Caroline County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Bowling Green Elementary	Fully Accredited	Approaching Expectations	80.31
Lewis and Clark Elementary	Fully Accredited	Meets Expectations	87.43
Madison Elementary	Fully Accredited	Approaching Expectations	85.71
Middle Schools
Caroline Middle	Fully Accredited	Needs Intensive Support	79.38
High Schools
Caroline High	Fully Accredited	Meets Expectations	90.89

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

English Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	58	68	32	5	66	71	29	13	60	73	27
Female	11	61	72	28	5	70	75	25	18	61	79	21
Male	9	55	64	36	5	63	68	32	7	58	65	35
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	6	56	61	39	1	57	59	41	9	59	68	32
Hispanic	9	54	63	37	4	66	70	30	15	53	68	32
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	10	64	74	26	6	70	76	24	15	62	77	23
Multiple Races	21	52	72	28	11	68	79	21	16	58	74	26
Students with Disabilities	-	19	19	81	-	13	13	87	8	17	25	75
Students without Disabilities	11	62	73	27	6	74	80	20	14	64	78	22
Economically Disadvantaged	7	51	58	42	1	63	65	35	6	54	60	40
Not Economically Disadvantaged	13	63	76	24	7	68	75	25	17	63	80	20
English Learners	<	<	<	<	-	33	33	67	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	58	68	32	5	66	71	29	13	60	73	27
Female	11	61	72	28	5	70	75	25	18	61	79	21
Male	9	55	64	36	5	63	68	32	7	58	65	35
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	6	56	61	39	1	57	59	41	9	59	68	32
Hispanic	9	54	63	37	4	66	70	30	15	53	68	32
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	10	64	74	26	6	70	76	24	15	62	77	23
Multiple Races	21	52	72	28	11	68	79	21	16	58	74	26
Students with Disabilities	-	19	19	81	-	13	13	87	8	17	25	75
Students without Disabilities	11	62	73	27	6	74	80	20	14	64	78	22
Economically Disadvantaged	7	51	58	42	1	63	65	35	6	54	60	40
Not Economically Disadvantaged	13	63	76	24	7	68	75	25	17	63	80	20
English Learners	<	<	<	<	-	33	33	67	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2023-2024	2024-2025	2025-2026
Division	10	3	-
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	244	234	231
Kindergarten	347	343	322
Grade 1	352	353	342
Grade 2	342	353	337
Grade 3	338	358	356
Grade 4	323	339	348
Grade 5	340	324	332
Grade 6	330	330	320
Grade 7	326	323	328
Grade 8	344	330	327
Grade 9	368	368	381
Grade 10	328	313	309
Grade 11	284	303	275
Grade 12	298	331	312
Total Enrollment	4,564	4,602	4,520

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	4564	4602	4520
Female	2213	2210	2170
Male	2349	2390	2350
American Indian	16	18	19
Asian	42	49	48
Black	1165	1177	1153
Hispanic	613	657	664
Native Hawaiian	7	7	6
White	2253	2233	2164
Multiple Races	468	461	466
Students with Disabilities	585	703	762
Students without Disabilities	3979	3899	3758
Economically Disadvantaged	2248	2128	1963
Not Economically Disadvantaged	2316	2474	2557
English Learners	212	243	240
Not English Learners	4352	4359	4280
Homeless	19	22	31
Military Connected	39	40	64
Foster Care	4	8	14
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,332	949	3,376	944	3,558	701
Female	1,635	433	1,620	459	1,720	328
Male	1,696	515	1,756	485	1,838	373
American Indian	14	2	12	5	15	3
Asian	34	7	34	10	39	5
Black	834	244	850	247	902	176
Hispanic	466	111	494	133	527	113
Native Hawaiian	<	<	<	<	<	<
White	1,654	473	1,645	443	1,700	330
Multiple Races	323	112	334	106	368	74
Students with Disabilities	428	188	454	236	536	199
Economically Disadvantaged	1,550	618	1,444	536	1,471	441
English Learners	181	42	192	52	216	34
Homeless	2	12	21	24	21	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

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

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

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

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

Status of the Students in the 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	131	158	4	1	22	6
	State	52034	41739	1845	730	4758	1126
Female	Division	58	77	2	1	12	0
	State	28171	18456	601	259	1860	459
Male	Division	73	81	2	0	10	6
	State	23863	23283	1244	471	2895	667
Asian	Division	<	<	<	<	<	<
	State	6565	1702	100	12	90	43
Black	Division	34	51	1	0	7	3
	State	8816	10967	559	141	985	452
Hispanic	Division	25	24	1	0	4	2
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	60	70	2	1	8	1
	State	25115	16553	775	367	1100	357
Multiple Races	Division	10	12	0	0	2	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	2	32	4	0	3	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	34	65	1	0	15	3
	State	12337	20894	1052	439	2243	735
English Learners	Division	3	10	0	0	2	1
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	<	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	<	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	322	293	91	295	92	22	7
Female	150	137	91	138	92	12	8
Male	172	156	91	157	91	10	6
Asian	<	<	<	<	<	<	<
Black	96	86	90	86	90	7	7
Hispanic	56	50	89	51	91	4	7
Native Hawaiian	<	<	100	<	100	0	0
White	142	132	93	133	94	8	6
Multiple Races	24	22	92	22	92	2	8
Students with Disabilities	41	38	93	38	93	3	7
Economically Disadvantaged	118	100	85	100	85	15	13
English Learners	16	13	81	14	88	2	13
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	85 / 6.65%	123 / 9.35%	2 / .16%
Advanced Placement Course Enrollment	176 / 13.77%	199 / 15.13%	215 / 16.84%
Dual Enrollment	108 / 8.45%	96 / 7.3%	132 / 10.34%
Governor's School Enrollment	41 / 3.21%	40 / 3.04%	41 / 3.21%
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

2022-2023 Postsecondary Enrollment: All Students

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

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	285	112	61
	State	87,995	56,397	36
Female	Division	124	66	47
	State	43,825	30,968	29
Male	Division	161	46	71
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	82	29	65
	State	18,247	10,591	42
Hispanic	Division	39	14	64
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	137	51	63
	State	43,094	28,736	33
Multiple Races	Division	22	16	27
	State	5,005	3,223	36
Students with Disabilities	Division	34	10	71
	State	8,536	3,616	58
Economically Disadvantaged	Division	122	44	64
	State	31,680	15,774	50
English Learners	Division	15	<	100
	State	7,379	3,573	52
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2023-2024	2024-2025	2025-2026
State Licensures	Division	35	31	33
	State	2,069	2,206	2,710
Industry Certification	Division	274	321	401
	State	101,956	105,973	106,014
Workplace Readiness	Division	62	47	-
	State	35,066	38,829	48,691
Total Credentials Earned	Division	371	399	434
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	297	359	381
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	34	104	82
	State	1,022	15,327	18,011
CTE Completers	Division	143	208	215
	State	48,643	51,371	52,173
NOCTI Assessments	Division	-	-	-
	State	3,577	3,225	3,944

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	57.4	61.9	61.7

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$3,460	$7,418	$1,587
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,362	$7,074	$1,949
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,304	$7,783	$1,946
	State	$8,420	$7,464	$1,751
2024-2025	Division	$4,292	$9,129	$1,520
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	1,287	196	126
Behaviors related to School Operations	933	429	491
Relationship Behaviors without Physical Harm	549	441	318
Behaviors of a Safety Concern	676	490	419
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	148	135	123
Behaviors used to determine Persistently Dangerous Schools	2	1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	1,327	841	864
Out-of-School Suspension	914	831	602
Explusion and Alternative Placement	15	42	95
Referral to Law Enforcement	72	83	34
Bus Suspension	96	27	53

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	79.3	80.8	80.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	44.3	50.8	48.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	68	70.5	70.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

13.75 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

13.63 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	46%	43%	0%	11%
2024-2025	43%	40%	2%	15%
2025-2026	42%	43%	2%	13%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	67%	83%	88%
Asian	77%	91%	88%
Black	60%	78%	88%
Hispanic	66%	78%	88%
White	72%	87%	88%
Multiple Races	64%	85%	88%
Economically Disadvantaged	57%	78%	88%
English Learners	51%	74%	88%
Students with Disabilities	35%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	61%	79%	85%
Asian	69%	90%	85%
Black	54%	73%	85%
Hispanic	61%	73%	85%
White	66%	83%	85%
Multiple Races	59%	81%	85%
Economically Disadvantaged	50%	73%	85%
English Learners	48%	71%	85%
Students with Disabilities	38%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	<
Black	62%
Hispanic	67%
White	76%
Multiple Races	73%
Economically Disadvantaged	60%
English Learners	52%
Students with Disabilities	41%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	89%	84%	84%
Asian	<	90%	84%
Black	88%	83%	84%
Hispanic	89%	84%	84%
White	90%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	82%	84%	84%
English Learners	82%	84%	84%
Students with Disabilities	79%	84%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	56%	58%	58%
English Learner Proficiency	16%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	93	167	56%
English Learner Proficiency	31	190	16%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.5%	1.5%	98.1%	1.9%	98.1%	1.9%
Asian	96.7%	3.3%	100%	-	<	<
Black	98.6%	1.4%	98.6%	1.4%	98.9%	1.1%
Hispanic	98.9%	1.1%	98.6%	1.4%	98%	2%
White	98.4%	1.6%	98.2%	1.8%	98.1%	1.9%
Multiple Races	98.3%	1.7%	95.7%	4.3%	95.5%	4.5%
Economically Disadvantaged	98.4%	1.6%	97.7%	2.3%	98%	2%
Not Economically Disadvantaged	98.6%	1.4%	98.5%	1.5%	98.2%	1.8%
English Learners	99.4%	.6%	100%	-	98.4%	1.6%
Students with Disabilities	93.9%	6.1%	93%	7%	95.2%	4.8%
Students without Disabilities	99.4%	.6%	99.1%	.9%	98.6%	1.4%
Female	98.4%	1.6%	98%	2%	97.3%	2.7%
Male	98.6%	1.4%	98.3%	1.7%	98.8%	1.2%

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act