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Franklin County Public Schools

General school information

Division: Franklin County Public Schools
Division Number: 33
Address: 25 Bernard Road Rocky Mount, VA 24151-6614
Superintendent: Dr. Kevin Siers
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

Accreditation Status Performance Level Framework Score
Elementary Schools
Boones Mill ElementaryFully AccreditedMeets Expectations88.83
Callaway ElementaryFully AccreditedDistinguished95.27
Dudley ElementaryFully AccreditedDistinguished92.73
Ferrum ElementaryFully AccreditedDistinguished90.78
Glade Hill ElementaryFully AccreditedDistinguished89.82
Lee M. Waid ElementaryFully AccreditedDistinguished94.35
Rocky Mount ElementaryFully AccreditedMeets Expectations83.97
Snow Creek ElementaryFully AccreditedDistinguished93.59
Sontag ElementaryFully AccreditedDistinguished92.22
Windy Gap ElementaryFully AccreditedDistinguished97.88
Middle Schools
Benjamin Franklin MiddleFully AccreditedMeets Expectations85.6
High Schools
Franklin County HighFully AccreditedApproaching Expectations86.22

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 11 63 74 26 12 65 77 23 12 64 76 24
Female 11 65 76 24 12 67 79 21 13 64 77 23
Male 11 62 73 27 12 64 76 24 11 63 74 26
American Indian < < < < < < < < < < 100 0
Asian 38 38 77 23 29 57 86 14 14 59 73 27
Black 6 56 61 39 8 60 68 32 9 54 63 37
Hispanic 7 61 68 32 5 63 68 32 9 61 69 31
White 12 64 77 23 13 66 79 21 13 64 78 22
Multiple Races 7 65 72 28 8 69 78 22 7 69 76 24
Students with Disabilities 3 35 38 62 2 41 43 57 2 38 40 60
Students without Disabilities 12 68 81 19 14 69 83 17 14 68 82 18
Economically Disadvantaged 6 60 66 34 7 63 70 30 7 62 69 31
Not Economically Disadvantaged 17 67 83 17 17 68 84 16 17 65 82 18
English Learners 2 30 32 68 - 33 33 67 1 41 43 57
Homeless 6 50 56 44 < < < < < < < <
Military Connected 12 56 68 32 12 71 83 17 18 63 80 20
Foster Care 6 61 67 33 - 48 48 52 9 59 68 32
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 12 60 71 29 8 64 72 28 7 62 69 31
Female 12 61 72 28 7 67 75 25 9 60 68 32
Male 11 59 70 30 9 61 69 31 6 63 69 31
American Indian < < 100 0
Asian < < < < < < < < < < 100 0
Black 10 52 62 38 4 54 58 42 4 38 42 58
Hispanic 6 56 63 38 - 64 64 36 3 67 69 31
White 13 60 73 27 9 63 72 28 8 63 70 30
Multiple Races 4 66 70 30 9 77 85 15 10 62 72 28
Students with Disabilities 2 35 37 63 - 45 45 55 - 37 37 63
Students without Disabilities 13 64 77 23 9 67 76 24 9 66 74 26
Economically Disadvantaged 7 57 64 36 5 62 68 33 7 56 63 37
Not Economically Disadvantaged 18 64 82 18 11 66 77 23 8 68 76 24
English Learners - 47 47 53 - 38 38 62 - 57 57 43
Military Connected < < < < 9 73 82 18 < < < <
Foster Care < < < < < < < < < < 100 0
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 15 58 73 27 12 67 78 22 11 66 77 23
Female 14 61 75 25 14 66 80 20 9 69 78 22
Male 16 55 71 29 10 67 77 23 12 63 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 8 59 68 32 11 59 70 30 4 54 58 42
Hispanic 8 57 65 35 6 55 61 39 10 58 68 32
White 17 57 74 26 13 67 80 20 13 66 79 21
Multiple Races 7 67 74 26 7 80 87 13 2 78 80 20
Students with Disabilities 4 37 41 59 - 40 40 60 3 40 43 57
Students without Disabilities 17 62 79 21 14 71 85 15 12 70 82 18
Economically Disadvantaged 10 56 66 34 11 64 75 25 8 63 71 29
Not Economically Disadvantaged 21 61 82 18 13 69 82 18 14 70 84 16
English Learners 10 30 40 60 < < < < - 48 48 52
Military Connected 20 50 70 30 < < < < < < < <
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 7 69 76 24 9 63 73 27 9 69 78 22
Female 6 71 77 23 8 67 75 25 9 67 76 24
