Bedford County Public Schools

Accreditation

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

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	56	64	36	8	57	65	35	9	62	70	30
Female	7	56	63	37	5	58	63	37	7	62	69	31
Male	8	57	65	35	11	56	67	33	10	62	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	21	57	79	21	26	63	89	11	25	70	95	5
Black	2	48	50	50	1	45	46	54	2	48	50	50
Hispanic	3	55	58	42	7	59	65	35	7	55	62	38
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	8	59	67	33	9	58	67	33	9	64	73	27
Multiple Races	6	38	44	56	4	51	56	44	6	57	63	37
Students with Disabilities	5	24	29	71	7	28	35	65	5	37	41	59
Students without Disabilities	8	61	69	31	9	61	69	31	9	65	74	26
Economically Disadvantaged	3	46	50	50	5	46	51	49	5	55	60	40
Not Economically Disadvantaged	10	63	73	27	11	65	76	24	11	67	78	22
English Learners	-	18	18	82	7	42	49	51	10	43	53	47
Homeless	-	24	24	76	-	47	47	53	<	<	<	<
Military Connected	4	71	76	24	10	60	70	30	10	78	88	12
Foster Care	<	<	<	<	15	15	31	69	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	53	67	33	19	51	70	30	18	50	68	32
Female	13	52	65	35	11	56	66	34	15	50	65	35
Male	16	54	70	30	25	48	73	27	21	50	71	29
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	36	36	71	29	<	<	<	<	43	50	93	7
Black	2	47	49	51	2	43	45	55	-	40	40	60
Hispanic	4	58	62	38	14	62	76	24	13	33	47	53
White	16	54	70	30	20	53	73	27	20	52	73	27
Multiple Races	8	44	53	47	13	39	52	48	12	50	62	38
Students with Disabilities	5	23	28	72	9	30	39	61	11	28	39	61
Students without Disabilities	16	57	73	27	20	54	74	26	19	53	71	29
Economically Disadvantaged	5	48	53	47	11	44	54	46	12	46	58	42
Not Economically Disadvantaged	21	56	77	23	25	58	83	17	22	54	76	24
English Learners	<	<	<	<	<	<	<	<	10	40	50	50
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	9	82	91	9	19	50	69	31	17	83	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	47	50	50	5	55	61	39	-	64	64	36
Female	2	45	47	53	4	53	57	43	<	<	<	<
Male	5	49	53	47	7	58	65	35	<	<	<	<
Asian	<	<	<	<	29	64	93	7
Black	4	34	38	62	5	34	39	61	<	<	<	<
Hispanic	-	56	56	44	8	49	56	44
White	4	48	52	48	5	58	63	37	-	67	67	33
Multiple Races	3	32	34	66	4	49	53	47
Students with Disabilities	6	20	26	74	12	22	34	66	-	62	62	38
Students without Disabilities	3	51	54	46	5	59	64	36	<	<	100	0
Economically Disadvantaged	2	31	33	67	4	46	50	50	<	<	<	<
Not Economically Disadvantaged	5	56	61	39	7	62	68	32	<	<	<	<
English Learners	<	<	<	<	18	45	64	36
Homeless	<	<	<	<	<	<	<	<
Military Connected	10	50	60	40	7	71	79	21
Foster Care	<	<	<	<	<	<	100	0
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	63	71	29	5	60	65	35	4	64	68	32
Female	8	63	72	28	3	62	65	35	3	65	67	33
Male	7	62	69	31	7	59	65	35	4	64	68	32
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	33	53	87	13	17	75	92	8	10	80	90	10
Black	-	55	55	45	-	53	53	47	2	51	53	47
Hispanic	3	53	55	45	2	61	63	37	6	58	65	35
Native Hawaiian	<	<	100	0					<	<	<	<
White	8	66	75	25	6	61	67	33	4	65	69	31
Multiple Races	7	36	43	57	-	51	51	49	-	64	64	36
Students with Disabilities	1	24	26	74	-	31	31	69	-	30	30	70
Students without Disabilities	8	67	75	25	6	65	70	30	4	68	72	28
Economically Disadvantaged	3	53	56	44	3	48	50	50	1	54	56	44
Not Economically Disadvantaged	11	68	79	21	7	69	76	24	5	70	75	25
English Learners	<	<	<	<	-	20	20	80	5	48	52	48
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	68	68	32	-	70	70	30	7	86	93	7
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	<	<	<	<	<	<	100	0	-	42	42	58
Female	<	<	<	<	<	<	100	0	<	<	<	<
Male	<	<	<	<					<	<	<	<
Hispanic					<	<	100	0	<	<	<	<
White	<	<	<	<	<	<	100	0	-	45	45	55
Students without Disabilities	<	<	<	<	<	<	100	0	-	42	42	58
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	100	0	-	45	45	55
English Learners									<	<	<	<
Military Connected									<	<	100	0
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	4	62	66	34	5	60	65	35	6	70	76	24
Female	3	61	64	36	2	60	62	38	5	70	75	25
Male	4	63	67	33	7	60	67	33	6	69	76	24
American Indian					<	<	<	<	<	<	100	0
Asian	9	70	78	22	<	<	<	<	19	81	100	0
Black	-	55	55	45	-	46	46	54	-	59	59	41
Hispanic	6	54	60	40	5	61	66	34	4	65	69	31
Native Hawaiian					<	<	<	<	<	<	100	0
White	4	64	68	32	5	61	66	34	6	72	78	22
Multiple Races	2	43	45	55	2	63	65	35	6	56	63	38
Students with Disabilities	-	29	29	71	1	31	32	68	-	46	46	54
Students without Disabilities	4	67	71	29	5	64	69	31	6	72	78	22
Economically Disadvantaged	2	52	54	46	1	47	48	52	2	62	64	36
Not Economically Disadvantaged	5	69	74	26	7	69	76	24	9	76	84	16
English Learners	<	<	<	<	-	44	44	56	18	41	59	41
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	15	50	65	35	7	64	71	29
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	13	49	62	38	16	48	64	36	15	53	68	32
Female	8	50	59	41	14	48	61	39	14	54	68	32
Male	17	47	64	36	18	48	66	34	17	52	69	31
American Indian	17	33	50	50	<	<	<	<	<	<	<	<
Asian	26	50	76	24	33	53	87	13	28	58	85	15
Black	6	34	40	60	5	43	48	52	4	42	45	55
Hispanic	9	54	63	37	11	52	63	37	11	52	63	37
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	14	51	65	35	17	48	65	35	17	54	70	30
Multiple Races	5	42	46	54	11	48	59	41	15	52	67	33
Students with Disabilities	2	27	29	71	3	23	27	73	4	27	31	69
Students without Disabilities	15	52	66	34	17	50	68	32	17	56	73	27
Economically Disadvantaged	8	39	47	53	9	43	51	49	9	46	55	45
Not Economically Disadvantaged	16	56	72	28	21	52	73	27	20	58	78	22
English Learners	<	<	<	<	9	43	51	49	14	49	63	37
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	18	47	66	34	25	54	79	21	11	61	71	29
Foster Care	<	<	<	<	<	<	<	<	-	31	31	69
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	-	38	38	62	4	48	52	48	1	35	37	63
Female	-	15	15	85	3	38	41	59	-	42	42	58
Male	-	63	63	37	4	60	64	36	3	29	32	68
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	48	48	52	5	52	57	43	2	30	31	69
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	-	37	37	63
Students without Disabilities	-	45	45	55	4	49	53	47	2	35	37	63
Economically Disadvantaged	-	26	26	74	-	44	44	56	-	28	28	73
Not Economically Disadvantaged	-	56	56	44	6	50	56	44	3	45	48	52
English Learners									<	<	<	<
Homeless	<	<	<	<
Military Connected	<	<	100	0
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	6	52	58	42	9	55	64	36	-	61	61	39
Female	3	51	54	46	4	56	60	40	-	65	65	35
Male	9	53	62	38	13	55	68	32	-	58	58	42
American Indian					<	<	<	<
Asian	24	52	76	24	-	90	90	10
Black	5	35	40	60	-	41	41	59	<	<	<	<
Hispanic	3	58	61	39	11	55	66	34	<	<	<	<
Native Hawaiian					<	<	<	<
White	6	55	61	39	10	56	66	34	-	59	59	41
Multiple Races	-	38	38	62	5	54	59	41	<	<	<	<
Students with Disabilities	1	32	33	67	1	27	29	71	-	27	27	73
Students without Disabilities	7	55	61	39	10	58	68	32	-	70	70	30
Economically Disadvantaged	4	40	43	57	4	45	48	52	-	52	52	48
Not Economically Disadvantaged	8	60	68	32	12	62	74	26	-	73	73	27
English Learners	<	<	<	<	-	53	53	47	<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	<	<	17	50	67	33	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	2	28	30	70	2	19	21	79	1	6	7	93
Female	1	29	30	70	2	17	19	81	-	7	7	93
Male	2	27	29	71	2	21	22	78	1	5	6	94
Asian					<	<	<	<	<	<	<	<
Black	-	10	10	90	-	23	23	77	-	-	-	100
Hispanic	6	35	41	59	6	11	17	83	<	<	<	<
Native Hawaiian					<	<	<	<
White	1	32	32	68	2	20	21	79	1	6	7	93
Multiple Races	8	8	15	85	-	13	13	87	-	20	20	80
Students with Disabilities	-	12	12	88	-	7	7	93	-	5	5	95
Students without Disabilities	2	32	34	66	2	22	24	76	1	6	7	93
Economically Disadvantaged	-	18	18	82	1	15	16	84	-	3	3	97
Not Economically Disadvantaged	3	37	40	60	3	24	27	73	1	10	11	89
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
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	<	<	100	0	-	46	46	54	5	68	73	27
Female					<	<	<	<	4	64	69	31
Male	<	<	100	0	<	<	<	<	6	71	77	23
Asian									18	82	100	0
Black									2	47	49	51
Hispanic					<	<	100	0	5	63	67	33
White	<	<	100	0	<	<	<	<	5	70	75	25
Multiple Races					<	<	100	0	7	64	71	29
Students with Disabilities					<	<	<	<	2	34	36	64
Students without Disabilities	<	<	100	0	-	50	50	50	5	71	76	24
Economically Disadvantaged	<	<	100	0	<	<	<	<	4	57	61	39
Not Economically Disadvantaged					<	<	<	<	6	75	81	19
English Learners									13	56	69	31
Homeless	<	<	100	0					<	<	<	<
Military Connected									-	64	64	36
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	16	50	66	34	18	56	74	26	17	56	73	27
Female	10	54	65	35	18	57	74	26	18	58	75	25
Male	21	46	67	33	19	55	74	26	17	54	71	29
American Indian	<	<	100	0
Asian	<	<	<	<	36	64	100	0	42	33	75	25
Black	7	38	44	56	7	51	58	42	4	48	52	48
Hispanic	15	55	70	30	14	61	75	25	7	56	63	37
Native Hawaiian	<	<	<	<
White	18	51	69	31	20	56	75	25	19	58	77	23
Multiple Races	5	47	53	47	14	55	69	31	14	46	60	40
Students with Disabilities	1	21	22	78	-	32	32	68	3	17	20	80
Students without Disabilities	18	54	72	28	20	58	78	22	19	60	79	21
Economically Disadvantaged	10	41	50	50	10	53	63	37	7	52	59	41
Not Economically Disadvantaged	20	56	76	24	24	57	82	18	24	59	82	18
English Learners	<	<	<	<	30	50	80	20	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	40	30	70	30	29	71	100	0	17	58	75	25
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	22	51	72	28	30	45	75	25	31	48	79	21
Female	16	55	71	29	26	46	72	28	27	49	76	24
Male	27	47	73	27	34	45	79	21	35	46	82	18
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	75	25	100	0	<	<	<	<
Black	10	39	49	51	11	48	59	41	7	47	53	47
Hispanic	10	63	73	27	13	55	68	32	32	43	75	25
Native Hawaiian					<	<	100	0	<	<	100	0
White	24	52	76	24	33	44	77	23	33	48	81	19
Multiple Races	9	55	64	36	20	57	77	23	30	45	75	25
Students with Disabilities	3	38	41	59	13	27	39	61	10	42	52	48
Students without Disabilities	24	52	76	24	32	47	79	21	33	48	82	18
Economically Disadvantaged	15	44	59	41	19	48	67	33	21	47	68	32
Not Economically Disadvantaged	26	56	82	18	39	43	83	17	39	48	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	100	0
Military Connected	13	47	60	40	43	43	86	14	18	55	73	27
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	2	-	5
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	2022-2023	2023-2024
Pre-kindergarten	241	250
Kindergarten	649	629
Grade 1	651	652
Grade 2	600	680
Grade 3	671	599
Grade 4	657	673
Grade 5	660	662
Grade 6	675	648
Grade 7	667	680
Grade 8	693	681
Grade 9	756	721
Grade 10	756	744
Grade 11	727	702
Grade 12	687	740
Post Graduate	1	-
Total Students	9,091	9,061

< = 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	2022-2023	2023-2024
All Students	9091	9061
Female	4387	4388
Male	4699	4671
American Indian	17	16
Asian	157	161
Black	706	690
Hispanic	449	484
Native Hawaiian	8	7
White	7166	7107
Multiple Races	588	596
Students with Disabilities	1106	1106
Students without Disabilities	7985	7955
Economically Disadvantaged	3609	3672
Not Economically Disadvantaged	5482	5389
English Learners	191	160
Not English Learners	8900	8901
Homeless	48	29
Military Connected	187	186
Foster Care	53	43
< = 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	321	371	26	18	32	8
	State	50354	39349	1875	907	4438	1716
Female	Division	184	151	8	7	15	5
	State	27408	17323	610	350	1645	701
Male	Division	137	220	18	11	17	3
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	<	<
	State	108	117	5	4	10	3
Asian	Division	8	6	1	0	1	0
	State	6025	1443	97	16	68	35
Black	Division	13	47	2	0	1	2
	State	8111	10540	640	225	1119	707
Hispanic	Division	11	20	0	0	6	0
	State	7130	8367	270	133	1858	359
White	Division	278	271	23	16	21	5
	State	25871	16565	763	464	1211	504
Multiple Races	Division	11	27	0	2	2	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	2	54	26	1	8	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	46	163	15	11	19	6
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	<	<
	State	1583	4224	267	26	1427	150
Homeless	Division	1	7	0	0	5	2
	State	197	699	48	29	170	78
Military Connected	Division	5	6	2	0	0	1
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	0	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	776	718	93	736	95	32	4
Female	370	343	93	350	95	15	4
Male	406	375	92	386	95	17	4
American Indian	<	<	<	<	<	<	<
Asian	16	15	94	15	94	1	6
Black	65	62	95	62	95	1	2
Hispanic	37	31	84	31	84	6	16
White	614	572	93	588	96	21	3
Multiple Races	43	38	88	40	93	2	5
Students with Disabilities	91	82	90	83	91	8	9
Economically Disadvantaged	260	224	86	235	90	19	7
English Learners	<	<	<	<	<	<	<
Homeless	15	8	53	8	53	5	33
Military Connected	14	13	93	13	93	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	233 / 7.99%	186 / 6.36%	236 / 8.12%
Advanced Placement Course Enrollment	309 / 10.6%	218 / 7.45%	267 / 9.18%
Dual Enrollment	447 / 15.33%	457 / 15.62%	347 / 11.94%
Governor's School Enrollment	47 / 1.61%	53 / 1.81%	58 / 2%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	681	401	41
	State	87,317	57,081	35
Female	Division	342	226	34
	State	43,705	31,577	28
Male	Division	339	175	48
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	15	13	13
	State	6,741	5,862	13
Black	Division	43	24	44
	State	18,624	10,601	43
Hispanic	Division	31	17	45
	State	12,110	6,622	45
White	Division	558	330	41
	State	45,098	30,844	32
Multiple Races	Division	30	16	47
	State	4,380	2,929	33
Students with Disabilities	Division	31	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	199	74	63
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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	18	23	15
	State	2,590	3,844	3,577
State Licensures	Division	17	23	29
	State	1,236	1,563	2,069
Industry Certification	Division	771	779	752
	State	95,688	100,255	101,956
Workplace Readiness	Division	330	332	260
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,136	1,157	1,056
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	947	983	844
	State	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	Division	10	-	-
	State	761	962	1,022
CTE Completers	Division	328	291	389
	State	45,094	46,028	48,643

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.4	64.7	62.7

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	$4,168	$6,468	$774
	State	$6,770	$5,603	$867
2020-2021	Division	$3,953	$6,967	$1,052
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,036	$7,416	$1,458
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,737	$7,418	$1,563
	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	7,479	1,312	7,430	1,399	7,489	1,217
Female	3,615	671	3,608	670	3,622	612
Male	3,864	641	3,819	728	3,865	605
American Indian	13	2	10	6	13	3
Asian	143	11	138	18	145	14
Black	568	111	574	110	568	90
Hispanic	328	65	376	64	391	62
Native Hawaiian	<	<	<	<	<	<
White	5,994	1,030	5,877	1,097	5,911	934
Multiple Races	429	92	450	103	455	113
Students with Disabilities	822	208	806	245	794	205
Economically Disadvantaged	2,962	862	2,786	864	2,845	785
English Learners	152	30	143	25	137	26
Homeless	26	20	45	23	25	13
< = 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	1,074
Behaviors related to School Operations	1,863
Relationship Behaviors without Physical Harm	1,511
Behaviors of a Safety Concern	1,795
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	438
Behaviors used to determine Persistently Dangerous Schools	4

< = 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		0.2	0.2	0.2
Asian	1.8	0.3	1.7	0.6	1.8	0.2
Black	7.9	15.1	7.8	14.4	7.6	16.1
Hispanic	4.5	3	4.9	3.9	5.3	4.1
Native Hawaiian	0.1		0.1		0.1	0.2
White	79.7	71.7	78.8	72.6	78.4	68.9
Multiple Races	5.9	9.9	6.5	8.2	6.6	10.6
< = 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	1.8		1.7		1.8
Black	7.9	16.7	7.8	11.3	7.6	25
Hispanic	4.5		4.9	1.6	5.3	12.5
Native Hawaiian	0.1		0.1		0.1
White	79.7	69.4	78.8	80.6	78.4	62.5
Multiple Races	5.9	13.9	6.5	6.5	6.6
< = 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	1.8		1.7		1.8
Black	7.9		7.8		7.6
Hispanic	4.5		4.9		5.3
Native Hawaiian	0.1		0.1		0.1
White	79.7		78.8		78.4
Multiple Races	5.9		6.5		6.6
< = 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	40.2	55.4	58
< = 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	42.1	39.9	39.6
< = 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	66.1	65.1	67.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

12.93 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.05 : 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	49%	47%	0%	4%
2022-2023	49%	48%	0%	3%
2023-2024	49%	47%	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	Three-Year Rate	Annual Target	Long-Term Goal
All Students	78%	76%	79%	88%
Asian	89%	88%	91%	88%
Black	63%	61%	68%	88%
Hispanic	69%	72%	68%	88%
White	81%	78%	85%	88%
Multiple Races	71%	70%	83%	88%
Economically Disadvantaged	67%	65%	68%	88%
English Learners	59%	64%	60%	88%
Students with Disabilities	46%	43%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	76%	72%	74%	85%
Asian	84%	88%	90%	85%
Black	57%	53%	61%	85%
Hispanic	69%	68%	63%	85%
White	78%	74%	81%	85%
Multiple Races	68%	65%	77%	85%
Economically Disadvantaged	65%	60%	62%	85%
English Learners	63%	69%	58%	85%
Students with Disabilities	43%	38%	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	68%
Asian	89%
Black	45%
Hispanic	45%
White	73%
Multiple Races	55%
Economically Disadvantaged	56%
English Learners	42%
Students with Disabilities	38%

< = 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	88%	84%	84%
Asian	88%	90%	84%
Black	89%	83%	84%
Hispanic	82%	83%	84%
White	89%	86%	84%
Multiple Races	86%	89%	84%
Economically Disadvantaged	81%	82%	84%
English Learners	81%	77%	84%
Students with Disabilities	61%	74%	84%
Homeless	70%	-	-
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	14%	15%	12%	10%
Asian	9%	10%	10%	10%
Black	14%	15%	12%	10%
Hispanic	14%	14%	12%	10%
White	14%	15%	12%	10%
Multiple Races	20%	19%	12%	10%
Economically Disadvantaged	22%	23%	13%	10%
English Learners	16%	15%	12%	10%
Students with Disabilities	21%	22%	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	76%	54%	58%
English Learner Proficiency	30%	-	-

< = 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	55	72	76%
English Learner Proficiency	34	115	30%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	98%	2%
Asian	100%	-	96%	4%	97%	3%
Black	100%	-	99%	1%	99%	1%
Hispanic	100%	-	100%	-	100%	-
White	99%	1%	99%	1%	98%	2%
Multiple Races	99%	1%	99%	1%	96%	4%
Economically Disadvantaged	99%	1%	99%	1%	96%	4%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	97%	3%	98%	2%	93%	7%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	1%	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	82%	83%
Asian	92%	92%
Black	71%	69%
Hispanic	77%	76%
White	83%	85%
Multiple Races	80%	79%
Economically Disadvantaged	74%	76%
English Learners	74%	67%
Students with Disabilities	60%	60%

< = 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 PK	204	204	-	241	241	-	250	250	-
Grade 08	694	694	-	693	693	-	681	681	-
Grade 10	741	741	-	756	756	-	744	744	-
Grade 09	772	772	-	756	756	-	721	721	-
Grade 01	610	610	-	651	651	-	652	652	-
Grade KG	648	648	-	649	649	-	629	629	-
Grade 03	640	640	-	671	671	-	599	599	-
Grade 11	688	688	-	727	727	-	702	702	-
Grade 04	653	653	-	657	657	-	673	673	-
Grade 02	661	661	-	600	600	-	680	680	-
Grade 07	660	660	-	667	667	-	680	680	-
Grade 12	714	714	-	687	687	-	740	740	-
Grade 06	666	666	-	675	675	-	648	648	-
Grade 05	658	658	-	660	660	-	662	662	-
< = 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	7479	1312	85.08	14.92	7430	1399	84.15	15.85	7485	1217	86.01	13.99
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Female
Not a Full-Time MOP Student	3615	671	84.34	15.66	3608	670	84.34	15.66	3620	612	85.54	14.46
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Male
Not a Full-Time MOP Student	3864	641	85.77	14.23	3819	728	83.99	16.01	3863	605	86.46	13.54
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Black
Not a Full-Time MOP Student	568	111	83.65	16.35	574	110	83.92	16.08	568	90	86.32	13.68
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic
Not a Full-Time MOP Student	328	65	83.46	16.54	376	64	85.45	14.55	391	62	86.31	13.69
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	5994	1030	85.34	14.66	5877	1097	84.27	15.73	5908	934	86.35	13.65
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Asian
Not a Full-Time MOP Student	143	11	92.86	7.14	138	18	88.46	11.54	145	14	91.19	8.81
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	429	92	82.34	17.66	450	103	81.37	18.63	454	113	80.07	19.93
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	822	208	79.81	20.19	806	247	76.54	23.46	794	208	79.24	20.76
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	2962	862	77.46	22.54	2786	864	76.33	23.67	2843	785	78.36	21.64
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
English Learners
Not a Full-Time MOP Student	152	30	83.52	16.48	143	25	85.12	14.88	137	26	84.05	15.95
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = 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