29	12	62	74	26	13	62	75	25
Male	15	60	76	24	18	59	76	24	16	61	77	23
American Indian	<	<	<	<	-	70	70	30	<	<	100	0
Asian	19	63	82	18	19	62	81	19	18	65	83	17
Black	8	61	69	31	10	61	71	29	11	60	71	29
Hispanic	7	56	63	37	8	58	66	34	7	59	66	34
Native Hawaiian	6	63	69	31	10	60	70	30	15	54	69	31
White	24	62	86	14	25	63	88	12	25	65	90	10
Multiple Races	16	63	79	21	20	59	79	21	22	60	82	18
Students with Disabilities	8	41	50	50	7	44	51	49	8	43	51	49
Students without Disabilities	15	63	77	23	16	63	79	21	16	65	81	19
Economically Disadvantaged	6	55	62	38	8	58	66	34	7	60	67	33
Not Economically Disadvantaged	20	64	84	16	20	62	83	17	21	62	84	16
English Learners	5	52	57	43	5	54	59	41	4	56	60	40
Homeless	-	32	32	68	4	30	34	66
Military Connected	19	66	86	14	22	64	86	14	26	65	91	9
Foster Care	<	<	<	<	<	<	<	<
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	14	58	72	28	14	62	76	24	15	61	76	24
Female	11	59	70	30	11	63	74	26	13	63	75	25
Male	16	57	73	27	17	61	78	22	18	60	78	22
American Indian	17	50	67	33	<	<	<	<	<	<	<	<
Asian	22	60	82	18	22	63	85	15	21	61	82	18
Black	9	56	65	35	9	61	70	30	12	62	74	26
Hispanic	7	53	60	40	7	60	66	34	8	59	67	33
Native Hawaiian	21	43	64	36	6	76	82	18	18	45	64	36
White	20	65	85	15	22	63	86	14	25	62	87	13
Multiple Races	16	63	79	21	18	63	81	19	16	65	82	18
Students with Disabilities	7	40	48	52	6	43	49	51	5	46	51	49
Students without Disabilities	14	61	75	25	15	65	80	20	17	64	81	19
Economically Disadvantaged	6	53	60	40	7	59	66	34	9	59	67	33
Not Economically Disadvantaged	20	62	82	18	19	64	83	17	20	63	84	16
English Learners	3	47	50	50	4	56	60	40	4	55	59	41
Homeless	2	36	38	62	4	33	38	62	<	<	100	0
Military Connected	18	65	83	17	23	63	86	14	22	66	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	15	56	71	29	16	58	74	26	18	58	76	24
Female	13	56	69	31	14	60	74	26	15	59	74	26
Male	17	56	74	26	18	56	74	26	20	57	77	23
American Indian	-	75	75	25	18	36	55	45	<	<	<	<
Asian	27	54	81	19	25	56	81	19	29	54	83	17
Black	11	55	66	34	11	58	69	31	12	60	72	28
Hispanic	7	53	60	40	8	55	63	37	8	57	66	34
Native Hawaiian	17	50	67	33	29	50	79	21	19	63	81	19
White	23	61	84	16	25	61	86	14	28	59	87	13
Multiple Races	18	61	79	21	21	62	83	17	23	57	80	20
Students with Disabilities	5	38	44	56	6	40	47	53	4	45	50	50
Students without Disabilities	17	59	76	24	18	61	78	22	20	60	80	20
Economically Disadvantaged	8	52	59	41	8	55	63	37	9	56	65	35
Not Economically Disadvantaged	21	61	82	18	23	60	83	17	24	59	83	17
English Learners	2	39	41	59	1	42	43	57	2	45	47	53
Homeless	2	26	28	72	4	35	38	62	<	<	<	<
Military Connected	18	64	82	18	23	63	86	14	24	63	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	50	57	43	9	54	62	38	9	56	65	35
Female	6	50	56	44	7	54	61	39	9	55	65	35
Male	8	51	58	42	10	54	64	36	9	56	66	34
American Indian	-	50	50	50	-	69	69	31	<	<	<	<
Asian	12	62	74	26	18	59	77	23	17	58	75	25
Black	6	48	54	46	7	55	61	39	7	53	60	40
Hispanic	3	38	41	59	4	42	46	54	5	47	52	48
Native Hawaiian	-	64	64	36	8	42	50	50	10	40	50	50
White	10	64	74	26	13	65	78	22	13	68	81	19
Multiple Races	10	59	69	31	11	62	73	27	12	61	73	27
Students with Disabilities	6	25	30	70	5	27	32	68	4	33	37	63
Students without Disabilities	7	55	62	38	9	58	67	33	10	60	70	30
Economically Disadvantaged	4	39	43	57	5	45	49	51	4	48	52	48
Not Economically Disadvantaged	10	60	70	30	12	62	74	26	13	63	76	24
English Learners	1	15	16	84	1	20	22	78	1	24	25	75
Homeless	-	27	27	73	1	27	28	72	<	<	100	0
Military Connected	11	59	69	31	13	64	77	23	13	68	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	2	40	42	58	1	48	49	51	1	51	52	48
Female	1	41	42	58	1	49	50	50	-	52	52	48
Male	2	39	41	59	2	47	49	51	1	50	51	49
American Indian	<	<	<	<	<	<	<	<	10	40	50	50
