Alexandria City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Charles Barrett Elementary	Accredited
Cora Kelly School for Math Science and Technology	Accredited
Douglas MacArthur Elementary	Accredited
Ferdinand T. Day Elementary	Accredited with Conditions
George Mason Elementary	Accredited
James K. Polk Elementary	Accredited
Jefferson-Houston PK-8 School	Accredited with Conditions
John Adams Elementary	Accredited
Lyles-Crouch Elementary	Accredited
Mount Vernon Elementary	Accredited
Naomi L. Brooks Elementary	Accredited with Conditions
Patrick Henry K-8 School	Accredited
Samuel W. Tucker Elementary	Accredited
William Ramsay Elementary	Accredited
Middle Schools
Francis C. Hammond Middle	Accredited
George Washington Middle	Accredited
High Schools
Alexandria City High	Accredited with Conditions

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

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	43	62	38	23	42	65	35	33	38	71	29
Female	22	44	66	34	29	42	71	29	36	45	82	18
Male	16	43	59	41	17	42	59	41	30	30	60	40
Asian	23	51	74	26	21	53	74	26	<	<	<	<
Black	12	43	56	44	16	40	56	44	<	<	<	<
Hispanic	8	42	51	49	12	40	52	48	<	<	<	<
White	44	42	86	14	43	46	88	12	<	<	100	0
Multiple Races	29	50	79	21	37	39	76	24	<	<	100	0
Students with Disabilities	5	17	22	78	2	18	20	80	<	<	<	<
Students without Disabilities	21	46	67	33	26	45	71	29	41	41	82	18
Economically Disadvantaged	9	42	52	48	13	39	52	48	<	<	<	<
Not Economically Disadvantaged	35	44	80	20	33	46	79	21	31	38	69	31
English Learners	-	16	16	84	-	10	10	90	<	<	<	<
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	22	45	68	32	35	47	82	18	33	38	71	29
Female	27	46	72	28	42	45	88	12	36	45	82	18
Male	19	45	64	36	26	49	75	25	30	30	60	40
Asian	21	50	71	29	33	52	85	15	<	<	<	<
Black	15	50	65	35	27	52	79	21	<	<	<	<
Hispanic	11	48	59	41	22	50	72	28	<	<	<	<
White	55	32	88	12	60	37	97	3	<	<	100	0
Multiple Races	21	58	79	21	44	44	88	13	<	<	100	0
Students with Disabilities	9	21	29	71	5	30	35	65	<	<	<	<
Students without Disabilities	24	49	73	27	38	49	88	12	41	41	82	18
Economically Disadvantaged	12	47	60	40	22	52	74	26	<	<	<	<
Not Economically Disadvantaged	44	42	86	14	49	42	91	9	31	38	69	31
English Learners	-	18	18	82	-	27	27	73	<	<	<	<
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

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

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	40	49	51	8	44	52	48	9	44	53	47
Female	7	42	49	51	7	45	52	48	8	44	52	48
Male	9	39	48	52	8	44	52	48	9	44	54	46
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	9	41	50	50	10	46	56	44	10	44	54	46
Black	3	39	42	58	3	43	46	54	3	44	47	53
Hispanic	2	30	32	68	2	35	37	63	3	36	39	61
Native Hawaiian	<	<	<	<	<	<	<	<	7	43	50	50
White	22	58	80	20	21	60	80	20	21	57	78	22
Multiple Races	25	47	72	28	16	58	74	26	21	51	72	28
Students with Disabilities	3	18	22	78	1	19	20	80	2	18	20	80
Students without Disabilities	9	43	52	48	9	48	56	44	10	47	57	43
Economically Disadvantaged	3	32	34	66	3	37	40	60	2	37	40	60
Not Economically Disadvantaged	18	56	74	26	15	55	71	29	17	53	70	30
English Learners	1	14	15	85	1	21	22	78	1	22	23	77
Homeless	-	18	18	82	-	31	31	69	-	22	22	78
Military Connected	13	67	79	21	9	57	65	35	17	56	72	28
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	13	37	51	49	14	44	59	41	19	41	59	41
Female	11	39	50	50	12	46	57	43	17	39	57	43
Male	16	36	52	48	17	43	60	40	20	42	62	38
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	35	50	50	20	45	64	36	22	41	63	37
Black	6	36	41	59	9	45	54	46	8	44	52	48
Hispanic	4	31	35	65	6	38	44	56	8	39	47	53
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	48	79	21	29	50	79	21	37	41	78	22
Multiple Races	37	42	79	21	18	55	73	27	37	37	74	26
Students with Disabilities	5	18	23	77	3	23	26	74	7	16	23	77
Students without Disabilities	14	40	54	46	16	47	63	37	20	43	64	36
Economically Disadvantaged	5	32	37	63	7	39	46	54	6	40	46	54
Not Economically Disadvantaged	26	46	71	29	24	52	76	24	33	41	74	26
English Learners	2	21	23	77	2	27	30	70	2	25	27	73
Homeless	<	<	<	<	-	39	39	61	<	<	<	<
Military Connected	30	60	90	10	<	<	<	<	<	<	100	0
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	4	41	46	54	6	43	48	52	4	42	46	54
Female	3	41	44	56	5	42	47	53	5	42	46	54
Male	6	41	48	52	6	43	49	51	4	42	46	54
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	8	39	48	52	2	42	44	56	7	43	49	51
Black	-	38	38	62	1	39	40	60	2	40	42	58
Hispanic	1	30	31	69	2	29	31	69	1	30	32	68
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	13	65	78	22	16	64	80	20	10	63	73	27
Multiple Races	13	53	66	34	11	61	72	28	11	51	63	37
Students with Disabilities	2	12	14	86	1	16	16	84	-	17	17	83
Students without Disabilities	5	45	50	50	6	46	53	47	5	46	50	50
Economically Disadvantaged	1	29	31	69	1	30	31	69	1	32	33	67
Not Economically Disadvantaged	10	62	72	28	11	58	69	31	8	55	63	37
English Learners	-	6	6	94	-	11	12	88	-	12	12	88
Homeless	<	<	<	<	-	31	31	69	-	-	-	100
Military Connected	-	80	80	20	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	45	53	47	5	50	56	44	4	56	60	40
Female	8	48	56	44	6	51	58	42	4	56	60	40
Male	8	43	50	50	4	49	54	46	5	55	60	40
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	4	51	55	45	8	42	51	49	5	58	63	37
Black	3	44	48	52	-	52	52	48	1	54	55	45
Hispanic	2	34	35	65	1	41	42	58	1	43	44	56
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	22	64	86	14	18	70	88	12	13	75	87	13
Multiple Races	26	45	71	29	23	63	86	14	8	77	85	15
Students with Disabilities	3	19	22	78	1	21	21	79	1	24	25	75
Students without Disabilities	8	48	56	44	6	54	59	41	5	60	65	35
Economically Disadvantaged	2	36	38	62	1	44	45	55	1	46	47	53
Not Economically Disadvantaged	19	62	81	19	14	62	76	25	9	67	75	25
