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Fairfax County Public Schools

General school information

Division: Fairfax County Public Schools
Division Number: 29
Address: Gatehouse Adm Ctr 8115 Gatehouse Rd Falls Church, VA 22042
Superintendent: Dr. Michelle C. Reid
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Aldrin ElementaryAccredited
Annandale Terrace ElementaryAccredited
Archer ElementaryAccredited
Armstrong ElementaryAccredited
Bailey's Elementary School for the Arts and SciencesAccredited
Bailey's Upper Elementary School for the Arts and SciencesAccredited
Beech Tree ElementaryAccredited
Belle View ElementaryAccredited
Belvedere ElementaryAccredited
Bonnie Brae ElementaryAccredited
Braddock ElementaryAccredited
Bren Mar Park ElementaryAccredited
Brookfield ElementaryAccredited
Bucknell ElementaryAccredited
Bull Run ElementaryAccredited
Bush Hill ElementaryAccredited
Camelot ElementaryAccredited
Cameron ElementaryAccredited
Canterbury Woods ElementaryAccredited
Cardinal Forest ElementaryAccredited
Centre Ridge ElementaryAccredited
Centreville ElementaryAccredited
Cherry Run ElementaryAccredited
Chesterbrook ElementaryAccredited
Churchill Road ElementaryAccredited
Clearview ElementaryAccredited
Clermont ElementaryAccredited
Coates ElementaryAccredited
Columbia ElementaryAccredited
Colvin Run ElementaryAccredited
Crestwood ElementaryAccredited
Crossfield ElementaryAccredited
Cub Run ElementaryAccredited
Cunningham Park ElementaryAccredited
Daniels Run ElementaryAccredited
Deer Park ElementaryAccredited
Dogwood ElementaryAccredited
Dranesville ElementaryAccredited
Eagle View ElementaryAccredited
Fairfax Villa ElementaryAccredited
Fairhill ElementaryAccredited
Fairview ElementaryAccredited
Flint Hill ElementaryAccredited
Floris ElementaryAccredited
Forest Edge ElementaryAccredited
Forestdale ElementaryAccredited
Forestville ElementaryAccredited
Fort Belvoir ElementaryAccredited
Fort Belvoir Upper ElementaryAccredited
Fort Hunt ElementaryAccredited
Fox Mill ElementaryAccredited
Franconia ElementaryAccredited
Freedom Hill ElementaryAccredited
Garfield ElementaryAccredited
Glen Forest ElementaryAccredited
Graham Road ElementaryAccredited
Great Falls ElementaryAccredited
Greenbriar East ElementaryAccredited
Greenbriar West ElementaryAccredited
Groveton ElementaryAccredited
Gunston ElementaryAccredited
Halley ElementaryAccredited
Haycock ElementaryAccredited
Hayfield ElementaryAccredited
Herndon ElementaryAccredited
Hollin Meadows ElementaryAccredited
Hunt Valley ElementaryAccredited
Hunters Woods Elementary School for the Arts and SciencesAccredited
Hutchison ElementaryAccredited
Hybla Valley ElementaryAccredited
Island Creek ElementaryAccredited
Keene Mill ElementaryAccredited
Kent Gardens ElementaryAccredited
Kings Park ElementaryAccredited
Lake Anne ElementaryAccredited
Lane ElementaryAccredited
Laurel Hill ElementaryAccredited
Laurel Ridge ElementaryAccredited
Lees Corner ElementaryAccredited
Lemon Road ElementaryAccredited
Little Run ElementaryAccredited
London Towne ElementaryAccredited
Lorton Station ElementaryAccredited
Lynbrook ElementaryAccredited
Mantua ElementaryAccredited
Marshall Road ElementaryAccredited
Mason Crest ElementaryAccredited
McNair ElementaryAccredited
McNair Upper ElementaryAccredited
Mosaic ElementaryAccredited
Mount Eagle ElementaryAccredited
Mount Vernon Woods ElementaryAccredited
Navy ElementaryAccredited
Newington Forest ElementaryAccredited
North Springfield ElementaryAccredited
Oak Hill ElementaryAccredited
Oak View ElementaryAccredited
Oakton ElementaryAccredited
Olde Creek ElementaryAccredited
Orange Hunt ElementaryAccredited
Parklawn ElementaryAccredited
Pine Spring ElementaryAccredited
Poplar Tree ElementaryAccredited
Powell ElementaryAccredited
Providence ElementaryAccredited
Ravensworth ElementaryAccredited
Riverside ElementaryAccredited
Rolling Valley ElementaryAccredited
Rose Hill ElementaryAccredited
Sangster ElementaryAccredited
Saratoga ElementaryAccredited
Sherman ElementaryAccredited
Shrevewood ElementaryAccredited
Silverbrook ElementaryAccredited
Sleepy Hollow ElementaryAccredited
Spring Hill ElementaryAccredited
Springfield Estates ElementaryAccredited
Stenwood ElementaryAccredited
Stratford Landing ElementaryAccredited
Sunrise Valley ElementaryAccredited
Terra Centre ElementaryAccredited
Terraset ElementaryAccredited
Timber Lane ElementaryAccredited
Union Mill ElementaryAccredited
Vienna ElementaryAccredited
Virginia Run ElementaryAccredited
Wakefield Forest ElementaryAccredited
Waples Mill ElementaryAccredited
Washington Mill ElementaryAccredited
Waynewood ElementaryAccredited
West Springfield ElementaryAccredited
Westbriar ElementaryAccredited
Westgate ElementaryAccredited
Westlawn ElementaryAccredited
Weyanoke ElementaryAccredited
White Oaks ElementaryAccredited
Willow Springs ElementaryAccredited
Wolftrap ElementaryAccredited
Woodburn ElementaryAccredited
Woodlawn ElementaryAccredited
Woodley Hills ElementaryAccredited
Middle Schools
Carson MiddleAccredited
Cooper MiddleAccredited
Franklin MiddleAccredited
Frost MiddleAccredited
Glasgow MiddleAccredited
Herndon MiddleAccredited
Holmes MiddleAccredited
Hughes MiddleAccredited
Irving MiddleAccredited
Jackson MiddleAccredited
Johnson MiddleAccredited
Key MiddleAccredited
Kilmer MiddleAccredited
Kings Glen ElementaryAccredited
Liberty MiddleAccredited
Longfellow MiddleAccredited
Poe MiddleAccredited
Rocky Run MiddleAccredited
Sandburg MiddleAccredited with Conditions
South County MiddleAccredited
Stone MiddleAccredited
Thoreau MiddleAccredited
Twain MiddleAccredited
Whitman MiddleAccredited with Conditions
High Schools
Annandale HighAccredited
Bryant HighAccredited Alternative Accreditation Plan
Centreville HighAccredited
Chantilly HighAccredited
Edison HighAccredited
Fairfax County Adult HighAccredited Alternative Accreditation Plan
Fairfax HighAccredited
Falls Church HighAccredited
Hayfield SecondaryAccredited
Herndon HighAccredited
Justice HighAccredited with Conditions
Lake Braddock SecondaryAccredited
Langley HighAccredited
Lewis HighAccredited
Madison HighAccredited
Marshall HighAccredited
McLean HighAccredited
Mount Vernon HighAccredited
Mountain View HighAccredited Alternative Accreditation Plan
Oakton HighAccredited
Robinson SecondaryAccredited
South County HighAccredited
South Lakes HighAccredited
Thomas Jefferson High for Science and TechnologyAccredited
West Potomac HighAccredited
West Springfield HighAccredited
Westfield HighAccredited
Woodson HighAccredited
Other Schools
Key CenterAccredited
Kilmer CenterAccredited

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 57 79 21 22 56 78 22 21 57 78 22
Female 24 57 81 19 24 56 80 20 22 57 80 20
Male 20 57 77 23 20 56 76 24 19 57 76 24
American Indian 12 61 73 27 19 53 72 28 15 49 63 37
Asian 32 57 89 11 32 56 88 12 30 58 88 12
Black 12 60 72 28 12 59 71 29 11 61 72 28
Hispanic 8 49 56 44 8 48 55 45 7 48 55 45
Native Hawaiian 15 65 80 20 18 58 76 24 15 66 81 19
White 28 61 89 11 28 61 89 11 27 62 89 11
Multiple Races 30 60 90 10 29 59 89 11 29 60 89 11
Students with Disabilities 8 44 52 48 8 44 51 49 7 44 51 49
Students without Disabilities 24 60 84 16 25 58 83 17 23 60 83 17
Economically Disadvantaged 6 51 57 43 6 50 56 44 6 51 57 43
Not Economically Disadvantaged 29 60 89 11 29 59 88 12 28 60 88 12
English Learners 1 30 32 68 1 30 31 69 1 30 31 69
Homeless 3 33 36 64 3 34 37 63 2 34 36 64
Military Connected 27 63 90 10 25 63 88 12 24 64 89 11
Foster Care 5 55 60 40 1 47 49 51 8 43 51 49
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28 16 54 70 30 15 55 70 30
Female 16 58 75 25 18 55 73 27 17 55 72 28
Male 13 56 69 31 14 53 66 34 13 54 67 33
American Indian 6 55 61 39 10 41 51 49 3 29 31 69
Asian 21 62 83 17 22 59 81 19 21 62 83 17
Black 9 55 64 36 11 51 62 38 8 51 59 41
Hispanic 5 41 46 54 5 38 43 57 4 39 43 57
Native Hawaiian 18 64 82 18 17 42 58 42 7 57 64 36
White 19 65 84 16 20 63 83 17 20 63 83 17
Multiple Races 21 65 86 14 23 60 83 17 24 62 85 15
Students with Disabilities 6 42 48 52 6 40 46 54 6 41 47 53
Students without Disabilities 16 60 76 24 18 57 74 26 17 58 74 26
Economically Disadvantaged 3 42 46 54 4 40 43 57 3 41 44 56
Not Economically Disadvantaged 20 64 84 16 22 61 82 18 21 61 82 18
English Learners 2 38 39 61 1 36 37 63 1 32 33 67
Homeless 1 25 26 74 2 18 20 80 - 30 30 70
Military Connected 18 65 83 17 19 63 82 18 19 63 81 19
Foster Care < < < < < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 55 77 23 22 54 76 24 20 55 75 25
Female 24 54 78 22 25 53 78 22 22 55 77 23
Male 18 57 75 25 19 55 75 25 18 54 72 28
American Indian 10 59 69 31 16 55 71 29 13 38 50 50
Asian 30 58 88 12 31 55 86 14 27 58 85 15
Black 12 58 70 30 13 58 71 29 12 57 68 32
Hispanic 7 45 52 48 7 45 52 48 7 43 50 50
Native Hawaiian - 58 58 42 9 73 82 18 - 69 69 31
White 28 60 88 12 28 60 88 12 26 60 87 13
Multiple Races 29 59 88 12 31 57 88 12 30 58 88 12
Students with Disabilities 9 45 54 46 10 43 52 48 9 42 51 49
Students without Disabilities 24 58 81 19 24 57 81 19 22 58 80 20
Economically Disadvantaged 5 47 52 48 6 48 53 47 5 46 51 49
Not Economically Disadvantaged 29 60 88 12 30 58 87 13 27 59 86 14
English Learners 2 41 43 57 2 40 42 58 2 38 40 60
Homeless 3 36 39 61 3 34 37 63 1 28 29 71
Military Connected 29 59 88 12 27 61 88 12 25 62 87 13
Foster Care < < < < < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 62 77 23 15 61 76 24 15 60 75 25
Female 17 63 80 20 17 61 78 22 17 61 77 23
Male 13 61 75 25 13 61 74 26 14 60 74 26
American Indian 13 53 65 35 14 48 62 38 8 44 51 49
Asian 21 67 88 12 23 64 88 12 22 64 86 14
Black 8 60 69 31 8 61 69 31 7 61 69 31
Hispanic 5 49 53 47 5 47 52 48 4 46 51 49
Native Hawaiian 5 81 86 14 10 50 60 40 21 64 86 14
White 20 68 88 12 18 68 86 14 21 67 87 13
Multiple Races 23 67 90 10 20 65 85 15 21 68 89 11
Students with Disabilities 5 45 50 50 6 44 49 51 5 44 49 51
Students without Disabilities 17 65 83 17 17 64 81 19 17 64 81 19
Economically Disadvantaged 3 51 54 46 4 48 52 48 4 48 52 48
Not Economically Disadvantaged 20 67 88 12 20 67 87 13 21 66 86 14
English Learners - 32 32 68 1 29 29 71 - 27 27 73
Homeless 2 33 34 66 - 32 32 68 - 33 33 67
Military Connected 20 70 90 10 18 68 86 14 18 70 88 12
Foster Care - 64 64 36 < < < < < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 56 81 19 23 55 79 21 23 56 78 22
Female 27 55 82 18 25 56 81 19 25 56 81 19
Male 23 56 79 21 22 54 76 24 21 56 76 24
American Indian 15 56 70 30 21 52 74 26 18 56 74 26
Asian 37 53 90 10 36 53 89 11 35 55 90 10
Black 13 60 73 27 11 59 70 30 12 62 74 26
Hispanic 9 50 59 41 8 48 56 44 8 47 55 45
Native Hawaiian 6 63 69 31 15 70 85 15 23 46 69 31
White 31 60 91 9 30 60 90 10 29 60 89 11
Multiple Races 34 57 91 9 33 57 90 10 32 58 90 10
Students with Disabilities 10 44 54 46 8 43 51 49 8 43 51 49
Students without Disabilities 28 58 86 14 27 57 84 16 26 58 84 16
Economically Disadvantaged 7 52 59 41 6 49 56 44 6 51 57 43
Not Economically Disadvantaged 34 57 91 9 31 58 89 11 31 58 88 12
English Learners 1 24 25 75 1 25 26 74 1 24 25 75
Homeless 3 39 42 58 3 31 35 65 4 35 38 62
Military Connected 27 65 92 8 25 63 89 11 30 60 90 10
Foster Care 10 70 80 20 - 67 67 33 < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 60 79 21 18 60 79 21 17 61 78 22
Female 20 61 81 19 21 60 81 19 19 61 80 20
Male 17 60 77 23 16 61 77 23 15 62 76 24
American Indian 7 74 81 19 23 62 85 15 6 63 69 31
Asian 28 62 89 11 28 61 89 11 25 64 89 11
Black 10 62 72 28 9 63 72 28 7 64 71 29
Hispanic 6 51 57 43 6 50 56 44 5 50 55 45
Native Hawaiian 23 64 86 14 13 67 80 20 5 86 90 10
White 25 65 90 10 24 66 90 10 22 67 89 11
Multiple Races 26 65 91 9 24 64 88 12 25 64 89 11
Students with Disabilities 6 42 48 52 6 44 50 50 6 43 49 51
Students without Disabilities 21 64 85 15 21 63 84 16 19 65 84 16
Economically Disadvantaged 4 53 58 42 5 53 57 43 4 53 57 43
Not Economically Disadvantaged 26 64 89 11 25 64 89 11 23 65 88 12
English Learners 1 18 19 81 1 21 22 78 1 26 27 73
Homeless 1 36 37 63 1 42 43 57 3 29 32 68
Military Connected 25 66 91 9 21 68 89 11 18 70 89 11
Foster Care - 77 77 23 - 36 36 64 - 43 43 57
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 60 79 21 18 59 77 23 18 61 79 21
Female 22 60 82 18 20 59 79 21 20 60 80 20
Male 16 61 76 24 17 58 75 25 16 61 78 22
American Indian 15 65 80 20 15 68 83 18 16 63 78 22
Asian 30 61 91 9 27 62 89 11 29 61 89 11
Black 8 62 70 30 9 60 69 31 9 64 73 27
Hispanic 6 52 58 42 6 48 54 46 6 50 56 44
Native Hawaiian 17 57 74 26 18 50 68 32 12 71 82 18
White 24 66 89 11 25 63 88 12 22 68 89 11
Multiple Races 26 64 90 10 24 65 89 11 27 62 89 11
Students with Disabilities 6 38 44 56 5 40 45 55 5 45 50 50
Students without Disabilities 21 64 85 15 21 62 83 17 20 64 84 16
Economically Disadvantaged 5 53 59 41 5 51 56 44 5 54 58 42
Not Economically Disadvantaged 25 64 89 11 25 62 87 13 24 64 88 12
English Learners 1 19 20 80 - 18 18 82 - 23 23 77
Homeless 3 25 28 72 1 35 36 64 1 36 37 63
Military Connected 23 66 88 12 23 66 89 11 21 69 90 10
Foster Care - 44 44 56 - 56 56 44 - 47 47 53
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 87 13 39 50 89 11 35 52 87 13
Female 39 49 88 12 40 50 90 10 37 52 89 11
Male 36 50 86 14 37 50 88 12 33 53 86 14
American Indian 23 59 82 18 34 54 88 12 43 50 93 8
Asian 51 42 93 7 52 42 94 6 47 47 94 6
Black 22 63 85 15 22 63 85 15 22 64 86 14
Hispanic 15 53 68 32 16 58 74 26 15 56 71 29
Native Hawaiian 30 65 95 5 30 57 87 13 35 59 94 6
White 48 48 96 4 49 47 96 4 45 50 95 5
Multiple Races 52 44 96 4 50 46 97 3 48 47 95 5
Students with Disabilities 13 52 65 35 14 52 66 34 11 54 65 35
Students without Disabilities 41 49 90 10 42 50 92 8 38 52 91 9
Economically Disadvantaged 14 56 69 31 16 61 76 24 14 61 75 25
Not Economically Disadvantaged 48 46 95 5 48 46 94 6 44 49 93 7
English Learners 2 22 24 76 2 29 31 69 1 33 34 66
Homeless 9 42 51 49 8 52 61 39 7 53 60 40
Military Connected 48 47 95 5 48 48 95 5 42 54 96 4
Foster Care 7 43 50 50 - 47 47 53 23 38 62 38
< = 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 46 78 22 10 48 57 43 9 19 28 72
Female 34 47 81 19 9 52 61 39 16 21 37 63
Male 31 45 76 24 10 44 55 45 6 18 24 76
American Indian < < 100 0 < < 100 0
Asian 46 44 91 9 25 55 80 20 < < < <
Black 20 50 70 30 - 45 45 55 - 25 25 75
Hispanic 13 41 54 46 3 39 42 58 8 15 23 77
White 43 48 91 9 19 61 80 20 10 17 28 72
Multiple Races 46 48 94 6 12 59 71 29 < < < <
Students with Disabilities 10 37 47 53 4 25 29 71 3 14 17 83
Students without Disabilities 36 47 83 17 12 56 68 32 21 29 50 50
Economically Disadvantaged 13 45 58 42 4 43 47 53 6 14 20 80
Not Economically Disadvantaged 43 46 89 11 17 53 70 30 11 23 34 66
English Learners - 12 12 88 - 11 11 89 - 6 6 94
Homeless 13 19 31 69 < < < < < < < <
Military Connected 44 46 91 9 < < < < < < < <
Foster Care < < < < < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 46 78 22 10 48 57 43 9 19 28 72
Female 34 47 81 19 9 52 61 39 16 21 37 63
Male 31 45 76 24 10 44 55 45 6 18 24 76
American Indian < < 100 0 < < 100 0
Asian 46 44 91 9 25 55 80 20 < < < <
Black 20 50 70 30 - 45 45 55 - 25 25 75
Hispanic 13 41 54 46 3 39 42 58 8 15 23 77
White 43 48 91 9 19 61 80 20 10 17 28 72
Multiple Races 46 48 94 6 12 59 71 29 < < < <
Students with Disabilities 10 37 47 53 4 25 29 71 3 14 17 83
Students without Disabilities 36 47 83 17 12 56 68 32 21 29 50 50
Economically Disadvantaged 13 45 58 42 4 43 47 53 6 14 20 80
Not Economically Disadvantaged 43 46 89 11 17 53 70 30 11 23 34 66
English Learners - 12 12 88 - 11 11 89 - 6 6 94
Homeless 13 19 31 69 < < < < < < < <
Military Connected 44 46 91 9 < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 74 26 17 58 75 25 17 59 76 24
Female 15 59 74 26 16 59 75 25 15 60 75 25
Male 18 57 75 25 18 57 75 25 18 58 76 24
American Indian 12 59 71 29 11 57 67 33 11 53 63 37
Asian 34 55 89 11 34 55 89 11 33 56 89 11
Black 7 56 63 37 7 57 64 36 7 59 66 34
Hispanic 4 48 52 48 5 49 53 47 4 50 55 45
Native Hawaiian 10 64 74 26 10 68 77 23 8 69 77 23
White 19 66 85 15 20 66 86 14 20 67 87 13
Multiple Races 22 63 85 15 23 62 85 15 23 64 87 13
Students with Disabilities 5 41 47 53 5 43 48 52 5 44 50 50
Students without Disabilities 19 61 79 21 19 61 80 20 19 62 81 19
Economically Disadvantaged 4 48 53 47 4 50 55 45 5 52 56 44
Not Economically Disadvantaged 22 62 85 15 23 62 85 15 23 63 86 14
English Learners 2 35 37 63 2 39 41 59 2 40 42 58
Homeless 1 27 28 72 1 32 33 67 1 31 33 67
Military Connected 16 67 83 17 16 67 84 16 16 69 85 15
Foster Care 3 49 52 48 1 45 46 54 1 42 43 57
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 16 55 71 29 16 55 71 29
Female 13 57 69 31 14 56 70 30 14 55 69 31
Male 16 57 72 28 18 54 72 28 19 54 73 27
American Indian 6 50 56 44 6 43 49 51 8 28 36 64
Asian 27 57 85 15 29 56 84 16 28 59 87 13
Black 7 53 60 40 8 51 59 41 7 52 59 41
Hispanic 3 42 45 55 4 42 47 53 4 42 46 54
Native Hawaiian 9 64 73 27 - 58 58 42 13 47 60 40
White 18 66 84 16 20 64 83 17 21 63 84 16
Multiple Races 18 66 84 16 23 61 84 16 25 60 85 15
Students with Disabilities 6 42 48 52 6 41 47 53 7 41 48 52
Students without Disabilities 16 59 75 25 18 58 76 24 18 58 76 24
Economically Disadvantaged 3 43 46 54 3 44 47 53 4 44 48 52
Not Economically Disadvantaged 20 63 83 17 22 61 83 17 23 60 83 17
English Learners 2 39 41 59 2 41 44 56 2 39 42 58
Homeless 1 21 22 78 1 18 19 81 - 19 19 81
Military Connected 13 67 80 20 17 65 82 18 17 64 81 19
Foster Care < < < < < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 52 72 28 21 53 74 26 20 53 74 26
Female 18 52 70 30 17 55 72 28 17 55 73 27
Male 22 52 74 26 24 51 75 25 24 51 75 25
American Indian 13 47 60 40 6 50 56 44 12 40 52 48
Asian 37 51 88 12 37 50 87 13 36 50 86 14
Black 8 50 58 42 10 52 62 38 10 53 63 37
Hispanic 5 42 47 53 6 43 49 51 6 45 51 49
Native Hawaiian 17 67 83 17 8 50 58 42 - 79 79 21
White 23 61 84 16 25 61 87 13 25 60 85 15
Multiple Races 28 53 81 19 27 58 85 15 29 56 85 15
Students with Disabilities 8 40 47 53 8 40 47 53 7 40 48 52
Students without Disabilities 22 54 77 23 23 56 79 21 23 56 79 21
Economically Disadvantaged 4 42 47 53 5 45 50 50 5 46 51 49
Not Economically Disadvantaged 27 57 84 16 28 57 85 15 28 57 85 15
English Learners 3 38 41 59 2 41 43 57 3 41 44 56
Homeless 2 18 20 80 - 30 30 70 2 17 19 81
Military Connected 22 60 82 18 21 63 83 17 21 63 84 16
Foster Care < < < < < < < < < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 55 61 39 6 57 63 37 6 56 62 38
Female 5 57 62 38 5 57 62 38 5 56 61 39
Male 7 53 61 39 6 57 64 36 6 56 62 38
American Indian - 50 50 50 - 48 48 52 - 58 58 42
Asian 11 66 77 23 13 67 80 20 11 65 76 24
Black 2 47 50 50 3 48 51 49 2 50 52 48
Hispanic 2 38 40 60 1 42 43 57 1 39 41 59
Native Hawaiian 6 71 76 24 < < < < - 60 60 40
White 8 68 76 24 7 69 77 23 8 70 78 22
Multiple Races 11 66 77 23 9 63 71 29 10 67 78 22
Students with Disabilities 3 36 39 61 3 38 41 59 3 38 41 59
Students without Disabilities 7 60 67 33 7 62 69 31 6 61 68 32
Economically Disadvantaged 2 39 41 59 1 44 45 55 1 41 43 57
Not Economically Disadvantaged 8 66 74 26 9 66 75 25 8 67 75 25
English Learners 1 29 30 70 1 33 34 66 1 30 31 69
Homeless - 20 20 80 - 24 24 76 - 30 30 70
Military Connected 9 69 77 23 8 69 77 23 7 72 79 21
Foster Care < < < < < < < < < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 17 59 75 25 17 60 76 24
Female 14 60 74 26 15 60 75 25 15 61 75 25
Male 18 57 76 24 19 57 76 24 19 59 77 23
American Indian 29 43 71 29 13 51 64 36 10 52 62 38
Asian 33 56 89 11 34 56 90 10 34 56 90 10
Black 6 58 65 35 7 58 65 35 7 61 67 33
Hispanic 5 48 52 48 5 48 53 47 4 49 53 47
Native Hawaiian - 71 71 29 10 80 90 10 29 57 86 14
White 18 68 86 14 19 67 86 14 20 68 88 12
Multiple Races 23 63 86 14 22 66 87 13 20 68 88 12
Students with Disabilities 6 42 48 52 6 43 49 51 5 45 50 50
Students without Disabilities 18 62 81 19 19 62 81 19 19 63 82 18
Economically Disadvantaged 4 48 52 48 5 49 54 46 5 51 56 44
Not Economically Disadvantaged 22 64 86 14 23 63 86 14 23 64 86 14
English Learners 2 29 31 69 2 31 33 67 1 33 34 66
Homeless 1 25 25 75 1 26 27 73 2 21 24 76
Military Connected 17 69 86 14 15 68 83 17 15 71 87 13
Foster Care - 45 45 55 - 50 50 50 < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 49 69 31 21 51 72 28 20 51 71 29
Female 19 50 69 31 18 53 71 29 19 53 72 28
Male 22 47 69 31 23 49 72 28 21 49 70 30
American Indian 11 71 83 17 25 45 70 30 18 40 58 42
Asian 42 45 86 14 44 44 88 12 42 45 88 12
Black 7 49 56 44 7 51 58 42 8 50 58 42
Hispanic 5 39 44 56 5 41 46 54 5 41 46 54
Native Hawaiian - 53 53 47 8 75 83 17 - 85 85 15
White 24 58 82 18 24 61 85 15 23 61 85 15
Multiple Races 28 55 84 16 27 56 84 16 27 56 84 16
Students with Disabilities 5 34 40 60 6 36 42 58 6 36 42 58
Students without Disabilities 23 52 75 25 24 54 78 22 23 54 77 23
Economically Disadvantaged 5 40 45 55 5 43 48 52 5 42 47 53
Not Economically Disadvantaged 28 53 81 19 29 55 84 16 28 56 84 16
English Learners 1 18 19 81 1 24 25 75 1 25 26 74
Homeless 1 14 15 85 1 27 28 72 2 24 26 74
Military Connected 19 61 80 20 19 64 82 18 21 62 83 17
Foster Care - 50 50 50 - 45 45 55 - 21 21 79
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 66 34 8 56 64 36 9 59 68 32
Female 10 58 68 32 9 57 66 34 10 58 68 32
Male 9 56 65 35 7 55 63 37 8 59 67 33
American Indian 12 61 73 27 4 71 75 25 - 68 68 32
Asian 19 65 84 16 16 65 81 19 16 66 82 18
Black 4 50 54 46 4 50 54 46 3 57 60 40
Hispanic 2 42 45 55 2 38 40 60 3 40 43 57
Native Hawaiian 11 53 63 37 7 71 79 21 8 62 69 31
White 13 67 79 21 11 68 79 21 12 70 83 17
Multiple Races 14 67 81 19 12 69 81 19 13 68 81 19
Students with Disabilities 2 32 35 65 2 34 36 64 2 34 37 63
Students without Disabilities 11 62 73 27 10 61 71 29 10 64 74 26
Economically Disadvantaged 2 43 45 55 2 40 43 57 3 43 46 54
Not Economically Disadvantaged 14 65 78 22 12 66 77 23 12 68 80 20
English Learners - 22 23 77 1 19 20 80 1 24 25 75
Homeless 2 20 22 78 - 19 19 81 - 22 22 78
Military Connected 11 66 77 23 8 71 78 22 9 74 82 18
Foster Care 8 46 54 46 - 38 38 63 - 50 50 50
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 68 86 14 18 69 87 13 18 72 89 11
Female 18 69 87 13 19 69 88 12 18 72 90 10
Male 17 67 84 16 17 69 86 14 18 71 89 11
American Indian 17 71 88 13 15 69 83 17 17 73 90 10
Asian 39 56 95 5 39 57 96 4 37 60 96 4
Black 7 72 79 21 8 73 81 19 9 75 84 16
Hispanic 5 70 75 25 5 72 77 23 5 76 81 19
Native Hawaiian 24 62 86 14 17 63 79 21 4 85 89 11
White 20 71 92 8 21 72 93 7 21 73 94 6
Multiple Races 22 67 89 11 24 67 91 9 23 72 94 6
Students with Disabilities 4 61 65 35 4 67 71 29 6 69 75 25
Students without Disabilities 20 69 89 11 20 69 90 10 20 72 92 8
Economically Disadvantaged 6 70 75 25 6 72 78 22 6 76 81 19
Not Economically Disadvantaged 24 67 91 9 25 67 92 8 25 69 94 6
English Learners 1 64 65 35 2 71 72 28 2 74 76 24
Homeless - 63 63 37 1 69 70 30 3 66 69 31
Military Connected 18 73 92 8 18 74 91 9 17 77 95 5
Foster Care - 54 54 46 4 59 63 37 - 62 62 38
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 67 90 10 23 61 84 16 20 67 87 13
Female 23 68 90 10 22 63 85 15 18 69 87 13
Male 24 66 90 10 24 60 84 16 21 65 86 14
