Carroll County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Fancy Gap Elementary	Accredited
Gladesboro Elementary	Accredited
Gladeville Elementary	Accredited
Hillsville Elementary	Accredited
Laurel Elementary	Accredited
Oakland Elementary	Accredited
St. Paul	Accredited
Middle Schools
Carroll County Middle	Accredited
High Schools
Carroll County High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2021-2022	2022-2023	2023-2024
Division	3	1	10
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2022-2023	2023-2024
Pre-kindergarten	154	160
Kindergarten	229	247
Grade 1	244	231
Grade 2	236	242
Grade 3	259	233
Grade 4	268	265
Grade 5	262	255
Grade 6	248	260
Grade 7	256	249
Grade 8	280	243
Grade 9	287	284
Grade 10	275	279
Grade 11	234	241
Grade 12	275	255
Total Students	3,507	3,444

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024
All Students	3507	3444
Female	1698	1650
Male	1809	1794
American Indian	7	6
Asian	7	7
Black	25	28
Hispanic	210	234
White	3170	3067
Multiple Races	88	102
Students with Disabilities	640	641
Students without Disabilities	2867	2803
Economically Disadvantaged	1975	1982
Not Economically Disadvantaged	1532	1462
English Learners	167	168
Not English Learners	3340	3276
Migrant	16	9
Homeless	12	6
Military Connected	34	25
Foster Care	27	28
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	83	139	2	5	14	5
	State	50354	39349	1875	907	4438	1716
Female	Division	49	56	0	2	4	3
	State	27408	17323	610	350	1645	701
Male	Division	34	83	2	3	10	2
	State	22886	21945	1263	556	2789	1012
Black	Division	<	<	<	<	0	<
	State	8111	10540	640	225	1119	707
Hispanic	Division	8	9	0	0	2	0
	State	7130	8367	270	133	1858	359
White	Division	75	129	2	4	11	4
	State	25871	16565	763	464	1211	504
Multiple Races	Division	<	<	<	<	<	<
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	2	23	2	0	7	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	23	79	2	4	13	4
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	0	<
	State	1583	4224	267	26	1427	150
Migrant	Division	<	<	<	<	0	<
	State	<	<	<	<	0	<
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	248	224	90	229	92	14	6
Female	114	105	92	107	94	4	4
Male	134	119	89	122	91	10	8
Black	<	<	<	<	<	0	0
Hispanic	19	17	90	17	90	2	11
White	225	206	92	210	93	11	5
Multiple Races	<	<	<	<	<	<	<
Students with Disabilities	34	27	79	27	79	7	21
Economically Disadvantaged	125	104	83	108	86	13	10
English Learners	<	<	100	<	100	0	0
Migrant	<	<	100	<	100	0	0
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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	11 / 1.05%	11 / 1.03%	-
Advanced Placement Course Enrollment	17 / 1.62%	17 / 1.59%	-
Dual Enrollment	351 / 33.43%	406 / 37.98%	342 / 32.36%
Governor's School Enrollment	5 / .48%	7 / .65%	8 / .76%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	249	135	46
	State	87,317	57,081	35
Female	Division	132	88	33
	State	43,705	31,577	28
Male	Division	117	47	60
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	<	<	100
	State	6,741	5,862	13
Hispanic	Division	14	<	100
	State	12,110	6,622	45
White	Division	229	124	46
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	34	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	109	40	63
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
Black	Division	-	-	100
	State	18,624	10,601	43
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
Workplace Readiness	Division	275	251	272
	State	44,348	41,819	35,066
Total Credentials Earned	Division	275	251	272
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	275	251	272
	State	115,682	117,932	115,611
CTE Completers	Division	209	252	207
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
State Licensures	Division	-	-	-
	State	1,236	1,563	2,069
Industry Certification	Division	-	-	-
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.8	62.9	63.9

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$3,182	$7,677	$1,389
	State	$6,770	$5,603	$867
2020-2021	Division	$2,812	$8,081	$2,099
	State	$6,669	$6,185	$1,352
2021-2022	Division	$3,358	$8,767	$2,668
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,719	$9,856	$2,696
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,857	464	2,947	335	2,931	327
Female	1,376	230	1,433	155	1,408	164
Male	1,481	234	1,514	180	1,523	163
American Indian	<	<	<	<	<	<
Asian	<	<	<	<	<	<
Black	13	3	19	4	22	4
Hispanic	190	34	196	17	214	21
White	2,585	412	2,645	301	2,608	288
Multiple Races	55	14	74	12	76	14
Students with Disabilities	492	116	517	88	508	85
Economically Disadvantaged	1,767	380	1,650	257	1,684	266
English Learners	193	22	152	7	165	13
Homeless	11	4	12	6	6	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	471
Behaviors related to School Operations	294
Relationship Behaviors without Physical Harm	353
Behaviors of a Safety Concern	436
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	83

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	0.2	0.6	0.2		0.2
Black	0.5		0.7	0.9	0.8	1.1
Hispanic	6.4	4.7	6	3.4	6.8	10.1
Native Hawaiian	-	-	-	-	-	-
White	90.7	91.8	90.4	93.1	89.1	84.4
Multiple Races	2	2.9	2.5	2.6	3	4.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	0.2		0.2		0.2
Black	0.5		0.7		0.8
Hispanic	6.4		6		6.8
Native Hawaiian
White	90.7		90.4		89.1	100
Multiple Races	2		2.5		3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	0.2		0.2		0.2
Black	0.5		0.7		0.8
Hispanic	6.4		6		6.8
Native Hawaiian	-	-	-	-	-	-
White	90.7		90.4		89.1	100
Multiple Races	2		2.5		3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	59	85	91.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	52.4	56.2	58.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	78.1	80.9	80.4
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

14.66 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

9.34 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	44%	51%	3%	2%
2022-2023	45%	50%	2%	3%
2023-2024	46%	49%	2%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	77%	77%	79%	88%
Asian	<	<	91%	88%
Black	64%	72%	68%	88%
Hispanic	60%	65%	68%	88%
White	78%	78%	85%	88%
Multiple Races	73%	74%	83%	88%
Economically Disadvantaged	73%	73%	68%	88%
English Learners	60%	64%	60%	88%
Students with Disabilities	50%	49%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	75%	75%	74%	85%
Asian	<	<	90%	85%
Black	64%	68%	61%	85%
Hispanic	64%	62%	63%	85%
White	76%	76%	81%	85%
Multiple Races	79%	74%	77%	85%
Economically Disadvantaged	72%	70%	62%	85%
English Learners	67%	65%	58%	85%
Students with Disabilities	45%	44%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	-
Black	<
Hispanic	58%
White	72%
Multiple Races	71%
Economically Disadvantaged	68%
English Learners	61%
Students with Disabilities	42%

< = 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	90%	84%	84%
Asian	-	90%	84%
Black	<	83%	84%
Hispanic	89%	83%	84%
White	91%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	82%	82%	84%
English Learners	94%	77%	84%
Students with Disabilities	76%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	12%	11%	12%	10%
Asian	<	-	10%	10%
Black	15%	16%	12%	10%
Hispanic	11%	10%	12%	10%
White	12%	11%	12%	10%
Multiple Races	18%	16%	12%	10%
Economically Disadvantaged	17%	15%	13%	10%
English Learners	8%	6%	12%	10%
Students with Disabilities	17%	16%	14%	10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	41%	54%	58%
English Learner Proficiency	8%	-	-

< = 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	44	107	41%
English Learner Proficiency	11	143	8%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	<	<	<	<	-	-
Black	91%	9%	100%	-	<	<
Hispanic	100%	-	100%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	99%	1%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	<	<	<	<	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	80%	78%
Asian	-	-
Black	<	<
Hispanic	61%	65%
White	81%	78%
Multiple Races	80%	84%
Economically Disadvantaged	77%	74%
English Learners	67%	71%
Students with Disabilities	58%	54%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 12	247	240	7	275	271	4	255	245	10
Grade 07	276	271	5	256	253	3	249	247	2
Grade KG	248	246	2	229	227	2	247	246	1
Grade 05	250	243	7	262	261	1	255	254	1
Grade 06	248	241	7	248	248	-	260	258	2
Grade 02	250	247	3	236	235	1	242	240	2
Grade 04	253	250	3	268	268	-	265	263	2
Grade 11	262	254	8	234	228	6	241	236	5
Grade 03	262	258	4	259	257	2	233	232	1
Grade 09	289	280	9	287	283	4	284	281	3
Grade 08	282	277	5	280	277	3	243	240	3
Grade 01	258	257	1	244	244	-	231	229	2
Grade 10	254	248	6	275	274	1	279	275	4
Grade PK	140	140	-	154	154	-	160	160	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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

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

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	2857	464	86.03	13.97	2916	335	89.7	10.3	2822	397	87.67	12.33
Full-Time MOP Student	-	-	-	-	30	0	100	0	40	0	100	0
Female
Not a Full-Time MOP Student	1376	230	85.68	14.32	1420	155	90.16	9.84	1366	189	87.85	12.15
Full-Time MOP Student	-	-	-	-	13	0	100	0	17	0	100	0
Male
Not a Full-Time MOP Student	1481	234	86.36	13.64	1496	180	89.26	10.74	1456	208	87.5	12.5
Full-Time MOP Student	-	-	-	-	17	0	100	0	23	0	100	0
Black
Not a Full-Time MOP Student	13	3	81.25	18.75	19	4	82.61	17.39	22	4	84.62	15.38
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic
Not a Full-Time MOP Student	190	34	84.82	15.18	193	17	91.9	8.1	205	27	88.36	11.64
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
White
Not a Full-Time MOP Student	2585	412	86.25	13.75	2617	301	89.68	10.32	2510	350	87.76	12.24
Full-Time MOP Student	-	-	-	-	27	0	100	0	37	0	100	0
Asian
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	55	14	79.71	20.29	74	12	86.05	13.95	74	16	82.22	17.78
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	492	116	80.92	19.08	515	87	85.55	14.45	491	101	82.94	17.06
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	1767	380	82.3	17.7	1636	257	86.42	13.58	1603	324	83.19	16.81
Full-Time MOP Student	-	-	-	-	14	0	100	0	24	0	100	0
English Learners
Not a Full-Time MOP Student	193	22	89.77	10.23	152	7	95.6	4.4	164	14	92.13	7.87
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality