Charlotte County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Bacon District Elementary	Fully Accredited	On Track	84.6
Eureka Elementary	Fully Accredited	On Track	88.3
Phenix Elementary	Fully Accredited	On Track	82.8
Middle Schools
Central Middle	Fully Accredited	Off Track	87.2
High Schools
Randolph-Henry High	Fully Accredited	Distinguished	106.5

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	68	80	20	10	70	80	20	12	72	84	16
Female	10	73	83	17	10	75	85	15	11	75	86	14
Male	12	64	76	24	11	65	76	24	12	69	81	19
Black	5	63	68	32	4	67	72	28	5	67	71	29
Hispanic	8	76	84	16	18	57	75	25	11	70	81	19
White	15	70	84	16	13	70	83	17	15	73	88	12
Multiple Races	6	71	77	23	4	80	85	15	8	79	86	14
Students with Disabilities	3	42	45	55	2	46	48	52	4	46	49	51
Students without Disabilities	12	72	84	16	12	73	85	15	13	76	89	11
Economically Disadvantaged	8	65	73	27	6	69	76	24	9	69	78	22
Not Economically Disadvantaged	15	73	88	12	16	70	86	14	15	75	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	25	69	94	6	7	79	86	14	-	92	92	8
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	15	73	88	12	13	78	91	9
Female	13	79	91	9	16	71	88	13	14	77	91	9
Male	10	62	72	28	14	75	89	11	13	79	92	8
Black	7	60	67	33	6	77	84	16	3	87	90	10
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	12	75	87	13	19	70	89	11	19	75	94	6
Multiple Races	13	75	88	13	-	92	92	8	-	80	80	20
Students with Disabilities	-	57	57	43	5	64	68	32	-	67	67	33
Students without Disabilities	13	72	84	16	17	75	92	8	15	79	94	6
Economically Disadvantaged	10	68	78	22	6	76	82	18	10	78	88	12
Not Economically Disadvantaged	13	73	87	13	29	69	98	2	17	78	95	5
English Learners									<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	71	82	18	7	78	85	15	12	70	82	18
Female	7	71	78	22	8	83	92	8	14	72	86	14
Male	14	71	86	14	6	71	77	23	10	68	78	22
Black	4	56	59	41	7	69	76	24	6	53	59	41
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	15	74	89	11	6	80	86	14	14	76	90	10
Multiple Races	<	<	<	<	7	87	93	7	8	69	77	23
Students with Disabilities	-	36	36	64	-	31	31	69	4	46	50	50
Students without Disabilities	12	75	87	13	8	85	94	6	13	75	89	11
Economically Disadvantaged	11	66	77	23	7	77	84	16	8	66	74	26
Not Economically Disadvantaged	10	77	88	13	8	79	87	13	17	76	93	7
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	68	74	26	17	65	82	18	13	68	81	19
Female	3	74	77	23	18	68	86	14	12	76	88	12
Male	9	62	71	29	16	62	78	22	14	60	74	26
Black	-	60	60	40	7	59	66	34	10	63	73	27
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	8	72	80	20	21	67	88	12	11	71	82	18
Multiple Races	-	57	57	43	<	<	<	<	25	63	88	13
Students with Disabilities	-	23	23	77	-	42	42	58	9	27	36	64
Students without Disabilities	6	73	79	21	19	68	87	13	14	77	91	9
Economically Disadvantaged	1	63	64	36	10	64	75	25	15	64	79	21
Not Economically Disadvantaged	13	76	89	11	26	66	91	9	10	73	84	16
English Learners	<	<	100	0					<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	57	76	24	12	69	81	19	16	65	81	19
Female	22	53	75	25	11	73	84	16	12	74	86	14
Male	17	60	77	23	14	64	78	22	20	55	76	24
Black	9	63	72	28	6	69	75	25	7	57	63	37
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	24	55	79	21	14	70	84	16	20	66	86	14
Multiple Races	18	45	64	36	8	62	69	31	<	<	100	0
Students with Disabilities	<	<	<	<	-	40	40	60	-	27	27	73
Students without Disabilities	21	61	82	18	13	71	84	16	18	70	88	13
Economically Disadvantaged	15	56	71	29	8	68	76	24	12	58	69	31
Not Economically Disadvantaged	25	58	82	18	19	70	89	11	20	73	93	7
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	62	78	22	8	61	70	30	10	65	75	25
Female	11	73	84	16	9	67	76	24	9	71	80	20
Male	20	54	74	26	8	58	66	34	10	58	69	31
Black	10	58	68	32	-	66	66	34	3	48	52	48
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	22	62	83	17	13	57	70	30	13	70	84	16
Multiple Races	-	77	77	23	<	<	<	<	-	75	75	25
Students with Disabilities	6	65	71	29	<	<	<	<	-	33	33	67
Students without Disabilities	18	62	80	20	9	65	74	26	11	69	80	20
Economically Disadvantaged	11	58	69	31	6	58	64	36	4	65	69	31
Not Economically Disadvantaged	22	67	88	12	11	65	76	24	18	65	82	18
Homeless									<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	76	77	23	3	63	66	34	1	79	81	19
Female	-	82	82	18	-	70	70	30	3	74	76	24
Male	3	69	72	28	5	58	63	38	-	84	84	16
Black	-	74	74	26	-	60	60	40	-	74	74	26
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	2	76	79	21	5	65	70	30	2	81	84	16
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	9	36	45	55	-	50	50	50	-	60	60	40
Students without Disabilities	-	83	83	17	4	67	70	30	2	82	84	16
Economically Disadvantaged	2	64	67	33	2	54	56	44	3	77	79	21
Not Economically Disadvantaged	-	93	93	7	4	80	84	16	-	82	82	18
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	74	86	14	10	79	90	10	16	74	90	10
Female	16	77	93	7	8	84	92	8	15	77	92	8
Male	8	72	80	20	13	75	88	13	17	72	89	11
Black	5	70	74	26	4	79	82	18	3	82	85	15
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	15	74	89	11	14	79	93	7	25	67	92	8
Multiple Races	<	<	100	0	<	<	100	0	-	90	90	10
Students with Disabilities	-	56	56	44	-	71	71	29	7	67	73	27
Students without Disabilities	13	77	90	10	12	80	92	8	17	75	93	7
Economically Disadvantaged	8	77	85	15	4	84	88	13	11	77	88	13
Not Economically Disadvantaged	15	71	87	13	15	76	91	9	21	72	93	7
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	75	81	19	5	62	67	33	9	87	96	4
Female	5	82	86	14	8	83	92	8	5	89	95	5
Male	10	60	70	30	3	45	48	52	11	86	96	4
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	8	79	88	13	7	70	77	23	11	83	94	6
Multiple Races	<	<	<	<					<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	6	77	84	16	4	67	71	29	9	89	98	2
Economically Disadvantaged	7	53	60	40	-	68	68	32	-	90	90	10
Not Economically Disadvantaged	6	94	100	0	8	58	67	33	11	86	97	3
Homeless									<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	<	<
Female	<	<	100	0	<	<	<	<
Male	<	<	100	0
White	<	<	100	0	<	<	<	<
Multiple Races	<	<	100	0
Students without Disabilities	<	<	100	0	<	<	<	<
Economically Disadvantaged	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	<	<
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	-	-	2
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	78	82	81
Kindergarten	120	126	131
Grade 1	137	143	141
Grade 2	124	130	131
Grade 3	118	133	131
Grade 4	105	119	137
Grade 5	138	110	114
Grade 6	130	148	112
Grade 7	125	119	150
Grade 8	115	118	119
Grade 9	152	133	123
Grade 10	101	138	124
Grade 11	119	96	129
Grade 12	106	110	84
Post Graduate	-	1	-
Total Enrollment	1,668	1,706	1,707

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	1668	1706	1707
Female	814	834	843
Male	854	872	864
Asian	1	1	1
Black	439	425	408
Hispanic	46	56	58
White	1049	1072	1092
Multiple Races	133	151	147
Students with Disabilities	205	201	221
Students without Disabilities	1463	1505	1486
Economically Disadvantaged	907	982	911
Not Economically Disadvantaged	761	724	796
English Learners	13	18	21
Not English Learners	1655	1688	1686
Homeless	2	4	7
Military Connected	25	24	17
Foster Care	5	8	3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,178	385	1,320	275	1,309	276
Female	577	176	658	118	670	116
Male	601	209	662	157	639	160
American Indian	-	-	<	<	<	<
Asian	<	<	<	<	<	<
Black	306	108	317	76	306	73
Hispanic	29	14	41	12	42	11
White	750	230	858	160	846	166
Multiple Races	92	33	102	27	113	26
Students with Disabilities	138	63	161	44	164	53
Economically Disadvantaged	590	297	712	210	656	207
English Learners	9	4	16	3	16	4
Homeless	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	43	42	1	3	14	0
	State	51325	41797	1944	889	5197	1395
Female	Division	29	22	0	2	5	0
	State	27479	18568	644	302	1991	571
Male	Division	14	20	1	1	9	0
	State	23842	23219	1299	582	3204	824
Black	Division	10	14	1	0	2	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	<	<	<	<	<	<
	State	7732	9780	323	169	2618	361
White	Division	30	22	0	2	9	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	<	<	<	<	<	<
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	0	6	1	1	4	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	13	29	1	3	8	0
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	0	<
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	103	86	84	89	86	14	14
Female	58	51	88	53	91	5	9
Male	45	35	78	36	80	9	20
Black	27	25	93	25	93	2	7
Hispanic	<	<	<	<	<	<	<
White	63	52	83	54	86	9	14
Multiple Races	<	<	<	<	<	<	<
Students with Disabilities	12	7	58	8	67	4	33
Economically Disadvantaged	54	43	80	46	85	8	15
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	-	-	-
Advanced Placement Course Enrollment	-	-	-
Dual Enrollment	115 / 24.06%	125 / 26.21%	134 / 29.13%
Governor's School Enrollment	16 / 3.35%	20 / 4.19%	20 / 4.35%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	145	88	39
	State	87,947	58,787	33
Female	Division	79	61	23
	State	44,125	32,246	27
Male	Division	66	27	59
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	40	22	45
	State	18,153	10,957	40
Hispanic	Division	<	<	100
	State	12,866	7,348	43
White	Division	89	55	38
	State	44,455	30,645	31
Multiple Races	Division	<	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	17	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	77	46	40
	State	30,889	16,128	48
English Learners	Division	<	<	100
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
State Licensures	Division	19	5	-
	State	1,573	2,069	2,206
Industry Certification	Division	178	205	251
	State	100,965	101,956	105,973
Workplace Readiness	Division	27	35	18
	State	41,819	35,066	38,829
Total Credentials Earned	Division	224	245	269
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	162	186	194
	State	118,467	115,609	120,035
CTE Completers	Division	102	102	78
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	57	51.5	53.4

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$2,935	$9,279	$2,160
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,880	$9,709	$3,773
	State	$7,803	$6,956	$1,918
2023-2024	Division	$3,216	$10,724	$2,879
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	202
Behaviors related to School Operations	239
Relationship Behaviors without Physical Harm	506
Behaviors of a Safety Concern	297
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	52

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	581	684	439
Out-of-School Suspension	163	197	168
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	30	59	29
Bus Suspension	210	213	173

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	84.5	89	89.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	44.8	51.4	27.8
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	52.1	58.9	31.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

13.97 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

10.68 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	58%	41%	0%	1%
2023-2024	55%	42%	0%	3%
2024-2025	51%	44%	0%	5%
< = 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	82%	81%	88%
Asian	-	91%	88%
Black	71%	73%	88%
Hispanic	85%	73%	88%
White	86%	86%	88%
Multiple Races	80%	84%	88%
Economically Disadvantaged	77%	73%	88%
English Learners	<	67%	88%
Students with Disabilities	43%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	85%	76%	85%
Asian	-	90%	85%
Black	74%	67%	85%
Hispanic	82%	68%	85%
White	89%	82%	85%
Multiple Races	86%	79%	85%
Economically Disadvantaged	79%	67%	85%
English Learners	<	64%	85%
Students with Disabilities	49%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	80%
Asian	-
Black	69%
Hispanic	77%
White	85%
Multiple Races	79%
Economically Disadvantaged	74%
English Learners	<
Students with Disabilities	30%

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

The Every Student Succeeds Act of 2015 requires 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	82%	84%	84%
Asian	-	90%	84%
Black	86%	83%	84%
Hispanic	<	83%	84%
White	81%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	75%	83%	84%
English Learners	<	80%	84%
Students with Disabilities	46%	79%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	<	56%	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	<	<	<
English Learner Proficiency	1	13	8%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	-	98.6%	-	98.8%	-
Asian	<	-	<	-	<	-
Black	99.1%	-	98.6%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	97.3%	-	98.5%	-	98.5%	-
Multiple Races	98.7%	-	98.7%	-	96.7%	-
Economically Disadvantaged	97.9%	-	98.7%	-	98.9%	-
Not Economically Disadvantaged	98.1%	-	98.4%	-	98.7%	-
English Learners	100%	-	100%	-	<	-
Students with Disabilities	94.5%	-	95.4%	-	97.6%	-
Students without Disabilities	98.5%	-	99%	-	98.9%	-
Female	97.8%	-	98.3%	-	99.4%	-
Male	98.1%	-	98.8%	-	98.1%	-

< = 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

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act