Alexandria City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Charles Barrett Elementary	Fully Accredited	Approaching Expectations	84.37
Cora Kelly School for Math Science and Technology	Fully Accredited	Approaching Expectations	81.93
Douglas MacArthur Elementary	Fully Accredited	Approaching Expectations	87.81
Ferdinand T. Day Elementary	Fully Accredited	Approaching Expectations	80.93
George Mason Elementary	Fully Accredited	Approaching Expectations	83.91
James K. Polk Elementary	Fully Accredited	Approaching Expectations	84.73
Jefferson-Houston PK-8 School	Fully Accredited	Meets Expectations	80.27
John Adams Elementary	Fully Accredited	Approaching Expectations	83.05
Lyles-Crouch Elementary	Fully Accredited	Distinguished	95.76
Mount Vernon Elementary	Fully Accredited	Approaching Expectations	82.12
Naomi L. Brooks Elementary	Fully Accredited	Meets Expectations	94.39
Patrick Henry K-8 School	Fully Accredited	Approaching Expectations	83.5
Samuel W. Tucker Elementary	Fully Accredited	Approaching Expectations	83.57
William Ramsay Elementary	Fully Accredited	Needs Intensive Support	78.36
Middle Schools
Francis C. Hammond Middle	Fully Accredited	Needs Intensive Support	79.27
George Washington Middle	Fully Accredited	Approaching Expectations	85.92
High Schools
Alexandria City High	Fully Accredited	Approaching Expectations	81.16

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	49	61	39	13	49	62	38	13	50	63	37
Female	14	49	63	37	14	50	64	36	14	51	65	35
Male	10	48	59	41	11	48	59	41	12	49	61	39
American Indian	6	56	61	39	21	36	57	43	36	27	64	36
Asian	12	51	63	37	10	52	62	38	11	54	65	35
Black	6	52	58	42	6	54	60	40	7	53	61	39
Hispanic	4	41	44	56	4	40	45	55	5	42	46	54
Native Hawaiian	4	58	63	38	6	59	65	35	5	44	49	51
White	27	56	83	17	28	55	83	17	28	56	84	16
Multiple Races	22	54	77	23	23	54	77	23	23	52	74	26
Students with Disabilities	5	26	30	70	3	27	30	70	3	28	31	69
Students without Disabilities	13	52	65	35	14	52	66	34	15	53	67	33
Economically Disadvantaged	4	43	47	53	3	43	46	54	5	45	50	50
Not Economically Disadvantaged	22	55	77	23	22	54	76	24	26	57	83	17
English Learners	1	25	26	74	1	27	28	72	1	28	28	72
Migrant					<	<	<	<	<	<	<	<
Homeless	-	43	43	57	5	34	39	61	4	36	40	60
Military Connected	24	55	79	21	24	55	79	21	45	55	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	46	56	44	9	47	56	44	10	46	56	44
Female	11	46	57	43	12	49	60	40	10	46	56	44
Male	9	46	55	45	7	45	52	48	11	45	56	44
Asian	8	45	53	47	5	47	53	47	5	53	58	42
Black	7	46	53	47	6	48	54	46	7	44	51	49
Hispanic	3	32	35	65	3	34	37	63	1	32	33	67
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	60	79	21	20	60	81	19	22	59	81	19
Multiple Races	15	53	68	32	13	55	68	32	20	58	78	22
Students with Disabilities	5	25	30	70	1	33	34	66	3	26	29	71
Students without Disabilities	11	48	59	41	10	49	59	41	11	49	60	40
Economically Disadvantaged	3	37	39	61	3	36	39	61	4	39	43	57
Not Economically Disadvantaged	17	55	72	28	16	57	73	27	23	59	82	18
English Learners	1	30	31	69	1	34	35	65	1	31	32	68
Homeless	-	55	55	45	-	29	29	71	-	35	35	65
Military Connected	30	50	80	20	<	<	<	<	33	67	100	0
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	51	64	36	14	48	62	38	13	49	62	38
Female	14	49	64	36	14	46	60	40	14	53	66	34
Male	13	52	65	35	13	51	64	36	12	46	58	42
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	12	58	69	31	6	60	66	34	8	52	60	40
Black	4	56	61	39	11	52	63	37	7	55	62	38
Hispanic	3	41	44	56	3	37	40	60	6	38	44	56
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	55	86	14	27	57	84	16	26	58	84	16
Multiple Races	31	52	83	17	21	56	77	23	16	56	72	28
Students with Disabilities	9	31	40	60	4	29	33	67	2	31	33	67
Students without Disabilities	14	54	68	32	15	51	66	34	14	52	66	34
Economically Disadvantaged	3	46	49	51	3	41	44	56	7	46	53	47
Not Economically Disadvantaged	24	56	80	20	23	56	79	21	25	58	84	16
English Learners	2	40	42	58	-	36	36	64	1	38	38	62
Migrant					<	<	<	<	<	<	<	<
Homeless	-	56	56	44	7	57	64	36	-	25	25	75
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	52	62	38	11	51	62	38	10	55	64	36
Female	13	51	64	36	12	50	62	38	9	53	63	37
Male	7	52	60	40	10	51	62	38	10	56	65	35
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	15	55	69	31	11	51	62	38	6	60	66	34
Black	4	53	57	43	4	54	58	42	6	57	63	37
Hispanic	4	42	46	54	4	38	41	59	3	41	44	56
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	21	61	82	18	25	63	87	13	19	67	86	14
Multiple Races	21	59	80	20	21	53	74	26	19	57	76	24
Students with Disabilities	2	23	26	74	3	27	30	70	3	26	29	71
Students without Disabilities	11	55	67	33	12	54	67	33	10	58	69	31
Economically Disadvantaged	3	44	47	53	2	44	47	53	3	46	49	51
Not Economically Disadvantaged	18	60	79	21	19	57	76	24	19	68	86	14
English Learners	-	22	22	78	1	24	24	76	-	27	27	73
Migrant									<	<	100	0
Homeless	<	<	<	<	-	33	33	67	8	54	62	38
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	47	57	43	11	47	59	41	14	47	61	39
Female	9	52	61	39	13	49	62	38	14	46	60	40
Male	10	43	54	46	10	45	55	45	13	48	62	38
American Indian	<	<	<	<					<	<	100	0
Asian	13	56	69	31	14	54	68	32	15	50	65	35
Black	5	46	51	49	4	51	55	45	6	50	56	44
Hispanic	3	37	40	60	3	39	42	58	4	40	44	56
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	21	59	81	19	26	53	80	20	32	55	86	14
Multiple Races	24	47	71	29	27	55	82	18	21	48	69	31
Students with Disabilities	1	24	24	76	2	21	23	77	5	20	25	75
Students without Disabilities	11	51	62	38	13	51	63	37	15	52	67	33
Economically Disadvantaged	3	39	42	58	3	39	42	58	5	42	47	53
Not Economically Disadvantaged	18	57	74	26	21	56	77	23	26	56	82	18
English Learners	-	15	15	85	-	21	21	79	-	16	16	84
Homeless	-	36	36	64	10	10	20	80	6	38	44	56
Military Connected	<	<	<	<	<	<	100	0	45	55	100	0
Foster Care									<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	50	58	42	10	52	62	38	10	52	62	38
Female	9	53	62	38	9	56	65	35	12	53	65	35
Male	8	47	55	45	11	48	59	41	8	51	59	41
Asian	13	52	65	35	5	60	65	35	13	53	66	34
Black	3	57	60	40	3	58	61	39	6	54	59	41
Hispanic	2	38	40	60	4	40	45	55	3	45	48	52
Native Hawaiian	<	<	<	<	<	<	<	<	-	50	50	50
White	22	59	81	19	25	59	83	17	22	60	82	18
Multiple Races	24	57	81	19	19	55	74	26	21	53	74	26
Students with Disabilities	6	25	31	69	-	29	29	71	1	29	30	70
Students without Disabilities	9	53	62	38	11	55	66	34	12	55	67	33
Economically Disadvantaged	1	44	45	55	2	44	45	55	3	46	49	51
Not Economically Disadvantaged	18	57	74	26	18	60	78	22	22	61	83	17
English Learners	-	21	21	79	-	20	20	80	1	19	20	80
Homeless	<	<	<	<	-	31	31	69	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	46	56	44	11	47	58	42	13	48	61	39
Female	14	45	58	42	13	49	62	38	13	51	64	36
Male	7	47	54	46	10	45	55	45	13	46	59	41
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	11	43	55	45	17	41	58	42	13	55	69	31
Black	5	47	52	48	6	49	55	45	5	51	56	44
Hispanic	3	41	45	55	3	42	45	55	6	42	48	52
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	29	49	77	23	29	53	82	18	29	53	82	18
Multiple Races	14	60	74	26	24	67	91	9	22	49	71	29
Students with Disabilities	2	23	25	75	2	20	22	78	2	25	27	73
Students without Disabilities	12	50	61	39	13	51	63	37	14	52	66	34
Economically Disadvantaged	3	41	44	56	3	44	47	53	4	42	46	54
Not Economically Disadvantaged	20	51	71	29	21	50	71	29	25	57	81	19
English Learners	1	16	17	83	-	18	18	82	1	20	20	80
Homeless	-	18	18	82	<	<	<	<	-	31	31	69
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	50	72	28	24	51	75	25	25	50	75	25
Female	24	48	72	28	25	51	76	24	29	51	80	20
Male	19	52	71	29	22	51	74	26	20	50	70	30
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	9	45	54	46	17	48	65	35	20	52	72	28
Black	17	56	73	27	12	66	78	22	14	64	78	22
Hispanic	8	52	60	40	11	55	66	34	10	55	65	35
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	50	42	92	8	52	34	86	14	50	35	85	15
Multiple Races	32	58	90	10	49	40	89	11	59	26	85	15
Students with Disabilities	9	32	41	59	8	29	37	63	5	49	54	46
Students without Disabilities	23	52	75	25	25	53	79	21	26	51	77	23
Economically Disadvantaged	10	51	61	39	8	60	68	32	10	56	66	34
Not Economically Disadvantaged	39	49	87	13	37	44	81	19	37	46	83	17
English Learners	1	23	24	76	1	30	30	70	-	31	31	69
Homeless	-	60	60	40	<	<	<	<	6	44	50	50
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	38	71	29	-	8	8	92	<	<	<	<
Female	36	45	82	18	<	<	<	<	<	<	<	<
Male	30	30	60	40	-	10	10	90	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	31	38	69	31	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	38	71	29	-	8	8	92	<	<	<	<
Female	36	45	82	18	<	<	<	<	<	<	<	<
Male	30	30	60	40	-	10	10	90	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	31	38	69	31	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	48	55	45	7	48	55	45	7	52	59	41
Female	6	48	54	46	6	48	54	46	6	53	59	41
Male	7	49	56	44	8	48	55	45	9	51	60	40
American Indian	5	47	53	47	7	40	47	53	-	53	53	47
Asian	10	46	56	44	8	52	60	40	7	58	65	35
Black	2	46	48	52	3	45	48	52	3	50	52	48
Hispanic	2	39	41	59	2	38	40	60	2	43	45	55
Native Hawaiian	6	44	50	50	2	51	53	47	10	54	63	37
White	15	64	79	21	16	62	79	21	18	64	82	18
Multiple Races	13	54	67	33	14	55	69	31	12	58	70	30
Students with Disabilities	2	26	28	72	1	25	26	74	1	27	28	72
Students without Disabilities	7	51	58	42	8	51	58	42	8	55	64	36
Economically Disadvantaged	2	41	43	57	2	40	41	59	3	45	48	52
Not Economically Disadvantaged	12	57	69	31	12	56	68	32	15	63	78	22
English Learners	1	32	33	67	1	32	33	67	1	36	37	63
Migrant					<	<	<	<	<	<	<	<
Homeless	1	22	23	77	1	29	29	71	1	26	27	73
Military Connected	12	60	71	29	3	71	74	26	18	78	96	4
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	47	56	44	7	54	61	39	10	52	62	38
Female	7	42	49	51	6	53	59	41	6	51	57	43
Male	11	52	62	38	8	54	62	38	13	54	67	33
Asian	4	44	48	52	2	54	56	44	7	61	68	32
Black	5	47	53	48	5	55	60	40	5	50	55	45
Hispanic	2	37	39	61	2	43	45	55	3	39	42	58
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	19	60	79	21	16	68	84	16	20	64	84	16
Multiple Races	15	47	62	38	15	50	65	35	18	64	82	18
Students with Disabilities	3	28	31	69	1	36	37	63	4	25	29	71
Students without Disabilities	10	50	59	41	8	56	64	36	10	56	66	34
Economically Disadvantaged	2	39	41	59	2	45	47	53	5	47	52	48
Not Economically Disadvantaged	16	55	71	29	12	62	74	26	19	62	82	18
English Learners	1	36	37	63	1	44	45	55	2	43	45	55
Homeless	-	25	25	75	-	21	21	79	-	40	40	60
Military Connected	20	60	80	20	<	<	<	<	8	92	100	0
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	46	57	43	10	51	61	39	10	54	64	36
Female	9	47	56	44	6	48	55	45	6	57	63	37
Male	11	46	57	43	12	54	67	33	14	50	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	13	47	61	39	7	52	59	41	4	61	65	35
Black	5	45	50	50	4	53	57	43	5	55	60	40
Hispanic	2	36	39	61	3	40	43	57	3	47	49	51
Native Hawaiian	<	<	<	<	-	70	70	30	<	<	<	<
White	21	60	81	19	19	61	80	20	26	60	85	15
Multiple Races	16	47	63	37	21	60	81	19	11	58	69	31
Students with Disabilities	3	28	31	69	1	30	31	69	1	34	35	65
Students without Disabilities	11	49	60	40	11	54	65	35	12	56	68	32
Economically Disadvantaged	4	38	42	58	2	44	45	55	5	51	56	44
Not Economically Disadvantaged	17	56	73	27	17	59	76	24	23	59	82	18
English Learners	2	35	37	63	1	38	39	61	1	44	46	54
Migrant					<	<	<	<	<	<	<	<
Homeless	-	18	18	82	7	47	53	47	-	6	6	94
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	50	52	48	14	48	62	38	10	54	64	36
Female	2	49	51	49	12	47	59	41	7	53	60	40
Male	3	50	53	47	16	48	64	36	14	54	68	32
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	3	54	57	43	16	49	65	35	9	64	73	27
Black	-	45	45	55	6	50	56	44	5	57	62	38
Hispanic	1	43	44	56	4	42	46	54	3	43	46	54
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	6	65	70	30	32	51	83	17	22	62	84	16
Multiple Races	2	54	56	44	17	53	70	30	18	56	75	25
Students with Disabilities	1	26	27	73	3	24	27	73	1	27	29	71
Students without Disabilities	2	53	55	45	16	51	67	33	12	57	69	31
Economically Disadvantaged	1	43	44	56	4	44	48	52	4	48	52	48
Not Economically Disadvantaged	4	60	63	37	24	51	74	26	21	62	83	17
English Learners	-	29	29	71	1	32	33	67	1	34	35	65
Migrant									<	<	100	0
Homeless	<	<	<	<	-	27	27	73	-	50	50	50
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	41	49	51	-	39	39	61	7	45	53	47
Female	7	44	52	48	1	38	39	61	5	45	50	50
Male	8	39	46	54	-	39	40	60	9	45	55	45
American Indian	<	<	<	<					<	<	100	0
Asian	15	37	53	47	2	47	48	52	5	63	68	32
Black	1	34	35	65	-	30	30	70	2	38	40	60
Hispanic	2	29	32	68	-	28	28	72	2	32	34	66
Native Hawaiian	<	<	<	<	-	36	36	64	<	<	<	<
White	16	63	79	21	2	65	66	34	19	63	82	18
Multiple Races	16	47	64	36	-	49	49	51	11	53	63	37
Students with Disabilities	3	15	19	81	-	18	18	82	2	18	20	80
Students without Disabilities	8	45	53	47	1	42	42	58	8	49	57	43
Economically Disadvantaged	2	30	32	68	-	28	28	72	2	37	39	61
Not Economically Disadvantaged	13	53	67	33	1	53	54	46	15	57	73	27
English Learners	1	11	11	89	-	15	15	85	-	16	16	84
Homeless	-	6	6	94	-	15	15	85	-	25	25	75
Military Connected	<	<	<	<	<	<	<	<	18	64	82	18
Foster Care									<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	44	49	51	7	43	51	49	3	45	47	53
Female	5	45	50	50	7	45	52	48	4	47	50	50
Male	7	43	49	51	7	42	49	51	2	42	44	56
Asian	10	35	45	55	12	56	68	32	6	40	46	54
Black	1	43	44	56	1	38	40	60	2	36	38	62
Hispanic	2	31	33	67	2	29	32	68	1	37	37	63
Native Hawaiian	<	<	<	<	<	<	<	<	9	55	64	36
White	15	65	80	20	17	65	81	19	6	65	71	29
Multiple Races	8	76	84	16	16	41	57	43	2	54	56	44
Students with Disabilities	1	20	20	80	-	18	18	82	1	18	19	81
Students without Disabilities	6	47	53	47	8	47	55	45	3	48	51	49
Economically Disadvantaged	1	35	37	63	1	31	33	67	1	34	35	65
Not Economically Disadvantaged	11	54	66	34	13	55	68	32	6	65	70	30
English Learners	-	18	18	82	-	14	14	86	-	23	23	77
Homeless	-	18	18	82	-	25	25	75	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	31	38	63	-	19	19	81	-	23	23	77
Female	<	<	<	<	-	18	18	82	-	23	23	77
Male	-	36	36	64	-	19	19	81	-	23	23	77
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	100	0	-	25	25	75	3	33	37	63
Black	-	36	36	64	-	13	13	87	-	21	21	79
Hispanic	<	<	<	<	-	20	20	80	-	23	23	77
Native Hawaiian					<	<	<	<	<	<	<	<
White	<	<	<	<	-	25	25	75	2	26	28	72
Multiple Races					<	<	<	<	-	12	12	88
Students with Disabilities	7	33	40	60	-	10	10	90	-	15	15	85
Students without Disabilities	<	<	<	<	-	21	21	79	-	25	25	75
Economically Disadvantaged	-	45	45	55	-	17	17	83	-	21	22	78
Not Economically Disadvantaged	<	<	<	<	-	22	22	78	1	28	28	72
English Learners	<	<	<	<	-	15	15	85	-	18	19	81
Homeless	<	<	<	<	<	<	<	<	-	-	-	100
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	58	64	36	6	67	72	28	5	66	72	28
Female	6	60	66	34	5	72	77	23	6	69	75	25
Male	5	57	62	38	6	62	68	32	4	64	68	32
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	10	64	74	26	7	66	73	27	8	62	70	30
Black	2	58	60	40	4	66	70	30	2	66	68	32
Hispanic	2	53	55	45	2	64	65	35	2	60	63	38
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	13	67	81	19	13	69	82	18	11	76	87	13
Multiple Races	14	69	84	16	10	85	95	5	10	82	92	8
Students with Disabilities	1	41	42	58	1	49	50	50	-	40	40	60
Students without Disabilities	6	60	66	34	6	68	74	26	6	69	75	25
Economically Disadvantaged	2	56	59	41	2	66	68	32	2	60	62	38
Not Economically Disadvantaged	10	62	72	28	8	67	76	24	8	74	83	17
English Learners	1	51	52	48	1	58	59	41	-	53	53	47
Homeless	-	43	43	57	-	56	56	44	6	39	44	56
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	44	48	52	6	39	45	55	11	59	70	30
Female	5	42	47	53	4	40	44	56	8	58	65	35
Male	2	47	49	51	8	38	46	54	14	61	75	25
American Indian					<	<	<	<	<	<	<	<
Asian	10	33	42	58	8	40	48	52	9	60	69	31
Black	-	45	45	55	-	38	38	62	1	62	63	37
Hispanic	1	29	29	71	2	26	28	72	4	51	55	45
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	9	71	80	20	16	61	77	23	22	63	85	15
Multiple Races	9	49	57	43	14	50	64	36	17	61	78	22
Students with Disabilities	-	14	14	86	1	14	15	85	-	46	46	54
Students without Disabilities	4	48	52	48	6	42	48	52	12	60	72	28
Economically Disadvantaged	-	33	33	67	2	28	30	70	2	55	57	43
Not Economically Disadvantaged	7	59	65	35	9	49	58	42	18	62	80	20
English Learners	1	14	15	85	-	12	12	88	-	21	21	79
Homeless	-	12	12	88	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	<	<
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	51	73	27	8	70	78	22	12	70	82	18
Female	19	48	67	33	13	70	83	17	13	69	81	19
Male	26	55	81	19	4	71	75	25	11	70	82	18
American Indian	<	<	100	0
Asian	<	<	<	<	27	55	82	18	<	<	<	<
Black	8	38	46	54	-	61	61	39	-	59	59	41
Hispanic	9	38	47	53	4	54	57	43	-	58	58	42
White	31	61	92	8	9	85	94	6	20	77	97	3
Multiple Races	<	<	<	<	<	<	100	0	-	100	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	22	52	75	25	9	72	81	19	13	72	85	15
Economically Disadvantaged	6	28	34	66	5	65	70	30	3	56	59	41
Not Economically Disadvantaged	28	61	89	11	9	72	81	19	15	74	89	11
English Learners	-	6	6	94	-	23	23	77	-	10	10	90
Military Connected									<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	44	53	47	8	45	53	47	9	47	56	44
Female	8	44	52	48	7	44	52	48	8	47	55	45
Male	9	44	54	46	9	46	55	45	11	47	58	42
American Indian	<	<	<	<	<	<	<	<	-	45	45	55
Asian	10	44	54	46	8	48	56	44	11	47	58	42
Black	3	44	47	53	4	45	49	51	3	48	51	49
Hispanic	3	36	39	61	2	38	40	60	3	39	43	57
Native Hawaiian	7	43	50	50	-	17	17	83	-	53	53	47
White	21	57	78	22	22	57	79	21	23	56	78	22
Multiple Races	21	51	72	28	14	55	69	31	20	51	70	30
Students with Disabilities	2	18	20	80	2	21	23	77	2	26	28	72
Students without Disabilities	10	47	57	43	9	49	58	42	11	50	60	40
Economically Disadvantaged	2	37	40	60	3	39	42	58	4	39	43	57
Not Economically Disadvantaged	17	53	70	30	14	52	66	34	18	57	74	26
English Learners	1	22	23	77	1	24	25	75	1	24	25	75
Migrant					<	<	<	<	<	<	100	0
Homeless	-	22	22	78	2	24	25	75	3	34	37	63
Military Connected	17	56	72	28	8	54	62	38	19	81	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	41	59	41	18	45	63	37	18	44	62	38
Female	17	39	57	43	15	44	59	41	15	42	57	43
Male	20	42	62	38	19	47	66	34	22	45	67	33
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	22	41	63	37	15	47	62	38	15	51	66	34
Black	8	44	52	48	8	48	56	44	10	48	58	42
Hispanic	8	39	47	53	6	41	47	53	7	38	45	55
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	37	41	78	22	40	47	87	13	35	48	83	17
Multiple Races	37	37	74	26	17	53	70	30	31	38	69	31
Students with Disabilities	7	16	23	77	5	25	31	69	6	22	28	72
Students without Disabilities	20	43	64	36	19	48	68	32	20	47	67	33
Economically Disadvantaged	6	40	46	54	6	43	49	51	8	40	48	52
Not Economically Disadvantaged	33	41	74	26	29	47	76	24	34	49	83	17
English Learners	2	25	27	73	1	32	33	67	2	26	28	72
Migrant									<	<	100	0
Homeless	<	<	<	<	4	26	30	70	15	38	54	46
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	42	46	54	4	46	50	50	7	49	56	44
Female	5	42	46	54	4	45	49	51	6	49	56	44
Male	4	42	46	54	5	46	51	49	7	48	55	45
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	7	43	49	51	7	40	47	53	9	56	65	35
Black	2	40	42	58	2	46	48	52	1	47	48	52
Hispanic	1	30	32	68	1	34	35	65	3	38	41	59
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	10	63	73	27	11	66	77	23	19	61	79	21
Multiple Races	11	51	63	37	14	57	70	30	5	62	67	33
Students with Disabilities	-	17	17	83	1	16	17	83	-	25	25	75
Students without Disabilities	5	46	50	50	5	49	54	46	8	52	60	40
Economically Disadvantaged	1	32	33	67	1	36	37	63	3	36	39	61
Not Economically Disadvantaged	8	55	63	37	8	57	65	35	13	65	77	23
English Learners	-	12	12	88	-	13	13	87	2	16	18	82
Homeless	-	-	-	100	<	<	<	<	-	31	31	69
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	56	60	40	5	50	55	45	6	52	58	42
Female	4	56	60	40	5	50	55	45	5	53	58	42
Male	5	55	60	40	5	50	55	45	8	50	58	42
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	5	58	63	37	4	61	64	36	12	43	55	45
Black	1	54	55	45	3	48	52	48	2	53	55	45
Hispanic	1	43	44	56	2	42	44	56	1	45	46	54
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	13	75	87	13	15	63	77	23	16	63	79	21
Multiple Races	8	77	85	15	9	65	74	26	25	59	84	16
Students with Disabilities	1	24	25	75	1	18	19	81	1	31	33	67
Students without Disabilities	5	60	65	35	6	54	60	40	7	55	62	38
Economically Disadvantaged	1	46	47	53	2	43	45	55	2	44	46	54
Not Economically Disadvantaged	9	67	75	25	8	57	65	35	12	62	75	25
English Learners	-	24	24	76	1	25	26	74	1	27	28	72
Homeless	-	36	36	64	-	26	26	74	-	24	24	76
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	14	14	86	3	21	24	76	-	29	29	71
Female	-	17	17	83	3	20	23	78	-	29	29	71
Male	-	10	10	90	4	21	25	75	-	29	29	71
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	18	18	82	-	6	6	94	-	25	25	75
Hispanic	-	13	13	87	-	20	20	80	-	13	13	88
White	<	<	<	<	5	32	37	63	<	<	<	<
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	16	16	84	3	23	26	74	-	32	32	68
Economically Disadvantaged	-	9	9	91	3	17	20	80	-	27	27	73
Not Economically Disadvantaged	-	30	30	70	3	24	27	73	-	33	33	67
English Learners	-	13	13	87	4	13	17	83	-	19	19	81
Homeless					<	<	<	<
Military Connected					<	<	<	<
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	30	30	70	-	35	35	65	-	36	36	64
Female	1	29	30	70	1	30	31	69	1	34	34	66
Male	-	31	31	69	-	39	39	61	-	38	38	62
Asian	-	38	38	63	-	43	43	57	-	33	33	67
Black	-	24	24	76	1	32	33	67	-	33	33	67
Hispanic	-	25	25	75	-	33	33	67	-	34	34	66
Native Hawaiian	<	<	<	<					<	<	<	<
White	2	55	57	43	3	53	56	44	2	46	48	52
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	6	6	94	1	22	23	77	-	23	23	77
Students without Disabilities	-	33	33	67	-	38	38	62	-	38	38	62
Economically Disadvantaged	-	27	27	73	-	30	31	69	-	33	33	67
Not Economically Disadvantaged	1	43	45	55	1	40	41	59	1	41	42	58
English Learners	-	27	27	73	-	28	29	71	-	28	28	72
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	47	64	36	17	44	62	38	21	50	71	29
Female	15	47	62	38	13	46	60	40	20	53	73	27
Male	19	47	66	34	21	43	64	36	22	47	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	24	51	75	25	20	48	69	31	23	61	84	16
Black	12	43	55	45	13	42	54	46	13	51	64	36
Hispanic	8	42	49	51	7	39	46	54	11	46	57	43
Native Hawaiian	<	<	100	0	-	73	73	27	20	70	90	10
White	32	56	88	12	33	52	85	15	40	51	91	9
Multiple Races	24	53	76	24	28	49	77	23	25	53	79	21
Students with Disabilities	4	21	25	75	4	18	22	78	4	27	31	69
Students without Disabilities	19	51	70	30	19	48	67	33	24	53	77	23
Economically Disadvantaged	8	42	50	50	7	42	48	52	13	48	61	39
Not Economically Disadvantaged	26	52	79	21	28	47	75	25	33	53	87	13
English Learners	3	36	40	60	4	32	36	64	5	42	47	53
Homeless	-	27	27	73	-	33	33	67	4	30	33	67
Military Connected	15	62	77	23	<	<	<	<	58	42	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	55	57	43	-	34	34	66	7	50	57	43
Female	3	48	52	48	-	38	38	62	12	41	53	47
Male	-	62	62	38	-	32	32	68	-	64	64	36
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	52	52	48	<	<	<	<	<	<	<	<
Hispanic	-	52	52	48	-	27	27	73	-	47	47	53
White	<	<	<	<	<	<	<	<	<	<	100	0
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	2	57	59	41	-	38	38	62	9	52	61	39
Economically Disadvantaged	-	52	52	48	-	44	44	56	10	48	57	43
Not Economically Disadvantaged	5	62	67	33	-	25	25	75	<	<	<	<
English Learners	-	18	18	82	-	33	33	67	-	55	55	45
Foster Care									<	<	100	0
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	32	32	68	1	18	19	81	2	22	24	76
Female	-	40	40	60	-	19	19	81	-	31	31	69
Male	-	23	23	77	2	18	20	80	3	14	17	83
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	28	28	72	-	18	18	82	5	14	18	82
Hispanic	-	24	24	76	2	9	11	89	-	23	23	77
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0
Students with Disabilities	-	14	14	86	-	8	8	92	4	8	13	88
Students without Disabilities	-	35	35	65	1	22	23	77	-	32	32	68
Economically Disadvantaged	-	38	38	62	-	20	20	80	3	16	18	82
Not Economically Disadvantaged	-	11	11	89	3	15	18	82	-	35	35	65
English Learners	-	38	38	62	-	21	21	79	4	15	19	81
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	12	18	82	5	27	32	68	4	9	13	87
Female	-	19	19	81	7	29	36	64	<	<	<	<
Male	12	6	18	82	<	<	<	<	6	12	18	82
Asian	<	<	<	<
Black	-	8	8	92	<	<	<	<	<	<	<	<
Hispanic	9	9	18	82	<	<	<	<	7	7	13	87
White	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	8	8	92	<	<	<	<	<	<	<	<
Students without Disabilities	10	15	25	75	-	32	32	68	7	7	13	87
Economically Disadvantaged	6	6	11	89	<	<	<	<	7	14	21	79
Not Economically Disadvantaged	7	20	27	73	8	23	31	69	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	-	-	-	100
Homeless					<	<	<	<
Foster Care									<	<	100	0
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	81	94	6	7	88	96	4	9	70	79	21
Female	8	86	94	6	5	90	95	5	4	77	81	19
Male	20	75	95	5	11	86	96	4	15	60	75	25
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	86	86	14	9	73	82	18	-	65	65	35
Hispanic	11	84	95	5	-	94	94	6	4	48	52	48
White	18	79	97	3	10	90	100	0	16	80	96	4
Multiple Races	20	70	90	10	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	100	0					-	50	50	50
Students without Disabilities	14	80	94	6	7	88	96	4	10	72	82	18
Economically Disadvantaged	4	85	89	11	-	90	90	10	4	53	57	43
Not Economically Disadvantaged	16	79	96	4	10	88	98	2	12	81	93	7
English Learners					<	<	<	<	-	-	-	100
Homeless									<	<	<	<
Military Connected	<	<	<	<					<	<	100	0
Foster Care									<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	49	67	33	20	47	68	32	22	52	74	26
Female	20	47	67	33	18	51	69	31	20	55	75	25
Male	17	50	67	33	23	44	67	33	23	50	73	27
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	36	47	83	17	35	47	82	18	28	57	85	15
Black	16	45	61	39	15	47	62	38	11	58	69	31
Hispanic	10	46	56	44	8	46	54	46	12	49	61	39
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	31	56	88	12	41	49	90	10	43	48	91	9
Multiple Races	24	64	88	12	28	59	88	13	25	58	83	17
Students with Disabilities	1	23	24	76	4	19	24	76	4	24	28	72
Students without Disabilities	21	53	74	26	23	51	74	26	24	56	80	20
Economically Disadvantaged	11	44	55	45	9	47	56	44	11	51	62	38
Not Economically Disadvantaged	27	54	81	19	33	47	81	19	35	54	89	11
English Learners	2	36	37	63	3	32	35	65	4	39	43	57
Homeless	-	40	40	60	<	<	<	<	7	33	40	60
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	43	62	38	18	42	60	40	24	48	72	28
Female	14	43	57	43	12	42	54	46	23	50	73	27
Male	24	43	67	33	23	42	65	35	25	46	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	21	48	68	32	12	47	59	41	22	61	82	18
Black	11	40	51	49	12	39	51	49	17	46	63	37
Hispanic	6	36	42	58	7	34	41	59	12	46	58	42
Native Hawaiian					<	<	<	<	<	<	100	0
White	37	50	87	13	31	50	81	19	41	49	90	10
Multiple Races	26	46	72	28	29	44	73	27	27	49	76	24
Students with Disabilities	8	18	27	73	4	20	24	76	5	32	37	63
Students without Disabilities	20	46	67	33	20	45	64	36	26	50	76	24
Economically Disadvantaged	8	38	46	54	6	37	42	58	16	48	64	36
Not Economically Disadvantaged	30	48	78	22	28	46	74	26	39	49	88	12
English Learners	5	38	43	57	4	35	39	61	7	49	56	44
Homeless	-	25	25	75	-	38	38	62	<	<	<	<
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

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

	2023-2024	2024-2025	2025-2026
Division	339	250	85
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


Student Group	Below Basic	Basic	Proficient	Advanced	Virginia Students at or Above Proficient	Nation at or Above Proficient

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	663	599	678
Kindergarten	1,415	1,339	1,297
Grade 1	1,355	1,409	1,294
Grade 2	1,377	1,328	1,359
Grade 3	1,258	1,362	1,268
Grade 4	1,248	1,242	1,306
Grade 5	1,295	1,209	1,199
Grade 6	1,110	1,229	1,116
Grade 7	1,078	1,124	1,207
Grade 8	1,077	1,100	1,123
Grade 9	1,180	1,281	1,281
Grade 10	1,192	1,246	1,098
Grade 11	1,149	1,042	1,003
Grade 12	1,042	1,103	1,073
Total Enrollment	16,439	16,613	16,302

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	16439	16613	16302
Female	7914	8012	7947
Male	8516	8590	8355
American Indian	27	26	28
Asian	1087	1091	1088
Black	4005	3900	3814
Hispanic	6168	6311	6036
Native Hawaiian	48	55	60
White	4422	4437	4440
Multiple Races	682	793	836
Students with Disabilities	1910	2074	2066
Students without Disabilities	14529	14539	14236
Economically Disadvantaged	10981	7723	8773
Not Economically Disadvantaged	5458	8890	7529
English Learners	7160	7476	7478
Not English Learners	9279	9137	8824
Homeless	105	124	126
Military Connected	90	84	-
Foster Care	9	14	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	13,758	2,143	13,720	2,201	13,618	1,865
Female	6,665	1,005	6,703	1,005	6,622	925
Male	7,084	1,137	7,017	1,196	6,996	940
American Indian	23	5	25	0	24	1
Asian	886	118	868	121	897	98
Black	3,174	542	3,137	559	3,038	503
Hispanic	4,962	1,106	4,887	1,142	4,740	962
Native Hawaiian	51	7	57	3	55	2
White	4,055	279	4,063	283	4,078	234
Multiple Races	607	86	683	93	786	65
Students with Disabilities	1,481	369	1,552	393	1,610	360
Economically Disadvantaged	7,947	1,596	6,942	1,529	7,568	1,400
English Learners	6,196	1,161	6,231	1,227	6,385	1,013
Homeless	144	72	140	114	154	109
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	412	552	14	17	128	46
	State	52034	41739	1845	730	4758	1126
Female	Division	237	260	7	6	47	25
	State	28171	18456	601	259	1860	459
Male	Division	175	292	7	11	81	21
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	24	24	1	0	2	1
	State	6565	1702	100	12	90	43
Black	Division	78	162	6	7	17	23
	State	8816	10967	559	141	985	452
Hispanic	Division	104	281	5	9	101	21
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	181	71	2	0	7	1
	State	25115	16553	775	367	1100	357
Multiple Races	Division	23	13	0	1	1	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	8	73	14	1	9	3
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	128	351	8	11	59	31
	State	12337	20894	1052	439	2243	735
English Learners	Division	48	248	8	2	90	11
	State	2260	6522	300	53	1921	83
Homeless	Division	1	7	0	0	3	1
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,169	978	84	995	85	128	11
Female	582	504	87	510	88	47	8
Male	587	474	81	485	83	81	14
American Indian	<	<	100	<	100	0	0
Asian	52	49	94	49	94	2	4
Black	293	246	84	253	86	17	6
Hispanic	521	390	75	399	77	101	19
Native Hawaiian	<	<	100	<	100	0	0
White	262	254	97	254	97	7	3
Multiple Races	38	36	95	37	97	1	3
Students with Disabilities	108	95	88	96	89	9	8
Economically Disadvantaged	588	487	83	498	85	59	10
English Learners	408	304	75	306	75	90	22
Homeless	12	8	67	8	67	3	25
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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	1,007 / 22.09%	1,235 / 26.47%	1,150 / 25.82%
Advanced Placement Course Enrollment	1,007 / 22.09%	1,235 / 26.47%	1,371 / 30.78%
Dual Enrollment	709 / 15.55%	791 / 16.95%	715 / 16.05%
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

2022-2023 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	893	573	36
	State	87,995	56,397	36
Female	Division	459	317	31
	State	43,825	30,968	29
Male	Division	434	256	41
	State	44,068	25,387	42
Asian	Division	37	29	22
	State	7,252	6,271	14
Black	Division	250	171	32
	State	18,247	10,591	42
Hispanic	Division	324	148	54
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	254	208	18
	State	43,094	28,736	33
Multiple Races	Division	23	13	43
	State	5,005	3,223	36
Students with Disabilities	Division	60	29	52
	State	8,536	3,616	58
Economically Disadvantaged	Division	473	283	40
	State	31,680	15,774	50
English Learners	Division	245	109	56
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	27	30	81
	State	3,577	3,225	3,944
State Licensures	Division	2	9	4
	State	2,069	2,206	2,710
Industry Certification	Division	605	1,206	351
	State	101,956	105,973	106,014
Workplace Readiness	Division	139	247	426
	State	35,066	38,829	48,691
Total Credentials Earned	Division	773	1,492	862
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	689	1,095	769
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	30	47	47
	State	1,022	15,327	18,011
CTE Completers	Division	502	530	412
	State	48,643	51,371	52,173

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	59.4	59.3	60.5

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$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
2024-2025	Division	$16,924	$4,430	$1,721
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	80	32	49
Behaviors related to School Operations	644	159	129
Relationship Behaviors without Physical Harm	247	188	214
Behaviors of a Safety Concern	549	430	447
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	191	209	233
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
	2023-2024	2024-2025	2025-2026
In-School Suspension	397	132	210
Out-of-School Suspension	744	669	605
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	56	13	17
Bus Suspension	10	5	20

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67.7	69.6	69.7
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	35	35.3	38.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	69.7	64.2	70.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

13.8 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

9.33 : 1

Teacher Quality

Teacher Quality All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	25%	68%	3%	4%
2024-2025	25%	67%	3%	5%
2025-2026	26%	70%	1%	3%
< = 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	63%	83%	88%
Asian	64%	91%	88%
Black	60%	78%	88%
Hispanic	47%	78%	88%
White	84%	87%	88%
Multiple Races	76%	85%	88%
Economically Disadvantaged	50%	78%	88%
English Learners	43%	74%	88%
Students with Disabilities	29%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	61%	79%	85%
Asian	68%	90%	85%
Black	53%	73%	85%
Hispanic	46%	73%	85%
White	84%	83%	85%
Multiple Races	72%	81%	85%
Economically Disadvantaged	49%	73%	85%
English Learners	48%	71%	85%
Students with Disabilities	29%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	62%
Asian	70%
Black	56%
Hispanic	48%
White	83%
Multiple Races	73%
Economically Disadvantaged	47%
English Learners	42%
Students with Disabilities	27%

< = 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	77%	84%	84%
Asian	98%	90%	84%
Black	80%	83%	84%
Hispanic	66%	84%	84%
White	92%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	75%	84%	84%
English Learners	63%	84%	84%
Students with Disabilities	67%	84%	84%
Homeless	50%	-	-
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	54%	58%	58%
English Learner Proficiency	11%	-	-

< = 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	2418	4519	54%
English Learner Proficiency	648	5669	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	2%	98.2%	1.8%	97.5%	2.5%
Asian	98.9%	1.1%	98.7%	1.3%	98.9%	1.1%
Black	97.1%	2.9%	97.1%	2.9%	97.6%	2.4%
Hispanic	97.7%	2.3%	98.2%	1.8%	96.9%	3.1%
White	98.9%	1.1%	98.9%	1.1%	97.9%	2.1%
Multiple Races	98.2%	1.8%	98.7%	1.3%	97.6%	2.4%
Economically Disadvantaged	97.6%	2.4%	98%	2%	97.4%	2.6%
Not Economically Disadvantaged	98.6%	1.4%	98.5%	1.5%	97.6%	2.4%
English Learners	98.1%	1.9%	98.5%	1.5%	97.3%	2.7%
Students with Disabilities	93.9%	6.1%	94.5%	5.5%	92.5%	7.5%
Students without Disabilities	98.6%	1.4%	98.7%	1.3%	98.1%	1.9%
Female	98.2%	1.8%	98.2%	1.8%	97.6%	2.4%
Male	97.8%	2.2%	98.2%	1.8%	97.3%	2.7%
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

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 2025 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act