Male 8 66 74 26 11 59 70 30 9 70 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black - 65 65 35 6 54 60 40 19 54 73 27
Hispanic 11 60 71 29 8 64 72 28 - 78 78 22
White 7 70 77 23 10 64 74 26 10 68 79 21
Multiple Races 13 65 78 23 7 66 73 27 - 74 74 26
Students with Disabilities 1 39 40 60 1 35 36 64 - 38 38 63
Students without Disabilities 8 76 84 16 11 69 80 20 10 74 84 16
Economically Disadvantaged 5 64 68 32 5 60 65 35 5 67 71 29
Not Economically Disadvantaged 10 75 85 15 14 66 80 20 13 71 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected - 80 80 20 < < < < < < 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 13 59 71 29 11 69 80 20 12 63 74 26
Female 15 59 73 27 11 70 81 19 12 65 77 23
Male 11 58 69 31 12 67 79 21 11 60 71 29
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 5 46 51 49 2 67 69 31 10 59 69 31
Hispanic 7 53 60 40 10 65 75 25 12 60 71 29
White 14 60 74 26 13 70 83 17 13 63 75 25
Multiple Races 13 62 76 24 11 69 80 20 5 67 72 28
Students with Disabilities 5 29 34 66 1 41 42 58 2 40 41 59
Students without Disabilities 14 64 79 21 13 74 88 12 13 66 79 21
Economically Disadvantaged 5 56 61 39 6 67 73 27 6 64 70 30
Not Economically Disadvantaged 21 61 82 18 18 71 89 11 17 61 77 23
English Learners < < < < < < < < 9 18 27 73
Homeless < < < < < < 100 0 < < < <
Military Connected 10 30 40 60 < < < < < < < <
Foster Care < < < < < < < < < < < <
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 6 65 71 29 12 63 75 25 8 68 75 25
Female 6 70 76 24 14 61 75 25 8 72 80 20
Male 6 60 67 33 10 65 74 26 7 63 70 30
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 52 52 48 8 61 69 31 2 63 65 35
Hispanic 3 76 79 21 4 56 60 40 9 60 68 32
White 8 65 72 28 14 63 78 23 9 68 77 23
Multiple Races - 70 70 30 5 68 73 27 5 80 85 15
Students with Disabilities 4 38 42 58 3 34 37 63 1 37 38 62
Students without Disabilities 6 68 75 25 13 68 81 19 9 73 82 18
Economically Disadvantaged 3 61 63 37 5 62 68 32 4 67 71 29
Not Economically Disadvantaged 11 70 81 19 19 63 82 18 11 68 80 20
English Learners < < < < - 20 20 80 < < < <
Military Connected < < < < < < 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 7 66 73 27 12 67 79 21 14 60 74 26
Female 9 65 74 26 11 72 83 17 17 54 71 29
Male 6 67 73 27 12 63 76 24 11 64 76 24
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black 7 46 54 46 7 50 57 43 5 53 58 42
Hispanic 7 58 65 35 6 73 79 21 10 52 62 38
White 7 70 77 23 13 69 82 18 16 62 77 23
Multiple Races 6 52 58 42 5 63 68 33 15 61 76 24
Students with Disabilities 1 29 31 69 2 50 52 48 4 31 35 65
Students without Disabilities 8 72 81 20 13 70 82 18 16 64 79 21
Economically Disadvantaged 4 62 66 34 6 63 69 31 6 56 62 38
Not Economically Disadvantaged 10 71 81 19 17 72 88 12 20 63 83 17
English Learners < < < < < < < < - 25 25 75
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < - 70 70 30 < < < <
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 18 67 85 15 19 65 84 16 24 60 84 16
Female 19 66 85 15 18 67 85 15 27 59 86 14
Male 16 68 84 16 20 63 83 17 20 61 81 19
Asian < < < < < < 100 0 < < < <
Black 11 64 75 25 16 70 86 14 20 50 70 30
Hispanic 6 70 76 24 5 64 69 31 15 58 73 28
White 21 67 87 13 22 65 86 14 25 62 88 12
Multiple Races 4 75 79 21 17 58 75 25 20 53 73 27
Students with Disabilities 8 41 49 51 3 48 51 49 5 42 47 53
Students without Disabilities 19 71 89 11 22 68 89 11 27 63 89 11
Economically Disadvantaged 10 68 78 22 12 64 76 24 15 62 77 23
Not Economically Disadvantaged 23 66 89 11 25 66 90 10 28 59 88 13
English Learners < < < < < < < <
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

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
EOC Writing 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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 13 66 80 20 14 63 77 23
Female 10 69 79 21 11 68 79 21 13 65 78 22
Male 12 65 77 23 15 64 80 20 16 61 77 23
American Indian < < < < < < 100 0 < < < <
Asian 44 50 94 6 38 50 88 13 24 41 65 35
Black 3 66 69 31 6 60 66 34 5 53 58 42
Hispanic 9 67 76 24 10 66 75 25 12 66 78 22
White 12 67 80 20 15 67 82 18 16 64 80 20
Multiple Races 5 66 71 29 9 69 78 22 9 66 75 25
Students with Disabilities 1 40 41 59 1 43 44 56 1 39 40 60
Students without Disabilities 13 72 85 15 15 70 85 15 16 67 84 16
Economically Disadvantaged 6 65 71 29 8 65 73 27 8 62 70 30
Not Economically Disadvantaged 17 70 86 14 19 67 86 14 20 64 84 16
English Learners 3 61 63 37 2 53 54 46 - 66 66 34
Homeless - 39 39 61 < < < < < < 100 0
Military Connected 17 65 82 18 22 63 85 15 23 60 83 18
Foster Care - 64 64 36 4 50 54 46 12 44 56 44
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 10 67 76 24 10 71 81 19 12 66 78 22
Female 8 61 70 30 6 70 76 24 10 64 74 26
Male 11 71 82 18 14 72 86 14 15 67 82 18
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 62 66 34 8 62 69 31 12 35 46 54
Hispanic 9 63 71 29 - 73 73 27 11 69 81 19
White 11 69 80 20 12 70 82 18 13 68 81 19
Multiple Races 2 60 62 38 6 79 85 15 10 64 74 26
Students with Disabilities - 38 38 63 - 48 48 52 3 46 49 51
Students without Disabilities 11 72 83 17 12 74 86 14 14 69 83 17
Economically Disadvantaged 7 63 70 30 6 70 76 24 9 64 73 27
Not Economically Disadvantaged 13 72 85 15 14 72 86 14 17 67 84 16
English Learners 6 67 72 28 - 64 64 36 - 86 86 14
Military Connected < < 100 0 36 55 91 9 < < < <
Foster Care < < < < < < 100 0 < < 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 10 68 78 22 15 66 81 19 12 70 82 18
Female 7 74 81 19 14 63 77 23 8 69 78 22
Male 12 63 75 25 16 68 84 16 15 71 87 13
Asian < < 100 0 < < 100 0 < < < <
Black 3 65 68 32 11 59 70 30 8 58 65 35
Hispanic 11 74 84 16 18 58 76 24 4 86 90 10
White 11 68 79 21 16 67 83 17 13 69 83 17
Multiple Races 2 71 73 27 9 73 82 18 12 69 80 20
Students with Disabilities 1 36 37 63 2 45 47 53 2 50 52 48
Students without Disabilities 11 75 86 14 17 70 87 13 13 74 87 13
Economically Disadvantaged 5 67 72 28 12 67 79 21 8 69 78 22
Not Economically Disadvantaged 15 69 85 15 18 65 84 16 16 72 87 13
English Learners 9 73 82 18 - 70 70 30 - 81 81 19
Military Connected 30 50 80 20 < < < < < < 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 9 67 76 24 17 62 79 21 15 69 84 16
Female 6 70 77 23 13 66 79 21 14 68 82 18
Male 11 64 76 24 21 58 78 22 16 70 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 64 67 33 9 47 56 44 4 65 69 31
Hispanic 3 68 71 29 19 54 73 27 16 69 84 16
White 11 66 77 23 19 64 82 18 17 69 86 14
Multiple Races 3 78 80 20 5 66 71 29 7 73 80 20
Students with Disabilities - 38 38 63 3 38 41 59 2 43 45 55
Students without Disabilities 11 74 85 15 20 66 86 14 17 73 90 10
Economically Disadvantaged 5 66 71 29 9 64 73 27 8 70 79 21
Not Economically Disadvantaged 14 69 84 16 25 60 85 15 22 68 90 10
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 10 60 70 30 < < < < < < 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 13 59 72 28 15 59 74 26 16 60 77 23
Female 12 58 70 30 13 63 76 24 16 64 80 20
Male 14 59 73 27 18 55 73 27 17 56 73 27
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 7 51 59 41 2 56 58 42 3 47 50 50
Hispanic 8 56 65 35 12 57 69 31 20 58 78 23
White 15 59 74 26 18 59 78 22 18 62 80 20
Multiple Races 7 69 76 24 13 60 73 27 7 64 71 29
Students with Disabilities 1 26 27 73 - 36 36 64 - 42 42 58
Students without Disabilities 15 65 81 19 19 64 82 18 19 63 82 18
Economically Disadvantaged 6 57 62 38 8 58 66 34 8 61 69 31
Not Economically Disadvantaged 21 61 83 17 24 60 84 16 24 59 83 17
English Learners - 43 43 57 < < < < - 30 30 70
Military Connected 10 50 60 40 < < < < < < < <
Foster Care < < < < < < < < < < < <
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 16 68 84 16 21 60 81 19 18 55 73 27
Female 14 71 86 14 19 62 82 18 16 59 75 25
Male 18 64 82 18 22 59 81 19 20 50 71 29
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 55 55 45 9 62 71 29 2 56 58 42
Hispanic 12 79 91 9 10 69 78 22 13 55 68 32
White 19 67 86 14 25 58 82 18 23 53 75 25
Multiple Races 5 73 78 23 14 70 84 16 10 70 80 20
Students with Disabilities - 47 47 53 5 34 39 61 - 22 22 78
Students without Disabilities 18 70 88 12 23 65 88 12 21 61 82 18
Economically Disadvantaged 8 69 77 23 11 65 76 24 9 55 65 35
Not Economically Disadvantaged 26 65 92 8 31 55 87 13 26 54 80 20
English Learners < < < < - 58 58 42 < < < <
Military Connected < < 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 2 67 69 31 3 69 72 28 6 65 71 29
Female 2 70 71 29 3 72 75 25 6 65 71 29
Male 3 63 67 33 3 66 69 31 7 64 71 29
American Indian < < 100 0
Asian < < 100 0 < < < <
Black - 65 65 35 4 52 56 44 6 62 68 32
Hispanic - 69 69 31 6 66 72 28 7 61 68 32
White 3 68 71 29 3 71 74 26 7 65 73 27
Multiple Races - 48 48 52 - 69 69 31 - 68 68 32
Students with Disabilities 1 33 34 66 - 41 41 59 2 31 33 67
Students without Disabilities 3 74 77 23 3 73 76 24 7 71 78 22
Economically Disadvantaged 2 60 62 38 1 62 64 36 4 61 65 35
Not Economically Disadvantaged 3 76 79 21 5 77 82 18 9 69 78 22
English Learners < < < < < < < < - 50 50 50
Homeless < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < - 30 30 70 < < < <
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 12 73 85 15 11 74 85 15 18 62 80 20
Female 15 76 91 9 9 78 87 13 18 68 86 14
Male 10 69 79 21 12 71 83 17 19 57 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 6 85 91 9 - 82 82 18 6 54 60 40
Hispanic 13 71 84 16 2 79 81 19 19 62 81 19
White 13 73 86 14 13 74 86 14 20 62 83 17
Multiple Races 10 60 71 29 10 67 76 24 11 67 78 22
Students with Disabilities - 59 59 41 - 60 60 40 - 53 53 47
Students without Disabilities 15 75 90 10 13 76 89 11 21 63 84 16
Economically Disadvantaged 8 71 79 21 6 71 77 23 10 58 68 32
Not Economically Disadvantaged 17 75 92 8 15 77 92 8 24 65 89 11
English Learners - 86 86 14 < < < < < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Geometry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 74 84 16 6 77 83 17 10 49 59 41
Female 7 77 84 16 10 78 88 12 6 60 66 34
Male 12 71 83 17 2 76 78 22 12 42 54 46
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White 9 78 86 14 6 78 84 16 10 55 65 35
Multiple Races < < 100 0 < < < < 17 17 33 67
Students with Disabilities < < < < < < < < - - - 100
Students without Disabilities 10 75 85 15 6 82 88 12 12 61 73 27
Economically Disadvantaged 4 60 64 36 17 63 79 21 3 23 26 74
Not Economically Disadvantaged 11 79 90 10 3 81 84 16 14 63 77 23
Military Connected < < 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 52 48 100 0 41 55 95 5 43 43 86 14
Female 55 45 100 0 36 57 93 7 < < < <
Male 50 50 100 0 < < 100 0 36 50 86 14
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 48 52 100 0 28 67 94 6 47 37 84 16
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 52 48 100 0 41 55 95 5 43 43 86 14
Economically Disadvantaged < < 100 0 < < < < < < 100 0
Not Economically Disadvantaged 50 50 100 0 44 56 100 0 47 37 84 16
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 7 65 72 28 9 65 73 27 11 58 68 32
Female 6 65 71 29 7 67 74 26 9 57 66 34
Male 9 65 74 26 11 62 73 27 13 58 71 29
American Indian < < 100 0 < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 1 56 57 43 3 51 54 46 7 45 52 48
Hispanic 2 61 63 37 6 63 68 32 5 53 58 42
White 9 67 76 24 10 67 77 23 12 59 71 29
Multiple Races 7 56 63 37 4 59 63 38 8 58 67 33
Students with Disabilities 2 34 36 64 1 39 41 59 1 30 31 69
Students without Disabilities 9 72 80 20 10 69 79 21 12 62 74 26
Economically Disadvantaged 5 59 64 36 5 60 66 34 6 53 59 41
Not Economically Disadvantaged 10 71 82 18 12 69 81 19 15 62 77 23
English Learners - 18 18 82 - 29 29 71 4 19 22 78
Homeless < < < < < < < < < < < <
Military Connected 8 67 75 25 17 67 83 17 24 41 65 35
Foster Care < < < < - 53 53 47 8 33 42 58
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 14 59 72 28 20 57 77 23 24 53 77 23
Female 10 61 71 29 15 62 77 23 20 52 72 28
Male 18 56 74 26 24 53 77 23 28 53 81 19
Asian < < < < < < 100 0 < < 100 0
Black - 60 60 40 9 49 57 43 19 46 65 35
Hispanic 8 53 61 39 11 68 78 22 16 44 59 41
White 16 60 76 24 23 57 80 20 27 53 80 20
Multiple Races 15 55 70 30 7 61 68 32 13 61 74 26
Students with Disabilities 2 34 36 64 3 48 51 49 4 20 23 77
Students without Disabilities 16 65 81 19 23 59 82 18 27 58 85 15
Economically Disadvantaged 9 56 65 35 12 61 73 27 14 56 70 30
Not Economically Disadvantaged 20 63 83 17 28 54 82 18 35 49 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 20 50 70 30 < < < < < < 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 5 64 70 30 4 67 71 29 11 59 70 30
Female 4 62 66 34 2 70 73 27 7 56 64 36
Male 7 67 74 26 6 64 70 30 14 62 75 25
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black 4 43 46 54 - 46 46 54 3 47 50 50
Hispanic - 64 64 36 - 71 71 29 2 58 60 40
White 7 67 73 27 5 70 75 25 14 61 74 26
Multiple Races 3 55 58 42 3 53 55 45 7 60 67 33
Students with Disabilities 1 23 25 75 2 35 37 63 - 33 33 67
Students without Disabilities 6 72 78 22 5 71 76 24 12 63 75 25
Economically Disadvantaged 3 56 60 40 2 58 60 40 7 50 58 42
Not Economically Disadvantaged 8 73 81 19 7 75 81 19 13 66 80 20
English Learners < < < < < < < < - 25 25 75
Homeless < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < - 50 50 50 < < < <
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 72 76 24 3 73 76 24 3 62 65 35
Female 5 72 77 23 3 74 77 23 4 64 67 33
Male 3 73 76 24 3 71 74 26 3 61 63 37
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black - 63 63 38 - 68 68 32 2 49 51 49
Hispanic - 68 68 32 7 59 65 35 2 59 61 39
White 5 75 80 20 3 76 79 21 3 64 67 33
Multiple Races 3 57 60 40 2 61 63 37 6 59 65 35
Students with Disabilities - 36 36 64 - 35 35 65 - 36 36 64
Students without Disabilities 5 79 83 17 4 78 82 18 4 66 70 30
Economically Disadvantaged 1 65 67 33 3 65 68 32 1 54 56 44
Not Economically Disadvantaged 6 78 84 16 3 80 83 17 5 69 74 26
English Learners < < < < < < < < < < < <
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 < < < < 32 42 74 26 25 20 45 55
Female < < < < 18 45 64 36 8 23 31 69
Male < < 100 0 < < < < < < < <
Asian < < < <
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < <
White < < < < 40 47 87 13 23 31 54 46
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < 32 42 74 26 25 20 45 55
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < 40 33 73 27 31 25 56 44
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 2 60 62 38 - 47 47 53 3 27 30 70
Female 3 59 62 38 - 42 42 58 - 18 18 82
Male - 62 62 38 - 54 54 46 5 35 40 60
American Indian < < 100 0
Asian < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 2 66 68 32 - 59 59 41 - 36 36 64
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 31 31 69 - 19 19 81
Students without Disabilities 3 66 68 32 - 54 54 46 5 33 38 62
Economically Disadvantaged 4 58 62 38 - 37 37 63 - 26 26 74
Not Economically Disadvantaged - 63 63 38 - 60 60 40 6 28 33 67
English Learners < < 100 0
Military Connected < < < <
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 26 47 73 27 28 49 76 24 21 50 71 29
Female 21 51 73 27 23 52 75 25 19 51 69 31
Male 31 42 73 27 32 45 77 23 23 50 73 27
American Indian < < < < < < < <
Asian < < < < < < 100 0 < < < <
Black 10 56 66 34 25 43 68 32 8 46 54 46
Hispanic 24 47 71 29 23 52 74 26 15 46 61 39
White 28 47 75 25 29 49 78 22 23 51 75 25
Multiple Races 22 41 63 37 19 51 70 30 19 55 75 25
Students with Disabilities 4 26 30 70 8 37 44 56 5 31 36 64
Students without Disabilities 31 51 81 19 31 50 81 19 23 54 77 23
Economically Disadvantaged 18 49 66 34 22 47 69 31 14 51 64 36
Not Economically Disadvantaged 37 44 81 19 34 50 84 16 28 50 78 22
English Learners 21 29 50 50 9 36 45 55 7 33 40 60
Homeless < < < < < < < <
Military Connected 21 47 68 32 < < < < 29 59 88 12
Foster Care < < < < < < < < 8 42 50 50
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 < < < < < < < < - 33 33 67
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Black < < < <
Hispanic < < 100 0 < < < <
White < < < < < < < < - 36 36 64
Multiple Races < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < - 36 36 64
Foster Care < < < <
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 - 36 36 64 < < < < - 33 33 67
Female < < < < < < < < < < < <
Male - 38 38 62 < < < < - 50 50 50
Black < < < <
Hispanic < < < <
White - 42 42 58 < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities - 33 33 67 < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < - 20 20 80
Not Economically Disadvantaged < < < < < < < <
Foster Care < < < <
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 < < < < < < < < < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
Black < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < < <
White < < < <
Students with Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
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 54 77 23 20 59 78 22 19 50 69 31
Female 19 57 76 24 17 62 79 21 17 50 67 33
Male 28 50 78 22 22 56 78 22 20 51 71 29
American Indian < < < <
Asian < < < < < < 100 0 < < < <
Black 9 61 70 30 10 52 62 38 7 45 52 48
Hispanic 18 47 64 36 21 64 85 15 12 48 60 40
White 25 56 81 19 20 60 80 20 21 51 72 28
Multiple Races 19 44 63 38 18 55 73 28 18 56 74 26
Students with Disabilities - 31 31 69 4 46 50 50 2 28 30 70
Students without Disabilities 27 58 84 16 21 60 82 18 21 53 74 26
Economically Disadvantaged 14 56 70 30 16 53 69 31 10 50 60 40
Not Economically Disadvantaged 32 52 84 16 23 64 87 13 26 51 77 23
English Learners < < < < < < 100 0 < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 20 60 80 20
Foster Care < < < < < < < < < < < <
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 32 40 72 28 38 39 76 24 27 52 79 21
Female 25 46 71 29 31 43 74 26 23 54 77 23
Male 38 35 73 27 43 36 79 21 31 51 82 18
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 11 53 64 36 41 33 74 26 15 54 69 31
Hispanic 32 49 81 19 25 38 63 38 22 42 64 36
White 34 38 72 28 41 38 78 22 29 53 82 18
Multiple Races 27 41 68 32 22 51 73 27 24 57 82 18
Students with Disabilities 9 25 34 66 12 29 40 60 13 38 52 48
Students without Disabilities 36 43 79 21 41 40 82 18 29 54 83 17
Economically Disadvantaged 22 44 66 34 29 43 72 28 21 54 75 25
Not Economically Disadvantaged 45 36 80 20 48 34 82 18 34 51 84 16
English Learners 27 36 64 36 10 30 40 60 10 38 48 52
Homeless < < < <
Military Connected 30 40 70 30 < < < < < < 100 0
Foster Care < < < < < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2023-20242024-20252025-2026
Division96-
State6,3614,5591,714
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
2023-20242024-20252025-2026
Pre-kindergarten238226278
Kindergarten402455411
Grade 1437409442
Grade 2457439414
Grade 3441458444
Grade 4442420463
Grade 5453440409
Grade 6477462431
Grade 7429475449
Grade 8485445463
Grade 9557529480
Grade 10503510468
Grade 11413415463
Grade 12426426447
Total Enrollment6,1606,1096,062

