Arlington County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Abingdon Elementary	Accredited
Alice West Fleet Elementary	Accredited
Arlington Science Focus School	Accredited
Arlington Traditional	Accredited
Ashlawn Elementary	Accredited
Barcroft Elementary	Accredited
Barrett Elementary	Accredited
Campbell Elementary	Accredited
Cardinal Elementary	Accredited
Carlin Springs Elementary	Accredited with Conditions
Claremont Immersion	Accredited
Discovery Elementary	Accredited
Dr. Charles R. Drew Elementary	Accredited
Escuela Key Elementary	Accredited
Glebe Elementary	Accredited
Hoffman-Boston Elementary	Accredited
Innovation Elementary	Accredited
Jamestown Elementary	Accredited
Long Branch Elementary	Accredited
Montessori Public School of Arlington	Accredited
Nottingham Elementary	Accredited
Oakridge Elementary	Accredited
Randolph Elementary	Accredited
Taylor Elementary	Accredited
Tuckahoe Elementary	Accredited
Middle Schools
Dorothy Hamm Middle	Accredited
Gunston Middle	Accredited
Jefferson Middle	Accredited
Kenmore Middle	Accredited
Swanson Middle	Accredited
Williamsburg Middle	Accredited
High Schools
Arlington Community High	Accredited Alternative Accreditation Plan
Wakefield High	Accredited with Conditions
Washington-Liberty High	Accredited
Yorktown High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	56	80	20	24	55	80	20	23	58	80	20
Female	28	55	83	17	27	55	82	18	25	57	83	17
Male	21	57	79	21	22	56	78	22	20	58	78	22
American Indian	17	52	70	30	22	43	65	35	11	72	83	17
Asian	25	60	86	14	25	59	84	16	23	62	85	15
Black	9	58	67	33	11	56	66	34	9	61	70	30
Hispanic	10	51	61	39	10	50	60	40	9	51	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	35	58	93	7	35	58	93	7	33	61	93	7
Multiple Races	35	56	91	9	36	55	91	9	36	56	92	8
Students with Disabilities	10	42	52	48	10	40	50	50	8	45	53	47
Students without Disabilities	27	59	86	14	27	58	85	15	25	60	86	14
Economically Disadvantaged	7	51	59	41	7	51	58	42	6	55	60	40
Not Economically Disadvantaged	33	58	91	9	32	57	90	10	29	59	89	11
English Learners	2	32	34	66	2	33	34	66	2	35	37	63
Homeless	2	48	50	50	3	30	33	67	2	30	32	68
Military Connected	33	61	93	7	30	62	92	8	26	64	90	10
Foster Care	<	<	<	<	-	23	23	77	8	33	42	58
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	58	77	23	19	58	76	24	18	59	77	23
Female	23	57	80	20	22	57	79	21	20	58	79	21
Male	15	58	74	26	16	58	74	26	16	60	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	67	84	16	19	60	80	20	16	68	84	16
Black	7	53	60	40	9	55	63	37	6	61	67	33
Hispanic	7	47	54	46	6	45	51	49	6	47	54	46
White	28	61	89	11	26	65	91	9	27	63	90	10
Multiple Races	25	65	90	10	31	58	89	11	27	62	89	11
Students with Disabilities	9	35	44	56	8	38	46	54	3	38	41	59
Students without Disabilities	21	61	82	18	21	61	82	18	20	62	83	17
Economically Disadvantaged	5	49	53	47	4	49	53	47	4	53	57	43
Not Economically Disadvantaged	26	62	89	11	25	61	86	14	24	61	85	15
English Learners	2	43	45	55	1	41	42	58	2	47	49	51
Homeless	8	42	50	50	-	31	31	69	<	<	<	<
Military Connected	33	58	90	10	25	65	90	10	22	60	82	18
Foster Care	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	54	79	21	26	53	79	21	25	56	81	19
Female	30	53	83	17	30	53	83	17	28	55	83	17
Male	21	55	76	24	22	54	76	24	21	58	80	20
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	27	61	88	12	24	60	84	16	20	69	90	10
Black	12	57	69	31	8	61	70	30	8	64	72	28
Hispanic	9	49	58	42	10	47	57	43	10	47	56	44
White	36	56	92	8	39	53	92	8	36	58	94	6
Multiple Races	36	53	89	11	32	57	90	10	39	57	95	5
Students with Disabilities	12	40	52	48	11	36	47	53	9	44	53	47
Students without Disabilities	27	56	84	16	29	57	85	15	28	59	86	14
Economically Disadvantaged	5	49	54	46	6	53	58	42	6	57	63	37
Not Economically Disadvantaged	35	57	92	8	35	54	89	11	32	56	88	12
English Learners	1	40	42	58	2	45	47	53	2	44	46	54
Homeless	<	<	<	<	8	23	31	69	<	<	<	<
Military Connected	31	64	95	5	45	50	94	6	27	65	93	7
Foster Care					<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	61	79	21	19	60	80	20	19	62	81	19
Female	20	62	82	18	23	60	82	18	21	62	84	16
Male	16	61	77	23	16	61	77	23	17	61	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	20	60	81	19	20	65	86	14	17	67	84	16
Black	6	58	64	36	9	57	66	34	6	66	72	28
Hispanic	7	53	60	40	8	52	60	40	6	53	60	40
Native Hawaiian					<	<	100	0
White	25	68	93	7	28	66	94	6	28	65	93	7
Multiple Races	29	60	88	12	28	61	90	10	29	62	91	9
Students with Disabilities	7	43	49	51	7	41	49	51	6	44	49	51
Students without Disabilities	20	65	85	15	22	64	85	15	21	65	87	13
Economically Disadvantaged	5	51	56	44	4	52	56	44	3	56	59	41
Not Economically Disadvantaged	25	66	91	9	26	64	90	10	25	64	89	11
English Learners	1	36	37	63	1	33	34	66	1	32	34	66
Homeless	<	<	<	<	-	30	30	70	-	29	29	71
Military Connected	24	67	91	9	27	63	90	10	26	63	90	10