Asian	3	48	50	50	3	61	64	36	1	61	61	39
Black	2	37	38	62	1	46	48	52	1	52	53	47
Hispanic	1	32	33	67	-	36	37	63	-	40	40	60
Native Hawaiian	5	53	58	42	8	67	75	25	<	<	<	<
White	2	55	57	43	3	63	65	35	1	67	68	32
Multiple Races	1	52	53	47	1	63	64	36	-	62	63	37
Students with Disabilities	4	24	29	71	4	26	30	70	2	34	36	64
Students without Disabilities	1	44	45	55	1	52	53	47	1	55	55	45
Economically Disadvantaged	1	32	33	67	1	39	40	60	1	41	42	58
Not Economically Disadvantaged	2	50	52	48	2	58	59	41	1	61	62	38
English Learners	2	15	17	83	1	18	18	82	-	24	24	76
Migrant					<	<	100	0
Homeless	-	21	21	79	4	27	31	69	<	<	<	<
Military Connected	3	51	54	46	3	64	66	34	2	65	68	32
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	55	61	39	8	57	65	35	9	59	68	32
Female	6	56	63	37	7	58	65	35	8	60	68	32
Male	6	55	60	40	8	57	65	35	9	59	68	32
American Indian	<	<	<	<	<	<	<	<	-	67	67	33
Asian	16	62	78	22	17	61	78	22	20	61	82	18
Black	4	51	56	44	6	59	65	35	5	59	64	36
Hispanic	2	47	50	50	3	47	50	50	3	49	52	48
Native Hawaiian	-	58	58	42	8	62	69	31	13	73	87	13
White	9	66	75	25	12	67	79	21	13	70	83	17
Multiple Races	9	60	69	31	8	65	73	27	11	70	81	19
Students with Disabilities	3	26	29	71	4	34	38	62	3	36	38	62
Students without Disabilities	7	60	66	34	8	61	69	31	10	63	72	28
Economically Disadvantaged	3	46	49	51	3	48	51	49	4	51	55	45
Not Economically Disadvantaged	9	64	72	28	11	65	76	24	12	65	77	23
English Learners	2	21	22	78	1	22	24	76	1	26	26	74
Homeless	2	38	40	60	2	17	19	81	<	<	<	<
Military Connected	9	63	72	28	11	71	82	18	10	71	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	7	69	76	24	9	71	80	20	11	73	84	16
Female	8	70	78	22	10	72	82	18	11	75	85	15
Male	6	68	74	26	9	70	78	22	11	71	82	18
American Indian	-	75	75	25	<	<	<	<	-	79	79	21
Asian	19	68	87	13	21	68	90	10	23	68	91	9
Black	6	70	76	24	8	72	80	20	10	75	84	16
Hispanic	4	65	68	32	4	69	73	27	5	72	77	23
Native Hawaiian	7	64	71	29	7	79	86	14	8	77	85	15
White	8	75	83	17	13	74	88	12	18	74	92	8
Multiple Races	8	74	82	18	14	68	81	19	15	73	88	12
Students with Disabilities	2	55	57	43	2	60	62	38	2	67	69	31
Students without Disabilities	8	71	78	22	10	72	83	17	12	74	86	14
Economically Disadvantaged	4	65	70	30	5	69	75	25	5	73	78	22
Not Economically Disadvantaged	9	72	81	19	13	72	85	15	15	73	88	12
English Learners	1	51	51	49	1	63	64	36	1	66	67	33
Homeless	2	52	54	46	-	58	58	42	<	<	<	<
Military Connected	9	75	84	16	14	73	88	13	17	77	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	66	75	25	11	67	78	22	10	71	80	20
Female	8	68	75	25	11	69	80	20	9	72	81	19
Male	9	65	75	25	10	66	76	24	10	69	79	21
American Indian	-	67	67	33	<	<	<	<	<	<	<	<
Asian	21	66	87	13	23	67	90	10	22	68	90	10
Black	5	64	69	31	7	65	73	27	5	72	77	23
Hispanic	3	57	61	39	4	59	63	37	4	63	67	33
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	76	86	14	13	74	87	13	11	76	87	13
Multiple Races	10	65	75	25	12	74	86	14	13	74	87	13
Students with Disabilities	1	40	42	58	3	31	34	66	5	34	38	62
Students without Disabilities	9	68	77	23	11	70	81	19	10	72	82	18
Economically Disadvantaged	5	57	62	38	5	60	65	35	5	64	69	31
Not Economically Disadvantaged	10	71	81	19	13	71	84	16	12	73	85	15
English Learners	2	15	17	83	-	15	15	85	1	18	18	82
Homeless	<	<	<	<	-	30	30	70	<	<	100	0
Military Connected	10	73	82	18	17	71	88	13	10	76	85	15
Foster Care					<	<	<	<	<	<	100	0
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	73	86	14	22	57	79	21	26	60	86	14
Female	13	71	84	16	21	55	76	24	28	60	88	12
Male	14	74	88	12	22	58	81	19	26	59	85	15
American Indian	<	<	100	0	<	<	100	0
Asian	25	70	95	5	49	40	89	11	50	43	93	7
Black	10	76	87	13	16	62	78	22	20	57	77	23
Hispanic	7	71	78	22	11	58	68	32	13	63	76	24
Native Hawaiian	<	<	<	<					<	<	100	0
White	13	74	87	13	19	61	80	20	25	65	90	10
Multiple Races	11	68	79	21	16	59	76	24	18	71	89	11
Students with Disabilities	-	82	82	18	<	<	<	<	<	<	<	<
Students without Disabilities	14	73	86	14	22	57	79	21	27	59	86	14
Economically Disadvantaged	9	71	80	20	18	52	70	30	17	57	74	26
Not Economically Disadvantaged	15	73	88	12	23	58	81	19	28	60	89	11
English Learners	-	62	62	38	<	<	<	<	7	33	40	60
Homeless	<	<	<	<
Military Connected	14	71	85	15	13	66	79	21	24	60	84	16
Foster Care	<	<	<	<
< = 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	8	55	63	37	10	57	66	34	10	58	68	32
Female	7	55	62	38	8	57	65	35	8	59	68	32
Male	9	55	64	36	11	56	67	33	12	57	69	31
American Indian	8	61	69	31	9	45	55	45	6	52	58	42
Asian	13	62	75	25	16	61	76	24	16	62	78	22
Black	6	53	58	42	7	55	62	38	7	59	66	34
Hispanic	4	46	50	50	5	49	54	46	4	51	55	45
Native Hawaiian	9	51	60	40	11	64	75	25	5	75	80	20
White	14	65	79	21	16	65	82	18	17	65	83	17
Multiple Races	11	60	71	29	13	63	76	24	14	66	80	20
Students with Disabilities	6	29	35	65	6	35	41	59	5	38	42	58
Students without Disabilities	9	59	67	33	10	60	70	30	11	62	72	28
Economically Disadvantaged	4	46	49	51	4	49	54	46	5	52	57	43
Not Economically Disadvantaged	12	63	75	25	14	63	76	24	14	63	77	23
English Learners	2	18	20	80	2	26	28	72	1	33	34	66
Homeless	2	26	28	72	3	35	38	62	<	<	<	<
Military Connected	13	63	76	24	17	65	82	18	18	64	82	18
Foster Care	4	33	37	63	-	33	33	67	9	55	64	36
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	13	49	62	38	18	54	72	28	20	51	72	28
Female	11	48	59	41	15	56	71	29	17	52	69	31
Male	15	49	65	35	21	52	73	27	24	50	74	26
American Indian	17	42	58	42	9	45	55	45	<	<	<	<
Asian	18	54	72	28	24	58	82	18	29	50	79	21
Black	10	45	55	45	13	56	68	32	17	53	70	30
Hispanic	7	43	49	51	10	49	60	40	10	49	59	41
Native Hawaiian	8	33	42	58	21	57	79	21	13	75	88	13
White	22	56	78	22	30	55	85	15	33	52	84	16
Multiple Races	15	55	70	30	21	59	80	20	25	55	80	20
Students with Disabilities	8	26	34	66	9	35	44	56	8	35	43	57
Students without Disabilities	14	52	67	33	20	57	77	23	23	54	77	23
Economically Disadvantaged	7	41	48	52	9	51	60	40	11	49	60	40
Not Economically Disadvantaged	19	55	74	26	26	56	82	18	27	53	80	20
English Learners	2	24	27	73	3	33	36	64	2	34	36	64
Homeless	4	22	27	73	8	31	38	62	<	<	<	<
Military Connected	18	57	76	24	29	58	88	12	33	53	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	6	56	62	38	7	56	63	37	8	58	66	34
Female	5	56	61	39	6	56	62	38	7	58	65	35
Male	7	55	63	37	9	55	64	36	9	58	67	33
American Indian	9	45	55	45	<	<	<	<	-	50	50	50
Asian	10	66	76	24	13	61	74	26	12	65	77	23
Black	4	54	59	41	5	54	59	41	5	60	65	35
Hispanic	3	45	48	52	3	46	49	51	3	47	50	50
Native Hawaiian	-	50	50	50	12	62	73	27	-	79	79	21
White	11	66	76	24	13	67	79	21	14	68	82	18
Multiple Races	10	63	73	27	10	64	74	26	12	69	81	19
Students with Disabilities	5	27	32	68	5	30	35	65	4	34	39	61
Students without Disabilities	7	60	66	34	8	59	67	33	9	62	70	30
Economically Disadvantaged	3	45	48	52	3	45	48	52	3	50	52	48
Not Economically Disadvantaged	10	64	74	26	10	64	75	25	12	64	76	24
English Learners	2	11	13	87	2	15	17	83	-	21	21	79
Homeless	-	16	16	84	2	24	25	75	<	<	<	<
Military Connected	11	64	75	25	13	68	81	19	15	65	79	21
Foster Care	-	45	45	55	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	58	65	35	6	63	70	30	5	68	73	27
Female	7	59	66	34	6	63	70	30	5	70	75	25
Male	7	58	65	35	6	63	70	30	6	66	72	28
American Indian	-	83	83	17	15	46	62	38	<	<	<	<
Asian	13	65	78	22	13	68	81	19	8	75	83	17
Black	4	57	62	38	5	60	65	35	4	68	72	28
Hispanic	2	49	52	48	3	56	59	41	2	59	62	38
Native Hawaiian	13	63	75	25	-	75	75	25	4	76	80	20
White	13	69	82	18	10	74	84	16	9	77	86	14
Multiple Races	10	63	73	27	10	67	77	23	8	77	85	15
