Arlington County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Abingdon Elementary	Fully Accredited	Meets Expectations	83.19
Alice West Fleet Elementary	Fully Accredited	Approaching Expectations	89
Arlington Science Focus School	Fully Accredited	Distinguished	96.35
Arlington Traditional	Fully Accredited	Distinguished	96.78
Ashlawn Elementary	Fully Accredited	Meets Expectations	95.27
Barcroft Elementary	Fully Accredited	Approaching Expectations	85.14
Barrett Elementary	Fully Accredited	Approaching Expectations	85.9
Campbell Elementary	Fully Accredited	Distinguished	95.29
Cardinal Elementary	Fully Accredited	Distinguished	100.22
Carlin Springs Elementary	Fully Accredited	Approaching Expectations	80.96
Claremont Immersion	Fully Accredited	Distinguished	94.47
Discovery Elementary	Fully Accredited	Distinguished	102.92
Dr. Charles R. Drew Elementary	Fully Accredited	Needs Intensive Support	78.97
Escuela Key Elementary	Fully Accredited	Distinguished	95.06
Glebe Elementary	Fully Accredited	Distinguished	101.5
Hoffman-Boston Elementary	Fully Accredited	Approaching Expectations	83.66
Innovation Elementary	Fully Accredited	Meets Expectations	92.9
Jamestown Elementary	Fully Accredited	Distinguished	104.83
Long Branch Elementary	Fully Accredited	Approaching Expectations	89.26
Montessori Public School of Arlington	Fully Accredited	Distinguished	95.61
Nottingham Elementary	Fully Accredited	Distinguished	106.16
Oakridge Elementary	Fully Accredited	Meets Expectations	91.22
Randolph Elementary	Fully Accredited	Approaching Expectations	84.95
Taylor Elementary	Fully Accredited	Distinguished	95.6
Tuckahoe Elementary	Fully Accredited	Distinguished	101.38
Middle Schools
Dorothy Hamm Middle	Fully Accredited	Distinguished	93.68
Gunston Middle	Fully Accredited	Distinguished	89.81
Jefferson Middle	Fully Accredited	Approaching Expectations	87.28
Kenmore Middle	Fully Accredited	Meets Expectations	87.92
Swanson Middle	Fully Accredited	Distinguished	90.6
Williamsburg Middle	Fully Accredited	Distinguished	100.35
High Schools
Arlington Community High	Fully Accredited	Needs Intensive Support	49.1
Wakefield High	Fully Accredited	Approaching Expectations	88.9
Washington-Liberty High	Fully Accredited	Meets Expectations	92.26
Yorktown High	Fully Accredited	Distinguished	100.33

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	59	79	21	19	60	79	21	20	61	81	19
Female	18	60	79	21	18	62	79	21	18	62	80	20
Male	21	58	79	21	20	59	79	21	21	60	81	19
American Indian	6	72	78	22	10	52	62	38	7	57	64	36
Asian	25	61	86	14	24	62	86	14	24	62	86	14
Black	6	59	65	35	6	57	63	37	7	59	66	34
Hispanic	7	52	59	41	6	54	61	39	7	56	63	37
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	29	64	92	8	28	65	93	7	28	65	93	7
Multiple Races	31	58	90	10	31	60	90	10	32	59	91	9
Students with Disabilities	6	45	51	49	5	43	48	52	5	44	49	51
Students without Disabilities	22	62	83	17	21	63	85	15	22	64	86	14
Economically Disadvantaged	5	55	60	40	5	55	60	40	5	57	63	37
Not Economically Disadvantaged	25	61	86	14	25	63	87	13	26	63	88	12
English Learners	2	43	45	55	2	45	47	53	2	47	48	52
Homeless	1	37	38	62	1	29	30	70	2	34	35	65
Military Connected	22	66	88	12	21	68	89	11	21	68	89	11
Foster Care	8	42	50	50	-	53	53	47	-	39	39	61
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	55	77	23	19	60	79	21	20	61	81	19
Female	18	57	75	25	17	60	77	23	17	61	78	22
Male	26	52	78	22	21	60	81	19	23	61	83	17
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	24	57	81	19	19	64	83	17	20	70	90	10
Black	6	58	64	36	6	63	69	31	9	58	67	33
Hispanic	8	45	53	47	6	53	58	42	8	53	61	39
Native Hawaiian					<	<	100	0	<	<	100	0
White	32	59	92	8	29	64	93	7	27	66	93	7
Multiple Races	36	55	91	9	30	58	89	11	36	58	94	6
Students with Disabilities	6	35	41	59	8	40	48	52	5	39	44	56
Students without Disabilities	25	58	82	18	21	63	84	16	22	65	87	13
Economically Disadvantaged	6	51	57	43	3	58	62	38	6	58	64	36
Not Economically Disadvantaged	29	56	85	15	25	61	86	14	26	62	88	12
English Learners	2	48	50	50	2	52	54	46	3	54	57	43
Homeless	<	<	<	<	-	33	33	67	-	44	44	56
Military Connected	25	62	86	14	21	71	92	8	19	70	90	10
Foster Care					<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	52	78	22	26	53	78	22	26	53	80	20
Female	25	53	78	22	22	54	76	24	22	56	78	22
Male	29	50	79	21	29	51	80	20	31	51	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	30	60	89	11	30	59	89	11	30	57	87	13
Black	10	55	65	35	6	58	64	36	8	60	68	32
Hispanic	9	43	52	48	8	46	54	46	9	51	60	40
Native Hawaiian					<	<	100	0	<	<	100	0
White	38	55	93	7	38	55	93	7	39	54	93	7
Multiple Races	41	48	90	10	43	46	89	11	39	47	86	14
Students with Disabilities	6	42	48	52	4	36	40	60	8	37	45	55
Students without Disabilities	30	53	84	16	29	55	84	16	30	56	86	14
Economically Disadvantaged	8	51	59	41	7	52	58	42	5	54	59	41
Not Economically Disadvantaged	34	52	86	14	33	53	86	14	36	53	89	11
English Learners	3	43	46	54	2	46	48	52	2	48	50	50
Homeless	<	<	<	<	-	36	36	64	5	29	33	67
Military Connected	32	58	89	11	33	53	86	14	33	58	91	9
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	50	78	22	29	50	80	20	30	51	81	19
Female	27	53	79	21	27	53	80	20	27	53	80	20
Male	31	47	78	22	31	48	79	21	32	50	82	18
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	33	49	82	18	30	57	87	13	32	55	87	13
Black	8	54	62	38	10	56	65	35	7	57	64	36
Hispanic	11	49	60	40	11	44	55	45	11	51	62	38
White	41	50	91	9	43	52	95	5	43	51	94	6
Multiple Races	47	45	92	8	45	46	90	10	48	43	91	9
Students with Disabilities	7	39	46	54	4	40	43	57	5	41	46	54
Students without Disabilities	33	52	84	16	34	52	86	14	34	53	87	13
Economically Disadvantaged	8	51	59	41	9	53	62	38	8	55	63	37
Not Economically Disadvantaged	37	49	86	14	37	50	87	13	39	50	89	11
English Learners	1	37	38	62	1	38	39	61	2	39	41	59
Homeless	-	29	29	71	-	18	18	82	6	35	41	59
Military Connected	34	57	91	9	34	57	90	10	35	53	88	12
Foster Care					<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	58	72	28	14	60	73	27	3	59	62	38
Female	15	57	72	28	13	63	75	25	2	61	63	37
Male	14	58	72	28	14	57	72	28	4	58	61	39
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	18	62	79	21	16	58	74	26	6	66	72	28
Black	8	57	64	36	3	54	57	43	1	48	49	51
Hispanic	6	46	52	48	5	50	55	45	-	48	48	52
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	22	66	89	11	23	69	91	9	6	78	84	16
Multiple Races	20	63	83	17	16	70	86	14	4	67	72	28
Students with Disabilities	8	39	47	53	5	40	44	56	1	38	39	61
Students without Disabilities	15	61	77	23	15	64	80	20	4	67	71	29
Economically Disadvantaged	4	48	52	48	4	49	53	47	-	50	50	50
Not Economically Disadvantaged	19	63	82	18	19	66	85	15	5	66	71	29
English Learners	2	26	28	72	1	30	31	69	-	34	34	66
Homeless	-	27	27	73	-	20	20	80	-	12	12	88
Military Connected	22	64	86	14	19	68	87	13	6	75	80	20
Foster Care	<	<	100	0					<	<	100	0
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	52	53	47	2	53	54	46	8	61	68	32
Female	-	53	53	47	1	51	52	48	7	64	71	29
Male	2	51	53	47	2	54	56	44	8	58	66	34
American Indian					<	<	<	<	<	<	<	<
Asian	3	61	64	36	3	59	61	39	10	63	73	27
Black	1	43	43	57	1	41	42	58	3	51	54	46
Hispanic	1	38	39	61	1	44	45	55	2	48	50	50
White	1	76	77	23	3	71	74	26	11	75	87	13
Multiple Races	-	62	62	38	6	69	75	25	21	61	82	18
Students with Disabilities	3	31	34	66	3	29	31	69	3	32	34	66
Students without Disabilities	-	60	60	40	1	60	61	39	9	68	76	24
Economically Disadvantaged	1	37	39	61	1	39	41	59	2	47	50	50
Not Economically Disadvantaged	1	65	66	34	2	65	67	33	11	68	78	22
English Learners	1	26	27	73	2	29	31	69	1	27	29	71
Homeless	-	21	21	79	-	7	7	93	<	<	<	<
Military Connected	-	66	66	34	6	70	76	24	10	74	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	61	77	23	14	65	80	20	13	67	80	20
Female	17	62	79	21	13	68	81	19	13	68	81	19
Male	16	60	76	24	15	63	78	22	13	66	80	20
Asian	24	62	86	14	20	68	88	12	21	63	83	17
Black	3	56	59	41	6	53	60	40	3	59	63	38
Hispanic	6	48	54	46	6	56	62	38	4	58	62	38
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	24	69	93	7	19	74	93	7	18	75	93	7
Multiple Races	23	66	88	12	21	67	89	11	21	70	92	8
Students with Disabilities	4	41	46	54	4	39	44	56	4	41	45	55
Students without Disabilities	19	65	83	17	16	70	86	14	15	71	86	14
Economically Disadvantaged	4	52	56	44	5	52	57	43	3	56	59	41
Not Economically Disadvantaged	21	64	85	15	18	71	89	11	17	71	88	12
English Learners	3	37	39	61	1	37	38	62	2	38	40	60
Homeless	<	<	<	<	7	27	33	67	<	<	<	<
Military Connected	8	79	87	13	11	79	90	10	9	79	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	75	90	10	17	71	89	11	22	68	90	10
Female	16	75	90	10	20	70	90	10	22	69	91	9
Male	15	75	90	10	15	73	88	12	22	67	90	10
American Indian	<	<	100	0	<	<	<	<
Asian	20	75	96	4	28	67	96	4	30	63	93	7
Black	5	78	83	17	7	67	74	26	12	72	84	16
Hispanic	4	77	81	19	6	75	81	19	9	74	83	17
Native Hawaiian					<	<	100	0	<	<	100	0
White	25	72	97	3	26	71	97	3	31	66	97	3
Multiple Races	24	72	97	3	29	66	95	5	38	58	96	4
Students with Disabilities	6	78	84	16	5	70	75	25	6	73	79	21
Students without Disabilities	17	74	91	9	19	71	91	9	25	67	92	8
Economically Disadvantaged	4	80	83	17	5	74	79	21	7	75	82	18
Not Economically Disadvantaged	20	72	93	7	22	70	92	8	28	65	94	6
English Learners	1	73	74	26	2	71	73	27	2	70	72	28
Homeless	8	75	83	17	-	58	58	42	-	58	58	42
Military Connected	18	79	96	4	11	82	93	7	22	72	94	6
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	71	92	8	20	70	90	10	25	67	92	8
Female	21	73	93	7	18	71	90	10	26	67	93	7
Male	22	70	92	8	22	69	90	10	24	68	91	9
American Indian									<	<	100	0
Asian	29	67	96	4	33	60	93	7	37	59	96	4
Black	4	72	75	25	5	66	71	29	10	54	64	36
Hispanic	11	71	81	19	7	68	75	25	14	64	78	22
Native Hawaiian	<	<	100	0
White	24	74	97	3	23	72	95	5	26	70	97	3
Multiple Races	32	61	93	7	27	70	97	3	26	73	99	1
Students with Disabilities	10	69	79	21	12	58	71	29	8	61	68	32
Students without Disabilities	22	71	93	7	21	71	91	9	26	68	94	6
Economically Disadvantaged	8	70	78	22	7	62	69	31	12	57	69	31
Not Economically Disadvantaged	24	71	95	5	22	71	93	7	27	69	96	4
English Learners	-	32	32	68	2	32	34	66	-	40	40	60
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	21	71	92	8	26	69	94	6	12	81	93	7
Foster Care	<	<	<	<
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	65	93	7	22	71	93	7	23	70	93	7
Female	24	68	92	8	18	77	96	4	25	69	94	6
Male	30	63	93	7	26	64	91	9	22	71	92	8
Asian	23	69	91	9	21	70	91	9	21	74	94	6
Black	<	<	100	0	10	62	71	29	14	68	82	18
Hispanic	25	63	88	13	17	75	92	8	19	65	85	15
White	26	69	95	5	22	73	95	5	27	69	95	5
Multiple Races	47	40	87	13	36	64	100	0	16	78	94	6
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	<	<
Students without Disabilities	27	66	93	7	23	70	93	7	24	71	94	6
Economically Disadvantaged	23	62	85	15	5	64	68	32	4	71	75	25
Not Economically Disadvantaged	28	66	94	6	24	71	95	5	25	70	94	6
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	16	58	74	26	10	75	85	15	36	59	95	5
Foster Care					<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

	2023-2024	2024-2025	2025-2026
Division	323	280	136
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	881	827	877
Kindergarten	1,973	1,996	1,806
Grade 1	2,056	2,006	2,002
Grade 2	2,176	2,134	2,004
Grade 3	2,142	2,204	2,143
Grade 4	2,067	2,163	2,188
Grade 5	2,085	2,106	2,134
Grade 6	2,015	2,066	2,061
Grade 7	1,923	2,083	2,075
Grade 8	1,946	1,943	2,085
Grade 9	2,041	2,013	1,980
Grade 10	2,106	2,132	2,067
Grade 11	2,083	2,104	2,040
Grade 12	2,042	2,209	2,208
Total Enrollment	27,536	27,986	27,670

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	27536	27986	27670
Female	13243	13444	13285
Male	14267	14507	14385
American Indian	45	41	37
Asian	2468	2500	2566
Black	2963	3014	2997
Hispanic	8335	8690	8456
Native Hawaiian	10	9	12
White	11534	11456	11333
Multiple Races	2181	2276	2269
Students with Disabilities	4120	4230	4245
Students without Disabilities	23416	23756	23425
Economically Disadvantaged	7664	7158	6124
Not Economically Disadvantaged	19872	20828	21546
English Learners	7215	7693	7721
Not English Learners	20321	20293	19949
Homeless	96	103	163
Military Connected	1375	1350	1410
Foster Care	22	32	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	23,276	3,529	23,831	3,282	24,027	2,602
Female	11,181	1,709	11,403	1,624	11,528	1,239
Male	12,066	1,812	12,428	1,658	12,499	1,363
American Indian	34	5	27	9	29	5
Asian	2,053	296	2,116	295	2,189	242
Black	2,323	486	2,434	442	2,423	419
Hispanic	6,407	1,728	6,708	1,624	6,692	1,291
Native Hawaiian	<	<	10	0	11	0
White	10,505	812	10,507	726	10,587	521
Multiple Races	1,947	201	2,029	186	2,096	124
Students with Disabilities	3,248	834	3,309	819	3,546	678
Economically Disadvantaged	7,627	2,003	6,399	1,532	6,597	1,364
English Learners	6,029	1,428	6,317	1,449	6,555	1,178
Homeless	99	89	116	94	132	110
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

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

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

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

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

Status of the Students in the 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	1326	626	44	5	135	16
	State	52034	41739	1845	730	4758	1126
Female	Division	667	255	16	1	42	8
	State	28171	18456	601	259	1860	459
Male	Division	659	371	28	4	93	8
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	114	55	4	0	3	2
	State	6565	1702	100	12	90	43
Black	Division	116	111	9	0	3	3
	State	8816	10967	559	141	985	452
Hispanic	Division	303	298	20	1	120	10
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	651	135	10	4	6	1
	State	25115	16553	775	367	1100	357
Multiple Races	Division	137	26	1	0	3	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	116	142	44	1	11	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	249	271	19	1	36	7
	State	12337	20894	1052	439	2243	735
English Learners	Division	99	231	27	0	82	2
	State	2260	6522	300	53	1921	83
Homeless	Division	5	14	0	0	3	0
	State	229	849	47	22	208	62
Military Connected	Division	53	22	0	1	0	1
	State	2682	1575	51	17	40	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	2,152	1,996	93	2,005	93	135	6
Female	989	938	95	943	95	42	4
Male	1,163	1,058	91	1,062	91	93	8
American Indian	<	<	100	<	100	0	0
Asian	178	173	97	174	98	3	2
Black	242	236	98	237	98	3	1
Hispanic	752	621	83	624	83	120	16
Native Hawaiian	<	<	100	<	100	0	0
White	807	796	99	800	99	6	1
Multiple Races	167	164	98	164	98	3	2
Students with Disabilities	314	302	96	303	97	11	4
Economically Disadvantaged	583	539	93	543	93	36	6
English Learners	448	357	80	359	80	82	18
Homeless	22	19	86	19	86	3	14
Military Connected	77	75	97	77	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	3,016 / 36.47%	3,154 / 37.29%	3,367 / 40.6%
Advanced Placement Course Enrollment	3,017 / 36.48%	3,154 / 37.29%	3,702 / 44.64%
Dual Enrollment	1,272 / 15.38%	1,427 / 16.87%	1,372 / 16.54%
Governor's School Enrollment	-	-	-
IB Course Enrollment	724 / 8.75%	765 / 9.05%	802 / 9.67%
Senior Enrolled in IB Program	83 / 1%	111 / 1.31%	114 / 1.37%

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

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

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,810	1,438	21
	State	87,995	56,397	36
Female	Division	876	718	18
	State	43,825	30,968	29
Male	Division	930	717	23
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	148	126	15
	State	7,252	6,271	14
Black	Division	167	131	22
	State	18,247	10,591	42
Hispanic	Division	441	283	36
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	895	769	14
	State	43,094	28,736	33
Multiple Races	Division	153	127	17
	State	5,005	3,223	36
Students with Disabilities	Division	256	174	32
	State	8,536	3,616	58
Economically Disadvantaged	Division	524	358	32
	State	31,680	15,774	50
English Learners	Division	489	334	32
	State	7,379	3,573	52
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	11	11	25
	State	3,577	3,225	3,944
State Licensures	Division	4	18	17
	State	2,069	2,206	2,710
Industry Certification	Division	1,146	1,564	1,573
	State	101,956	105,973	106,014
Workplace Readiness	Division	1,410	1,175	1,444
	State	35,066	38,829	48,691
Total Credentials Earned	Division	2,571	2,768	3,059
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	2,237	2,345	2,588
	State	115,609	120,035	128,298
CTE Completers	Division	669	706	759
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	82	52
	State	1,022	15,327	18,011

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	58.1	58.1	58.7

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$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	$21,545	$3,807	$869
	State	$8,420	$7,464	$1,751
2024-2025	Division	$21,841	$4,086	$781
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	99	112	120
Behaviors related to School Operations	314	516	360
Relationship Behaviors without Physical Harm	393	442	302
Behaviors of a Safety Concern	732	835	742
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	302	405	360
Behaviors used to determine Persistently Dangerous Schools	1	1	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
	2023-2024	2024-2025	2025-2026
In-School Suspension	564	621	507
Out-of-School Suspension	752	814	653
Explusion and Alternative Placement	10	18	3
Referral to Law Enforcement	54	15	9
Bus Suspension	21	34	18

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	31.6	32	31
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	20.7	26.7	27.9
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67.1	68	67.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

9.84 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.69 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	23%	73%	2%	2%
2024-2025	24%	71%	3%	2%
2025-2026	25%	69%	3%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	80%	83%	88%
Asian	85%	91%	88%
Black	71%	78%	88%
Hispanic	59%	78%	88%
White	94%	87%	88%
Multiple Races	93%	85%	88%
Economically Disadvantaged	61%	78%	88%
English Learners	52%	74%	88%
Students with Disabilities	49%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	82%	79%	85%
Asian	87%	90%	85%
Black	68%	73%	85%
Hispanic	65%	73%	85%
White	94%	83%	85%
Multiple Races	92%	81%	85%
Economically Disadvantaged	65%	73%	85%
English Learners	62%	71%	85%
Students with Disabilities	50%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	78%
Asian	83%
Black	65%
Hispanic	58%
White	92%
Multiple Races	90%
Economically Disadvantaged	55%
English Learners	48%
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	89%	84%	84%
Asian	93%	90%	84%
Black	92%	83%	84%
Hispanic	76%	84%	84%
White	97%	86%	84%
Multiple Races	97%	89%	84%
Economically Disadvantaged	83%	84%	84%
English Learners	76%	84%	84%
Students with Disabilities	78%	84%	84%
Homeless	77%	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	61%	58%	58%
English Learner Proficiency	16%	-	-

< = 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	2618	4288	61%
English Learner Proficiency	863	5423	16%

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%	98.8%	1.2%	98.5%	1.5%
Asian	98.9%	1.1%	98.6%	1.4%	98.5%	1.5%
Black	98.5%	1.5%	98.2%	1.8%	97.7%	2.3%
Hispanic	98.9%	1.1%	98.8%	1.2%	98.3%	1.7%
White	99.1%	.9%	98.9%	1.1%	98.7%	1.3%
Multiple Races	99.1%	.9%	98.7%	1.3%	99.2%	.8%
Economically Disadvantaged	98.8%	1.2%	98.7%	1.3%	98.2%	1.8%
Not Economically Disadvantaged	99%	1%	98.8%	1.2%	98.7%	1.3%
English Learners	98.8%	1.2%	98.7%	1.3%	98.1%	1.9%
Students with Disabilities	96%	4%	95.3%	4.7%	94.9%	5.1%
Students without Disabilities	99.5%	.5%	99.4%	.6%	99.2%	.8%
Female	99.1%	.9%	98.9%	1.1%	98.8%	1.2%
Male	98.9%	1.1%	98.6%	1.4%	98.2%	1.8%

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Arlington County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2025 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act