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	52	79	21	26	52	79	21	25	53	78	22
Female	29	51	80	20	29	53	82	18	27	54	81	19
Male	25	53	79	21	24	51	76	24	23	52	75	25
Asian	32	51	83	17	30	53	83	17	28	53	80	20
Black	12	56	69	31	10	51	61	39	15	47	62	38
Hispanic	8	46	54	46	10	47	57	43	12	46	58	42
Native Hawaiian					<	<	100	0	<	<	100	0
White	38	57	95	5	37	57	94	6	33	60	93	7
Multiple Races	42	47	89	11	42	48	90	10	40	49	89	11
Students with Disabilities	11	42	53	47	11	38	49	51	10	38	48	52
Students without Disabilities	30	54	84	16	30	55	85	15	28	55	83	17
Economically Disadvantaged	7	48	55	45	8	47	55	45	7	47	54	46
Not Economically Disadvantaged	37	55	91	9	35	54	90	10	33	55	88	12
English Learners	1	17	18	82	1	17	18	82	2	21	24	76
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	33	66	99	1	32	60	92	8	24	65	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	61	80	20	22	56	78	22	18	60	78	22
Female	21	59	80	20	24	57	81	19	20	59	80	20
Male	17	63	80	20	20	55	76	24	16	61	77	23
American Indian	<	<	<	<	<	<	<	<
Asian	23	64	87	13	25	59	84	16	25	56	81	19
Black	7	55	62	38	11	54	65	35	5	59	64	36
Hispanic	7	54	61	39	7	47	54	46	6	50	56	44
White	28	65	93	7	31	62	93	7	25	68	93	7
Multiple Races	26	66	92	8	35	54	90	10	30	60	90	10
Students with Disabilities	9	40	48	52	8	42	50	50	8	44	52	48
Students without Disabilities	21	65	86	14	25	59	84	16	20	64	84	16
Economically Disadvantaged	5	53	58	42	7	47	54	46	5	46	51	49
Not Economically Disadvantaged	26	65	92	8	29	60	89	11	23	66	89	11
English Learners	5	21	26	74	1	20	21	79	2	22	24	76
Homeless	<	<	<	<	<	<	<	<	-	29	29	71
Military Connected	21	75	95	5	23	72	95	5	18	71	89	11
Foster Care					<	<	<	<
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	58	80	20	21	58	80	20	21	59	80	20
Female	26	55	81	19	23	57	80	20	25	59	84	16
Male	19	60	79	21	20	60	80	20	18	59	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	22	65	87	13	24	61	85	15	26	59	85	15
Black	8	60	68	32	9	54	63	37	8	60	68	33
Hispanic	10	49	59	41	8	51	59	41	7	51	58	42
Native Hawaiian					<	<	100	0
White	32	61	93	7	31	63	94	6	29	64	94	6
Multiple Races	32	62	94	6	32	60	92	8	38	55	93	7
Students with Disabilities	8	40	48	52	10	37	48	52	8	47	55	45
Students without Disabilities	25	61	86	14	23	62	86	14	24	61	85	15
Economically Disadvantaged	7	51	58	42	6	51	57	43	5	56	60	40
Not Economically Disadvantaged	30	61	91	9	29	62	91	9	27	60	87	13
English Learners	4	17	21	79	4	22	26	74	2	25	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	32	57	90	10	22	68	91	9	23	73	96	4
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	39	50	88	12	37	49	86	14	32	56	87	13
Female	42	49	90	10	39	48	88	12	35	53	88	12
Male	36	51	87	13	35	51	85	15	29	58	86	14
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	36	53	89	11	34	56	90	10	31	57	87	13
Black	12	64	76	24	16	58	74	26	15	68	83	17
Hispanic	19	58	77	23	17	58	76	24	12	63	74	26
Native Hawaiian	<	<	100	0	<	<	100	0
White	54	42	97	3	56	40	96	4	48	48	96	4
Multiple Races	54	43	97	3	57	40	98	2	50	47	96	4
Students with Disabilities	17	51	68	32	13	49	61	39	10	59	69	31
Students without Disabilities	43	50	92	8	42	50	92	8	36	55	91	9
Economically Disadvantaged	14	60	75	25	13	59	73	27	10	65	76	24
Not Economically Disadvantaged	49	45	94	6	47	45	92	8	40	52	92	8
English Learners	2	32	33	67	1	34	34	66	1	36	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	52	42	94	6	39	53	92	8	36	56	92	8
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	48	81	19	31	48	79	21	36	50	86	14
Female	41	44	84	16	35	48	83	17	42	45	87	13
Male	27	51	78	22	28	49	76	24	30	54	85	15
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	31	56	87	13	36	49	85	15	35	55	90	10
Black	9	52	61	39	16	43	59	41	14	64	78	22
Hispanic	16	48	64	36	14	50	64	36	13	58	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	46	45	91	9	44	48	92	8	54	41	96	4
Multiple Races	46	45	91	9	41	49	90	10	52	41	93	7
Students with Disabilities	8	40	48	52	7	38	44	56	8	51	59	41
Students without Disabilities	38	49	86	14	35	50	85	15	41	49	90	10
Economically Disadvantaged	11	49	59	41	10	48	58	42	10	60	71	29
Not Economically Disadvantaged	43	47	90	10	40	48	88	12	46	45	92	8
English Learners	-	20	21	79	-	26	27	73	-	25	25	75
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	37	53	91	9	37	50	86	14	45	45	91	9
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	49	75	25	29	46	74	26
Female	33	47	80	20	32	46	78	22
Male	20	51	71	29	26	45	71	29
American Indian	<	<	100	0	<	<	<	<
Asian	30	54	84	16	34	47	81	19
Black	8	47	54	46	13	34	47	53
Hispanic	12	43	54	46	13	42	55	45
Native Hawaiian					<	<	100	0
White	35	52	87	13	38	49	87	13
Multiple Races	41	47	88	12	38	47	86	14
Students with Disabilities	4	30	34	66	7	27	33	67
Students without Disabilities	30	51	81	19	32	48	80	20
Economically Disadvantaged	9	43	51	49	9	39	48	52
Not Economically Disadvantaged	34	51	85	15	37	48	85	15