American Indian 13 74 87 13 15 73 88 12 8 76 84 16
Asian 40 56 96 4 40 54 94 6 34 61 95 5
Black 10 69 79 21 7 59 66 34 7 68 74 26
Hispanic 8 66 75 25 8 56 64 36 7 61 68 32
Native Hawaiian 13 67 80 20 20 60 80 20 6 69 75 25
White 20 73 94 6 23 68 91 9 19 73 92 8
Multiple Races 27 67 94 6 26 63 88 12 25 67 92 8
Students with Disabilities 11 50 61 39 8 38 46 54 9 42 51 49
Students without Disabilities 24 68 92 8 24 63 87 13 20 69 89 11
Economically Disadvantaged 9 66 75 25 8 56 64 36 7 61 68 32
Not Economically Disadvantaged 26 67 93 7 28 63 90 10 23 69 92 8
English Learners 3 27 30 70 2 25 27 73 2 30 32 68
Homeless - 43 43 57 3 34 38 62 4 32 36 64
Military Connected 19 73 92 8 22 69 91 9 18 71 90 10
Foster Care < < < < - 30 30 70 7 29 36 64
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 56 91 9 39 52 91 9 42 49 91 9
Female 32 57 89 11 38 52 90 10 42 48 90 10
Male 37 55 92 8 39 53 92 8 42 49 91 9
American Indian < < < < < < 100 0 < < 100 0
Asian 51 45 96 4 54 44 98 2 56 41 97 3
Black 12 67 79 21 14 65 80 20 18 57 74 26
Hispanic 18 61 79 21 19 54 73 27 24 47 71 29
Native Hawaiian < < 100 0 < < < < < < 100 0
White 26 64 90 10 32 59 90 10 35 55 90 10
Multiple Races 32 59 91 9 36 56 92 8 38 52 91 9
Students with Disabilities 30 51 80 20 26 33 59 41 18 46 63 37
Students without Disabilities 35 56 91 9 39 53 92 8 43 49 92 8
Economically Disadvantaged 20 60 79 21 19 57 76 24 25 47 72 28
Not Economically Disadvantaged 37 55 92 8 41 52 93 7 44 49 93 7
English Learners 8 61 69 31 8 52 61 39 4 49 53 47
Homeless < < < < < < < <
Military Connected 15 69 84 16 19 65 84 16 27 61 87 13
Foster Care < < < <
< = 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28 15 57 72 28 14 59 73 27
Female 13 58 71 29 14 57 71 29 13 59 72 28
Male 16 56 72 28 16 56 73 27 16 58 74 26
American Indian 13 54 67 33 13 59 72 28 15 59 74 26
Asian 25 61 86 14 27 60 87 13 24 63 87 13
Black 5 53 58 42 6 54 60 40 5 57 63 37
Hispanic 4 43 47 53 4 44 48 52 4 46 49 51
Native Hawaiian 7 62 69 31 13 62 75 25 5 68 73 27
White 19 66 84 16 20 65 85 15 19 66 86 14
Multiple Races 22 63 84 16 22 63 85 15 22 65 86 14
Students with Disabilities 6 35 41 59 6 37 42 58 5 40 45 55
Students without Disabilities 16 61 77 23 17 60 77 23 16 62 78 22
Economically Disadvantaged 4 43 47 53 4 46 49 51 3 48 51 49
Not Economically Disadvantaged 20 63 84 16 21 62 83 17 20 64 84 16
English Learners 1 20 21 79 1 25 26 74 1 28 29 71
Homeless 2 22 24 76 1 28 28 72 - 30 30 70
Military Connected 17 68 84 16 19 66 85 15 17 70 87 13
Foster Care 4 38 41 59 - 39 39 61 3 52 55 45
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 50 67 33 19 51 71 29 22 49 71 29
Female 15 51 66 34 17 51 69 31 19 50 69 31
Male 19 49 69 31 21 52 72 28 25 48 72 28
American Indian 14 48 62 38 13 42 55 45 25 30 55 45
Asian 28 54 82 18 30 55 85 15 33 50 83 17
Black 7 45 52 48 10 51 61 39 12 49 61 39
Hispanic 5 37 42 58 6 40 46 54 7 40 46 54
Native Hawaiian 10 57 67 33 - 80 80 20 7 64 71 29
White 22 58 80 20 24 58 82 18 29 55 83 17
Multiple Races 25 57 82 18 28 53 81 19 32 54 86 14
Students with Disabilities 7 33 40 60 9 35 43 57 9 34 43 57
Students without Disabilities 19 54 73 27 21 55 76 24 24 52 76 24
Economically Disadvantaged 5 36 41 59 5 41 47 53 6 40 46 54
Not Economically Disadvantaged 23 57 80 20 26 56 82 18 29 53 83 17
English Learners 1 22 23 77 1 27 28 72 1 25 26 74
Homeless 1 14 15 85 - 24 24 76 - 24 24 76
Military Connected 19 62 82 18 26 57 83 17 28 58 85 15
Foster Care - 55 55 45 < < < < < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 12 58 70 30 12 61 73 27
Female 9 62 71 29 10 58 68 32 10 61 72 28
Male 11 60 70 30 14 58 72 28 14 60 74 26
American Indian 9 47 56 44 10 66 76 24 12 67 79 21
Asian 19 67 87 13 21 64 85 15 21 65 86 14
Black 3 54 57 43 4 53 58 42 4 59 63 37
Hispanic 2 42 45 55 3 42 44 56 3 44 47 53
Native Hawaiian 4 61 65 35 23 50 73 27 6 63 69 31
White 12 71 83 17 15 67 83 17 15 70 86 14
Multiple Races 13 72 85 15 17 68 85 15 17 68 85 15
Students with Disabilities 3 35 38 62 5 33 38 62 4 41 45 55
Students without Disabilities 11 65 76 24 13 62 76 24 14 64 78 22
Economically Disadvantaged 2 44 46 54 2 44 46 54 2 47 49 51
Not Economically Disadvantaged 14 69 83 17 17 65 82 18 17 68 84 16
English Learners - 13 14 86 1 14 15 85 - 20 21 79
Homeless 1 16 17 83 1 21 22 78 - 25 25 75
Military Connected 9 73 82 18 13 71 84 16 12 75 87 13
Foster Care - 50 50 50 - 31 31 69 - 53 53 47
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 60 78 22 17 64 81 19 12 70 83 17
Female 16 63 78 22 17 65 82 18 12 72 84 16
Male 20 58 78 22 17 63 80 20 13 69 82 18
American Indian 15 73 88 13 17 64 81 19 12 74 86 14
Asian 30 60 91 9 31 62 93 7 21 73 94 6
Black 6 61 66 34 7 66 73 27 3 72 75 25
Hispanic 5 50 56 44 5 54 58 42 3 60 63 37
Native Hawaiian 11 68 79 21 11 68 79 21 4 81 85 15
White 23 68 91 9 21 71 92 8 16 77 93 7
Multiple Races 27 62 89 11 22 70 92 8 18 74 92 8
Students with Disabilities 6 40 45 55 5 48 52 48 4 52 56 44
Students without Disabilities 20 63 83 17 19 66 85 15 14 73 87 13
Economically Disadvantaged 4 52 56 44 4 57 62 38 3 63 66 34
Not Economically Disadvantaged 25 65 89 11 23 67 90 10 17 74 91 9
English Learners - 24 24 76 - 35 35 65 1 40 41 59
Homeless 3 43 46 54 1 40 41 59 - 40 40 60
Military Connected 22 67 90 10 21 71 92 8 14 80 94 6
Foster Care 9 30 39 61 - 55 55 45 4 61 64 36
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 2 30 32 68 3 31 33 67
Female 7 48 55 45 2 30 32 68 2 30 33 67
Male 9 54 63 37 3 29 32 68 3 31 34 66
American Indian < < < < < < 100 0 < < < <
Asian 15 63 78 22 5 44 50 50 8 47 55 45
Black 1 35 36 64 1 20 21 79 1 27 27 73
Hispanic 2 34 36 64 1 18 19 81 - 17 18 82
Native Hawaiian < < < < < < < <
White 11 63 74 26 5 48 53 47 6 47 53 47
Multiple Races 16 47 63 37 6 39 45 55 5 51 55 45
Students with Disabilities 3 20 22 78 1 14 15 85 1 14 14 86
Students without Disabilities 9 54 63 37 3 33 36 64 3 34 38 62
Economically Disadvantaged 1 32 33 67 1 19 20 80 1 19 20 80
Not Economically Disadvantaged 12 59 71 29 4 42 46 54 5 44 49 51
English Learners 1 26 27 73 - 19 19 81 1 17 18 82
Homeless < < < < - - - 100 - 14 14 86
Military Connected 10 66 76 24 5 57 62 38 8 61 69 31
Foster Care < < < < < < < < < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 34 35 65 - 38 38 62 - 43 43 57
Female 1 32 33 67 - 34 34 66 1 38 38 62
Male - 35 36 64 - 40 41 59 - 47 47 53
American Indian < < < < < < < < < < 100 0
Asian - 49 49 51 - 50 50 50 2 49 51 49
Black 1 37 38 62 - 35 35 65 - 41 41 59
Hispanic - 19 19 81 - 29 30 70 - 39 39 61
Native Hawaiian < < < < < < < < < < < <
White 1 67 69 31 1 60 60 40 2 54 56 44
Multiple Races < < < < - 59 59 41 - 59 59 41
Students with Disabilities 2 17 19 81 - 21 21 79 - 27 27 73
Students without Disabilities - 39 39 61 1 46 47 53 1 51 52 48
Economically Disadvantaged - 19 19 81 - 32 33 67 - 40 40 60
Not Economically Disadvantaged 1 56 57 43 1 45 46 54 1 49 50 50
English Learners - 19 19 81 - 24 24 76 - 34 34 66
Homeless 5 11 16 84 - 45 45 55 - 38 38 63
Military Connected - 83 83 17 3 66 68 32 5 68 73 27
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 55 77 23 12 49 62 38 1 40 41 59
Female 20 57 77 23 9 53 62 38 1 42 43 57
Male 23 54 77 23 15 46 61 39 1 38 39 61
American Indian < < < < < < < <
Asian 38 54 91 9 24 67 91 9 2 58 60 40
Black 8 56 65 35 5 44 49 51 - 35 35 65
Hispanic 7 44 51 49 3 27 29 71 - 22 23 77
Native Hawaiian < < < < < < < < < < 100 0
White 25 64 88 12 14 65 79 21 2 66 68 32
Multiple Races 32 60 92 8 21 53 74 26 5 53 58 42
Students with Disabilities 5 37 42 58 3 27 30 70 1 20 21 79
Students without Disabilities 24 58 82 18 14 52 66 34 1 45 46 54
Economically Disadvantaged 7 45 52 48 4 34 38 62 - 25 25 75
Not Economically Disadvantaged 28 59 87 13 18 59 77 23 2 56 58 42
English Learners 1 27 28 72 - 13 13 87 - 17 17 83
Homeless 5 32 36 64 - 7 7 93 - 10 10 90
Military Connected 18 69 87 13 15 68 83 17 - 75 75 25
Foster Care < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 52 55 45 4 54 58 42 1 52 53 47
Female 4 52 56 44 3 54 56 44 1 55 56 44
Male 2 51 53 47 6 54 59 41 2 49 50 50
American Indian < < 100 0
Asian 2 61 63 37 3 68 70 30 - 67 67 33
Black - 51 51 49 - 58 58 42 - 41 41 59
Hispanic 2 25 27 73 1 36 37 63 1 33 34 66
Native Hawaiian < < 100 0 < < < < < < 100 0
White 6 71 76 24 8 70 78 22 2 76 78 22
Multiple Races 6 83 89 11 18 59 77 23 < < < <
Students with Disabilities - 24 24 76 - 46 46 54 - 31 31 69
Students without Disabilities 3 56 60 40 5 55 60 40 2 55 56 44
Economically Disadvantaged - 35 35 65 - 44 44 56 - 35 35 65
Not Economically Disadvantaged 4 61 66 34 7 61 68 32 3 65 68 33
English Learners - 25 25 75 - 24 24 76 - 26 26 74
Homeless - 40 40 60 < < < <
Military Connected 8 80 88 12 9 71 80 20 - 88 88 13
Foster Care < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 59 80 20 6 29 35 65 1 36 37 63
Female 20 59 79 21 9 26 35 65 2 34 36 64
Male 22 58 80 20 5 31 36 65 - 38 38 62
American Indian < < < < < < < <
Asian 34 57 91 9 26 46 72 28 - 50 50 50
Black 9 64 73 27 - 17 17 83 - 38 38 63
Hispanic 7 50 56 44 2 14 16 84 - 18 18 82
Native Hawaiian < < 100 0 < < < <
White 27 64 91 9 10 62 71 29 3 57 60 40
Multiple Races 34 60 93 7 - 47 47 53 < < < <
Students with Disabilities 6 41 47 53 - 24 24 76 - 28 28 72
Students without Disabilities 24 61 85 15 8 30 38 62 1 39 40 60
Economically Disadvantaged 7 51 58 42 2 21 22 78 - 24 24 76
Not Economically Disadvantaged 28 62 90 10 12 39 51 49 2 51 53 47
English Learners 1 30 30 70 - 9 9 91 - 6 6 94
Homeless 8 25 33 67 < < < < < < < <
Military Connected 24 70 94 6 17 75 92 8 < < < <
Foster Care < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 47 81 19 20 57 77 23 1 24 24 76
Female 29 50 79 21 13 64 78 22 - 22 22 78
Male 38 45 82 18 26 51 77 23 1 25 26 74
American Indian < < 100 0
Asian 47 49 96 4 27 69 97 3 < < < <
Black 11 31 42 58 11 47 58 42 - 24 24 76
Hispanic 14 29 44 56 5 32 37 63 - 14 14 86
Native Hawaiian < < < < < < 100 0
White 24 58 82 18 22 61 83 17 - 50 50 50
Multiple Races 41 45 86 14 33 52 85 15 < < < <
Students with Disabilities 3 28 31 69 8 14 22 78 2 9 11 89
Students without Disabilities 36 48 84 16 21 60 82 18 - 31 31 69
Economically Disadvantaged 13 24 37 63 9 38 47 53 - 16 16 84
Not Economically Disadvantaged 37 51 88 12 25 64 90 10 2 38 40 60
English Learners 6 18 24 76 - 2 2 98 - 10 10 90
Homeless < < < < < < < <
Military Connected 10 58 68 32 26 58 84 16 < < < <
Foster Care < < < < < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
Division1,2351,2231,602
State4,0064,4606,361
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 2021-20222022-20232023-2024
Pre-kindergarten3,8894,2804,854
Kindergarten12,04211,79511,712
Grade 111,90012,87612,342
Grade 212,62412,24613,229
Grade 312,75912,88112,508
Grade 412,65112,96213,124
Grade 513,12812,88813,190
Grade 613,01313,33913,040
Grade 713,37013,09813,530
Grade 814,21813,61113,245
Grade 914,89915,33114,725
Grade 1014,54915,11815,263
Grade 1114,73714,84415,267
Grade 1214,85614,85814,941
Post Graduate1312
Total Students178,636180,130180,982

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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 2021-20222022-20232023-2024
All Students178636180130180982
Female857598625586813
Male927519363393936
American Indian466494534
Asian344763416133835
Black176381761917685
Hispanic490085056651956
Native Hawaiian224206213
White659486585565379
Multiple Races108761122911380
Students with Disabilities266712783929561
Students without Disabilities151965152291151421
Economically Disadvantaged567086712869728
Not Economically Disadvantaged121928113002111254
English Learners462324765748004
Not English Learners132404132473132978
Migrant215
Homeless727887902
Military Connected116741197512020
Foster Care177162168
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 9219 4614 235 75 567 164
State 50340 39360 1868 906 4434 1716
Female Division 4697 1994 77 31 215 61
State 27397 17331 608 349 1644 700
Male Division 4497 2593 156 44 352 103
State 22883 21948 1258 556 2786 1013
American Indian Division 21 19 0 0 1 0
State 108 117 5 4 10 3
Asian Division 2452 515 37 9 22 15
State 6021 1445 96 16 68 37
Black Division 764 676 35 6 43 26
State 8112 10542 637 224 1119 708
Hispanic Division 1569 1834 83 27 449 99
State 7128 8364 268 133 1854 356
Native Hawaiian Division 11 7 1 1 1 0
State 97 61 3 3 2 2
White Division 3823 1342 71 28 38 21
State 25863 16576 761 464 1211 504
Multiple Races Division 579 221 8 4 13 3
State 3011 2255 98 62 170 106
Students with Disabilities Division 396 1141 235 10 76 15
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 2213 2498 118 27 230 73
State 12777 21116 1106 493 2351 1207
English Learners Division 400 1185 118 11 433 77
State 1583 4218 262 26 1426 145
Homeless Division 20 72 7 2 25 6
State 197 697 48 28 170 78
Military Connected Division 555 280 8 4 8 3
State 2525 1494 44 18 52 31
Foster Care Division 1 15 1 0 5 0
State 22 180 23 11 85 24
< = 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 Students14,87414,0689514,207965674
Female7,0756,768966,823962153
Male7,7457,246947,330953525
American Indian414098409812
Asian3,0503,004993,01699221
Black1,5501,475951,48496433
Hispanic4,0613,486863,5708844911
Native Hawaiian211991209515
White5,3235,236985,26599381
Multiple Races8288089881298132
Students with Disabilities1,8781,772941,79295764
Economically Disadvantaged5,1594,829944,889952305
English Learners2,2401,703761,7727943319
Homeless1329975103782519
Military Connected858843988499981
Foster Care2217771777523
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken15,474 / 26.22%16,822 / 27.97%17,667 / 29.36%
Advanced Placement Course Enrollment16,281 / 27.59%17,566 / 29.21%18,332 / 30.46%
Dual Enrollment4,102 / 6.95%0 / 0%6,795 / 11.29%
Governor's School Enrollment1,915 / 3.24%1,982 / 3.3%2,038 / 3.39%
IB Course Enrollment6,349 / 10.76%6,741 / 11.21%5,845 / 9.71%
Senior Enrolled in IB Program538 / .91%474 / .79%539 / .9%

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

Postsecondary Enrollment

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision13,02410,53119
State87,31757,08135
FemaleDivision6,3875,35716
State43,70531,57728
MaleDivision6,6375,17422
State43,61225,50442
American IndianDivision332427
State23213044
AsianDivision2,9282,61911
State6,7415,86213
BlackDivision1,3541,07321
State18,62410,60143
HispanicDivision2,7091,61640
State12,1106,62245
Native HawaiianDivision13<100
State1329330
WhiteDivision5,3204,62313
State45,09830,84432
Multiple RacesDivision66756715
State4,3802,92933
Students with DisabilitiesDivision1,48997135
State8,1853,54857
Economically DisadvantagedDivision3,2692,18633
State30,33514,98751
English LearnersDivision2,2011,29341
State6,5793,31950
< = 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
2021-20222022-20232023-2024
State LicensuresDivision3145215
 State1,2361,5632,069
Industry CertificationDivision11,5419,58511,542
 State95,688100,255101,956
Workplace ReadinessDivision7,2736,4815,454
 State44,34841,81935,066
Total Credentials EarnedDivision18,84516,11117,211
 State143,862147,481142,668
Students Earning One or More CredentialsDivision16,44314,19315,132
 State115,682117,932115,611
Armed Services Vocational Aptitude Battery ExaminationDivision857874
 State7619621,022
CTE CompletersDivision5,1804,9605,122
 State45,09446,02848,643
NOCTI AssessmentsDivision---
 State2,5903,8443,577

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 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
2019-2020Division$12,005$3,876$627
State$6,770$5,603$867
2020-2021Division$11,918$4,462$1,033
State$6,669$6,185$1,352
2021-2022Division$11,920$4,577$1,970
State$7,134$6,454$1,936
2022-2023Division$13,024$5,038$1,600
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students148,55726,768145,93430,123153,77022,527
Female71,26812,93870,08914,50974,05910,796
Male77,13613,78375,65915,54679,51111,675
American Indian3649537410342694
Asian30,3403,77829,2414,56030,0273,400
Black14,6482,60014,4542,78915,0112,208
Hispanic36,24111,75036,24812,76140,3779,710
Native Hawaiian186371654418725
White57,2207,24355,8138,37657,5886,002
Multiple Races9,5581,2659,6391,49010,1541,088
Students with Disabilities20,4745,81520,2826,47122,3425,346
Economically Disadvantaged42,27314,29842,98715,48958,19813,332
English Learners36,92010,72136,53411,79339,8328,992
Homeless863665770839930766
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 9,256
Relationship Behaviors without Physical Harm 9,507
Behaviors of a Safety Concern 12,695
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 4,591
Behaviors used to determine Persistently Dangerous Schools 89

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.30.30.30.1
Asian19.36.5196.918.77.4
Black9.923.19.820.99.821.9
Hispanic27.445.528.146.528.745.3
Native Hawaiian0.10.10.10.10.10.1
White36.920.336.621.136.120.4
Multiple Races6.14.26.24.26.34.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.70.30.30.30.4
Asian19.38.3196.818.73.7
Black9.920.79.8149.825.3
Hispanic27.456.628.16228.754.3
Native Hawaiian0.10.10.1
White36.911.736.612.736.113.5
Multiple Races6.12.16.24.26.32.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian19.31918.7
Black9.9509.89.8
Hispanic27.45028.110028.7
Native Hawaiian0.10.10.1
White36.936.636.1
Multiple Races6.16.26.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 30.934.135.8
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 38.526.335.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 72.861.764.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

11.59 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.57 : 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202225%72%2%1%
2022-202326%70%2%2%
2023-202428%68%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%75%79%88%
Asian88%85%91%88%
Black72%70%68%88%
Hispanic55%54%68%88%
White89%85%85%88%
Multiple Races89%87%83%88%
Economically Disadvantaged57%55%68%88%
English Learners49%50%60%88%
Students with Disabilities51%50%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students74%74%74%85%
Asian88%89%90%85%
Black64%63%61%85%
Hispanic52%52%63%85%
White85%85%81%85%
Multiple Races85%85%77%85%
Economically Disadvantaged54%53%62%85%
English Learners53%52%58%85%
Students with Disabilities47%46%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students73%
Asian86%
Black62%
Hispanic48%
White85%
Multiple Races85%
Economically Disadvantaged50%
English Learners41%
Students with Disabilities43%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian96%90%84%
Black92%83%84%
Hispanic78%83%84%
White96%86%84%
Multiple Races96%89%84%
Economically Disadvantaged85%82%84%
English Learners70%77%84%
Students with Disabilities79%74%84%
Homeless54%--
Foster Care58%--

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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%15%12%10%
Asian11%12%10%10%
Black13%15%12%10%
Hispanic21%23%12%10%
White10%11%12%10%
Multiple Races10%12%12%10%
Economically Disadvantaged20%23%13%10%
English Learners20%22%12%10%
Students with Disabilities20%22%14%10%

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

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

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress56%54%58%
English Learner Proficiency12%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress151742727756%
English Learner Proficiency41943639912%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%95%5%98%2%
Asian100%-93%7%99%1%
Black99%1%97%3%98%2%
Hispanic99%1%97%3%98%2%
White100%-94%6%99%1%
Multiple Races100%-95%5%98%2%
Economically Disadvantaged99%1%97%3%98%2%
Not Economically Disadvantaged100%-94%6%100%-
English Learners99%1%99%1%99%1%
Students with Disabilities99%1%98%2%97%3%
Students without Disabilities100%-95%5%100%-
Female100%-95%5%100%-
Male99%1%96%4%100%-
Migrant<<<<--

< = 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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students81%80%
Asian90%92%
Black76%72%
Hispanic63%61%
White90%89%
Multiple Races91%90%
Economically Disadvantaged64%63%
English Learners61%62%
Students with Disabilities60%58%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​

Multidivision Online Provider (MOP) Program

Fairfax County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

Fairfax County Public Schools to top