Alexandria City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Charles Barrett Elementary	Conditionally Accredited	Off Track	82.5
Cora Kelly School for Math Science and Technology	Conditionally Accredited	Needs Intensive Support	77.8
Douglas MacArthur Elementary	Conditionally Accredited	Off Track	85.4
Ferdinand T. Day Elementary	Conditionally Accredited	Needs Intensive Support	73.6
George Mason Elementary	Conditionally Accredited	Off Track	82.6
James K. Polk Elementary	Conditionally Accredited	Off Track	81.7
Jefferson-Houston PK-8 School	Conditionally Accredited	Off Track	74.6
John Adams Elementary	Conditionally Accredited	Off Track	80.1
Lyles-Crouch Elementary	Conditionally Accredited	Distinguished	91.7
Mount Vernon Elementary	Conditionally Accredited	Needs Intensive Support	77.3
Naomi L. Brooks Elementary	Conditionally Accredited	On Track	87.8
Patrick Henry K-8 School	Conditionally Accredited	Off Track	81
Samuel W. Tucker Elementary	Conditionally Accredited	Off Track	80.7
William Ramsay Elementary	Conditionally Accredited	Needs Intensive Support	75.2
Middle Schools
Francis C. Hammond Middle	Conditionally Accredited	Off Track	73.1
George Washington Middle	Conditionally Accredited	On Track	82.7
High Schools
Alexandria City High	Conditionally Accredited	On Track	82.8

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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	48	60	40	12	49	61	39	13	49	62	38
Female	14	49	63	37	14	49	63	37	14	50	64	36
Male	11	47	58	42	10	48	59	41	11	48	59	41
American Indian	20	60	80	20	6	56	61	39	21	36	57	43
Asian	13	48	61	39	12	51	63	37	10	52	62	38
Black	6	50	56	44	6	52	58	42	6	54	60	40
Hispanic	4	40	44	56	4	41	44	56	4	40	45	55
Native Hawaiian	-	65	65	35	4	58	63	38	6	59	65	35
White	28	56	84	16	27	56	83	17	28	55	83	17
Multiple Races	23	54	77	23	22	54	77	23	23	54	77	23
Students with Disabilities	4	24	27	73	5	26	30	70	3	27	30	70
Students without Disabilities	13	51	64	36	13	52	65	35	14	52	66	34
Economically Disadvantaged	4	42	46	54	4	43	47	53	3	43	46	54
Not Economically Disadvantaged	23	55	79	21	22	55	77	23	22	54	76	24
English Learners	1	25	26	74	1	25	26	74	1	27	28	72
Migrant									<	<	<	<
Homeless	1	37	38	62	-	43	43	57	5	34	39	61
Military Connected	15	61	76	24	24	55	79	21	24	55	79	21
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	50	60	40	10	46	56	44	9	47	56	44
Female	12	48	60	40	11	46	57	43	12	49	60	40
Male	8	52	60	40	9	46	55	45	7	45	52	48
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	11	56	67	33	8	45	53	47	5	47	53	47
Black	3	50	53	47	7	46	53	47	6	48	54	46
Hispanic	2	38	40	60	3	32	35	65	3	34	37	63
Native Hawaiian					<	<	<	<	<	<	<	<
White	22	60	83	17	19	60	79	21	20	60	81	19
Multiple Races	20	60	80	20	15	53	68	32	13	55	68	32
Students with Disabilities	4	28	32	68	5	25	30	70	1	33	34	66
Students without Disabilities	11	53	64	36	11	48	59	41	10	49	59	41
Economically Disadvantaged	2	43	45	55	3	37	39	61	3	36	39	61
Not Economically Disadvantaged	19	59	79	21	17	55	72	28	16	57	73	27
English Learners	1	39	40	60	1	30	31	69	1	34	35	65
Migrant									<	<	<	<
Homeless	-	56	56	44	-	55	55	45	-	29	29	71
Military Connected	9	73	82	18	30	50	80	20	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	47	60	40	13	51	64	36	14	48	62	38
Female	13	47	61	39	14	49	64	36	14	46	60	40
Male	12	47	59	41	13	52	65	35	13	51	64	36
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	11	49	60	40	12	58	69	31	6	60	66	34
Black	5	47	53	47	4	56	61	39	11	52	63	37
Hispanic	5	39	44	56	3	41	44	56	3	37	40	60
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	27	56	83	17	31	55	86	14	27	57	84	16
Multiple Races	17	59	76	24	31	52	83	17	21	56	77	23
Students with Disabilities	5	23	27	73	9	31	40	60	4	29	33	67
Students without Disabilities	13	50	63	37	14	54	68	32	15	51	66	34
Economically Disadvantaged	3	41	44	56	3	46	49	51	3	41	44	56
Not Economically Disadvantaged	25	55	80	20	24	56	80	20	23	56	79	21
English Learners	-	33	33	67	2	40	42	58	-	36	36	64
Migrant									<	<	<	<
Homeless	-	31	31	69	-	56	56	44	7	57	64	36
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	52	59	41	10	52	62	38	11	51	62	38
Female	7	55	62	38	13	51	64	36	12	50	62	38
Male	8	49	57	43	7	52	60	40	10	51	62	38
American Indian					<	<	<	<	<	<	100	0
Asian	8	51	59	41	15	55	69	31	11	51	62	38
Black	3	54	57	43	4	53	57	43	4	54	58	42
Hispanic	2	40	42	58	4	42	46	54	4	38	41	59
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	18	65	83	17	21	61	82	18	25	63	87	13
Multiple Races	20	54	74	26	21	59	80	20	21	53	74	26
Students with Disabilities	2	21	23	77	2	23	26	74	3	27	30	70
Students without Disabilities	9	56	65	35	11	55	67	33	12	54	67	33
Economically Disadvantaged	2	44	46	54	3	44	47	53	2	44	47	53
Not Economically Disadvantaged	16	61	77	23	18	60	79	21	19	57	76	24
English Learners	-	25	25	75	-	22	22	78	1	24	24	76
Homeless	-	31	31	69	<	<	<	<	-	33	33	67
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	43	53	47	10	47	57	43	11	47	59	41
Female	11	47	58	42	9	52	61	39	13	49	62	38
Male	10	40	50	50	10	43	54	46	10	45	55	45
Asian	17	35	52	48	13	56	69	31	14	54	68	32
Black	4	47	51	49	5	46	51	49	4	51	55	45
Hispanic	3	35	38	62	3	37	40	60	3	39	42	58
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	28	54	82	18	21	59	81	19	26	53	80	20
Multiple Races	22	53	75	25	24	47	71	29	27	55	82	18
Students with Disabilities	4	16	21	79	1	24	24	76	2	21	23	77
Students without Disabilities	11	47	58	42	11	51	62	38	13	51	63	37
Economically Disadvantaged	3	36	39	61	3	39	42	58	3	39	42	58
Not Economically Disadvantaged	22	55	77	23	18	57	74	26	21	56	77	23
English Learners	1	12	13	87	-	15	15	85	-	21	21	79
Homeless	-	33	33	67	-	36	36	64	10	10	20	80
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	45	55	45	8	50	58	42	10	52	62	38
Female	14	47	60	40	9	53	62	38	9	56	65	35
Male	6	43	49	51	8	47	55	45	11	48	59	41
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	14	44	58	42	13	52	65	35	5	60	65	35
Black	6	46	52	48	3	57	60	40	3	58	61	39
Hispanic	3	39	42	58	2	38	40	60	4	40	45	55
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	25	52	77	23	22	59	81	19	25	59	83	17
Multiple Races	20	53	73	27	24	57	81	19	19	55	74	26
Students with Disabilities	3	20	24	76	6	25	31	69	-	29	29	71
Students without Disabilities	11	49	60	40	9	53	62	38	11	55	66	34
Economically Disadvantaged	4	39	43	57	1	44	45	55	2	44	45	55
Not Economically Disadvantaged	19	53	72	28	18	57	74	26	18	60	78	22
English Learners	-	18	18	82	-	21	21	79	-	20	20	80
Homeless	-	27	27	73	<	<	<	<	-	31	31	69
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	100	0
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	48	59	41	10	46	56	44	11	47	58	42
Female	13	49	63	37	14	45	58	42	13	49	62	38
Male	10	46	56	44	7	47	54	46	10	45	55	45
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	10	48	58	42	11	43	55	45	17	41	58	42
Black	4	50	54	46	5	47	52	48	6	49	55	45
Hispanic	3	39	43	57	3	41	45	55	3	42	45	55
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	28	58	86	14	29	49	77	23	29	53	82	18
Multiple Races	31	53	83	17	14	60	74	26	24	67	91	9
Students with Disabilities	2	23	25	75	2	23	25	75	2	20	22	78
Students without Disabilities	13	51	64	36	12	50	61	39	13	51	63	37
Economically Disadvantaged	3	41	44	56	3	41	44	56	3	44	47	53
Not Economically Disadvantaged	22	56	78	22	20	51	71	29	21	50	71	29
English Learners	1	13	14	86	1	16	17	83	-	18	18	82
Homeless	-	33	33	67	-	18	18	82	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	49	75	25	21	50	72	28	24	51	75	25
Female	27	48	75	25	24	48	72	28	25	51	76	24
Male	24	51	75	25	19	52	71	29	22	51	74	26
American Indian					<	<	<	<	<	<	100	0
Asian	20	51	71	29	9	45	54	46	17	48	65	35
Black	15	60	75	25	17	56	73	27	12	66	78	22
Hispanic	13	49	62	38	8	52	60	40	11	55	66	34
Native Hawaiian					<	<	100	0	<	<	<	<
White	51	40	91	9	50	42	92	8	52	34	86	14
Multiple Races	45	36	82	18	32	58	90	10	49	40	89	11
Students with Disabilities	6	44	50	50	9	32	41	59	8	29	37	63
Students without Disabilities	28	50	77	23	23	52	75	25	25	53	79	21
Economically Disadvantaged	12	53	65	35	10	51	61	39	8	60	68	32
Not Economically Disadvantaged	43	45	87	13	39	49	87	13	37	44	81	19
English Learners	-	25	25	75	1	23	24	76	1	30	30	70
Homeless	6	44	50	50	-	60	60	40	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	42	65	35	33	38	71	29	-	8	8	92
Female	29	42	71	29	36	45	82	18	<	<	<	<
Male	17	42	59	41	30	30	60	40	-	10	10	90
Asian	21	53	74	26	<	<	<	<	<	<	<	<
Black	16	40	56	44	<	<	<	<	<	<	<	<
Hispanic	12	40	52	48	<	<	<	<	<	<	<	<
White	43	46	88	12	<	<	100	0	<	<	<	<
Multiple Races	37	39	76	24	<	<	100	0	<	<	<	<
Students with Disabilities	2	18	20	80	<	<	<	<	<	<	<	<
Students without Disabilities	26	45	71	29	41	41	82	18	<	<	<	<
Economically Disadvantaged	13	39	52	48	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	33	46	79	21	31	38	69	31	<	<	<	<
English Learners	-	10	10	90	<	<	<	<	<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	35	47	82	18	33	38	71	29	-	8	8	92
Female	42	45	88	12	36	45	82	18	<	<	<	<
Male	26	49	75	25	30	30	60	40	-	10	10	90
Asian	33	52	85	15	<	<	<	<	<	<	<	<
Black	27	52	79	21	<	<	<	<	<	<	<	<
Hispanic	22	50	72	28	<	<	<	<	<	<	<	<
White	60	37	97	3	<	<	100	0	<	<	<	<
Multiple Races	44	44	88	13	<	<	100	0	<	<	<	<
Students with Disabilities	5	30	35	65	<	<	<	<	<	<	<	<
Students without Disabilities	38	49	88	12	41	41	82	18	<	<	<	<
Economically Disadvantaged	22	52	74	26	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	49	42	91	9	31	38	69	31	<	<	<	<
English Learners	-	27	27	73	<	<	<	<	<	<	<	<
< = 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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	47	53	47	7	48	55	45	7	48	55	45
Female	5	46	51	49	6	48	54	46	6	48	54	46
Male	6	48	54	46	7	49	56	44	8	48	55	45
American Indian	15	46	62	38	5	47	53	47	7	40	47	53
Asian	7	52	59	41	10	46	56	44	8	52	60	40
Black	3	43	46	54	2	46	48	52	3	45	48	52
Hispanic	2	36	38	62	2	39	41	59	2	38	40	60
Native Hawaiian	-	67	67	33	6	44	50	50	2	51	53	47
White	13	65	78	22	15	64	79	21	16	62	79	21
Multiple Races	12	59	71	29	13	54	67	33	14	55	69	31
Students with Disabilities	2	23	24	76	2	26	28	72	1	25	26	74
Students without Disabilities	6	50	56	44	7	51	58	42	8	51	58	42
Economically Disadvantaged	2	38	40	60	2	41	43	57	2	40	41	59
Not Economically Disadvantaged	11	60	72	28	12	57	69	31	12	56	68	32
English Learners	-	29	29	71	1	32	33	67	1	32	33	67
Migrant									<	<	<	<
Homeless	-	20	20	80	1	22	23	77	1	29	29	71
Military Connected	2	75	77	23	12	60	71	29	3	71	74	26
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	50	58	42	9	47	56	44	7	54	61	39
Female	6	47	53	47	7	42	49	51	6	53	59	41
Male	10	52	62	38	11	52	62	38	8	54	62	38
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	3	59	62	38	4	44	48	52	2	54	56	44
Black	4	45	49	51	5	47	53	48	5	55	60	40
Hispanic	2	38	41	59	2	37	39	61	2	43	45	55
Native Hawaiian					<	<	<	<	<	<	<	<
White	18	62	81	19	19	60	79	21	16	68	84	16
Multiple Races	18	58	75	25	15	47	62	38	15	50	65	35
Students with Disabilities	4	29	33	67	3	28	31	69	1	36	37	63
Students without Disabilities	9	52	61	39	10	50	59	41	8	56	64	36
Economically Disadvantaged	2	41	43	57	2	39	41	59	2	45	47	53
Not Economically Disadvantaged	16	60	77	23	16	55	71	29	12	62	74	26
English Learners	1	40	41	59	1	36	37	63	1	44	45	55
Migrant									<	<	<	<
Homeless	-	12	12	88	-	25	25	75	-	21	21	79
Military Connected	9	82	91	9	20	60	80	20	<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	47	49	51	10	46	57	43	10	51	61	39
Female	1	45	46	54	9	47	56	44	6	48	55	45
Male	2	50	51	49	11	46	57	43	12	54	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	2	45	47	53	13	47	61	39	7	52	59	41
Black	-	45	46	54	5	45	50	50	4	53	57	43
Hispanic	1	37	38	62	2	36	39	61	3	40	43	57
Native Hawaiian	<	<	<	<	<	<	<	<	-	70	70	30
White	4	65	69	31	21	60	81	19	19	61	80	20
Multiple Races	-	63	63	37	16	47	63	37	21	60	81	19
Students with Disabilities	1	20	21	79	3	28	31	69	1	30	31	69
Students without Disabilities	2	50	52	48	11	49	60	40	11	54	65	35
Economically Disadvantaged	1	39	40	60	4	38	42	58	2	44	45	55
Not Economically Disadvantaged	3	62	65	35	17	56	73	27	17	59	76	24
English Learners	-	33	33	67	2	35	37	63	1	38	39	61
Migrant									<	<	<	<
Homeless	-	14	14	86	-	18	18	82	7	47	53	47
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	51	58	42	2	50	52	48	14	48	62	38
Female	6	51	57	43	2	49	51	49	12	47	59	41
Male	8	51	60	40	3	50	53	47	16	48	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	13	59	72	28	3	54	57	43	16	49	65	35
Black	4	44	48	52	-	45	45	55	6	50	56	44
Hispanic	2	38	41	59	1	43	44	56	4	42	46	54
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	13	70	84	16	6	65	70	30	32	51	83	17
Multiple Races	16	49	65	35	2	54	56	44	17	53	70	30
Students with Disabilities	4	21	25	75	1	26	27	73	3	24	27	73
Students without Disabilities	8	55	63	37	2	53	55	45	16	51	67	33
Economically Disadvantaged	3	41	44	56	1	43	44	56	4	44	48	52
Not Economically Disadvantaged	12	64	76	24	4	60	63	37	24	51	74	26
English Learners	1	29	30	70	-	29	29	71	1	32	33	67
Homeless	-	22	22	78	<	<	<	<	-	27	27	73
Military Connected	-	70	70	30	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	38	44	56	8	41	49	51	-	39	39	61
Female	3	38	42	58	7	44	52	48	1	38	39	61
Male	7	39	45	55	8	39	46	54	-	39	40	60
Asian	11	37	48	52	15	37	53	47	2	47	48	52
Black	3	32	35	65	1	34	35	65	-	30	30	70
Hispanic	1	27	29	71	2	29	32	68	-	28	28	72
Native Hawaiian	<	<	<	<	<	<	<	<	-	36	36	64
White	13	60	73	27	16	63	79	21	2	65	66	34
Multiple Races	6	72	78	22	16	47	64	36	-	49	49	51
Students with Disabilities	-	20	20	80	3	15	19	81	-	18	18	82
Students without Disabilities	6	41	47	53	8	45	53	47	1	42	42	58
Economically Disadvantaged	2	28	30	70	2	30	32	68	-	28	28	72
Not Economically Disadvantaged	11	55	65	35	13	53	67	33	1	53	54	46
English Learners	-	14	14	86	1	11	11	89	-	15	15	85
Homeless	-	10	10	90	-	6	6	94	-	15	15	85
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	43	49	51	6	44	49	51	7	43	51	49
Female	6	43	49	51	5	45	50	50	7	45	52	48
Male	6	43	50	50	7	43	49	51	7	42	49	51
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	10	46	56	44	10	35	45	55	12	56	68	32
Black	3	43	46	54	1	43	44	56	1	38	40	60
Hispanic	2	32	34	66	2	31	33	67	2	29	32	68
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	16	58	75	25	15	65	80	20	17	65	81	19
Multiple Races	11	61	72	28	8	76	84	16	16	41	57	43
Students with Disabilities	2	15	17	83	1	20	20	80	-	18	18	82
Students without Disabilities	7	47	54	46	6	47	53	47	8	47	55	45
Economically Disadvantaged	2	36	38	62	1	35	37	63	1	31	33	67
Not Economically Disadvantaged	12	54	66	34	11	54	66	34	13	55	68	32
English Learners	-	20	20	80	-	18	18	82	-	14	14	86
Homeless	-	18	18	82	-	18	18	82	-	25	25	75
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	100	0
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	29	29	71	6	31	38	63	-	19	19	81
Female	<	<	<	<	<	<	<	<	-	18	18	82
Male	-	10	10	90	-	36	36	64	-	19	19	81
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	-	25	25	75
Black	<	<	<	<	-	36	36	64	-	13	13	87
Hispanic	<	<	<	<	<	<	<	<	-	20	20	80
Native Hawaiian									<	<	<	<
White	<	<	<	<	<	<	<	<	-	25	25	75
Multiple Races									<	<	<	<
Students with Disabilities	-	36	36	64	7	33	40	60	-	10	10	90
Students without Disabilities	<	<	<	<	<	<	<	<	-	21	21	79
Economically Disadvantaged	-	30	30	70	-	45	45	55	-	17	17	83
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	-	22	22	78
English Learners	-	50	50	50	<	<	<	<	-	15	15	85
Homeless					<	<	<	<	<	<	<	<
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	53	58	42	5	58	64	36	6	67	72	28
Female	7	53	60	40	6	60	66	34	5	72	77	23
Male	3	54	56	44	5	57	62	38	6	62	68	32
American Indian					<	<	<	<	<	<	100	0
Asian	12	64	76	24	10	64	74	26	7	66	73	27
Black	2	55	57	43	2	58	60	40	4	66	70	30
Hispanic	1	46	48	52	2	53	55	45	2	64	65	35
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	13	65	78	22	13	67	81	19	13	69	82	18
Multiple Races	16	57	73	27	14	69	84	16	10	85	95	5
Students with Disabilities	1	29	31	69	1	41	42	58	1	49	50	50
Students without Disabilities	5	56	62	38	6	60	66	34	6	68	74	26
Economically Disadvantaged	2	48	49	51	2	56	59	41	2	66	68	32
Not Economically Disadvantaged	10	64	73	27	10	62	72	28	8	67	76	24
English Learners	1	40	40	60	1	51	52	48	1	58	59	41
Migrant									<	<	<	<
Homeless	-	38	38	62	-	43	43	57	-	56	56	44
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	41	45	55	3	44	48	52	6	39	45	55
Female	4	42	46	54	5	42	47	53	4	40	44	56
Male	4	40	43	57	2	47	49	51	8	38	46	54
American Indian	<	<	<	<					<	<	<	<
Asian	2	42	44	56	10	33	42	58	8	40	48	52
Black	1	35	37	63	-	45	45	55	-	38	38	62
Hispanic	1	25	26	74	1	29	29	71	2	26	28	72
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	12	72	84	16	9	71	80	20	16	61	77	23
Multiple Races	10	50	60	40	9	49	57	43	14	50	64	36
Students with Disabilities	-	12	12	88	-	14	14	86	1	14	15	85
Students without Disabilities	4	43	48	52	4	48	52	48	6	42	48	52
Economically Disadvantaged	-	29	30	70	-	33	33	67	2	28	30	70
Not Economically Disadvantaged	10	62	72	28	7	59	65	35	9	49	58	42
English Learners	-	9	10	90	1	14	15	85	-	12	12	88
Migrant									<	<	<	<
Homeless	-	8	8	92	-	12	12	88	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	56	66	34	22	51	73	27	8	70	78	22
Female	6	53	59	41	19	48	67	33	13	70	83	17
Male	15	58	73	27	26	55	81	19	4	71	75	25
American Indian	<	<	100	0	<	<	100	0
Asian	9	64	73	27	<	<	<	<	27	55	82	18
Black	6	34	40	60	8	38	46	54	-	61	61	39
Hispanic	4	41	46	54	9	38	47	53	4	54	57	43
White	15	69	85	15	31	61	92	8	9	85	94	6
Multiple Races	18	64	82	18	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	11	56	66	34	22	52	75	25	9	72	81	19
Economically Disadvantaged	3	38	41	59	6	28	34	66	5	65	70	30
Not Economically Disadvantaged	15	66	81	19	28	61	89	11	9	72	81	19
English Learners	-	20	20	80	-	6	6	94	-	23	23	77
Homeless	<	<	<	<
Military Connected	<	<	100	0
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	44	52	48	9	44	53	47	8	45	53	47
Female	7	45	52	48	8	44	52	48	7	44	52	48
Male	8	44	52	48	9	44	54	46	9	46	55	45
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	10	46	56	44	10	44	54	46	8	48	56	44
Black	3	43	46	54	3	44	47	53	4	45	49	51
Hispanic	2	35	37	63	3	36	39	61	2	38	40	60
Native Hawaiian	<	<	<	<	7	43	50	50	-	17	17	83
White	21	60	80	20	21	57	78	22	22	57	79	21
Multiple Races	16	58	74	26	21	51	72	28	14	55	69	31
Students with Disabilities	1	19	20	80	2	18	20	80	2	21	23	77
Students without Disabilities	9	48	56	44	10	47	57	43	9	49	58	42
Economically Disadvantaged	3	37	40	60	2	37	40	60	3	39	42	58
Not Economically Disadvantaged	15	55	71	29	17	53	70	30	14	52	66	34
English Learners	1	21	22	78	1	22	23	77	1	24	25	75
Migrant									<	<	<	<
Homeless	-	31	31	69	-	22	22	78	2	24	25	75
Military Connected	9	57	65	35	17	56	72	28	8	54	62	38
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	44	59	41	19	41	59	41	18	45	63	37
Female	12	46	57	43	17	39	57	43	15	44	59	41
Male	17	43	60	40	20	42	62	38	19	47	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	20	45	64	36	22	41	63	37	15	47	62	38
Black	9	45	54	46	8	44	52	48	8	48	56	44
Hispanic	6	38	44	56	8	39	47	53	6	41	47	53
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	29	50	79	21	37	41	78	22	40	47	87	13
Multiple Races	18	55	73	27	37	37	74	26	17	53	70	30
Students with Disabilities	3	23	26	74	7	16	23	77	5	25	31	69
Students without Disabilities	16	47	63	37	20	43	64	36	19	48	68	32
Economically Disadvantaged	7	39	46	54	6	40	46	54	6	43	49	51
Not Economically Disadvantaged	24	52	76	24	33	41	74	26	29	47	76	24
English Learners	2	27	30	70	2	25	27	73	1	32	33	67
Homeless	-	39	39	61	<	<	<	<	4	26	30	70
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	43	48	52	4	42	46	54	4	46	50	50
Female	5	42	47	53	5	42	46	54	4	45	49	51
Male	6	43	49	51	4	42	46	54	5	46	51	49
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	2	42	44	56	7	43	49	51	7	40	47	53
Black	1	39	40	60	2	40	42	58	2	46	48	52
Hispanic	2	29	31	69	1	30	32	68	1	34	35	65
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	16	64	80	20	10	63	73	27	11	66	77	23
Multiple Races	11	61	72	28	11	51	63	37	14	57	70	30
Students with Disabilities	1	16	16	84	-	17	17	83	1	16	17	83
Students without Disabilities	6	46	53	47	5	46	50	50	5	49	54	46
Economically Disadvantaged	1	30	31	69	1	32	33	67	1	36	37	63
Not Economically Disadvantaged	11	58	69	31	8	55	63	37	8	57	65	35
English Learners	-	11	12	88	-	12	12	88	-	13	13	87
Homeless	-	31	31	69	-	-	-	100	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	50	56	44	4	56	60	40	5	50	55	45
Female	6	51	58	42	4	56	60	40	5	50	55	45
Male	4	49	54	46	5	55	60	40	5	50	55	45
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	8	42	51	49	5	58	63	37	4	61	64	36
Black	-	52	52	48	1	54	55	45	3	48	52	48
Hispanic	1	41	42	58	1	43	44	56	2	42	44	56
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	18	70	88	12	13	75	87	13	15	63	77	23
Multiple Races	23	63	86	14	8	77	85	15	9	65	74	26
Students with Disabilities	1	21	21	79	1	24	25	75	1	18	19	81
Students without Disabilities	6	54	59	41	5	60	65	35	6	54	60	40
Economically Disadvantaged	1	44	45	55	1	46	47	53	2	43	45	55
Not Economically Disadvantaged	14	62	76	25	9	67	75	25	8	57	65	35
English Learners	-	17	17	83	-	24	24	76	1	25	26	74
Migrant									<	<	<	<
Homeless	-	27	27	73	-	36	36	64	-	26	26	74
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	24	24	76	-	14	14	86	3	21	24	76
Female	-	27	27	73	-	17	17	83	3	20	23	78
Male	-	20	20	80	-	10	10	90	4	21	25	75
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	20	20	80	-	18	18	82	-	6	6	94
Hispanic	-	10	10	90	-	13	13	87	-	20	20	80
White	<	<	<	<	<	<	<	<	5	32	37	63
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	25	25	75	-	16	16	84	3	23	26	74
Economically Disadvantaged	-	19	19	81	-	9	9	91	3	17	20	80
Not Economically Disadvantaged	-	36	36	64	-	30	30	70	3	24	27	73
English Learners	<	<	<	<	-	13	13	87	4	13	17	83
Homeless									<	<	<	<
Military Connected									<	<	<	<
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	30	30	70	-	30	30	70	-	35	35	65
Female	-	27	27	73	1	29	30	70	1	30	31	69
Male	-	33	33	67	-	31	31	69	-	39	39	61
Asian	-	60	60	40	-	38	38	63	-	43	43	57
Black	-	20	20	80	-	24	24	76	1	32	33	67
Hispanic	-	26	26	74	-	25	25	75	-	33	33	67
Native Hawaiian					<	<	<	<
White	-	44	44	56	2	55	57	43	3	53	56	44
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	6	6	94	-	6	6	94	1	22	23	77
Students without Disabilities	-	34	34	66	-	33	33	67	-	38	38	62
Economically Disadvantaged	-	29	29	71	-	27	27	73	-	30	31	69
Not Economically Disadvantaged	-	35	35	65	1	43	45	55	1	40	41	59
English Learners	-	31	31	69	-	27	27	73	-	28	29	71
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	43	56	44	17	47	64	36	17	44	62	38
Female	12	43	55	45	15	47	62	38	13	46	60	40
Male	14	43	57	43	19	47	66	34	21	43	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	20	46	66	34	24	51	75	25	20	48	69	31
Black	7	40	47	53	12	43	55	45	13	42	54	46
Hispanic	6	37	42	58	8	42	49	51	7	39	46	54
Native Hawaiian	<	<	<	<	<	<	100	0	-	73	73	27
White	27	56	84	16	32	56	88	12	33	52	85	15
Multiple Races	22	50	73	27	24	53	76	24	28	49	77	23
Students with Disabilities	3	20	24	76	4	21	25	75	4	18	22	78
Students without Disabilities	14	46	60	40	19	51	70	30	19	48	67	33
Economically Disadvantaged	6	37	43	57	8	42	50	50	7	42	48	52
Not Economically Disadvantaged	24	52	76	24	26	52	79	21	28	47	75	25
English Learners	3	27	30	70	3	36	40	60	4	32	36	64
Homeless	2	36	38	62	-	27	27	73	-	33	33	67
Military Connected	23	59	82	18	15	62	77	23	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	29	30	70	1	55	57	43	-	34	34	66
Female	1	22	24	76	3	48	52	48	-	38	38	62
Male	-	37	37	63	-	62	62	38	-	32	32	68
Asian	-	25	25	75	<	<	100	0	<	<	<	<
Black	-	29	29	71	-	52	52	48	<	<	<	<
Hispanic	-	19	19	81	-	52	52	48	-	27	27	73
Native Hawaiian									<	<	100	0
White	-	80	80	20	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	-	18	18	82	<	<	<	<	<	<	<	<
Students without Disabilities	1	31	32	68	2	57	59	41	-	38	38	62
Economically Disadvantaged	-	17	17	83	-	52	52	48	-	44	44	56
Not Economically Disadvantaged	3	56	59	41	5	62	67	33	-	25	25	75
English Learners	-	15	15	85	-	18	18	82	-	33	33	67
Homeless	<	<	<	<
Military Connected	<	<	100	0
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	43	48	52	-	32	32	68	1	18	19	81
Female	5	42	47	53	-	40	40	60	-	19	19	81
Male	5	43	48	52	-	23	23	77	2	18	20	80
Asian	11	50	61	39	<	<	<	<	<	<	<	<
Black	2	39	41	59	-	28	28	72	-	18	18	82
Hispanic	1	36	37	63	-	24	24	76	2	9	11	89
Native Hawaiian	<	<	100	0
White	15	61	77	23	<	<	<	<	<	<	<	<
Multiple Races	13	58	71	29	<	<	<	<	<	<	100	0
Students with Disabilities	2	19	21	79	-	14	14	86	-	8	8	92
Students without Disabilities	5	45	50	50	-	35	35	65	1	22	23	77
Economically Disadvantaged	2	37	39	61	-	38	38	62	-	20	20	80
Not Economically Disadvantaged	12	56	68	32	-	11	11	89	3	15	18	82
English Learners	-	25	25	75	-	38	38	62	-	21	21	79
Homeless	-	29	29	71	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	13	14	86	6	12	18	82	5	27	32	68
Female	1	14	15	85	-	19	19	81	7	29	36	64
Male	1	12	12	88	12	6	18	82	<	<	<	<
Asian	-	20	20	80	<	<	<	<
Black	1	10	11	89	-	8	8	92	<	<	<	<
Hispanic	-	9	9	91	9	9	18	82	<	<	<	<
White	6	31	38	63	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	2	2	98	-	8	8	92	<	<	<	<
Students without Disabilities	1	15	16	84	10	15	25	75	-	32	32	68
Economically Disadvantaged	-	9	9	91	6	6	11	89	<	<	<	<
Not Economically Disadvantaged	2	24	26	74	7	20	27	73	8	23	31	69
English Learners	-	8	8	92	<	<	<	<	<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	83	94	6	13	81	94	6	7	88	96	4
Female	4	87	91	9	8	86	94	6	5	90	95	5
Male	19	79	99	1	20	75	95	5	11	86	96	4
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	87	87	13	-	86	86	14	9	73	82	18
Hispanic	4	83	88	13	11	84	95	5	-	94	94	6
White	17	81	99	1	18	79	97	3	10	90	100	0
Multiple Races	<	<	100	0	20	70	90	10	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0
Students without Disabilities	11	83	94	6	14	80	94	6	7	88	96	4
Economically Disadvantaged	4	83	87	13	4	85	89	11	-	90	90	10
Not Economically Disadvantaged	14	84	98	2	16	79	96	4	10	88	98	2
English Learners	<	<	100	0					<	<	<	<
Military Connected	<	<	100	0	<	<	<	<
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	51	72	28	18	49	67	33	20	47	68	32
Female	22	49	71	29	20	47	67	33	18	51	69	31
Male	20	53	73	27	17	50	67	33	23	44	67	33
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	38	56	94	6	36	47	83	17	35	47	82	18
Black	14	51	66	34	16	45	61	39	15	47	62	38
Hispanic	11	48	59	41	10	46	56	44	8	46	54	46
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	39	53	92	8	31	56	88	12	41	49	90	10
Multiple Races	29	57	86	14	24	64	88	12	28	59	88	13
Students with Disabilities	3	30	33	67	1	23	24	76	4	19	24	76
Students without Disabilities	24	54	78	22	21	53	74	26	23	51	74	26
Economically Disadvantaged	10	49	59	41	11	44	55	45	9	47	56	44
Not Economically Disadvantaged	34	53	87	13	27	54	81	19	33	47	81	19
English Learners	2	34	36	64	2	36	37	63	3	32	35	65
Homeless	8	69	77	23	-	40	40	60	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	44	63	37	19	43	62	38	18	42	60	40
Female	16	46	61	39	14	43	57	43	12	42	54	46
Male	22	43	65	35	24	43	67	33	23	42	65	35
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	31	44	75	25	21	48	68	32	12	47	59	41
Black	11	40	51	49	11	40	51	49	12	39	51	49
Hispanic	11	39	50	50	6	36	42	58	7	34	41	59
Native Hawaiian	<	<	<	<					<	<	<	<
White	31	52	83	17	37	50	87	13	31	50	81	19
Multiple Races	29	42	71	29	26	46	72	28	29	44	73	27
Students with Disabilities	7	20	27	73	8	18	27	73	4	20	24	76
Students without Disabilities	20	46	66	34	20	46	67	33	20	45	64	36
Economically Disadvantaged	10	39	50	50	8	38	46	54	6	37	42	58
Not Economically Disadvantaged	28	49	77	23	30	48	78	22	28	46	74	26
English Learners	8	36	44	56	5	38	43	57	4	35	39	61
Homeless	-	25	25	75	-	25	25	75	-	38	38	62
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
< = 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

	2022-2023	2023-2024	2024-2025
Division	234	339	250
State	4,460	6,361	4,559
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
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	564	663	599
Kindergarten	1,338	1,415	1,339
Grade 1	1,426	1,355	1,409
Grade 2	1,256	1,377	1,328
Grade 3	1,274	1,258	1,362
Grade 4	1,281	1,248	1,242
Grade 5	1,165	1,295	1,209
Grade 6	1,100	1,110	1,229
Grade 7	1,065	1,078	1,124
Grade 8	1,080	1,077	1,100
Grade 9	1,234	1,180	1,281
Grade 10	1,292	1,192	1,246
Grade 11	887	1,149	1,042
Grade 12	1,127	1,042	1,103
Total Enrollment	16,089	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 Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	16089	16439	16613
Female	7696	7914	8012
Male	8387	8516	8590
American Indian	19	27	26
Asian	1050	1087	1091
Black	4070	4005	3900
Hispanic	6056	6168	6311
Native Hawaiian	47	48	55
White	4260	4422	4437
Multiple Races	587	682	793
Students with Disabilities	1700	1910	2074
Students without Disabilities	14389	14529	14539
Economically Disadvantaged	11296	10981	7723
Not Economically Disadvantaged	4793	5458	8890
English Learners	6840	7160	7476
Not English Learners	9249	9279	9137
Homeless	96	105	124
Military Connected	93	90	84
Foster Care	10	9	14
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	12,994	2,566	13,758	2,143	13,720	2,201
Female	6,234	1,250	6,665	1,005	6,703	1,005
Male	6,756	1,314	7,084	1,137	7,017	1,196
American Indian	15	5	23	5	25	0
Asian	837	139	886	118	868	121
Black	3,194	672	3,174	542	3,137	559
Hispanic	4,664	1,265	4,962	1,106	4,887	1,142
Native Hawaiian	35	11	51	7	57	3
White	3,754	398	4,055	279	4,063	283
Multiple Races	495	76	607	86	683	93
Students with Disabilities	1,342	373	1,481	369	1,552	393
Economically Disadvantaged	7,682	1,952	7,947	1,596	6,942	1,529
English Learners	5,636	1,338	6,196	1,161	6,231	1,227
Homeless	126	87	144	72	140	114
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: 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 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	452	583	13	22	123	56
	State	51325	41797	1944	889	5197	1395
Female	Division	252	251	7	9	33	21
	State	27479	18568	644	302	1991	571
Male	Division	200	332	6	13	90	35
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	<	<
	State	115	128	6	2	20	5
Asian	Division	29	41	0	0	12	2
	State	6138	1603	96	15	116	44
Black	Division	102	148	6	10	8	20
	State	8492	10859	649	192	1064	555
Hispanic	Division	97	303	3	10	94	31
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	<	<
	State	89	54	4	1	7	3
White	Division	205	75	2	2	7	3
	State	25572	16963	766	433	1201	364
Multiple Races	Division	18	15	2	0	0	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	8	70	13	3	3	8
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	135	322	8	6	54	28
	State	12384	21564	1091	503	2612	961
English Learners	Division	56	240	4	3	94	25
	State	1822	5921	308	50	2224	183
Migrant	Division	<	<	<	<	0	<
	State	<	<	<	<	<	<
Homeless	Division	4	10	1	0	4	6
	State	201	818	47	19	231	71
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = 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	1,249	1,048	84	1,070	86	123	10
Female	573	510	89	519	91	33	6
Male	676	538	80	551	82	90	13
American Indian	<	<	<	<	<	<	<
Asian	84	70	83	70	83	12	14
Black	294	256	87	266	91	8	3
Hispanic	538	403	75	413	77	94	18
Native Hawaiian	<	<	<	<	<	<	<
White	294	282	96	284	97	7	2
Multiple Races	35	35	100	35	100	0	0
Students with Disabilities	105	91	87	94	90	3	3
Economically Disadvantaged	553	465	84	471	85	54	10
English Learners	422	300	71	303	72	94	22
Migrant	<	<	100	<	100	0	0
Homeless	25	15	60	15	60	4	16
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = 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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	1,162 / 25.62%	1,007 / 22.09%	1,235 / 26.47%
Advanced Placement Course Enrollment	1,162 / 25.62%	1,007 / 22.09%	1,235 / 26.47%
Dual Enrollment	780 / 17.2%	709 / 15.55%	791 / 16.95%
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

2021-2022 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.

2021-2022 FGI cohort year (students entering high school in 2018)
	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	793	544	31
	State	87,947	58,787	33
Female	Division	388	286	26
	State	44,125	32,246	27
Male	Division	405	258	36
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	52	38	27
	State	7,326	6,406	13
Black	Division	208	144	31
	State	18,153	10,957	40
Hispanic	Division	252	115	54
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	258	230	11
	State	44,455	30,645	31
Multiple Races	Division	19	14	26
	State	4,837	3,237	33
Students with Disabilities	Division	52	28	46
	State	8,632	3,934	54
Economically Disadvantaged	Division	440	254	42
	State	30,889	16,128	48
English Learners	Division	207	99	52
	State	7,530	4,273	43
< = 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
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	22	27	30
	State	3,844	3,577	3,225
State Licensures	Division	8	2	9
	State	1,573	2,069	2,206
Industry Certification	Division	824	605	1,206
	State	100,965	101,956	105,973
Workplace Readiness	Division	739	139	247
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,593	773	1,492
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,257	689	1,095
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	22	30	-
	State	962	1,022	-
CTE Completers	Division	548	502	530
	State	46,028	48,643	51,357

< = 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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	61.6	59.4	59.3

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$15,100	$3,662	$2,424
	State	$7,134	$6,454	$1,936
2022-2023	Division	$15,644	$3,900	$2,517
	State	$7,803	$6,956	$1,918
2023-2024	Division	$16,083	$4,025	$2,172
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	251	397	132
Out-of-School Suspension	944	744	669
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	74	56	13
Bus Suspension	19	10	5

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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	63.4	67.7	69.6
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	36.1	35	35.3
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	67.2	69.7	64.2
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

14.07 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.74 : 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: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	24%	69%	3%	4%
2023-2024	26%	67%	3%	4%
2024-2025	26%	67%	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	Annual Target	Long-Term Goal
All Students	61%	81%	88%
Asian	60%	91%	88%
Black	60%	73%	88%
Hispanic	44%	73%	88%
White	83%	86%	88%
Multiple Races	77%	84%	88%
Economically Disadvantaged	46%	73%	88%
English Learners	40%	67%	88%
Students with Disabilities	30%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	58%	76%	85%
Asian	64%	90%	85%
Black	50%	67%	85%
Hispanic	44%	68%	85%
White	82%	82%	85%
Multiple Races	74%	79%	85%
Economically Disadvantaged	44%	67%	85%
English Learners	44%	64%	85%
Students with Disabilities	27%	61%	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	60%
Asian	56%
Black	55%
Hispanic	44%
White	86%
Multiple Races	77%
Economically Disadvantaged	46%
English Learners	37%
Students with Disabilities	26%

< = 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	78%	84%	84%
Asian	74%	90%	84%
Black	83%	83%	84%
Hispanic	69%	83%	84%
White	92%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	75%	83%	84%
English Learners	61%	80%	84%
Students with Disabilities	65%	79%	84%
Homeless	63%	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	51%	56%	58%
English Learner Proficiency	10%	-	-

< = 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	2233	4410	51%
English Learner Proficiency	580	6041	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.4%	-	98.5%	-	97.4%	-
Asian	98.8%	-	98.9%	-	97.2%	-
Black	97.6%	-	97.9%	-	96.4%	-
Hispanic	98.2%	-	98.5%	-	97%	-
White	99.1%	-	98.9%	-	98.8%	-
Multiple Races	98.4%	-	98%	-	98.5%	-
Economically Disadvantaged	98.3%	-	98.6%	-	97.1%	-
Not Economically Disadvantaged	98.4%	-	98.4%	-	97.8%	-
English Learners	98.5%	-	98.7%	-	97.1%	-
Students with Disabilities	94.4%	-	94.6%	-	92%	-
Students without Disabilities	98.9%	-	99%	-	98.2%	-
Female	98.5%	-	98.7%	-	97.9%	-
Male	98.2%	-	98.3%	-	97%	-
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).

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Alexandria City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2024 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: 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

2021-2022 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

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act