Gainesville High

General school information

Category: High (09-12) School
Phone: 571-248-3200
Address: 13150 University Boulevard Gainesville, VA 20155
Principal: Neil Beech
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 5130
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

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

Math Performance: All Students

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

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	73	80	20	8	76	84	16	15	69	84	16
Female	5	77	82	18	9	76	85	15	16	70	86	14
Male	9	69	78	22	8	76	83	17	14	67	82	18
Asian	11	73	84	16	9	74	83	17	19	68	87	13
Black	2	69	70	30	7	75	81	19	11	73	84	16
Hispanic	3	71	74	26	5	73	78	22	11	64	75	25
White	9	73	83	17	10	79	90	10	16	71	87	13
Multiple Races	8	79	87	13	8	71	80	20	16	61	76	24
Students with Disabilities	1	43	44	56	-	55	55	45	2	52	54	46
Students without Disabilities	8	77	85	15	9	78	87	13	17	71	88	12
Economically Disadvantaged	4	64	67	33	6	65	71	29	6	61	67	33
Not Economically Disadvantaged	9	77	85	15	9	81	91	9	19	72	91	9
English Learners	-	35	35	65	-	44	44	56	4	38	42	58
Military Connected	4	87	91	9	-	88	88	13	26	74	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	76	84	16	10	80	90	10	17	72	88	12
Female	5	82	87	13	10	81	91	9	17	73	91	9
Male	11	71	82	18	9	80	89	11	16	70	86	14
Asian	12	78	90	10	11	80	91	9	21	68	89	11
Black	2	74	76	24	8	77	85	15	13	76	89	11
Hispanic	4	74	77	23	6	81	87	13	13	69	82	18
White	10	77	87	13	12	82	93	7	17	74	91	9
Multiple Races	9	81	91	9	9	77	86	14	19	67	86	14
Students with Disabilities	1	45	46	54	-	63	63	37	3	51	54	46
Students without Disabilities	9	81	89	11	11	82	92	8	18	74	92	8
Economically Disadvantaged	4	70	74	26	8	74	82	18	8	67	75	25
Not Economically Disadvantaged	10	79	89	11	11	83	93	7	20	74	94	6
English Learners	-	37	37	63	-	59	59	41	5	42	47	53
Military Connected	5	90	95	5	-	93	93	7	33	67	100	0
Foster Care	<	<	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	-	56	56	44	-	46	46	54	-	31	31	69
Female	<	<	<	<	-	60	60	40	<	<	<	<
Male	-	61	61	39	-	36	36	64	-	30	30	70
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	47	47	53	-	40	40	60	<	<	<	<
Multiple Races	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	58	58	42	-	48	48	52	-	33	33	67
Economically Disadvantaged	-	45	45	55	<	<	<	<	-	20	20	80
Not Economically Disadvantaged	-	62	62	38	-	50	50	50	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	43	45	55	-	52	52	48	-	40	40	60
Female	3	38	41	59	-	45	45	55	-	42	42	58
Male	-	48	48	53	-	58	58	42	-	38	38	62
Asian	<	<	<	<	-	46	46	54	<	<	<	<
Black	-	38	38	63	-	67	67	33	<	<	<	<
Hispanic	-	50	50	50	-	38	38	62	-	25	25	75
White	4	50	54	46	-	68	68	32	-	38	38	63
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	32	32	68	-	38	38	62	<	<	<	<
Students without Disabilities	2	47	49	51	-	57	57	43	-	40	40	60
Economically Disadvantaged	-	26	26	74	-	41	41	59	-	32	32	68
Not Economically Disadvantaged	2	53	55	45	-	71	71	29	-	50	50	50
English Learners	-	25	25	75	-	36	36	64	-	18	18	82
Military Connected	<	<	<	<					<	<	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
Grade 8 Science 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

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	11	64	75	25	12	62	73	27	-	61	61	39
Female	9	65	73	27	11	64	75	25	-	50	50	50
Male	14	63	77	23	13	59	72	28	-	72	72	28
Asian	21	69	90	10	13	70	83	17	<	<	<	<
Black	4	64	68	32	12	61	73	27	<	<	<	<
Hispanic	7	62	69	31	7	50	58	42	-	70	70	30
White	13	63	75	25	14	63	77	23	-	75	75	25
Students with Disabilities	2	33	35	65	3	33	36	64	<	<	<	<
Students without Disabilities	13	68	81	19	13	65	77	23	-	65	65	35
Economically Disadvantaged	5	64	70	30	10	49	59	41	-	44	44	56
Not Economically Disadvantaged	14	64	77	23	13	67	80	20	-	75	75	25
English Learners	1	54	55	45	1	44	45	55	<	<	<	<
Military Connected	26	65	91	9	7	73	80	20	<	<	100	0
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	43	43	57	-	17	17	83	-	64	64	36
Female	-	46	46	54	-	18	18	82	<	<	<	<
Male	-	41	41	59	-	15	15	85	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	50	50	50	<	<	<	<	<	<	<	<
Hispanic	-	52	52	48	<	<	<	<	<	<	100	0
White	-	35	35	65	<	<	<	<	<	<	<	<
Students with Disabilities	-	19	19	81	<	<	<	<	<	<	<	<
Students without Disabilities	-	53	53	47	-	21	21	79	<	<	<	<
Economically Disadvantaged	-	49	49	51	-	-	-	100	<	<	<	<
Not Economically Disadvantaged	-	41	41	59	<	<	<	<	<	<	<	<
English Learners	-	47	47	53	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<
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	14	69	84	16	13	67	80	20	-	60	60	40
Female	11	71	82	18	12	70	82	18	<	<	<	<
Male	17	68	86	14	14	63	77	23	<	<	100	0
Asian	24	70	94	6	14	72	86	14	<	<	<	<
Black	6	73	79	21	15	65	80	20	<	<	100	0
Hispanic	9	65	74	26	9	58	67	33	<	<	100	0
White	16	69	85	15	15	68	83	17	<	<	<	<
Students with Disabilities	3	47	50	50	3	40	43	57	<	<	<	<
Students without Disabilities	15	72	87	13	14	69	83	17	<	<	<	<
Economically Disadvantaged	6	69	76	24	11	57	68	32	<	<	<	<
Not Economically Disadvantaged	17	69	87	13	14	71	85	15	<	<	100	0
English Learners	2	55	57	43	2	50	52	48	<	<	<	<
Military Connected	29	67	95	5	7	73	80	20
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	-	35	35	65	2	23	24	76	<	<	<	<
Female	-	27	27	73	-	22	22	78	<	<	<	<
Male	-	44	44	56	4	24	28	72	<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	-	8	8	92	-	36	36	64	<	<	<	<
Hispanic	-	45	45	55	-	6	6	94	<	<	<	<
White	-	38	38	63	3	24	28	72	<	<	100	0
Students with Disabilities	-	-	-	100	-	17	17	83
Students without Disabilities	-	43	43	57	2	24	26	74	<	<	<	<
Economically Disadvantaged	-	33	33	67	4	20	24	76
Not Economically Disadvantaged	-	36	36	64	-	24	24	76	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	100	0	-	64	64	36
Female	<	<	100	0	<	<	100	0	<	<	<	<
Male	<	<	100	0					<	<	<	<
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0					<	<	<	<
White	<	<	100	0					<	<	100	0
Students with Disabilities									<	<	<	<
Students without Disabilities	<	<	100	0	<	<	100	0	-	70	70	30
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	<	<	100	0					<	<	<	<
English Learners									<	<	<	<
Military Connected									<	<	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
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
School	-	-	-
Division	701	598	209
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

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.

Enrollment

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	19	18	18
Grade 9	662	652	651
Grade 10	634	683	666
Grade 11	680	645	657
Grade 12	445	655	626
Total Enrollment	2,440	2,653	2,618

< = 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	2440	2653	2618
Female	1206	1318	1305
Male	1231	1333	1313
American Indian	9	4	5
Asian	411	493	518
Black	349	378	366
Hispanic	443	466	428
Native Hawaiian	5	5	5
White	1044	1118	1112
Multiple Races	179	189	184
Students with Disabilities	279	299	272
Students without Disabilities	2161	2354	2346
Economically Disadvantaged	558	641	555
Not Economically Disadvantaged	1882	2012	2063
English Learners	209	246	262
Not English Learners	2231	2407	2356
Homeless	8	13	23
Military Connected	66	66	68
Foster Care	1	1	4
< = 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	2,048	356	2,259	354	2,204	370
Female	996	181	1,106	187	1,077	205
Male	1,048	174	1,153	167	1,127	165
American Indian	<	<	<	<	<	<
Asian	362	47	425	64	432	81
Black	302	39	337	40	330	33
Hispanic	351	84	377	77	336	77
Native Hawaiian	<	<	<	<	<	<
White	876	149	951	144	945	148
Multiple Races	146	34	163	26	156	27
Students with Disabilities	212	46	234	52	210	46
Economically Disadvantaged	462	146	536	158	487	146
English Learners	176	47	203	42	216	51
Homeless	9	6	13	7	13	12
< = 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

School

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 also 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 school-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	School	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	School	435	206	4	2	4	1
	Division	3560	3399	84	31	225	30
	State	52034	41739	1845	730	4758	1126
Female	School	221	95	3	2	1	0
	Division	1926	1507	35	12	74	9
	State	28171	18456	601	259	1860	459
Male	School	214	111	1	0	3	1
	Division	1634	1892	49	19	151	21
	State	23863	23283	1244	471	2895	667
American Indian	School	<	<	<	<	0	<
	Division	6	4	0	0	1	1
	State	119	111	4	1	10	3
Asian	School	100	28	0	0	0	0
	Division	518	288	9	0	4	1
	State	6565	1702	100	12	90	43
Black	School	55	31	1	0	1	0
	Division	730	639	16	5	13	9
	State	8816	10967	559	141	985	452
Hispanic	School	62	38	1	1	3	0
	Division	983	1597	40	18	193	11
	State	7967	9910	285	155	2363	212
Native Hawaiian	School	<	<	<	<	0	<
	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	School	181	90	2	1	0	1
	Division	1108	701	11	6	9	4
	State	25115	16553	775	367	1100	357
Multiple Races	School	35	18	0	0	0	0
	Division	210	168	8	2	5	4
	State	3368	2437	118	53	207	58
Students with Disabilities	School	8	51	4	0	1	0
	Division	83	642	84	5	29	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	School	72	90	1	1	1	0
	Division	792	1419	47	12	88	14
	State	12337	20894	1052	439	2243	735
English Learners	School	23	40	0	0	2	0
	Division	235	972	42	6	173	1
	State	2260	6522	300	53	1921	83
Homeless	School	2	10	0	0	0	0
	Division	12	56	2	0	4	1
	State	229	849	47	22	208	62
Military Connected	School	12	3	1	0	0	0
	Division	177	105	3	0	1	1
	State	2682	1575	51	17	40	19
Foster Care	School	<	<	<	<	0	<
	Division	0	9	0	0	2	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	652	645	99	647	99	4	1
Female	322	319	99	321	100	1	0
Male	330	326	99	326	99	3	1
American Indian	<	<	100	<	100	0	0
Asian	128	128	100	128	100	0	0
Black	88	87	99	87	99	1	1
Hispanic	105	101	96	102	97	3	3
Native Hawaiian	<	<	100	<	100	0	0
White	275	273	99	274	100	0	0
Multiple Races	53	53	100	53	100	0	0
Students with Disabilities	64	63	98	63	98	1	2
Economically Disadvantaged	165	163	99	164	99	1	1
English Learners	65	63	97	63	97	2	3
Homeless	12	12	100	12	100	0	0
Military Connected	16	16	100	16	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	966 / 39.93%	1,130 / 42.93%	1,232 / 47.44%
Advanced Placement Course Enrollment	1,027 / 42.46%	1,243 / 47.23%	1,306 / 50.29%
Dual Enrollment	21 / .87%	166 / 6.31%	137 / 5.28%
Governor's School Enrollment	7 / .29%	21 / .8%	27 / 1.04%
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	School	223	160	28
	Division	6,297	4,429	30
	State	87,995	56,397	36
Female	School	120	95	21
	Division	3,185	2,408	24
	State	43,825	30,968	29
Male	School	103	65	37
	Division	3,111	2,021	35
	State	44,068	25,387	42
American Indian	School	<	<	100
	Division	12	<	100
	State	230	127	45
Asian	School	35	29	17
	Division	654	566	13
	State	7,252	6,271	14
Black	School	41	30	27
	Division	1,326	986	26
	State	18,247	10,591	42
Hispanic	School	38	29	24
	Division	2,095	1,182	44
	State	14,010	7,355	48
Native Hawaiian	School	<	<	100
	Division	18	12	33
	State	157	94	40
White	School	93	64	31
	Division	1,859	1,434	23
	State	43,094	28,736	33
Multiple Races	School	14	<	100
	Division	333	240	28
	State	5,005	3,223	36
Students with Disabilities	School	28	13	54
	Division	584	275	53
	State	8,536	3,616	58
Economically Disadvantaged	School	56	34	39
	Division	2,280	1,406	38
	State	31,680	15,774	50
English Learners	School	24	16	33
	Division	977	485	50
	State	7,379	3,573	52
< = 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
Industry Certification	School	652	1,001	1,263
	Division	6,228	5,849	8,699
	State	101,956	105,973	106,014
Total Credentials Earned	School	652	1,003	1,505
	Division	6,951	6,147	11,598
	State	142,668	150,233	161,359
Students Earning One or More Credentials	School	566	890	1,163
	Division	6,148	5,381	9,324
	State	115,609	120,035	128,298
CTE Completers	School	267	487	401
	Division	4,077	4,336	4,158
	State	48,643	51,371	52,173
NOCTI Assessments	School	-	-	-
	Division	1	-	-
	State	3,577	3,225	3,944
State Licensures	School	-	2	1
	Division	48	63	52
	State	2,069	2,206	2,710
Workplace Readiness	School	-	-	241
	Division	674	235	2,847
	State	35,066	38,829	48,691
Armed Services Vocational Aptitude Battery Examination	School	-	34	42
	Division	17	421	578
	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

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		School	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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	264	709	722
Behaviors related to School Operations	237	284	670
Relationship Behaviors without Physical Harm	63	43	66
Behaviors of a Safety Concern	200	376	94
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	26	33	27
Behaviors used to determine Persistently Dangerous Schools	2	5	4

< = 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	2	0	1
Out-of-School Suspension	95	110	89
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	3	12	10
Bus Suspension	0	0	0

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	27.3	28.4	27.1
< = 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	13.7	14.3	16.7
< = 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	53	52.8	54.5
< = 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

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	20%	77%	2%	1%
2024-2025	22%	76%	2%	0%
2025-2026	22%	75%	3%	0%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	91%	83%	88%
Asian	88%	91%	88%
Black	89%	78%	88%
Hispanic	86%	78%	88%
White	94%	87%	88%
Multiple Races	93%	85%	88%
Economically Disadvantaged	75%	78%	88%
English Learners	50%	74%	88%
Students with Disabilities	69%	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	94%	79%	85%
Asian	98%	90%	85%
Black	88%	73%	85%
Hispanic	94%	73%	85%
White	94%	83%	85%
Multiple Races	98%	81%	85%
Economically Disadvantaged	94%	73%	85%
English Learners	91%	71%	85%
Students with Disabilities	71%	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	88%
Asian	93%
Black	79%
Hispanic	80%
White	90%
Multiple Races	88%
Economically Disadvantaged	74%
English Learners	52%
Students with Disabilities	53%

< = 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	98%	84%	84%
Asian	100%	90%	84%
Black	98%	83%	84%
Hispanic	96%	84%	84%
White	99%	86%	84%
Multiple Races	98%	89%	84%
Economically Disadvantaged	98%	84%	84%
English Learners	98%	84%	84%
Students with Disabilities	92%	84%	84%
Homeless	<	-	-
Foster Care	-	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	44%	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	58	131	44%
English Learner Proficiency	20	155	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.5%	.5%	100%	-	99.7%	.3%
Asian	99.2%	.8%	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	99%	1%	100%	-	97.9%	2.1%
White	99.6%	.4%	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	99.4%	.6%	100%	-	98.6%	1.4%
Not Economically Disadvantaged	99.6%	.4%	100%	-	100%	-
English Learners	98.8%	1.2%	100%	-	97.2%	2.8%
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	99.5%	.5%	100%	-	99.6%	.4%
Female	99.4%	.6%	100%	-	99.4%	.6%
Male	99.7%	.3%	100%	-	100%	-

< = 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