English Learners	1	14	15	85	2	23	25	75
Homeless	<	<	<	<	<	<	<	<
Military Connected	28	56	84	16	33	47	80	20
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	40	47	86	14	34	50	84	16	36	50	86	14
Female	48	41	89	11	38	49	87	13	42	45	87	13
Male	32	51	84	16	29	52	81	19	30	54	85	15
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	32	59	91	9	37	52	89	11	35	55	90	10
Black	10	58	68	32	18	50	68	32	14	64	78	22
Hispanic	19	53	72	28	15	55	70	30	13	58	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	56	40	95	5	50	47	97	4	54	41	96	4
Multiple Races	52	42	94	6	44	50	95	5	52	41	93	7
Students with Disabilities	12	48	59	41	7	46	52	48	8	51	59	41
Students without Disabilities	45	46	91	9	39	51	90	10	41	49	90	10
Economically Disadvantaged	13	54	67	33	12	55	67	33	10	60	71	29
Not Economically Disadvantaged	51	44	94	6	43	48	91	9	46	45	92	8
English Learners	-	24	24	76	-	27	27	73	-	25	25	75
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	47	50	97	3	40	53	93	7	45	45	91	9
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	56	74	26	20	58	78	22	19	59	79	21
Female	17	57	73	27	19	59	78	22	18	60	79	21
Male	19	55	74	26	21	57	78	22	21	58	79	21
American Indian	10	50	60	40	12	62	73	27	6	72	78	22
Asian	23	58	81	19	25	61	86	14	25	61	86	14
Black	5	51	56	44	7	54	61	39	6	59	65	35
Hispanic	6	45	51	49	7	52	59	41	7	52	59	41
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	25	64	89	11	28	64	92	8	29	64	92	8
Multiple Races	29	57	86	14	32	57	90	10	31	58	90	10
Students with Disabilities	6	38	45	55	7	45	52	48	6	45	51	49
Students without Disabilities	20	59	79	21	22	61	83	17	22	62	83	17
Economically Disadvantaged	5	45	50	50	5	52	58	42	5	55	60	40
Not Economically Disadvantaged	24	62	86	14	27	61	88	12	25	61	86	14
English Learners	2	33	35	65	2	44	46	54	2	43	45	55
Homeless	2	27	30	70	3	25	28	73	1	37	38	62
Military Connected	19	65	84	16	23	65	88	12	22	66	88	12
Foster Care	<	<	<	<	-	38	38	63	8	42	50	50
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	57	75	25	22	57	79	21	22	55	77	23
Female	17	57	75	25	21	57	77	23	18	57	75	25
Male	19	57	76	24	23	57	81	19	26	52	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	24	60	84	16	26	62	88	12	24	57	81	19
Black	5	50	55	45	9	58	67	33	6	58	64	36
Hispanic	9	45	53	47	7	50	56	44	8	45	53	47
White	24	65	90	10	29	62	91	9	32	59	92	8
Multiple Races	26	60	87	13	41	49	89	11	36	55	91	9
Students with Disabilities	7	41	48	52	8	44	52	48	6	35	41	59
Students without Disabilities	20	60	80	20	25	59	84	16	25	58	82	18
Economically Disadvantaged	5	46	52	48	6	55	61	39	6	51	57	43
Not Economically Disadvantaged	25	63	88	12	29	58	87	13	29	56	85	15
English Learners	3	43	46	54	3	51	54	46	2	48	50	50
Homeless	8	23	31	69	-	21	21	79	<	<	<	<
Military Connected	24	64	87	13	29	63	92	8	25	62	86	14
Foster Care	<	<	100	0	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	49	73	27	26	52	78	22	27	52	78	22
Female	22	51	73	27	23	55	78	22	25	53	78	22
Male	26	47	73	27	29	49	78	22	29	50	79	21
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	33	48	81	19	37	48	85	15	30	60	89	11
Black	8	51	58	42	9	53	62	38	10	55	65	35
Hispanic	9	39	48	52	9	48	56	44	9	43	52	48
White	34	56	90	10	37	55	92	8	38	55	93	7
Multiple Races	39	46	85	15	40	51	90	10	41	48	90	10
Students with Disabilities	8	36	45	55	10	38	48	52	6	42	48	52
Students without Disabilities	27	51	78	22	29	54	84	16	30	53	84	16
Economically Disadvantaged	5	41	47	53	7	49	57	43	8	51	59	41
Not Economically Disadvantaged	34	53	87	13	35	53	88	12	34	52	86	14
English Learners	2	33	35	65	3	47	50	50	3	43	46	54
Homeless	<	<	<	<	-	27	27	73	<	<	<	<
Military Connected	30	55	85	15	34	59	93	7	32	58	89	11
Foster Care					<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	49	73	27	29	49	78	22	29	50	78	22
Female	22	51	73	27	27	50	78	22	27	53	79	21
Male	27	46	73	27	30	47	78	22	31	47	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	30	47	77	23	32	52	84	16	33	49	82	18
Black	8	48	56	44	12	48	59	41	8	54	62	38
Hispanic	9	40	49	51	11	47	58	42	11	49	60	40
Native Hawaiian					<	<	100	0
White	35	55	90	10	42	51	92	8	41	50	91	9
Multiple Races	39	46	85	15	46	42	88	12	47	45	92	8
Students with Disabilities	11	35	46	54	9	38	47	53	7	39	46	54
Students without Disabilities	27	51	78	22	32	50	83	17	33	52	84	16
Economically Disadvantaged	7	40	47	53	7	47	54	46	8	51	59	41
Not Economically Disadvantaged	33	53	87	13	39	49	88	12	37	49	86	14
English Learners	2	29	31	69	2	36	38	62	1	37	38	62
Homeless	<	<	<	<	7	-	7	93	-	29	29	71
Military Connected	27	55	81	19	31	56	88	13	34	57	91	9
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	51	66	34	14	56	70	30	14	58	72	28
Female	14	51	65	35	14	57	71	29	15	57	72	28
Male	16	51	67	33	13	56	70	30	14	58	72	28
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	19	55	74	26	19	62	81	19	18	62	79	21
Black	5	38	43	57	4	47	51	49	8	57	64	36
Hispanic	2	36	38	62	4	42	46	54	6	46	52	48
Native Hawaiian					<	<	100	0	<	<	100	0
White	24	64	88	12	21	68	89	11	22	66	89	11
Multiple Races	29	56	85	15	25	60	85	15	20	63	83	17
Students with Disabilities	5	33	38	62	8	37	45	55	8	39	47	53
Students without Disabilities	17	55	72	28	15	61	76	24	15	61	77	23
Economically Disadvantaged	3	36	39	61	4	43	47	53	4	48	52	48
Not Economically Disadvantaged	22	60	82	18	20	64	84	16	19	63	82	18
English Learners	-	19	19	81	2	23	24	76	2	26	28	72
Homeless	<	<	<	<	<	<	<	<	-	27	27	73
Military Connected	12	70	82	18	9	70	79	21	22	64	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	35	37	63	1	45	46	54	1	52	53	47
Female	1	36	37	63	1	49	49	51	-	53	53	47
Male	3	34	36	64	1	41	42	58	2	51	53	47
American Indian	<	<	<	<	<	<	<	<
Asian	-	53	53	47	-	48	48	52	3	61	64	36
Black	1	22	23	77	1	28	29	71	1	43	43	57
Hispanic	2	24	26	74	-	36	36	64	1	38	39	61
White	2	54	56	44	2	68	70	30	1	76	77	23
Multiple Races	-	53	53	47	4	59	63	37	-	62	62	38
Students with Disabilities	5	18	23	77	3	30	33	67	3	31	34	66
Students without Disabilities	1	41	42	58	-	51	51	49	-	60	60	40
Economically Disadvantaged	2	26	27	73	1	34	35	65	1	37	39	61
Not Economically Disadvantaged	2	48	50	50	1	57	59	41	1	65	66	34
English Learners	3	15	19	81	1	26	27	73	1	26	27	73
Homeless	<	<	<	<	<	<	<	<	-	21	21	79
Military Connected	9	44	53	47	2	81	83	17	-	66	66	34
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	58	73	27	15	62	76	24	16	61	77	23
Female	16	57	73	27	14	62	76	24	17	62	79	21
Male	13	59	73	27	15	61	76	24	16	60	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	16	66	82	18	19	67	86	14	24	62	86	14
Black	4	48	52	48	4	53	58	42	3	56	59	41
Hispanic	5	45	50	50	5	48	53	47	6	48	54	46
White	20	68	88	12	21	71	91	9	24	69	93	7
Multiple Races	25	60	85	15	25	67	92	8	23	66	88	12
Students with Disabilities	5	32	37	63	5	41	46	54	4	41	46	54
Students without Disabilities	16	63	79	21	16	65	82	18	19	65	83	17
Economically Disadvantaged	4	43	47	53	4	49	53	47	4	52	56	44
Not Economically Disadvantaged	19	65	85	15	20	68	88	12	21	64	85	15
English Learners	2	26	28	72	4	36	40	60	3	37	39	61
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	67	82	18	22	59	81	19	8	79	87	13
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	72	87	13	19	72	91	9	15	75	90	10
Female	14	72	86	14	20	72	92	8	16	75	90	10
Male	16	72	87	13	18	72	89	11	15	75	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	19	73	92	8	22	75	97	3	20	75	96	4
Black	6	78	85	15	9	73	82	18	5	78	83	17
Hispanic	5	71	76	24	8	75	83	17	4	77	81	19
Native Hawaiian					<	<	100	0
White	23	71	94	6	28	68	96	4	25	72	97	3
Multiple Races	27	67	94	6	27	70	97	3	24	72	97	3
Students with Disabilities	2	69	71	29	4	78	82	18	6	78	84	16
Students without Disabilities	17	72	90	10	22	71	92	8	17	74	91	9
Economically Disadvantaged	4	73	77	23	7	76	83	17	4	80	83	17
Not Economically Disadvantaged	21	71	92	8	25	70	94	6	20	72	93	7
English Learners	-	58	58	42	2	75	76	24	1	73	74	26
Homeless	<	<	<	<	<	<	<	<	8	75	83	17
Military Connected	17	80	97	3	21	73	94	6	18	79	96	4
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	68	90	10	22	68	90	10	21	71	92	8
Female	23	68	91	9	21	68	89	11	21	73	93	7
Male	22	68	90	10	23	69	92	8	22	70	92	8
American Indian					<	<	100	0
Asian	43	52	95	5	29	67	95	5	29	67	96	4
Black	2	75	78	22	3	70	72	28	4	72	75	25
Hispanic	11	65	75	25	9	64	74	26	11	71	81	19
Native Hawaiian									<	<	100	0
White	24	71	95	5	26	70	97	3	24	74	97	3
Multiple Races	31	66	97	3	32	63	96	4	32	61	93	7
Students with Disabilities	9	63	72	28	10	59	69	31	10	69	79	21
Students without Disabilities	23	69	91	9	23	69	92	8	22	71	93	7
Economically Disadvantaged	11	62	73	27	4	64	68	32	8	70	78	22
Not Economically Disadvantaged	24	70	94	6	26	69	95	5	24	71	95	5
English Learners	-	34	34	66	-	41	41	59	-	32	32	68
Homeless					<	<	<	<	<	<	<	<
Military Connected	17	79	96	4	21	72	92	8	21	71	92	8
Foster Care									<	<	<	<
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	71	89	11	15	74	89	11	28	65	93	7
Female	17	69	86	14	11	77	88	12	24	68	92	8
Male	17	74	91	9	19	72	91	9	30	63	93	7
Asian	24	70	94	6	24	68	93	7	23	69	91	9
Black	8	69	77	23	-	45	45	55	<	<	100	0
Hispanic	16	56	72	28	14	66	79	21	25	63	88	13
White	17	74	91	9	13	81	94	6	26	69	95	5
Multiple Races	16	78	94	6	22	61	83	17	47	40	87	13
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	18	72	89	11	15	75	90	10	27	66	93	7
Economically Disadvantaged	18	58	75	25	13	60	73	27	23	62	85	15
Not Economically Disadvantaged	17	73	90	10	16	76	91	9	28	66	94	6
English Learners	-	54	54	46	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	100	0
Military Connected	7	74	81	19	5	71	76	24	16	58	74	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	55	71	29	16	56	72	28	15	59	74	26
Female	15	55	71	29	14	57	71	29	13	60	73	27
Male	17	54	71	29	18	54	73	27	17	57	75	25
American Indian	<	<	<	<	17	33	50	50	<	<	<	<
Asian	18	57	75	25	16	64	79	21	17	64	81	19
Black	3	48	52	48	5	51	55	45	5	52	58	42
Hispanic	4	42	47	53	5	44	49	51	4	49	53	47
Native Hawaiian					<	<	<	<	<	<	<	<
White	25	64	89	11	27	64	90	10	24	67	91	9
Multiple Races	29	59	88	12	27	60	87	13	26	63	89	11
Students with Disabilities	8	34	41	59	6	38	44	56	4	43	47	53
Students without Disabilities	17	59	76	24	18	59	77	23	17	62	79	21
Economically Disadvantaged	4	41	44	56	4	43	46	54	3	51	54	46
Not Economically Disadvantaged	22	62	85	15	23	62	85	15	21	63	83	17
English Learners	1	16	17	83	2	23	25	75	1	29	29	71
Homeless	-	16	16	84	3	28	31	69	-	31	31	69
Military Connected	18	66	85	15	21	63	84	16	23	65	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	46	65	35	23	49	73	27	25	49	74	26
Female	18	46	64	36	22	50	72	28	21	52	73	27
Male	19	46	65	35	25	49	73	27	29	46	75	25
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	19	49	68	32	24	51	75	25	25	51	75	25
Black	4	39	43	57	9	50	59	42	11	50	61	39
Hispanic	5	29	35	65	8	41	49	51	9	43	52	48
Native Hawaiian					<	<	100	0
White	28	57	84	16	35	55	90	10	38	51	89	11
Multiple Races	31	51	83	17	37	50	86	14	37	51	88	12
Students with Disabilities	11	29	41	59	8	34	42	58	6	36	42	58
Students without Disabilities	20	49	69	31	26	52	78	22	29	51	80	20
Economically Disadvantaged	3	28	32	68	5	39	44	56	6	46	52	48
Not Economically Disadvantaged	26	55	81	19	32	54	85	15	33	50	83	17
English Learners	1	12	13	87	2	24	26	74	1	27	28	72
Homeless	<	<	<	<	7	7	14	86	-	-	-	100
Military Connected	24	54	79	21	27	57	84	16	40	50	90	10
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	59	72	28	14	58	72	28	14	63	76	24
Female	13	59	72	28	9	61	70	30	12	65	77	23
Male	15	58	73	27	19	55	74	26	16	60	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	18	64	81	19	13	66	79	21	17	65	82	18
Black	3	50	53	47	3	43	46	54	5	55	59	41
Hispanic	4	44	48	52	4	42	47	53	4	48	53	47
Native Hawaiian					<	<	100	0
White	20	69	89	11	22	68	90	10	20	73	92	8
Multiple Races	27	64	91	9	22	67	89	11	24	66	91	9
Students with Disabilities	6	33	39	61	8	37	45	55	6	45	51	49
Students without Disabilities	15	63	78	22	15	62	77	23	15	66	81	19
Economically Disadvantaged	4	44	47	53	3	39	42	58	3	51	54	46
Not Economically Disadvantaged	19	66	85	15	20	67	87	13	18	67	85	15
English Learners	2	14	15	85	3	15	18	82	2	25	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	73	87	13	21	63	84	16	17	67	84	16
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	61	78	22	15	62	77	23	10	71	81	19
Female	16	62	78	22	14	63	78	22	11	70	81	19
Male	17	60	77	23	15	61	76	24	10	72	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	18	59	77	23	13	75	88	12	11	81	92	8
Black	3	60	63	37	3	62	65	35	1	62	64	36
Hispanic	4	53	57	43	4	50	54	46	3	61	64	36
Native Hawaiian					<	<	<	<	<	<	100	0
White	27	67	94	6	25	68	93	7	17	78	95	5
Multiple Races	30	61	90	10	25	66	92	8	20	75	95	5
Students with Disabilities	6	43	49	51	4	44	48	52	3	58	60	40
Students without Disabilities	18	64	82	18	17	65	82	18	12	73	85	15
Economically Disadvantaged	4	51	54	46	4	51	54	46	3	62	65	35
Not Economically Disadvantaged	24	67	90	10	20	67	87	13	14	75	89	11
English Learners	-	24	24	76	-	27	27	73	-	37	37	63
Homeless	<	<	<	<	-	31	31	69	<	<	<	<
Military Connected	18	72	90	10	20	68	88	12	15	77	92	8
Foster Care	<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	52	64	36	7	46	53	47	6	44	50	50
Female	7	48	55	45	1	50	51	49	-	41	41	59
Male	16	54	70	30	16	40	56	44	11	47	58	42
American Indian					<	<	<	<
Asian	<	<	<	<	-	54	54	46	9	36	45	55
Black	<	<	<	<	-	38	38	63	-	31	31	69
Hispanic	-	54	54	46	3	26	29	71	3	27	30	70
Native Hawaiian									<	<	<	<
White	20	53	73	27	16	61	78	22	12	74	85	15
Multiple Races	<	<	<	<	-	50	50	50	<	<	<	<
Students with Disabilities	<	<	<	<	-	25	25	75	-	36	36	64
Students without Disabilities	13	55	68	32	8	48	57	43	7	45	52	48
Economically Disadvantaged	<	<	<	<	-	35	35	65	-	29	29	71
Not Economically Disadvantaged	14	53	67	33	12	52	64	36	9	52	61	39
English Learners	<	<	<	<	-	33	33	67	-	33	33	67
Military Connected	21	57	79	21	6	65	71	29	-	91	91	9
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	45	49	51	-	48	48	52	-	38	39	61
Female	6	45	51	49	-	46	46	54	1	29	30	70
Male	4	44	48	52	1	49	50	50	-	45	46	54
American Indian					<	<	<	<
Asian	<	<	<	<	-	58	58	42	-	55	55	45
Black	-	24	24	76	-	47	47	53	-	30	30	70
Hispanic	-	36	36	64	1	41	42	58	-	34	34	66
White	17	72	89	11	-	72	72	28	3	61	64	36
Multiple Races	<	<	100	0	<	<	<	<	-	60	60	40
Students with Disabilities	-	25	25	75	1	36	36	64	1	27	27	73
Students without Disabilities	7	55	62	38	-	56	56	44	-	45	45	55
Economically Disadvantaged	-	33	33	67	-	41	41	59	-	33	33	67
Not Economically Disadvantaged	10	59	69	31	1	57	58	42	1	45	46	54
English Learners	-	15	15	85	-	25	25	75	-	25	25	75
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	5	70	75	25
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	51	73	27	30	50	80	20	29	51	81	19
Female	20	52	72	28	28	51	79	21	27	53	80	20
Male	24	50	74	26	32	49	81	19	31	49	81	19
American Indian	14	50	64	36	<	<	<	<	<	<	<	<
Asian	23	53	77	23	37	51	88	12	30	55	85	15
Black	8	44	52	48	10	48	58	42	9	47	55	45
Hispanic	7	42	49	51	11	46	58	42	12	49	61	39
White	33	57	90	10	40	51	91	9	38	54	92	8
Multiple Races	31	53	84	16	41	49	90	10	40	46	86	14
Students with Disabilities	9	34	43	57	11	42	53	47	12	38	51	49
Students without Disabilities	24	54	78	22	33	51	84	16	32	53	85	15
Economically Disadvantaged	5	40	44	56	8	47	55	45	9	48	57	43
Not Economically Disadvantaged	30	56	86	14	38	51	89	11	35	52	87	13
English Learners	1	19	21	79	7	38	45	55	7	33	39	61
Homeless	-	32	32	68	11	21	32	68	-	33	33	67
Military Connected	22	64	86	14	36	56	91	9	27	55	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	49	52	48	10	52	62	38	6	65	71	29
Female	4	48	52	48	8	46	54	46	2	64	67	33
Male	3	49	52	48	10	56	67	33	10	65	75	25
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	36	36	64	-	50	50	50	-	45	45	55
Hispanic	1	36	37	63	14	45	59	41	-	55	55	45
White	8	66	74	26	10	57	67	33	13	82	95	5
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	-	39	39	61	-	36	36	64	-	36	36	64
Students without Disabilities	4	51	55	45	12	56	67	33	8	73	81	19
Economically Disadvantaged	-	22	22	78	-	42	42	58	-	48	48	52
Not Economically Disadvantaged	6	67	73	27	14	57	70	30	8	70	78	22
English Learners	-	16	16	84	-	36	36	64	-	19	19	81
Homeless	<	<	<	<					<	<	100	0
Military Connected	6	81	88	13	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	62	63	37	<	<	<	<	<	<	<	<
Female	-	55	55	45					<	<	<	<
Male	3	69	72	28	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<
Black	<	<	100	0					<	<	<	<
Hispanic	-	29	29	71	<	<	<	<	<	<	<	<
White	4	78	83	17	<	<	100	0	<	<	<	<
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	2	66	68	32	<	<	<	<	<	<	<	<
Economically Disadvantaged	-	30	30	70	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	3	81	84	16	<	<	<	<	<	<	<	<
English Learners	-	31	31	69	<	<	<	<	<	<	<	<
Homeless					<	<	100	0
Military Connected	-	100	100	0
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	41	45	55	11	8	19	81	-	22	22	78
Female	2	44	46	54	6	6	13	88	<	<	<	<
Male	6	38	44	56	14	10	24	76	-	17	17	83
Asian	-	18	18	82	<	<	<	<
Black	-	37	37	63	<	<	<	<	<	<	<	<
Hispanic	-	26	26	74	-	5	5	95	-	25	25	75
White	11	67	77	23	<	<	<	<	<	<	<	<
Multiple Races	6	50	56	44	<	<	<	<
Students with Disabilities	2	25	27	73	<	<	<	<	<	<	<	<
Students without Disabilities	4	44	48	52	10	10	20	80	<	<	<	<
Economically Disadvantaged	-	22	22	78	4	7	11	89	-	17	17	83
Not Economically Disadvantaged	7	57	64	36	30	10	40	60	<	<	<	<
English Learners	-	13	13	87	<	<	<	<	<	<	<	<
Homeless	<	<	<	<
Military Connected	7	60	67	33	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	66	76	24	2	24	27	73	-	30	30	70
Female	9	67	75	25	5	18	23	77	<	<	<	<
Male	11	66	77	23	-	30	30	70	<	<	<	<
Asian	10	78	88	12	<	<	<	<	<	<	<	<
Black	2	58	60	40	<	<	<	<	<	<	<	<
Hispanic	2	48	50	50	-	14	14	86	<	<	<	<
White	15	78	93	7	8	50	58	42	<	<	<	<
Multiple Races	21	72	93	7	<	<	<	<
Students with Disabilities	2	38	39	61	-	36	36	64	<	<	<	<
Students without Disabilities	11	71	82	18	3	20	23	77	<	<	<	<
Economically Disadvantaged	2	50	52	48	-	17	17	83	<	<	<	<
Not Economically Disadvantaged	14	75	89	11	5	37	42	58	<	<	<	<
English Learners	-	21	21	79	-	19	19	81	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	13	78	91	9	<	<	100	0
Foster Care	<	<	100	0
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	50	76	24	27	57	84	16	26	60	86	14
Female	23	52	75	25	27	56	83	17	26	59	86	14
Male	30	48	78	22	28	57	85	15	26	61	86	14
American Indian	<	<	<	<	<	<	100	0
Asian	26	54	79	21	34	62	96	4	30	60	90	10
Black	4	44	49	51	9	55	64	36	7	51	58	42
Hispanic	10	45	55	45	11	53	63	37	10	66	76	24
White	38	53	91	9	35	59	94	6	34	61	95	5
Multiple Races	36	49	85	15	40	50	91	9	37	53	90	10
Students with Disabilities	12	33	45	55	8	46	54	46	13	44	57	43
Students without Disabilities	29	53	82	18	30	58	89	11	28	63	91	9
Economically Disadvantaged	5	44	49	51	7	55	62	38	7	57	65	35
Not Economically Disadvantaged	36	53	88	12	34	57	91	9	31	61	92	8
English Learners	-	10	10	90	-	30	30	70	-	44	44	56
Homeless	<	<	<	<	<	<	<	<	-	27	27	73
Military Connected	31	58	89	11	29	68	97	3	27	63	90	10
Foster Care					<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	38	37	75	25	35	45	80	20	34	43	77	23
Female	35	39	74	26	31	47	79	21	30	47	77	23
Male	41	35	76	24	38	42	81	19	38	40	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	43	29	72	28	41	44	85	15	31	51	82	18
Black	19	32	51	49	12	43	55	45	11	44	55	45
Hispanic	15	38	53	47	14	45	60	40	17	35	52	48
White	50	39	89	11	45	45	90	10	44	46	90	10
Multiple Races	40	37	77	23	44	47	91	9	44	40	84	16
Students with Disabilities	20	33	52	48	15	39	54	46	14	35	48	52
Students without Disabilities	40	38	78	22	38	45	83	17	37	44	81	19
Economically Disadvantaged	11	29	41	59	10	44	54	46	11	42	53	47
Not Economically Disadvantaged	47	40	86	14	43	45	88	12	41	44	84	16
English Learners	5	25	30	70	11	44	55	45	8	34	42	58
Homeless	<	<	<	<	10	10	20	80	<	<	<	<
Military Connected	34	49	83	17	43	44	87	13	27	47	75	25
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

	2021-2022	2022-2023	2023-2024
Division	224	262	323
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	901	997	881
Kindergarten	1,997	2,006	1,973
Grade 1	2,122	2,138	2,056
Grade 2	2,050	2,142	2,176
Grade 3	2,093	2,050	2,142
Grade 4	2,049	2,096	2,067
Grade 5	1,940	2,054	2,085
Grade 6	1,923	1,906	2,015
Grade 7	1,968	1,927	1,923
Grade 8	1,974	1,993	1,946
Grade 9	2,096	2,050	2,041
Grade 10	1,872	2,149	2,106
Grade 11	2,023	1,888	2,083
Grade 12	2,037	2,186	2,042
Total Students	27,045	27,582	27,536

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	27045	27582	27536
Female	13043	13258	13243
Male	13987	14304	14267
American Indian	48	47	45
Asian	2358	2419	2468
Black	2896	2927	2963
Hispanic	7898	8204	8335
Native Hawaiian	8	10	10
White	11713	11762	11534
Multiple Races	2124	2213	2181
Students with Disabilities	3958	4075	4120
Students without Disabilities	23087	23507	23416
Economically Disadvantaged	5687	7855	7664
Not Economically Disadvantaged	21358	19727	19872
English Learners	7368	8705	7215
Not English Learners	19677	18877	20321
Homeless	105	110	96
Military Connected	1327	1386	1375
Foster Care	17	19	22
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	1211	535	14	4	81	42
	State	50340	39360	1868	906	4434	1716
Female	Division	670	227	2	1	33	20
	State	27397	17331	608	349	1644	700
Male	Division	540	306	12	3	48	22
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	98	40	2	1	2	1
	State	6021	1445	96	16	68	37
Black	Division	99	102	0	0	12	9
	State	8112	10542	637	224	1119	708
Hispanic	Division	265	254	8	3	63	25
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	645	112	4	0	2	6
	State	25863	16576	761	464	1211	504
Multiple Races	Division	102	26	0	0	2	1
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	74	166	14	2	11	4
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	290	317	10	3	47	25
	State	12777	21116	1106	493	2351	1207
English Learners	Division	44	150	7	2	37	14
	State	1583	4218	262	26	1426	145
Homeless	Division	3	10	0	0	1	1
	State	197	697	48	28	170	78
Military Connected	Division	48	24	0	0	0	4
	State	2525	1494	44	18	52	31
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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	2,788 / 34.74%	3,005 / 36.32%	3,016 / 36.47%
Advanced Placement Course Enrollment	2,788 / 34.74%	3,005 / 36.32%	3,017 / 36.48%
Dual Enrollment	761 / 9.48%	1,088 / 13.15%	1,272 / 15.38%
Governor's School Enrollment	-	-	-
IB Course Enrollment	701 / 8.74%	707 / 8.55%	724 / 8.75%
Senior Enrolled in IB Program	102 / 1.27%	96 / 1.16%	83 / 1%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,526	1,190	22
	State	87,317	57,081	35
Female	Division	782	648	17
	State	43,705	31,577	28
Male	Division	744	542	27
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	134	111	17
	State	6,741	5,862	13
Black	Division	177	126	29
	State	18,624	10,601	43
Hispanic	Division	412	254	38
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	695	610	12
	State	45,098	30,844	32
Multiple Races	Division	104	87	16
	State	4,380	2,929	33
Students with Disabilities	Division	202	131	35
	State	8,185	3,548	57
Economically Disadvantaged	Division	397	257	35
	State	30,335	14,987	51
English Learners	Division	271	156	42
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	10	7	11
	State	2,590	3,844	3,577
Industry Certification	Division	2,054	1,384	1,146
	State	95,688	100,255	101,956
Workplace Readiness	Division	1,124	1,417	1,410
	State	44,348	41,819	35,066
Total Credentials Earned	Division	3,188	2,808	2,571
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	2,364	2,352	2,237
	State	115,682	117,932	115,611
CTE Completers	Division	527	557	669
	State	45,094	46,028	48,643
State Licensures	Division	-	-	4
	State	1,236	1,563	2,069
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	62.2	57.4	58.1

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$17,088	$2,890	$599
	State	$6,770	$5,603	$867
2020-2021	Division	$16,919	$3,117	$1,494
	State	$6,669	$6,185	$1,352
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	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	23,770	2,456	23,011	3,591	23,276	3,529
Female	11,412	1,207	11,014	1,760	11,181	1,709
Male	12,340	1,243	11,979	1,825	12,066	1,812
American Indian	32	10	31	9	34	5
Asian	2,053	167	2,024	271	2,053	296
Black	2,378	381	2,262	502	2,323	486
Hispanic	6,354	1,283	6,033	1,822	6,407	1,728