English Learners	-	11	11	89	-	17	17	83	-	24	24	76
Homeless	<	<	<	<	-	27	27	73	-	36	36	64
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	28	34	66	-	24	24	76	-	14	14	86
Female	11	33	44	56	-	27	27	73	-	17	17	83
Male	-	21	21	79	-	20	20	80	-	10	10	90
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	-	20	20	80	-	18	18	82
Hispanic	-	10	10	90	-	10	10	90	-	13	13	87
White	10	30	40	60	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	7	30	37	63	-	25	25	75	-	16	16	84
Economically Disadvantaged	-	19	19	81	-	19	19	81	-	9	9	91
Not Economically Disadvantaged	13	38	50	50	-	36	36	64	-	30	30	70
English Learners	<	<	<	<	<	<	<	<	-	13	13	87
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	-	26	26	74	-	30	30	70	-	30	30	70
Female	-	26	26	74	-	27	27	73	1	29	30	70
Male	1	26	26	74	-	33	33	67	-	31	31	69
Asian	-	33	33	67	-	60	60	40	-	38	38	63
Black	-	31	31	69	-	20	20	80	-	24	24	76
Hispanic	1	15	16	84	-	26	26	74	-	25	25	75
Native Hawaiian									<	<	<	<
White	-	57	57	43	-	44	44	56	2	55	57	43
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	17	17	83	-	6	6	94	-	6	6	94
Students without Disabilities	1	27	27	73	-	34	34	66	-	33	33	67
Economically Disadvantaged	1	17	17	83	-	29	29	71	-	27	27	73
Not Economically Disadvantaged	-	56	56	44	-	35	35	65	1	43	45	55
English Learners	-	12	12	88	-	31	31	69	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
< = 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	12	42	54	46	13	43	56	44	17	47	64	36
Female	10	43	53	47	12	43	55	45	15	47	62	38
Male	13	41	55	45	14	43	57	43	19	47	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	12	46	58	42	20	46	66	34	24	51	75	25
Black	6	42	48	52	7	40	47	53	12	43	55	45
Hispanic	5	33	38	62	6	37	42	58	8	42	49	51
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	28	55	83	17	27	56	84	16	32	56	88	12
Multiple Races	21	53	74	26	22	50	73	27	24	53	76	24
Students with Disabilities	3	18	22	78	3	20	24	76	4	21	25	75
Students without Disabilities	13	45	57	43	14	46	60	40	19	51	70	30
Economically Disadvantaged	5	36	41	59	6	37	43	57	8	42	50	50
Not Economically Disadvantaged	24	52	75	25	24	52	76	24	26	52	79	21
English Learners	1	23	24	76	3	27	30	70	3	36	40	60
Homeless	5	9	14	86	2	36	38	62	-	27	27	73
Military Connected	15	67	81	19	23	59	82	18	15	62	77	23
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	-	30	30	70	1	29	30	70	1	55	57	43
Female	-	24	24	76	1	22	24	76	3	48	52	48
Male	-	34	34	66	-	37	37	63	-	62	62	38
Asian	<	<	<	<	-	25	25	75	<	<	100	0
Black	-	38	38	63	-	29	29	71	-	52	52	48
Hispanic	-	9	9	91	-	19	19	81	-	52	52	48
White	<	<	<	<	-	80	80	20	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	-	18	18	82	<	<	<	<
Students without Disabilities	-	35	35	65	1	31	32	68	2	57	59	41
Economically Disadvantaged	-	19	19	81	-	17	17	83	-	52	52	48
Not Economically Disadvantaged	-	50	50	50	3	56	59	41	5	62	67	33
English Learners	-	12	12	88	-	15	15	85	-	18	18	82
Homeless	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0
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	3	39	43	57	5	43	48	52	-	32	32	68
Female	3	39	42	58	5	42	47	53	-	40	40	60
Male	4	39	43	57	5	43	48	52	-	23	23	77
American Indian	<	<	<	<	<	<	100	0
Asian	5	39	45	55	11	50	61	39	<	<	<	<
Black	1	37	38	62	2	39	41	59	-	28	28	72
Hispanic	1	30	31	69	1	36	37	63	-	24	24	76
White	12	63	74	26	15	61	77	23	<	<	<	<
Multiple Races	9	57	65	35	13	58	71	29	<	<	<	<
Students with Disabilities	2	22	24	76	2	19	21	79	-	14	14	86
Students without Disabilities	4	41	45	55	5	45	50	50	-	35	35	65
Economically Disadvantaged	1	32	32	68	2	37	39	61	-	38	38	62
Not Economically Disadvantaged	10	56	66	34	12	56	68	32	-	11	11	89
English Learners	-	18	18	82	-	25	25	75	-	38	38	62
Homeless	<	<	<	<	-	29	29	71	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	1	16	17	83	1	13	14	86	6	12	18	82
Female	2	14	16	84	1	14	15	85	-	19	19	81
Male	-	18	18	82	1	12	12	88	12	6	18	82
American Indian					<	<	<	<
Asian	-	5	5	95	-	20	20	80	<	<	<	<
Black	-	22	22	78	1	10	11	89	-	8	8	92
Hispanic	-	8	8	92	-	9	9	91	9	9	18	82
White	7	39	46	54	6	31	38	63	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	5	5	95	-	2	2	98	-	8	8	92
Students without Disabilities	1	17	18	82	1	15	16	84	10	15	25	75
Economically Disadvantaged	-	11	11	89	-	9	9	91	6	6	11	89
Not Economically Disadvantaged	3	28	31	69	2	24	26	74	7	20	27	73
English Learners	-	4	4	96	-	8	8	92	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	85	90	10	11	83	94	6	13	81	94	6
Female	2	86	88	13	4	87	91	9	8	86	94	6
Male	12	82	94	6	19	79	99	1	20	75	95	5
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	78	81	19	-	87	87	13	-	86	86	14
Hispanic	-	80	80	20	4	83	88	13	11	84	95	5
White	10	90	100	0	17	81	99	1	18	79	97	3
Multiple Races	<	<	<	<	<	<	100	0	20	70	90	10
Students with Disabilities					<	<	100	0	<	<	100	0
Students without Disabilities	5	85	90	10	11	83	94	6	14	80	94	6
Economically Disadvantaged	2	79	81	19	4	83	87	13	4	85	89	11
Not Economically Disadvantaged	7	89	96	4	14	84	98	2	16	79	96	4
English Learners	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	50	69	31	21	51	72	28	18	49	67	33
Female	16	52	68	32	22	49	71	29	20	47	67	33
Male	22	48	70	30	20	53	73	27	17	50	67	33
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	21	67	87	13	38	56	94	6	36	47	83	17
Black	12	51	62	38	14	51	66	34	16	45	61	39
Hispanic	11	44	55	45	11	48	59	41	10	46	56	44
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	38	55	93	7	39	53	92	8	31	56	88	12
Multiple Races	27	58	85	15	29	57	86	14	24	64	88	12
Students with Disabilities	2	19	22	78	3	30	33	67	1	23	24	76
Students without Disabilities	21	54	75	25	24	54	78	22	21	53	74	26
Economically Disadvantaged	10	48	58	42	10	49	59	41	11	44	55	45
Not Economically Disadvantaged	33	55	88	12	34	53	87	13	27	54	81	19
English Learners	1	28	29	71	2	34	36	64	2	36	37	63
Homeless	<	<	<	<	8	69	77	23	-	40	40	60
Military Connected	-	90	90	10	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	40	59	41	19	44	63	37	19	43	62	38
Female	15	40	56	44	16	46	61	39	14	43	57	43
Male	22	39	61	39	22	43	65	35	24	43	67	33
American Indian					<	<	<	<	<	<	<	<
Asian	20	51	71	29	31	44	75	25	21	48	68	32
Black	7	39	46	54	11	40	51	49	11	40	51	49
Hispanic	9	31	40	60	11	39	50	50	6	36	42	58
Native Hawaiian	<	<	100	0	<	<	<	<
White	38	45	83	17	31	52	83	17	37	50	87	13
Multiple Races	30	45	75	25	29	42	71	29	26	46	72	28
Students with Disabilities	7	17	24	76	7	20	27	73	8	18	27	73
Students without Disabilities	20	42	63	37	20	46	66	34	20	46	67	33
Economically Disadvantaged	7	35	42	58	10	39	50	50	8	38	46	54
Not Economically Disadvantaged	33	44	77	23	28	49	77	23	30	48	78	22
English Learners	3	34	37	63	8	36	44	56	5	38	43	57
Homeless	<	<	<	<	-	25	25	75	-	25	25	75
Military Connected	33	58	92	8	<	<	<	<	<	<	100	0
Foster Care					<	<	<	<
< = 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

	2021-2022	2022-2023	2023-2024
Division	312	234	339
State	4,006	4,460	6,361
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	2023-2024	2024-2025
Pre-kindergarten	663	599
Kindergarten	1,415	1,339
Grade 1	1,355	1,409
Grade 2	1,377	1,328
Grade 3	1,258	1,362
Grade 4	1,248	1,242
Grade 5	1,295	1,209
Grade 6	1,110	1,229
Grade 7	1,078	1,124
Grade 8	1,077	1,100
Grade 9	1,180	1,281
Grade 10	1,192	1,246
Grade 11	1,149	1,042
Grade 12	1,042	1,103
Total Students	16,439	16,613

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

Fall Membership by Subgroups

2024 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	2023-2024	2024-2025
All Students	16439	16613
Female	7914	8012
Male	8516	8590
American Indian	27	26
Asian	1087	1091
Black	4005	3900
Hispanic	6168	6311
Native Hawaiian	48	55
White	4422	4437
Multiple Races	682	793
Students with Disabilities	1910	2074
Students without Disabilities	14529	14539
Economically Disadvantaged	10981	7723
Not Economically Disadvantaged	5458	8890
English Learners	7160	7476
Not English Learners	9279	9137
Homeless	105	124
Military Connected	90	84
Foster Care	9	14
< = 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	429	431	13	16	94	23
	State	50354	39349	1875	907	4438	1716
Female	Division	252	211	3	9	24	10
	State	27408	17323	610	350	1645	701
Male	Division	177	220	10	7	70	13
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	30	26	0	0	3	0
	State	6025	1443	97	16	68	35
Black	Division	87	135	4	5	16	12
	State	8111	10540	640	225	1119	707
Hispanic	Division	92	211	7	8	72	9
	State	7130	8367	270	133	1858	359
White	Division	205	52	2	2	3	2
	State	25871	16565	763	464	1211	504
Multiple Races	Division	15	6	0	0	0	0
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	7	53	13	2	11	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	161	307	12	9	37	17
	State	12779	21123	1108	494	2352	1214
English Learners	Division	46	154	8	0	52	0
	State	1583	4224	267	26	1427	150
Homeless	Division	1	9	0	0	1	1
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	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 Students	1,006	873	87	889	88	94	9
Female	509	466	92	475	93	24	5
Male	497	407	82	414	83	70	14
American Indian	<	<	<	<	<	0	0
Asian	59	56	95	56	95	3	5
Black	259	226	87	231	89	16	6
Hispanic	399	310	78	318	80	72	18
White	266	259	97	261	98	3	1
Multiple Races	21	21	100	21	100	0	0
Students with Disabilities	86	73	85	75	87	11	13
Economically Disadvantaged	543	480	88	489	90	37	7
English Learners	261	208	80	208	80	52	20
Homeless	12	10	83	10	83	1	8
Military Connected	<	<	100	<	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	918 / 20.85%	1,162 / 25.62%	1,007 / 22.09%
Advanced Placement Course Enrollment	918 / 20.85%	1,162 / 25.62%	1,007 / 22.09%
Dual Enrollment	743 / 16.88%	780 / 17.2%	709 / 15.55%
Governor's School Enrollment	-	-	-
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

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 Students	Division	805	508	37
	State	87,317	57,081	35
Female	Division	386	279	28
	State	43,705	31,577	28
Male	Division	419	229	45
	State	43,612	25,504	42
Asian	Division	24	19	21
	State	6,741	5,862	13
Black	Division	247	179	28
	State	18,624	10,601	43
Hispanic	Division	312	124	60
	State	12,110	6,622	45
White	Division	206	176	15
	State	45,098	30,844	32
Multiple Races	Division	16	10	37
	State	4,380	2,929	33
Students with Disabilities	Division	50	20	60
	State	8,185	3,548	57
Economically Disadvantaged	Division	515	273	47
	State	30,335	14,987	51
English Learners	Division	262	109	58
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
		2021-2022	2022-2023	2023-2024
State Licensures	Division	8	8	2
	State	1,236	1,573	2,069
Industry Certification	Division	598	824	605
	State	95,688	100,965	101,956
Workplace Readiness	Division	157	739	139
	State	44,348	41,819	35,066
Total Credentials Earned	Division	763	1,593	773
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	660	1,257	689
	State	115,682	118,469	115,609
Armed Services Vocational Aptitude Battery Examination	Division	33	22	30
	State	761	962	1,022
CTE Completers	Division	515	548	502
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	22	27
	State	2,590	3,844	3,577

< = 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

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	60.3	61.6	59.4

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
2019-2020	Division	$14,488	$3,088	$1,095
	State	$6,770	$5,603	$867
2020-2021	Division	$14,568	$3,508	$1,666
	State	$6,669	$6,185	$1,352
2021-2022	Division	$15,100	$3,662	$2,424
	State	$7,134	$6,454	$1,936
2022-2023	Division	$15,644	$3,900	$2,517
	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 Students	12,764	2,596	12,994	2,566	13,758	2,143
Female	6,146	1,217	6,234	1,250	6,665	1,005
Male	6,614	1,379	6,756	1,314	7,084	1,137
American Indian	13	4	15	5	23	5
Asian	793	108	837	139	886	118
Black	3,259	645	3,194	672	3,174	542
Hispanic	4,424	1,435	4,664	1,265	4,962	1,106
Native Hawaiian	38	10	35	11	51	7
White	3,774	322	3,754	398	4,055	279
Multiple Races	463	72	495	76	607	86
Students with Disabilities	1,222	349	1,342	373	1,481	369
Economically Disadvantaged	7,461	2,016	7,682	1,952	7,947	1,596
English Learners	5,197	1,470	5,636	1,338	6,196	1,161
Homeless	78	80	126	87	144	72
< = 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	80
Behaviors related to School Operations	644
Relationship Behaviors without Physical Harm	247
Behaviors of a Safety Concern	549
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	191
Behaviors used to determine Persistently Dangerous Schools	2

< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.2	0.4
Asian	6.5	3.8	6.6	3.4
Black	25.4	46.7	24.4	45.4
Hispanic	37.7	39.5	37.6	37.8
Native Hawaiian	0.3		0.3	0.4
White	26.5	7.6	26.9	10.2
Multiple Races	3.7	2.4	4.2	2.4
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.2
Asian	6.5		6.6	6.7
Black	25.4	60	24.4	30
Hispanic	37.7	28.6	37.6	40
Native Hawaiian	0.3		0.3
White	26.5	5.7	26.9	23.3
Multiple Races	3.7	5.7	4.2
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.2
Asian	6.5		6.6
Black	25.4		24.4	50
Hispanic	37.7		37.6	50
Native Hawaiian	0.3		0.3
White	26.5		26.9
Multiple Races	3.7		4.2
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	59.7	63.4	67.7
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	46	36.1	35
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	76.5	67.2	69.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

13.84 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

9.61 : 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
2021-2022	24%	70%	3%	3%
2022-2023	25%	68%	3%	4%
2023-2024	27%	66%	3%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	61%	61%	79%	88%
Asian	63%	63%	91%	88%
Black	58%	57%	68%	88%
Hispanic	44%	44%	68%	88%
White	82%	84%	85%	88%
Multiple Races	76%	78%	83%	88%
Economically Disadvantaged	47%	47%	68%	88%
English Learners	40%	40%	60%	88%
Students with Disabilities	30%	28%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	56%	55%	74%	85%
Asian	62%	61%	90%	85%
Black	49%	47%	61%	85%
Hispanic	41%	39%	63%	85%
White	80%	80%	81%	85%
Multiple Races	71%	72%	77%	85%
Economically Disadvantaged	43%	41%	62%	85%
English Learners	42%	40%	58%	85%
Students with Disabilities	29%	25%	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 Group	Current Rate
All Students	54%
Asian	58%
Black	47%
Hispanic	39%
White	78%
Multiple Races	73%
Economically Disadvantaged	39%
English Learners	34%
Students with Disabilities	20%

< = 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	83%	84%	84%
Asian	91%	90%	84%
Black	84%	83%	84%
Hispanic	73%	83%	84%
White	94%	86%	84%
Multiple Races	95%	89%	84%
Economically Disadvantaged	80%	82%	84%
English Learners	69%	77%	84%
Students with Disabilities	65%	74%	84%
Homeless	55%	-	-
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.

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	14%	15%	12%	10%
Asian	12%	13%	10%	10%
Black	15%	16%	12%	10%
Hispanic	19%	20%	12%	10%
White	7%	8%	12%	10%
Multiple Races	13%	13%	12%	10%
Economically Disadvantaged	18%	19%	13%	10%
English Learners	17%	18%	12%	10%
Students with Disabilities	21%	21%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	51%	54%	58%
English Learner Proficiency	9%	-	-

< = 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	2253	4410	51%
English Learner Proficiency	537	6231	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	98%	2%
Asian	100%	-	99%	1%	99%	1%
Black	99%	1%	99%	1%	97%	3%
Hispanic	98%	2%	98%	2%	97%	3%
White	100%	-	99%	1%	99%	1%
Multiple Races	99%	1%	99%	1%	98%	2%
Economically Disadvantaged	99%	1%	98%	2%	97%	3%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	99%	1%	99%	1%	98%	2%
Students with Disabilities	97%	3%	97%	3%	95%	5%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	1%	98%	2%	99%	1%
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 Group	Growth English Reading	Growth Mathematics
All Students	68%	68%
Asian	74%	73%
Black	65%	63%
Hispanic	57%	57%
White	84%	85%
Multiple Races	79%	80%
Economically Disadvantaged	58%	59%
English Learners	55%	57%
Students with Disabilities	46%	48%

< = 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.

Federal Designation

Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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

Alexandria City 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.

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality