Virginia Beach City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Alanton Elementary	Accredited
Arrowhead Elementary	Accredited
Bayside Elementary	Accredited
Birdneck Elementary	Accredited
Brookwood Elementary	Accredited
Centerville Elementary	Accredited
Christopher Farms Elementary	Accredited
College Park Elementary	Accredited
Corporate Landing Elementary	Accredited
Creeds Elementary	Accredited
Diamond Springs Elementary	Accredited
Fairfield Elementary	Accredited
Glenwood Elementary	Accredited
Green Run Elementary	Accredited
Hermitage Elementary	Accredited
Holland Elementary	Accredited
Indian Lakes Elementary	Accredited
John B. Dey Elementary	Accredited
Kempsville Elementary	Accredited
Kempsville Meadows Elementary	Accredited
King's Grant Elementary	Accredited
Kingston Elementary	Accredited
Landstown Elementary	Accredited
Linkhorn Park Elementary	Accredited
Luxford Elementary	Accredited
Lynnhaven Elementary	Accredited
Malibu Elementary	Accredited
New Castle Elementary	Accredited
Newtown Elementary	Accredited
North Landing Elementary	Accredited
Ocean Lakes Elementary	Accredited
Parkway Elementary	Accredited
Pembroke Elementary	Accredited
Pembroke Meadows Elementary	Accredited
Point O' View Elementary	Accredited
Princess Anne Elementary	Accredited
Providence Elementary	Accredited
Red Mill Elementary	Accredited
Rosemont Elementary	Accredited
Rosemont Forest Elementary	Accredited
Salem Elementary	Accredited
Seatack Elementary an Achievable Dream Academy	Accredited
Shelton Park Elementary	Accredited
Strawbridge Elementary	Accredited
Tallwood Elementary	Accredited
Thalia Elementary	Accredited
Thoroughgood Elementary	Accredited
Three Oaks Elementary	Accredited
Trantwood Elementary	Accredited
W.T. Cooke Elementary	Accredited
White Oaks Elementary	Accredited
Williams Elementary	Accredited with Conditions
Windsor Oaks Elementary	Accredited
Windsor Woods Elementary	Accredited
Woodstock Elementary	Accredited
Middle Schools
Bayside 6th Grade Campus	Accredited
Bayside Middle	Accredited
Brandon Middle	Accredited
Corporate Landing Middle	Accredited
Great Neck Middle	Accredited
Independence Middle	Accredited
Kempsville Middle	Accredited
Landstown Middle	Accredited
Larkspur Middle	Accredited
Lynnhaven Middle	Accredited
Old Donation School	Accredited
Plaza Middle	Accredited
Princess Anne Middle	Accredited
Salem Middle	Accredited
Virginia Beach Middle	Accredited
High Schools
Bayside High	Accredited
First Colonial High	Accredited
Floyd Kellam High	Accredited
Frank W. Cox High	Accredited
Green Run Collegiate	Accredited
Green Run High	Accredited
Kempsville High	Accredited
Landstown High	Accredited
Ocean Lakes High	Accredited
Princess Anne High	Accredited
Salem High	Accredited
Tallwood 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	18	64	82	18	17	64	82	18	16	66	82	18
Female	19	65	84	16	19	65	84	16	18	67	84	16
Male	17	63	80	20	16	63	79	21	15	65	79	21
American Indian	13	67	80	20	12	66	78	22	7	71	77	23
Asian	26	63	90	10	27	62	89	11	27	63	90	10
Black	8	60	68	32	8	59	67	33	7	59	66	34
Hispanic	14	65	79	21	14	64	78	22	13	65	78	22
Native Hawaiian	16	68	84	16	14	72	87	13	16	71	86	14
White	23	66	89	11	22	66	88	12	21	68	89	11
Multiple Races	18	66	84	16	16	66	83	17	15	69	84	16
Students with Disabilities	6	42	48	52	6	42	48	52	5	44	49	51
Students without Disabilities	20	67	87	13	19	67	86	14	18	69	87	13
Economically Disadvantaged	10	63	73	27	10	62	72	28	9	63	72	28
Not Economically Disadvantaged	24	65	89	11	23	66	89	11	22	67	89	11
English Learners	2	45	47	53	3	42	46	54	2	48	50	50
Homeless	4	53	57	43	5	52	56	44	5	52	57	43
Military Connected	20	67	87	13	20	67	87	13	18	69	87	13
Foster Care	14	60	74	26	10	48	59	41	5	53	58	42
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	13	62	76	24	14	61	75	25	15	62	77	23
Female	14	65	79	21	16	62	78	22	16	63	80	20
Male	13	60	73	27	13	60	72	28	14	61	74	26
American Indian	15	54	69	31	<	<	<	<	14	64	79	21
Asian	22	65	87	13	24	61	84	16	23	61	84	16
Black	5	53	58	42	6	53	59	41	5	55	60	40
Hispanic	11	62	73	27	12	57	70	30	10	61	71	29
Native Hawaiian	7	72	79	21	12	62	73	27	29	38	67	33
White	17	66	84	16	18	65	83	17	20	65	85	15
Multiple Races	13	66	79	21	12	63	75	25	14	66	80	20
Students with Disabilities	4	42	46	54	3	38	41	59	4	40	43	57
Students without Disabilities	15	65	80	20	16	64	80	20	17	66	83	17
Economically Disadvantaged	7	57	65	35	8	56	64	36	8	60	67	33
Not Economically Disadvantaged	18	67	85	15	20	65	84	16	21	64	85	15
English Learners	4	50	54	46	4	50	53	47	3	51	54	46
Homeless	-	40	40	60	6	39	44	56	7	46	53	47
Military Connected	15	66	81	19	16	65	81	19	17	65	82	18
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	19	62	81	19	18	64	81	19	18	65	83	17
Female	21	62	83	17	19	65	84	16	20	66	86	14
Male	16	63	79	21	17	62	79	21	16	64	80	20
American Indian	8	69	77	23	<	<	<	<	<	<	<	<
Asian	27	59	86	14	25	64	89	11	29	60	89	11
Black	7	59	66	34	8	58	65	35	9	58	68	32
Hispanic	14	62	75	25	14	64	78	22	14	64	78	22
Native Hawaiian	15	73	88	12	12	77	88	12	9	77	86	14
White	26	63	89	11	23	66	89	11	23	68	91	9
Multiple Races	18	64	82	18	17	67	84	16	15	70	85	15
Students with Disabilities	6	43	48	52	7	48	55	45	6	46	51	49
Students without Disabilities	21	65	86	14	19	66	86	14	20	68	88	12
Economically Disadvantaged	10	60	70	30	10	62	72	28	10	65	75	25
Not Economically Disadvantaged	25	64	89	11	24	65	89	11	25	65	90	10
English Learners	3	50	53	47	8	44	52	48	2	58	61	39
Homeless	-	62	62	38	2	58	60	40	12	56	67	33
Military Connected	22	64	86	14	23	63	86	14	20	68	88	12
Foster Care	<	<	<	<	<	<	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	12	70	82	18	12	69	80	20	11	69	80	20
Female	13	72	85	15	12	71	84	16	13	70	83	17
Male	12	68	80	20	11	66	77	23	10	67	77	23
American Indian	<	<	<	<	8	75	83	17	<	<	<	<
Asian	20	71	91	9	20	66	87	13	21	70	92	8
Black	5	63	68	32	4	60	65	35	4	59	63	37
Hispanic	10	68	79	21	8	66	75	25	9	67	77	23
Native Hawaiian	10	77	87	13	9	79	88	12	22	63	85	15
White	15	74	89	11	15	72	88	12	14	73	87	13
Multiple Races	13	69	82	18	11	72	83	17	11	73	84	16
Students with Disabilities	5	46	51	49	3	39	42	58	4	46	50	50
Students without Disabilities	14	73	87	13	13	73	86	14	13	72	85	15
Economically Disadvantaged	6	67	74	26	5	65	70	30	6	64	70	30
Not Economically Disadvantaged	17	72	89	11	17	71	88	12	16	72	88	12
English Learners	2	43	44	56	1	40	41	59	2	44	46	54
Homeless	5	60	65	35	3	55	58	42	-	46	46	54
Military Connected	14	74	88	12	13	74	87	13	14	72	86	14
Foster Care	<	<	100	0	<	<	<	<	<	<	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	18	62	80	20	16	65	81	19	15	65	81	19
Female	19	65	84	16	17	66	83	17	17	67	84	16
Male	17	59	76	24	15	64	79	21	14	64	78	22
American Indian	<	<	<	<	<	<	<	<	8	75	83	17
Asian	27	61	89	11	25	65	90	10	28	62	90	10
Black	8	57	65	35	6	60	66	34	6	59	65	35
Hispanic	13	66	80	20	14	64	78	22	12	63	75	25
Native Hawaiian	11	53	63	37	11	78	89	11	16	77	94	6
White	24	63	87	13	20	68	88	12	20	68	89	11
Multiple Races	17	65	82	18	16	65	81	19	13	69	83	17
Students with Disabilities	6	40	45	55	7	42	49	51	4	42	45	55
Students without Disabilities	20	65	85	15	17	69	86	14	17	69	86	14
Economically Disadvantaged	9	61	70	30	8	63	71	29	8	63	70	30
Not Economically Disadvantaged	25	62	88	12	22	67	89	11	22	67	89	11
English Learners	1	34	35	65	2	40	42	58	2	43	45	55
Homeless	-	52	52	48	3	42	45	55	5	57	61	39
Military Connected	23	64	87	13	20	68	88	12	16	71	88	12
Foster Care	<	<	<	<	<	<	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	17	66	82	18	15	65	81	19	12	71	82	18
Female	18	67	84	16	17	67	84	16	12	72	84	16
Male	15	65	81	19	14	64	78	22	11	70	81	19
American Indian	<	<	<	<	10	60	70	30	<	<	<	<
Asian	24	68	92	8	23	68	90	10	23	68	91	9
Black	7	61	68	32	7	57	64	37	4	63	67	33
Hispanic	14	66	80	20	12	66	79	21	8	71	79	21
Native Hawaiian	16	79	95	5	13	69	81	19	12	81	92	8
White	21	67	88	12	20	69	89	11	15	74	89	11
Multiple Races	18	69	86	14	14	69	82	18	9	73	82	18
Students with Disabilities	7	38	44	56	7	42	49	51	6	44	49	51
Students without Disabilities	18	70	87	13	17	69	85	15	12	75	87	13
Economically Disadvantaged	10	64	74	26	8	62	70	30	6	66	72	28
Not Economically Disadvantaged	22	68	89	11	21	68	89	11	16	74	90	10
English Learners	-	36	36	64	1	35	36	64	2	49	50	50
Homeless	5	55	59	41	2	44	46	54	7	59	65	35
Military Connected	19	70	89	11	19	68	88	12	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	15	66	81	19	17	65	81	19	14	66	79	21
Female	17	67	83	17	18	66	84	16	15	67	83	17
Male	13	66	80	20	15	64	79	21	12	64	77	23
American Indian	<	<	<	<	-	82	82	18	-	83	83	17
Asian	27	66	93	7	26	64	90	10	24	65	89	11
Black	7	62	70	30	6	62	68	32	6	57	62	38
Hispanic	10	66	76	24	14	66	80	20	10	68	78	22
Native Hawaiian	24	59	83	17	29	62	90	10	-	76	76	24
White	18	69	87	13	20	66	86	14	18	69	87	13
Multiple Races	16	67	84	16	17	66	84	16	15	68	83	17
Students with Disabilities	7	36	43	57	5	35	41	59	4	40	44	56
Students without Disabilities	16	70	86	14	18	69	87	13	15	69	85	15
Economically Disadvantaged	8	64	72	28	9	63	73	27	7	61	68	32
Not Economically Disadvantaged	21	68	89	11	22	66	88	12	19	69	89	11
English Learners	1	44	45	55	-	33	33	67	3	34	37	63
Homeless	8	54	62	38	3	46	49	51	-	58	58	42
Military Connected	17	70	87	13	21	68	89	11	19	69	88	12
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	30	60	91	9	29	61	90	10	27	63	90	10
Female	31	60	91	9	30	61	91	9	30	62	91	9
Male	29	61	90	10	28	61	89	11	25	64	88	12
American Indian	31	63	94	6	46	46	92	8	6	65	71	29
Asian	37	54	91	9	42	49	91	9	40	54	94	6
Black	14	67	81	19	16	66	82	18	14	65	79	21
Hispanic	27	63	90	10	24	64	89	11	23	63	86	14
Native Hawaiian	33	58	92	8	21	75	96	4	17	78	96	4
White	38	57	95	5	35	59	95	5	33	62	95	5
Multiple Races	33	60	93	7	28	64	93	7	30	63	93	7
Students with Disabilities	9	51	61	39	8	55	63	37	8	51	59	41
Students without Disabilities	33	61	94	6	31	62	93	7	29	64	93	7
Economically Disadvantaged	19	66	85	15	19	65	84	16	17	65	82	18
Not Economically Disadvantaged	37	57	94	6	35	59	94	6	33	61	94	6
English Learners	1	46	47	53	5	46	50	50	1	50	52	48
Homeless	17	48	66	34	12	69	80	20	7	49	56	44
Military Connected	36	58	94	6	32	63	95	5	31	61	93	7
Foster Care	20	60	80	20	<	<	100	0	<	<	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	22	52	74	26	21	52	73	27	25	57	81	19
Female	26	53	79	21	26	53	79	21	30	56	86	14
Male	18	51	69	31	17	51	68	32	19	58	77	23
American Indian	28	52	80	20	13	70	83	17	11	58	68	32
Asian	41	49	90	10	42	47	88	12	42	48	90	10
Black	9	46	55	45	8	48	56	44	12	53	65	35
Hispanic	16	55	72	28	19	53	72	28	19	55	74	26
Native Hawaiian	22	62	84	16	23	60	83	17	9	86	95	5
White	27	54	82	18	26	54	80	20	30	59	90	10
Multiple Races	24	54	77	23	22	52	74	26	26	60	87	13
Students with Disabilities	1	25	26	74	2	24	25	75	3	34	37	63
Students without Disabilities	24	55	79	21	24	55	78	22	27	59	86	14
Economically Disadvantaged	11	50	61	39	11	50	61	39	14	57	71	29
Not Economically Disadvantaged	30	53	83	17	29	53	82	18	31	57	88	12
English Learners	3	33	36	64	4	34	38	62	3	29	32	68
Homeless	2	40	42	58	4	47	51	49	6	42	48	52
Military Connected	23	56	79	21	25	55	80	20	28	58	86	14
Foster Care	-	23	23	77	9	27	36	64	<	<	<	<
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	18	48	66	34	20	44	64	36
Female	22	51	73	28	24	47	71	29
Male	14	45	59	41	15	41	57	43
American Indian	<	<	<	<	<	<	<	<
Asian	40	50	90	10	38	49	87	13
Black	8	38	45	55	7	34	41	59
Hispanic	13	47	61	39	17	48	65	35
Native Hawaiian	23	54	77	23	40	30	70	30
White	21	52	73	27	24	47	71	29
Multiple Races	18	52	70	30	21	44	65	35
Students with Disabilities	1	13	14	86	1	12	14	86
Students without Disabilities	20	52	72	28	22	48	70	30
Economically Disadvantaged	9	43	52	48	9	40	50	50
Not Economically Disadvantaged	25	52	76	24	27	47	74	26
English Learners	-	38	38	63	3	28	30	70
Homeless	-	38	38	63	3	20	23	77
Military Connected	19	53	71	29	22	49	72	28
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	26	56	82	18	23	59	82	18	25	57	81	19
Female	30	55	85	15	28	58	85	15	30	56	86	14
Male	23	56	78	22	18	60	78	22	19	58	77	23
American Indian	38	50	88	13	14	86	100	0	11	58	68	32
Asian	43	48	91	9	45	45	90	10	42	48	90	10
Black	11	53	64	36	10	58	68	32	12	53	65	35
Hispanic	19	63	82	18	21	58	79	21	19	55	74	26
Native Hawaiian	21	71	92	8	11	81	93	7	9	86	95	5
White	33	56	89	11	28	60	88	12	30	59	90	10
Multiple Races	29	55	84	16	23	59	83	17	26	60	87	13
Students with Disabilities	1	39	40	60	2	36	37	63	3	34	37	63
Students without Disabilities	29	57	86	14	25	61	86	14	27	59	86	14
Economically Disadvantaged	13	57	71	29	13	59	72	28	14	57	71	29
Not Economically Disadvantaged	34	54	89	11	30	58	88	12	31	57	88	12
English Learners	4	32	35	65	4	36	41	59	3	29	32	68
Homeless	4	43	46	54	4	66	70	30	6	42	48	52
Military Connected	28	60	88	12	27	61	88	12	28	58	86	14
Foster Care	-	30	30	70	<	<	<	<	<	<	<	<
< = 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	11	65	76	24	11	66	77	23	12	66	78	22
Female	10	66	77	23	10	67	78	22	10	68	79	21
Male	13	63	76	24	13	64	77	23	13	65	78	22
American Indian	7	66	73	27	6	66	71	29	4	75	79	21
Asian	28	63	90	10	27	63	91	9	29	62	91	9
Black	4	55	59	41	3	57	60	40	3	58	62	38
Hispanic	8	64	72	28	8	65	73	27	7	66	73	27
Native Hawaiian	17	64	81	19	12	74	86	14	16	66	82	18
White	15	69	84	16	15	70	85	15	15	71	86	14
Multiple Races	10	68	78	22	10	68	79	21	11	69	80	20
Students with Disabilities	3	39	43	57	3	41	44	56	3	43	46	54
Students without Disabilities	13	68	81	19	13	69	82	18	13	70	83	17
Economically Disadvantaged	6	59	65	35	5	61	66	34	6	62	68	32
Not Economically Disadvantaged	16	69	85	15	16	70	86	14	17	70	87	13
English Learners	4	51	55	45	5	52	56	44	5	52	57	43
Homeless	4	44	48	52	1	48	49	51	2	46	48	52
Military Connected	14	68	82	18	14	69	83	17	14	70	84	16
Foster Care	3	59	62	38	3	44	47	53	-	44	44	56
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	12	62	75	25	14	62	76	24	13	63	76	24
Female	10	63	73	27	12	64	76	24	10	64	74	26
Male	15	61	76	24	15	61	76	24	16	61	78	22
American Indian	8	77	85	15	<	<	<	<	14	64	79	21
Asian	25	63	88	12	30	59	89	11	27	60	87	13
Black	3	50	52	48	4	50	55	45	3	52	55	45
Hispanic	9	61	70	30	10	60	70	30	7	62	68	32
Native Hawaiian	14	69	83	17	8	65	73	27	24	57	81	19
White	17	68	84	16	18	68	86	14	18	68	86	14
Multiple Races	11	65	76	24	12	66	78	22	13	65	78	22
Students with Disabilities	3	41	44	56	2	36	38	62	3	39	42	58
Students without Disabilities	14	65	79	21	15	66	82	18	15	67	81	19
Economically Disadvantaged	6	55	61	39	6	58	64	36	6	58	65	35
Not Economically Disadvantaged	17	67	85	15	19	66	86	14	18	67	85	15
English Learners	3	52	55	45	6	56	61	39	5	54	60	40
Homeless	2	28	30	70	-	43	43	57	3	49	53	47
Military Connected	15	67	82	18	15	68	83	17	13	67	80	20
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	15	59	74	26	14	61	75	25	16	61	77	23
Female	12	62	74	26	10	63	73	27	13	64	77	23
Male	18	56	74	26	17	59	76	24	18	59	77	23
American Indian	17	67	83	17	<	<	<	<	<	<	<	<
Asian	34	54	89	11	28	61	90	10	35	53	88	12
Black	4	49	54	46	3	50	53	47	3	54	58	42
Hispanic	9	58	67	33	7	61	69	31	10	59	69	31
Native Hawaiian	15	61	76	24	19	69	88	12	14	50	64	36
White	21	64	85	15	19	65	84	16	21	67	87	13
Multiple Races	12	64	75	25	13	65	78	22	14	62	76	24
Students with Disabilities	2	36	38	62	2	40	42	58	2	38	40	60
Students without Disabilities	17	63	80	20	15	64	80	20	18	65	83	17
Economically Disadvantaged	7	53	61	39	6	56	61	39	7	58	66	34
Not Economically Disadvantaged	21	64	85	15	20	65	85	15	22	64	86	14
English Learners	5	48	54	46	4	49	53	47	6	49	55	45
Homeless	5	37	42	58	-	42	42	58	2	47	49	51
Military Connected	18	63	81	19	17	64	81	19	17	65	83	17
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	16	61	77	23	15	60	75	25	16	60	76	24
Female	13	63	77	23	14	62	76	24	13	63	76	24
Male	18	60	77	23	17	58	74	26	17	58	75	25
American Indian	<	<	<	<	25	58	83	17	<	<	<	<
Asian	31	60	91	9	33	56	89	11	34	54	88	12
Black	5	52	57	43	4	50	54	46	3	52	56	44
Hispanic	13	57	69	31	10	57	67	33	10	59	69	31
Native Hawaiian	27	60	87	13	18	67	85	15	22	70	93	7
White	19	67	86	14	21	64	85	15	21	64	85	15
Multiple Races	14	65	79	21	11	66	77	23	16	67	83	18
Students with Disabilities	4	40	43	57	2	37	39	61	2	42	44	56
Students without Disabilities	17	65	82	18	17	63	81	19	18	63	81	19
Economically Disadvantaged	9	57	66	34	7	54	61	39	7	57	65	35
Not Economically Disadvantaged	21	65	86	14	22	64	86	14	22	63	85	15
English Learners	6	43	49	51	6	42	48	52	8	34	42	58
Homeless	3	55	58	43	3	34	37	63	2	32	34	66
Military Connected	18	65	83	17	18	63	81	19	20	63	83	17
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	7	59	66	34	6	63	69	31	6	66	72	28
Female	6	62	68	32	6	64	69	31	5	66	71	29
Male	8	56	65	35	6	62	69	31	6	66	72	28
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	63	81	19	18	67	85	15	9	75	85	15
Black	3	47	50	50	3	50	53	47	2	54	57	43
Hispanic	6	59	65	35	6	58	63	37	4	65	68	32
Native Hawaiian	6	53	59	41	-	79	79	21	6	72	78	22
White	10	66	76	24	7	72	78	22	8	73	81	19
Multiple Races	6	63	69	31	6	63	69	31	6	69	75	25
Students with Disabilities	4	33	37	63	5	35	40	60	3	38	42	58
Students without Disabilities	8	64	72	28	6	68	74	26	6	72	78	22
Economically Disadvantaged	4	51	55	45	4	55	58	42	3	59	62	38
Not Economically Disadvantaged	11	67	78	22	8	70	79	21	8	74	83	17
English Learners	1	36	37	63	7	44	51	49	1	48	49	51
Homeless	-	35	35	65	-	45	45	55	2	45	48	52
Military Connected	9	65	75	25	8	69	77	23	9	71	80	20
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	43	45	55	1	49	50	50	1	49	50	50
Female	1	46	48	52	1	52	53	47	1	51	52	48
Male	2	40	42	58	1	45	46	54	1	47	48	52
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	-	59	59	41	1	60	62	38	4	56	60	40
Black	2	33	34	66	1	40	40	60	-	42	42	58
Hispanic	2	46	48	52	1	51	51	49	-	45	45	55
Native Hawaiian	-	60	60	40	<	<	<	<	<	<	<	<
White	2	49	51	49	2	55	57	43	2	57	59	41
Multiple Races	-	48	49	51	-	55	55	45	1	51	52	48
Students with Disabilities	4	24	28	72	2	27	29	71	2	34	36	64
Students without Disabilities	1	49	50	50	1	56	57	43	-	54	55	45
Economically Disadvantaged	1	38	39	61	1	42	43	57	1	46	47	53
Not Economically Disadvantaged	2	51	53	47	1	58	60	40	2	53	55	45
English Learners	-	31	31	69	1	33	34	66	1	30	31	69
Homeless	3	20	23	77	-	35	35	65	3	38	41	59
Military Connected	3	50	53	47	2	57	58	42	1	59	60	40
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	7	65	72	28	6	67	73	27	6	69	75	25
Female	6	67	73	27	5	70	75	25	6	72	77	23
Male	7	64	71	29	7	65	72	28	7	67	74	26
American Indian	<	<	<	<	-	50	50	50	-	70	70	30
Asian	20	69	89	11	15	74	88	12	17	73	91	9
Black	2	54	56	44	2	53	55	45	2	54	56	44
Hispanic	4	64	68	32	4	68	72	28	3	67	70	30
Native Hawaiian	6	61	67	33	8	88	96	4	8	78	86	14
White	9	70	79	21	8	72	80	20	8	76	84	16
Multiple Races	5	69	74	26	6	69	75	25	6	72	77	23
Students with Disabilities	3	31	34	66	4	30	34	66	1	36	37	63
Students without Disabilities	7	70	77	23	6	72	79	21	7	74	81	19
Economically Disadvantaged	3	58	61	39	3	59	62	38	3	60	63	37
Not Economically Disadvantaged	10	71	81	19	9	73	82	18	9	76	85	15
English Learners	3	46	49	51	3	42	45	55	3	44	48	52
Homeless	8	47	55	45	-	33	33	68	-	43	43	57
Military Connected	9	71	80	20	9	74	83	17	8	77	85	15
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	76	90	10	13	80	93	7	15	77	92	8
Female	14	77	91	9	13	80	93	7	16	77	93	7
Male	13	75	89	11	12	79	92	8	14	77	91	9
American Indian	9	55	64	36	7	79	86	14	-	93	93	7
Asian	35	62	97	3	37	61	98	2	41	58	99	1
Black	4	79	83	17	4	84	88	12	6	81	87	13
Hispanic	9	80	89	11	9	83	93	7	10	83	93	7
Native Hawaiian	32	65	97	3	6	89	94	6	18	77	95	5
White	17	75	93	7	17	78	95	5	18	75	94	6
Multiple Races	10	80	90	10	12	80	92	8	15	78	94	6
Students with Disabilities	3	69	72	28	2	81	82	18	2	78	80	20
Students without Disabilities	15	77	91	9	14	80	94	6	16	77	94	6
Economically Disadvantaged	6	79	85	15	7	83	89	11	8	80	88	12
Not Economically Disadvantaged	19	74	93	7	18	77	95	5	20	75	95	5
English Learners	6	73	79	21	3	78	82	18	6	82	87	13
Homeless	5	79	84	16	-	83	83	17	2	62	64	36
Military Connected	18	75	93	7	17	78	96	4	19	77	96	4
Foster Care	-	70	70	30	<	<	<	<	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	77	89	11	14	75	90	10	12	79	90	10
Female	12	78	90	10	13	76	90	10	10	81	91	9
Male	12	75	88	12	15	74	89	11	13	76	90	10
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	30	66	96	4	29	67	96	4	28	70	98	2
Black	6	67	72	28	3	71	74	26	4	74	78	22
Hispanic	8	76	84	16	9	76	86	14	7	80	87	13
Native Hawaiian	19	75	94	6	21	79	100	0	9	55	64	36
White	12	81	93	7	15	78	93	7	13	81	93	7
Multiple Races	13	80	93	7	16	75	91	9	9	82	91	9
Students with Disabilities	1	57	59	41	9	59	67	33	-	55	55	45
Students without Disabilities	12	77	90	10	14	76	90	10	12	79	91	9
Economically Disadvantaged	8	73	81	19	6	75	81	19	6	77	83	17
Not Economically Disadvantaged	14	78	92	8	18	75	93	7	14	79	93	7
English Learners	-	72	72	28	7	57	64	36	4	75	79	21
Homeless	<	<	<	<	9	73	82	18	-	83	83	17
Military Connected	14	76	90	10	19	75	93	7	13	77	90	10
Foster Care	<	<	100	0	<	<	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	15	78	93	7	23	73	96	4	24	70	94	6
Female	15	78	92	8	22	73	95	5	21	73	94	6
Male	16	77	94	6	24	72	96	4	27	68	95	5
American Indian					<	<	100	0	<	<	100	0
Asian	31	68	99	1	36	63	99	1	44	55	98	2
Black	6	81	87	13	15	75	90	10	10	77	87	13
Hispanic	10	79	89	11	17	79	97	3	18	73	90	10
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	14	80	94	6	23	74	97	3	23	72	95	5
Multiple Races	17	74	91	9	21	71	92	8	22	75	96	4
Students with Disabilities	15	38	54	46	<	<	100	0	19	38	56	44
Students without Disabilities	15	78	93	7	23	73	96	4	24	71	95	5
Economically Disadvantaged	13	79	91	9	17	75	92	8	19	72	90	10
Not Economically Disadvantaged	16	77	93	7	25	72	97	3	26	70	96	4
English Learners	5	79	84	16	12	88	100	0	12	65	76	24
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	15	78	93	7	22	75	97	3	23	71	94	6
Foster Care					<	<	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	10	64	75	25	12	65	77	23	11	67	78	22
Female	9	65	74	26	10	67	77	23	9	69	78	22
Male	12	63	75	25	14	63	77	23	13	65	78	22
American Indian	6	63	69	31	14	50	64	36	-	66	66	34
Asian	21	66	88	12	22	67	89	11	21	69	90	10
Black	3	49	52	48	4	52	56	44	3	55	58	42
Hispanic	8	62	70	30	9	64	72	28	8	66	74	26
Native Hawaiian	11	69	80	20	14	71	86	14	12	69	81	19
White	13	71	84	16	15	71	86	14	15	72	87	13
Multiple Races	9	69	78	22	11	68	79	21	11	71	82	18
Students with Disabilities	5	32	37	63	4	35	39	61	3	37	40	60
Students without Disabilities	11	68	79	21	13	69	81	19	12	71	83	17
Economically Disadvantaged	5	56	61	39	6	59	64	36	6	60	66	34
Not Economically Disadvantaged	14	70	84	16	16	70	86	14	15	72	87	13
English Learners	3	34	36	64	2	37	40	60	3	38	40	60
Homeless	4	42	46	54	2	43	45	55	1	46	47	53
Military Connected	13	69	82	18	15	69	85	15	16	71	86	14
Foster Care	19	19	38	63	5	35	40	60	-	40	40	60
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	14	55	69	31	16	54	70	30	20	52	72	28
Female	13	54	67	33	13	57	70	30	16	56	72	28
Male	16	55	71	29	19	51	71	29	23	50	72	28
American Indian	<	<	<	<	33	42	75	25	<	<	<	<
Asian	24	60	83	17	25	58	83	17	34	52	85	15
Black	5	38	43	57	5	43	48	52	6	44	50	50
Hispanic	11	51	62	38	12	51	63	37	15	53	68	32
Native Hawaiian	10	60	70	30	21	58	79	21	26	48	74	26
White	18	62	81	19	22	59	81	19	26	56	82	18
Multiple Races	14	58	72	28	15	57	71	29	18	58	76	24
Students with Disabilities	6	30	36	65	4	28	32	68	5	32	36	64
Students without Disabilities	16	58	74	26	18	58	76	24	22	56	78	22
Economically Disadvantaged	7	47	54	46	8	48	56	44	12	49	61	39
Not Economically Disadvantaged	19	61	80	20	23	59	81	19	26	55	82	18
English Learners	3	34	38	62	3	35	38	62	5	29	35	65
Homeless	3	43	45	55	3	39	42	58	3	31	34	66
Military Connected	18	60	78	22	20	59	78	22	26	56	82	18
Foster Care	<	<	100	0	<	<	<	<	<	<	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	65	70	30	8	64	73	27	7	67	74	26
Female	4	65	69	31	6	66	72	28	5	69	74	26
Male	7	64	72	28	11	63	74	26	9	65	74	26
American Indian	<	<	<	<	<	<	<	<	-	73	73	27
Asian	16	71	87	13	16	72	88	12	15	73	89	11
Black	1	46	48	52	3	47	50	50	1	48	50	50
Hispanic	3	61	64	36	7	64	71	29	5	63	68	32
Native Hawaiian	16	60	76	24	5	84	89	11	3	72	76	24
White	7	73	80	20	11	72	82	18	10	76	86	14
Multiple Races	5	67	73	27	7	67	74	26	7	73	80	20
Students with Disabilities	5	27	32	68	6	30	36	64	2	35	37	63
Students without Disabilities	6	69	75	25	9	69	78	22	8	72	79	21
Economically Disadvantaged	2	54	56	44	4	56	60	40	3	56	60	40
Not Economically Disadvantaged	8	72	81	19	12	71	83	17	10	76	86	14
English Learners	1	34	35	65	1	32	34	66	1	36	37	63
Homeless	5	43	49	51	3	34	37	63	-	44	44	56
Military Connected	8	71	79	21	11	73	84	16	9	76	85	15
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	8	68	76	24	9	71	81	19	6	77	82	18
Female	7	71	78	22	9	71	80	20	5	78	83	17
Male	9	65	74	26	10	71	81	19	6	76	81	19
American Indian	-	69	69	31	11	56	67	33	-	65	65	35
Asian	21	66	87	13	20	70	90	10	14	80	94	6
Black	2	53	55	45	3	59	62	38	1	67	68	32
Hispanic	7	67	75	25	6	69	75	25	4	73	77	23
Native Hawaiian	-	91	91	9	3	83	86	14	9	83	91	9
White	10	74	84	16	12	78	90	10	7	82	89	11
Multiple Races	7	74	81	19	9	75	84	16	6	80	86	14
Students with Disabilities	1	35	37	63	2	45	47	53	2	44	46	54
Students without Disabilities	9	71	80	20	10	74	84	16	6	80	86	14
Economically Disadvantaged	4	60	63	37	4	66	69	31	3	70	73	27
Not Economically Disadvantaged	11	74	84	16	13	75	88	12	8	81	89	11
English Learners	3	26	29	71	2	42	45	55	1	44	46	54
Homeless	6	36	42	58	2	51	54	46	-	63	63	38
Military Connected	9	75	85	15	13	76	89	11	8	80	88	12
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	6	52	57	43	3	49	51	49	5	46	51	49
Female	3	51	53	47	4	47	50	50	3	52	55	45
Male	9	53	62	38	1	51	52	48	7	40	47	53
American Indian					<	<	<	<
Asian	9	64	73	27	-	59	59	41	<	<	<	<
Black	-	39	39	61	-	31	31	69	2	29	31	69
Hispanic	-	42	42	58	-	57	57	43	4	52	57	43
Native Hawaiian					<	<	100	0	<	<	100	0
White	11	59	70	30	6	58	64	36	7	52	59	41
Multiple Races	-	58	58	42	-	43	43	57	8	50	58	42
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	6	53	58	42	3	49	52	48	5	47	52	48
Economically Disadvantaged	2	38	40	60	-	36	36	64	4	32	36	64
Not Economically Disadvantaged	7	58	66	34	4	57	61	39	6	54	60	40
English Learners	<	<	<	<	8	42	50	50	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	5	65	70	30	6	65	70	30	3	70	73	27
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	16	76	92	8	18	76	94	6	18	74	92	8
Female	14	78	92	8	15	80	94	6	15	76	92	8
Male	18	74	92	8	21	73	94	6	21	71	92	8
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	27	69	96	4	31	65	96	4	28	68	96	4
Black	5	73	78	22	2	75	77	23	7	67	74	26
Hispanic	16	75	91	9	13	82	95	5	14	81	95	5
Native Hawaiian	21	71	93	7	<	<	100	0	<	<	100	0
White	18	77	96	4	20	77	97	3	21	74	96	4
Multiple Races	14	81	94	6	17	80	97	3	17	76	93	7
Students with Disabilities	2	60	62	38	4	60	64	36	5	49	54	46
Students without Disabilities	17	76	93	7	18	77	95	5	19	75	93	7
Economically Disadvantaged	8	78	86	14	9	79	88	12	11	73	84	16
Not Economically Disadvantaged	20	75	95	5	21	75	96	4	21	74	95	5
English Learners	5	60	65	35	-	60	60	40	4	52	56	44
Homeless	<	<	100	0	<	<	<	<	-	67	67	33
Military Connected	20	75	96	4	21	74	96	4	23	73	96	4
Foster Care					<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	56	74	26	17	56	73	27	17	56	73	27
Female	15	58	72	28	15	57	72	28	15	58	72	28
Male	19	55	74	26	19	56	75	25	20	53	73	27
American Indian	12	64	76	24	11	61	71	29	11	54	65	35
Asian	30	58	88	12	31	60	91	9	31	59	90	10
Black	7	47	54	46	6	47	53	47	6	46	52	48
Hispanic	13	57	70	30	13	58	71	29	15	58	72	28
Native Hawaiian	19	59	78	22	20	62	83	17	16	60	76	24
White	22	61	82	18	23	60	82	18	23	59	82	18
Multiple Races	17	59	76	24	17	59	76	24	16	58	75	25
Students with Disabilities	4	34	38	62	4	33	37	63	3	34	38	62
Students without Disabilities	19	59	78	22	19	59	78	22	19	58	78	22
Economically Disadvantaged	10	51	61	39	10	52	61	39	9	51	60	40
Not Economically Disadvantaged	23	60	83	17	23	60	83	17	24	59	83	17
English Learners	4	38	42	58	4	44	47	53	3	40	44	56
Homeless	6	43	50	50	4	44	48	52	3	41	45	55
Military Connected	22	61	83	17	22	61	83	17	24	59	82	18
Foster Care	12	29	41	59	-	31	31	69	-	36	36	64
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	6	57	63	37	4	47	51	49	2	42	44	56
Female	6	59	65	35	5	43	48	52	2	40	42	58
Male	6	55	61	39	4	50	54	46	3	44	47	53
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	12	72	83	17	16	59	76	24	7	64	71	29
Black	1	39	41	59	1	30	30	70	1	30	31	69
Hispanic	6	49	55	45	3	46	49	51	1	34	35	65
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	9	68	76	24	6	60	66	34	4	53	58	43
Multiple Races	6	70	76	24	6	47	52	48	2	46	48	52
Students with Disabilities	-	19	19	81	1	19	19	81	-	15	15	85
Students without Disabilities	7	63	70	30	5	51	56	44	3	46	49	51
Economically Disadvantaged	2	44	47	53	1	34	36	64	1	33	34	66
Not Economically Disadvantaged	9	67	76	24	7	58	65	35	4	51	55	45
English Learners	-	22	22	78	2	26	27	73	-	22	22	78
Homeless	-	20	20	80	-	20	20	80	-	25	25	75
Military Connected	9	71	80	20	6	68	74	26	6	58	64	36
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	7	59	67	33	10	64	73	27	12	65	77	23
Female	5	59	65	35	8	63	71	29	9	67	76	24
Male	9	59	69	31	11	64	76	24	15	62	77	23
American Indian	<	<	<	<	<	<	<	<	20	70	90	10
Asian	14	67	81	19	20	70	90	10	34	60	94	6
Black	3	44	48	52	3	50	53	47	4	55	59	41
Hispanic	7	61	67	33	8	63	71	29	10	69	79	21
Native Hawaiian	6	75	81	19	11	72	83	17	23	46	69	31
White	9	68	77	23	12	70	82	18	14	70	83	17
Multiple Races	8	59	67	33	11	66	77	23	12	65	77	23
Students with Disabilities	3	33	36	64	3	42	45	55	5	43	48	52
Students without Disabilities	8	63	71	29	11	67	77	23	13	67	80	20
Economically Disadvantaged	4	51	55	45	6	56	62	38	8	59	67	33
Not Economically Disadvantaged	10	67	77	23	13	69	82	18	15	69	85	15
English Learners	3	40	43	57	5	53	58	42	3	55	58	42
Homeless	3	38	41	59	4	50	54	46	-	54	54	46
Military Connected	11	67	78	22	14	68	82	18	16	69	85	15
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	4	42	46	54	2	29	31	69	2	34	36	64
Female	2	42	44	56	1	24	26	74	1	31	32	68
Male	6	41	48	52	3	34	38	62	4	38	42	58
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	14	55	68	32	7	50	57	43	-	71	71	29
Black	-	24	24	76	-	17	17	83	-	31	31	69
Hispanic	4	34	38	62	3	34	37	63	5	39	45	55
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	6	52	58	42	4	35	39	61	4	34	37	63
Multiple Races	2	46	48	52	-	29	29	71	-	24	24	76
Students with Disabilities	3	37	40	60	4	13	17	83	6	6	11	89
Students without Disabilities	4	42	46	54	2	30	32	68	2	36	38	62
Economically Disadvantaged	2	27	29	71	-	24	24	76	1	27	28	72
Not Economically Disadvantaged	6	51	57	43	4	34	38	62	3	39	42	58
English Learners	5	18	23	77	-	42	42	58	-	60	60	40
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	61	69	31	8	45	52	48	3	53	56	44
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	74	80	20	6	72	78	22	6	72	78	22
Female	4	76	80	20	4	72	76	24	4	74	77	23
Male	7	72	79	21	8	71	80	20	8	70	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	10	81	91	9	13	81	94	6	12	79	91	9
Black	1	56	57	43	2	56	58	42	2	54	55	45
Hispanic	5	70	75	25	2	68	69	31	4	73	77	23
Native Hawaiian	-	64	64	36	-	83	83	17	9	82	91	9
White	7	81	87	13	9	80	89	11	7	80	87	13
Multiple Races	6	77	83	17	4	78	82	18	6	72	78	22
Students with Disabilities	-	36	36	64	1	34	35	65	1	37	38	62
Students without Disabilities	6	77	83	17	6	74	81	19	6	75	82	18
Economically Disadvantaged	2	61	63	37	2	62	64	36	3	60	63	37
Not Economically Disadvantaged	7	81	89	11	9	78	87	13	8	80	88	12
English Learners	-	48	48	52	-	39	39	61	-	48	48	52
Homeless	<	<	<	<	-	57	57	43	6	44	50	50
Military Connected	8	82	89	11	9	80	88	12	8	79	87	13
Foster Care	<	<	<	<					<	<	<	<
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	25	56	81	19	24	58	82	18	25	56	81	19
Female	23	58	80	20	24	60	84	16	23	59	83	17
Male	27	55	82	18	25	56	81	19	27	52	79	21
American Indian	<	<	<	<	9	73	82	18	18	64	82	18
Asian	43	50	93	7	38	58	96	4	37	55	92	8
Black	11	55	66	34	10	55	65	35	11	52	63	37
Hispanic	19	60	78	22	20	63	84	16	22	57	79	21
Native Hawaiian	31	54	85	15	35	60	95	5	-	76	76	24
White	31	56	87	13	30	57	88	12	33	56	89	11
Multiple Races	23	59	83	17	24	62	86	14	23	61	85	15
Students with Disabilities	5	39	43	57	4	36	40	60	4	38	42	58
Students without Disabilities	27	58	85	15	27	61	87	13	28	58	86	14
Economically Disadvantaged	15	56	71	29	15	58	73	27	13	56	69	31
Not Economically Disadvantaged	32	56	88	12	31	58	90	10	35	55	90	10
English Learners	6	36	42	58	11	37	48	52	4	45	49	51
Homeless	17	47	64	36	5	53	58	42	6	52	57	43
Military Connected	28	59	87	13	29	61	90	10	32	56	89	11
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	24	50	73	27	25	49	73	27	23	47	69	31
Female	21	51	72	28	22	50	72	28	20	49	69	31
Male	26	49	75	25	27	47	75	25	25	45	70	30
American Indian	<	<	<	<	17	67	83	17	<	<	<	<
Asian	38	48	87	13	44	45	89	11	42	48	89	11
Black	9	43	52	48	10	42	52	48	7	38	45	55
Hispanic	20	50	70	30	20	52	71	29	19	50	70	30
Native Hawaiian	24	55	79	21	31	47	78	22	27	50	77	23
White	29	53	82	18	32	51	82	18	30	50	79	21
Multiple Races	24	51	75	25	22	51	73	27	20	51	71	29
Students with Disabilities	4	32	36	64	5	29	35	65	4	32	36	64
Students without Disabilities	26	52	78	22	28	51	79	21	25	49	75	25
Economically Disadvantaged	13	47	60	40	14	47	60	40	11	44	56	44
Not Economically Disadvantaged	32	52	83	17	34	50	84	16	32	49	81	19
English Learners	8	49	57	43	4	60	64	36	13	30	43	57
Homeless	3	48	50	50	5	32	38	62	4	32	35	65
Military Connected	28	53	82	18	28	52	80	20	30	49	79	21
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	111	162	202
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	1,378	1,500	1,506
Kindergarten	4,591	4,481	4,476
Grade 1	4,672	4,978	4,759
Grade 2	4,881	4,740	4,939
Grade 3	4,795	4,909	4,726
Grade 4	4,736	4,789	4,906
Grade 5	4,802	4,797	4,789
Grade 6	4,878	4,789	4,799
Grade 7	5,051	4,912	4,769
Grade 8	5,142	5,055	4,921
Grade 9	5,528	5,485	5,333
Grade 10	5,230	5,257	5,317
Grade 11	4,913	4,873	4,872
Grade 12	4,901	4,985	4,966
Total Students	65,498	65,550	65,078

< = 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	65498	65550	65078
Female	31729	31687	31432
Male	33721	33769	33551
American Indian	152	151	142
Asian	4030	4052	3987
Black	15137	15076	14955
Hispanic	8637	8919	9157
Native Hawaiian	332	316	300
White	30232	29840	29344
Multiple Races	6978	7196	7193
Students with Disabilities	8230	8464	8737
Students without Disabilities	57268	57086	56341
Economically Disadvantaged	28557	30111	29798
Not Economically Disadvantaged	36941	35439	35280
English Learners	2573	2951	3230
Not English Learners	62925	62599	61848
Homeless	306	308	356
Military Connected	13403	13064	12731
Foster Care	86	57	26
< = 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	2791	2047	97	42	108	52
	State	50340	39360	1868	906	4434	1716
Female	Division	1528	927	31	18	42	27
	State	27397	17331	608	349	1644	700
Male	Division	1257	1110	66	24	66	25
	State	22883	21948	1258	556	2786	1013
American Indian	Division	5	7	2	0	0	0
	State	108	117	5	4	10	3
Asian	Division	277	71	7	0	3	0
	State	6021	1445	96	16	68	37
Black	Division	467	676	38	12	43	25
	State	8112	10542	637	224	1119	708
Hispanic	Division	297	295	12	7	24	5
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	17	8	0	0	0	0
	State	97	61	3	3	2	2
White	Division	1452	784	33	22	27	17
	State	25863	16576	761	464	1211	504
Multiple Races	Division	276	206	5	1	11	5
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	45	293	97	5	20	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	686	890	55	9	18	38
	State	12777	21116	1106	493	2351	1207
English Learners	Division	49	76	0	0	5	0
	State	1583	4218	262	26	1426	145
Homeless	Division	9	41	6	1	2	3
	State	197	697	48	28	170	78
Military Connected	Division	402	240	8	1	2	4
	State	2525	1494	44	18	52	31
Foster Care	Division	1	5	0	0	2	3
	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	5,137	4,935	96	4,978	97	108	2
Female	2,573	2,486	97	2,504	97	42	2
Male	2,548	2,433	96	2,458	97	66	3
American Indian	14	14	100	14	100	0	0
Asian	358	355	99	355	99	3	1
Black	1,261	1,181	94	1,193	95	43	3
Hispanic	640	604	94	611	96	24	4
Native Hawaiian	25	25	100	25	100	0	0
White	2,335	2,269	97	2,291	98	27	1
Multiple Races	504	487	97	489	97	11	2
Students with Disabilities	461	435	94	440	95	20	4
Economically Disadvantaged	1,696	1,631	96	1,640	97	18	1
English Learners	130	125	96	125	96	5	4
Homeless	62	56	90	57	92	2	3
Military Connected	657	650	99	651	99	2	0
Foster Care	11	6	55	6	55	2	18
< = 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	3,887 / 18.89%	4,043 / 19.63%	4,573 / 22.32%
Advanced Placement Course Enrollment	5,983 / 29.08%	6,216 / 30.17%	6,772 / 33.05%
Dual Enrollment	1,053 / 5.12%	1,671 / 8.11%	802 / 3.91%
Governor's School Enrollment	118 / .57%	133 / .65%	131 / .64%
IB Course Enrollment	840 / 4.08%	831 / 4.03%	838 / 4.09%
Senior Enrolled in IB Program	180 / .87%	179 / .87%	212 / 1.03%

< = 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	4,682	2,959	37
	State	87,317	57,081	35
Female	Division	2,361	1,667	29
	State	43,705	31,577	28
Male	Division	2,321	1,292	44
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	357	268	25
	State	6,741	5,862	13
Black	Division	1,103	581	47
	State	18,624	10,601	43
Hispanic	Division	456	267	41
	State	12,110	6,622	45
Native Hawaiian	Division	26	17	35
	State	132	93	30
White	Division	2,348	1,588	32
	State	45,098	30,844	32
Multiple Races	Division	384	231	40
	State	4,380	2,929	33
Students with Disabilities	Division	287	109	62
	State	8,185	3,548	57
Economically Disadvantaged	Division	1,570	787	50
	State	30,335	14,987	51
English Learners	Division	96	39	59
	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
NOCTI Assessments	Division	327	436	191
	State	2,590	3,844	3,577
Industry Certification	Division	8,022	9,247	8,976
	State	95,688	100,255	101,956
Workplace Readiness	Division	3,378	3,011	4,006
	State	44,348	41,819	35,066
Total Credentials Earned	Division	11,727	12,721	13,199
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	8,295	8,625	9,383
	State	115,682	117,932	115,611
CTE Completers	Division	2,190	1,908	1,862
	State	45,094	46,028	48,643
State Licensures	Division	-	27	26
	State	1,236	1,563	2,069
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	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	68.1	65	63.9

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	$5,813	$5,548	$899
	State	$6,770	$5,603	$867
2020-2021	Division	$5,783	$6,128	$1,343
	State	$6,669	$6,185	$1,352
2021-2022	Division	$6,307	$6,322	$2,175
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,744	$6,829	$1,932
	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	52,172	11,672	52,587	10,935	56,072	7,398
Female	25,290	5,720	25,520	5,327	27,209	3,545
Male	26,825	5,934	26,998	5,569	28,775	3,836
American Indian	115	30	112	28	117	22
Asian	3,698	317	3,636	339	3,707	223
Black	11,227	3,513	11,079	3,370	12,063	2,411
Hispanic	6,528	1,834	6,830	1,796	7,714	1,241
Native Hawaiian	275	47	266	46	271	27
White	24,776	4,639	24,955	4,127	26,110	2,578
Multiple Races	5,553	1,292	5,709	1,229	6,090	896
Students with Disabilities	5,645	1,890	5,892	1,892	6,640	1,457
Economically Disadvantaged	20,035	7,118	20,473	6,862	22,699	4,816
English Learners	2,225	509	2,479	533	3,026	373
Homeless	238	307	351	343	411	296
< = 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	11,474
Behaviors related to School Operations	14,396
Relationship Behaviors without Physical Harm	8,080
Behaviors of a Safety Concern	8,235
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	3,012
Behaviors used to determine Persistently Dangerous Schools	30

< = 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	0.3	0.2	0.3	0.2	0.4
Asian	6.2	1.3	6.2	1.5	6.1	1.4
Black	23.1	45.7	23	45.9	23	46.4
Hispanic	13.2	11.8	13.6	12.1	14.1	12.4
Native Hawaiian	0.5	0.3	0.5	0.2	0.5	0.3
White	46.2	29.9	45.5	28.8	45.1	28.1
Multiple Races	10.7	10.8	11	11.2	11.1	10.9
< = 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	0.3	0.2	0.2	0.2	0.5
Asian	6.2	1.7	6.2	1.8	6.1	1.8
Black	23.1	46.3	23	49.8	23	43.8
Hispanic	13.2	11	13.6	11.2	14.1	12.2
Native Hawaiian	0.5	0.2	0.5	0.2	0.5
White	46.2	30.5	45.5	26.3	45.1	30.2
Multiple Races	10.7	9.9	11	10.6	11.1	11.5
< = 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	0.2		0.2		0.2
Asian	6.2		6.2		6.1
Black	23.1	25	23	100	23	100
Hispanic	13.2		13.6		14.1
Native Hawaiian	0.5		0.5		0.5
White	46.2	25	45.5		45.1
Multiple Races	10.7	50	11		11.1
< = 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	39.5	45.8	49.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	48.2	32.9	41.1
< = 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	70.2	59.2	61.8
< = 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

13.1 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.88 : 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	42%	53%	2%	3%
2022-2023	44%	51%	2%	3%
2023-2024	45%	51%	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	82%	82%	79%	88%
Asian	90%	90%	91%	88%
Black	68%	68%	68%	88%
Hispanic	78%	78%	68%	88%
White	89%	88%	85%	88%
Multiple Races	84%	84%	83%	88%
Economically Disadvantaged	72%	72%	68%	88%
English Learners	65%	64%	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	77%	76%	74%	85%
Asian	90%	90%	90%	85%
Black	61%	58%	61%	85%
Hispanic	72%	71%	63%	85%
White	85%	84%	81%	85%
Multiple Races	79%	78%	77%	85%
Economically Disadvantaged	66%	65%	62%	85%
English Learners	67%	66%	58%	85%
Students with Disabilities	43%	41%	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	75%
Asian	88%
Black	55%
Hispanic	72%
White	84%
Multiple Races	79%
Economically Disadvantaged	63%
English Learners	57%
Students with Disabilities	39%

< = 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	93%	84%	84%
Asian	96%	90%	84%
Black	90%	83%	84%
Hispanic	91%	83%	84%
White	95%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	91%	82%	84%
English Learners	91%	77%	84%
Students with Disabilities	68%	74%	84%
Homeless	74%	-	-
Foster Care	50%	-	-

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	12%	15%	12%	10%
Asian	6%	7%	10%	10%
Black	18%	21%	12%	10%
Hispanic	15%	18%	12%	10%
White	9%	12%	12%	10%
Multiple Races	13%	16%	12%	10%
Economically Disadvantaged	19%	22%	13%	10%
English Learners	12%	14%	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	61%	54%	58%
English Learner Proficiency	17%	-	-

< = 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	1015	1657	61%
English Learner Proficiency	424	2530	17%

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%	98%	2%	98%	2%
Asian	100%	-	99%	1%	99%	1%
Black	99%	1%	98%	2%	98%	2%
Hispanic	99%	1%	98%	2%	98%	2%
White	100%	-	98%	2%	98%	2%
Multiple Races	100%	-	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	98%	2%	98%	2%
Not Economically Disadvantaged	100%	-	98%	2%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	98%	2%	98%	2%	96%	4%
Students without Disabilities	100%	-	98%	2%	100%	-
Female	99%	1%	98%	2%	100%	-
Male	99%	1%	98%	2%	100%	-
Migrant	-	-	-	-	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	84%	81%
Asian	92%	92%
Black	72%	67%
Hispanic	81%	77%
White	90%	88%
Multiple Races	86%	83%
Economically Disadvantaged	76%	72%
English Learners	74%	73%
Students with Disabilities	57%	54%

< = 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

Virginia Beach City 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