Native Hawaiian	<	<	10	1	<	<
White	10,982	513	10,675	798	10,505	812
Multiple Races	1,964	101	1,976	188	1,947	201
Students with Disabilities	3,344	659	3,213	849	3,248	834
Economically Disadvantaged	7,367	1,442	7,286	2,122	7,627	2,003
English Learners	7,243	1,316	6,854	1,814	6,029	1,428
Homeless	88	54	130	79	99	89
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.3	0.2		0.2	0.2
Asian	8.7	5.5	8.8		9	6.6
Black	10.7	32.9	10.6		10.8	25.3
Hispanic	29.2	41.9	29.7		30.3	44.4
Native Hawaiian	0		0		0
White	43.3	14.2	42.6		41.9	17.5
Multiple Races	7.9	5.2	8		7.9	6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	8.7		8.8		9
Black	10.7	33.3	10.6		10.8	100
Hispanic	29.2	66.7	29.7		30.3
Native Hawaiian	0		0		0
White	43.3		42.6		41.9
Multiple Races	7.9		8		7.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	8.7		8.8		9
Black	10.7		10.6		10.8
Hispanic	29.2		29.7		30.3
Native Hawaiian	0		0		0
White	43.3		42.6		41.9
Multiple Races	7.9		8		7.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	29.1	30.1	31.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	30.3	22.2	20.7
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	74.1	62.1	67.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

10.05 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.55 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	22%	73%	3%	2%
2022-2023	22%	72%	3%	3%
2023-2024	24%	71%	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

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	5620	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 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 03	2,093	2,093	-	2,050	2,050	-	2,142	2,142	-
Grade 10	1,872	1,872	-	2,149	2,149	-	2,106	2,105	1
Grade 12	2,037	2,037	-	2,186	2,186	-	2,042	2,042	-
Grade 05	1,940	1,940	-	2,054	2,054	-	2,085	2,085	-
Grade 02	2,050	2,050	-	2,142	2,142	-	2,176	2,176	-
Grade 11	2,023	2,023	-	1,888	1,888	-	2,083	2,082	1
Grade 04	2,049	2,049	-	2,096	2,096	-	2,067	2,067	-
Grade 06	1,923	1,923	-	1,906	1,906	-	2,015	2,015	-
Grade 09	2,096	2,096	-	2,050	2,050	-	2,041	2,041	-
Grade KG	1,997	1,997	-	2,006	2,006	-	1,973	1,973	-
Grade 01	2,122	2,122	-	2,138	2,138	-	2,056	2,056	-
Grade 08	1,974	1,974	-	1,993	1,993	-	1,946	1,946	-
Grade PK	901	901	-	997	997	-	881	881	-
Grade 07	1,968	1,968	-	1,927	1,927	-	1,923	1,923	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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.

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.

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	23770	2456	90.64	9.36	23011	3591	86.5	13.5	23208	3597	86.58	13.42
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Female
Not a Full-Time MOP Student	11412	1207	90.44	9.56	11014	1760	86.22	13.78	11149	1740	86.5	13.5
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Male
Not a Full-Time MOP Student	12340	1243	90.85	9.15	11979	1825	86.78	13.22	12030	1849	86.68	13.32
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Black
Not a Full-Time MOP Student	2378	381	86.19	13.81	2262	502	81.84	18.16	2320	490	82.56	17.44
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic
Not a Full-Time MOP Student	6354	1283	83.2	16.8	6033	1822	76.8	23.2	6353	1782	78.09	21.91
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	10982	513	95.54	4.46	10675	798	93.04	6.96	10497	819	92.76	7.24
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Asian
Not a Full-Time MOP Student	2053	167	92.48	7.52	2024	271	88.19	11.81	2050	299	87.27	12.73
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	1964	101	95.11	4.89	1976	188	91.31	8.69	1947	201	90.64	9.36
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	3344	659	83.54	16.46	3213	849	79.1	20.9	3231	851	79.15	20.85
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Economically Disadvantaged
Not a Full-Time MOP Student	7367	1442	83.63	16.37	7286	2122	77.44	22.56	7574	2056	78.65	21.35
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
English Learners
Not a Full-Time MOP Student	7243	1316	84.62	15.38	6854	1814	79.07	20.93	5973	1484	80.1	19.9
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Student Subgroup	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
All Students	27,042	27,042	-	27,582	27,582	-	27,534	27,532	2
Female	-	-	-	-	-	-	-	-	-
Male	-	-	-	-	-	-	-	-	-
Black	2,896	2,896	-	2,927	2,927	-	2,963	2,963	-
Hispanic	7,898	7,898	-	8,204	8,204	-	8,334	8,334	-
White	11,711	11,711	-	11,762	11,762	-	11,534	11,532	2
Asian	2,357	2,357	-	2,419	2,419	-	2,468	2,468	-
Multiple Races	2,124	2,124	-	2,213	2,213	-	2,180	2,180	-
Students with Disabilities	3,958	3,958	-	4,075	4,075	-	4,119	4,118	1
Economically Disadvantaged	5,687	5,687	-	7,855	7,855	-	7,664	7,662	2
English Learners	7,368	7,368	-	8,705	8,705	-	7,215	7,215	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality