Augusta County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Cassell Elementary	Fully Accredited	Off Track	81.9
Churchville Elementary	Fully Accredited	Needs Intensive Support	71.9
Craigsville Elementary	Fully Accredited	Off Track	71.2
Edward G. Clymore Elementary	Fully Accredited	Needs Intensive Support	78
Guy K. Stump Elementary	Fully Accredited	Off Track	73.6
North River Elementary	Fully Accredited	On Track	81.8
Riverheads Elementary	Fully Accredited	Off Track	79.4
Stuarts Draft Elementary	Fully Accredited	Needs Intensive Support	78.4
Wilson Elementary	Fully Accredited	Off Track	81.2
Middle Schools
Buffalo Gap Middle	Fully Accredited	On Track	82.6
Riverheads Middle	Fully Accredited	On Track	85.5
S. Gordon Stewart Middle	Fully Accredited	Off Track	80.6
Stuarts Draft Middle	Fully Accredited	Off Track	79.3
Wilson Middle	Fully Accredited	On Track	83
High Schools
Buffalo Gap High	Fully Accredited	Distinguished	97.1
Fort Defiance High	Fully Accredited	Distinguished	90.2
Riverheads High	Fully Accredited	Distinguished	90.3
Stuarts Draft High	Fully Accredited	Distinguished	93.1
Wilson Memorial High	Fully Accredited	On Track	88

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	43	52	48	8	29	37	63	7	40	47	53
Female	15	50	64	36	13	25	38	63	-	47	47	53
Male	5	37	42	58	5	32	36	64	11	36	46	54
Black	3	34	38	62	<	<	<	<	<	<	<	<
Hispanic	9	40	49	51	<	<	<	<	<	<	<	<
White	10	44	53	47	10	30	40	60	9	44	53	47
Multiple Races	5	37	42	58	<	<	100	0	<	<	<	<
Students with Disabilities	-	7	7	93	<	<	<	<	-	21	21	79
Students without Disabilities	10	47	58	42	10	34	45	55	10	48	59	41
Economically Disadvantaged	5	35	40	60	9	18	27	73	-	43	43	57
Not Economically Disadvantaged	14	50	64	36	6	44	50	50	14	36	50	50
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	59	66	34	8	29	37	63	7	40	47	53
Female	6	71	76	24	13	25	38	63	-	47	47	53
Male	8	50	58	42	5	32	36	64	11	36	46	54
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	10	52	61	39	10	30	40	60	9	44	53	47
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	-	21	21	79
Students without Disabilities	9	66	74	26	10	34	45	55	10	48	59	41
Economically Disadvantaged	5	50	55	45	9	18	27	73	-	43	43	57
Not Economically Disadvantaged	11	68	79	21	6	44	50	50	14	36	50	50
English Learners					<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	14	15	12
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	300	318	362
Kindergarten	728	707	657
Grade 1	728	746	709
Grade 2	726	731	740
Grade 3	684	746	758
Grade 4	707	707	747
Grade 5	802	721	724
Grade 6	742	812	745
Grade 7	724	730	834
Grade 8	753	746	743
Grade 9	837	825	790
Grade 10	835	793	773
Grade 11	737	789	746
Grade 12	774	773	804
Total Enrollment	10,077	10,144	10,132

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	10077	10144	10132
Female	4892	4943	4963
Male	5185	5201	5168
American Indian	27	30	25
Asian	100	97	102
Black	362	385	382
Hispanic	704	749	796
Native Hawaiian	9	9	9
White	8341	8284	8204
Multiple Races	534	590	614
Students with Disabilities	1059	1257	1353
Students without Disabilities	9018	8887	8779
Economically Disadvantaged	4479	4276	3779
Not Economically Disadvantaged	5598	5868	6353
English Learners	332	381	419
Not English Learners	9745	9763	9713
Migrant	1	-	3
Homeless	40	72	61
Military Connected	102	103	96
Foster Care	56	37	36
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	7,916	1,792	8,017	1,729	8,286	1,456
Female	3,863	849	3,937	812	4,083	680
Male	4,053	943	4,080	917	4,203	776
American Indian	21	5	21	5	17	7
Asian	94	11	82	14	86	8
Black	279	71	313	62	303	67
Hispanic	527	148	594	130	638	134
Native Hawaiian	<	<	8	2	<	<
White	6,601	1,433	6,564	1,394	6,754	1,147
Multiple Races	386	123	435	122	483	90
Students with Disabilities	920	271	981	304	1,049	269
Economically Disadvantaged	3,213	1,224	3,174	1,148	2,932	900
English Learners	286	72	338	67	372	76
Homeless	35	42	66	48	63	33
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: 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 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	343	422	14	14	27	12
	State	51325	41797	1944	889	5197	1395
Female	Division	205	173	4	1	14	6
	State	27479	18568	644	302	1991	571
Male	Division	138	249	10	13	13	6
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	10	13	1	1	1	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	21	33	0	0	5	1
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	297	350	12	12	18	11
	State	25572	16963	766	433	1201	364
Multiple Races	Division	9	22	1	1	3	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	4	60	14	3	4	2
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	65	180	4	7	15	10
	State	12384	21564	1091	503	2612	961
English Learners	Division	5	18	0	0	2	1
	State	1822	5921	308	50	2224	183
Migrant	Division	<	<	<	<	0	<
	State	<	<	<	<	<	<
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	5	8	0	0	0	0
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	0	<
	State	29	189	26	15	71	26
< = 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	832	779	94	795	96	27	3
Female	403	382	95	383	95	14	4
Male	429	397	93	412	96	13	3
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	26	24	92	25	96	1	4
Hispanic	60	54	90	54	90	5	8
Native Hawaiian	<	<	100	<	100	0	0
White	700	659	94	673	96	18	3
Multiple Races	36	32	89	33	92	3	8
Students with Disabilities	87	78	90	83	95	4	5
Economically Disadvantaged	281	249	89	257	92	15	5
English Learners	26	23	89	23	89	2	8
Migrant	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	13	13	100	13	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	241 / 7.57%	256 / 8.06%	284 / 9.12%
Advanced Placement Course Enrollment	245 / 7.7%	257 / 8.09%	296 / 9.51%
Dual Enrollment	196 / 6.16%	185 / 5.83%	162 / 5.2%
Governor's School Enrollment	151 / 4.75%	150 / 4.72%	150 / 4.82%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	715	361	50
	State	87,947	58,787	33
Female	Division	346	209	40
	State	44,125	32,246	27
Male	Division	369	152	59
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	23	14	39
	State	18,153	10,957	40
Hispanic	Division	48	28	42
	State	12,866	7,348	43
White	Division	616	300	51
	State	44,455	30,645	31
Multiple Races	Division	22	13	41
	State	4,837	3,237	33
Students with Disabilities	Division	43	12	72
	State	8,632	3,934	54
Economically Disadvantaged	Division	234	104	56
	State	30,889	16,128	48
English Learners	Division	13	<	100
	State	7,530	4,273	43
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	91	85	70
	State	3,844	3,577	3,225
State Licensures	Division	26	31	42
	State	1,573	2,069	2,206
Industry Certification	Division	1,050	1,160	1,331
	State	100,965	101,956	105,973
Workplace Readiness	Division	239	297	269
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,406	1,573	1,712
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,052	1,211	1,249
	State	118,467	115,609	120,035
CTE Completers	Division	550	524	545
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.7	65.8	65.8

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$4,624	$6,652	$1,937
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,165	$7,553	$1,567
	State	$7,803	$6,956	$1,918
2023-2024	Division	$5,052	$8,241	$1,365
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	727
Behaviors related to School Operations	634
Relationship Behaviors without Physical Harm	856
Behaviors of a Safety Concern	1,177
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	215

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	861	1,136	1,092
Out-of-School Suspension	1,194	1,240	1,069
Explusion and Alternative Placement	0	15	12
Referral to Law Enforcement	131	84	56
Bus Suspension	167	224	143

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	50.2	60.8	66.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	49.4	51.6	50.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	61.8	62.5	64.1
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

12.88 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

10.62 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	48%	50%	1%	1%
2023-2024	49%	48%	1%	2%
2024-2025	48%	48%	1%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	70%	81%	88%
Asian	85%	91%	88%
Black	60%	73%	88%
Hispanic	56%	73%	88%
White	72%	86%	88%
Multiple Races	64%	84%	88%
Economically Disadvantaged	59%	73%	88%
English Learners	46%	67%	88%
Students with Disabilities	31%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	71%	76%	85%
Asian	92%	90%	85%
Black	60%	67%	85%
Hispanic	58%	68%	85%
White	72%	82%	85%
Multiple Races	64%	79%	85%
Economically Disadvantaged	59%	67%	85%
English Learners	56%	64%	85%
Students with Disabilities	33%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	89%
Black	65%
Hispanic	56%
White	73%
Multiple Races	68%
Economically Disadvantaged	60%
English Learners	46%
Students with Disabilities	33%

< = 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	92%	84%	84%
Asian	<	90%	84%
Black	92%	83%	84%
Hispanic	87%	83%	84%
White	92%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	87%	83%	84%
English Learners	84%	80%	84%
Students with Disabilities	74%	79%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	52%	56%	58%
English Learner Proficiency	11%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	154	295	52%
English Learner Proficiency	39	371	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.9%	-	98.9%	-	98.6%	-
Asian	100%	-	98.2%	-	100%	-
Black	99.5%	-	99%	-	98.8%	-
Hispanic	99.8%	-	99.8%	-	99.4%	-
White	98.8%	-	98.8%	-	98.6%	-
Multiple Races	98.4%	-	98.4%	-	97.5%	-
Economically Disadvantaged	98.7%	-	98.6%	-	97.7%	-
Not Economically Disadvantaged	99%	-	99%	-	99.1%	-
English Learners	99.6%	-	99.3%	-	99%	-
Students with Disabilities	95.6%	-	95.6%	-	95.5%	-
Students without Disabilities	99.5%	-	99.4%	-	99.1%	-
Female	99.4%	-	99.1%	-	98.7%	-
Male	98.5%	-	98.6%	-	98.5%	-
Migrant	<	-	<	-	<	-

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act