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Goochland County Public Schools

General school information

Division: Goochland County Public Schools
Division Number: 37
Address: 2938-I River Rd W Goochland, VA 23063-0169
Superintendent: Dr. Andrew R. Armstrong
Region: 1
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
Byrd ElementaryFully AccreditedDistinguished92.43
Goochland ElementaryFully AccreditedDistinguished92.26
Randolph ElementaryFully AccreditedDistinguished100.5
Middle Schools
Goochland MiddleFully AccreditedDistinguished90.34
High Schools
Goochland HighFully AccreditedMeets Expectations92.01

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 64 9 73 27 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Multiple Races < < < < < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
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 64 9 73 27 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Multiple Races < < < < < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
< = 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 10 73 83 17 9 67 77 23 9 71 80 20
Female 8 76 84 16 9 68 77 23 8 72 80 20
Male 12 69 81 19 10 66 76 24 11 69 79 21
Asian < < < < 46 46 92 8 17 58 75 25
Black 1 54 55 45 3 50 53 48 2 60 62 38
Hispanic 4 74 78 22 5 62 66 34 7 66 73 27
Native Hawaiian < < 100 0 < < 100 0
White 12 75 87 13 11 71 82 18 11 73 84 16
Multiple Races 7 79 86 14 10 67 77 23 5 67 72 28
Students with Disabilities 4 57 61 39 1 41 42 58 1 48 48 52
Students without Disabilities 11 75 86 14 11 71 82 18 11 75 85 15
Economically Disadvantaged 2 66 68 32 1 55 56 44 2 61 64 36
Not Economically Disadvantaged 13 76 90 10 13 73 86 14 12 74 87 13
English Learners 2 59 61 39 2 52 54 46 - 54 54 46
Homeless < < < < < < 100 0 < < 100 0
Military Connected 18 79 97 3 12 76 88 12 20 47 67 33
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 69 81 19 13 62 75 25 13 72 85 15
Female 11 70 80 20 12 63 76 24 8 77 85 15
Male 15 68 83 18 14 60 75 25 18 67 85 15
Black - 60 60 40 9 26 35 65 - 78 78 22
Hispanic - 75 75 25 - 78 78 22 21 64 86 14
White 16 70 85 15 15 66 82 18 15 72 87 13
Multiple Races < < < < 13 69 81 19 < < < <
Students with Disabilities - 55 55 45 - 34 34 66 3 54 57 43
Students without Disabilities 15 71 86 14 17 68 85 15 16 76 91 9
Economically Disadvantaged 2 66 68 32 2 55 56 44 6 66 72 28
Not Economically Disadvantaged 17 70 87 13 21 67 88 12 16 74 90 10
English Learners < < < < < < < < < < < <
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 21 62 83 17 19 60 80 20 17 60 77 23
Female 14 71 86 14 17 58 76 24 13 60 73 27
Male 28 53 81 19 21 63 84 16 20 59 80 20
Asian < < 100 0 < < 100 0 < < < <
Black - 43 43 57 6 50 56 44 5 36 41 59
Hispanic 20 30 50 50 8 54 62 38 10 70 80 20
White 24 64 88 12 21 64 85 15 20 65 85 15
Multiple Races 13 80 93 7 < < < < 18 41 59 41
Students with Disabilities 13 38 50 50 - 46 46 54 - 35 35 65
Students without Disabilities 23 66 88 12 22 63 85 15 21 65 86 14
Economically Disadvantaged 4 61 65 35 - 61 61 39 3 57 60 40
Not Economically Disadvantaged 27 62 89 11 26 60 87 13 26 61 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 8 65 73 27 12 70 82 18 13 66 78 22
Female 8 73 81 19 10 74 84 16 13 67 81 19
Male 8 59 66 34 13 67 79 21 12 64 76 24
Asian < < 100 0 < < 100 0
Black 4 42 46 54 - 54 54 46 - 77 77 23
Hispanic - 69 69 31 < < < < - 73 73 27
White 10 70 80 20 11 75 86 14 16 64 80 20
Multiple Races < < < < 20 80 100 0 < < < <
Students with Disabilities - 50 50 50 - 44 44 56 - 41 41 59
Students without Disabilities 9 68 77 23 13 73 87 13 16 71 87 13
Economically Disadvantaged 3 58 61 39 - 53 53 47 2 68 70 30
Not Economically Disadvantaged 12 72 84 16 16 76 92 8 17 65 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 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 11 72 82 18 12 70 82 18 11 75 87 13
Female 9 76 85 15 12 69 81 19 10 75 85 15
Male 13 67 80 20 12 71 83 17 13 76 89 11
Black 5 55 60 40 - 74 74 26 7 60 67 33
Hispanic 8 62 69 31 6 53 59 41 < < < <
White 12 76 88 12 16 71 87 13 14 75 89 11
Multiple Races 8 69 77 23 < < < < - 100 100 0
Students with Disabilities 3 66 69 31 5 45 50 50 - 53 53 47
Students without Disabilities 13 73 86 14 13 74 87 13 13 78 91 9
Economically Disadvantaged 3 64 67 33 2 66 68 32 - 65 65 35
Not Economically Disadvantaged 15 77 92 8 19 73 91 9 15 79 94 6
English Learners < < < < < < < < < < < <
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 - 58 58 42 1 50 51 49 3 59 62 38
Female - 63 63 38 2 49 51 49 2 58 60 40
Male - 53 53 47 - 52 52 48 3 60 63 37
Asian < < < < < < < <
Black - 32 32 68 - 33 33 67 - 52 52 48
Hispanic < < < < < < < < - 40 40 60
White - 68 68 32 2 59 61 39 4 68 72 28
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 42 42 58 - 29 29 71 - 22 22 78
Students without Disabilities - 63 63 37 2 56 58 42 3 66 69 31
Economically Disadvantaged - 29 29 71 - 29 29 71 - 42 42 58
Not Economically Disadvantaged - 77 77 23 3 70 73 27 5 72 77 23
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 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 7 73 79 21 2 58 60 40 2 59 61 39
Female 5 74 79 21 2 63 65 35 1 58 59 41
Male 9 71 80 20 2 52 54 46 2 61 63 37
Asian < < 100 0 < < < < < < 100 0
Black - 48 48 52 - 27 27 73 - 36 36 64
Hispanic 5 68 73 27 - 61 61 39 - 42 42 58
Native Hawaiian < < 100 0
White 9 76 84 16 2 65 68 32 3 64 66 34
Multiple Races - 90 90 10 - 40 40 60 < < < <
Students with Disabilities - 46 46 54 - 21 21 79 - 29 29 71
Students without Disabilities 8 77 85 15 2 64 66 34 2 65 67 33
Economically Disadvantaged - 63 63 37 1 30 32 68 - 42 42 58
Not Economically Disadvantaged 10 77 87 13 2 70 72 28 3 67 70 30
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < <
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 9 86 95 5 9 78 86 14 3 84 87 13
Female 7 90 97 3 9 80 90 10 2 87 89 11
Male 10 83 94 6 8 75 82 18 4 80 84 16
Asian < < 100 0 < < < <
Black - 90 90 10 - 76 76 24 3 76 78 22
Hispanic 3 97 100 0 7 78 85 15 5 85 90 10
White 12 83 94 6 9 79 89 11 3 86 89 11
Multiple Races 5 95 100 0 8 69 77 23 - 80 80 20
Students with Disabilities 6 81 88 13 4 69 73 27 - 76 76 24
Students without Disabilities 9 87 97 3 9 79 88 12 4 85 88 12
Economically Disadvantaged 5 89 94 6 4 75 79 21 1 79 81 19
Not Economically Disadvantaged 11 85 96 4 11 79 90 10 4 86 89 11
English Learners - 100 100 0 9 82 91 9 < < < <
Military Connected 20 80 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 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 5 88 93 7 5 79 84 16 15 78 93 7
Female 7 85 93 7 7 77 84 16 16 79 94 6
Male 3 90 94 6 3 81 84 16 14 78 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 80 80 20 < < < <
Hispanic - 83 83 17 - 77 77 23 20 70 90 10
White 7 91 98 2 7 79 86 14 16 79 95 5
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 5 88 94 6 5 79 85 15 15 79 94 6
Economically Disadvantaged - 87 87 13 - 64 64 36 10 70 80 20
Not Economically Disadvantaged 6 88 95 5 6 83 89 11 16 80 95 5
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
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 9 85 94 6 3 85 88 12 4 93 96 4
Female - 90 90 10 - 88 88 13 7 93 100 0
Male 13 83 96 4 6 83 89 11 - 92 92 8
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 10 83 93 7 4 84 88 12 4 96 100 0
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 9 85 94 6 3 85 88 12 4 96 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 9 84 94 6 3 84 88 13 4 92 96 4
English Learners < < < < < < 100 0
Military Connected < < 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
All Students < < 100 0
Female < < 100 0
Male < < 100 0
Asian < < 100 0
Black < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 53 76 24 21 53 75 25 17 57 74 26
Female 21 55 75 25 22 54 76 24 13 61 75 25
Male 26 50 76 24 21 53 73 27 20 53 73 28
Asian < < 100 0 < < < <
Black 3 44 47 53 5 55 60 40 6 38 44 56
Hispanic 11 47 58 42 9 47 56 44 5 62 67 33
Native Hawaiian < < < < < < 100 0
White 28 54 82 18 26 54 80 20 20 61 81 19
Multiple Races 24 61 84 16 7 60 67 33 23 47 70 30
Students with Disabilities 12 31 43 57 9 31 40 60 2 34 36 64
Students without Disabilities 25 56 81 19 24 57 81 19 19 61 80 20
Economically Disadvantaged 6 49 55 45 6 48 54 46 7 46 52 48
Not Economically Disadvantaged 31 54 85 15 28 56 83 17 23 64 86 14
English Learners 5 32 37 63 9 45 55 45 - 40 40 60
Military Connected 38 44 81 19 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
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 < < < < < < 100 0 < < < <
Female < < 100 0 < < 100 0
Male < < < < < < 100 0 < < < <
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White < < 100 0 < < 100 0 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged < < < < < < 100 0 < < 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 < < 100 0 < < < < < < < <
Female < < 100 0 < < < < < < < <
Male < < 100 0 < < < <
Black < < < <
Hispanic < < < < < < < <
White < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0 < < < < < < < <
English Learners < < < <
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 < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0
Hispanic < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
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 15 56 71 29 11 60 71 29 9 65 73 27
Female 12 58 71 29 10 66 76 24 6 67 74 26
Male 18 52 71 29 12 54 66 34 11 62 73 27
Asian < < 100 0 < < 100 0
Black - 44 44 56 4 52 56 44 - 59 59 41
Hispanic 7 49 56 44 11 50 61 39 10 60 70 30
Native Hawaiian < < 100 0
White 20 58 78 22 13 63 76 24 10 67 77 23
Multiple Races 10 71 81 19 < < < < 17 50 67 33
Students with Disabilities 4 33 37 63 3 27 30 70 5 25 30 70
Students without Disabilities 17 59 76 24 13 66 79 21 9 69 78 22
Economically Disadvantaged 2 48 50 50 - 50 50 50 4 46 51 49
Not Economically Disadvantaged 22 60 81 19 16 65 81 19 12 75 87 13
English Learners 7 36 43 57 < < < < < < < <
Military Connected 38 44 81 19 < < < < < < < <
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 45 86 14 35 45 80 20 26 49 75 25
Female 40 44 85 15 39 38 77 23 21 56 77 23
Male 40 47 87 13 31 52 83 17 30 43 73 27
Asian < < 100 0 < < < <
Black 14 43 57 43 6 56 63 38 13 17 30 70
Hispanic 30 30 60 40 8 50 58 42 - 70 70 30
White 43 47 90 10 42 43 85 15 32 53 85 15
Multiple Races 47 47 93 7 < < < < 25 44 69 31
Students with Disabilities 29 29 58 42 17 38 54 46 - 42 42 58
Students without Disabilities 42 48 90 10 38 46 84 16 31 51 82 18
Economically Disadvantaged 15 52 67 33 16 45 61 39 10 47 57 43
Not Economically Disadvantaged 49 43 92 8 42 45 87 13 35 50 86 14
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Hispanic < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
< = 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
Division1--
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-kindergarten9595101
Kindergarten162196173
Grade 1183173206
Grade 2165183176
Grade 3162169189
Grade 4176179182
Grade 5183182181
Grade 6222189190
Grade 7186227200
Grade 8191200228
Grade 9203213208
Grade 10244204211
Grade 11188232195
Grade 12212201249
Total Enrollment2,5722,6432,689

< = 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 Students257226432689
Female124212801292
Male132913631397
American Indian442
Asian242926
Black335329309
Hispanic235253255
White181318651934
Multiple Races161163162
Students with Disabilities366369393
Students without Disabilities220622742296
Economically Disadvantaged824768725
Not Economically Disadvantaged174818751964
English Learners6894105
Not English Learners250425492584
Homeless361
Military Connected625553
Foster Care10911
< = 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 Students2,2602302,3022452,380198
Female1,112941,1241171,15598
Male1,1471361,1781281,225100
American Indian<<<<<<
Asian251253292
Black270462625025043
Hispanic200272152322025
Native Hawaiian--<<<<
White1,6301341,6561521,742112
Multiple Races131211391713715
Students with Disabilities306473055631945
Economically Disadvantaged681151643158614129
English Learners66992510011
Homeless<<91<<
< = 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 179 57 5 0 5 0
State 52034 41739 1845 730 4758 1126
Female Division 85 21 3 0 2 0
State 28171 18456 601 259 1860 459
Male Division 94 36 2 0 3 0
State 23863 23283 1244 471 2895 667
Asian Division < < < < 0 <
State 6565 1702 100 12 90 43
Black Division 21 17 2 0 1 0
State 8816 10967 559 141 985 452
Hispanic Division 14 10 0 0 0 0
State 7967 9910 285 155 2363 212
White Division 134 24 3 0 4 0
State 25115 16553 775 367 1100 357
Multiple Races Division 6 5 0 0 0 0
State 3368 2437 118 53 207 58
Students with Disabilities Division 3 10 5 0 4 0
State 1679 7998 1845 107 861 101
Economically Disadvantaged Division 31 24 3 0 2 0
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 < < < < < <
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 Students246241982419852
Female111109981099822
Male135132981329832
Asian<<100<10000
Black414098409812
Hispanic24241002410000
White165161981619842
Multiple Races11111001110000
Students with Disabilities2218821882418
Economically Disadvantaged605897589723
English Learners<<100<10000
Homeless<<100<10000
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 Taken137 / 16.17%167 / 19.65%171 / 19.81%
Advanced Placement Course Enrollment281 / 33.18%298 / 35.06%228 / 26.42%
Dual Enrollment220 / 25.97%256 / 30.12%280 / 32.44%
Governor's School Enrollment24 / 2.83%24 / 2.82%25 / 2.9%
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 StudentsDivision22115032
State87,99556,39736
FemaleDivision1088521
State43,82530,96829
MaleDivision1136542
State44,06825,38742
AsianDivision<<100
State7,2526,27114
BlackDivision291934
State18,24710,59142
HispanicDivision14<100
State14,0107,35548
Native HawaiianDivision<<100
State1579440
WhiteDivision16411828
State43,09428,73633
Multiple RacesDivision10<100
State5,0053,22336
Students with DisabilitiesDivision19<100
State8,5363,61658
Economically DisadvantagedDivision683450
State31,68015,77450
English LearnersDivision<<100
State7,3793,57352
American IndianDivision--100
State23012745
< = 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
State LicensuresDivision1046
 State2,0692,2062,710
Industry CertificationDivision186190143
 State101,956105,973106,014
Workplace ReadinessDivision1-161
 State35,06638,82948,691
Total Credentials EarnedDivision197194310
 State142,668150,233161,359
Students Earning One or More CredentialsDivision173193284
 State115,609120,035128,298
CTE CompletersDivision968777
 State48,64351,37152,173
NOCTI AssessmentsDivision---
 State3,5773,2253,944
Armed Services Vocational Aptitude Battery ExaminationDivision-23152
 State1,02215,32718,011

< = 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

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$9,793$3,501$1,930
State$7,134$6,454$1,936
2022-2023Division$10,423$3,727$1,431
State$7,803$6,956$1,918
2023-2024Division$11,161$4,001$971
State$8,420$7,464$1,751
2024-2025Division$12,208$4,345$886
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 Progress526995
Behaviors related to School Operations238270235
Relationship Behaviors without Physical Harm234171225
Behaviors of a Safety Concern201164214
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others475044

< = 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 452 269 333
Out-of-School Suspension 165 187 189
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 54 30 3
Bus Suspension 3 3 9

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 33.129.326.9
< = 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 35.932.533.9
< = 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 59.861.463.2
< = 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

10.95 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.73 : 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
2023-202439%58%0%3%
2024-202543%54%0%3%
2025-202646%50%0%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 Students84%83%88%
Asian100%91%88%
Black70%78%88%
Hispanic75%78%88%
White87%87%88%
Multiple Races84%85%88%
Economically Disadvantaged70%78%88%
English Learners44%74%88%
Students with Disabilities45%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 Students80%79%85%
Asian87%90%85%
Black67%73%85%
Hispanic74%73%85%
White84%83%85%
Multiple Races71%81%85%
Economically Disadvantaged65%73%85%
English Learners53%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 Students78%
Asian<
Black59%
Hispanic69%
White84%
Multiple Races57%
Economically Disadvantaged58%
English Learners41%
Students with Disabilities41%

< = 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 Students95%84%84%
Asian<90%84%
Black90%83%84%
Hispanic100%84%84%
White95%86%84%
Multiple Races100%89%84%
Economically Disadvantaged89%84%84%
English Learners100%84%84%
Students with Disabilities54%84%84%

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 Progress53%58%58%
English Learner Proficiency15%--

< = 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 Progress336253%
English Learner Proficiency138515%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.2%1.8%97.9%2.1%94%6%
Asian100%-100%-<<
Black96.6%3.4%95.5%4.5%88.9%11.1%
Hispanic98.3%1.7%97.5%2.5%98.3%1.7%
White98.3%1.7%98.2%1.8%94.2%5.8%
Multiple Races98.7%1.3%98.7%1.3%96.7%3.3%
Economically Disadvantaged97.8%2.2%97.6%2.4%93%7%
Not Economically Disadvantaged98.3%1.7%98%2%94.5%5.5%
English Learners96.6%3.4%96.6%3.4%100%-
Students with Disabilities91.5%8.5%92%8%83.3%16.7%
Students without Disabilities99.3%.7%98.8%1.2%95.5%4.5%
Female98.1%1.9%98%2%93.5%6.5%
Male98.2%1.8%97.8%2.2%94.5%5.5%

< = 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

Goochland 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.

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