Williamsburg-James City County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Clara Byrd Baker Elementary	Fully Accredited	Distinguished	91.4
D.J. Montague Elementary	Fully Accredited	Meets Expectations	90.08
J. Blaine Blayton Elementary	Fully Accredited	Meets Expectations	89.38
James River Elementary	Fully Accredited	Approaching Expectations	81.84
Laurel Lane Elementary	Fully Accredited	Meets Expectations	89.06
Matoaka Elementary	Fully Accredited	Distinguished	98.21
Matthew Whaley Elementary	Fully Accredited	Distinguished	91.14
Norge Elementary	Fully Accredited	Meets Expectations	88.37
Stonehouse Elementary	Fully Accredited	Distinguished	94.77
Middle Schools
Berkeley Middle	Fully Accredited	Meets Expectations	88.24
James Blair Middle	Fully Accredited	Meets Expectations	88.1
Lois Hornsby Middle	Fully Accredited	Meets Expectations	88.28
Toano Middle	Fully Accredited	Distinguished	90.64
High Schools
Jamestown High	Fully Accredited	Distinguished	99.35
Lafayette High	Fully Accredited	Meets Expectations	92.5
Warhill High	Fully Accredited	Distinguished	94.51

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	58	80	20	24	57	80	20	24	51	74	26
Female	28	57	85	15	28	56	84	16	28	52	79	21
Male	17	59	76	24	19	58	77	23	20	50	70	30
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	32	59	91	9	31	66	97	3	39	46	86	14
Black	7	56	63	37	8	52	60	40	5	51	56	44
Hispanic	11	56	67	33	5	58	63	37	10	50	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	30	59	89	11	33	58	90	10	33	50	84	16
Multiple Races	22	61	83	17	19	58	78	22	19	52	71	29
Students with Disabilities	3	30	33	67	11	47	58	42	4	25	28	72
Students without Disabilities	24	61	85	15	24	58	82	18	26	54	80	20
Economically Disadvantaged	8	55	64	36	8	53	60	40	6	49	55	45
Not Economically Disadvantaged	28	60	88	12	30	59	89	11	31	52	83	17
English Learners	-	33	33	67	-	22	22	78	-	19	19	81
Homeless	8	46	54	46	-	43	43	57	-	35	35	65
Military Connected	28	58	86	14	21	64	84	16	33	55	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	22	58	80	20	24	57	80	20	24	51	74	26
Female	28	57	85	15	28	56	84	16	28	52	79	21
Male	17	59	76	24	19	58	77	23	20	50	70	30
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	32	59	91	9	31	66	97	3	39	46	86	14
Black	7	56	63	37	8	52	60	40	5	51	56	44
Hispanic	11	56	67	33	5	58	63	37	10	50	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	30	59	89	11	33	58	90	10	33	50	84	16
Multiple Races	22	61	83	17	19	58	78	22	19	52	71	29
Students with Disabilities	3	30	33	67	11	47	58	42	4	25	28	72
Students without Disabilities	24	61	85	15	24	58	82	18	26	54	80	20
Economically Disadvantaged	8	55	64	36	8	53	60	40	6	49	55	45
Not Economically Disadvantaged	28	60	88	12	30	59	89	11	31	52	83	17
English Learners	-	33	33	67	-	22	22	78	-	19	19	81
Homeless	8	46	54	46	-	43	43	57	-	35	35	65
Military Connected	28	58	86	14	21	64	84	16	33	55	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	12	65	76	24	13	65	77	23	13	64	77	23
Female	10	66	76	24	11	67	79	21	11	66	77	23
Male	13	63	77	23	14	62	76	24	14	63	77	23
American Indian	7	40	47	53	15	46	62	38	-	46	46	54
Asian	22	66	88	12	25	63	88	12	26	62	88	12
Black	3	54	57	43	3	54	57	43	3	53	56	44
Hispanic	4	59	63	37	5	62	67	33	5	60	65	35
Native Hawaiian	15	38	54	46	10	50	60	40	<	<	<	<
White	17	70	87	13	19	69	88	12	18	69	87	13
Multiple Races	11	66	76	24	8	69	77	23	9	67	76	24
Students with Disabilities	4	40	44	56	4	43	46	54	3	41	44	56
Students without Disabilities	13	70	83	17	15	69	84	16	15	69	84	16
Economically Disadvantaged	4	56	60	40	3	59	62	38	4	53	57	43
Not Economically Disadvantaged	16	70	86	14	19	69	87	13	17	69	86	14
English Learners	1	44	45	55	3	48	50	50	2	45	47	53
Homeless	1	38	39	61	1	40	41	59	2	37	40	60
Military Connected	13	73	86	14	14	72	87	13	14	71	85	15
Foster Care	17	58	75	25	<	<	<	<	<	<	<	<
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	14	59	74	26	12	63	75	25	13	64	77	23
Female	11	60	71	29	10	65	74	26	11	65	76	24
Male	18	59	76	24	14	63	77	23	14	64	78	22
American Indian	<	<	<	<					<	<	<	<
Asian	33	50	83	17	24	71	94	6	27	67	93	7
Black	3	48	51	49	3	48	51	49	4	49	53	47
Hispanic	7	46	54	46	5	60	64	36	3	60	63	37
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	21	67	88	12	17	70	87	13	20	71	90	10
Multiple Races	10	65	75	25	11	65	76	24	8	68	75	25
Students with Disabilities	4	29	33	67	6	46	52	48	4	43	47	53
Students without Disabilities	16	66	82	18	13	67	81	19	14	69	84	16
Economically Disadvantaged	5	52	57	43	3	56	58	42	5	55	60	40
Not Economically Disadvantaged	21	65	86	14	18	69	87	13	17	70	87	13
English Learners	1	43	44	56	2	54	57	43	-	53	53	47
Homeless	-	30	30	70	2	30	33	67	-	32	32	68
Military Connected	14	75	89	11	12	74	86	14	9	79	88	12
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	16	62	78	22	18	59	77	23	17	58	75	25
Female	12	67	79	21	15	60	75	25	13	61	73	27
Male	20	57	77	23	21	57	79	21	21	56	77	23
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	23	54	77	23	50	50	100	0	35	53	88	12
Black	5	57	62	38	1	52	53	47	4	44	48	52
Hispanic	3	65	68	32	9	53	61	39	7	57	63	37
Native Hawaiian					<	<	<	<	<	<	<	<
White	24	63	87	13	28	62	91	9	24	62	86	14
Multiple Races	17	63	79	21	11	68	79	21	14	68	82	18
Students with Disabilities	4	39	43	57	7	33	40	60	4	42	46	54
Students without Disabilities	20	68	87	13	21	65	85	15	20	62	82	18
Economically Disadvantaged	5	58	63	37	6	56	61	39	4	52	57	43
Not Economically Disadvantaged	22	64	86	14	28	61	89	11	23	61	84	16
English Learners	2	44	45	55	6	46	52	48	2	47	49	51
Homeless	3	43	47	53	-	40	40	60	3	28	31	69
Military Connected	16	76	91	9	25	66	91	9	20	65	84	16
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	65	74	26	16	65	81	19	19	60	80	20
Female	8	64	72	28	11	69	80	20	17	62	79	21
Male	10	66	76	24	21	60	81	19	22	58	80	20
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	24	62	86	14	27	59	86	14	40	50	90	10
Black	2	51	53	47	4	59	63	37	3	53	55	45
Hispanic	6	55	61	39	4	74	78	22	10	63	73	27
Native Hawaiian									<	<	<	<
White	13	74	87	13	24	65	89	11	30	61	91	9
Multiple Races	8	69	77	23	15	60	74	26	11	68	79	21
Students with Disabilities	3	45	48	52	3	42	45	55	4	37	41	59
Students without Disabilities	11	71	82	18	19	70	90	10	23	65	88	12
Economically Disadvantaged	5	56	61	39	3	63	65	35	8	55	64	36
Not Economically Disadvantaged	12	72	84	16	23	66	88	12	26	63	89	11
English Learners	-	23	23	77	3	29	32	68	4	48	52	48
Homeless	5	21	26	74	-	44	44	56	3	47	50	50
Military Connected	13	62	75	25	15	75	90	10	26	63	89	11
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	14	52	66	34	5	65	70	30	2	64	65	35
Female	12	52	64	36	4	66	70	30	2	63	65	35
Male	16	53	69	31	6	64	70	30	2	64	66	34
Asian	16	53	68	32	19	50	69	31	-	86	86	14
Black	3	40	43	57	2	52	54	46	2	51	53	47
Hispanic	1	48	48	52	2	57	58	42	1	56	57	43
White	24	57	81	19	8	77	84	16	1	73	74	26
Multiple Races	11	62	73	27	3	71	74	26	6	63	69	31
Students with Disabilities	4	31	35	65	1	46	46	54	2	41	43	57
Students without Disabilities	17	58	75	25	6	72	78	22	2	72	74	26
Economically Disadvantaged	3	44	47	53	3	56	59	41	2	46	48	52
Not Economically Disadvantaged	21	58	80	20	6	75	81	19	2	74	76	24
English Learners	2	22	24	76	-	37	37	63	-	21	21	79
Homeless	-	20	20	80	-	32	32	68	-	28	28	72
Military Connected	16	65	81	19	6	67	73	27	4	75	79	21
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	11	64	75	25	17	53	70	30	19	47	67	33
Female	10	67	77	23	16	54	71	29	17	46	63	37
Male	12	61	74	26	17	51	69	31	21	49	70	30
American Indian	<	<	<	<					<	<	<	<
Asian	35	57	91	9	30	50	80	20	39	33	72	28
Black	2	55	57	43	5	41	46	54	4	40	44	56
Hispanic	4	62	66	34	4	53	57	43	5	44	49	51
White	16	69	85	15	27	56	82	18	32	52	83	17
Multiple Races	9	67	75	25	10	60	70	30	15	51	66	34
Students with Disabilities	5	38	43	57	3	34	37	63	2	30	32	68
Students without Disabilities	13	69	82	18	20	57	77	23	24	52	76	24
Economically Disadvantaged	3	55	59	41	4	44	48	52	4	38	42	58
Not Economically Disadvantaged	16	69	85	15	25	59	84	16	28	52	80	20
English Learners	2	44	46	54	2	26	28	72	3	16	19	81
Homeless	-	34	34	66	-	42	42	58	3	28	31	69
Military Connected	11	71	82	18	15	70	86	14	19	54	74	26
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	5	63	68	32	1	59	60	40	1	56	56	44
Female	4	66	70	30	1	66	67	33	1	58	59	41
Male	5	60	66	34	1	54	55	45	-	53	53	47
Asian	6	83	89	11	5	63	68	32	8	67	75	25
Black	2	44	46	54	-	40	40	60	1	36	37	63
Hispanic	2	51	53	47	1	50	51	49	-	48	48	52
Native Hawaiian	<	<	<	<					<	<	<	<
White	6	77	83	17	2	73	75	25	1	69	69	31
Multiple Races	6	55	61	39	-	62	62	38	-	55	55	45
Students with Disabilities	3	31	34	66	2	24	26	74	1	24	25	75
Students without Disabilities	5	71	76	24	1	68	68	32	1	63	64	36
Economically Disadvantaged	2	48	50	50	-	43	43	57	1	37	38	62
Not Economically Disadvantaged	7	75	82	18	2	72	74	26	1	69	69	31
English Learners	-	20	20	80	-	27	27	73	-	30	30	70
Homeless	-	10	10	90	-	15	15	85	-	22	22	78
Military Connected	8	75	84	16	-	79	79	21	4	70	73	27
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	11	74	85	15	13	77	90	10	12	77	89	11
Female	13	74	87	13	14	79	93	7	11	81	93	7
Male	10	74	84	16	13	75	87	13	13	73	86	14
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	24	76	100	0	30	70	100	0	27	67	93	7
Black	4	73	77	23	3	78	81	19	2	82	84	16
Hispanic	4	75	79	21	8	81	89	11	6	80	86	14
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	17	74	90	10	18	74	93	7	18	74	92	8
Multiple Races	10	74	84	16	8	85	93	7	6	82	88	12
Students with Disabilities	2	62	65	35	4	69	73	27	2	66	68	32
Students without Disabilities	13	75	88	12	15	78	93	7	14	79	92	8
Economically Disadvantaged	3	72	75	25	5	80	85	15	4	75	79	21
Not Economically Disadvantaged	17	74	91	9	18	75	93	7	16	78	93	7
English Learners	1	76	77	23	3	86	89	11	5	68	73	27
Homeless	-	83	83	17	2	72	74	26	3	69	71	29
Military Connected	17	75	92	8	20	74	94	6	13	78	91	9
Foster Care	<	<	100	0					<	<	100	0
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	76	85	15	14	75	89	11	10	82	93	7
Female	6	80	85	15	14	79	92	8	10	84	95	5
Male	11	73	84	16	14	72	85	15	10	81	91	9
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	10	90	100	0	15	85	100	0	25	75	100	0
Black	-	64	64	36	9	58	68	32	-	69	69	31
Hispanic	4	67	71	29	11	81	92	8	9	78	87	13
Native Hawaiian	<	<	<	<	<	<	100	0
White	11	80	91	9	16	77	92	8	11	85	97	3
Multiple Races	3	71	74	26	7	76	82	18	9	81	89	11
Students with Disabilities	-	57	57	43	6	53	59	41	5	50	55	45
Students without Disabilities	9	77	86	14	14	76	90	10	11	84	94	6
Economically Disadvantaged	1	60	61	39	1	78	79	21	4	72	76	24
Not Economically Disadvantaged	10	81	91	9	17	74	91	9	11	84	96	4
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	5	86	91	9	18	72	91	9	9	86	95	5
Foster Care	<	<	<	<	<	<	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	19	78	96	4	26	66	92	8	16	80	96	4
Female	20	75	95	5	21	70	92	8	16	79	95	5
Male	18	79	97	3	30	62	92	8	16	80	97	3
American Indian					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	-	64	64	36	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian					<	<	100	0
White	16	80	96	4	30	64	94	6	12	84	96	4
Multiple Races	38	63	100	0	8	75	83	17	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	19	77	96	4	26	65	92	8	17	79	96	4
Economically Disadvantaged	9	82	91	9	-	62	62	38	<	<	100	0
Not Economically Disadvantaged	19	77	97	3	29	66	95	5	17	79	96	4
Homeless					<	<	<	<
Military Connected	30	70	100	0	10	71	81	19	9	91	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
Male									<	<	100	0
Asian									<	<	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	13	62	75	25	12	65	77	23	15	61	76	24
Female	11	62	73	27	11	67	77	23	13	63	76	24
Male	15	61	76	24	14	63	77	23	16	59	75	25
American Indian	10	40	50	50	<	<	<	<	<	<	<	<
Asian	18	68	85	15	19	64	82	18	21	67	89	11
Black	4	50	54	46	3	52	56	44	5	53	57	43
Hispanic	7	48	55	45	5	58	63	37	7	54	61	39
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	18	69	87	13	18	71	89	11	22	65	87	13
Multiple Races	13	61	74	26	12	66	78	22	10	63	73	27
Students with Disabilities	6	39	45	55	4	40	44	56	5	37	42	58
Students without Disabilities	14	65	80	20	14	69	83	17	17	65	82	18
Economically Disadvantaged	5	53	58	42	4	55	59	41	5	49	54	46
Not Economically Disadvantaged	18	66	84	16	17	70	88	12	20	67	86	14
English Learners	1	19	20	80	3	28	31	69	1	33	34	66
Homeless	3	27	30	70	1	28	29	71	3	42	45	55
Military Connected	15	64	80	20	15	74	89	11	19	68	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	24	51	75	25	20	55	75	25	23	51	74	26
Female	21	50	71	29	15	57	72	28	20	53	73	27
Male	26	52	78	22	25	53	78	22	26	49	75	25
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	24	56	80	20	26	48	74	26	30	60	90	10
Black	6	41	48	52	7	47	53	47	5	50	55	45
Hispanic	13	45	58	42	8	60	68	32	13	44	57	43
Native Hawaiian									<	<	<	<
White	34	54	88	12	28	57	86	14	35	53	88	12
Multiple Races	17	62	79	21	17	55	72	28	15	53	68	33
Students with Disabilities	10	34	44	56	5	39	44	56	8	36	44	56
Students without Disabilities	27	55	82	18	24	59	83	17	26	54	81	19
Economically Disadvantaged	8	49	57	43	6	49	55	45	10	43	53	47
Not Economically Disadvantaged	32	53	85	15	27	58	85	15	31	55	86	14
English Learners	-	16	16	84	-	16	16	84	-	26	26	74
Homeless	10	24	33	67	-	32	32	68	3	37	40	60
Military Connected	29	45	74	26	22	68	90	10	33	59	91	9
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	13	61	73	27	12	62	74	26	11	60	71	29
Female	11	63	74	26	10	66	76	24	9	61	70	30
Male	14	59	73	27	13	59	71	29	13	60	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	29	54	83	17	16	64	80	20	16	72	88	12
Black	4	47	51	49	3	43	46	54	2	44	46	54
Hispanic	7	48	55	45	5	52	57	43	2	54	56	44
Native Hawaiian	<	<	<	<					<	<	<	<
White	17	70	86	14	16	71	87	13	18	67	84	16
Multiple Races	9	61	71	29	11	70	81	19	6	64	70	30
Students with Disabilities	6	37	43	57	4	34	38	62	2	32	35	65
Students without Disabilities	14	65	79	21	13	67	80	20	13	66	78	22
Economically Disadvantaged	5	52	57	43	2	49	51	49	3	40	43	57
Not Economically Disadvantaged	18	66	84	16	17	70	86	14	15	69	84	16
English Learners	-	22	22	78	-	14	14	86	-	31	31	69
Homeless	-	25	25	75	3	12	15	85	4	29	32	68
Military Connected	13	70	84	16	18	68	86	14	9	76	85	15
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	73	81	19	9	75	84	16	12	69	81	19
Female	8	74	81	19	8	76	84	16	12	71	83	17
Male	9	72	81	19	9	74	83	17	13	67	80	20
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	9	82	91	9	17	72	89	11	26	68	94	6
Black	4	63	67	33	2	67	69	31	5	60	66	34
Hispanic	4	62	65	35	5	63	68	32	7	65	72	28
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	10	80	90	10	12	81	93	7	17	73	90	10
Multiple Races	14	62	76	24	8	75	83	17	9	72	81	19
Students with Disabilities	1	47	48	52	4	51	55	45	3	43	46	54
Students without Disabilities	9	76	85	15	9	78	87	13	14	73	87	13
Economically Disadvantaged	4	62	66	34	3	66	69	31	3	60	64	36
Not Economically Disadvantaged	10	78	88	12	12	80	92	8	17	73	90	10
English Learners	4	25	29	71	6	38	44	56	3	44	46	54
Homeless	-	33	33	67	-	42	42	58	3	53	56	44
Military Connected	7	77	84	16	7	84	91	9	16	70	86	14
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	26	33	67	-	64	64	36	8	50	58	42
Female	6	13	19	81	<	<	<	<	<	<	<	<
Male	9	45	55	45	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	8	42	50	50	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	8	27	35	65	-	69	69	31	9	55	64	36
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	9	27	36	64	-	70	70	30	9	55	64	36
English Learners	<	<	<	<	<	<	100	0
Homeless	<	<	<	<
Military Connected	<	<	100	0	<	<	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	6	58	64	36	-	46	46	54	3	49	52	48
Female	4	58	61	39	-	37	37	63	-	65	65	35
Male	8	59	67	33	-	52	52	48	5	40	45	55
American Indian	<	<	<	<
Asian	8	83	92	8					<	<	<	<
Black	3	42	44	56	-	33	33	67	7	55	62	38
Hispanic	2	34	36	64	-	44	44	56	-	25	25	75
White	9	74	82	18	-	71	71	29	-	60	60	40
Multiple Races	6	63	69	31	<	<	<	<	<	<	<	<
Students with Disabilities	4	35	39	61	-	26	26	74	-	35	35	65
Students without Disabilities	6	62	68	32	-	58	58	42	4	56	60	40
Economically Disadvantaged	2	44	46	54	-	35	35	65	3	46	49	51
Not Economically Disadvantaged	9	67	76	24	-	66	66	34	4	54	58	42
English Learners	-	12	12	88	-	44	44	56	-	10	10	90
Homeless	-	29	29	71	-	9	9	91	<	<	<	<
Military Connected	3	68	70	30	<	<	<	<	<	<	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	48	71	29	28	45	74	26	26	49	74	26
Female	20	50	70	30	27	47	74	26	21	53	75	25
Male	26	47	72	28	30	43	73	27	30	45	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	36	48	84	16	47	44	92	8	47	44	92	8
Black	10	42	52	48	8	46	54	46	9	42	50	50
Hispanic	9	44	54	46	14	47	61	39	11	54	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	52	83	17	41	44	85	15	36	50	85	15
Multiple Races	23	46	69	31	27	46	72	28	24	50	73	27
Students with Disabilities	8	30	37	63	7	33	40	60	7	34	41	59
Students without Disabilities	25	52	77	23	33	47	80	20	30	52	82	18
Economically Disadvantaged	10	43	53	47	11	44	55	45	7	44	51	49
Not Economically Disadvantaged	30	51	81	19	40	46	85	15	35	51	86	14
English Learners	-	25	25	75	3	39	41	59	1	30	31	69
Homeless	4	26	30	70	4	26	31	69	3	33	36	64
Military Connected	27	53	80	20	38	48	86	14	31	53	84	16
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	1	26	27	73	1	44	46	54	9	28	37	63
Female	1	25	26	74	-	41	41	59	10	20	30	70
Male	1	25	27	73	3	48	51	49	8	35	42	58
American Indian									<	<	<	<
Black	-	33	33	67	2	35	37	63	5	33	38	62
Hispanic	-	14	14	86	2	36	38	62	<	<	<	<
White	2	37	39	61	-	63	63	37	8	15	23	77
Multiple Races	8	8	17	83	-	64	64	36	<	<	<	<
Students with Disabilities	-	17	17	83	-	26	26	74	6	18	24	76
Students without Disabilities	2	28	29	71	2	49	50	50	10	34	45	55
Economically Disadvantaged	1	22	23	77	2	36	38	62	6	23	29	71
Not Economically Disadvantaged	2	30	32	68	-	60	60	40	13	40	53	47
English Learners	-	3	3	97	3	38	41	59	<	<	<	<
Homeless	-	18	18	82	5	21	26	74	<	<	<	<
Military Connected	-	20	20	80	-	71	71	29	<	<	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	55	61	39	5	40	45	55	5	40	45	55
Female	5	56	62	38	<	<	<	<	<	<	<	<
Male	6	54	60	40	8	38	46	54	8	38	46	54
American Indian	<	<	<	<
Black	1	42	43	57	<	<	<	<	<	<	<	<
Hispanic	2	36	38	62	<	<	<	<	<	<	<	<
White	8	65	74	26	<	<	<	<	<	<	<	<
Multiple Races	6	61	67	33	<	<	<	<	<	<	100	0
Students with Disabilities	4	27	31	69	<	<	<	<	<	<	<	<
Students without Disabilities	6	60	65	35	7	47	53	47	-	46	46	54
Economically Disadvantaged	6	38	44	56	<	<	<	<	8	17	25	75
Not Economically Disadvantaged	5	69	74	26	8	38	46	54	<	<	<	<
English Learners	-	15	15	85	<	<	<	<	<	<	<	<
Homeless	-	25	25	75					<	<	<	<
Military Connected	6	69	75	25	<	<	100	0
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	60	71	29	8	50	58	42	10	20	30	70
Female	6	60	66	34	<	<	<	<	<	<	<	<
Male	16	59	75	25	<	<	<	<	<	<	<	<
Black	1	49	50	50	<	<	<	<	<	<	<	<
Hispanic	3	44	48	52	<	<	<	<	<	<	<	<
White	15	67	82	18	<	<	<	<	<	<	<	<
Multiple Races	12	38	50	50	<	<	<	<	<	<	100	0
Students with Disabilities	3	50	53	47	<	<	<	<	<	<	<	<
Students without Disabilities	12	60	72	28	<	<	<	<	<	<	<	<
Economically Disadvantaged	-	40	40	60	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	14	65	79	21	<	<	<	<	<	<	<	<
English Learners	-	9	9	91					<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Military Connected	7	59	66	34
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	53	53	47	2	80	82	18	5	62	68	32
Female	-	55	55	45	-	85	85	15	6	76	82	18
Male	1	50	51	49	4	75	79	21	5	50	55	45
American Indian	<	<	100	0
Black	-	32	32	68	7	71	79	21	9	45	55	45
Hispanic	-	38	38	63	<	<	<	<	<	<	<	<
White	2	79	80	20	-	82	82	18	7	71	79	21
Multiple Races	-	60	60	40	<	<	100	0	<	<	100	0
Students with Disabilities	-	22	22	78	-	55	55	45	-	36	36	64
Students without Disabilities	1	63	63	37	2	86	88	12	8	73	81	19
Economically Disadvantaged	-	42	42	58	-	80	80	20	6	53	59	41
Not Economically Disadvantaged	1	61	62	38	2	80	83	17	5	70	75	25
English Learners	-	26	26	74	<	<	100	0	<	<	100	0
Homeless	-	17	17	83	<	<	<	<	<	<	100	0
Military Connected	6	61	67	33	<	<	<	<	<	<	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	34	47	82	18	32	47	79	21	24	54	78	22
Female	33	48	81	19	30	52	82	18	20	59	79	21
Male	35	47	82	18	34	43	77	23	28	50	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	61	39	100	0	48	39	87	13	35	57	91	9
Black	17	46	63	37	8	50	58	42	8	48	56	44
Hispanic	17	59	76	24	17	52	69	31	6	66	71	29
Native Hawaiian	<	<	<	<					<	<	<	<
White	43	47	89	11	44	45	89	11	34	54	88	12
Multiple Races	35	45	80	20	33	47	81	19	25	48	74	26
Students with Disabilities	8	35	43	57	8	33	41	59	5	35	40	60
Students without Disabilities	38	49	88	12	36	49	85	15	28	58	85	15
Economically Disadvantaged	17	51	68	32	11	51	61	39	6	49	55	45
Not Economically Disadvantaged	44	45	90	10	43	45	89	11	32	56	88	12
English Learners	-	31	31	69	-	27	27	73	-	40	40	60
Homeless	14	36	50	50	4	33	38	63	9	39	48	52
Military Connected	35	59	94	6	42	46	88	12	27	61	88	12
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	35	42	77	23	32	40	72	28	30	44	74	26
Female	31	46	77	23	31	39	70	30	25	48	73	27
Male	39	38	77	23	34	40	74	26	34	41	75	25
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	60	30	90	10	55	45	100	0	69	23	92	8
Black	18	40	58	42	10	43	53	47	10	38	47	53
Hispanic	19	52	70	30	19	42	62	38	16	47	63	37
Native Hawaiian					<	<	<	<	<	<	<	<
White	45	39	85	15	44	38	82	18	40	46	86	14
Multiple Races	29	47	77	23	28	39	68	32	24	47	72	28
Students with Disabilities	13	27	40	60	8	33	40	60	10	35	45	55
Students without Disabilities	41	46	86	14	38	41	79	21	34	46	80	20
Economically Disadvantaged	16	46	62	38	15	38	53	47	7	43	50	50
Not Economically Disadvantaged	44	40	84	16	45	41	86	14	40	45	85	15
English Learners	-	56	56	44	5	45	50	50	-	22	22	78
Homeless	8	35	42	58	4	25	29	71	-	27	27	73
Military Connected	43	41	84	16	43	45	88	12	35	45	80	20
< = 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	68	39	10
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	370	350	331
Kindergarten	733	727	751
Grade 1	824	803	742
Grade 2	850	847	793
Grade 3	780	883	831
Grade 4	834	808	864
Grade 5	832	856	809
Grade 6	835	845	846
Grade 7	961	860	853
Grade 8	896	976	853
Grade 9	957	1,043	1,056
Grade 10	992	906	988
Grade 11	928	925	852
Grade 12	902	900	908
Total Enrollment	11,694	11,729	11,477

< = 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	11694	11729	11477
Female	5582	5614	5500
Male	6099	6107	5977
American Indian	34	26	32
Asian	313	314	303
Black	2115	2170	2141
Hispanic	1898	1988	1969
Native Hawaiian	20	19	19
White	6249	6093	5899
Multiple Races	1065	1119	1114
Students with Disabilities	2048	2036	2046
Students without Disabilities	9646	9693	9431
Economically Disadvantaged	4085	3988	3813
Not Economically Disadvantaged	7609	7741	7664
English Learners	880	1054	1027
Not English Learners	10814	10675	10450
Homeless	263	362	322
Military Connected	1351	1294	1000
Foster Care	21	14	14
< = 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	10,078	1,198	10,132	1,117	10,166	885
Female	4,839	551	4,862	538	4,916	409
Male	5,228	645	5,270	579	5,250	476
American Indian	30	3	20	5	24	5
Asian	299	7	293	10	284	10
Black	1,669	335	1,697	358	1,750	280
Hispanic	1,619	229	1,671	221	1,699	174
Native Hawaiian	14	4	12	6	11	5
White	5,563	472	5,500	400	5,440	301
Multiple Races	884	148	939	117	958	110
Students with Disabilities	1,482	343	1,506	327	1,563	302
Economically Disadvantaged	3,390	793	3,546	762	3,244	611
English Learners	840	92	928	124	908	77
Homeless	237	117	297	139	280	125
< = 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	519	407	17	21	29	2
	State	52034	41739	1845	730	4758	1126
Female	Division	289	184	8	9	12	2
	State	28171	18456	601	259	1860	459
Male	Division	230	223	9	12	17	0
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	29	3	0	0	0	0
	State	6565	1702	100	12	90	43
Black	Division	71	110	5	3	2	2
	State	8816	10967	559	141	985	452
Hispanic	Division	41	91	3	6	23	0
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	315	167	8	9	3	0
	State	25115	16553	775	367	1100	357
Multiple Races	Division	59	32	1	3	1	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	14	88	17	2	4	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	85	179	9	11	15	2
	State	12337	20894	1052	439	2243	735
English Learners	Division	9	46	1	0	11	0
	State	2260	6522	300	53	1921	83
Homeless	Division	3	27	2	1	6	0
	State	229	849	47	22	208	62
Military Connected	Division	39	28	0	0	1	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	995	943	95	964	97	29	3
Female	504	481	95	490	97	12	2
Male	491	462	94	474	97	17	4
American Indian	<	<	100	<	100	0	0
Asian	32	32	100	32	100	0	0
Black	193	186	96	189	98	2	1
Hispanic	164	135	82	141	86	23	14
Native Hawaiian	<	<	100	<	100	0	0
White	502	490	98	499	99	3	1
Multiple Races	96	92	96	95	99	1	1
Students with Disabilities	125	119	95	121	97	4	3
Economically Disadvantaged	301	273	91	284	94	15	5
English Learners	67	56	84	56	84	11	16
Homeless	39	32	82	33	85	6	15
Military Connected	68	67	99	67	99	1	2
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	837 / 22.15%	830 / 21.99%	920 / 24.19%
Advanced Placement Course Enrollment	1,238 / 32.76%	1,457 / 38.61%	1,434 / 37.7%
Dual Enrollment	109 / 2.88%	117 / 3.1%	102 / 2.68%
Governor's School Enrollment	30 / .79%	33 / .87%	35 / .92%
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	839	538	36
	State	87,995	56,397	36
Female	Division	423	301	29
	State	43,825	30,968	29
Male	Division	414	236	43
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	21	19	10
	State	7,252	6,271	14
Black	Division	141	70	50
	State	18,247	10,591	42
Hispanic	Division	99	50	49
	State	14,010	7,355	48
White	Division	510	359	30
	State	43,094	28,736	33
Multiple Races	Division	67	39	42
	State	5,005	3,223	36
Students with Disabilities	Division	87	28	68
	State	8,536	3,616	58
Economically Disadvantaged	Division	233	93	60
	State	31,680	15,774	50
English Learners	Division	35	12	66
	State	7,379	3,573	52
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	67	34	18
	State	3,577	3,225	3,944
State Licensures	Division	5	6	8
	State	2,069	2,206	2,710
Industry Certification	Division	1,223	1,664	1,567
	State	101,956	105,973	106,014
Workplace Readiness	Division	526	399	538
	State	35,066	38,829	48,691
Total Credentials Earned	Division	1,821	2,103	2,131
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	1,482	1,670	1,676
	State	115,609	120,035	128,298
CTE Completers	Division	343	390	382
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	186	647
	State	1,022	15,327	18,011

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	64.2	63.5	63.9

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	$7,851	$5,219	$1,734
	State	$7,134	$6,454	$1,936
2022-2023	Division	$7,988	$5,710	$1,204
	State	$7,803	$6,956	$1,918
2023-2024	Division	$8,425	$6,199	$1,200
	State	$8,420	$7,464	$1,751
2024-2025	Division	$9,760	$6,476	$880
	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	673	743	872
Behaviors related to School Operations	1,611	1,317	1,341
Relationship Behaviors without Physical Harm	1,049	1,050	1,060
Behaviors of a Safety Concern	1,168	1,267	1,174
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	285	302	319

< = 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	1,295	1,373	1,239
Out-of-School Suspension	1,247	1,289	1,253
Explusion and Alternative Placement	3	29	3
Referral to Law Enforcement	129	3	2
Bus Suspension	92	141	134

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	46.2	45.3	44.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	36.3	39.7	39.7
< = 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	54.5	56.8	56.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

11.68 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

14.48 : 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	28%	58%	4%	10%
2024-2025	28%	59%	4%	9%
2025-2026	29%	57%	6%	8%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	79%	83%	88%
Asian	86%	91%	88%
Black	64%	78%	88%
Hispanic	63%	78%	88%
White	90%	87%	88%
Multiple Races	78%	85%	88%
Economically Disadvantaged	60%	78%	88%
English Learners	45%	74%	88%
Students with Disabilities	47%	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	77%	79%	85%
Asian	91%	90%	85%
Black	57%	73%	85%
Hispanic	65%	73%	85%
White	87%	83%	85%
Multiple Races	77%	81%	85%
Economically Disadvantaged	58%	73%	85%
English Learners	60%	71%	85%
Students with Disabilities	45%	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	77%
Asian	87%
Black	60%
Hispanic	62%
White	88%
Multiple Races	76%
Economically Disadvantaged	57%
English Learners	45%
Students with Disabilities	44%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	84%	84%
Asian	97%	90%	84%
Black	94%	83%	84%
Hispanic	79%	84%	84%
White	96%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	88%	84%	84%
English Learners	72%	84%	84%
Students with Disabilities	81%	84%	84%
Homeless	56%	-	-
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	58%	58%	58%
English Learner Proficiency	13%	-	-

< = 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	340	582	58%
English Learner Proficiency	93	711	13%

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%	98.7%	1.3%	98.1%	1.9%
Asian	99.3%	.7%	100%	-	97.1%	2.9%
Black	98.5%	1.5%	98.1%	1.9%	97.6%	2.4%
Hispanic	99.6%	.4%	99.3%	.7%	98%	2%
White	98.8%	1.2%	98.7%	1.3%	98.5%	1.5%
Multiple Races	99%	1%	98.6%	1.4%	98.1%	1.9%
Economically Disadvantaged	98.6%	1.4%	98.3%	1.7%	97.6%	2.4%
Not Economically Disadvantaged	99.1%	.9%	98.9%	1.1%	98.4%	1.6%
English Learners	99.6%	.4%	99.6%	.4%	97.8%	2.2%
Students with Disabilities	96.2%	3.8%	96%	4%	94.4%	5.6%
Students without Disabilities	99.5%	.5%	99.3%	.7%	98.8%	1.2%
Female	98.9%	1.1%	98.7%	1.3%	97.8%	2.2%
Male	98.9%	1.1%	98.7%	1.3%	98.5%	1.5%

< = 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).

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

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act