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Charlottesville City Public Schools

General school information

Division: Charlottesville City Public Schools
Division Number: 104
Address: 1562 Dairy Rd Charlottesville, VA 22903-1304
Superintendent: Dr. Royal A. Gurley Jr.
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

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

Accreditation Status
Elementary Schools
Burnley-Moran ElementaryAccredited
Greenbrier ElementaryAccredited
Jackson-Via ElementaryAccredited
Johnson ElementaryAccredited
Summit ElementaryAccredited with Conditions
Trailblazer ElementaryAccredited
Middle Schools
Buford MiddleAccredited
Walker Upper ElementaryAccredited with Conditions
High Schools
Charlottesville HighAccredited

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 16 47 63 37 17 48 65 35 17 47 65 35
Female 17 47 65 35 18 48 66 34 19 47 66 34
Male 16 46 62 38 16 48 64 36 15 48 63 37
Asian 12 54 67 33 10 45 54 46 13 46 59 41
Black 3 33 37 63 3 39 42 58 2 38 40 60
Hispanic 9 42 51 49 8 44 53 47 7 44 51 49
White 30 56 86 14 31 57 88 12 33 57 89 11
Multiple Races 12 50 62 38 11 45 55 45 12 39 51 49
Students with Disabilities 8 27 35 65 9 31 41 59 7 31 37 63
Students without Disabilities 18 50 68 32 18 51 69 31 19 50 69 31
Economically Disadvantaged 6 36 42 58 5 39 44 56 4 38 42 58
Not Economically Disadvantaged 28 58 86 14 30 58 88 12 31 56 87 13
English Learners - 22 22 78 - 19 19 81 1 19 20 80
Homeless < < < < 4 36 40 60 2 26 28 72
Military Connected < < 100 0 < < 100 0 40 40 80 20
Foster Care 20 30 50 50 < < < < < < < <
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 16 54 70 30 16 47 63 37 16 48 64 36
Female 16 56 73 27 16 51 67 33 16 48 64 36
Male 16 52 68 32 15 44 59 41 17 48 65 35
Asian 29 57 86 14 6 41 47 53 12 50 62 38
Black 2 38 40 60 3 35 37 63 - 38 38 63
Hispanic 10 57 67 33 5 43 49 51 6 39 45 55
White 24 65 88 12 29 57 86 14 31 57 88 12
Multiple Races 18 50 68 32 14 45 59 41 6 45 51 49
Students with Disabilities 7 36 44 56 12 30 42 58 3 33 36 64
Students without Disabilities 18 58 75 25 16 49 66 34 18 50 68 32
Economically Disadvantaged 5 42 46 54 4 37 41 59 4 36 40 60
Not Economically Disadvantaged 24 63 86 14 30 59 89 11 27 59 86 14
English Learners - 37 37 63 - 38 38 62 2 23 25 75
Homeless < < < < < < < < < < < <
Foster Care < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 49 65 35 19 51 70 30 19 48 67 33
Female 18 49 68 32 21 53 74 26 23 49 73 27
Male 15 48 64 36 18 49 66 34 14 46 60 40
Asian - 44 44 56 13 53 67 33 10 48 57 43
Black 3 31 34 66 2 42 44 56 - 38 38 62
Hispanic 9 49 57 43 13 48 61 39 5 48 53 48
White 29 58 88 13 31 57 88 12 37 56 92 8
Multiple Races 9 56 66 34 13 47 60 40 16 40 56 44
Students with Disabilities 8 19 27 73 10 35 44 56 15 32 47 53
Students without Disabilities 18 54 73 27 21 54 74 26 19 49 69 31
Economically Disadvantaged 5 31 36 64 4 43 47 53 7 36 43 57
Not Economically Disadvantaged 25 63 88 12 32 57 89 11 33 60 93 7
English Learners - 29 29 71 - 33 33 67 3 38 41 59
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
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 8 44 51 49 11 51 62 38 11 53 64 36
Female 7 45 52 48 12 50 61 39 13 53 66 34
Male 8 43 51 49 10 52 62 38 10 52 62 38
Asian 15 60 75 25 6 31 38 63 25 50 75 25
Black 2 23 26 74 1 29 30 70 - 31 31 69
Hispanic 2 29 31 69 - 55 55 45 9 48 57 43
White 14 64 79 21 21 63 85 15 18 69 87 13
Multiple Races 3 41 45 55 5 55 61 39 7 44 51 49
Students with Disabilities 7 19 26 74 2 33 36 64 6 30 36 64
Students without Disabilities 8 48 56 44 12 54 66 34 12 57 69 31
Economically Disadvantaged 3 28 30 70 3 33 36 64 1 34 36 64
Not Economically Disadvantaged 14 63 77 23 19 69 88 12 19 69 88 12
English Learners - 23 23 77 - 9 9 91 - 6 6 94
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 16 48 64 36 12 46 58 42 19 40 58 42
Female 17 47 64 36 15 44 58 42 21 35 56 44
Male 14 50 64 36 10 48 58 42 17 44 61 39
Asian 9 64 73 27 13 75 88 13 11 21 32 68
Black 4 29 33 67 4 35 39 61 3 28 31 69
Hispanic 10 44 54 46 - 45 45 55 12 45 58 42
White 27 59 86 14 29 59 88 12 32 49 81 19
Multiple Races 8 50 58 42 5 24 30 70 15 35 50 50
Students with Disabilities 7 23 30 70 10 28 38 63 7 24 31 69
Students without Disabilities 17 53 70 30 13 49 62 38 21 43 64 36
Economically Disadvantaged 10 42 52 49 4 37 41 59 5 31 36 64
Not Economically Disadvantaged 27 60 87 13 24 59 83 17 34 49 83 17
English Learners - 7 7 93 - 23 23 77 2 5 7 93
Homeless < < < < - 30 30 70
Military Connected < < 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 12 42 54 46 18 47 66 34 12 49 61 39
Female 8 43 51 49 21 45 66 34 15 48 64 36
Male 17 41 58 42 14 51 65 35 9 49 58 42
Asian 7 60 67 33 11 39 50 50 13 44 56 44
Black 3 27 30 70 5 36 40 60 1 51 52 48
Hispanic 11 31 42 58 15 38 54 46 2 43 45 55
White 26 56 82 18 32 59 91 9 28 58 86 14
Multiple Races 6 53 59 41 4 50 54 46 5 32 38 62
Students with Disabilities 5 29 34 66 12 28 40 60 3 35 38 62
Students without Disabilities 13 44 58 42 19 51 70 30 14 51 65 35
Economically Disadvantaged 3 31 34 66 7 38 45 55 3 41 43 57
Not Economically Disadvantaged 26 58 84 16 33 60 93 7 26 61 88 12
English Learners - 9 9 91 - 3 3 97 - 13 13 87
Homeless < < < < < < 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 13 41 54 46 12 42 54 46 14 53 67 33
Female 15 46 62 38 9 46 54 46 15 54 69 31
Male 11 37 48 52 15 39 54 46 12 52 65 35
Asian 11 33 44 56 7 29 36 64 12 53 65 35
Black 4 26 30 70 1 38 39 61 4 38 42 58
Hispanic 4 45 49 51 8 35 43 57 5 49 53 47
White 27 55 82 18 28 56 84 16 25 71 96 4
Multiple Races 16 58 74 26 8 33 42 58 10 34 45 55
Students with Disabilities 9 22 31 69 6 19 25 75 7 33 40 60
Students without Disabilities 14 46 60 40 13 46 59 41 15 56 70 30
Economically Disadvantaged 4 28 32 68 4 37 40 60 3 45 47 53
Not Economically Disadvantaged 24 57 81 19 28 53 81 19 27 63 90 10
English Learners - 9 9 91 - 3 3 97 - 9 9 91
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
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 35 47 82 18 30 51 80 20 29 41 70 30
Female 38 45 83 17 29 51 79 21 30 40 70 30
Male 31 49 80 20 30 51 81 19 28 42 71 29
Asian 19 63 81 19 < < < < 18 59 76 24
Black 5 62 67 33 7 56 63 37 7 41 47 53
Hispanic 29 50 79 21 20 46 66 34 13 38 50 50
White 59 35 94 6 46 47 93 7 54 40 94 6
Multiple Races 30 40 70 30 26 63 89 11 26 41 67 33
Students with Disabilities 15 47 62 38 15 45 60 40 6 29 34 66
Students without Disabilities 37 47 84 16 32 52 84 16 32 42 75 25
Economically Disadvantaged 10 56 66 34 11 53 64 36 9 44 53 47
Not Economically Disadvantaged 55 39 94 6 42 49 92 8 45 39 84 16
English Learners - 30 30 70 - 4 4 96 - 22 22 78
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2021-2022 2022-2023 2023-2024
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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 47 55 45 12 48 60 40 13 50 63 37
Female 7 49 56 44 11 50 61 39 11 51 61 39
Male 10 44 55 45 13 47 60 40 15 49 64 36
Asian 14 55 69 31 12 48 60 40 7 53 59 41
Black - 24 25 75 2 32 34 66 1 38 38 62
Hispanic 3 40 44 56 4 49 53 47 5 49 54 46
White 15 65 80 20 22 62 84 16 26 59 85 15
Multiple Races 8 44 52 48 9 40 49 51 7 46 54 46
Students with Disabilities 2 25 26 74 5 29 34 66 2 26 28 72
Students without Disabilities 10 50 60 40 13 52 65 35 14 53 68 32
Economically Disadvantaged 2 33 35 65 3 38 41 59 3 41 43 57
Not Economically Disadvantaged 15 61 75 25 23 61 84 16 24 60 84 16
English Learners 1 26 26 74 - 32 32 68 1 34 35 65
Homeless < < < < - 22 22 78 - 35 35 65
Military Connected < < < < 27 64 91 9 14 71 86 14
Foster Care 9 27 36 64 < < < < < < < <
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 47 57 43 14 46 59 41 15 45 60 40
Female 7 48 55 45 13 46 59 41 10 44 53 47
Male 12 46 58 42 14 45 59 41 21 46 67 33
Asian 19 50 69 31 - 50 50 50 9 52 61 39
Black - 17 17 83 3 26 28 72 1 26 27 73
Hispanic 8 46 54 46 3 46 49 51 3 38 40 60
White 14 67 81 19 26 58 85 15 30 55 85 15
Multiple Races 16 40 56 44 9 40 49 51 8 44 52 48
Students with Disabilities 5 16 22 78 6 33 39 61 6 18 24 76
Students without Disabilities 11 53 64 36 14 47 61 39 16 48 64 36
Economically Disadvantaged 3 29 32 68 5 33 37 63 3 32 35 65
Not Economically Disadvantaged 14 59 73 27 24 61 85 15 26 56 82 18
English Learners - 29 29 71 2 31 33 67 - 30 30 70
Homeless < < < < < < < < - 36 36 64
Foster Care < < < <
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 14 42 56 44 18 46 64 36 15 47 62 38
Female 9 46 55 45 16 46 62 38 14 49 63 37
Male 17 39 57 43 19 46 65 35 16 45 61 39
Asian 11 33 44 56 33 40 73 27 4 42 46 54
Black 1 15 16 84 2 24 27 73 - 31 31 69
Hispanic 9 49 57 43 4 60 64 36 - 45 45 55
White 24 55 79 21 27 56 83 17 32 60 92 8
Multiple Races 8 50 58 42 15 48 63 37 9 43 52 48
Students with Disabilities 2 13 15 85 8 21 29 71 - 32 32 68
Students without Disabilities 16 47 63 37 19 51 70 30 17 49 66 34
Economically Disadvantaged 3 25 28 72 4 32 36 64 4 37 41 59
Not Economically Disadvantaged 22 55 78 22 29 58 87 13 28 59 87 13
English Learners 4 28 32 68 - 35 35 65 - 34 34 66
Homeless < < < < < < < < - 20 20 80
Military Connected < < < < < < 100 0 < < 100 0
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 7 33 40 60 10 40 50 50 13 41 54 46
Female 4 35 39 61 7 42 50 50 10 42 53 47
Male 10 31 42 58 12 38 51 49 16 39 55 45
Asian 22 43 65 35 6 44 50 50 7 57 64 36
Black 1 16 18 82 1 17 18 82 - 18 18 83
Hispanic 2 17 19 81 8 31 39 61 11 39 50 50
White 14 55 69 31 16 60 76 24 24 54 78 22
Multiple Races - 24 24 76 9 27 36 64 7 34 41 59
Students with Disabilities - 23 23 77 2 18 20 80 2 17 19 81
Students without Disabilities 8 35 43 57 11 44 55 45 15 45 60 40
Economically Disadvantaged 1 20 21 79 1 23 24 76 1 24 25 75
Not Economically Disadvantaged 14 48 62 38 19 58 78 22 23 55 78 22
English Learners - 11 11 89 - 10 10 90 - 10 10 90
Homeless < < < < < < < <
Military Connected < < 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 11 45 56 44 13 36 49 51 17 38 55 45
Female 10 43 54 46 12 38 50 50 14 36 50 50
Male 12 46 59 41 14 34 48 52 21 39 60 40
Asian 13 54 67 33 10 48 57 43 5 38 43 57
Black - 16 16 84 4 24 28 72 1 24 25 75
Hispanic 5 43 48 53 2 31 33 67 11 44 56 44
White 19 61 81 19 30 52 83 17 32 45 77 23
Multiple Races 14 45 59 41 8 21 28 72 14 33 47 53
Students with Disabilities - 23 23 77 8 25 33 68 2 16 19 81
Students without Disabilities 13 48 61 39 14 38 52 48 20 41 61 39
Economically Disadvantaged 6 38 44 56 4 27 31 69 4 29 33 67
Not Economically Disadvantaged 20 57 77 23 26 48 74 26 33 47 79 21
English Learners - 12 12 88 - 18 18 82 2 19 21 79
Homeless < < < < - 33 33 67
Military Connected < < < <
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 1 36 37 63 6 51 57 43 7 44 52 48
Female 1 36 37 63 7 52 59 41 6 47 53 47
Male 1 36 37 63 5 50 55 45 9 42 50 50
Asian 8 62 69 31 - 53 53 47 - 40 40 60
Black - 17 17 83 1 35 36 64 - 41 41 59
Hispanic - 25 25 75 3 47 50 50 4 31 35 65
White 2 67 68 32 13 73 87 13 21 61 82 18
Multiple Races - 38 38 62 4 32 36 64 3 39 42 58
Students with Disabilities - 25 25 75 2 24 27 73 - 24 24 76
Students without Disabilities 1 38 39 61 7 56 63 37 8 48 56 44
Economically Disadvantaged 1 24 25 75 3 39 42 58 2 35 37 63
Not Economically Disadvantaged 1 60 62 38 11 75 86 14 17 61 78 22
English Learners - 14 14 86 - 12 12 88 2 21 23 77
Homeless < < < < < < < < - 18 18 82
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 - 21 21 79 1 23 23 77 - 36 36 64
Female - 23 23 77 - 26 26 74 - 35 35 65
Male - 19 19 81 1 20 21 79 - 38 38 62
Asian < < < < - 17 17 83 - 40 40 60
Black - 14 14 86 1 13 14 86 - 36 36 64
Hispanic - 20 20 80 - 29 29 71 - 39 39 61
White - 36 36 64 - 48 48 52 - 50 50 50
Multiple Races - 31 31 69 - 19 19 81 - 19 19 81
Students with Disabilities - 22 22 78 3 19 22 78 - 30 30 70
Students without Disabilities - 21 21 79 - 24 24 76 - 38 38 62
Economically Disadvantaged - 16 16 84 - 21 21 79 - 32 32 68
Not Economically Disadvantaged - 34 34 66 3 32 35 65 - 54 54 46
English Learners - 14 14 86 - 13 13 87 - 14 14 86
Homeless < < < < < < < <
Foster Care < < < < < < < < < < < <
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 7 71 77 23 12 72 84 16 9 73 81 19
Female 5 75 81 19 15 73 88 12 8 76 84 16
Male 8 66 74 26 9 71 80 20 9 70 79 21
Asian 6 88 94 6 20 65 85 15 8 76 84 16
Black - 56 56 44 - 72 72 28 - 68 68 32
Hispanic 2 77 79 21 6 79 85 15 5 79 84 16
White 14 75 88 12 24 68 91 9 19 72 90 10
Multiple Races 11 79 89 11 11 81 93 7 2 79 81 19
Students with Disabilities 2 50 52 48 2 53 56 44 - 43 43 57
Students without Disabilities 8 74 82 18 13 75 88 12 10 77 87 13
Economically Disadvantaged - 66 66 34 3 75 78 22 3 72 74 26
Not Economically Disadvantaged 13 74 87 13 24 67 91 9 17 75 91 9
English Learners - 86 86 14 - 87 87 13 1 81 83 17
Homeless < < 100 0 < < < < - 83 83 17
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 81 19 12 66 78 22 23 67 90 10
Female 17 68 84 16 2 70 72 28 21 67 88 12
Male 16 61 77 23 20 62 82 18 25 66 92 8
Asian < < < < < < < < 27 73 100 0
Black - 67 67 33 - 36 36 64 - 67 67 33
Hispanic 5 55 60 40 11 61 72 28 9 64 73 27
White 25 69 95 5 17 76 93 7 30 63 93 7
Multiple Races 14 57 71 29 10 50 60 40 13 87 100 0
Students with Disabilities < < < < 11 44 56 44 < < < <
Students without Disabilities 18 66 84 16 13 69 81 19 24 67 91 9
Economically Disadvantaged - 67 67 33 - 50 50 50 3 70 73 27
Not Economically Disadvantaged 25 64 89 11 17 72 89 11 31 65 96 4
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < <
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 88 91 9 27 67 94 6 20 75 95 5
Female 2 88 90 10 24 73 98 2 21 67 88 13
Male 4 87 91 9 29 60 90 10 20 80 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 3 89 92 8 28 66 94 6 23 73 96 4
Multiple Races < < < < 17 83 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 3 88 91 9 27 68 95 5 21 75 95 5
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 3 90 93 7 30 65 94 6 22 73 95 5
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 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 12 41 53 47 13 43 56 44 12 51 62 38
Female 10 45 55 45 11 44 55 45 10 50 61 39
Male 13 37 51 49 15 42 57 43 13 51 64 36
Asian 8 49 58 42 7 35 42 58 11 46 56 44
Black 2 27 29 71 1 28 30 70 1 31 32 68
Hispanic 2 29 31 69 4 38 42 58 7 44 50 50
White 24 57 81 19 24 58 83 18 21 67 88 12
Multiple Races 10 37 47 53 12 36 48 52 8 50 58 42
Students with Disabilities 9 24 33 67 5 24 30 70 3 28 31 69
Students without Disabilities 12 44 56 44 14 46 60 40 13 54 67 33
Economically Disadvantaged 2 28 30 70 1 31 32 68 2 38 40 60
Not Economically Disadvantaged 21 54 75 25 25 56 81 19 21 62 84 16
English Learners - 10 10 90 1 18 19 81 1 24 25 75
Homeless 5 19 24 76 - 35 35 65
Military Connected < < 100 0 < < < < < < < <
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 8 32 40 60 13 37 50 50 16 41 56 44
Female 7 32 39 61 9 39 47 53 12 42 54 46
Male 8 33 41 59 16 36 52 48 19 39 59 41
Asian 13 48 61 39 - 25 25 75 21 29 50 50
Black 2 13 15 85 3 13 16 84 1 19 20 80
Hispanic 2 12 13 87 3 32 34 66 7 39 46 54
White 15 59 74 26 25 55 80 20 27 57 83 17
Multiple Races 3 18 21 79 7 34 41 59 10 37 46 54
Students with Disabilities 7 19 26 74 7 14 21 79 2 23 26 74
Students without Disabilities 8 35 42 58 14 41 54 46 18 44 62 38
Economically Disadvantaged 2 18 19 81 1 22 24 76 2 25 27 73
Not Economically Disadvantaged 14 49 63 37 25 53 77 23 27 54 81 19
English Learners - 5 5 95 - 4 4 96 - 7 7 93
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 40 47 53 6 36 42 58 10 52 62 38
Female 6 43 49 51 4 34 38 63 11 47 59 41
Male 8 37 45 55 8 39 47 53 8 57 66 34
Asian 5 40 45 55 - 22 22 78 12 59 71 29
Black 3 20 23 77 1 20 21 79 1 27 28 72
Hispanic - 37 37 63 5 22 27 73 5 38 43 57
White 15 61 76 24 12 65 76 24 18 76 94 6
Multiple Races 10 45 55 45 6 31 36 64 7 39 46 54
Students with Disabilities 7 22 30 70 3 20 23 77 3 31 34 66
Students without Disabilities 7 44 51 49 6 39 45 55 11 54 65 35
Economically Disadvantaged 1 26 27 73 1 24 25 75 1 37 38 62
Not Economically Disadvantaged 14 57 71 29 15 59 75 25 19 68 88 12
English Learners - 5 5 95 - 2 2 98 - 6 6 94
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 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 20 48 68 32 18 52 70 30 10 60 70 30
Female 17 54 71 29 17 55 72 28 10 61 71 29
Male 24 41 65 35 18 49 67 33 11 59 70 30
Asian 7 67 73 27 19 52 71 29 4 44 48 52
Black - 46 46 54 - 47 47 53 - 45 45 55
Hispanic 6 42 48 52 5 52 57 43 10 53 63 37
White 40 48 88 12 31 56 87 13 20 70 91 9
Multiple Races 21 54 75 25 26 41 67 33 3 78 81 19
Students with Disabilities 6 32 38 62 4 34 38 62 - 35 35 65
Students without Disabilities 22 50 72 28 20 55 74 26 12 63 75 25
Economically Disadvantaged 3 44 47 53 2 46 48 52 1 52 53 47
Not Economically Disadvantaged 34 52 86 14 30 56 86 14 19 67 86 14
English Learners - 20 20 80 - 42 42 58 2 41 42 58
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 81 19 10 60 70 30 5 60 65 35
Female 5 79 84 16 < < < < - 70 70 30
Male 18 59 76 24 9 64 73 27 10 50 60 40
Asian < < < < < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 12 76 88 12 < < 100 0 8 75 83 17
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 11 69 80 20 11 63 74 26 6 71 76 24
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 13 77 90 10 13 75 88 13 7 80 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < - 30 30 70
Female < < < < - 31 31 69
Male < < < < < < < < - 29 29 71
Asian < < 100 0
Black < < < < < < < < - 33 33 67
Hispanic - 20 20 80
White < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < - 33 33 67
Economically Disadvantaged < < < < < < < < - 35 35 65
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 44 55 45 15 36 51 49 24 37 61 39
Female 9 46 55 45 12 41 53 47 23 40 63 37
Male 13 41 55 45 18 32 50 50 25 35 60 40
American Indian < < < <
Asian 13 49 62 38 15 38 54 46 25 50 75 25
Black 1 27 28 72 - 24 25 75 3 25 27 73
Hispanic 5 39 44 56 13 29 42 58 18 40 57 43
White 22 59 81 19 31 51 82 18 44 45 89 11
Multiple Races 13 40 53 47 14 36 50 50 20 38 57 43
Students with Disabilities 3 22 25 75 3 13 16 84 3 17 20 80
Students without Disabilities 13 47 60 40 18 41 59 41 28 41 69 31
Economically Disadvantaged 1 29 30 70 3 30 32 68 6 32 38 62
Not Economically Disadvantaged 22 59 81 19 34 46 80 20 42 42 84 16
English Learners - 16 16 84 - 17 17 83 2 23 25 75
Homeless < < < < 10 30 40 60 < < < <
Military Connected < < 100 0 < < < < < < < <
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 - 25 25 75 - 8 8 92 - 17 17 83
Female - 17 17 83 < < < < < < < <
Male - 33 33 67 < < < < - 18 18 82
Asian < < < < < < < < < < < <
Black < < < < < < < < - - - 100
Hispanic < < < < < < < < < < < <
White - 33 33 67 < < 100 0 < < 100 0
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 28 28 72 < < < < - 17 17 83
Economically Disadvantaged - 6 6 94 < < < < - 17 17 83
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners - 9 9 91 < < < < < < < <
Homeless < < < <
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 < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
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 3 41 44 56 4 12 15 85 - 17 17 83
Female 8 31 38 62 - 14 14 86 - 25 25 75
Male - 48 48 52 8 8 17 83 - 7 7 93
Asian < < < < < < < < < < < <
Black - 14 14 86 < < < < - 12 12 88
Hispanic 10 50 60 40 < < < < < < < <
White - 77 77 23 < < < < < < < <
Multiple Races 9 55 64 36 < < < < < < < <
Students with Disabilities - 50 50 50 < < < < - 15 15 85
Students without Disabilities 4 39 43 57 5 15 20 80 - 18 18 82
Economically Disadvantaged - 24 24 76 - 9 9 91 - 4 4 96
Not Economically Disadvantaged 8 64 72 28 < < < < < < < <
English Learners < < < < < < < < < < < <
Homeless < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 1 19 20 80 - 20 20 80
Female 7 61 67 33 - 22 22 78 - 15 15 85
Male 18 52 70 30 2 17 19 81 - 23 23 77
American Indian < < < <
Asian 6 56 63 38 < < < < < < 100 0
Black 1 42 43 57 - 8 8 92 - 13 13 88
Hispanic 2 49 51 49 - 33 33 67 < < < <
White 22 68 90 10 - 38 38 62 < < < <
Multiple Races 16 63 79 21 < < < < < < < <
Students with Disabilities 5 22 27 73 - 7 7 93 - - - 100
Students without Disabilities 13 62 74 26 1 24 26 74 - 26 26 74
Economically Disadvantaged 1 43 44 56 1 15 16 84 - 20 20 80
Not Economically Disadvantaged 20 69 89 11 - 41 41 59 < < < <
English Learners - 19 19 81 - 14 14 86 - 27 27 73
Homeless < < 100 0 < < 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 11 39 50 50 12 48 60 40 21 51 73 27
Female 12 44 56 44 6 53 59 41 22 53 74 26
Male 10 35 45 55 18 43 61 39 21 49 71 29
Asian 12 41 53 47 17 33 50 50 20 60 80 20
Black - 24 24 76 - 44 44 56 3 39 42 58
Hispanic 4 39 43 57 11 29 40 60 13 45 58 42
White 26 55 82 18 26 64 90 10 36 60 96 4
Multiple Races 10 35 45 55 7 47 53 47 24 48 71 29
Students with Disabilities 2 22 24 76 3 25 28 72 4 28 32 68
Students without Disabilities 13 43 55 45 13 52 65 35 23 54 77 23
Economically Disadvantaged - 26 26 74 2 44 46 54 7 48 55 45
Not Economically Disadvantaged 25 56 81 19 30 56 86 14 37 54 90 10
English Learners - 11 11 89 - 18 18 82 5 16 21 79
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 35 49 51 26 36 62 38 36 30 65 35
Female 11 32 43 57 24 39 63 37 32 30 62 38
Male 17 38 55 45 27 34 61 39 39 29 68 32
Asian 25 63 88 13 < < < < < < 100 0
Black 1 18 19 81 1 17 18 82 4 22 26 74
Hispanic 10 24 34 66 32 36 68 32 47 40 87 13
White 23 51 74 26 39 45 84 16 54 31 85 15
Multiple Races 15 23 38 62 21 43 64 36 22 33 56 44
Students with Disabilities 3 17 20 80 6 12 18 82 5 15 21 79
Students without Disabilities 16 38 54 46 29 40 68 32 41 32 73 27
Economically Disadvantaged 2 23 25 75 5 28 34 66 9 25 33 67
Not Economically Disadvantaged 26 48 74 26 41 42 83 17 53 33 86 14
English Learners - 27 27 73 < < 100 0
Homeless < < < < < < < <
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

2021-20222022-20232023-2024
Division233741
State4,0064,4606,361
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 2023-20242024-2025
Pre-kindergarten213214
Kindergarten311307
Grade 1363327
Grade 2335350
Grade 3332335
Grade 4311335
Grade 5303282
Grade 6304288
Grade 7274282
Grade 8287282
Grade 9396395
Grade 10412376
Grade 11321359
Grade 12282311
Total Students4,4444,443

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

Fall Membership by Subgroups

2024 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 2023-20242024-2025
All Students44444443
Female21732167
Male22712276
American Indian21
Asian273347
Black11651129
Hispanic606614
Native Hawaiian11
White17851751
Multiple Races612600
Students with Disabilities555528
Students without Disabilities38893915
Economically Disadvantaged28052328
Not Economically Disadvantaged16392115
English Learners862923
Not English Learners35823520
Homeless7795
Military Connected3136
Foster Care1532
< = 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 178 93 4 4 10 18
State 50354 39349 1875 907 4438 1716
Female Division 89 46 2 1 3 9
State 27408 17323 610 350 1645 701
Male Division 89 47 2 3 7 9
State 22886 21945 1263 556 2789 1012
Asian Division 5 4 0 0 0 1
State 6025 1443 97 16 68 35
Black Division 26 36 1 0 3 9
State 8111 10540 640 225 1119 707
Hispanic Division 21 21 1 3 4 4
State 7130 8367 270 133 1858 359
White Division 105 24 2 1 2 2
State 25871 16565 763 464 1211 504
Multiple Races Division 21 8 0 0 1 2
State 3012 2256 97 62 170 106
Students with Disabilities Division 4 15 4 1 2 1
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 56 72 4 3 6 15
State 12779 21123 1108 494 2352 1214
English Learners Division 10 32 0 0 5 3
State 1583 4224 267 26 1427 150
Homeless Division 4 7 0 0 0 3
State 197 699 48 29 170 78
Foster Care Division < < < < 0 <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3072759027991103
Female150137911389232
Male157138881419075
Asian1099099000
Black756384638434
Hispanic544380468547
White136131961329722
Multiple Races322991299113
Students with Disabilities272385248927
Economically Disadvantaged156132851358764
English Learners5142824282510
Homeless141179117900
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken410 / 33.31%456 / 33.55%500 / 35.59%
Advanced Placement Course Enrollment496 / 40.29%520 / 38.26%558 / 39.72%
Dual Enrollment205 / 16.65%190 / 13.98%199 / 14.16%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision27017436
State87,31757,08135
FemaleDivision1349430
State43,70531,57728
MaleDivision1368041
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision743257
State18,62410,60143
HispanicDivision261735
State12,1106,62245
WhiteDivision14210526
State45,09830,84432
Multiple RacesDivision201335
State4,3802,92933
Students with DisabilitiesDivision241250
State8,1853,54857
Economically DisadvantagedDivision1085153
State30,33514,98751
English LearnersDivision221532
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2021-20222022-20232023-2024
State LicensuresDivision997
 State1,2361,5732,069
Industry CertificationDivision229237196
 State95,688100,965101,956
Workplace ReadinessDivision198172133
 State44,34841,81935,066
Total Credentials EarnedDivision436418336
 State143,862148,201142,668
Students Earning One or More CredentialsDivision393371300
 State115,682118,469115,609
CTE CompletersDivision130134131
 State45,09446,02848,643
NOCTI AssessmentsDivision---
 State2,5903,8443,577
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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
2019-2020Division$13,286$3,983$1,048
State$6,770$5,603$867
2020-2021Division$13,949$4,372$1,361
State$6,669$6,185$1,352
2021-2022Division$13,895$4,590$1,514
State$7,134$6,454$1,936
2022-2023Division$12,103$5,219$2,830
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 Students3,3097683,3068953,1061,097
Female1,6273731,6274131,528539
Male1,6823951,6794821,578558
American Indian<<<<--
Asian200151833020062
Black804348785351663389
Hispanic399127408141392185
Native Hawaiian--<<<<
White1,5611651,5172211,480264
Multiple Races343113410152370197
Students with Disabilities433155403147333165
Economically Disadvantaged2,2406791,5317001,840880
English Learners542125591215574328
Homeless13741415470
< = 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 45
Relationship Behaviors without Physical Harm 215
Behaviors of a Safety Concern 269
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 120
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10
Asian5.31.16.24.6
Black2867.926.358.4
Hispanic13.16.313.74.6
Native Hawaiian00
White4013.140.314.1
Multiple Races13.611.613.818.3
< = 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
  2022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10
Asian5.36.2
Black288026.371.4
Hispanic13.12013.77.1
Native Hawaiian00
White4040.3
Multiple Races13.613.821.4
< = 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
  2022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10
Asian5.36.2
Black2810026.3100
Hispanic13.113.7
Native Hawaiian00
White4040.3
Multiple Races13.613.8
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 54.768.174.2
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 45.126.829.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 64.252.353.2
< = 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

10.26 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

9.36 : 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
2021-202233%62%3%2%
2022-202331%63%2%4%
2023-202433%61%2%4%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students66%64%79%88%
Asian54%60%91%88%
Black42%39%68%88%
Hispanic52%51%68%88%
White90%88%85%88%
Multiple Races53%56%83%88%
Economically Disadvantaged44%43%68%88%
English Learners31%35%60%88%
Students with Disabilities39%38%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students60%58%74%85%
Asian57%63%90%85%
Black31%28%61%85%
Hispanic49%47%63%85%
White84%82%81%85%
Multiple Races51%50%77%85%
Economically Disadvantaged38%36%62%85%
English Learners37%38%58%85%
Students with Disabilities27%28%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students64%
Asian65%
Black31%
Hispanic55%
White89%
Multiple Races55%
Economically Disadvantaged42%
English Learners33%
Students with Disabilities34%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian82%90%84%
Black77%83%84%
Hispanic74%83%84%
White96%86%84%
Multiple Races86%89%84%
Economically Disadvantaged77%82%84%
English Learners64%77%84%
Students with Disabilities66%74%84%
Homeless<--
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students26%24%12%10%
Asian24%19%10%10%
Black37%34%12%10%
Hispanic32%29%12%10%
White15%14%12%10%
Multiple Races35%31%12%10%
Economically Disadvantaged32%32%13%10%
English Learners36%32%12%10%
Students with Disabilities33%30%14%10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress45%54%58%
English Learner Proficiency7%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress23352245%
English Learner Proficiency487137%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%98%2%
Asian99%1%100%-100%-
Black99%1%98%2%97%3%
Hispanic99%1%99%1%95%5%
White100%-99%1%99%1%
Multiple Races100%-99%1%98%2%
Economically Disadvantaged99%1%99%1%96%4%
Not Economically Disadvantaged100%-99%1%100%-
English Learners100%-100%-98%2%
Students with Disabilities98%2%98%2%98%2%
Students without Disabilities99%1%99%1%99%1%
Female100%-99%1%99%1%
Male99%1%99%1%99%1%
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students70%69%
Asian64%69%
Black51%47%
Hispanic61%60%
White90%88%
Multiple Races57%59%
Economically Disadvantaged53%52%
English Learners45%46%
Students with Disabilities52%45%

< = 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.

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

Charlottesville City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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