Students with Disabilities	1	34	35	65	1	41	43	57	1	44	45	55
Students without Disabilities	8	62	69	31	7	66	73	27	6	71	77	23
Economically Disadvantaged	3	49	51	49	3	55	58	42	2	62	64	36
Not Economically Disadvantaged	10	66	76	24	9	70	79	21	8	73	81	19
English Learners	-	14	14	86	-	28	29	71	1	38	39	61
Homeless	-	35	35	65	2	47	49	51	<	<	100	0
Military Connected	11	67	79	21	13	69	83	17	10	78	87	13
Foster Care	<	<	<	<	-	38	38	62	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	63	72	28	5	33	38	62	4	33	37	63
Female	7	62	69	31	4	31	35	65	4	33	36	64
Male	11	64	76	24	7	36	43	58	5	33	38	62
American Indian	<	<	100	0					<	<	<	<
Asian	14	68	83	17	13	42	55	45	11	39	50	50
Black	6	57	63	37	1	28	30	70	6	26	32	68
Hispanic	5	55	60	40	2	22	25	75	-	27	27	73
Native Hawaiian	<	<	<	<
White	12	71	83	17	8	44	52	48	6	46	51	49
Multiple Races	6	51	57	43	8	46	54	46	5	42	47	53
Students with Disabilities	6	25	31	69	-	16	16	84	-	25	25	75
Students without Disabilities	9	64	73	27	6	35	40	60	4	34	38	62
Economically Disadvantaged	4	56	60	40	2	27	29	71	3	20	23	77
Not Economically Disadvantaged	12	66	77	23	7	38	45	55	5	43	49	51
English Learners	-	17	17	83	-	16	16	84	-	25	25	75
Homeless	<	<	<	<
Military Connected	11	57	68	32	-	63	63	38	8	48	56	44
Foster Care					<	<	<	<	<	<	100	0
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	57	59	41	1	49	50	50	1	51	53	47
Female	1	55	56	44	1	46	47	53	1	50	51	49
Male	2	58	61	39	1	51	52	48	2	52	54	46
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	1	64	65	35	1	45	46	54	2	59	61	39
Black	1	51	51	49	-	47	48	52	1	49	49	51
Hispanic	1	48	48	52	-	41	41	59	-	46	46	54
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	4	75	80	20	3	68	71	29	5	64	69	31
Multiple Races	3	69	72	28	3	61	64	36	4	60	64	36
Students with Disabilities	-	29	29	71	1	34	35	65	1	35	36	64
Students without Disabilities	2	62	64	36	1	53	54	46	2	55	56	44
Economically Disadvantaged	1	47	48	52	1	41	42	58	1	47	47	53
Not Economically Disadvantaged	3	67	70	30	2	57	59	41	3	57	59	41
English Learners	-	15	15	85	-	24	24	76	-	37	38	62
Homeless	-	35	35	65	-	38	38	62
Military Connected	5	72	77	23	2	63	65	35	4	56	60	40
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	19	51	70	30	18	52	70	30	18	53	71	29
Female	17	53	70	30	17	52	69	31	16	54	70	30
Male	21	50	71	29	20	51	71	29	20	53	72	28
American Indian	13	63	75	25	21	45	66	34	3	65	68	32
Asian	32	53	85	15	31	53	84	16	31	54	85	15
Black	15	50	65	35	15	51	66	34	14	52	67	33
Hispanic	10	48	59	41	9	49	58	42	9	52	60	40
Native Hawaiian	23	55	77	23	26	51	77	23	11	67	78	22
White	27	55	82	18	27	55	82	18	28	55	83	17
Multiple Races	24	51	75	25	23	52	75	25	24	54	78	22
Students with Disabilities	6	34	41	59	5	34	39	61	6	35	42	58
Students without Disabilities	21	53	74	26	20	54	74	26	20	56	75	25
Economically Disadvantaged	11	47	58	42	10	48	59	41	10	50	61	39
Not Economically Disadvantaged	25	54	80	20	24	54	78	22	24	55	79	21
English Learners	4	31	34	66	4	35	39	61	5	39	44	56
Homeless	3	42	45	55	6	30	35	65	<	<	<	<
Military Connected	26	54	80	20	26	55	82	18	28	53	81	19
Foster Care	4	35	39	61	-	35	35	65	15	31	46	54
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	3	27	30	70	1	37	38	62	1	37	38	62
Female	1	26	27	73	1	35	37	63	1	36	37	63
Male	4	28	32	68	-	40	40	60	1	38	39	61
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	7	34	41	59	5	38	43	57	1	34	35	65
Black	5	33	39	61	-	37	37	63	1	38	39	61
Hispanic	1	16	17	83	1	29	30	70	-	34	35	65
Native Hawaiian	<	<	100	0	<	<	<	<
White	7	59	67	33	1	56	57	43	1	47	49	51
Multiple Races	-	52	52	48	-	53	53	47	1	37	38	62
Students with Disabilities	1	16	17	83	-	20	20	80	-	24	24	76
Students without Disabilities	3	30	32	68	1	41	42	58	1	41	42	58
Economically Disadvantaged	1	18	19	81	1	30	31	69	1	34	34	66
Not Economically Disadvantaged	4	38	43	57	1	45	46	54	1	41	42	58
English Learners	-	7	7	93	1	14	15	85	-	29	30	70
Homeless	<	<	<	<	-	15	15	85
Military Connected	5	53	58	42	3	62	65	35	2	41	43	57
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	10	57	67	33	11	56	68	32	11	62	73	27
Female	9	58	67	33	10	56	67	33	10	62	72	28
Male	11	56	67	33	12	57	69	31	12	61	73	27
American Indian	-	76	76	24	25	50	75	25	-	80	80	20
Asian	20	62	82	18	22	64	86	14	20	65	85	15
Black	8	57	64	36	10	55	65	35	9	62	71	29
Hispanic	5	50	54	46	5	49	54	46	5	56	61	39
Native Hawaiian	22	61	83	17	27	55	82	18	4	78	83	17
White	16	65	81	19	17	65	83	17	18	67	85	15
Multiple Races	14	60	73	27	15	60	75	25	15	66	81	19
Students with Disabilities	2	35	38	62	3	34	38	62	3	40	44	56
Students without Disabilities	11	60	71	29	12	60	72	28	12	64	76	24
Economically Disadvantaged	5	48	53	47	6	50	56	44	6	56	62	38
Not Economically Disadvantaged	15	64	79	21	15	62	77	23	15	66	81	19
English Learners	-	30	30	70	1	32	33	67	2	41	43	57
Homeless	-	42	42	58	3	34	37	63	<	<	<	<
Military Connected	15	65	80	20	19	64	83	17	20	67	87	13
Foster Care	<	<	<	<	-	42	42	58	<	<	<	<
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	6	50	56	44	3	27	30	70	3	24	27	73
Female	4	48	53	47	2	24	26	74	2	22	24	76
Male	9	51	60	40	4	30	34	66	4	27	31	69
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	11	66	77	23	6	42	49	51	11	35	46	54
Black	4	44	49	51	2	23	25	75	1	20	22	78
Hispanic	4	39	43	57	2	24	27	73	2	25	27	73
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	9	60	70	30	3	29	33	67	3	25	28	72
Multiple Races	3	53	56	44	4	31	35	65	2	24	26	74
Students with Disabilities	2	30	32	68	1	17	18	82	1	13	14	86
Students without Disabilities	7	52	58	42	3	28	31	69	3	26	29	71
Economically Disadvantaged	5	42	47	53	2	23	25	75	2	23	25	75
Not Economically Disadvantaged	8	55	63	37	4	31	35	65	3	26	29	71
English Learners	-	18	18	82	-	17	17	83	2	20	22	78
Homeless	-	36	36	64	<	<	<	<
Military Connected	6	53	60	40	10	33	43	57	8	31	38	62
Foster Care	<	<	<	<	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	53	53	47	-	35	35	65	-	41	41	59
Female	<	<	<	<	<	<	<	<	-	36	36	64
Male	-	60	60	40	-	45	45	55	-	50	50	50
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	45	45	55	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	-	47	47	53	-	42	42	58	-	42	42	58
Economically Disadvantaged	<	<	<	<	<	<	<	<	-	25	25	75
Not Economically Disadvantaged	-	64	64	36	-	36	36	64	-	64	64	36
English Learners	-	27	27	73	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	52	78	22	23	56	79	21	24	58	82	18
Female	24	54	78	22	23	57	79	21	23	59	83	17
Male	27	50	77	23	23	55	78	22	25	56	81	19
American Indian	36	36	73	27	<	<	<	<	<	<	<	<
Asian	44	45	89	11	37	53	90	10	38	56	94	6
Black	22	51	73	27	20	57	77	23	20	57	77	23
Hispanic	13	56	69	31	12	57	69	31	13	59	72	28
Native Hawaiian	20	60	80	20	28	56	84	16	-	79	79	21
White	36	51	87	13	33	55	88	12	33	58	91	9
Multiple Races	34	48	82	18	27	55	82	18	34	54	88	12
Students with Disabilities	6	36	43	57	6	38	45	55	6	42	49	51
Students without Disabilities	28	54	82	18	25	58	83	17	26	60	86	14
Economically Disadvantaged	14	53	67	33	13	56	69	31	14	58	72	28
Not Economically Disadvantaged	35	51	86	14	30	56	86	14	31	57	88	12
English Learners	1	26	26	74	1	33	34	66	3	37	40	60
Homeless	5	42	47	53	8	36	44	56	<	<	<	<
Military Connected	35	51	86	14	30	59	88	12	32	54	86	14
Foster Care	10	60	70	30	<	<	<	<	<	<	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	30	46	75	25	30	49	79	21	31	48	79	21
Female	26	47	73	27	26	50	77	23	27	50	77	23
Male	34	44	78	23	34	47	81	19	35	45	81	19
American Indian	20	60	80	20	<	<	<	<	<	<	<	<
Asian	42	45	88	13	44	46	90	10	43	44	87	13
Black	22	42	64	36	23	49	72	28	23	47	70	30
Hispanic	21	48	69	31	20	54	74	26	20	54	74	26
Native Hawaiian	33	42	75	25	31	44	75	25	<	<	<	<
White	38	46	84	16	39	46	84	16	42	44	86	14
Multiple Races	31	44	75	25	34	46	79	21	32	47	79	21
Students with Disabilities	14	34	48	52	10	36	46	54	14	34	48	52
Students without Disabilities	32	47	79	21	33	50	83	17	34	50	83	17
Economically Disadvantaged	18	45	63	37	19	50	69	31	20	48	68	32
Not Economically Disadvantaged	37	46	83	17	37	48	85	15	38	47	85	15
English Learners	13	47	60	40	16	55	72	28	16	54	69	31
Homeless	7	48	56	44	9	24	32	68	<	<	100	0
Military Connected	35	45	81	19	35	48	83	17	39	45	83	17
Foster Care					<	<	<	<	<	<	<	<
< = 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

	2021-2022	2022-2023	2023-2024
Division	560	542	701
State	4,006	4,460	6,361
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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	1,622	1,978	1,819
Kindergarten	6,119	6,014	5,731
Grade 1	6,218	6,609	6,422
Grade 2	6,401	6,474	6,703
Grade 3	6,614	6,593	6,588
Grade 4	6,701	6,796	6,727
Grade 5	6,637	6,868	6,901
Grade 6	6,734	6,656	6,802
Grade 7	6,976	6,779	6,647
Grade 8	6,959	6,989	6,797
Grade 9	8,098	7,890	7,863
Grade 10	7,352	7,869	7,609
Grade 11	6,703	6,894	7,061
Grade 12	7,001	6,771	6,984
Post Graduate	4	-	-
Total Students	90,139	91,180	90,654

< = 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	2021-2022	2022-2023	2023-2024
All Students	90139	91180	90654
Female	43803	44227	43988
Male	46290	46888	46585
American Indian	146	130	130
Asian	9029	9686	10189
Black	17837	17673	17309
Hispanic	32628	33390	33456
Native Hawaiian	189	191	173
White	24870	24507	23762
Multiple Races	5440	5603	5635
Students with Disabilities	11560	11952	12146
Students without Disabilities	78579	79228	78508
Economically Disadvantaged	40024	37794	35119
Not Economically Disadvantaged	50115	53386	55535
English Learners	23419	24563	25127
Not English Learners	66720	66617	65527
Migrant	3	2	2
Homeless	321	433	525
Military Connected	4121	4432	4576
Foster Care	66	67	45
< = 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	3541	3188	151	33	295	88
	State	50340	39360	1868	906	4434	1716
Female	Division	1933	1446	62	11	98	33
	State	27397	17331	608	349	1644	700
Male	Division	1602	1734	89	22	196	55
	State	22883	21948	1258	556	2786	1013
American Indian	Division	7	8	0	1	1	0
	State	108	117	5	4	10	3
Asian	Division	469	221	18	0	3	3
	State	6021	1445	96	16	68	37
Black	Division	711	662	49	9	34	31
	State	8112	10542	637	224	1119	708
Hispanic	Division	912	1429	38	10	223	36
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	11	8	0	0	0	0
	State	97	61	3	3	2	2
White	Division	1233	700	27	9	27	9
	State	25863	16576	761	464	1211	504
Multiple Races	Division	198	160	19	4	7	9
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	78	543	151	8	54	1
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	902	1506	69	13	136	47
	State	12777	21116	1106	493	2351	1207
English Learners	Division	121	590	46	2	178	0
	State	1583	4218	262	26	1426	145
Homeless	Division	12	48	2	3	9	5
	State	197	697	48	28	170	78
Military Connected	Division	166	87	1	2	7	2
	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 Students	7,296	6,880	94	6,913	95	295	4
Female	3,583	3,441	96	3,452	96	98	3
Male	3,698	3,425	93	3,447	93	196	5
American Indian	17	15	88	16	94	1	6
Asian	714	708	99	708	99	3	0
Black	1,496	1,422	95	1,431	96	34	2
Hispanic	2,648	2,379	90	2,389	90	223	8
Native Hawaiian	19	19	100	19	100	0	0
White	2,005	1,960	98	1,969	98	27	1
Multiple Races	397	377	95	381	96	7	2
Students with Disabilities	836	772	92	780	93	54	7
Economically Disadvantaged	2,673	2,477	93	2,490	93	136	5
English Learners	939	757	81	759	81	178	19
Homeless	79	62	79	65	82	9	11
Military Connected	265	254	96	256	97	7	3
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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	5,349 / 18.36%	5,531 / 18.81%	6,814 / 23.1%
Advanced Placement Course Enrollment	5,956 / 20.44%	6,133 / 20.85%	7,503 / 25.43%
Dual Enrollment	2,238 / 7.68%	2,423 / 8.24%	2,902 / 9.84%
Governor's School Enrollment	109 / .37%	137 / .47%	144 / .49%
IB Course Enrollment	659 / 2.26%	678 / 2.31%	1,103 / 3.74%
Senior Enrolled in IB Program	41 / .14%	34 / .12%	20 / .07%

< = 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 Students	Division	6,449	4,509	30
	State	87,317	57,081	35
Female	Division	3,192	2,417	24
	State	43,705	31,577	28
Male	Division	3,257	2,092	36
	State	43,612	25,504	42
American Indian	Division	25	19	24
	State	232	130	44
Asian	Division	626	552	12
	State	6,741	5,862	13
Black	Division	1,290	935	28
	State	18,624	10,601	43
Hispanic	Division	2,016	1,116	45
	State	12,110	6,622	45
Native Hawaiian	Division	17	14	18
	State	132	93	30
White	Division	2,085	1,599	23
	State	45,098	30,844	32
Multiple Races	Division	390	274	30
	State	4,380	2,929	33
Students with Disabilities	Division	552	266	52
	State	8,185	3,548	57
Economically Disadvantaged	Division	2,353	1,408	40
	State	30,335	14,987	51
English Learners	Division	1,064	532	50
	State	6,579	3,319	50
< = 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
		2021-2022	2022-2023	2023-2024
State Licensures	Division	18	34	48
	State	1,236	1,563	2,069
Industry Certification	Division	3,363	4,191	6,228
	State	95,688	100,255	101,956
Workplace Readiness	Division	2,111	2,615	674
	State	44,348	41,819	35,066
Total Credentials Earned	Division	5,492	6,841	6,951
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	4,751	5,708	6,148
	State	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	Division	15	-	17
	State	761	962	1,022
CTE Completers	Division	3,670	3,608	4,077
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	1	1
	State	2,590	3,844	3,577

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	68.1	65	64.5

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
2019-2020	Division	$5,502	$6,144	$668
	State	$6,770	$5,603	$867
2020-2021	Division	$4,923	$6,793	$1,710
	State	$6,669	$6,185	$1,352
2021-2022	Division	$6,038	$7,058	$1,314
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,417	$7,780	$1,781
	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 Students	70,096	18,618	71,246	17,836	75,997	12,727
Female	33,963	9,166	34,384	8,896	36,707	6,346
Male	36,097	9,434	36,811	8,917	39,194	6,351
American Indian	96	45	100	33	102	26
Asian	7,471	1,583	7,768	1,765	8,749	1,335
Black	14,323	3,133	14,418	2,765	14,840	1,966
Hispanic	23,045	9,013	24,029	8,466	26,396	6,282
Native Hawaiian	161	28	160	30	159	15
White	20,637	3,833	20,267	3,804	20,917	2,441
Multiple Races	4,363	983	4,504	973	4,834	662
Students with Disabilities	7,981	2,905	8,300	2,762	9,337	2,136
Economically Disadvantaged	28,831	11,428	28,535	10,246	30,409	7,526
English Learners	18,113	5,952	19,172	5,694	21,459	4,111
Homeless	285	320	433	406	533	389
< = 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	11,717
Behaviors related to School Operations	8,210
Relationship Behaviors without Physical Harm	3,539
Behaviors of a Safety Concern	8,312
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,967
Behaviors used to determine Persistently Dangerous Schools	29

< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.2	0.1	0.2	0.1	0.3
Asian	10	4.3	10.6	4.4	11.2	5.5
Black	19.8	33.4	19.4	31.4	19.1	31.5
Hispanic	36.2	40.7	36.6	43.6	36.9	43
Native Hawaiian	0.2	0.2	0.2	0.2	0.2	0.1
White	27.6	15	26.9	14.8	26.2	14.3
Multiple Races	6	6.1	6.1	5.5	6.2	5.3
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.1		0.1	0.7
Asian	10	4.2	10.6	12.5	11.2	1.3
Black	19.8	37.5	19.4	25	19.1	43.6
Hispanic	36.2	41.7	36.6	37.5	36.9	40.3
Native Hawaiian	0.2		0.2		0.2
White	27.6	4.2	26.9	25	26.2	7.4
Multiple Races	6	12.5	6.1		6.2	6.7
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.1		0.1
Asian	10		10.6		11.2	8.3
Black	19.8		19.4		19.1	16.7
Hispanic	36.2		36.6		36.9	33.3
Native Hawaiian	0.2		0.2		0.2
White	27.6		26.9		26.2	25
Multiple Races	6		6.1		6.2	16.7
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	42.8	47.6	52.3
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	43.4	30.2	34.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	79.6	66.6	67.1
< = 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

13.28 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

16.12 : 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
2021-2022	31%	66%	1%	2%
2022-2023	32%	64%	1%	3%
2023-2024	33%	63%	1%	3%
< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	77%	75%	79%	88%
Asian	84%	82%	91%	88%
Black	76%	74%	68%	88%
Hispanic	65%	63%	68%	88%
White	87%	86%	85%	88%
Multiple Races	84%	82%	83%	88%
Economically Disadvantaged	66%	64%	68%	88%
English Learners	56%	55%	60%	88%
Students with Disabilities	49%	48%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	70%	74%	85%
Asian	82%	81%	90%	85%
Black	69%	66%	61%	85%
Hispanic	61%	58%	63%	85%
White	84%	82%	81%	85%
Multiple Races	79%	77%	77%	85%
Economically Disadvantaged	62%	58%	62%	85%
English Learners	57%	54%	58%	85%
Students with Disabilities	46%	43%	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 Group	Current Rate
All Students	68%
Asian	79%
Black	65%
Hispanic	55%
White	82%
Multiple Races	78%
Economically Disadvantaged	56%
English Learners	47%
Students with Disabilities	41%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	91%	84%	84%
Asian	96%	90%	84%
Black	92%	83%	84%
Hispanic	86%	83%	84%
White	96%	86%	84%
Multiple Races	88%	89%	84%
Economically Disadvantaged	87%	82%	84%
English Learners	78%	77%	84%
Students with Disabilities	69%	74%	84%
Homeless	64%	-	-
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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	14%	17%	12%	10%
Asian	13%	16%	10%	10%
Black	12%	14%	12%	10%
Hispanic	19%	23%	12%	10%
White	10%	13%	12%	10%
Multiple Races	12%	15%	12%	10%
Economically Disadvantaged	20%	23%	13%	10%
English Learners	16%	19%	12%	10%
Students with Disabilities	19%	22%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	56%	54%	58%
English Learner Proficiency	12%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	8195	14638	56%
English Learner Proficiency	2330	18948	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	97%	3%
Asian	100%	-	99%	1%	97%	3%
Black	99%	1%	99%	1%	97%	3%
Hispanic	99%	1%	99%	1%	97%	3%
White	99%	1%	98%	2%	96%	4%
Multiple Races	99%	1%	99%	1%	96%	4%
Economically Disadvantaged	99%	1%	99%	1%	97%	3%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	99%	1%	100%	-	99%	1%
Students with Disabilities	98%	2%	99%	1%	96%	4%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	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 Group	Growth English Reading	Growth Mathematics
All Students	80%	77%
Asian	86%	85%
Black	80%	74%
Hispanic	70%	67%
White	89%	87%
Multiple Races	87%	83%
Economically Disadvantaged	72%	68%
English Learners	66%	64%
Students with Disabilities	57%	57%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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

Prince William 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.

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality