Charlottesville City Public Schools

Accreditation

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	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	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	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
Foster Care	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	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	<	<	<	<
Military Connected					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
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					<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	32	44	56	11	31	42	58
Female	16	36	53	47	11	32	43	57
Male	9	28	36	64	12	29	41	59
Asian	27	20	47	53	9	36	45	55
Black	1	17	18	82	1	14	16	84
Hispanic	-	23	23	77	9	29	37	63
White	26	50	76	24	24	48	72	28
Multiple Races	17	39	56	44	10	31	41	59
Students with Disabilities	2	14	16	84	3	3	5	95
Students without Disabilities	14	36	50	50	13	36	49	51
Economically Disadvantaged	2	16	18	82	3	21	25	75
Not Economically Disadvantaged	25	50	75	25	24	46	70	30
English Learners	-	5	5	95	-	-	-	100
Homeless					<	<	<	<
Military Connected					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	32	44	56	12	31	43	57
Female	16	36	53	47	11	32	43	57
Male	9	28	37	63	12	30	43	57
Asian	27	20	47	53	9	36	45	55
Black	1	18	19	81	1	15	16	84
Hispanic	-	23	23	77	9	29	37	63
White	26	50	76	24	24	49	73	27
Multiple Races	17	39	56	44	11	33	44	56
Students with Disabilities	2	15	17	83	3	3	6	94
Students without Disabilities	14	36	50	50	13	36	49	51
Economically Disadvantaged	2	17	19	81	3	22	25	75
Not Economically Disadvantaged	25	50	75	25	26	48	74	26
English Learners	-	5	5	95	-	-	-	100
Homeless					<	<	<	<
Military Connected					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<
Female					<	<	<	<
Male	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<
White					<	<	<	<
Multiple Races					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not 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	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
American Indian					<	<	100	0
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
Native Hawaiian					<	<	100	0
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
Military Connected	<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	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
Foster Care	<	<	100	0	<	<	<	<
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
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	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
American Indian					<	<	100	0
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	<	<	<	<
Native Hawaiian					<	<	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
American Indian	<	<	100	0	<	<	100	0
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
Native Hawaiian					<	<	100	0
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
American Indian					<	<	100	0
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
Native Hawaiian					<	<	100	0
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
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					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
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	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<
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
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	<	<	<	<
Foster Care	<	<	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

	2021-2022	2022-2023	2023-2024
Division	23	37	41
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	215	234	213
Kindergarten	302	344	311
Grade 1	322	339	363
Grade 2	315	347	335
Grade 3	342	316	332
Grade 4	339	349	311
Grade 5	301	318	303
Grade 6	322	299	304
Grade 7	277	302	274
Grade 8	322	281	287
Grade 9	370	437	396
Grade 10	302	346	412
Grade 11	289	291	321
Grade 12	272	288	282
Total Students	4,290	4,491	4,444

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	4290	4491	4444
Female	2073	2197	2173
Male	2184	2294	2271
American Indian	2	3	2
Asian	238	238	273
Black	1274	1256	1165
Hispanic	553	587	606
White	1766	1795	1785
Multiple Races	457	611	612
Students with Disabilities	587	562	555
Students without Disabilities	3703	3929	3889
Economically Disadvantaged	2005	2404	2805
Not Economically Disadvantaged	2285	2087	1639
English Learners	626	765	862
Not English Learners	3664	3726	3582
Homeless	28	56	77
Military Connected	24	20	31
Foster Care	24	8	15
< = 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	50340	39360	1868	906	4434	1716
Female	Division	89	46	2	1	3	9
	State	27397	17331	608	349	1644	700
Male	Division	89	47	2	3	7	9
	State	22883	21948	1258	556	2786	1013
Asian	Division	5	4	0	0	0	1
	State	6021	1445	96	16	68	37
Black	Division	26	36	1	0	3	9
	State	8112	10542	637	224	1119	708
Hispanic	Division	21	21	1	3	4	4
	State	7128	8364	268	133	1854	356
White	Division	105	24	2	1	2	2
	State	25863	16576	761	464	1211	504
Multiple Races	Division	21	8	0	0	1	2
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	4	15	4	1	2	1
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	56	72	4	3	6	15
	State	12777	21116	1106	493	2351	1207
English Learners	Division	10	32	0	0	5	3
	State	1583	4218	262	26	1426	145
Homeless	Division	4	7	0	0	0	3
	State	197	697	48	28	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 Students	307	275	90	279	91	10	3
Female	150	137	91	138	92	3	2
Male	157	138	88	141	90	7	5
Asian	10	9	90	9	90	0	0
Black	75	63	84	63	84	3	4
Hispanic	54	43	80	46	85	4	7
White	136	131	96	132	97	2	2
Multiple Races	32	29	91	29	91	1	3
Students with Disabilities	27	23	85	24	89	2	7
Economically Disadvantaged	156	132	85	135	87	6	4
English Learners	51	42	82	42	82	5	10
Homeless	14	11	79	11	79	0	0
Foster Care	<	<	<	<	<	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	410 / 33.31%	456 / 33.55%	500 / 35.59%
Advanced Placement Course Enrollment	496 / 40.29%	520 / 38.26%	558 / 39.72%
Dual Enrollment	205 / 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 Students	Division	270	174	36
	State	87,317	57,081	35
Female	Division	134	94	30
	State	43,705	31,577	28
Male	Division	136	80	41
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	74	32	57
	State	18,624	10,601	43
Hispanic	Division	26	17	35
	State	12,110	6,622	45
White	Division	142	105	26
	State	45,098	30,844	32
Multiple Races	Division	20	13	35
	State	4,380	2,929	33
Students with Disabilities	Division	24	12	50
	State	8,185	3,548	57
Economically Disadvantaged	Division	108	51	53
	State	30,335	14,987	51
English Learners	Division	22	15	32
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
State Licensures	Division	9	9	7
	State	1,236	1,563	2,069
Industry Certification	Division	229	237	196
	State	95,688	100,255	101,956
Workplace Readiness	Division	198	172	133
	State	44,348	41,819	35,066
Total Credentials Earned	Division	436	418	336
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	393	371	300
	State	115,682	117,932	115,611
CTE Completers	Division	130	134	131
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	72.5	67.6	66

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$13,286	$3,983	$1,048
	State	$6,770	$5,603	$867
2020-2021	Division	$13,949	$4,372	$1,361
	State	$6,669	$6,185	$1,352
2021-2022	Division	$13,895	$4,590	$1,514
	State	$7,134	$6,454	$1,936
2022-2023	Division	$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 Students	3,309	768	3,306	895	3,106	1,097
Female	1,627	373	1,627	413	1,528	539
Male	1,682	395	1,679	482	1,578	558
American Indian	<	<	<	<	-	-
Asian	200	15	183	30	200	62
Black	804	348	785	351	663	389
Hispanic	399	127	408	141	392	185
Native Hawaiian	-	-	<	<	<	<
White	1,561	165	1,517	221	1,480	264
Multiple Races	343	113	410	152	370	197
Students with Disabilities	433	155	403	147	333	165
Economically Disadvantaged	2,240	679	1,531	700	1,840	880
English Learners	542	125	591	215	574	328
Homeless	13	7	41	41	54	70
< = 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
Behaviors related to School Operations	116
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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0		0.1		0
Asian	5.6		5.3	1.1	6.2	4.6
Black	29.7	71.6	28	67.9	26.3	58.4
Hispanic	12.9	11.9	13.1	6.3	13.7	4.6
Native Hawaiian	-	-	0		0
White	41.2	7.5	40	13.1	40.3	14.1
Multiple Races	10.7	9	13.6	11.6	13.8	18.3
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0		0.1		0
Asian	5.6		5.3		6.2
Black	29.7	75	28	80	26.3	71.4
Hispanic	12.9		13.1	20	13.7	7.1
Native Hawaiian			0		0
White	41.2	12.5	40		40.3
Multiple Races	10.7	12.5	13.6		13.8	21.4
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0		0.1		0
Asian	5.6		5.3		6.2
Black	29.7		28	100	26.3	100
Hispanic	12.9		13.1		13.7
Native Hawaiian	-	-	0		0
White	41.2		40		40.3
Multiple Races	10.7		13.6		13.8
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	54.7	68.1	74.2
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	45.1	26.8	29.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	64.2	52.3	53.2
< = 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
2021-2022	33%	62%	3%	2%
2022-2023	31%	63%	2%	4%
2023-2024	33%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	66%	64%	79%	88%
Asian	54%	60%	91%	88%
Black	42%	39%	68%	88%
Hispanic	52%	51%	68%	88%
White	90%	88%	85%	88%
Multiple Races	53%	56%	83%	88%
Economically Disadvantaged	44%	43%	68%	88%
English Learners	31%	35%	60%	88%
Students with Disabilities	39%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	60%	58%	74%	85%
Asian	57%	63%	90%	85%
Black	31%	28%	61%	85%
Hispanic	49%	47%	63%	85%
White	84%	82%	81%	85%
Multiple Races	51%	50%	77%	85%
Economically Disadvantaged	38%	36%	62%	85%
English Learners	37%	38%	58%	85%
Students with Disabilities	27%	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 Group	Current Rate
All Students	64%
Asian	65%
Black	31%
Hispanic	55%
White	89%
Multiple Races	55%
Economically Disadvantaged	42%
English Learners	33%
Students with Disabilities	34%

< = 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	86%	84%	84%
Asian	82%	90%	84%
Black	77%	83%	84%
Hispanic	74%	83%	84%
White	96%	86%	84%
Multiple Races	86%	89%	84%
Economically Disadvantaged	77%	82%	84%
English Learners	64%	77%	84%
Students with Disabilities	66%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	26%	24%	12%	10%
Asian	24%	19%	10%	10%
Black	37%	34%	12%	10%
Hispanic	32%	29%	12%	10%
White	15%	14%	12%	10%
Multiple Races	35%	31%	12%	10%
Economically Disadvantaged	32%	32%	13%	10%
English Learners	36%	32%	12%	10%
Students with Disabilities	33%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	45%	54%	58%
English Learner Proficiency	7%	-	-

< = 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	233	522	45%
English Learner Proficiency	48	715	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	98%	2%
Asian	99%	1%	100%	-	100%	-
Black	99%	1%	98%	2%	97%	3%
Hispanic	99%	1%	99%	1%	95%	5%
White	100%	-	99%	1%	99%	1%
Multiple Races	100%	-	99%	1%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	96%	4%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	98%	2%
Students with Disabilities	98%	2%	98%	2%	98%	2%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	100%	-	99%	1%	99%	1%
Male	99%	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 Group	Growth English Reading	Growth Mathematics
All Students	70%	69%
Asian	64%	69%
Black	51%	47%
Hispanic	61%	60%
White	90%	88%
Multiple Races	57%	59%
Economically Disadvantaged	53%	52%
English Learners	45%	46%
Students with Disabilities	52%	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.

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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.

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality