Tazewell County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Abb's Valley-Boissevain Elementary	Accredited with Conditions
Cedar Bluff Elementary	Accredited
Dudley Primary	Accredited
Graham Intermediate	Accredited
Richlands Elementary	Accredited
Tazewell Intermediate	Accredited
Tazewell Primary	Accredited
Middle Schools
Graham Middle	Accredited
Richlands Middle	Accredited
Tazewell Middle	Accredited
High Schools
Graham High	Accredited
Richlands High	Accredited
Tazewell 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	14	66	80	20	13	69	82	18	12	70	82	18
Female	15	66	81	19	13	70	84	16	13	70	84	16
Male	13	66	78	22	13	67	80	20	11	69	80	20
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	23	62	85	15	<	<	<	<
Black	5	59	64	36	6	67	73	27	10	57	67	33
Hispanic	6	55	61	39	10	63	73	27	-	68	68	32
Native Hawaiian	<	<	100	0	<	<	100	0
White	14	67	81	19	13	69	82	18	12	71	83	17
Multiple Races	14	63	76	24	17	56	73	27	13	63	76	24
Students with Disabilities	6	46	53	47	6	47	53	47	2	51	53	47
Students without Disabilities	15	71	86	14	14	74	88	12	14	74	88	12
Economically Disadvantaged	10	65	74	26	10	67	77	23	8	68	76	24
Not Economically Disadvantaged	20	69	88	12	17	72	89	11	17	73	89	11
English Learners					<	<	100	0	<	<	<	<
Homeless	<	<	<	<	-	77	77	23	5	67	71	29
Military Connected	-	86	86	14	-	83	83	17	19	63	81	19
Foster Care	-	86	86	14	7	57	64	36	-	61	61	39
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	12	61	73	27	13	69	81	19	10	72	81	19
Female	15	61	77	23	16	66	82	18	10	72	82	18
Male	10	60	70	30	10	71	81	19	9	71	81	19
Asian	<	<	<	<	<	<	<	<
Black	8	38	46	54	20	50	70	30	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	12	63	75	25	13	69	83	17	10	72	82	18
Multiple Races	19	56	75	25	-	69	69	31	-	77	77	23
Students with Disabilities	10	48	58	42	8	54	62	38	2	65	67	33
Students without Disabilities	13	64	76	24	14	72	86	14	11	73	84	16
Economically Disadvantaged	11	56	67	33	11	66	77	23	8	70	78	22
Not Economically Disadvantaged	16	69	86	14	16	76	92	8	12	75	87	13
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	14	65	80	20	17	63	80	20	12	70	82	18
Female	14	64	78	22	17	67	83	17	14	69	82	18
Male	15	66	81	19	17	60	77	23	11	72	82	18
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	7	53	60	40	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	14	67	81	19	17	64	81	19	13	70	83	17
Multiple Races	26	53	79	21	23	62	85	15	6	72	78	22
Students with Disabilities	7	46	53	47	14	51	65	35	4	57	62	38
Students without Disabilities	16	70	87	13	18	66	83	17	14	73	87	13
Economically Disadvantaged	9	66	75	25	15	62	77	23	9	68	77	23
Not Economically Disadvantaged	25	64	89	11	21	66	86	14	17	75	92	8
Homeless					<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
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	7	73	80	20	8	74	83	17	9	68	77	23
Female	8	75	82	18	8	74	82	18	10	67	78	22
Male	7	71	78	22	9	75	83	17	8	69	76	24
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	12	47	59	41
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	8	73	81	19	8	74	83	17	8	70	78	22
Multiple Races	7	57	64	36	11	68	79	21	20	60	80	20
Students with Disabilities	1	49	51	49	4	54	58	42	-	54	54	46
Students without Disabilities	9	78	87	13	9	80	89	11	11	72	83	17
Economically Disadvantaged	7	71	77	23	7	74	81	19	5	66	71	29
Not Economically Disadvantaged	9	76	85	15	9	76	85	15	14	72	86	14
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	10	67	78	22	12	70	82	18	10	70	80	20
Female	10	72	82	18	12	71	83	17	9	72	81	19
Male	11	63	74	26	11	69	81	19	12	67	79	21
American Indian					<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	80	80	20	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	11	68	79	21	12	71	83	17	10	70	81	19
Multiple Races	-	64	64	36	14	43	57	43	13	61	74	26
Students with Disabilities	4	39	43	57	3	43	46	54	6	38	44	56
Students without Disabilities	12	74	85	15	14	76	90	10	11	76	87	13
Economically Disadvantaged	6	66	73	27	7	68	75	25	7	70	77	23
Not Economically Disadvantaged	17	69	85	15	18	73	91	9	15	68	84	16
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
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	12	67	79	21	10	70	80	20	6	75	81	19
Female	14	65	79	21	10	71	81	19	7	76	83	17
Male	10	69	79	21	10	69	78	22	5	73	78	22
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	79	79	21	-	75	75	25	9	64	73	27
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	12	67	79	21	10	70	80	20	6	76	82	18
Multiple Races	7	57	64	36	7	57	64	36	8	50	58	42
Students with Disabilities	4	36	41	59	3	40	43	57	-	48	48	52
Students without Disabilities	13	74	87	13	11	76	87	13	7	80	87	13
Economically Disadvantaged	11	62	73	27	8	65	73	27	3	69	72	28
Not Economically Disadvantaged	13	76	89	11	12	78	89	11	10	81	91	9
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<
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	66	75	25	8	71	79	21	12	70	83	17
Female	13	65	78	23	7	78	85	15	15	72	86	14
Male	7	66	73	27	10	64	74	27	10	69	79	21
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	8	38	46	54	6	75	81	19	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0
White	10	66	76	24	8	72	80	20	12	71	83	17
Multiple Races	<	<	<	<	23	38	62	38	14	57	71	29
Students with Disabilities	8	42	51	49	5	45	50	50	2	47	48	52
Students without Disabilities	10	70	80	20	9	75	84	16	14	75	90	10
Economically Disadvantaged	6	63	68	32	7	65	72	28	7	69	76	24
Not Economically Disadvantaged	16	70	86	14	10	77	88	12	19	72	92	8
Homeless					<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	29	64	93	7	22	65	87	13	23	65	88	12
Female	28	62	91	9	24	65	88	12	27	64	92	8
Male	30	65	95	5	21	64	86	14	20	64	84	16
American Indian					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	7	79	86	14	18	55	73	27
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	30	63	92	8	22	65	87	13	23	65	88	12
Multiple Races	18	82	100	0	46	46	92	8	38	54	92	8
Students with Disabilities	8	66	74	26	8	41	49	51	3	47	50	50
Students without Disabilities	33	63	97	3	26	71	97	3	27	68	95	5
Economically Disadvantaged	20	69	89	11	15	68	83	17	21	63	84	16
Not Economically Disadvantaged	38	58	97	3	30	61	91	9	26	66	92	8
English Learners					<	<	100	0
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
< = 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	21	56	77	23	17	60	77	23	24	64	88	12
Female	25	59	83	17	19	65	85	15	30	61	91	9
Male	18	52	70	30	14	54	69	31	17	67	84	16
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	13	38	50	50	4	58	63	38	<	<	<	<
Hispanic	<	<	<	<	20	60	80	20	<	<	<	<
Native Hawaiian					<	<	100	0
White	21	57	78	22	17	60	78	23	24	64	88	12
Multiple Races	20	60	80	20	20	40	60	40	25	58	83	17
Students with Disabilities	8	25	34	66	-	24	24	76	-	24	24	76
Students without Disabilities	23	59	82	18	19	64	83	17	25	68	93	7
Economically Disadvantaged	11	55	67	33	9	62	71	29	19	61	80	20
Not Economically Disadvantaged	32	56	88	12	25	58	83	17	28	67	95	5
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	15	52	67	33	13	55	68	32
Female	17	57	74	26	18	60	78	22
Male	13	48	61	39	8	51	59	41
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0
Black	8	25	33	67	6	56	63	38
Hispanic	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0
White	15	53	68	32	13	55	68	32
Multiple Races	<	<	<	<	15	38	54	46
Students with Disabilities	6	25	32	68	-	20	20	80
Students without Disabilities	16	57	73	27	15	61	76	24
Economically Disadvantaged	7	51	58	42	7	55	62	38
Not Economically Disadvantaged	26	54	81	19	20	55	76	24
Homeless					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
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	33	62	94	6	22	65	87	13	24	64	88	12
Female	36	62	98	2	22	71	92	8	30	61	91	9
Male	29	61	90	10	22	59	82	18	17	67	84	16
American Indian					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian					<	<	100	0
White	32	63	95	5	22	66	88	12	24	64	88	12
Multiple Races	<	<	<	<	25	42	67	33	25	58	83	17
Students with Disabilities	<	<	<	<	-	35	35	65	-	24	24	76
Students without Disabilities	33	63	96	4	23	67	90	10	25	68	93	7
Economically Disadvantaged	23	68	90	10	12	71	84	16	19	61	80	20
Not Economically Disadvantaged	39	58	97	3	29	60	90	10	28	67	95	5
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
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	70	79	21	10	72	82	18	9	74	83	17
Female	9	71	80	20	9	73	82	18	8	76	84	16
Male	10	69	79	21	11	71	81	19	10	72	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	17	67	83	17	38	54	92	8	<	<	<	<
Black	4	63	66	34	6	63	70	30	5	71	77	23
Hispanic	6	71	77	23	3	70	73	27	10	67	77	23
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	71	80	20	10	73	83	17	9	74	83	17
Multiple Races	11	64	75	25	14	59	73	27	16	66	81	19
Students with Disabilities	4	46	50	50	4	52	56	44	3	53	56	44
Students without Disabilities	10	75	85	15	11	76	88	12	10	78	88	12
Economically Disadvantaged	6	67	73	27	7	70	77	23	6	72	78	22
Not Economically Disadvantaged	14	75	89	11	15	75	90	10	13	76	89	11
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	-	85	85	15	16	64	80	20
Military Connected	7	80	87	13	8	77	85	15	-	86	86	14
Foster Care	-	82	82	18	8	50	58	42	6	44	50	50
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	10	72	82	18	10	74	84	16	11	73	85	15
Female	9	72	80	20	8	73	81	19	12	73	84	16
Male	11	72	83	17	12	75	87	13	11	74	85	15
Asian	<	<	<	<	<	<	100	0
Black	8	46	54	46	-	70	70	30	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	10	74	84	16	11	74	84	16	11	74	86	14
Multiple Races	6	69	75	25	6	75	81	19	14	57	71	29
Students with Disabilities	6	63	69	31	-	60	60	40	5	59	64	36
Students without Disabilities	11	74	85	15	12	77	89	11	12	76	88	12
Economically Disadvantaged	5	72	78	22	8	71	80	20	8	74	82	18
Not Economically Disadvantaged	19	71	90	10	15	80	94	6	17	73	89	11
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
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	9	70	78	22	10	71	81	19	8	73	81	19
Female	7	67	74	26	7	72	80	20	6	74	80	20
Male	10	72	82	18	11	70	82	18	11	72	83	17
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	7	40	47	53	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	9	70	79	21	9	74	83	17	9	72	81	19
Multiple Races	11	68	79	21	23	54	77	23	6	78	83	17
Students with Disabilities	4	39	43	57	7	54	61	39	3	51	54	46
Students without Disabilities	10	77	87	13	10	76	86	14	10	78	88	12
Economically Disadvantaged	6	67	73	27	6	71	77	23	5	71	76	24
Not Economically Disadvantaged	14	74	88	12	18	71	89	11	14	76	90	10
Homeless					<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
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	7	62	69	31	8	74	82	18	10	67	77	23
Female	8	62	69	31	7	74	81	19	9	70	79	21
Male	6	63	69	31	10	74	83	17	10	65	75	25
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	6	53	59	41
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	7	63	70	30	8	75	83	17	9	69	78	22
Multiple Races	7	50	57	43	16	58	74	26	20	60	80	20
Students with Disabilities	1	36	37	63	6	51	56	44	3	51	53	47
Students without Disabilities	8	68	76	24	9	80	89	11	12	71	83	17
Economically Disadvantaged	5	57	62	38	7	72	79	21	7	67	74	26
Not Economically Disadvantaged	9	72	81	19	11	76	87	13	14	68	82	18
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	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	8	68	76	24	11	63	75	25	9	71	80	20
Female	7	73	81	19	12	64	76	24	8	71	79	21
Male	8	63	71	29	11	63	74	26	11	70	81	19
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	70	70	30	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
Native Hawaiian					<	<	100	0
White	8	68	76	24	12	65	76	24	9	71	80	20
Multiple Races	14	57	71	29	7	50	57	43	17	70	87	13
Students with Disabilities	1	49	50	50	1	37	38	62	5	44	49	51
Students without Disabilities	9	72	81	19	14	70	83	17	10	76	86	14
Economically Disadvantaged	4	64	68	32	7	59	65	35	5	74	79	21
Not Economically Disadvantaged	14	74	88	12	18	70	88	12	15	67	82	18
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	8	68	76	24	6	70	76	24	4	70	74	26
Female	10	66	75	25	5	72	78	22	4	72	76	24
Male	7	70	76	24	6	67	73	27	3	69	72	28
Black	8	54	62	38	-	73	73	27	9	55	64	36
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	8	69	77	23	6	71	77	23	4	71	74	26
Multiple Races	15	46	62	38	8	50	58	42	-	73	73	27
Students with Disabilities	2	38	39	61	2	49	51	49	3	46	49	51
Students without Disabilities	10	74	84	16	7	74	81	19	4	77	80	20
Economically Disadvantaged	7	65	71	29	4	64	68	32	2	65	67	33
Not Economically Disadvantaged	11	74	85	15	9	78	87	13	6	80	86	14
English Learners					<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<
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	9	71	80	20	13	72	85	15	10	76	86	14
Female	9	74	83	17	10	75	85	15	10	78	88	12
Male	9	67	76	24	14	70	84	16	10	74	84	16
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	7	71	79	21	7	71	79	21	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0
White	9	71	79	21	12	73	85	15	10	77	87	13
Multiple Races	<	<	<	<	29	43	71	29	31	46	77	23
Students with Disabilities	3	51	54	46	6	52	59	41	-	61	61	39
Students without Disabilities	11	75	86	14	14	76	90	10	12	78	91	9
Economically Disadvantaged	7	66	73	27	9	72	81	19	7	74	80	20
Not Economically Disadvantaged	13	78	91	9	18	72	90	10	15	78	93	7
Homeless					<	<	<	<	<	<	100	0
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	13	82	95	5	10	76	86	14	9	82	90	10
Female	10	85	95	5	11	79	90	10	7	85	93	7
Male	16	79	95	5	10	72	82	18	10	79	88	12
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	90	90	10	14	71	86	14	-	88	88	13
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	14	81	95	5	10	76	86	14	8	82	90	10
Multiple Races	10	90	100	0	10	80	90	10	15	77	92	8
Students with Disabilities	17	61	78	22	3	60	63	37	-	63	63	37
Students without Disabilities	13	83	96	4	12	80	92	8	10	85	96	4
Economically Disadvantaged	9	84	93	7	7	76	83	17	6	80	86	14
Not Economically Disadvantaged	17	79	96	4	15	76	91	9	12	85	96	4
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	77	94	6	20	73	93	7	13	77	90	10
Female	14	86	100	0	18	73	91	9	13	88	100	0
Male	18	71	88	12	21	74	95	5	13	67	80	20
Asian					<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
White	15	77	92	8	22	70	93	7	11	78	89	11
Multiple Races	<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<
Students without Disabilities	16	77	94	6	21	76	97	3	13	77	90	10
Economically Disadvantaged	9	73	82	18	<	<	<	<	25	67	92	8
Not Economically Disadvantaged	20	80	100	0	24	72	96	4	5	84	89	11
Military Connected	<	<	100	0					<	<	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	10	89	98	2	8	90	98	2	8	92	100	0
Female	9	88	97	3	10	90	100	0	3	97	100	0
Male	10	90	100	0	7	90	97	3	13	88	100	0
Asian	<	<	100	0
Black	<	<	100	0					<	<	100	0
Hispanic									<	<	100	0
White	10	88	98	2	8	90	98	2	6	94	100	0
Multiple Races					<	<	100	0	<	<	100	0
Students without Disabilities	10	89	98	2	8	90	98	2	8	92	100	0
Economically Disadvantaged	15	85	100	0	<	<	100	0	7	93	100	0
Not Economically Disadvantaged	6	91	97	3	7	91	98	2	8	92	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	61	71	29	8	66	74	26	10	66	76	24
Female	9	60	70	30	5	67	73	27	8	69	77	23
Male	12	60	73	27	11	64	74	26	12	64	76	24
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	3	42	45	55	3	55	58	43	5	64	69	31
Hispanic	-	70	70	30	-	85	85	15	-	56	56	44
Native Hawaiian					<	<	100	0
White	11	61	72	28	8	66	74	26	10	67	77	23
Multiple Races	6	58	65	35	11	65	76	24	18	55	73	28
Students with Disabilities	5	32	36	64	5	35	40	60	3	43	46	54
Students without Disabilities	12	66	78	22	9	73	81	19	12	71	83	17
Economically Disadvantaged	6	58	64	36	5	62	68	32	7	63	70	30
Not Economically Disadvantaged	17	65	82	18	11	70	81	19	14	71	86	14
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	27	45	73	27
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	10	40	50	50	9	45	55	45
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	56	69	31	17	61	78	22	24	53	76	24
Female	12	54	66	34	11	62	73	27	20	56	76	24
Male	14	59	72	28	22	60	82	18	27	49	76	24
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	12	47	59	41
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	13	57	71	29	17	61	78	22	24	53	77	23
Multiple Races	14	36	50	50	16	58	74	26	38	50	88	13
Students with Disabilities	4	35	39	61	8	45	54	46	7	45	52	48
Students without Disabilities	15	61	76	24	19	65	84	16	28	55	82	18
Economically Disadvantaged	8	57	65	35	11	67	77	23	18	51	69	31
Not Economically Disadvantaged	21	55	76	24	28	51	80	20	31	55	86	14
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
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	7	59	66	34	4	68	72	28	5	68	73	27
Female	5	59	64	36	1	69	70	30	4	70	73	27
Male	9	58	67	33	7	66	73	27	6	66	72	28
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	8	23	31	69	-	47	47	53	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0
White	7	60	67	33	4	69	72	28	5	69	74	26
Multiple Races	<	<	<	<	17	50	67	33	-	57	57	43
Students with Disabilities	4	31	35	65	7	31	37	63	-	39	39	61
Students without Disabilities	7	65	72	28	3	74	78	22	6	74	80	20
Economically Disadvantaged	4	51	55	45	4	59	62	38	2	63	65	35
Not Economically Disadvantaged	11	70	82	18	4	79	83	17	8	75	83	17
Homeless					<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	70	83	17	4	68	72	28	3	78	81	19
Female	11	71	82	18	4	70	74	26	2	80	82	18
Male	16	69	84	16	4	66	70	30	5	75	80	20
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	<	<	-	77	77	23	-	93	93	7
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	14	69	83	17	4	67	71	29	3	77	81	19
Multiple Races	<	<	<	<	-	87	87	13	<	<	<	<
Students with Disabilities	-	12	12	88	-	30	30	70	-	46	46	54
Students without Disabilities	14	74	88	12	5	77	81	19	4	83	87	13
Economically Disadvantaged	7	70	78	22	2	61	63	37	2	73	75	25
Not Economically Disadvantaged	20	70	90	10	6	74	81	19	6	83	88	12
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<					<	<	100	0
Female	<	<	<	<					<	<	100	0
Male	<	<	100	0
Hispanic	<	<	100	0
White	<	<	<	<
Multiple Races									<	<	100	0
Students without Disabilities	<	<	<	<					<	<	100	0
Not Economically Disadvantaged	<	<	<	<					<	<	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	7	79	86	14	15	65	80	20	9	27	36	64
Female	8	75	83	17	<	<	100	0	<	<	<	<
Male	<	<	100	0	18	45	64	36	<	<	<	<
Black	<	<	100	0	<	<	<	<	<	<	<	<
White	8	77	85	15	17	72	89	11	<	<	<	<
Multiple Races									<	<	<	<
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	8	77	85	15	17	67	83	17	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	25	67	92	8	<	<	<	<
Homeless									<	<	<	<
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	23	59	81	19	21	58	79	21	18	61	80	20
Female	18	60	78	22	18	59	77	23	15	61	76	24
Male	27	58	84	16	23	57	80	20	21	61	82	18
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	11	60	71	29	12	37	49	51	5	62	67	33
Hispanic	31	46	77	23	6	65	71	29	22	50	72	28
Native Hawaiian					<	<	100	0	<	<	100	0
White	23	59	82	18	21	59	80	20	19	62	81	19
Multiple Races	22	63	85	15	28	41	69	31	25	41	67	33
Students with Disabilities	7	44	51	49	8	42	50	50	4	49	53	47
Students without Disabilities	26	62	88	12	23	61	84	16	21	63	85	15
Economically Disadvantaged	17	59	76	24	18	54	72	28	13	59	73	27
Not Economically Disadvantaged	31	58	89	11	24	64	88	12	26	63	89	11
Homeless	<	<	100	0	<	<	<	<	8	46	54	46
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	9	36	45	55	<	<	<	<
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	-	42	42	58	-	29	29	71	-	45	45	55
Female	<	<	<	<	-	25	25	75	<	<	<	<
Male	<	<	<	<	-	33	33	67	-	73	73	27
American Indian					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0
White	<	<	<	<	-	26	26	74	-	41	41	59
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	40	40	60	-	40	40	60	-	41	41	59
Economically Disadvantaged	<	<	<	<	-	19	19	81	-	40	40	60
Not Economically Disadvantaged	<	<	<	<	-	42	42	58	<	<	<	<
Homeless									<	<	100	0
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	<	<	<	<					<	<	<	<
Male	<	<	<	<					<	<	<	<
White	<	<	<	<					<	<	<	<
Students with Disabilities	<	<	<	<					<	<	<	<
Economically Disadvantaged	<	<	<	<					<	<	<	<
Homeless									<	<	<	<
Foster Care									<	<	<	<
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	-	50	50	50	-	30	30	70	<	<	<	<
Female	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Black									<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	72	79	21	5	70	75	25	5	73	78	22
Female	5	70	75	25	3	68	71	29	3	69	72	28
Male	9	74	83	17	7	72	79	21	7	77	84	16
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	83	83	17	-	40	40	60	-	57	57	43
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	7	72	79	21	5	71	77	23	6	74	80	20
Multiple Races	8	69	77	23	-	73	73	27	6	53	59	41
Students with Disabilities	2	51	52	48	-	48	48	52	2	51	53	47
Students without Disabilities	8	75	83	17	6	74	80	20	6	76	82	18
Economically Disadvantaged	6	67	73	27	2	62	64	36	4	67	71	29
Not Economically Disadvantaged	9	78	88	13	9	81	89	11	8	79	87	13
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	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	28	56	84	16	21	62	83	17	23	62	85	15
Female	26	57	84	16	19	63	82	18	19	68	88	12
Male	29	55	84	16	23	60	84	16	26	57	83	17
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	17	58	75	25	18	47	65	35	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0
White	29	55	84	16	21	63	85	15	23	63	86	14
Multiple Races	<	<	100	0	23	38	62	38	36	29	64	36
Students with Disabilities	9	43	52	48	5	45	50	50	3	53	57	43
Students without Disabilities	31	59	90	10	24	65	89	11	26	64	91	9
Economically Disadvantaged	19	59	77	23	16	59	75	25	14	66	80	20
Not Economically Disadvantaged	41	52	94	6	27	66	93	7	35	58	92	8
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	100	0					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	37	47	84	16	42	41	83	17	30	48	79	21
Female	27	52	80	20	39	46	85	15	27	47	74	26
Male	46	42	88	12	45	37	82	18	34	49	83	17
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	20	27	47	53	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	37	48	84	16	43	42	85	15	30	49	79	21
Multiple Races	42	47	89	11	62	23	85	15	39	39	78	22
Students with Disabilities	11	38	49	51	18	40	58	42	7	44	51	49
Students without Disabilities	43	49	93	7	48	41	89	11	36	49	85	15
Economically Disadvantaged	28	52	80	20	37	44	81	19	24	47	71	29
Not Economically Disadvantaged	53	38	91	9	53	35	87	13	41	49	90	10
Homeless					<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
< = 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	-	1	1
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	155	151	157
Kindergarten	409	411	368
Grade 1	429	424	420
Grade 2	375	400	411
Grade 3	354	367	390
Grade 4	373	360	380
Grade 5	398	365	363
Grade 6	388	403	382
Grade 7	398	415	397
Grade 8	434	418	395
Grade 9	469	470	442
Grade 10	422	422	421
Grade 11	414	403	378
Grade 12	402	413	403
Total Students	5,420	5,422	5,307

< = 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	5420	5422	5307
Female	2622	2614	2542
Male	2796	2802	2760
American Indian	4	4	3
Asian	26	32	25
Black	135	143	146
Hispanic	53	61	69
Native Hawaiian	1	1	1
White	5023	4989	4875
Multiple Races	178	192	188
Students with Disabilities	904	923	852
Students without Disabilities	4516	4499	4455
Economically Disadvantaged	3273	3213	3041
Not Economically Disadvantaged	2147	2209	2266
English Learners	4	7	11
Not English Learners	5416	5415	5296
Homeless	11	14	35
Military Connected	30	25	22
Foster Care	26	40	36
< = 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	130	246	27	2	9	3
	State	50340	39360	1868	906	4434	1716
Female	Division	74	112	6	1	2	1
	State	27397	17331	608	349	1644	700
Male	Division	56	134	21	1	7	2
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	<	<	<	<	0	<
	State	6021	1445	96	16	68	37
Black	Division	3	9	1	0	0	0
	State	8112	10542	637	224	1119	708
Hispanic	Division	<	<	<	<	0	<
	State	7128	8364	268	133	1854	356
White	Division	114	228	25	2	9	3
	State	25863	16576	761	464	1211	504
Multiple Races	Division	7	6	0	0	0	0
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	1	45	27	0	0	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	38	141	22	1	8	3
	State	12777	21116	1106	493	2351	1207
English Learners	Division	<	<	<	<	0	<
	State	1583	4218	262	26	1426	145
Homeless	Division	<	<	<	<	0	<
	State	197	697	48	28	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	0	<
	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	417	403	97	405	97	9	2
Female	196	192	98	193	99	2	1
Male	221	211	96	212	96	7	3
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	13	13	100	13	100	0	0
Hispanic	<	<	100	<	100	0	0
White	381	367	96	369	97	9	2
Multiple Races	13	13	100	13	100	0	0
Students with Disabilities	73	73	100	73	100	0	0
Economically Disadvantaged	213	201	94	202	95	8	4
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	100	<	100	0	0
< = 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	29 / 1.7%	33 / 1.93%	9 / .55%
Advanced Placement Course Enrollment	154 / 9.02%	127 / 7.44%	103 / 6.27%
Dual Enrollment	244 / 14.29%	263 / 15.4%	302 / 18.37%
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 Students	Division	406	279	31
	State	87,317	57,081	35
Female	Division	206	165	20
	State	43,705	31,577	28
Male	Division	200	114	43
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	<	<	100
	State	18,624	10,601	43
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	385	262	32
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	41	21	49
	State	8,185	3,548	57
Economically Disadvantaged	Division	190	108	43
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
Workplace Readiness	Division	406	400	318
	State	44,348	41,819	35,066
Total Credentials Earned	Division	406	1,029	979
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	406	789	736
	State	115,682	117,932	115,611
CTE Completers	Division	240	305	305
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	85	69
	State	2,590	3,844	3,577
State Licensures	Division	-	8	9
	State	1,236	1,563	2,069
Industry Certification	Division	-	536	583
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	11	14
	State	761	962	1,022

< = 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

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	65.4	63.8	58.7

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	$2,394	$6,572	$1,065
	State	$6,770	$5,603	$867
2020-2021	Division	$2,031	$7,503	$1,606
	State	$6,669	$6,185	$1,352
2021-2022	Division	$2,623	$8,061	$1,310
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,121	$8,929	$1,744
	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	3,534	1,633	3,590	1,619	3,663	1,141
Female	1,735	753	1,747	767	1,759	535
Male	1,798	879	1,839	850	1,900	605
American Indian	<	<	<	<	<	<
Asian	26	1	21	5	20	4
Black	91	40	100	34	118	22
Hispanic	41	13	43	16	44	14
Native Hawaiian	<	<	<	<	<	<
White	3,252	1,518	3,286	1,504	3,334	1,066
Multiple Races	120	61	136	59	143	35
Students with Disabilities	554	314	572	287	568	214
Economically Disadvantaged	1,963	1,237	1,970	1,202	1,946	874
English Learners	<	<	<	<	<	<
Homeless	9	11	11	19	35	22
< = 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	244
Behaviors related to School Operations	290
Relationship Behaviors without Physical Harm	290
Behaviors of a Safety Concern	495
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	100

< = 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	0.1		0.1	0.3	0.1
Asian	0.5		0.6	0.3	0.5
Black	2.5	4.4	2.6	7.1	2.8
Hispanic	1	0.8	1.1	0.7	1.3
Native Hawaiian	0		0		0
White	92.7	90.1	92	86.5	91.9
Multiple Races	3.3	4.7	3.5	5.1	3.5
< = 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	0.1		0.1		0.1
Asian	0.5		0.6		0.5
Black	2.5	7.7	2.6		2.8
Hispanic	1		1.1		1.3
Native Hawaiian	0		0		0
White	92.7	92.3	92	100	91.9
Multiple Races	3.3		3.5		3.5
< = 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	0.1		0.1		0.1
Asian	0.5		0.6		0.5
Black	2.5		2.6		2.8
Hispanic	1		1.1		1.3
Native Hawaiian	0		0		0
White	92.7		92		91.9
Multiple Races	3.3		3.5	100	3.5
< = 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	64.8	83	86.1
< = 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	45.8	42.3	47
< = 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	70.6	60.2	66.1
< = 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

14.93 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.35 : 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	55%	40%	1%	4%
2022-2023	55%	39%	1%	5%
2023-2024	55%	40%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	82%	81%	79%	88%
Asian	90%	91%	91%	88%
Black	69%	69%	68%	88%
Hispanic	74%	68%	68%	88%
White	83%	82%	85%	88%
Multiple Races	76%	75%	83%	88%
Economically Disadvantaged	77%	76%	68%	88%
English Learners	<	<	60%	88%
Students with Disabilities	53%	52%	57%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	82%	80%	74%	85%
Asian	90%	91%	90%	85%
Black	74%	68%	61%	85%
Hispanic	68%	73%	63%	85%
White	82%	80%	81%	85%
Multiple Races	81%	76%	77%	85%
Economically Disadvantaged	77%	74%	62%	85%
English Learners	<	55%	58%	85%
Students with Disabilities	53%	51%	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	76%
Asian	<
Black	54%
Hispanic	62%
White	76%
Multiple Races	77%
Economically Disadvantaged	67%
English Learners	<
Students with Disabilities	43%

< = 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	90%	84%	84%
Asian	<	90%	84%
Black	92%	83%	84%
Hispanic	<	83%	84%
White	90%	86%	84%
Multiple Races	100%	89%	84%
Economically Disadvantaged	84%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	63%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	24%	28%	12%	10%
Asian	17%	18%	10%	10%
Black	16%	20%	12%	10%
Hispanic	24%	26%	12%	10%
White	25%	28%	12%	10%
Multiple Races	20%	25%	12%	10%
Economically Disadvantaged	32%	35%	13%	10%
English Learners	<	40%	12%	10%
Students with Disabilities	28%	31%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

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

< = 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	<	<	<
English Learner Proficiency	<	<	<

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	100%	-	100%	-	<	<
Black	99%	1%	99%	1%	100%	-
Hispanic	100%	-	100%	-	93%	7%
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	99%	1%	100%	-
Economically Disadvantaged	100%	-	99%	1%	100%	-
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	<	<	<	<	<	<
Students with Disabilities	100%	-	99%	1%	100%	-
Students without Disabilities	100%	-	100%	-	99%	1%
Female	100%	-	100%	-	100%	-
Male	100%	-	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	84%	84%
Asian	<	<
Black	73%	79%
Hispanic	75%	71%
White	84%	84%
Multiple Races	78%	88%
Economically Disadvantaged	79%	79%
English Learners	<	<
Students with Disabilities	59%	61%

< = 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

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 04	373	372	1	360	349	11	380	370	10
Grade 12	402	396	6	413	398	15	403	375	28
Grade KG	409	409	-	411	406	5	368	365	3
Grade 09	469	465	4	470	458	12	442	431	11
Grade 06	388	381	7	403	394	9	382	380	2
Grade 08	434	428	6	418	407	11	395	384	11
Grade 05	398	397	1	365	360	5	363	355	8
Grade 10	422	420	2	422	416	6	421	415	6
Grade 01	429	429	-	424	414	10	420	415	5
Grade 03	354	349	5	367	358	9	390	388	2
Grade 11	414	407	7	403	396	7	378	368	10
Grade 02	375	374	1	400	399	1	411	404	7
Grade 07	398	390	8	415	405	10	397	391	6
Grade PK	155	155	-	151	151	-	157	157	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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.

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.

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	3381	1628	67.5	32.5	3501	1615	68.43	31.57	3526	1152	75.37	24.63
Full-Time MOP Student	153	5	96.84	3.16	88	4	95.65	4.35	117	9	92.86	7.14
Female
Not a Full-Time MOP Student	1662	751	68.88	31.12	1697	766	68.9	31.1	1683	540	75.71	24.29
Full-Time MOP Student	73	2	97.33	2.67	49	1	98	2	65	6	91.55	8.45
Male
Not a Full-Time MOP Student	1718	876	66.23	33.77	1800	847	68	32	1839	611	75.06	24.94
Full-Time MOP Student	80	3	96.39	3.61	39	3	92.86	7.14	52	3	94.55	5.45
Black
Not a Full-Time MOP Student	89	40	68.99	31.01	98	33	74.81	25.19	118	22	84.29	15.71
Full-Time MOP Student	<	<	<	<	<	<	<	<	-	-	-	-
Hispanic
Not a Full-Time MOP Student	39	13	75	25	41	16	71.93	28.07	42	14	75	25
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
White
Not a Full-Time MOP Student	3110	1513	67.27	32.73	3203	1501	68.09	31.91	3206	1078	74.84	25.16
Full-Time MOP Student	142	5	96.6	3.4	82	3	96.47	3.53	108	8	93.1	6.9
Asian
Not a Full-Time MOP Student	24	1	96	4	21	5	80.77	19.23	20	4	83.33	16.67
Full-Time MOP Student	<	<	<	<	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	115	61	65.34	34.66	134	59	69.43	30.57	136	34	80	20
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	538	316	63	37	563	290	66	34	557	218	71.87	28.13
Full-Time MOP Student	17	0	100	0	10	0	100	0	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	1859	1233	60.12	39.88	1913	1199	61.47	38.53	1860	888	67.69	32.31
Full-Time MOP Student	104	4	96.3	3.7	57	3	95	5	67	5	93.06	6.94
English Learners
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	<	<	<	<	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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