< = 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 2023-20242024-20252025-2026
All Students616061096062
Female300429882969
Male315631213093
American Indian877
Asian362728
Black491469452
Hispanic525536555
White451944764414
Multiple Races581593605
Students with Disabilities1008970923
Students without Disabilities515251395139
Economically Disadvantaged328831072935
Not Economically Disadvantaged287230023127
English Learners192209196
Not English Learners596859005866
Homeless13125
Military Connected1098377
Foster Care263630
< = 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 Students4,8939844,9378985,029715
Female2,3844632,4254372,463345
Male2,5095212,5124612,566370
American Indian<<<<<<
Asian247253207
Black379693766536156
Hispanic411854308644673
Native Hawaiian<<<<<<
White3,6626913,6586283,734480
Multiple Races41112943911546496
Students with Disabilities745201734185720165
Economically Disadvantaged2,4817592,4336602,396544
English Learners162381743316927
Homeless121194<<
< = 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 181 234 10 0 16 20
State 52034 41739 1845 730 4758 1126
Female Division 105 95 2 0 6 11
State 28171 18456 601 259 1860 459
Male Division 76 139 8 0 10 9
State 23863 23283 1244 471 2895 667
American Indian Division < < < < 0 <
State 119 111 4 1 10 3
Asian Division < < < < < <
State 6565 1702 100 12 90 43
Black Division 16 21 2 0 0 0
State 8816 10967 559 141 985 452
Hispanic Division 20 18 1 0 1 2
State 7967 9910 285 155 2363 212
White Division 135 171 6 0 11 16
State 25115 16553 775 367 1100 357
Multiple Races Division 9 23 1 0 3 2
State 3368 2437 118 53 207 58
Students with Disabilities Division 1 42 10 0 5 6
State 1679 7998 1845 107 861 101
Economically Disadvantaged Division 51 133 7 0 9 13
State 12337 20894 1052 439 2243 735
English Learners Division 2 8 0 0 0 0
State 2260 6522 300 53 1921 83
Military Connected Division < < < < < <
State 2682 1575 51 17 40 19
Foster Care Division < < < < < <
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 Students4614259242592164
Female219202922029263
Male2422239222392104
American Indian<<100<10000
Asian<<<<<<<
Black39391003910000
Hispanic423993399312
White3393129231292113
Multiple Races383387338738
Students with Disabilities645383538358
Economically Disadvantaged213191901919094
English Learners10101001010000
Military Connected<<<<<<<
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2023-20242024-20252025-2026
Advanced Placement Test Taken - - 129 / 6.94%
Advanced Placement Course Enrollment68 / 3.58%6 / .32%240 / 12.92%
Dual Enrollment213 / 11.22%270 / 14.36%343 / 18.46%
Governor's School Enrollment24 / 1.26%27 / 1.44%26 / 1.4%
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 StudentsDivision43023047
State87,99556,39736
FemaleDivision21313238
State43,82530,96829
MaleDivision2179855
State44,06825,38742
AsianDivision<<100
State7,2526,27114
BlackDivision321747
State18,24710,59142
HispanicDivision21<100
State14,0107,35548
WhiteDivision34218845
State43,09428,73633
Multiple RacesDivision321553
State5,0053,22336
Students with DisabilitiesDivision481471
State8,5363,61658
Economically DisadvantagedDivision1718053
State31,68015,77450
English LearnersDivision<<100
State7,3793,57352
American IndianDivision--100
State23012745
Native HawaiianDivision--100
State1579440
< = 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
2023-20242024-20252025-2026
NOCTI AssessmentsDivision18-
 State3,5773,2253,944
Industry CertificationDivision302340178
 State101,956105,973106,014
Workplace ReadinessDivision203212429
 State35,06638,82948,691
Total Credentials EarnedDivision506566617
 State142,668150,233161,359
Students Earning One or More CredentialsDivision490541583
 State115,609120,035128,298
Armed Services Vocational Aptitude Battery ExaminationDivision2617093
 State1,02215,32718,011
CTE CompletersDivision230209119
 State48,64351,37152,173
State LicensuresDivision-610
 State2,0692,2062,710

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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
2021-2022Division$5,714$7,163$1,661
State$7,134$6,454$1,936
2022-2023Division$5,349$7,719$2,576
State$7,803$6,956$1,918
2023-2024Division$6,021$8,563$2,473
State$8,420$7,464$1,751
2024-2025Division$6,372$8,371$1,974
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
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress1,031861889
Behaviors related to School Operations1,7532,2072,107
Relationship Behaviors without Physical Harm1,000807671
Behaviors of a Safety Concern1,3851,2071,586
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others352351426
Behaviors used to determine Persistently Dangerous Schools11

< = 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
  2023-20242024-20252025-2026
In-School Suspension 966 705 883
Out-of-School Suspension 1,296 962 1,032
Explusion and Alternative Placement 0 230 304
Referral to Law Enforcement 7 5 2
Bus Suspension 334 228 276

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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 75.686.686.4
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 54.751.651.2
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 69.368.867.8
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

10.91 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

9.8 : 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
2023-202450%46%1%3%
2024-202554%42%0%4%
2025-202652%43%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students76%83%88%
Asian71%91%88%
Black65%78%88%
Hispanic69%78%88%
White78%87%88%
Multiple Races77%85%88%
Economically Disadvantaged69%78%88%
English Learners56%74%88%
Students with Disabilities40%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students81%79%85%
Asian71%90%85%
Black66%73%85%
Hispanic82%73%85%
White83%83%85%
Multiple Races80%81%85%
Economically Disadvantaged75%73%85%
English Learners76%71%85%
Students with Disabilities45%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 GroupCurrent Rate
All Students76%
Asian<
Black62%
Hispanic65%
White80%
Multiple Races73%
Economically Disadvantaged68%
English Learners44%
Students with Disabilities34%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian<90%84%
Black93%83%84%
Hispanic88%84%84%
White89%86%84%
Multiple Races86%89%84%
Economically Disadvantaged85%84%84%
English Learners100%84%84%
Students with Disabilities61%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress47%58%58%
English Learner Proficiency8%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress5612047%
English Learner Proficiency111418%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.5%1.5%98.6%1.4%98.5%1.5%
Asian100%-100%-<<
Black97.9%2.1%97.4%2.6%99%1%
Hispanic98.7%1.3%98.7%1.3%97.6%2.4%
White98.5%1.5%98.7%1.3%98.5%1.5%
Multiple Races99%1%98.3%1.7%98.4%1.6%
Economically Disadvantaged98.7%1.3%98.5%1.5%98.4%1.6%
Not Economically Disadvantaged98.4%1.6%98.7%1.3%98.5%1.5%
English Learners100%-99.3%.7%100%-
Students with Disabilities93.2%6.8%93.6%6.4%90.8%9.2%
Students without Disabilities99.4%.6%99.4%.6%99.6%.4%
Female99.2%.8%99%1%99.2%.8%
Male98%2%98.2%1.8%97.8%2.2%

< = 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).

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

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

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

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


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2023-20242024-20252025-2026
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 02457457-439439-414414-
Grade 07429429-47547234494463
Grade 09557557-52952274804782
Grade 06477477-46245844314283
Grade 08485485-44544144634594
Grade 12426426-426420644743611
Grade 03441441-458458-444444-
Grade KG402402-455455-411411-
Grade 05453453-44043914094072
Grade 01437437-409409-442442-
Grade PK238238-226226-278278-
Grade 10503503-510498124684626
Grade 04442442-420420-463463-
Grade 11413413-415410546344419
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
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