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Bristol City Public Schools

General school information

Division: Bristol City Public Schools
Division Number: 102
Address: 280 Lee Street Bristol, VA 24201
Superintendent: Dr. David D. Scott
Region: 7
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Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

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College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 72 28 11 60 71 29 9 63 73 27
Female 11 62 73 27 11 61 72 28 11 64 74 26
Male 11 61 71 29 12 59 71 29 8 63 71 29
American Indian < < < < < < < < < < 100 0
Asian - 80 80 20 < < 100 0 - 92 92 8
Black 3 52 55 45 7 53 60 40 2 52 54 46
Hispanic 11 62 74 26 6 66 72 28 2 64 66 34
White 12 63 76 24 13 60 73 27 11 63 75 25
Multiple Races 10 52 62 38 7 60 66 34 7 66 73 27
Students with Disabilities 4 44 48 52 4 37 42 58 4 39 43 57
Students without Disabilities 13 65 78 22 13 65 79 21 11 70 80 20
Economically Disadvantaged 8 63 70 30 8 59 67 33 7 61 68 32
Not Economically Disadvantaged 21 57 78 22 19 62 80 20 15 70 84 16
English Learners - 40 40 60 - 40 40 60 - 35 35 65
Homeless 7 47 53 47 10 56 66 34 - 38 38 63
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 56 68 32 8 52 60 40 3 65 69 31
Female 14 57 70 30 9 54 63 37 6 69 75 25
Male 12 54 66 34 7 50 57 43 1 62 63 37
Asian < < < < < < 100 0 < < 100 0
Black - 43 43 57 15 31 46 54 < < < <
Hispanic 29 43 71 29 10 40 50 50 < < < <
White 15 57 72 28 9 55 65 35 4 65 68 32
Multiple Races - 58 58 42 - 48 48 52 5 63 68 32
Students with Disabilities 8 46 54 46 - 43 43 57 - 56 56 44
Students without Disabilities 14 58 72 28 11 55 67 33 5 68 73 27
Economically Disadvantaged 8 57 65 35 4 50 54 46 3 61 63 37
Not Economically Disadvantaged 24 52 76 24 18 55 73 27 6 76 81 19
English Learners < < < < < < < < < < < <
Homeless 15 46 62 38 < < < < < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 69 79 21 20 57 77 23 15 57 71 29
Female 10 67 77 23 20 55 75 25 18 54 72 28
Male 9 72 81 19 20 58 79 21 12 59 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black - 58 58 42 - 57 57 43 8 33 42 58
Hispanic < < 100 0 17 50 67 33 < < < <
White 10 72 82 18 24 55 80 20 17 58 75 25
Multiple Races 10 60 70 30 12 65 76 24 6 72 78 22
Students with Disabilities 5 61 66 34 10 41 51 49 10 37 46 54
Students without Disabilities 11 72 83 17 23 62 85 15 17 65 81 19
Economically Disadvantaged 7 71 77 23 13 58 71 29 8 56 64 36
Not Economically Disadvantaged 18 66 84 16 39 53 92 8 31 57 88 12
English Learners < < 100 0 < < 100 0 < < < <
Homeless - 50 50 50 < < 100 0 < < < <
Military Connected < < 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 76 24 8 64 72 28 8 60 68 32
Female 5 71 76 24 8 66 74 26 10 58 68 32
Male 14 61 75 25 7 63 70 30 5 63 68 33
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < - 35 35 65
Hispanic 7 73 80 20 < < < < - 63 63 38
White 12 65 76 24 8 67 75 25 11 61 72 28
Multiple Races 7 60 67 33 9 59 68 32 - 73 73 27
Students with Disabilities 4 38 42 58 6 29 34 66 3 32 34 66
Students without Disabilities 11 71 82 18 8 76 84 16 9 69 79 21
Economically Disadvantaged 7 68 75 25 5 63 68 32 4 56 60 40
Not Economically Disadvantaged 18 61 79 21 15 68 83 17 16 69 84 16
English Learners < < < < < < < <
Homeless - 50 50 50 < < < < < < < <
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 71 29 10 61 71 29 9 67 76 24
Female 10 65 74 26 8 59 67 33 12 67 79 21
Male 5 61 66 34 12 63 75 25 5 68 73 27
Asian < < 100 0 < < 100 0
Black - 75 75 25 < < < < < < < <
Hispanic < < < < - 76 76 24 < < < <
White 9 62 71 29 13 54 68 32 10 72 82 18
Multiple Races 10 52 62 38 - 75 75 25 6 59 65 35
Students with Disabilities 6 44 50 50 5 35 40 60 4 48 52 48
Students without Disabilities 8 68 77 23 11 65 76 24 10 72 83 17
Economically Disadvantaged 4 68 72 28 9 57 65 35 8 67 74 26
Not Economically Disadvantaged 22 44 66 34 13 71 83 17 13 69 81 19
English Learners < < < < < < < <
Homeless - 50 50 50 < < < < < < < <
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 50 60 40 4 66 70 30 6 70 76 24
Female 10 50 60 40 3 68 71 29 8 69 78 22
Male 9 51 59 41 5 63 68 32 4 70 74 26
Asian < < 100 0
Black 5 25 30 70 - 73 73 27 < < 100 0
Hispanic < < < < < < < < - 85 85 15
White 10 57 68 32 5 64 69 31 8 64 72 28
Multiple Races 12 29 41 59 - 59 59 41 - 77 77 23
Students with Disabilities - 26 26 74 3 38 41 59 5 32 37 63
Students without Disabilities 11 55 66 34 4 73 77 23 6 75 81 19
Economically Disadvantaged 6 48 54 46 4 68 72 28 5 65 70 30
Not Economically Disadvantaged 19 56 74 26 4 61 65 35 9 80 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 65 73 27 11 58 69 31 5 64 70 30
Female 11 59 70 30 8 61 69 31 5 65 70 30
Male 6 70 76 24 14 54 68 32 6 63 69 31
Asian < < < < < < < <
Black 9 45 55 45 11 33 44 56 - 50 50 50
Hispanic < < < < < < < < < < < <
White 7 71 78 22 11 61 73 27 8 67 74 26
Multiple Races 13 54 67 33 12 59 71 29 - 58 58 42
Students with Disabilities - 45 45 55 4 36 40 60 3 39 42 58
Students without Disabilities 10 70 80 20 12 62 74 26 6 70 77 23
Economically Disadvantaged 5 68 73 28 10 53 64 36 5 61 66 34
Not Economically Disadvantaged 18 58 76 24 13 68 81 19 9 76 85 15
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 82 18 18 63 82 18 20 60 81 19
Female 23 67 90 10 19 62 81 19 18 62 80 20
Male 20 55 75 25 18 64 82 18 22 59 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 69 77 23 17 58 75 25 - 75 75 25
Hispanic < < < < < < < < < < < <
White 25 58 84 16 19 62 82 18 23 58 81 19
Multiple Races 20 50 70 30 18 64 82 18 28 67 94 6
Students with Disabilities - 33 33 67 - 36 36 64 8 21 29 71
Students without Disabilities 25 64 89 11 20 66 86 14 22 67 90 10
Economically Disadvantaged 20 59 79 21 12 68 79 21 20 60 80 20
Not Economically Disadvantaged 24 63 88 12 25 59 84 16 20 61 81 19
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 < < < < 12 54 66 34
Female 9 58 67 33 16 49 65 35
Male 11 50 61 39 < < < < 9 58 68 32
American Indian < < 100 0
Asian < < < < < < 100 0
Black 13 42 54 46 - 60 60 40
Hispanic - 62 62 38 < < < <
White 12 54 66 34 < < < < 13 54 67 33
Multiple Races - 55 55 45 27 36 64 36
Students with Disabilities - 14 14 86 < < < < - 8 8 92
Students without Disabilities 12 61 72 28 15 64 79 21
Economically Disadvantaged 7 48 55 45 10 58 67 33
Not Economically Disadvantaged 16 67 83 17 < < < < 17 48 65 35
English Learners < < < < < < < <
Homeless 10 20 30 70 < < < <
Foster Care < < < <
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 63 80 20 < < < < 12 54 66 34
Female 16 68 84 16 16 49 65 35
Male 18 58 76 24 < < < < 9 58 68 32
American Indian < < 100 0
Asian < < < < < < 100 0
Black 15 62 77 23 - 60 60 40
Hispanic < < < < < < < <
White 20 60 80 20 < < < < 13 54 67 33
Multiple Races < < < < 27 36 64 36
Students with Disabilities - 29 29 71 < < < < - 8 8 92
Students without Disabilities 19 68 87 13 15 64 79 21
Economically Disadvantaged 14 60 74 26 10 58 67 33
Not Economically Disadvantaged 22 67 89 11 < < < < 17 48 65 35
English Learners < < < < < < < <
Homeless < < < < < < < <
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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 58 65 35 6 60 66 34 6 61 67 33
Female 5 60 65 35 5 60 64 36 5 63 68 32
Male 9 55 65 35 6 61 67 33 8 59 67 33
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 7 79 86 14 < < 100 0 7 64 71 29
Black 4 47 51 49 2 56 58 42 2 56 58 42
Hispanic 6 65 71 29 4 63 67 33 6 60 66 34
White 7 61 68 32 6 61 68 32 7 62 69 31
Multiple Races 8 40 47 53 5 50 55 45 3 58 61 39
Students with Disabilities 1 40 41 59 - 36 36 64 2 33 34 66
Students without Disabilities 8 62 70 30 7 67 73 27 8 68 76 24
Economically Disadvantaged 6 55 60 40 3 59 62 38 5 58 63 37
Not Economically Disadvantaged 11 67 78 22 11 63 74 26 10 67 78 22
English Learners - 63 63 37 - 37 37 63 4 44 48 52
Homeless 3 39 42 58 2 43 45 55 4 37 41 59
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 55 60 40 5 52 57 43 5 60 64 36
Female 2 53 55 45 7 53 59 41 6 52 58 42
Male 8 58 65 35 4 52 55 45 3 67 70 30
Asian < < 100 0 < < 100 0 < < < <
Black 7 43 50 50 - 38 38 62 < < < <
Hispanic - 71 71 29 - 55 55 45 < < < <
White 6 55 61 39 7 53 60 40 5 60 65 35
Multiple Races - 47 47 53 - 52 52 48 - 68 68 32
Students with Disabilities 3 41 43 57 - 25 25 75 2 37 39 61
Students without Disabilities 6 59 65 35 7 63 70 30 5 67 72 28
Economically Disadvantaged 2 51 53 47 1 48 49 51 3 57 61 39
Not Economically Disadvantaged 14 66 80 20 14 61 75 25 7 65 72 28
English Learners < < < < < < < < < < < <
Homeless - 38 38 62 < < < < < < < <
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 76 24 10 66 76 24 10 59 68 32
Female 7 70 77 23 8 60 68 32 9 62 71 29
Male 14 61 74 26 12 73 85 15 10 56 66 34
Asian < < 100 0 < < 100 0 < < < <
Black - 50 50 50 7 57 64 36 - 50 50 50
Hispanic < < < < 17 75 92 8 < < < <
White 11 68 79 21 11 64 76 24 13 60 73 27
Multiple Races 15 60 75 25 - 76 76 24 - 61 61 39
Students with Disabilities - 63 63 37 3 46 49 51 - 34 34 66
Students without Disabilities 13 66 80 20 12 72 85 15 13 68 82 18
Economically Disadvantaged 8 66 74 26 3 69 73 28 5 59 64 36
Not Economically Disadvantaged 18 63 82 18 27 59 86 14 21 58 79 21
English Learners < < 100 0 < < 100 0 < < < <
Homeless - 40 40 60 < < < < < < < <
Military Connected < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 63 73 27 3 64 68 32 11 57 68 32
Female 4 71 75 25 - 69 69 31 6 63 70 30
Male 16 54 70 30 7 59 66 34 16 50 66 34
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 6 53 59 41
Hispanic - 81 81 19 < < < < 19 44 63 38
White 12 65 77 23 3 69 72 28 12 56 69 31
Multiple Races 7 33 40 60 9 55 64 36 7 67 73 27
Students with Disabilities 8 29 38 63 - 34 34 66 3 18 21 79
Students without Disabilities 10 69 79 21 4 73 78 22 14 69 83 17
Economically Disadvantaged 8 61 68 32 1 61 62 38 6 54 59 41
Not Economically Disadvantaged 15 69 85 15 10 71 81 19 24 63 86 14
English Learners < < < < < < < < < < < <
Homeless - 50 50 50 < < < < < < < <
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 54 57 43 8 51 59 41 4 58 62 38
Female 2 56 59 41 4 47 51 49 - 64 64 36
Male 4 51 55 45 13 56 68 32 9 52 60 40
Asian < < 100 0 < < 100 0
Black - 42 42 58 < < < < < < < <
Hispanic < < < < 6 59 65 35 < < < <
White 3 58 61 39 8 52 60 40 4 62 67 33
Multiple Races 5 29 33 67 8 25 33 67 6 53 59 41
