Botetourt County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Breckinridge Elementary	Fully Accredited	Distinguished	90.99
Buchanan Elementary	Fully Accredited	Distinguished	92.79
Cloverdale Elementary	Fully Accredited	Distinguished	97.02
Colonial Elementary	Fully Accredited	Distinguished	100.6
Eagle Rock Elementary	Fully Accredited	Distinguished	91.29
Greenfield Elementary	Fully Accredited	Meets Expectations	91.48
Troutville Elementary	Fully Accredited	Distinguished	96.96
Middle Schools
Central Academy Middle	Fully Accredited	Distinguished	97.2
Read Mountain Middle	Fully Accredited	Distinguished	92.37
High Schools
James River High	Fully Accredited	Distinguished	97.06
Lord Botetourt High	Fully Accredited	Distinguished	95.66

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	68	84	16	17	69	86	14	17	69	86	14
Female	17	69	86	14	19	67	87	13	18	69	87	13
Male	16	67	83	17	14	70	84	16	16	68	84	16
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	32	61	93	7	19	53	72	28	26	51	77	23
Black	7	71	79	21	18	61	80	20	11	70	81	19
Hispanic	5	55	60	40	11	55	65	35	9	60	69	31
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	18	68	86	14	17	70	87	13	18	70	87	13
Multiple Races	14	70	84	16	16	71	87	13	13	71	84	16
Students with Disabilities	7	48	55	45	4	54	58	42	4	52	56	44
Students without Disabilities	19	71	90	10	19	72	91	9	19	72	91	9
Economically Disadvantaged	9	66	75	25	8	66	74	26	8	62	70	30
Not Economically Disadvantaged	21	68	89	11	21	70	91	9	19	71	90	10
English Learners	2	23	26	74	1	35	36	64	-	33	33	67
Homeless	-	45	45	55	-	50	50	50	6	39	44	56
Military Connected	9	79	88	12	14	72	86	14	6	81	88	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	68	85	15	15	67	82	18	12	70	82	18
Female	20	67	87	13	17	66	82	18	11	72	83	17
Male	13	69	83	17	13	69	82	18	13	69	81	19
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	11	42	53	47	8	67	75	25	8	67	75	25
White	17	70	87	13	16	68	83	17	12	70	82	18
Multiple Races	18	76	94	6	12	65	76	24	30	60	90	10
Students with Disabilities	6	69	75	25	2	62	63	37	2	51	52	48
Students without Disabilities	19	68	87	13	18	69	86	14	15	75	89	11
Economically Disadvantaged	7	68	74	26	6	62	68	32	4	61	64	36
Not Economically Disadvantaged	22	69	91	9	19	70	90	10	14	72	86	14
English Learners	-	36	36	64	-	36	36	64	-	45	45	55
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care									<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	62	86	14	18	73	91	9	22	65	86	14
Female	23	63	87	13	21	69	90	10	21	67	89	11
Male	24	61	85	15	15	77	92	8	22	63	84	16
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	-	65	65	35	17	54	71	29	4	72	76	24
Native Hawaiian					<	<	100	0	<	<	100	0
White	26	61	87	13	19	73	92	8	23	66	89	11
Multiple Races	17	67	83	17	-	100	100	0	24	47	71	29
Students with Disabilities	14	45	59	41	-	75	75	25	6	55	61	39
Students without Disabilities	26	66	93	7	21	72	93	7	25	67	92	8
Economically Disadvantaged	15	66	81	19	8	71	79	21	6	64	70	30
Not Economically Disadvantaged	29	60	88	12	22	74	96	4	24	65	89	11
English Learners	<	<	<	<	-	63	63	38	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	72	83	17	11	73	84	16	13	74	87	13
Female	10	76	86	14	14	72	86	14	14	71	86	14
Male	12	69	81	19	9	73	82	18	12	77	89	11
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	56	56	44	-	50	50	50	8	54	63	38
White	12	73	85	15	13	75	87	13	14	74	89	11
Multiple Races	6	75	81	19	9	78	87	13	-	100	100	0
Students with Disabilities	4	52	56	44	3	56	59	41	2	67	69	31
Students without Disabilities	12	76	88	12	14	77	90	10	15	75	90	10
Economically Disadvantaged	6	63	69	31	3	76	79	21	6	60	66	34
Not Economically Disadvantaged	14	77	91	9	16	71	87	13	15	77	91	9
English Learners	<	<	<	<	-	20	20	80	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care									<	<	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	68	83	17	17	68	85	15	13	67	80	20
Female	15	70	85	15	20	66	87	13	13	71	84	16
Male	15	66	81	19	14	70	84	16	12	64	76	24
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	11	63	74	26	10	38	48	52	10	30	40	60
White	16	67	83	17	16	71	87	13	14	71	85	15
Multiple Races	13	87	100	0	19	69	88	13	4	67	71	29
Students with Disabilities	4	47	51	49	6	57	62	38	4	44	47	53
Students without Disabilities	17	71	88	12	19	71	90	10	15	72	87	13
Economically Disadvantaged	8	68	76	24	10	63	73	27	6	59	66	34
Not Economically Disadvantaged	19	68	87	13	21	71	92	8	16	71	87	13
