Henry County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Axton Elementary	Fully Accredited	Meets Expectations	88.07
Campbell Court Elementary	Fully Accredited	Approaching Expectations	84.94
Drewry Mason Elementary	Fully Accredited	Approaching Expectations	89.06
G.W. Carver Elementary	Fully Accredited	Meets Expectations	85.01
Meadow View Elementary	Fully Accredited	Approaching Expectations	85.35
Mount Olivet Elementary	Fully Accredited	Meets Expectations	89.14
Rich Acres Elementary	Fully Accredited	Distinguished	93.9
Sanville Elementary	Fully Accredited	Distinguished	91.6
Stanleytown Elementary	Fully Accredited	Meets Expectations	86.91
Middle Schools
Fieldale-Collinsville Middle	Fully Accredited	Approaching Expectations	82.92
Laurel Park Middle	Fully Accredited	Approaching Expectations	82.44
High Schools
Bassett High	Fully Accredited	Distinguished	93.74
Magna Vista High	Fully Accredited	Distinguished	91.55

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	8	60	68	32	9	58	67	33	9	60	70	30
Female	9	62	71	29	9	60	70	30	10	64	73	27
Male	7	58	64	36	8	56	64	36	9	57	66	34
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	7	64	71	29	36	36	73	27
Black	4	54	59	41	4	55	59	41	5	59	64	36
Hispanic	6	58	63	37	8	53	60	40	7	55	63	37
Native Hawaiian	<	<	100	0					<	<	100	0
White	11	63	74	26	11	62	73	27	12	63	75	25
Multiple Races	6	59	65	35	8	59	67	33	9	60	69	31
Students with Disabilities	5	26	31	69	4	30	34	66	4	28	32	68
Students without Disabilities	9	66	74	26	9	64	73	27	10	66	76	24
Economically Disadvantaged	6	57	63	37	7	57	64	36	7	58	65	35
Not Economically Disadvantaged	14	65	79	21	13	61	74	26	14	65	79	21
English Learners	2	36	38	62	3	36	39	61	3	36	40	60
Homeless	3	47	49	51	4	46	51	49	5	52	57	43
Military Connected	12	78	90	10	7	83	90	10	15	75	90	10
Foster Care	18	36	55	45	8	50	58	42	5	62	67	33
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	8	60	68	32	8	55	63	37	5	61	66	34
Female	8	61	70	30	8	53	61	39	5	65	71	29
Male	7	58	65	35	7	58	65	35	5	56	61	39
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	5	54	59	41	5	49	54	46	4	59	63	37
Hispanic	6	58	64	36	6	47	54	46	2	50	52	48
Native Hawaiian									<	<	100	0
White	9	63	72	28	8	59	67	33	7	67	74	26
Multiple Races	9	63	72	28	11	61	72	28	4	62	65	35
Students with Disabilities	1	32	33	67	4	38	42	58	2	25	26	74
Students without Disabilities	9	65	74	26	8	58	66	34	6	67	72	28
Economically Disadvantaged	7	57	64	36	6	54	60	40	3	60	63	37
Not Economically Disadvantaged	9	70	79	21	11	59	70	30	11	64	74	26
English Learners	4	52	56	44	2	33	35	65	2	40	42	58
Homeless	-	33	33	67	-	50	50	50	-	54	54	46
Foster Care	<	<	100	0	<	<	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	10	59	69	31	10	61	71	29	12	59	71	29
Female	13	63	75	25	11	61	72	28	13	58	71	29
Male	7	56	63	37	8	61	70	30	12	59	70	30
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	8	58	66	34	5	54	59	41	10	52	62	38
Hispanic	5	54	59	41	9	54	63	37	9	56	65	35
White	11	63	74	26	12	65	77	23	14	62	75	25
Multiple Races	17	43	60	40	10	70	79	21	17	59	76	24
Students with Disabilities	2	28	31	69	1	40	42	58	5	38	43	57
Students without Disabilities	12	66	77	23	11	65	76	24	14	62	76	24
Economically Disadvantaged	6	57	63	37	9	62	71	29	11	55	66	34
Not Economically Disadvantaged	19	63	82	18	12	60	72	28	16	66	82	18
English Learners	-	33	33	67	2	49	51	49	4	45	49	51
Homeless	-	40	40	60	-	31	31	69	6	59	65	35
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	9	55	64	36
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	65	72	28	5	63	67	33	8	64	71	29
Female	11	66	77	23	6	67	72	28	8	64	72	28
Male	4	64	68	32	4	59	62	38	8	64	71	29
Asian					<	<	100	0	<	<	100	0
