Appomattox County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Appomattox Elementary	Accredited
Appomattox Primary	Accredited
Middle Schools
Appomattox Middle	Accredited
High Schools
Appomattox County High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2021-2022	2022-2023	2023-2024
Division	1	-	3
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2023-2024	2024-2025
Pre-kindergarten	74	75
Kindergarten	172	186
Grade 1	182	168
Grade 2	181	180
Grade 3	162	178
Grade 4	187	166
Grade 5	184	195
Grade 6	175	191
Grade 7	163	184
Grade 8	174	167
Grade 9	215	214
Grade 10	181	184
Grade 11	158	174
Grade 12	164	159
Total Students	2,372	2,421

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	2372	2421
Female	1187	1206
Male	1185	1215
Asian	6	4
Black	494	498
Hispanic	120	126
Native Hawaiian	1	-
White	1521	1558
Multiple Races	230	235
Students with Disabilities	303	301
Students without Disabilities	2069	2120
Economically Disadvantaged	1194	1064
Not Economically Disadvantaged	1178	1357
English Learners	43	49
Not English Learners	2329	2372
Homeless	19	10
Military Connected	52	49
Foster Care	17	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	87	61	4	11	12	2
	State	50354	39349	1875	907	4438	1716
Female	Division	54	30	1	2	3	1
	State	27408	17323	610	350	1645	701
Male	Division	33	31	3	9	9	1
	State	22886	21945	1263	556	2789	1012
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	15	12	0	2	2	1
	State	8111	10540	640	225	1119	707
Hispanic	Division	<	<	<	<	<	<
	State	7130	8367	270	133	1858	359
White	Division	61	39	3	8	7	1
	State	25871	16565	763	464	1211	504
Multiple Races	Division	7	7	1	0	1	0
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	1	8	4	1	2	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	25	34	1	9	11	2
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	<	<
	State	1583	4224	267	26	1427	150
Military Connected	Division	<	<	<	<	<	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	0	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	177	152	86	163	92	12	7
Female	91	85	93	87	96	3	3
Male	86	67	78	76	88	9	11
Asian	<	<	100	<	100	0	0
Black	32	27	84	29	91	2	6
Hispanic	<	<	<	<	<	<	<
White	119	103	87	111	93	7	6
Multiple Races	16	15	94	15	94	1	6
Students with Disabilities	16	13	81	14	88	2	13
Economically Disadvantaged	82	60	73	69	84	11	13
English Learners	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	29 / 4.17%	60 / 8.58%	50 / 6.96%
Advanced Placement Course Enrollment	49 / 7.04%	65 / 9.3%	71 / 9.89%
Dual Enrollment	59 / 8.48%	59 / 8.44%	97 / 13.51%
Governor's School Enrollment	8 / 1.15%	7 / 1%	8 / 1.11%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	144	70	51
	State	87,317	57,081	35
Female	Division	80	47	41
	State	43,705	31,577	28
Male	Division	64	23	64
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	33	13	61
	State	18,624	10,601	43
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	97	51	47
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	12	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	61	21	66
	State	30,335	14,987	51
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
English Learners	Division	-	-	100
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
State Licensures	Division	7	12	4
	State	1,236	1,573	2,069
Industry Certification	Division	183	170	236
	State	95,688	100,965	101,956
Total Credentials Earned	Division	190	182	298
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	183	173	251
	State	115,682	118,469	115,609
CTE Completers	Division	109	104	98
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
Workplace Readiness	Division	-	-	58
	State	44,348	41,819	35,066
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.1	65.9	64.8

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$2,580	$7,115	$785
	State	$6,770	$5,603	$867
2020-2021	Division	$2,642	$7,642	$1,299
	State	$6,669	$6,185	$1,352
2021-2022	Division	$2,136	$7,974	$1,732
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,996	$8,312	$2,000
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,852	404	1,741	538	1,870	390
Female	910	218	856	270	923	205
Male	942	186	885	268	947	185
American Indian	<	<	-	-	-	-
Asian	<	<	<	<	<	<
Black	348	116	329	140	375	88
Hispanic	73	17	72	28	82	25
Native Hawaiian	<	<	-	-	-	-
White	1,275	219	1,173	310	1,238	229
Multiple Races	152	49	164	60	170	47
Students with Disabilities	184	60	194	91	215	70
Economically Disadvantaged	791	300	786	401	874	286
English Learners	24	5	29	8	35	8
Homeless	7	6	7	14	13	6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	176
Behaviors related to School Operations	226
Relationship Behaviors without Physical Harm	218
Behaviors of a Safety Concern	308
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	86
Behaviors used to determine Persistently Dangerous Schools	1

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	-	-	-	-
Asian	0.2		0.3
Black	21.3	41	20.8	40.1
Hispanic	4.4	3.8	5.1	8.7
Native Hawaiian	-	-	0
White	64.2	40.6	64.1	37.8
Multiple Races	9.9	14.6	9.7	13.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian
Asian	0.2		0.3
Black	21.3	37.5	20.8	60
Hispanic	4.4	6.3	5.1
Native Hawaiian			0
White	64.2	50	64.1	30
Multiple Races	9.9	6.3	9.7	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	-	-	-	-
Asian	0.2		0.3
Black	21.3		20.8
Hispanic	4.4		5.1
Native Hawaiian	-	-	0
White	64.2		64.1	100
Multiple Races	9.9		9.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	48.7	74.6	80.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	52.3	46.7	49.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	64	66.8	67
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

12.42 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.66 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	51%	45%	2%	2%
2022-2023	54%	42%	1%	3%
2023-2024	52%	43%	0%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	76%	74%	79%	88%
Asian	<	<	91%	88%
Black	55%	53%	68%	88%
Hispanic	72%	62%	68%	88%
White	82%	82%	85%	88%
Multiple Races	75%	70%	83%	88%
Economically Disadvantaged	66%	65%	68%	88%
English Learners	40%	30%	60%	88%
Students with Disabilities	45%	43%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	74%	72%	74%	85%
Asian	<	<	90%	85%
Black	57%	53%	61%	85%
Hispanic	72%	63%	63%	85%
White	81%	79%	81%	85%
Multiple Races	67%	67%	77%	85%
Economically Disadvantaged	63%	61%	62%	85%
English Learners	67%	48%	58%	85%
Students with Disabilities	38%	36%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	<
Black	50%
Hispanic	53%
White	81%
Multiple Races	61%
Economically Disadvantaged	59%
English Learners	<
Students with Disabilities	53%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	83%	84%	84%
Asian	<	90%	84%
Black	84%	83%	84%
Hispanic	<	83%	84%
White	83%	86%	84%
Multiple Races	82%	89%	84%
Economically Disadvantaged	70%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	50%	74%	84%

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	18%	21%	12%	10%
Asian	<	<	10%	10%
Black	20%	25%	12%	10%
Hispanic	26%	27%	12%	10%
White	16%	18%	12%	10%
Multiple Races	23%	25%	12%	10%
Economically Disadvantaged	26%	30%	13%	10%
English Learners	21%	21%	12%	10%
Students with Disabilities	26%	29%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	41%	54%	58%
English Learner Proficiency	6%	-	-

< = 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	12	29	41%
English Learner Proficiency	2	35	6%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	100%	-	98%	2%
Asian	<	<	<	<	<	<
Black	99%	1%	100%	-	98%	2%
Hispanic	100%	-	100%	-	100%	-
White	99%	1%	100%	-	98%	2%
Multiple Races	100%	-	99%	1%	98%	2%
Economically Disadvantaged	98%	2%	99%	1%	97%	3%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	98%	2%	99%	1%	97%	3%
Students without Disabilities	99%	1%	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	98%	2%	99%	1%	100%	-
Migrant	-	-	-	-	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	79%	77%
Asian	<	<
Black	61%	64%
Hispanic	73%	71%
White	86%	84%
Multiple Races	78%	69%
Economically Disadvantaged	72%	68%
English Learners	57%	67%
Students with Disabilities	57%	49%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality