Arlington County Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	55	80	20	23	58	80	20	23	57	79	21
Female	27	55	82	18	25	57	83	17	25	56	81	19
Male	22	56	78	22	20	58	78	22	20	58	78	22
American Indian	22	43	65	35	11	72	83	17	15	60	75	25
Asian	25	59	84	16	23	62	85	15	22	63	85	15
Black	11	56	66	34	9	61	70	30	9	61	70	30
Hispanic	10	50	60	40	9	51	60	40	9	48	57	43
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	35	58	93	7	33	61	93	7	33	60	94	6
Multiple Races	36	55	91	9	36	56	92	8	34	58	92	8
Students with Disabilities	10	40	50	50	8	45	53	47	6	44	50	50
Students without Disabilities	27	58	85	15	25	60	86	14	25	59	84	16
Economically Disadvantaged	7	51	58	42	6	55	60	40	5	53	58	42
Not Economically Disadvantaged	32	57	90	10	29	59	89	11	30	58	88	12
English Learners	2	33	34	66	2	35	37	63	1	31	32	68
Homeless	3	30	33	67	2	30	32	68	1	26	27	73
Military Connected	30	62	92	8	26	64	90	10	27	64	91	9
Foster Care	-	23	23	77	8	33	42	58	6	19	25	75
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	58	76	24	18	59	77	23	16	56	73	27
Female	22	57	79	21	20	58	79	21	20	55	75	25
Male	16	58	74	26	16	60	76	24	13	58	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	19	60	80	20	16	68	84	16	17	64	81	19
Black	9	55	63	37	6	61	67	33	7	53	61	39
Hispanic	6	45	51	49	6	47	54	46	5	42	47	53
Native Hawaiian									<	<	100	0
White	26	65	91	9	27	63	90	10	25	64	89	11
Multiple Races	31	58	89	11	27	62	89	11	26	61	87	14
Students with Disabilities	8	38	46	54	3	38	41	59	4	38	42	58
Students without Disabilities	21	61	82	18	20	62	83	17	19	60	78	22
Economically Disadvantaged	4	49	53	47	4	53	57	43	2	47	50	50
Not Economically Disadvantaged	25	61	86	14	24	61	85	15	22	60	82	18
English Learners	1	41	42	58	2	47	49	51	1	37	38	62
Homeless	-	31	31	69	<	<	<	<	-	20	20	80
Military Connected	25	65	90	10	22	60	82	18	23	68	91	9
Foster Care	<	<	<	<					<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	53	79	21	25	56	81	19	22	57	79	21
Female	30	53	83	17	28	55	83	17	24	57	81	19
Male	22	54	76	24	21	58	80	20	20	57	77	23
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	24	60	84	16	20	69	90	10	18	69	87	13
Black	8	61	70	30	8	64	72	28	8	58	67	33
Hispanic	10	47	57	43	10	47	56	44	8	47	55	45
Native Hawaiian									<	<	100	0
White	39	53	92	8	36	58	94	6	32	60	93	7
Multiple Races	32	57	90	10	39	57	95	5	37	54	90	10
Students with Disabilities	11	36	47	53	9	44	53	47	5	39	44	56
Students without Disabilities	29	57	85	15	28	59	86	14	25	60	84	16
Economically Disadvantaged	6	53	58	42	6	57	63	37	5	53	59	41
Not Economically Disadvantaged	35	54	89	11	32	56	88	12	29	58	87	13
English Learners	2	45	47	53	2	44	46	54	1	42	43	57
Homeless	8	23	31	69	<	<	<	<	-	27	27	73
Military Connected	45	50	94	6	27	65	93	7	25	63	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	80	20	19	62	81	19	17	62	79	21
Female	23	60	82	18	21	62	84	16	19	62	81	19
Male	16	61	77	23	17	61	78	22	16	61	77	23
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	20	65	86	14	17	67	84	16	13	75	88	13
Black	9	57	66	34	6	66	72	28	3	65	68	32
Hispanic	8	52	60	40	6	53	60	40	7	44	52	48
White	28	66	94	6	28	65	93	7	27	68	94	6
Multiple Races	28	61	90	10	29	62	91	9	27	66	93	7
Students with Disabilities	7	41	49	51	6	44	49	51	2	43	46	54
Students without Disabilities	22	64	85	15	21	65	87	13	20	65	85	15
Economically Disadvantaged	4	52	56	44	3	56	59	41	4	54	58	42
Not Economically Disadvantaged	26	64	90	10	25	64	89	11	23	65	87	13
English Learners	1	33	34	66	1	32	34	66	1	23	24	76
Homeless	-	30	30	70	-	29	29	71	-	20	20	80
Military Connected	27	63	90	10	26	63	90	10	21	67	88	12
Foster Care									<	<	<	<
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	52	79	21	25	53	78	22	24	57	81	19
Female	29	53	82	18	27	54	81	19	27	56	83	17
Male	24	51	76	24	23	52	75	25	21	57	79	21
American Indian					<	<	100	0	<	<	<	<
Asian	30	53	83	17	28	53	80	20	26	55	82	18
Black	10	51	61	39	15	47	62	38	9	61	70	30
Hispanic	10	47	57	43	12	46	58	42	10	51	60	40
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	37	57	94	6	33	60	93	7	34	60	94	6
Multiple Races	42	48	90	10	40	49	89	11	36	56	92	8
Students with Disabilities	11	38	49	51	10	38	48	52	6	43	49	51
Students without Disabilities	30	55	85	15	28	55	83	17	27	59	86	14
Economically Disadvantaged	8	47	55	45	7	47	54	46	6	53	59	41
Not Economically Disadvantaged	35	54	90	10	33	55	88	12	32	58	90	10
English Learners	1	17	18	82	2	21	24	76	1	21	22	78
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	32	60	92	8	24	65	90	10	28	62	90	10
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	56	78	22	18	60	78	22	22	58	80	20