English Learners	<	<	<	<	-	33	33	67	-	9	9	91
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	13	70	84	16	12	74	87	13
Female	13	68	81	19	13	69	82	18	16	72	88	13
Male	9	73	81	19	13	71	85	15	9	77	86	14
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	10	60	70	30	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	40	40	60	5	79	84	16	-	57	57	43
White	11	72	84	16	14	70	84	16	12	76	89	11
Multiple Races	11	72	83	17	6	75	81	19	12	76	88	12
Students with Disabilities	5	40	45	55	7	30	37	63	4	60	64	36
Students without Disabilities	12	76	88	12	15	77	91	9	14	77	90	10
Economically Disadvantaged	5	67	72	28	4	71	74	26	10	64	74	26
Not Economically Disadvantaged	14	72	86	14	19	70	88	12	13	79	92	8
English Learners	<	<	<	<	<	<	<	<	-	21	21	79
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	69	82	18	12	71	83	17	17	67	83	17
Female	14	69	83	17	14	69	84	16	15	70	85	15
Male	12	69	81	19	11	72	82	18	18	64	81	19
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	56	56	44	10	38	48	52	13	73	87	13
White	14	70	84	16	11	75	86	14	17	66	83	17
Multiple Races	6	59	65	35	29	53	82	18	5	84	89	11
Students with Disabilities	6	43	49	51	4	47	51	49	5	31	36	64
Students without Disabilities	15	75	90	10	14	75	89	11	18	72	90	10
Economically Disadvantaged	8	64	73	27	6	63	69	31	8	61	70	30
Not Economically Disadvantaged	16	72	88	12	15	74	90	10	20	69	90	10
English Learners	<	<	<	<	-	8	8	92	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0					<	<	100	0
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	64	91	9	30	61	91	9	28	65	93	7
Female	25	67	92	8	34	61	95	5	31	65	96	4
Male	29	61	90	10	26	61	87	13	24	65	89	11
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	30	50	80	20	<	<	100	0
Hispanic	18	65	82	18	24	57	81	19	23	68	91	9
White	27	64	92	8	31	61	92	8	29	64	93	7
Multiple Races	25	60	85	15	28	66	93	7	23	68	91	9
Students with Disabilities	10	38	49	51	9	49	57	43	6	58	63	37
Students without Disabilities	29	67	96	4	33	62	95	5	31	66	98	2
Economically Disadvantaged	13	69	82	18	22	59	81	19	13	67	80	20
Not Economically Disadvantaged	32	63	94	6	34	61	95	5	30	65	94	6
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	<	<
White					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	<	<
White					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
< = 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	71	86	14	17	69	87	13	16	70	87	13
Female	15	73	87	13	16	70	86	14	15	71	86	14
Male	16	69	85	15	19	68	87	13	18	69	87	13
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	30	60	90	10	26	62	88	12	26	50	76	24
Black	15	58	73	27	5	68	73	27	5	81	86	14
Hispanic	5	66	71	29	5	64	69	31	6	68	74	26
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	16	72	88	12	19	69	88	12	17	71	88	12
Multiple Races	11	77	89	11	15	74	89	11	15	72	86	14
Students with Disabilities	2	58	60	40	3	59	62	38	2	59	61	39
Students without Disabilities	18	74	91	9	20	71	91	9	19	73	91	9
Economically Disadvantaged	8	69	77	23	8	70	78	22	9	66	74	26
Not Economically Disadvantaged	19	72	91	9	22	69	91	9	18	72	90	10
English Learners	1	55	56	44	1	51	52	48	1	56	57	43
Homeless	-	54	54	46	-	56	56	44	-	44	44	56
Military Connected	5	83	88	13	13	69	82	18	22	68	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	72	85	15	16	67	83	17	9	75	84	16
Female	12	74	86	14	16	63	80	20	8	75	83	17
Male	14	71	85	15	16	70	86	14	10	74	85	15
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	11	37	47	53	4	62	65	35	4	83	88	13
White	13	74	88	12	18	66	84	16	10	73	83	17
Multiple Races	12	82	94	6	6	82	88	12	-	90	90	10
Students with Disabilities	4	59	63	37	5	55	59	41	3	54	57	43
Students without Disabilities	14	75	90	10	19	69	88	12	11	80	91	9
Economically Disadvantaged	6	69	75	25	6	69	75	25	5	66	71	29
Not Economically Disadvantaged	17	74	91	9	22	65	88	13	10	77	87	13
English Learners	8	25	33	67	-	54	54	46	-	82	82	18
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care									<	<	100	0
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	66	85	15	18	70	88	12	19	68	87	13
Female	16	70	87	13	14	74	88	13	14	72	86	14
Male	20	63	83	17	23	66	89	11	24	64	88	13
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	5	60	65	35	4	63	67	33	8	72	80	20
Native Hawaiian					<	<	100	0	<	<	100	0
White	19	67	86	14	21	69	90	10	20	68	88	12
Multiple Races	6	78	83	17	7	87	93	7	12	65	76	24
Students with Disabilities	2	50	52	48	2	62	64	36	5	52	57	43
Students without Disabilities	23	71	93	7	21	71	92	8	22	71	93	7
Economically Disadvantaged	9	70	79	21	7	68	76	24	4	62	66	34
Not Economically Disadvantaged	23	65	88	12	23	71	94	6	22	69	90	10
English Learners	<	<	<	<	-	56	56	44	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	69	84	16	17	66	84	16	14	70	84	16
Female	16	68	84	16	14	70	84	16	12	71	83	17
Male	12	71	83	17	20	63	83	17	16	68	85	15
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	6	50	56	44	-	55	55	45	8	50	58	42
White	14	71	86	14	20	67	87	13	15	72	86	14
Multiple Races	19	69	88	13	9	74	83	17	23	62	85	15
Students with Disabilities	2	52	54	46	5	59	63	37	4	52	57	43
Students without Disabilities	16	72	89	11	20	68	89	11	16	73	89	11
Economically Disadvantaged	6	65	72	28	6	67	73	27	6	48	54	46
Not Economically Disadvantaged	18	71	90	10	23	66	89	11	16	74	90	10
English Learners	-	50	50	50	-	23	23	77	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care									<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	64	80	20	23	59	82	18	17	64	81	19
Female	13	68	81	19	21	59	80	20	15	66	81	19
Male	19	61	80	20	25	60	84	16	18	62	80	20
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	10	57	67	33	9	35	43	57	-	52	52	48
White	17	64	81	19	23	64	87	13	19	66	85	15
Multiple Races	13	75	88	13	38	50	88	13	8	67	75	25
Students with Disabilities	2	45	47	53	2	57	58	42	4	54	58	42
Students without Disabilities	18	67	86	14	27	60	87	13	19	66	86	14
Economically Disadvantaged	10	59	69	31	13	56	68	32	5	65	70	30
Not Economically Disadvantaged	20	67	87	13	29	61	90	10	23	63	86	14
English Learners	<	<	<	<	-	19	19	81	-	17	17	83
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	71	87	13	18	68	86	14	28	63	91	9
Female	15	74	89	11	20	67	88	13	29	62	91	9
Male	15	69	85	15	15	69	84	16	27	64	91	9
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	-	76	76	24	-	94	94	6	9	55	64	36
White	16	72	88	12	18	67	85	15	29	64	93	7
Multiple Races	21	64	86	14	23	62	85	15	29	65	94	6
Students with Disabilities	2	59	61	39	4	49	53	47	-	70	70	30
Students without Disabilities	18	74	93	7	21	72	93	7	32	62	95	5
Economically Disadvantaged	7	74	81	19	11	70	81	19	16	66	82	18
Not Economically Disadvantaged	20	70	90	10	22	67	89	11	33	62	96	4
English Learners	-	58	58	42	<	<	<	<	-	43	43	57
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	73	78	22	2	77	79	21	3	76	79	21
Female	7	71	79	21	1	82	83	17	1	77	79	21
Male	4	74	77	23	3	71	74	26	3	76	79	21
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	75	75	25	5	63	68	32	17	67	83	17
White	6	72	78	22	1	79	80	20	2	76	77	23
Multiple Races	-	93	93	7	<	<	<	<	-	91	91	9
Students with Disabilities	-	61	61	39	-	46	46	54	-	59	59	41
Students without Disabilities	8	79	87	13	3	87	90	10	3	82	85	15
Economically Disadvantaged	3	71	74	26	1	72	73	27	1	73	75	25
Not Economically Disadvantaged	8	75	83	17	3	81	84	16	4	79	83	17
English Learners	<	<	<	<	-	69	69	31	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	100	0
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	76	96	4	22	71	93	7	17	74	91	9
Female	22	75	96	4	24	68	93	7	18	74	92	8
Male	19	77	95	5	21	73	94	6	17	74	90	10
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	36	64	100	0	<	<	<	<	<	<	<	<
Hispanic	7	86	93	7	8	85	92	8	4	87	91	9
White	21	75	96	4	24	69	93	7	18	73	91	9
Multiple Races	13	87	100	0	17	83	100	0	31	69	100	0
Students with Disabilities	4	81	85	15	5	77	82	18	-	70	70	30
Students without Disabilities	23	75	98	2	26	70	96	4	21	75	96	4
Economically Disadvantaged	10	82	91	9	11	78	89	11	20	72	92	8
Not Economically Disadvantaged	27	72	99	1	28	67	95	5	17	74	91	9
English Learners	-	92	92	8	10	80	90	10	-	93	93	7
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	79	92	8	15	81	96	4	12	83	95	5
Female	9	81	90	10	13	82	94	6	9	84	93	7
Male	18	76	94	6	18	79	98	2	15	82	97	3
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	80	80	20	<	<	100	0	<	<	100	0
White	15	80	95	5	15	81	96	4	13	82	95	5
Multiple Races	-	77	77	23	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	13	79	92	8	16	80	96	4	13	82	95	5
Economically Disadvantaged	15	59	73	27	6	94	100	0	18	68	86	14
Not Economically Disadvantaged	12	85	97	3	18	77	95	5	11	85	96	4
English Learners	<	<	100	0					<	<	100	0
Homeless	<	<	<	<
Military Connected	<	<	100	0					<	<	100	0
Foster Care	<	<	<	<
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	81	97	3	17	81	98	2	22	72	94	6
Female	13	88	100	0	13	87	100	0	20	73	93	8
Male	20	73	93	7	20	76	96	4	23	72	95	5
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<					<	<	100	0
White	16	84	100	0	15	82	97	3	22	73	95	5
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities					<	<	100	0	<	<	100	0
Students without Disabilities	16	81	97	3	17	80	98	2	22	72	94	6
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	100	0
Not Economically Disadvantaged	15	83	98	2	18	81	99	1	22	72	94	6
Military Connected					<	<	100	0	<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	67	79	21	11	68	79	21	15	68	82	18
Female	10	69	79	21	9	69	79	21	12	69	81	19
Male	15	65	80	20	13	67	80	20	17	67	84	16
American Indian	<	<	100	0					<	<	100	0
Asian	19	75	94	6	-	63	63	38	12	65	76	24
Black	8	58	67	33	8	38	46	54	6	69	75	25
Hispanic	5	46	51	49	4	43	46	54	5	60	66	34
White	13	69	82	18	12	71	83	17	16	69	84	16
Multiple Races	9	69	78	22	13	69	82	18	13	66	79	21
Students with Disabilities	5	45	50	50	3	48	51	49	2	50	52	48
Students without Disabilities	13	71	85	15	13	72	85	15	17	71	88	12
Economically Disadvantaged	7	59	66	34	5	60	65	35	5	64	68	32
Not Economically Disadvantaged	15	72	87	13	15	72	87	13	17	69	86	14
English Learners	-	21	21	79	-	18	18	82	-	45	45	55
Homeless	7	71	79	21	-	30	30	70	<	<	<	<
Military Connected	6	56	63	38	8	62	69	31	16	68	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	58	81	19	20	59	79	21	24	56	80	20
Female	21	59	81	19	17	61	78	22	20	57	76	24
Male	24	56	81	19	23	56	79	21	28	56	84	16
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	11	37	47	53	5	24	29	71	13	50	63	38
White	24	59	83	17	22	62	84	16	25	57	82	18
Multiple Races	19	69	88	13	13	65	78	22	23	62	85	15
Students with Disabilities	10	41	51	49	6	51	57	43	2	50	52	48
Students without Disabilities	25	61	86	14	23	61	84	16	27	58	85	15
Economically Disadvantaged	13	50	63	38	11	52	63	37	8	38	46	54
Not Economically Disadvantaged	29	62	90	10	25	62	87	13	27	60	87	13
English Learners	-	10	10	90	-	-	-	100	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care									<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	68	78	22	9	70	79	21	14	71	85	15
Female	8	66	75	25	8	69	77	23	11	73	83	17
Male	12	70	82	18	11	70	81	19	16	70	86	14
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	56	56	44	9	26	35	65	7	64	71	29
White	10	70	80	20	9	73	83	17	15	71	86	14
Multiple Races	13	50	63	38	12	71	82	18	5	68	74	26
Students with Disabilities	6	39	45	55	2	42	44	56	5	42	47	53
Students without Disabilities	11	75	86	14	11	75	86	14	15	75	90	10
Economically Disadvantaged	8	57	65	35	2	58	59	41	6	66	72	28
Not Economically Disadvantaged	12	75	87	13	13	75	88	12	17	74	91	9
English Learners	<	<	<	<	-	8	8	92	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	74	80	20	8	76	84	16	9	75	84	16
Female	4	80	83	17	6	79	85	15	8	77	85	15
Male	10	67	77	23	9	74	83	17	11	73	83	17
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	48	48	52	-	70	70	30	-	59	59	41
White	8	76	83	17	8	77	86	14	10	77	87	13
Multiple Races	7	72	79	21	14	73	86	14	14	68	82	18
Students with Disabilities	-	52	52	48	2	44	47	53	-	49	49	51
Students without Disabilities	8	76	84	16	8	81	89	11	11	79	90	10
Economically Disadvantaged	3	68	72	28	4	72	76	24	2	78	80	20
Not Economically Disadvantaged	8	76	84	16	9	78	88	12	11	74	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	53	67	33	27	45	73	27	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian									<	<	100	0
Hispanic					<	<	<	<
White	15	46	62	38	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	100	0
Students with Disabilities									<	<	<	<
Students without Disabilities	13	53	67	33	27	45	73	27	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	15	54	69	31	<	<	<	<	<	<	<	<
English Learners					<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	76	80	20	5	64	69	31	-	80	80	20
Female	2	73	75	25	4	63	67	33	-	85	85	15
Male	6	79	85	15	6	66	72	28	-	76	76	24
Asian	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	-	53	53	47	<	<	<	<
White	3	80	82	18	6	68	74	26	-	82	82	18
Multiple Races	-	82	82	18	<	<	<	<	<	<	<	<
Students with Disabilities	-	56	56	44	-	57	57	43	-	68	68	32
Students without Disabilities	5	80	85	15	7	67	75	25	-	91	91	9
Economically Disadvantaged	3	66	69	31	2	54	56	44	-	90	90	10
Not Economically Disadvantaged	5	82	87	13	8	73	81	19	-	77	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected									<	<	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

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	56	78	22	21	57	79	21	27	55	82	18
Female	18	58	75	25	17	58	74	26	24	55	78	22
Male	26	55	81	19	26	57	83	17	30	56	85	15
American Indian	<	<	100	0					<	<	100	0
Asian	27	64	91	9	31	46	77	23	50	36	86	14
Black	18	39	57	43	16	53	68	32	7	57	64	36
Hispanic	6	55	61	39	11	43	54	46	15	68	83	18
Native Hawaiian					<	<	100	0	<	<	100	0
White	23	56	80	20	21	59	80	20	28	55	83	17
Multiple Races	16	61	77	23	28	58	86	14	21	49	69	31
Students with Disabilities	5	44	49	51	6	46	52	48	7	43	50	50
Students without Disabilities	25	59	84	16	24	60	84	16	31	57	88	12
Economically Disadvantaged	14	55	69	31	10	57	67	33	11	60	72	28
Not Economically Disadvantaged	26	57	83	17	27	58	84	16	31	54	85	15
English Learners	-	32	32	68	-	32	32	68	<	<	<	<
Homeless	8	50	58	42	<	<	<	<	<	<	<	<
Military Connected	25	38	63	38	36	43	79	21	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	32	33	67	-	37	37	63	-	47	47	53
Female	2	31	33	67	-	22	22	78	-	45	45	55
Male	-	33	33	67	-	54	54	46	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	-	33	33	67	-	33	33	67	-	42	42	58
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	29	29	71	-	9	9	91	<	<	<	<
Students without Disabilities	2	33	35	65	-	45	45	55	-	46	46	54
Economically Disadvantaged	-	33	33	67	-	24	24	76	<	<	<	<
Not Economically Disadvantaged	3	31	33	67	-	50	50	50	-	42	42	58
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	<	<					<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	80	20	12	70	82	18	-	29	29	71
Female	7	68	75	25	8	70	78	22	-	15	15	85
Male	15	70	85	15	15	70	85	15	-	38	38	62
Black	10	60	70	30	<	<	<	<	<	<	<	<
Hispanic	-	68	68	32	-	58	58	42	<	<	100	0
White	11	70	81	19	13	71	83	17	-	26	26	74
Multiple Races	14	67	81	19	6	81	88	13	<	<	<	<
Students with Disabilities	-	53	53	47	4	54	58	42	-	29	29	71
Students without Disabilities	12	72	84	16	14	74	88	12	-	30	30	70
Economically Disadvantaged	9	59	68	32	8	68	76	24	<	<	<	<
Not Economically Disadvantaged	12	75	87	13	14	71	85	15	-	22	22	78
English Learners	-	20	20	80	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	9	14	86	-	17	17	83	<	<	100	0
Female	-	7	7	93	-	14	14	86	<	<	100	0
Male	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<
White	6	-	6	94	-	18	18	82	<	<	100	0
Multiple Races					<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	5	11	16	84	-	17	17	83	<	<	100	0
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	6	13	19	81	-	18	18	82	<	<	100	0
English Learners	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	62	84	16	23	58	81	19	27	59	85	15
Female	20	64	85	15	17	60	78	22	22	59	81	19
Male	25	59	84	16	28	55	83	17	30	59	89	11
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	6	53	59	41	10	35	45	55	19	69	88	13
White	24	63	87	13	21	61	83	17	27	58	86	14
Multiple Races	6	69	75	25	47	35	82	18	16	63	79	21
Students with Disabilities	5	41	46	54	6	44	50	50	5	38	44	56
Students without Disabilities	27	66	93	7	26	60	86	14	29	62	91	9
Economically Disadvantaged	14	62	76	24	11	55	65	35	14	59	73	27
Not Economically Disadvantaged	28	61	89	11	28	59	87	13	33	59	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0					<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	40	44	84	16	36	48	84	16	31	54	85	15
Female	34	49	83	17	30	51	81	19	28	54	83	17
Male	46	39	85	15	43	44	87	13	33	54	88	12
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	23	54	77	23	50	30	80	20	14	62	76	24
Native Hawaiian					<	<	100	0	<	<	100	0
White	42	42	85	15	36	48	84	16	32	55	87	13
Multiple Races	28	56	83	17	42	58	100	0	31	38	69	31
Students with Disabilities	10	45	55	45	10	45	55	45	10	48	58	42
Students without Disabilities	47	44	90	10	40	48	89	11	35	56	91	9
Economically Disadvantaged	27	50	76	24	18	55	73	27	7	64	70	30
Not Economically Disadvantaged	47	41	88	12	43	45	88	12	34	53	87	13
English Learners									<	<	100	0
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
Division	14	11	2
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	117	123	141
Kindergarten	300	271	333
Grade 1	308	282	281
Grade 2	356	308	283
Grade 3	299	353	321
Grade 4	326	306	356
Grade 5	315	320	307
Grade 6	334	334	320
Grade 7	346	348	339
Grade 8	343	352	344
Grade 9	374	364	366
Grade 10	351	370	359
Grade 11	369	330	359
Grade 12	350	363	329
Total Enrollment	4,488	4,424	4,438

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	4488	4424	4438
Female	2192	2176	2192
Male	2296	2248	2246
American Indian	5	6	9
Asian	49	61	64
Black	92	91	88
Hispanic	267	292	296
Native Hawaiian	5	6	3
White	3836	3728	3743
Multiple Races	234	240	235
Students with Disabilities	755	793	773
Students without Disabilities	3733	3631	3665
Economically Disadvantaged	1523	1460	1373
Not Economically Disadvantaged	2965	2964	3065
English Learners	130	156	161
Not English Learners	4358	4268	4277
Homeless	25	39	33
Military Connected	69	62	58
Foster Care	18	9	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,003	359	3,898	402	3,932	360
Female	1,978	158	1,944	181	1,955	159
Male	2,025	201	1,954	221	1,977	201
American Indian	<	<	<	<	<	<
Asian	47	2	53	6	58	3
Black	81	11	71	13	77	12
Hispanic	235	34	236	44	248	33
Native Hawaiian	<	<	<	<	<	<
White	3,424	292	3,331	308	3,349	277
Multiple Races	209	19	196	30	190	35
Students with Disabilities	639	90	625	111	635	107
Economically Disadvantaged	1,327	225	1,243	265	1,194	222
English Learners	118	21	132	28	142	19
Homeless	23	11	29	18	25	9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: 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 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	173	144	1	1	2	5
	State	52034	41739	1845	730	4758	1126
Female	Division	104	70	0	0	0	0
	State	28171	18456	601	259	1860	459
Male	Division	69	74	1	1	2	5
	State	23863	23283	1244	471	2895	667
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	6	3	0	0	0	1
	State	8816	10967	559	141	985	452
Hispanic	Division	7	11	0	0	0	0
	State	7967	9910	285	155	2363	212
White	Division	142	115	1	1	2	4
	State	25115	16553	775	367	1100	357
Multiple Races	Division	15	14	0	0	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	1	24	1	0	0	1
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	22	48	1	1	1	5
	State	12337	20894	1052	439	2243	735
English Learners	Division	<	<	<	<	0	<
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	0	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = 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	326	318	98	319	98	2	1
Female	174	174	100	174	100	0	0
Male	152	144	95	145	95	2	1
Asian	<	<	100	<	100	0	0
Black	10	9	90	9	90	0	0
Hispanic	18	18	100	18	100	0	0
White	265	258	97	259	98	2	1
Multiple Races	29	29	100	29	100	0	0
Students with Disabilities	27	26	96	26	96	0	0
Economically Disadvantaged	78	71	91	72	92	1	1
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	83 / 5.75%	90 / 6.31%	66 / 4.67%
Advanced Placement Course Enrollment	102 / 7.06%	104 / 7.29%	78 / 5.52%
Dual Enrollment	424 / 29.36%	466 / 32.66%	457 / 32.34%
Governor's School Enrollment	28 / 1.94%	26 / 1.82%	32 / 2.26%
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

2022-2023 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.

2022-2023 FGI cohort year (students entering high school in 2019)
	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	350	229	35
	State	87,995	56,397	36
Female	Division	161	109	32
	State	43,825	30,968	29
Male	Division	189	120	37
	State	44,068	25,387	42
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	<	<	100
	State	18,247	10,591	42
Hispanic	Division	14	<	100
	State	14,010	7,355	48
White	Division	313	205	35
	State	43,094	28,736	33
Multiple Races	Division	11	<	100
	State	5,005	3,223	36
Students with Disabilities	Division	21	<	100
	State	8,536	3,616	58
Economically Disadvantaged	Division	92	45	51
	State	31,680	15,774	50
English Learners	Division	<	<	100
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = 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
		2023-2024	2024-2025	2025-2026
State Licensures	Division	25	19	57
	State	2,069	2,206	2,710
Industry Certification	Division	443	575	110
	State	101,956	105,973	106,014
Workplace Readiness	Division	49	23	333
	State	35,066	38,829	48,691
Total Credentials Earned	Division	517	617	500
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	414	482	439
	State	115,609	120,035	128,298
CTE Completers	Division	280	289	242
	State	48,643	51,371	52,173
NOCTI Assessments	Division	-	-	-
	State	3,577	3,225	3,944
Armed Services Vocational Aptitude Battery Examination	Division	-	-	1
	State	1,022	15,327	18,011

< = 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
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	65.2	61.5	65.5

Per-Pupil Spending

2024-2025 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
2021-2022	Division	$5,542	$6,529	$1,242
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,135	$6,911	$1,158
	State	$7,803	$6,956	$1,918
2023-2024	Division	$7,042	$7,580	$1,331
	State	$8,420	$7,464	$1,751
2024-2025	Division	$6,897	$8,308	$699
	State	$9,310	$8,078	$1,383

School Environment

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	290	228	121
Behaviors related to School Operations	161	156	105
Relationship Behaviors without Physical Harm	416	350	336
Behaviors of a Safety Concern	278	317	361
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	114	87	147
Behaviors used to determine Persistently Dangerous Schools		1	1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	285	306	250
Out-of-School Suspension	309	279	333
Explusion and Alternative Placement	0	3	2
Referral to Law Enforcement	63	69	73
Bus Suspension	28	43	37

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	36.5	36.5	34.2
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	28.6	33	33.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	58.7	62.3	63.1
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

11.73 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

11.74 : 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	47%	45%	1%	7%
2024-2025	47%	44%	0%	9%
2025-2026	48%	44%	0%	8%
< = 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	Annual Target	Long-Term Goal
All Students	86%	83%	88%
Asian	78%	91%	88%
Black	79%	78%	88%
Hispanic	67%	78%	88%
White	87%	87%	88%
Multiple Races	86%	85%	88%
Economically Disadvantaged	72%	78%	88%
English Learners	49%	74%	88%
Students with Disabilities	54%	72%	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	Annual Target	Long-Term Goal
All Students	88%	79%	85%
Asian	78%	90%	85%
Black	92%	73%	85%
Hispanic	74%	73%	85%
White	89%	83%	85%
Multiple Races	88%	81%	85%
Economically Disadvantaged	75%	73%	85%
English Learners	63%	71%	85%
Students with Disabilities	59%	69%	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	83%
Asian	83%
Black	75%
Hispanic	63%
White	84%
Multiple Races	80%
Economically Disadvantaged	68%
English Learners	54%
Students with Disabilities	50%

< = 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	96%	84%	84%
Asian	<	90%	84%
Black	90%	83%	84%
Hispanic	100%	84%	84%
White	96%	86%	84%
Multiple Races	100%	89%	84%
Economically Disadvantaged	85%	84%	84%
English Learners	90%	84%	84%
Students with Disabilities	81%	84%	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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	62%	58%	58%
English Learner Proficiency	12%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	64	103	62%
English Learner Proficiency	14	118	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.4%	1.6%	98.3%	1.7%	97.8%	2.2%
Asian	94.9%	5.1%	95.1%	4.9%	94.7%	5.3%
Black	100%	-	100%	-	100%	-
Hispanic	99.3%	.7%	98.7%	1.3%	94.9%	5.1%
White	98.3%	1.7%	98.2%	1.8%	97.9%	2.1%
Multiple Races	99.2%	.8%	100%	-	100%	-
Economically Disadvantaged	98.8%	1.2%	98.7%	1.3%	97.9%	2.1%
Not Economically Disadvantaged	98.2%	1.8%	98.2%	1.8%	97.8%	2.2%
English Learners	99%	1%	98.1%	1.9%	92.9%	7.1%
Students with Disabilities	92.2%	7.8%	92%	8%	88.1%	11.9%
Students without Disabilities	99.5%	.5%	99.5%	.5%	99.3%	.7%
Female	99%	1%	98.7%	1.3%	99%	1%
Male	97.8%	2.2%	98%	2%	96.7%	3.3%

< = 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).

Federal Designation

Early Learning

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

Multidivision Online Provider (MOP) Program

Botetourt County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2025 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

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 Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: 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

2022-2023 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

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

Student Behavior

Administrative Response to Student Behavior

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

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act