Students with Disabilities - 30 30 70 - 32 32 68 4 27 31 69
Students without Disabilities 4 61 65 35 9 54 63 37 4 66 70 30
Economically Disadvantaged 3 54 58 42 6 49 54 46 3 54 57 43
Not Economically Disadvantaged 3 50 53 47 13 57 70 30 6 71 77 23
English Learners < < < < < < < <
Homeless - 30 30 70 < < < < < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 57 43 3 56 60 40 8 57 65 35
Female 8 49 57 43 3 59 62 38 4 61 65 35
Male 12 44 56 44 4 53 57 43 12 53 65 35
Asian < < < <
Black 5 50 55 45 - 40 40 60 < < < <
Hispanic < < < < < < < < - 69 69 31
White 9 52 61 39 4 59 63 37 9 57 66 34
Multiple Races 12 18 29 71 - 35 35 65 8 38 46 54
Students with Disabilities - 30 30 70 - 24 24 76 - 33 33 67
Students without Disabilities 11 51 62 38 4 65 69 31 9 60 70 30
Economically Disadvantaged 6 42 48 52 3 58 61 39 9 52 61 39
Not Economically Disadvantaged 19 60 79 21 4 52 56 44 7 69 76 24
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 41 44 56 - 48 48 52 2 43 45 55
Female 2 45 47 53 - 46 46 54 - 53 53 47
Male 4 38 42 58 - 50 50 50 3 35 38 62
Asian < < < < < < < <
Black - 30 30 70 - 67 67 33 - 44 44 56
Hispanic < < < < < < < < < < < <
White 3 46 49 51 - 49 49 51 2 46 48 52
Multiple Races 5 23 27 73 - 29 29 71 - 27 27 73
Students with Disabilities - 31 31 69 - 40 40 60 - 16 16 84
Students without Disabilities 4 43 47 53 - 50 50 50 2 53 56 44
Economically Disadvantaged 4 37 41 59 - 44 44 56 2 41 43 57
Not Economically Disadvantaged - 54 54 46 - 58 58 42 - 56 56 44
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 73 84 16 8 71 79 21 4 77 81 19
Female 11 74 85 15 9 71 81 19 4 74 78 22
Male 10 73 83 17 6 71 77 23 4 80 84 16
Asian < < < < < < 100 0 < < 100 0
Black 10 70 80 20 6 75 81 19 4 67 71 29
Hispanic 9 82 91 9 < < < < - 85 85 15
White 10 73 84 16 7 72 80 20 5 79 83 17
Multiple Races 17 67 83 17 13 61 74 26 3 70 73 27
Students with Disabilities - 55 55 45 - 49 49 51 2 57 60 40
Students without Disabilities 11 75 86 14 9 77 87 13 5 81 86 14
Economically Disadvantaged 11 69 80 20 5 72 76 24 5 76 82 18
Not Economically Disadvantaged 9 84 93 7 13 71 84 16 2 77 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < 10 40 50 50 < < < <
Military Connected < < 100 0
Foster Care < < < <
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 78 78 22 3 78 80 20 8 78 86 14
Female - 76 76 24 6 76 82 18 10 77 87 13
Male - 81 81 19 - 78 78 22 5 79 84 16
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White - 78 78 23 3 79 82 18 11 74 84 16
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0
Students without Disabilities - 77 77 23 3 78 80 20 8 78 86 14
Economically Disadvantaged - 61 61 39 5 75 80 20 7 79 86 14
Not Economically Disadvantaged - 89 89 11 - 80 80 20 9 77 86 14
Homeless < < 100 0
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0 < < 100 0
Female < < < < < < 100 0 < < 100 0
Male < < < < < < 100 0
Black < < 100 0
Hispanic < < < <
White < < < < < < 100 0 < < 100 0
Students without Disabilities < < < < < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 55 64 36 8 53 61 39 7 56 63 37
Female 8 55 62 38 7 51 57 43 5 53 58 42
Male 11 56 66 34 10 56 65 35 9 59 68 32
American Indian < < < < < < < <
Asian < < < < < < < < < < < <
Black 3 49 51 49 - 43 43 58 4 35 39 61
Hispanic 16 59 76 24 - 43 43 57 11 61 72 28
White 10 58 68 32 9 57 66 34 8 59 67 33
Multiple Races 4 42 45 55 12 36 48 52 3 55 58 42
Students with Disabilities 5 38 43 57 3 26 29 71 3 28 30 70
Students without Disabilities 10 58 68 32 9 59 68 32 8 63 71 29
Economically Disadvantaged 8 51 59 41 7 48 55 45 4 56 60 40
Not Economically Disadvantaged 13 65 78 22 10 63 73 27 14 58 71 29
English Learners - 60 60 40 - 30 30 70 < < < <
Homeless - 50 50 50 - 61 61 39 7 21 29 71
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 50 72 28 18 43 61 39 13 52 65 35
Female 17 50 67 33 14 42 56 44 9 51 59 41
Male 26 50 76 24 23 45 68 32 16 54 70 30
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 6 29 35 65
Hispanic 19 63 81 19 < < < < 13 50 63 38
White 24 46 71 29 19 47 66 34 15 56 70 30
Multiple Races 7 60 67 33 27 27 55 45 7 47 53 47
Students with Disabilities 13 29 42 58 6 20 26 74 3 34 37 63
Students without Disabilities 23 54 77 23 22 50 73 27 16 58 74 26
Economically Disadvantaged 17 55 72 28 15 42 57 43 6 52 57 43
Not Economically Disadvantaged 36 36 72 28 26 48 74 26 27 53 80 20
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 54 58 42 5 54 58 42 1 54 55 45
Female 3 52 55 45 4 49 52 48 - 51 51 49
Male 5 57 62 38 6 60 66 34 2 57 60 40
Asian < < < < < < < <
Black - 45 45 55 - 28 28 72 - 22 22 78
Hispanic < < < < < < < < < < < <
White 5 60 65 35 6 62 68 32 2 58 60 40
Multiple Races - 33 33 67 - 41 41 59 - 50 50 50
Students with Disabilities - 45 45 55 4 30 35 65 - 27 27 73
Students without Disabilities 5 57 61 39 5 58 63 37 2 61 63 37
Economically Disadvantaged 4 48 53 47 2 48 50 50 1 50 51 49
Not Economically Disadvantaged 3 73 75 25 10 67 77 23 2 66 68 32
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 60 65 35 4 66 69 31 9 63 72 28
Female 5 61 66 34 3 68 70 30 8 59 67 33
Male 6 58 64 36 5 64 69 31 10 66 76 24
American Indian < < < <
Asian < < < < < < < <
Black - 57 57 43 - 80 80 20 8 54 62 38
Hispanic 25 42 67 33 < < < < 17 58 75 25
White 4 63 67 33 4 66 71 29 9 66 75 25
Multiple Races 7 43 50 50 6 50 56 44 4 61 64 36
Students with Disabilities 8 33 42 58 - 26 26 74 8 27 35 65
Students without Disabilities 5 62 67 33 4 72 77 23 9 69 78 22
Economically Disadvantaged 4 50 54 46 5 62 67 33 7 65 72 28
Not Economically Disadvantaged 7 79 85 15 2 72 74 26 12 58 70 30
English Learners < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < 100 0
Female < < < < < < < <
Male < < 100 0 < < < < < < 100 0
Black < < < <
Hispanic < < < <
White < < < < < < < < < < 100 0
Multiple Races < < < <
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < < < < 100 0
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 62 62 38 - 38 38 62 - 50 50 50
Female - 58 58 42 - 37 37 63 - 44 44 56
Male - 64 64 36 - 40 40 60 - 56 56 44
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0
White - 76 76 24 - 43 43 57 - 44 44 56
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 63 63 37 - 40 40 60 - 65 65 35
Economically Disadvantaged - 60 60 40 - 27 27 73 - 52 52 48
Not Economically Disadvantaged < < < < - 58 58 42 - 45 45 55
Homeless < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 49 65 35 18 53 70 30 13 57 70 30
Female 12 46 58 42 15 47 63 37 11 55 67 33
Male 21 51 73 28 20 58 78 22 16 58 73 27
Asian < < < < < < < < < < 100 0
Black 6 35 41 59 8 58 67 33 8 57 65 35
Hispanic 17 42 58 42 21 63 83 17 4 65 69 31
White 18 52 69 31 19 51 70 30 16 56 72 28
Multiple Races 15 45 60 40 10 58 69 31 4 52 56 44
Students with Disabilities 6 29 35 65 1 39 40 60 4 29 33 67
Students without Disabilities 18 52 71 29 22 56 77 23 16 62 78 22
Economically Disadvantaged 13 48 60 40 12 55 67 33 11 56 66 34
Not Economically Disadvantaged 29 53 81 19 30 48 79 21 20 59 78 22
English Learners < < < < < < < < < < < <
Homeless 12 56 68 32 6 59 65 35 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < - 7 7 93
Female < < < < < < < < - - - 100
Male < < < < < < < < < < < <
Asian < < < <
Black < < < <
White < < < < < < < < - 8 8 92
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < - 10 10 90
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
Homeless < < < <
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 9 76 86 14 7 80 87 13
Female 11 57 68 32 13 67 79 21 6 80 86 14
Male 19 61 81 19 7 84 91 9 8 79 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < - 100 100 0
Hispanic < < < < < < < < < < < <
White 16 60 76 24 10 77 87 13 7 80 88 12
Multiple Races 14 57 71 29 7 86 93 7 < < < <
Students with Disabilities 10 40 50 50 - 75 75 25 7 50 57 43
Students without Disabilities 17 61 77 23 11 77 88 12 7 84 91 9
Economically Disadvantaged 14 58 72 28 4 81 86 14 8 77 85 15
Not Economically Disadvantaged 24 64 88 12 19 68 86 14 3 87 90 10
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Black < < < <
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 48 53 47 - 14 14 86 - 52 52 48
Female - 44 44 56 < < < < - 50 50 50
Male 12 54 65 35 < < < < - 55 55 45
Black - 40 40 60 < < < <
Hispanic < < < < < < < <
White 7 52 59 41 - 14 14 86 - 52 52 48
Multiple Races < < < < < < < <
Students with Disabilities - 9 9 91 < < < < - 17 17 83
Students without Disabilities 6 57 63 37 < < < < - 61 61 39
Economically Disadvantaged 4 47 51 49 < < < < - 50 50 50
Not Economically Disadvantaged < < < < < < < < - 56 56 44
English Learners < < 100 0
Homeless < < 100 0 < < < < < < < <
Foster Care < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 48 57 43 8 54 63 38 10 58 69 31
Female 6 44 50 50 5 50 55 45 7 59 66 34
Male 14 52 66 34 12 59 71 29 14 58 71 29
Asian < < 100 0
Black 5 20 25 75 - 54 54 46 < < < <
Hispanic < < < < < < < < - 75 75 25
White 11 55 66 34 10 53 64 36 13 56 69 31
Multiple Races 6 35 41 59 6 47 53 47 - 46 46 54
Students with Disabilities 4 21 25 75 - 33 33 67 - 35 35 65
Students without Disabilities 10 53 63 37 10 58 68 32 12 61 73 27
Economically Disadvantaged 5 43 48 52 7 52 59 41 7 53 60 40
Not Economically Disadvantaged 21 62 82 18 13 60 73 28 18 70 89 11
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 44 74 26 33 40 73 27 30 44 74 26
Female 25 46 71 29 29 40 69 31 29 44 73 27
Male 34 42 77 23 38 40 78 22 31 44 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 42 58 42 14 50 64 36 27 18 45 55
Hispanic < < < < 42 50 92 8 < < < <
White 30 44 75 25 36 38 73 27 35 44 80 20
Multiple Races 26 47 74 26 18 47 65 35 11 50 61 39
Students with Disabilities 9 37 46 54 3 33 36 64 6 26 31 69
Students without Disabilities 36 47 82 18 42 42 84 16 38 51 89 11
Economically Disadvantaged 24 46 70 30 22 45 68 32 21 49 70 30
Not Economically Disadvantaged 45 39 84 16 59 29 88 12 53 32 84 16
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless - 60 60 40 < < 100 0 < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
Division362
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten91104115
Kindergarten150150149
Grade 1184164158
Grade 2160176162
Grade 3177155181
Grade 4153171149
Grade 5155151163
Grade 6160148132
Grade 7167154149
Grade 8161156171
Grade 9177161157
Grade 10152173162
Grade 11152151156
Grade 12156140163
Total Enrollment2,1952,1542,167

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students219521542167
Female107010631056
Male112410911111
American Indian542
Asian302824
Black193172184
Hispanic113116117
Native Hawaiian1-1
White163716101599
Multiple Races216224240
Students with Disabilities383394421
Students without Disabilities181217601746
Economically Disadvantaged128313941224
Not Economically Disadvantaged912760943
English Learners444149
Not English Learners215121132118
Homeless1017926
Military Connected6119
Foster Care997
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,4306911,4715771,460539
Female702335716294701270
Male727356755283759269
American Indian<<<<<<
Asian243174206
Black106751154412057
Hispanic783184238614
Native Hawaiian<<--<<
White1,0825031,1014331,065395
Multiple Races135781507316667
Students with Disabilities256146261132275129
Economically Disadvantaged9595949264411,087474
English Learners367348414
Homeless554840341418
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 41 91 5 0 12 4
State 50354 39349 1875 907 4438 1716
Female Division 24 37 2 0 6 2
State 27408 17323 610 350 1645 701
Male Division 17 54 3 0 6 2
State 22886 21945 1263 556 2789 1012
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 3 10 0 0 2 0
State 8111 10540 640 225 1119 707
Hispanic Division < < < < < <
State 7130 8367 270 133 1858 359
White Division 34 67 5 0 8 4
State 25871 16565 763 464 1211 504
Multiple Races Division 3 8 0 0 1 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 0 15 5 0 2 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 21 65 4 0 10 3
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < 0 <
State 1583 4224 267 26 1427 150
Homeless Division < < < < < <
State 197 699 48 29 170 78
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 Students1531379013790128
Female716389638969
Male827490749067
Asian<<100<10000
Black1513871387213
Hispanic<<<<<<<
White118106901069087
Multiple Races121192119218
Students with Disabilities222091209129
Economically Disadvantaged103908790871010
English Learners<<100<10000
Homeless<<<<<<<
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken2 / .31%6 / .96%16 / 2.51%
Advanced Placement Course Enrollment2 / .31%6 / .96%16 / 2.51%
Dual Enrollment127 / 19.94%138 / 22.08%138 / 21.63%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1428639
State87,94758,78733
FemaleDivision735722
State44,12532,24627
MaleDivision692958
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision<<100
State18,15310,95740
HispanicDivision<<100
State12,8667,34843
WhiteDivision1157237
State44,45530,64531
Multiple RacesDivision10<100
State4,8373,23733
Students with DisabilitiesDivision14<100
State8,6323,93454
Economically DisadvantagedDivision743750
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
Native HawaiianDivision--100
State1378736
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
Industry CertificationDivision169108224
 State100,965101,956105,973
Workplace ReadinessDivision182432
 State41,81935,06638,829
Total Credentials EarnedDivision187132268
 State148,201142,668150,233
Students Earning One or More CredentialsDivision13489214
 State118,467115,609120,035
CTE CompletersDivision706555
 State46,02848,64351,126
NOCTI AssessmentsDivision---
 State3,8443,5773,225
State LicensuresDivision--12
 State1,5732,0692,206
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$3,821$8,365$4,184
State$7,134$6,454$1,936
2022-2023Division$5,810$7,250$4,981
State$7,803$6,956$1,918
2023-2024Division$4,269$10,261$4,394
State$8,112$7,772$1,751

School Environment

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress204
Behaviors related to School Operations323
Relationship Behaviors without Physical Harm217
Behaviors of a Safety Concern228
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others49

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 303 258
Out-of-School Suspension 312 174
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 20 0
Bus Suspension 33 22

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 100100100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 53.456.354.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 66.571.869.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

9.03 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.5 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202351%41%5%3%
2023-202450%43%4%3%
2024-202549%46%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%72%79%88%
Asian<84%91%88%
Black63%58%68%88%
Hispanic73%71%68%88%
White74%74%85%88%
Multiple Races67%64%83%88%
Economically Disadvantaged68%69%68%88%
English Learners50%57%60%88%
Students with Disabilities43%45%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students68%65%74%85%
Asian100%91%90%85%
Black60%51%61%85%
Hispanic76%71%63%85%
White69%68%81%85%
Multiple Races55%51%77%85%
Economically Disadvantaged63%60%62%85%
English Learners71%73%58%85%
Students with Disabilities36%35%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 GroupCurrent Rate
All Students65%
Asian<
Black37%
Hispanic54%
White70%
Multiple Races51%
Economically Disadvantaged58%
English Learners<
Students with Disabilities34%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students84%84%84%
Asian<90%84%
Black81%83%84%
Hispanic<83%84%
White83%86%84%
Multiple Races92%89%84%
Economically Disadvantaged81%82%84%
English Learners<77%84%
Students with Disabilities60%74%84%
Homeless<--
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students28%30%12%10%
Asian19%15%10%10%
Black28%35%12%10%
Hispanic22%25%12%10%
White28%30%12%10%
Multiple Races33%35%12%10%
Economically Disadvantaged32%35%13%10%
English Learners19%18%12%10%
Students with Disabilities34%35%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress42%54%58%
English Learner Proficiency3%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress81942%
English Learner Proficiency1353%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%99%1%97%3%
Asian<<100%-<<
Black96%4%98%2%95%5%
Hispanic100%-100%-100%-
White98%2%99%1%97%3%
Multiple Races98%2%98%2%98%2%
Economically Disadvantaged97%3%98%2%96%4%
Not Economically Disadvantaged99%1%100%-98%2%
English Learners100%-100%-100%-
Students with Disabilities96%4%96%4%90%10%
Students without Disabilities98%2%100%-99%1%
Female99%1%99%1%98%2%
Male97%3%99%1%99%1%
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 GroupGrowth English ReadingGrowth Mathematics
All Students77%73%
Asian<<
Black73%71%
Hispanic78%83%
White77%73%
Multiple Races76%64%
Economically Disadvantaged73%69%
English Learners71%81%
Students with Disabilities50%48%

< = 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.

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

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

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 071671634154140141491454
Grade 05155153215114921631612
Grade 02160159117617421621602
Grade 01184184-16416221581544
Grade KG150149115014821491481
Grade PK9191-104104-115115-
Grade 1215614971401261416315211
Grade 081611592156144121711665
Grade 03177176115515231811801
Grade 111521457151142915614214
Grade 041531521171171-1491472
Grade 09177172516115561571552
Grade 101521493173160131621548
Grade 06160158214814441321302
< = 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.

School Environment

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.
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