Black	4	63	67	33	1	63	64	36	1	63	64	36
Hispanic	4	65	68	32	3	59	63	37	7	55	62	38
White	10	68	78	22	6	65	71	29	11	68	78	22
Multiple Races	-	51	51	49	10	50	60	40	8	63	71	29
Students with Disabilities	6	28	34	66	-	28	28	72	-	34	34	66
Students without Disabilities	7	72	79	21	6	71	76	24	9	70	79	21
Economically Disadvantaged	4	63	67	33	2	61	63	37	6	63	69	31
Not Economically Disadvantaged	13	69	82	18	11	65	76	24	12	66	78	23
English Learners	2	48	50	50	-	38	38	63	6	25	31	69
Homeless	<	<	<	<	-	53	53	47	-	42	42	58
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	6	71	76	24
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	6	55	60	40	7	57	64	36	7	60	67	33
Female	6	56	62	38	7	60	67	33	8	68	76	24
Male	5	53	59	41	6	54	61	39	6	52	59	41
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	3	45	48	52	3	53	56	44	3	62	65	35
Hispanic	6	56	61	39	6	43	49	51	4	58	62	38
White	8	56	64	36	10	64	74	26	9	61	70	30
Multiple Races	4	65	69	31	3	56	59	41	7	57	63	37
Students with Disabilities	5	13	18	82	5	19	25	75	3	17	21	79
Students without Disabilities	6	62	68	32	7	64	71	29	8	69	77	23
Economically Disadvantaged	5	52	57	43	5	53	59	41	4	57	61	39
Not Economically Disadvantaged	7	61	68	32	10	64	74	26	13	66	79	21
English Learners	6	21	26	74	3	10	13	87	-	13	13	88
Homeless	<	<	<	<	9	36	45	55	-	73	73	27
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	56	62	38	5	55	60	40	6	60	66	34
Female	5	60	65	35	5	58	64	36	7	65	72	28
Male	7	52	59	41	5	51	56	44	5	55	60	40
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	2	50	53	47	3	47	50	50	3	59	62	38
Hispanic	4	49	52	48	5	51	57	43	4	51	55	45
White	9	62	71	29	6	59	66	34	9	65	74	26
Multiple Races	3	50	53	47	4	55	59	41	3	50	53	48
Students with Disabilities	7	20	26	74	4	22	26	74	7	20	28	72
Students without Disabilities	6	63	69	31	6	60	66	34	6	66	72	28
Economically Disadvantaged	4	52	56	44	5	52	57	43	4	56	60	40
Not Economically Disadvantaged	12	66	78	22	6	61	67	33	10	68	78	23
English Learners	-	31	31	69	-	31	31	69	3	18	21	79
Homeless	-	50	50	50	7	33	40	60	-	50	50	50
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	57	63	37	8	58	66	34	8	57	65	35
Female	7	61	68	32	8	61	69	31	6	61	68	32
Male	5	54	59	41	8	56	64	36	9	53	62	38
Asian					<	<	100	0	<	<	100	0
Black	3	49	52	48	4	52	56	44	3	53	56	44
Hispanic	6	58	64	36	7	51	57	43	9	50	59	41
White	8	61	68	32	11	66	77	23	10	61	71	29
Multiple Races	3	56	58	42	6	47	53	47	6	63	69	31
Students with Disabilities	5	21	25	75	1	26	27	73	5	20	24	76
Students without Disabilities	6	63	69	31	9	64	73	27	8	63	71	29
Economically Disadvantaged	3	55	58	42	6	58	64	36	6	54	60	40
Not Economically Disadvantaged	11	62	73	27	13	58	72	28	10	65	75	25
English Learners	-	25	25	75	4	38	42	58	4	32	36	64
Homeless	-	36	36	64	6	67	72	28	11	42	53	47
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	-	60	60	40
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	14	65	79	21	18	60	77	23	18	61	79	21
Female	16	66	82	18	20	63	82	18	18	65	83	17
Male	12	64	76	24	16	57	73	27	17	58	75	25
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	8	59	67	33	9	66	76	24	9	64	73	27
Hispanic	9	65	74	26	16	63	79	21	14	66	79	21
White	19	67	86	14	23	55	78	22	23	58	81	19
Multiple Races	10	73	83	17	13	62	74	26	11	62	74	26
Students with Disabilities	7	43	51	49	11	37	48	52	6	36	43	58
Students without Disabilities	15	68	83	17	19	64	83	17	20	65	85	15
Economically Disadvantaged	10	65	75	25	13	61	74	26	15	60	76	24
Not Economically Disadvantaged	20	66	86	15	25	58	83	17	22	62	84	16
English Learners	-	33	33	67	13	45	58	42	4	56	60	40
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	20	40	60	40
< = 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

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Science Performance: All Students

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

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

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

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

	2023-2024	2024-2025	2025-2026
Division	23	13	-
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


Student Group	Below Basic	Basic	Proficient	Advanced	Virginia Students at or Above Proficient	Nation at or Above Proficient

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	270	293	278
Kindergarten	430	432	448
Grade 1	474	452	418
Grade 2	514	472	463
Grade 3	471	528	466
Grade 4	489	483	528
Grade 5	514	485	469
Grade 6	518	516	484
Grade 7	498	509	499
Grade 8	489	501	520
Grade 9	712	640	598
Grade 10	550	598	531
Grade 11	509	486	548
Grade 12	500	521	487
Total Enrollment	6,938	6,916	6,737

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	6938	6916	6737
Female	3381	3381	3327
Male	3557	3535	3410
American Indian	8	7	11
Asian	20	21	19
Black	1551	1564	1490
Hispanic	1205	1248	1246
Native Hawaiian	3	3	1
White	3543	3431	3310
Multiple Races	608	642	660
Students with Disabilities	1069	1033	1056
Students without Disabilities	5869	5883	5681
Economically Disadvantaged	4869	4484	4586
Not Economically Disadvantaged	2069	2432	2151
English Learners	557	643	608
Not English Learners	6381	6273	6129
Homeless	127	150	159
Military Connected	69	46	46
Foster Care	44	35	42
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	5,381	1,257	5,259	1,214	5,485	878
Female	2,662	566	2,608	546	2,721	419
Male	2,719	691	2,651	668	2,764	459
American Indian	<	<	<	<	<	<
Asian	19	1	18	2	18	1
Black	1,205	277	1,187	287	1,216	196
Hispanic	947	213	961	206	1,008	158
Native Hawaiian	<	<	<	<	<	<
White	2,746	636	2,617	603	2,708	418
Multiple Races	458	126	471	113	527	103
Students with Disabilities	782	248	704	260	808	186
Economically Disadvantaged	3,691	1,076	3,378	955	3,671	759
English Learners	504	83	500	96	533	72
Homeless	95	36	113	48	131	34
< = 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	146	320	17	7	43	19
	State	52034	41739	1845	730	4758	1126
Female	Division	96	140	6	1	20	5
	State	28171	18456	601	259	1860	459
Male	Division	50	180	11	6	23	14
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	31	76	6	1	7	4
	State	8816	10967	559	141	985	452
Hispanic	Division	39	45	1	0	4	2
	State	7967	9910	285	155	2363	212
White	Division	68	171	7	6	27	13
	State	25115	16553	775	367	1100	357
Multiple Races	Division	7	26	3	0	5	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	0	51	17	0	14	2
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	63	220	11	6	38	13
	State	12337	20894	1052	439	2243	735
English Learners	Division	2	14	0	0	2	0
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	<	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	552	483	88	490	89	43	8
Female	268	242	90	243	91	20	8
Male	284	241	85	247	87	23	8
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	125	113	90	114	91	7	6
Hispanic	91	85	93	85	93	4	4
White	292	246	84	252	86	27	9
Multiple Races	41	36	88	36	88	5	12
Students with Disabilities	85	68	80	68	80	14	17
Economically Disadvantaged	351	294	84	300	86	38	11
English Learners	18	16	89	16	89	2	11
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	98 / 4.32%	64 / 2.85%	6 / .28%
Advanced Placement Course Enrollment	237 / 10.44%	64 / 2.85%	296 / 13.68%
Dual Enrollment	337 / 14.84%	336 / 14.97%	376 / 17.38%
Governor's School Enrollment	48 / 2.11%	49 / 2.18%	60 / 2.77%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	441	292	34
	State	87,995	56,397	36
Female	Division	230	172	25
	State	43,825	30,968	29
Male	Division	211	120	43
	State	44,068	25,387	42
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	87	53	39
	State	18,247	10,591	42
Hispanic	Division	76	52	32
	State	14,010	7,355	48
White	Division	239	159	33
	State	43,094	28,736	33
Multiple Races	Division	35	24	31
	State	5,005	3,223	36
Students with Disabilities	Division	46	22	52
	State	8,536	3,616	58
Economically Disadvantaged	Division	250	152	39
	State	31,680	15,774	50
English Learners	Division	51	39	24
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	55	-	91
	State	3,577	3,225	3,944
Industry Certification	Division	552	-	732
	State	101,956	105,973	106,014
Workplace Readiness	Division	107	93	226
	State	35,066	38,829	48,691
Total Credentials Earned	Division	714	93	1,110
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	605	93	935
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	20	135	54
	State	1,022	15,327	18,011
CTE Completers	Division	253	226	309
	State	48,643	51,371	52,173
State Licensures	Division	-	-	61
	State	2,069	2,206	2,710

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	62.7	64	62.5

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures		Division	State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Division-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Total Per-Pupil Expenditures
Expenditure Summary
	Excluded from Per-Pupil Formula
	Total Expenditures

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$2,317	$8,410	$2,148
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,261	$9,570	$2,611
	State	$7,803	$6,956	$1,918
2023-2024	Division	$2,506	$10,354	$2,294
	State	$8,420	$7,464	$1,751
2024-2025	Division	$3,163	$12,025	$2,170
	State	$9,310	$8,078	$1,383

School Environment

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	360	216	1,007
Behaviors related to School Operations	1,587	875	933
Relationship Behaviors without Physical Harm	741	603	1,484
Behaviors of a Safety Concern	967	623	856
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	180	215	260
Behaviors used to determine Persistently Dangerous Schools		1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	1,493	518	1,220
Out-of-School Suspension	1,486	1,184	1,345
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	72	11	2
Bus Suspension	255	80	340

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	100	100	100
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	45.3	45.5	44.9
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	69.2	72	72.5
< = 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

14.17 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

13.21 : 1

Teacher Quality

Teacher Quality All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	53%	43%	2%	2%
2024-2025	55%	42%	1%	2%
2025-2026	54%	40%	2%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	70%	83%	88%
Asian	70%	91%	88%
Black	65%	78%	88%
Hispanic	63%	78%	88%
White	75%	87%	88%
Multiple Races	70%	85%	88%
Economically Disadvantaged	65%	78%	88%
English Learners	50%	74%	88%
Students with Disabilities	33%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	72%	79%	85%
Asian	80%	90%	85%
Black	66%	73%	85%
Hispanic	70%	73%	85%
White	76%	83%	85%
Multiple Races	69%	81%	85%
Economically Disadvantaged	68%	73%	85%
English Learners	61%	71%	85%
Students with Disabilities	37%	69%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	64%
Asian	<
Black	53%
Hispanic	62%
White	69%
Multiple Races	67%
Economically Disadvantaged	60%
English Learners	54%
Students with Disabilities	28%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	85%	84%	84%
Asian	<	90%	84%
Black	87%	83%	84%
Hispanic	92%	84%	84%
White	82%	86%	84%
Multiple Races	80%	89%	84%
Economically Disadvantaged	81%	84%	84%
English Learners	94%	84%	84%
Students with Disabilities	61%	84%	84%
Homeless	82%	-	-
Foster Care	<	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	60%	58%	58%
English Learner Proficiency	15%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	234	392	60%
English Learner Proficiency	69	463	15%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.9%	1.1%	99.1%	.9%	99%	1%
Asian	100%	-	100%	-	<	<
Black	98.3%	1.7%	98.7%	1.3%	99.7%	.3%
Hispanic	99.4%	.6%	99.7%	.3%	99.6%	.4%
White	99.1%	.9%	99.1%	.9%	98.7%	1.3%
Multiple Races	98.3%	1.7%	98.6%	1.4%	98%	2%
Economically Disadvantaged	98.8%	1.2%	99.1%	.9%	98.9%	1.1%
Not Economically Disadvantaged	99.2%	.8%	99.1%	.9%	99.3%	.7%
English Learners	99.2%	.8%	99.5%	.5%	99.3%	.7%
Students with Disabilities	96.6%	3.4%	96.2%	3.8%	96.2%	3.8%
Students without Disabilities	99.3%	.7%	99.6%	.4%	99.5%	.5%
Female	99.1%	.9%	99.2%	.8%	98.8%	1.2%
Male	98.7%	1.3%	98.9%	1.1%	99.3%	.7%

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.


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

Mathematics

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2023-2024			2024-2025			2025-2026
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 07	498	491	7	509	507	2	499	499	-
Grade 06	518	516	2	516	516	-	484	484	-
Grade 02	514	514	-	472	472	-	463	463	-
Grade 05	514	514	-	485	485	-	469	469	-
Grade 03	471	470	1	528	528	-	466	466	-
Grade 01	474	474	-	452	452	-	418	418	-
Grade 10	550	538	12	598	596	2	531	531	-
Grade PK	270	269	1	293	293	-	278	278	-
Grade 12	500	486	14	521	516	5	487	486	1
Grade 09	712	701	11	640	629	11	598	598	-
Grade 11	509	501	8	486	483	3	548	547	1
Grade 08	489	477	12	501	498	3	520	520	-
Grade KG	430	430	-	432	431	1	448	448	-
Grade 04	489	489	-	483	482	1	528	528	-
< = 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.

Student Subgroup	2023-2024				2024-2025				2025-2026
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	5325	1255	80.93	19.07	5252	1221	81.14	18.86	5470	892	85.98	14.02
Full-Time MOP Student	56	2	96.55	3.45	-	-	-	-	<	<	<	<
Female
Not a Full-Time MOP Student	2628	564	82.33	17.67	2605	549	82.59	17.41	2716	424	86.5	13.5
Full-Time MOP Student	34	2	94.44	5.56	-	-	-	-	-	-	-	-
Male
Not a Full-Time MOP Student	2697	691	79.6	20.4	2647	672	79.75	20.25	2754	468	85.47	14.53
Full-Time MOP Student	22	0	100	0	-	-	-	-	<	<	<	<
Black
Not a Full-Time MOP Student	1197	277	81.21	18.79	1187	287	80.53	19.47	1212	199	85.9	14.1
Full-Time MOP Student	<	<	<	<	-	-	-	-	<	<	<	<
Hispanic
Not a Full-Time MOP Student	940	213	81.53	18.47	960	207	82.26	17.74	1004	162	86.11	13.89
Full-Time MOP Student	<	<	<	<	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	2707	634	81.02	18.98	2612	608	81.12	18.88	2703	423	86.47	13.53
Full-Time MOP Student	39	2	95.12	4.88	-	-	-	-	-	-	-	-
Asian
Not a Full-Time MOP Student	19	1	95	5	18	2	90	10	18	1	94.74	5.26
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	456	126	78.35	21.65	470	114	80.48	19.52	525	105	83.33	16.67
Full-Time MOP Student	<	<	<	<	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	778	249	75.75	24.25	704	259	73.1	26.9	804	192	80.72	19.28
Full-Time MOP Student	<	<	<	<	-	-	-	-	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	3651	1075	77.25	22.75	3374	959	77.87	22.13	3660	769	82.64	17.36
Full-Time MOP Student	40	1	97.56	2.44	-	-	-	-	<	<	<	<
English Learners
Not a Full-Time MOP Student	503	83	85.84	14.16	499	97	83.72	16.28	532	73	87.93	12.07
Full-Time MOP Student	<	<	<	<	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act