Female	24	57	81	19	20	59	80	20	25	56	81	19
Male	20	55	76	24	16	61	77	23	19	60	79	21
American Indian	<	<	<	<					<	<	100	0
Asian	25	59	84	16	25	56	81	19	23	62	85	15
Black	11	54	65	35	5	59	64	36	10	59	69	31
Hispanic	7	47	54	46	6	50	56	44	10	50	60	40
Native Hawaiian					<	<	100	0	<	<	100	0
White	31	62	93	7	25	68	93	7	31	63	94	6
Multiple Races	35	54	90	10	30	60	90	10	33	60	94	6
Students with Disabilities	8	42	50	50	8	44	52	48	7	42	49	51
Students without Disabilities	25	59	84	16	20	64	84	16	24	61	85	15
Economically Disadvantaged	7	47	54	46	5	46	51	49	6	53	58	42
Not Economically Disadvantaged	29	60	89	11	23	66	89	11	29	60	89	11
English Learners	1	20	21	79	2	22	24	76	2	23	25	75
Homeless	<	<	<	<	-	29	29	71	-	13	13	87
Military Connected	23	72	95	5	18	71	89	11	21	71	92	8
Foster Care	<	<	<	<					<	<	<	<
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	58	80	20	21	59	80	20	22	58	81	19
Female	23	57	80	20	25	59	84	16	26	57	83	17
Male	20	60	80	20	18	59	77	23	19	59	78	22
Asian	24	61	85	15	26	59	85	15	27	57	84	16
Black	9	54	63	37	8	60	68	33	5	66	71	29
Hispanic	8	51	59	41	7	51	58	42	6	51	58	42
Native Hawaiian	<	<	100	0					<	<	100	0
White	31	63	94	6	29	64	94	6	34	61	94	6
Multiple Races	32	60	92	8	38	55	93	7	35	59	93	7
Students with Disabilities	10	37	48	52	8	47	55	45	6	45	51	49
Students without Disabilities	23	62	86	14	24	61	85	15	26	61	86	14
Economically Disadvantaged	6	51	57	43	5	56	60	40	5	52	57	43
Not Economically Disadvantaged	29	62	91	9	27	60	87	13	30	60	90	10
English Learners	4	22	26	74	2	25	26	74	-	22	23	77
Homeless	<	<	<	<	<	<	<	<	-	27	27	73
Military Connected	22	68	91	9	23	73	96	4	34	59	93	7
Foster Care					<	<	<	<	<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	37	49	86	14	32	56	87	13	33	50	84	16
Female	39	48	88	12	35	53	88	12	37	48	85	15
Male	35	51	85	15	29	58	86	14	30	53	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	34	56	90	10	31	57	87	13	30	57	86	14
Black	16	58	74	26	15	68	83	17	20	64	84	16
Hispanic	17	58	76	24	12	63	74	26	14	52	66	34
Native Hawaiian	<	<	100	0					<	<	100	0
White	56	40	96	4	48	48	96	4	53	44	97	3
Multiple Races	57	40	98	2	50	47	96	4	51	46	97	3
Students with Disabilities	13	49	61	39	10	59	69	31	14	56	70	30
Students without Disabilities	42	50	92	8	36	55	91	9	36	50	86	14
Economically Disadvantaged	13	59	73	27	10	65	76	24	9	60	69	31
Not Economically Disadvantaged	47	45	92	8	40	52	92	8	43	47	89	11
English Learners	1	34	34	66	1	36	36	64	1	37	38	62
Homeless	<	<	<	<	<	<	<	<	7	40	47	53
Military Connected	39	53	92	8	36	56	92	8	43	52	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	48	79	21	36	50	86	14	41	48	89	11
Female	35	48	83	17	42	45	87	13	46	45	91	9
Male	28	49	76	24	30	54	85	15	36	51	88	12
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	36	49	85	15	35	55	90	10	35	50	86	14
Black	16	43	59	41	14	64	78	22	18	66	85	15
Hispanic	14	50	64	36	13	58	70	30	22	57	79	21
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	44	48	92	8	54	41	96	4	55	42	96	4
Multiple Races	41	49	90	10	52	41	93	7	60	34	94	6
Students with Disabilities	7	38	44	56	8	51	59	41	20	53	73	27
Students without Disabilities	35	50	85	15	41	49	90	10	43	48	91	9
Economically Disadvantaged	10	48	58	42	10	60	71	29	12	61	73	27
Not Economically Disadvantaged	40	48	88	12	46	45	92	8	49	45	94	6
English Learners	-	26	27	73	-	25	25	75	-	31	31	69
Homeless	<	<	<	<	<	<	<	<	9	27	36	64
Military Connected	37	50	86	14	45	45	91	9	38	60	98	3
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	50	84	16	36	50	86	14	41	48	89	11
Female	38	49	87	13	42	45	87	13	46	45	91	9
Male	29	52	81	19	30	54	85	15	36	51	88	12
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	37	52	89	11	35	55	90	10	35	50	86	14
Black	18	50	68	32	14	64	78	22	18	66	85	15
Hispanic	15	55	70	30	13	58	70	30	22	57	79	21
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	50	47	97	4	54	41	96	4	55	42	96	4
Multiple Races	44	50	95	5	52	41	93	7	60	34	94	6
Students with Disabilities	7	46	52	48	8	51	59	41	20	53	73	27
Students without Disabilities	39	51	90	10	41	49	90	10	43	48	91	9
Economically Disadvantaged	12	55	67	33	10	60	71	29	12	61	73	27
Not Economically Disadvantaged	43	48	91	9	46	45	92	8	49	45	94	6
English Learners	-	27	27	73	-	25	25	75	-	31	31	69
Homeless	<	<	<	<	<	<	<	<	9	27	36	64
Military Connected	40	53	93	7	45	45	91	9	38	60	98	3
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	58	78	22	19	59	79	21	19	60	79	21
Female	19	59	78	22	18	60	79	21	18	62	79	21
Male	21	57	78	22	21	58	79	21	20	59	79	21
American Indian	12	62	73	27	6	72	78	22	10	52	62	38
Asian	25	61	86	14	25	61	86	14	24	62	86	14
Black	7	54	61	39	6	59	65	35	6	57	63	37
Hispanic	7	52	59	41	7	52	59	41	6	54	61	39
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	28	64	92	8	29	64	92	8	28	65	93	7
Multiple Races	32	57	90	10	31	58	90	10	31	60	90	10
Students with Disabilities	7	45	52	48	6	45	51	49	5	43	48	52
Students without Disabilities	22	61	83	17	22	62	83	17	21	63	85	15
Economically Disadvantaged	5	52	58	42	5	55	60	40	5	55	60	40
Not Economically Disadvantaged	27	61	88	12	25	61	86	14	25	63	87	13
English Learners	2	44	46	54	2	43	45	55	2	45	47	53
Homeless	3	25	28	73	1	37	38	62	1	29	30	70
Military Connected	23	65	88	12	22	66	88	12	21	68	89	11
Foster Care	-	38	38	63	8	42	50	50	-	53	53	47
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	57	79	21	22	55	77	23	19	60	79	21
Female	21	57	77	23	18	57	75	25	17	60	77	23
Male	23	57	81	19	26	52	78	22	21	60	81	19
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	26	62	88	12	24	57	81	19	19	64	83	17
Black	9	58	67	33	6	58	64	36	6	63	69	31
Hispanic	7	50	56	44	8	45	53	47	6	53	58	42
Native Hawaiian									<	<	100	0
White	29	62	91	9	32	59	92	8	29	64	93	7
Multiple Races	41	49	89	11	36	55	91	9	30	58	89	11
Students with Disabilities	8	44	52	48	6	35	41	59	8	40	48	52
Students without Disabilities	25	59	84	16	25	58	82	18	21	63	84	16
Economically Disadvantaged	6	55	61	39	6	51	57	43	3	58	62	38
Not Economically Disadvantaged	29	58	87	13	29	56	85	15	25	61	86	14
English Learners	3	51	54	46	2	48	50	50	2	52	54	46
Homeless	-	21	21	79	<	<	<	<	-	33	33	67
Military Connected	29	63	92	8	25	62	86	14	21	71	92	8
Foster Care	<	<	<	<					<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	52	78	22	27	52	78	22	26	53	78	22
Female	23	55	78	22	25	53	78	22	22	54	76	24
Male	29	49	78	22	29	50	79	21	29	51	80	20
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	37	48	85	15	30	60	89	11	30	59	89	11
Black	9	53	62	38	10	55	65	35	6	58	64	36
Hispanic	9	48	56	44	9	43	52	48	8	46	54	46
Native Hawaiian									<	<	100	0
White	37	55	92	8	38	55	93	7	38	55	93	7
Multiple Races	40	51	90	10	41	48	90	10	43	46	89	11
Students with Disabilities	10	38	48	52	6	42	48	52	4	36	40	60
Students without Disabilities	29	54	84	16	30	53	84	16	29	55	84	16
Economically Disadvantaged	7	49	57	43	8	51	59	41	7	52	58	42
Not Economically Disadvantaged	35	53	88	12	34	52	86	14	33	53	86	14
English Learners	3	47	50	50	3	43	46	54	2	46	48	52
Homeless	-	27	27	73	<	<	<	<	-	36	36	64
Military Connected	34	59	93	7	32	58	89	11	33	53	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	49	78	22	29	50	78	22	29	50	80	20
Female	27	50	78	22	27	53	79	21	27	53	80	20
Male	30	47	78	22	31	47	78	22	31	48	79	21
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	32	52	84	16	33	49	82	18	30	57	87	13
Black	12	48	59	41	8	54	62	38	10	56	65	35
Hispanic	11	47	58	42	11	49	60	40	11	44	55	45
White	42	51	92	8	41	50	91	9	43	52	95	5
Multiple Races	46	42	88	12	47	45	92	8	45	46	90	10
Students with Disabilities	9	38	47	53	7	39	46	54	4	40	43	57
Students without Disabilities	32	50	83	17	33	52	84	16	34	52	86	14
Economically Disadvantaged	7	47	54	46	8	51	59	41	9	53	62	38
Not Economically Disadvantaged	39	49	88	12	37	49	86	14	37	50	87	13
English Learners	2	36	38	62	1	37	38	62	1	38	39	61
Homeless	7	-	7	93	-	29	29	71	-	18	18	82
Military Connected	31	56	88	13	34	57	91	9	34	57	90	10
Foster Care									<	<	<	<
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	56	70	30	14	58	72	28	14	60	73	27
Female	14	57	71	29	15	57	72	28	13	63	75	25
Male	13	56	70	30	14	58	72	28	14	57	72	28
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	19	62	81	19	18	62	79	21	16	58	74	26
Black	4	47	51	49	8	57	64	36	3	54	57	43
Hispanic	4	42	46	54	6	46	52	48	5	50	55	45
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	21	68	89	11	22	66	89	11	23	69	91	9
Multiple Races	25	60	85	15	20	63	83	17	16	70	86	14
Students with Disabilities	8	37	45	55	8	39	47	53	5	40	44	56
Students without Disabilities	15	61	76	24	15	61	77	23	15	64	80	20
Economically Disadvantaged	4	43	47	53	4	48	52	48	4	49	53	47
Not Economically Disadvantaged	20	64	84	16	19	63	82	18	19	66	85	15
English Learners	2	23	24	76	2	26	28	72	1	30	31	69
Homeless	<	<	<	<	-	27	27	73	-	20	20	80
Military Connected	9	70	79	21	22	64	86	14	19	68	87	13
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	45	46	54	1	52	53	47	2	53	54	46
Female	1	49	49	51	-	53	53	47	1	51	52	48
Male	1	41	42	58	2	51	53	47	2	54	56	44
American Indian	<	<	<	<					<	<	<	<
Asian	-	48	48	52	3	61	64	36	3	59	61	39
Black	1	28	29	71	1	43	43	57	1	41	42	58
Hispanic	-	36	36	64	1	38	39	61	1	44	45	55
White	2	68	70	30	1	76	77	23	3	71	74	26
Multiple Races	4	59	63	37	-	62	62	38	6	69	75	25
Students with Disabilities	3	30	33	67	3	31	34	66	3	29	31	69
Students without Disabilities	-	51	51	49	-	60	60	40	1	60	61	39
Economically Disadvantaged	1	34	35	65	1	37	39	61	1	39	41	59
Not Economically Disadvantaged	1	57	59	41	1	65	66	34	2	65	67	33
English Learners	1	26	27	73	1	26	27	73	2	29	31	69
Homeless	<	<	<	<	-	21	21	79	-	7	7	93
Military Connected	2	81	83	17	-	66	66	34	6	70	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	76	24	16	61	77	23	14	65	80	20
Female	14	62	76	24	17	62	79	21	13	68	81	19
Male	15	61	76	24	16	60	76	24	15	63	78	22
Asian	19	67	86	14	24	62	86	14	20	68	88	12
Black	4	53	58	42	3	56	59	41	6	53	60	40
Hispanic	5	48	53	47	6	48	54	46	6	56	62	38
Native Hawaiian					<	<	100	0	<	<	<	<
White	21	71	91	9	24	69	93	7	19	74	93	7
Multiple Races	25	67	92	8	23	66	88	12	21	67	89	11
Students with Disabilities	5	41	46	54	4	41	46	54	4	39	44	56
Students without Disabilities	16	65	82	18	19	65	83	17	16	70	86	14
Economically Disadvantaged	4	49	53	47	4	52	56	44	5	52	57	43
Not Economically Disadvantaged	20	68	88	12	21	64	85	15	18	71	89	11
English Learners	4	36	40	60	3	37	39	61	1	37	38	62
Homeless	<	<	<	<	<	<	<	<	7	27	33	67
Military Connected	22	59	81	19	8	79	87	13	11	79	90	10
Foster Care					<	<	<	<	<	<	<	<
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	72	91	9	15	75	90	10	17	71	89	11
Female	20	72	92	8	16	75	90	10	20	70	90	10
Male	18	72	89	11	15	75	90	10	15	73	88	12
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	22	75	97	3	20	75	96	4	28	67	96	4
Black	9	73	82	18	5	78	83	17	7	67	74	26
Hispanic	8	75	83	17	4	77	81	19	6	75	81	19
Native Hawaiian	<	<	100	0					<	<	100	0
White	28	68	96	4	25	72	97	3	26	71	97	3
Multiple Races	27	70	97	3	24	72	97	3	29	66	95	5
Students with Disabilities	4	78	82	18	6	78	84	16	5	70	75	25
Students without Disabilities	22	71	92	8	17	74	91	9	19	71	91	9
Economically Disadvantaged	7	76	83	17	4	80	83	17	5	74	79	21
Not Economically Disadvantaged	25	70	94	6	20	72	93	7	22	70	92	8
English Learners	2	75	76	24	1	73	74	26	2	71	73	27
Homeless	<	<	<	<	8	75	83	17	-	58	58	42
Military Connected	21	73	94	6	18	79	96	4	11	82	93	7
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	68	90	10	21	71	92	8	20	70	90	10
Female	21	68	89	11	21	73	93	7	18	71	90	10
Male	23	69	92	8	22	70	92	8	22	69	90	10
American Indian	<	<	100	0
Asian	29	67	95	5	29	67	96	4	33	60	93	7
Black	3	70	72	28	4	72	75	25	5	66	71	29
Hispanic	9	64	74	26	11	71	81	19	7	68	75	25
Native Hawaiian					<	<	100	0
White	26	70	97	3	24	74	97	3	23	72	95	5
Multiple Races	32	63	96	4	32	61	93	7	27	70	97	3
Students with Disabilities	10	59	69	31	10	69	79	21	12	58	71	29
Students without Disabilities	23	69	92	8	22	71	93	7	21	71	91	9
Economically Disadvantaged	4	64	68	32	8	70	78	22	7	62	69	31
Not Economically Disadvantaged	26	69	95	5	24	71	95	5	22	71	93	7
English Learners	-	41	41	59	-	32	32	68	2	32	34	66
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	21	72	92	8	21	71	92	8	26	69	94	6
Foster Care					<	<	<	<
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	74	89	11	28	65	93	7	22	71	93	7
Female	11	77	88	12	24	68	92	8	18	77	96	4
Male	19	72	91	9	30	63	93	7	26	64	91	9
Asian	24	68	93	7	23	69	91	9	21	70	91	9
Black	-	45	45	55	<	<	100	0	10	62	71	29
Hispanic	14	66	79	21	25	63	88	13	17	75	92	8
White	13	81	94	6	26	69	95	5	22	73	95	5
Multiple Races	22	61	83	17	47	40	87	13	36	64	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	15	75	90	10	27	66	93	7	23	70	93	7
Economically Disadvantaged	13	60	73	27	23	62	85	15	5	64	68	32
Not Economically Disadvantaged	16	76	91	9	28	66	94	6	24	71	95	5
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0
Military Connected	5	71	76	24	16	58	74	26	10	75	85	15
Foster Care									<	<	100	0
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	56	72	28	15	59	74	26	15	60	75	25
Female	14	57	71	29	13	60	73	27	14	61	75	25
Male	18	54	73	27	17	57	75	25	16	59	76	24
American Indian	17	33	50	50	<	<	<	<	18	64	82	18
Asian	16	64	79	21	17	64	81	19	14	65	79	21
Black	5	51	55	45	5	52	58	42	4	55	59	41
Hispanic	5	44	49	51	4	49	53	47	5	48	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	27	64	90	10	24	67	91	9	24	69	93	7
Multiple Races	27	60	87	13	26	63	89	11	27	64	90	10
Students with Disabilities	6	38	44	56	4	43	47	53	4	44	48	52
Students without Disabilities	18	59	77	23	17	62	79	21	17	63	81	19
Economically Disadvantaged	4	43	46	54	3	51	54	46	3	50	53	47
Not Economically Disadvantaged	23	62	85	15	21	63	83	17	20	64	85	15
English Learners	2	23	25	75	1	29	29	71	2	27	29	71
Homeless	3	28	31	69	-	31	31	69	-	26	26	74
Military Connected	21	63	84	16	23	65	88	12	18	69	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	49	73	27	25	49	74	26	23	53	75	25
Female	22	50	72	28	21	52	73	27	20	55	74	26
Male	25	49	73	27	29	46	75	25	25	51	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	24	51	75	25	25	51	75	25	17	60	77	23
Black	9	50	59	42	11	50	61	39	6	53	59	41
Hispanic	8	41	49	51	9	43	52	48	8	41	49	51
White	35	55	90	10	38	51	89	11	35	58	93	7
Multiple Races	37	50	86	14	37	51	88	12	38	54	91	9
Students with Disabilities	8	34	42	58	6	36	42	58	5	38	43	57
Students without Disabilities	26	52	78	22	29	51	80	20	26	55	81	19
Economically Disadvantaged	5	39	44	56	6	46	52	48	4	51	55	45
Not Economically Disadvantaged	32	54	85	15	33	50	83	17	30	53	83	17
English Learners	2	24	26	74	1	27	28	72	1	25	25	75
Homeless	7	7	14	86	-	-	-	100	-	18	18	82
Military Connected	27	57	84	16	40	50	90	10	28	58	86	14
Foster Care									<	<	<	<
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	58	72	28	14	63	76	24	12	64	76	24
Female	9	61	70	30	12	65	77	23	10	66	76	24
Male	19	55	74	26	16	60	76	24	13	63	76	24
Asian	13	66	79	21	17	65	82	18	13	67	79	21
Black	3	43	46	54	5	55	59	41	3	54	57	43
Hispanic	4	42	47	53	4	48	53	47	4	48	52	48
Native Hawaiian	<	<	100	0					<	<	<	<
White	22	68	90	10	20	73	92	8	17	76	93	7
Multiple Races	22	67	89	11	24	66	91	9	20	69	89	11
Students with Disabilities	8	37	45	55	6	45	51	49	5	41	46	54
Students without Disabilities	15	62	77	23	15	66	81	19	13	69	82	18
Economically Disadvantaged	3	39	42	58	3	51	54	46	2	46	48	52
Not Economically Disadvantaged	20	67	87	13	18	67	85	15	16	72	87	13
English Learners	3	15	18	82	2	25	26	74	1	18	19	81
Homeless	<	<	<	<	<	<	<	<	-	27	27	73
Military Connected	21	63	84	16	17	67	84	16	14	70	84	16
Foster Care					<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	10	71	81	19	14	68	82	18
Female	14	63	78	22	11	70	81	19	14	68	83	17
Male	15	61	76	24	10	72	82	18	13	68	81	19
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	13	75	88	12	11	81	92	8	16	72	87	13
Black	3	62	65	35	1	62	64	36	4	66	70	30
Hispanic	4	50	54	46	3	61	64	36	5	58	63	37
Native Hawaiian	<	<	<	<	<	<	100	0
White	25	68	93	7	17	78	95	5	20	75	96	4
Multiple Races	25	66	92	8	20	75	95	5	24	69	94	6
Students with Disabilities	4	44	48	52	3	58	60	40	4	56	60	40
Students without Disabilities	17	65	82	18	12	73	85	15	15	70	86	14
Economically Disadvantaged	4	51	54	46	3	62	65	35	3	60	64	36
Not Economically Disadvantaged	20	67	87	13	14	75	89	11	18	71	89	11
English Learners	-	27	27	73	-	37	37	63	4	37	42	58
Homeless	-	31	31	69	<	<	<	<	<	<	<	<
Military Connected	20	68	88	12	15	77	92	8	15	78	93	7
Foster Care	<	<	<	<					<	<	100	0
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	46	53	47	6	44	50	50	8	39	46	54
Female	1	50	51	49	-	41	41	59	6	32	38	63
Male	16	40	56	44	11	47	58	42	10	47	57	43
American Indian	<	<	<	<
Asian	-	54	54	46	9	36	45	55	7	60	67	33
Black	-	38	38	63	-	31	31	69	4	32	36	64
Hispanic	3	26	29	71	3	27	30	70	2	26	28	72
Native Hawaiian					<	<	<	<
White	16	61	78	22	12	74	85	15	21	47	68	32
Multiple Races	-	50	50	50	<	<	<	<	<	<	<	<
Students with Disabilities	-	25	25	75	-	36	36	64	-	16	16	84
Students without Disabilities	8	48	57	43	7	45	52	48	9	42	51	49
Economically Disadvantaged	-	35	35	65	-	29	29	71	3	21	25	75
Not Economically Disadvantaged	12	52	64	36	9	52	61	39	11	54	65	35
English Learners	-	33	33	67	-	33	33	67	3	30	33	67
Homeless									<	<	<	<
Military Connected	6	65	71	29	-	91	91	9	10	60	70	30
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	48	48	52	-	38	39	61	1	43	44	56
Female	-	46	46	54	1	29	30	70	1	44	45	55
Male	1	49	50	50	-	45	46	54	1	42	43	57
American Indian	<	<	<	<					<	<	<	<
Asian	-	58	58	42	-	55	55	45	-	45	45	55
Black	-	47	47	53	-	30	30	70	-	34	34	66
Hispanic	1	41	42	58	-	34	34	66	1	39	40	60
Native Hawaiian									<	<	100	0
White	-	72	72	28	3	61	64	36	-	63	63	37
Multiple Races	<	<	<	<	-	60	60	40	-	62	62	38
Students with Disabilities	1	36	36	64	1	27	27	73	2	36	38	62
Students without Disabilities	-	56	56	44	-	45	45	55	-	47	47	53
Economically Disadvantaged	-	41	41	59	-	33	33	67	1	41	42	58
Not Economically Disadvantaged	1	57	58	42	1	45	46	54	-	45	45	55
English Learners	-	25	25	75	-	25	25	75	1	33	34	66
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	5	70	75	25	-	76	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	50	80	20	29	51	81	19	30	48	78	22
Female	28	51	79	21	27	53	80	20	27	49	76	24
Male	32	49	81	19	31	49	81	19	33	47	80	20
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	37	51	88	12	30	55	85	15	35	51	86	14
Black	10	48	58	42	9	47	55	45	11	48	59	41
Hispanic	11	46	58	42	12	49	61	39	11	45	57	43
Native Hawaiian					<	<	100	0	<	<	<	<
White	40	51	91	9	38	54	92	8	42	49	91	9
Multiple Races	41	49	90	10	40	46	86	14	45	45	90	10
Students with Disabilities	11	42	53	47	12	38	51	49	9	37	47	53
Students without Disabilities	33	51	84	16	32	53	85	15	34	50	83	17
Economically Disadvantaged	8	47	55	45	9	48	57	43	7	45	53	47
Not Economically Disadvantaged	38	51	89	11	35	52	87	13	39	49	87	13
English Learners	7	38	45	55	7	33	39	61	5	32	37	63
Homeless	11	21	32	68	-	33	33	67	-	16	16	84
Military Connected	36	56	91	9	27	55	81	19	30	55	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	52	62	38	6	65	71	29	3	41	43	57
Female	8	46	54	46	2	64	67	33	3	22	25	75
Male	10	56	67	33	10	65	75	25	2	53	55	45
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	50	50	50	-	45	45	55	-	21	21	79
Hispanic	14	45	59	41	-	55	55	45	3	32	35	65
White	10	57	67	33	13	82	95	5	-	88	88	13
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	36	36	64	-	36	36	64	-	22	22	78
Students without Disabilities	12	56	67	33	8	73	81	19	4	48	52	48
Economically Disadvantaged	-	42	42	58	-	48	48	52	7	24	31	69
Not Economically Disadvantaged	14	57	70	30	8	70	78	22	-	50	50	50
English Learners	-	36	36	64	-	19	19	81	5	24	29	71
Homeless					<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Female					<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<
Black					<	<	<	<
Hispanic	<	<	<	<	<	<	<	<
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	100	0
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	8	19	81	-	22	22	78	<	<	<	<
Female	6	6	13	88	<	<	<	<	<	<	<	<
Male	14	10	24	76	-	17	17	83	<	<	<	<
Asian	<	<	<	<
Black	<	<	<	<	<	<	<	<
Hispanic	-	5	5	95	-	25	25	75	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	10	10	20	80	<	<	<	<	<	<	<	<
Economically Disadvantaged	4	7	11	89	-	17	17	83	<	<	<	<
Not Economically Disadvantaged	30	10	40	60	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	100	0
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	24	27	73	-	30	30	70	5	50	55	45
Female	5	18	23	77	<	<	<	<	<	<	<	<
Male	-	30	30	70	<	<	<	<	8	54	62	38
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	14	14	86	<	<	<	<	<	<	<	<
White	8	50	58	42	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	-	36	36	64	<	<	<	<	<	<	<	<
Students without Disabilities	3	20	23	77	<	<	<	<	6	50	56	44
Economically Disadvantaged	-	17	17	83	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	5	37	42	58	<	<	<	<	8	58	67	33
English Learners	-	19	19	81	<	<	<	<	<	<	<	<
Homeless	<	<	<	<
Military Connected	<	<	100	0					<	<	<	<
Foster Care									<	<	100	0
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	57	84	16	26	60	86	14	27	54	81	19
Female	27	56	83	17	26	59	86	14	26	53	79	21
Male	28	57	85	15	26	61	86	14	28	55	83	17
American Indian	<	<	100	0					<	<	100	0
Asian	34	62	96	4	30	60	90	10	34	52	87	13
Black	9	55	64	36	7	51	58	42	12	49	61	39
Hispanic	11	53	63	37	10	66	76	24	11	50	61	39
Native Hawaiian					<	<	100	0	<	<	100	0
White	35	59	94	6	34	61	95	5	37	58	95	5
Multiple Races	40	50	91	9	37	53	90	10	36	55	91	9
Students with Disabilities	8	46	54	46	13	44	57	43	8	42	51	49
Students without Disabilities	30	58	89	11	28	63	91	9	30	56	86	14
Economically Disadvantaged	7	55	62	38	7	57	65	35	5	50	54	46
Not Economically Disadvantaged	34	57	91	9	31	61	92	8	35	56	91	9
English Learners	-	30	30	70	-	44	44	56	1	21	22	78
Homeless	<	<	<	<	-	27	27	73	-	9	9	91
Military Connected	29	68	97	3	27	63	90	10	22	68	90	10
Foster Care	<	<	<	<					<	<	<	<
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	35	45	80	20	34	43	77	23	36	42	78	22
Female	31	47	79	21	30	47	77	23	30	46	75	25
Male	38	42	81	19	38	40	77	23	41	39	80	20
American Indian	<	<	<	<	<	<	<	<
Asian	41	44	85	15	31	51	82	18	36	51	87	13
Black	12	43	55	45	11	44	55	45	11	49	60	40
Hispanic	14	45	60	40	17	35	52	48	14	40	54	46
Native Hawaiian									<	<	<	<
White	45	45	90	10	44	46	90	10	47	41	88	12
Multiple Races	44	47	91	9	44	40	84	16	53	36	90	10
Students with Disabilities	15	39	54	46	14	35	48	52	12	33	45	55
Students without Disabilities	38	45	83	17	37	44	81	19	39	43	82	18
Economically Disadvantaged	10	44	54	46	11	42	53	47	11	42	53	47
Not Economically Disadvantaged	43	45	88	12	41	44	84	16	44	42	86	14
English Learners	11	44	55	45	8	34	42	58	7	39	46	54
Homeless	10	10	20	80	<	<	<	<	<	<	<	<
Military Connected	43	44	87	13	27	47	75	25	37	44	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2022-2023	2023-2024	2024-2025
Division	262	323	280
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	997	881	827
Kindergarten	2,006	1,973	1,996
Grade 1	2,138	2,056	2,006
Grade 2	2,142	2,176	2,134
Grade 3	2,050	2,142	2,204
Grade 4	2,096	2,067	2,163
Grade 5	2,054	2,085	2,106
Grade 6	1,906	2,015	2,066
Grade 7	1,927	1,923	2,083
Grade 8	1,993	1,946	1,943
Grade 9	2,050	2,041	2,013
Grade 10	2,149	2,106	2,132
Grade 11	1,888	2,083	2,104
Grade 12	2,186	2,042	2,209
Total Enrollment	27,582	27,536	27,986

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	27582	27536	27986
Female	13258	13243	13444
Male	14304	14267	14507
American Indian	47	45	41
Asian	2419	2468	2500
Black	2927	2963	3014
Hispanic	8204	8335	8690
Native Hawaiian	10	10	9
White	11762	11534	11456
Multiple Races	2213	2181	2276
Students with Disabilities	4075	4120	4230
Students without Disabilities	23507	23416	23756
Economically Disadvantaged	7855	7664	7158
Not Economically Disadvantaged	19727	19872	20828
English Learners	8705	7215	7693
Not English Learners	18877	20321	20293
Homeless	110	96	103
Military Connected	1386	1375	1350
Foster Care	19	22	32
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	23,011	3,591	23,276	3,529	23,831	3,282
Female	11,014	1,760	11,181	1,709	11,403	1,624
Male	11,979	1,825	12,066	1,812	12,428	1,658
American Indian	31	9	34	5	27	9
Asian	2,024	271	2,053	296	2,116	295
Black	2,262	502	2,323	486	2,434	442
Hispanic	6,033	1,822	6,407	1,728	6,708	1,624
Native Hawaiian	10	1	<	<	10	0
White	10,675	798	10,505	812	10,507	726
Multiple Races	1,976	188	1,947	201	2,029	186
Students with Disabilities	3,213	849	3,248	834	3,309	819
Economically Disadvantaged	7,286	2,122	7,627	2,003	6,399	1,532
English Learners	6,854	1,814	6,029	1,428	6,317	1,449
Homeless	130	79	99	89	116	94
< = 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 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	1211	535	14	4	81	42
	State	50354	39349	1875	907	4438	1716
Female	Division	670	227	2	1	33	20
	State	27408	17323	610	350	1645	701
Male	Division	540	306	12	3	48	22
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	98	40	2	1	2	1
	State	6025	1443	97	16	68	35
Black	Division	99	102	0	0	12	9
	State	8111	10540	640	225	1119	707
Hispanic	Division	265	254	8	3	63	25
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	645	112	4	0	2	6
	State	25871	16565	763	464	1211	504
Multiple Races	Division	102	26	0	0	2	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	74	166	14	2	11	4
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	290	317	10	3	47	25
	State	12779	21123	1108	494	2352	1214
English Learners	Division	44	150	7	2	37	14
	State	1583	4224	267	26	1427	150
Homeless	Division	3	10	0	0	1	1
	State	197	699	48	29	170	78
Military Connected	Division	48	24	0	0	0	4
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,887	1,760	93	1,779	94	81	4
Female	953	899	94	909	95	33	4
Male	931	858	92	867	93	48	5
American Indian	<	<	100	<	100	0	0
Asian	144	140	97	141	98	2	1
Black	222	201	91	201	91	12	5
Hispanic	618	527	85	544	88	63	10
Native Hawaiian	<	<	100	<	100	0	0
White	769	761	99	762	99	2	0
Multiple Races	131	128	98	128	98	2	2
Students with Disabilities	272	254	93	260	96	11	4
Economically Disadvantaged	692	617	89	634	92	47	7
English Learners	259	201	78	217	84	37	14
Homeless	15	13	87	13	87	1	7
Military Connected	76	72	95	73	96	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	3,005 / 36.32%	3,016 / 36.47%	3,154 / 37.29%
Advanced Placement Course Enrollment	3,005 / 36.32%	3,017 / 36.48%	3,154 / 37.29%
Dual Enrollment	1,088 / 13.15%	1,272 / 15.38%	1,427 / 16.87%
Governor's School Enrollment	-	-	-
IB Course Enrollment	707 / 8.55%	724 / 8.75%	765 / 9.05%
Senior Enrolled in IB Program	96 / 1.16%	83 / 1%	111 / 1.31%

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,667	1,358	19
	State	87,947	58,787	33
Female	Division	836	705	16
	State	44,125	32,246	27
Male	Division	831	653	21
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	124	113	9
	State	7,326	6,406	13
Black	Division	181	145	20
	State	18,153	10,957	40
Hispanic	Division	432	282	35
	State	12,866	7,348	43
White	Division	824	726	12
	State	44,455	30,645	31
Multiple Races	Division	104	91	12
	State	4,837	3,237	33
Students with Disabilities	Division	240	165	31
	State	8,632	3,934	54
Economically Disadvantaged	Division	482	332	31
	State	30,889	16,128	48
English Learners	Division	479	339	29
	State	7,530	4,273	43
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	7	11	11
	State	3,844	3,577	3,225
Industry Certification	Division	1,384	1,146	1,564
	State	100,965	101,956	105,973
Workplace Readiness	Division	1,417	1,410	1,175
	State	41,819	35,066	38,829
Total Credentials Earned	Division	2,808	2,571	2,768
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	2,352	2,237	2,345
	State	118,467	115,609	120,035
CTE Completers	Division	557	669	706
	State	46,028	48,643	51,126
State Licensures	Division	-	4	18
	State	1,573	2,069	2,206
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	57.4	58.1	58.1

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$17,746	$3,364	$2,231
	State	$7,134	$6,454	$1,936
2022-2023	Division	$20,328	$3,604	$1,081
	State	$7,803	$6,956	$1,918
2023-2024	Division	$21,467	$3,885	$869
	State	$8,112	$7,772	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	99
Behaviors related to School Operations	314
Relationship Behaviors without Physical Harm	393
Behaviors of a Safety Concern	732
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	302
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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	583	564
Out-of-School Suspension	0	752
Explusion and Alternative Placement	0	10
Referral to Law Enforcement	68	54
Bus Suspension	14	21

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	30.1	31.6	32
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	22.2	20.7	26.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	62.1	67.1	68
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

9.91 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.35 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	22%	73%	3%	2%
2023-2024	23%	72%	2%	3%
2024-2025	25%	70%	2%	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

Coming Soon: A new look for ESSA and long-term goals.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	80%	79%	88%
Asian	85%	85%	91%	88%
Black	70%	67%	68%	88%
Hispanic	61%	60%	68%	88%
White	93%	93%	85%	88%
Multiple Races	92%	91%	83%	88%
Economically Disadvantaged	61%	59%	68%	88%
English Learners	54%	55%	60%	88%
Students with Disabilities	53%	52%	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	78%	76%	74%	85%
Asian	85%	84%	90%	85%
Black	64%	59%	61%	85%
Hispanic	57%	54%	63%	85%
White	91%	90%	81%	85%
Multiple Races	89%	88%	77%	85%
Economically Disadvantaged	58%	53%	62%	85%
English Learners	56%	53%	58%	85%
Students with Disabilities	48%	46%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	76%
Asian	80%
Black	61%
Hispanic	55%
White	91%
Multiple Races	91%
Economically Disadvantaged	54%
English Learners	45%
Students with Disabilities	45%

< = 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	91%	84%	84%
Asian	94%	90%	84%
Black	85%	83%	84%
Hispanic	84%	83%	84%
White	97%	86%	84%
Multiple Races	98%	89%	84%
Economically Disadvantaged	86%	82%	84%
English Learners	85%	77%	84%
Students with Disabilities	79%	74%	84%
Homeless	67%	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	13%	13%	12%	10%
Asian	13%	12%	10%	10%
Black	17%	18%	12%	10%
Hispanic	22%	23%	12%	10%
White	7%	7%	12%	10%
Multiple Races	9%	9%	12%	10%
Economically Disadvantaged	21%	22%	13%	10%
English Learners	20%	20%	12%	10%
Students with Disabilities	21%	21%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	58%	54%	58%
English Learner Proficiency	12%	-	-

< = 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	2342	4019	58%
English Learner Proficiency	700	5613	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	99%	1%
Asian	100%	-	100%	-	99%	1%
Black	99%	1%	99%	1%	98%	2%
Hispanic	99%	1%	99%	1%	99%	1%
White	100%	-	100%	-	99%	1%
Multiple Races	100%	-	99%	1%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	99%	1%	100%	-	99%	1%
Students with Disabilities	99%	1%	99%	1%	97%	3%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	100%	-	99%	1%	100%	-
Male	100%	-	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	84%	82%
Asian	88%	89%
Black	74%	71%
Hispanic	67%	66%
White	94%	93%
Multiple Races	93%	91%
Economically Disadvantaged	67%	66%
English Learners	63%	65%
Students with Disabilities	62%	59%

< = 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 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

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

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 Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

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

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act