Chesapeake City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
B.M. Williams Primary	Accredited
Butts Road Intermediate	Accredited
Butts Road Primary	Accredited
Camelot Elementary	Accredited
Cedar Road Elementary	Accredited
Crestwood Intermediate	Accredited
Deep Creek Central Elementary	Accredited
Deep Creek Elementary	Accredited
Edwin W. Chittum Elementary	Accredited
G.A. Treakle Elementary	Accredited
George W. Carver Intermediate	Accredited
Georgetown Primary	Accredited
Grassfield Elementary	Accredited
Great Bridge Intermediate	Accredited
Great Bridge Primary	Accredited
Greenbrier Intermediate	Accredited
Greenbrier Primary	Accredited
Hickory Elementary	Accredited
Norfolk Highlands Primary	Accredited
Portlock Primary	Accredited
Rena B. Wright Primary	Accredited with Conditions
Southeastern Elementary	Accredited
Southwestern Elementary	Accredited
Sparrow Road Intermediate	Accredited
Thurgood Marshall Elementary	Accredited
Truitt Intermediate	Accredited with Conditions
Western Branch Intermediate	Accredited
Western Branch Primary	Accredited
Middle Schools
Crestwood Middle	Accredited
Deep Creek Middle	Accredited
Great Bridge Middle	Accredited
Greenbrier Middle	Accredited
Hickory Middle	Accredited
Hugo A. Owens Middle	Accredited
Indian River Middle	Accredited
Jolliff Middle	Accredited
Oscar Smith Middle	Accredited
Western Branch Middle	Accredited
High Schools
Deep Creek High	Accredited
Grassfield High	Accredited
Great Bridge High	Accredited
Hickory High	Accredited
Indian River High	Accredited
Oscar F. Smith High	Accredited
Western Branch 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	15	64	78	22	14	64	78	22	14	65	79	21
Female	16	65	81	19	16	65	81	19	15	66	81	19
Male	13	62	75	25	13	63	76	24	12	64	76	24
American Indian	11	70	81	19	6	71	77	23	6	71	77	23
Asian	27	63	90	10	27	64	91	9	25	66	91	9
Black	8	58	66	34	7	59	67	33	8	60	67	33
Hispanic	12	63	76	24	13	63	76	24	11	64	75	25
Native Hawaiian	23	65	88	13	19	55	74	26	16	63	79	21
White	19	67	86	14	19	67	86	14	18	68	86	14
Multiple Races	16	66	82	18	16	65	81	19	15	68	82	18
Students with Disabilities	7	41	48	52	8	47	55	45	7	46	53	47
Students without Disabilities	16	68	84	16	16	68	84	16	15	69	85	15
Economically Disadvantaged	8	58	66	34	7	59	66	34	7	60	68	32
Not Economically Disadvantaged	18	66	84	16	19	67	86	14	18	68	86	14
English Learners	1	36	37	63	1	39	40	60	2	43	45	55
Homeless	3	44	47	53	2	45	47	53	5	45	50	50
Military Connected	19	68	86	14	18	68	86	14	18	68	86	14
Foster Care	2	47	49	51	5	47	52	48	6	56	62	38
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	11	63	74	26	13	60	74	26	12	62	74	26
Female	12	65	77	23	15	61	77	23	13	63	76	24
Male	10	61	71	29	12	60	71	29	11	60	72	28
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	15	74	89	11	14	76	90	10	24	59	83	17
Black	6	55	60	40	8	53	61	39	7	54	60	40
Hispanic	9	60	70	30	8	57	65	35	11	58	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	14	69	83	17	18	65	83	17	15	67	82	18
Multiple Races	13	65	78	22	15	61	76	24	12	69	81	19
Students with Disabilities	4	44	48	52	6	43	49	51	7	45	52	48
Students without Disabilities	12	66	78	22	15	65	80	20	14	66	80	20
Economically Disadvantaged	5	55	61	39	7	54	61	39	6	56	62	38
Not Economically Disadvantaged	13	67	80	20	17	64	81	19	17	66	83	17
English Learners	-	41	41	59	-	48	48	52	3	53	56	44
Homeless	-	43	43	57	<	<	<	<	-	43	43	57
Military Connected	16	68	84	16	18	64	82	18	17	65	82	18
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	62	79	21	17	63	80	20	15	64	79	21
Female	19	63	82	18	18	63	81	19	17	64	81	19
Male	14	62	76	24	15	63	78	22	13	64	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	33	55	88	12	28	67	95	5	14	79	93	7
Black	8	58	66	34	7	60	67	33	8	59	67	33
Hispanic	12	65	77	23	18	59	77	23	12	60	72	28
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	23	64	87	13	22	66	88	12	20	67	88	12
Multiple Races	15	66	80	20	20	61	81	19	17	65	83	17
Students with Disabilities	8	41	50	50	10	49	59	41	7	47	54	46
Students without Disabilities	18	66	84	16	18	66	85	15	17	69	86	14
Economically Disadvantaged	8	60	67	33	8	60	68	32	9	61	69	31
Not Economically Disadvantaged	20	63	84	16	22	65	87	13	19	66	86	14
English Learners	1	48	49	51	1	54	56	44	2	53	55	45
Homeless	4	43	48	52	6	28	33	67	-	42	42	58
Military Connected	19	67	86	14	23	66	89	11	21	65	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	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	11	67	78	22	9	67	76	24	11	65	76	24
Female	12	68	79	21	10	69	79	21	12	66	79	21
Male	10	67	77	23	9	65	74	26	10	64	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	29	56	85	15	22	69	90	10	24	67	91	9
Black	5	57	63	37	4	58	62	38	4	57	62	38
Hispanic	8	68	75	25	6	70	76	24	10	62	72	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	14	73	87	13	12	72	84	16	14	71	85	15
Multiple Races	10	73	82	18	10	69	79	21	12	70	82	18
Students with Disabilities	5	45	50	50	4	49	53	47	5	50	55	45
Students without Disabilities	12	71	83	17	10	72	82	18	12	70	82	18
Economically Disadvantaged	6	57	64	36	3	59	62	38	5	60	65	35
Not Economically Disadvantaged	13	71	84	16	13	72	84	16	15	70	85	15
English Learners	2	40	42	58	-	35	35	65	1	42	43	57
Homeless	-	50	50	50	-	37	37	63	-	55	55	45
Military Connected	15	73	88	12	12	74	86	14	16	72	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	13	61	74	26	14	63	77	23	13	64	77	23
Female	15	64	78	22	15	64	79	21	14	65	80	20
Male	12	58	70	30	12	63	75	25	12	62	74	26
American Indian	7	79	86	14	<	<	<	<	<	<	<	<
Asian	21	73	94	6	36	53	89	11	31	59	90	10
Black	6	52	58	42	6	58	64	36	7	56	63	37
Hispanic	11	60	71	29	11	62	73	27	9	67	76	24
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	66	84	16	18	68	86	14	18	67	85	15
Multiple Races	15	64	79	21	16	63	79	21	12	69	81	19
Students with Disabilities	6	36	43	57	9	46	56	44	6	38	44	56
Students without Disabilities	15	65	80	20	15	67	82	18	15	68	83	17
Economically Disadvantaged	7	52	59	41	7	56	63	37	8	59	66	34
Not Economically Disadvantaged	16	65	81	19	18	68	86	14	18	68	86	14
English Learners	3	20	23	78	4	19	23	77	2	38	40	60
Homeless	-	38	38	63	-	38	38	63	9	41	50	50
Military Connected	17	67	84	16	17	68	86	14	17	67	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	13	66	79	21	13	66	79	21	10	69	80	20
Female	13	69	83	17	14	68	82	18	12	70	83	17
Male	12	63	75	25	12	64	76	24	8	68	77	23
American Indian	<	<	100	0	-	82	82	18	<	<	<	<
Asian	24	65	89	11	22	74	96	4	22	67	89	11
Black	7	60	67	33	7	60	67	33	6	64	70	30
Hispanic	11	67	78	22	9	68	77	23	7	69	76	24
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	17	69	85	15	18	68	86	14	13	73	87	13
Multiple Races	10	73	82	18	15	70	85	15	10	69	79	21
Students with Disabilities	7	37	44	56	8	49	56	44	5	43	48	52
Students without Disabilities	14	72	86	14	14	70	85	15	11	74	85	15
Economically Disadvantaged	6	62	68	32	6	60	66	34	6	63	69	31
Not Economically Disadvantaged	16	68	84	16	17	69	86	14	13	74	87	13
English Learners	3	18	21	79	-	28	28	72	3	24	27	73
Homeless	6	41	47	53	6	56	63	38	6	50	56	44
Military Connected	17	70	87	13	16	70	86	14	13	74	87	13
Foster Care	<	<	<	<	8	38	46	54	<	<	<	<
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	12	63	75	25	11	64	75	25	11	67	78	22
Female	15	64	79	21	12	68	80	20	12	69	81	19
Male	10	62	72	28	11	59	70	30	10	64	74	26
American Indian	<	<	<	<	<	<	<	<	-	71	71	29
Asian	24	66	91	9	22	65	88	12	17	78	95	5
Black	5	56	61	39	6	58	64	36	6	60	66	34
Hispanic	13	62	76	24	10	62	72	28	7	70	77	23
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	17	68	84	16	15	67	82	18	15	69	84	16
Multiple Races	13	67	80	20	10	66	76	24	14	68	81	19
Students with Disabilities	6	33	40	60	9	41	49	51	5	39	44	56
Students without Disabilities	13	69	82	18	12	70	82	18	12	72	84	16
Economically Disadvantaged	7	55	62	38	6	56	62	38	5	60	65	35
Not Economically Disadvantaged	15	67	82	18	14	67	82	18	15	71	86	14
English Learners	2	24	25	75	4	21	25	75	-	28	28	72
Homeless	4	25	29	71	-	40	40	60	4	38	42	58
Military Connected	16	69	85	15	14	69	84	16	14	71	85	15
Foster Care	<	<	<	<	-	36	36	64	<	<	<	<
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	25	62	88	12	24	65	88	12	24	63	87	13
Female	26	63	89	11	25	65	90	10	26	62	89	11
Male	25	62	86	14	22	64	86	14	22	64	86	14
American Indian	<	<	<	<	15	69	85	15	12	65	76	24
Asian	41	52	93	7	42	49	91	9	39	56	95	5
Black	15	66	81	19	13	67	80	20	14	66	80	20
Hispanic	23	61	84	16	27	63	90	10	21	63	84	16
Native Hawaiian	<	<	100	0	27	55	82	18	<	<	<	<
White	31	62	93	7	30	64	94	6	31	62	93	7
Multiple Races	32	57	90	10	25	66	92	8	26	64	91	9
Students with Disabilities	8	50	58	42	11	54	65	35	14	54	67	33
Students without Disabilities	29	65	94	6	26	67	93	7	26	65	92	8
Economically Disadvantaged	15	65	80	20	11	69	80	20	13	65	79	21
Not Economically Disadvantaged	30	61	92	8	30	63	92	8	29	62	92	8
English Learners	-	42	42	58	2	38	40	60	2	44	46	54
Homeless	5	68	73	27	-	80	80	20	<	<	<	<
Military Connected	33	60	93	7	28	66	94	6	29	64	93	7
Foster Care	-	36	36	64	<	<	<	<	-	64	64	36
< = 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	18	52	70	30	17	55	72	28	21	57	78	22
Female	21	55	76	24	20	58	78	22	25	58	83	17
Male	14	50	64	36	14	51	65	35	17	56	73	27
American Indian	13	53	67	33	10	65	75	25	7	50	57	43
Asian	36	51	87	13	37	48	85	15	44	49	93	7
Black	7	48	55	45	7	51	58	42	7	58	65	35
Hispanic	18	52	69	31	18	54	73	27	19	55	75	25
Native Hawaiian	15	62	77	23	17	50	67	33	<	<	<	<
White	24	56	80	20	23	58	80	20	29	58	87	13
Multiple Races	19	55	74	26	19	56	75	25	25	56	81	19
Students with Disabilities	2	32	35	65	5	33	38	62	3	38	41	59
Students without Disabilities	20	56	77	23	19	59	78	22	24	60	84	16
Economically Disadvantaged	9	47	56	44	7	49	56	44	8	56	64	36
Not Economically Disadvantaged	21	55	76	24	23	57	80	20	27	58	85	15
English Learners	-	18	18	82	1	18	19	81	4	21	25	75
Homeless	-	25	25	75	-	43	43	57	<	<	100	0
Military Connected	24	56	80	20	21	58	79	21	27	59	86	14
Foster Care	-	36	36	64	5	33	38	62	<	<	<	<
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	49	61	39	13	50	64	36
Female	15	53	68	32	16	55	71	29
Male	9	45	54	46	11	46	56	44
American Indian	<	<	<	<	<	<	<	<
Asian	28	58	86	14	31	49	80	20
Black	5	40	46	54	7	42	49	51
Hispanic	13	48	61	39	14	50	64	36
Native Hawaiian	<	<	<	<	<	<	<	<
White	16	54	70	30	17	56	73	27
Multiple Races	14	51	65	35	14	52	66	34
Students with Disabilities	1	19	20	80	2	21	23	77
Students without Disabilities	14	54	68	32	15	55	71	29
Economically Disadvantaged	6	40	46	54	5	41	46	54
Not Economically Disadvantaged	15	53	67	33	18	55	73	27
English Learners	-	13	13	87	3	11	13	87
Homeless	-	16	16	84	-	15	15	85
Military Connected	16	55	71	29	17	55	72	28
Foster Care	<	<	<	<	10	20	30	70
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	22	56	78	22	21	59	79	21	21	57	78	22
Female	26	57	82	18	24	61	85	15	25	58	83	17
Male	19	55	74	26	18	56	74	26	17	56	73	27
American Indian	<	<	<	<	15	54	69	31	7	50	57	43
Asian	45	43	89	11	42	48	90	10	44	49	93	7
Black	9	55	63	37	8	59	67	33	7	58	65	35
Hispanic	22	55	77	23	23	58	81	19	19	55	75	25
Native Hawaiian	<	<	100	0	25	50	75	25	<	<	<	<
White	32	57	88	12	28	60	87	13	29	58	87	13
Multiple Races	24	58	82	18	24	60	84	16	25	56	81	19
Students with Disabilities	4	42	46	54	7	44	51	49	3	38	41	59
Students without Disabilities	26	58	85	15	23	62	85	15	24	60	84	16
Economically Disadvantaged	11	53	64	36	8	57	66	34	8	56	64	36
Not Economically Disadvantaged	27	57	84	16	27	59	86	14	27	58	85	15
English Learners	-	23	23	77	-	23	23	77	4	21	25	75
Homeless	-	35	35	65	-	59	59	41	<	<	100	0
Military Connected	32	57	89	11	26	61	87	13	27	59	86	14
Foster Care	<	<	<	<	-	45	45	55	<	<	<	<
< = 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	9	65	74	26	11	67	77	23	11	67	78	22
Female	8	67	75	25	10	69	78	22	10	68	79	21
Male	10	63	73	27	11	65	76	24	12	65	77	23
American Indian	7	70	77	23	7	74	80	20	5	67	71	29
Asian	25	68	93	7	30	63	93	7	29	63	92	8
Black	3	55	59	41	4	60	64	36	5	61	66	34
Hispanic	7	65	72	28	8	66	74	26	9	66	75	25
Native Hawaiian	12	65	77	23	12	65	77	23	19	57	76	24
White	12	71	83	17	14	72	86	14	15	71	86	14
Multiple Races	10	68	77	23	12	68	80	20	13	68	80	20
Students with Disabilities	4	43	47	53	6	51	56	44	5	49	55	45
Students without Disabilities	10	69	79	21	12	71	82	18	12	71	83	17
Economically Disadvantaged	4	56	60	40	5	60	64	36	5	62	67	33
Not Economically Disadvantaged	11	69	81	19	14	71	85	15	15	71	86	14
English Learners	3	44	47	53	4	48	51	49	4	45	48	52
Homeless	2	32	34	66	1	48	49	51	3	51	54	46
Military Connected	13	71	84	16	15	71	87	13	16	70	86	14
Foster Care	2	49	51	49	6	46	52	48	11	46	57	43
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	14	64	77	23	16	62	78	22	14	64	78	22
Female	12	65	77	23	13	62	76	24	12	65	77	23
Male	15	62	77	23	18	62	80	20	16	64	80	20
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	26	70	96	4	30	59	89	11	26	62	88	12
Black	5	57	62	38	7	58	65	35	6	57	63	37
Hispanic	11	65	75	25	11	59	71	29	10	68	77	23
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	19	68	87	13	22	67	88	12	20	68	87	13
Multiple Races	14	68	82	18	20	58	78	22	14	67	81	19
Students with Disabilities	7	45	52	48	9	49	57	43	7	50	57	43
Students without Disabilities	15	67	82	18	18	66	83	17	16	68	84	16
Economically Disadvantaged	6	58	63	37	7	57	65	35	7	60	67	33
Not Economically Disadvantaged	17	67	84	16	21	65	86	14	19	68	87	13
English Learners	2	59	61	39	8	51	60	40	4	53	57	43
Homeless	-	33	33	67	<	<	<	<	-	38	38	62
Military Connected	19	68	87	13	23	66	88	12	17	69	86	14
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	13	62	75	25	15	63	79	21	17	61	78	22
Female	11	64	75	25	13	66	79	21	15	62	77	23
Male	15	60	75	25	18	61	79	21	19	60	79	21
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	28	60	88	12	43	50	93	8	31	57	89	11
Black	5	51	57	43	5	60	65	35	8	57	65	35
Hispanic	10	65	74	26	13	63	76	24	14	58	71	29
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	19	67	86	14	22	67	88	12	24	64	88	12
Multiple Races	10	64	75	25	17	65	82	18	20	61	80	20
Students with Disabilities	5	41	46	54	8	50	58	42	8	47	55	45
Students without Disabilities	14	66	80	20	17	67	84	16	20	65	84	16
Economically Disadvantaged	6	52	58	42	6	60	66	34	9	58	66	34
Not Economically Disadvantaged	16	66	82	18	21	66	87	13	23	63	86	14
English Learners	4	51	55	45	4	57	61	39	5	46	50	50
Homeless	4	43	48	52	-	33	33	67	-	33	33	67
Military Connected	17	67	84	16	21	68	89	11	27	61	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	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	14	61	75	25	14	61	75	25	16	60	76	24
Female	12	62	74	26	13	64	77	23	17	60	77	23
Male	15	61	76	24	15	58	73	27	16	59	75	25
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	38	55	93	8	35	57	92	8	47	45	92	8
Black	5	52	58	42	6	53	59	41	6	55	61	39
Hispanic	10	60	70	30	11	62	73	27	13	60	73	27
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	67	86	14	19	66	84	16	22	64	85	15
Multiple Races	12	66	77	23	14	65	79	21	20	60	80	20
Students with Disabilities	5	42	47	53	7	44	50	50	6	46	53	47
Students without Disabilities	16	65	80	20	16	65	81	19	19	63	82	18
Economically Disadvantaged	6	52	59	41	5	54	59	41	8	56	64	36
Not Economically Disadvantaged	17	65	82	18	19	65	84	16	22	62	85	15
English Learners	6	33	39	61	-	48	48	52	3	42	45	55
Homeless	-	29	29	71	-	37	37	63	5	45	50	50
Military Connected	20	66	86	14	19	66	85	15	22	64	86	14
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	55	56	44	2	60	62	38	2	60	62	38
Female	1	58	59	41	2	61	63	37	2	61	63	37
Male	2	52	54	46	3	59	62	38	3	59	62	38
American Indian	-	70	70	30	<	<	<	<	<	<	<	<
Asian	5	86	91	9	10	73	83	17	10	71	80	20
Black	1	37	38	62	2	49	51	49	1	49	50	50
Hispanic	1	53	54	46	1	58	59	41	2	58	60	40
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	68	71	29	2	71	73	27	3	71	74	26
Multiple Races	1	62	63	37	4	58	62	38	2	60	61	39
Students with Disabilities	3	31	34	66	2	43	45	55	2	34	37	63
Students without Disabilities	2	61	62	38	2	66	68	32	2	67	69	31
Economically Disadvantaged	1	40	41	59	2	49	50	50	1	51	52	48
Not Economically Disadvantaged	2	64	67	33	3	70	73	27	4	71	74	26
English Learners	2	11	14	86	1	26	27	73	3	28	32	68
Homeless	-	13	13	87	-	50	50	50	-	62	62	38
Military Connected	3	69	72	28	5	73	77	23	4	70	73	27
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	62	66	34	3	66	70	30	3	69	71	29
Female	3	65	69	31	3	69	73	27	2	72	74	26
Male	4	59	64	36	3	63	67	33	3	66	69	31
American Indian	<	<	<	<	-	79	79	21	<	<	<	<
Asian	8	76	85	15	17	74	91	9	8	77	85	15
Black	2	50	51	49	1	53	54	46	2	60	61	39
Hispanic	4	62	66	34	3	65	68	32	2	63	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	5	71	76	24	4	76	80	20	3	77	80	20
Multiple Races	6	64	70	30	3	74	77	23	3	71	74	26
Students with Disabilities	4	33	37	63	3	45	47	53	2	38	41	59
Students without Disabilities	4	69	73	27	4	72	76	24	3	75	78	22
Economically Disadvantaged	3	49	52	48	2	55	56	44	2	60	62	38
Not Economically Disadvantaged	4	70	74	26	5	74	79	21	3	76	80	20
English Learners	4	20	24	76	-	17	17	83	-	31	31	69
Homeless	7	20	27	73	-	38	38	63	6	41	47	53
Military Connected	5	74	80	20	6	76	81	19	4	76	80	20
Foster Care	<	<	<	<	15	23	38	62	<	<	<	<
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	5	60	66	34	8	67	75	25	8	68	76	24
Female	5	63	68	32	8	70	78	22	8	71	79	21
Male	6	57	63	37	7	64	72	28	8	64	72	28
American Indian	<	<	<	<	<	<	<	<	-	67	67	33
Asian	22	66	88	12	26	65	91	9	26	70	95	5
Black	2	48	50	50	4	59	63	37	3	62	65	35
Hispanic	4	59	63	37	5	68	73	27	8	65	72	28
Native Hawaiian	-	75	75	25	<	<	<	<	<	<	<	<
White	7	69	76	24	10	72	82	18	10	72	82	18
Multiple Races	7	63	71	29	11	66	77	23	8	71	79	21
Students with Disabilities	2	31	33	67	4	46	50	50	3	43	46	54
Students without Disabilities	6	66	72	28	9	72	81	19	9	72	81	19
Economically Disadvantaged	3	47	50	50	4	60	64	36	4	61	65	35
Not Economically Disadvantaged	7	66	73	27	10	71	81	19	11	73	83	17
English Learners	2	25	27	73	5	32	36	64	3	26	29	71
Homeless	-	25	25	75	-	57	57	43	4	52	57	43
Military Connected	10	68	78	22	10	73	83	17	12	71	83	17
Foster Care	-	50	50	50	-	40	40	60	<	<	<	<
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	79	87	13	11	80	91	9	12	81	92	8
Female	7	81	88	12	12	81	93	7	13	82	94	6
Male	8	78	86	14	10	79	88	12	11	79	91	9
American Indian	-	83	83	17	17	75	92	8	8	69	77	23
Asian	29	68	97	3	35	63	98	2	35	64	99	1
Black	3	79	82	18	4	82	86	14	6	83	89	11
Hispanic	7	80	86	14	10	80	89	11	10	82	92	8
Native Hawaiian	<	<	100	0	-	92	92	8	<	<	<	<
White	9	80	90	10	15	79	94	6	15	80	95	5
Multiple Races	9	80	89	11	13	80	93	7	15	78	93	7
Students with Disabilities	2	70	72	28	4	77	81	19	4	81	84	16
Students without Disabilities	9	81	90	10	13	80	93	7	14	80	94	6
Economically Disadvantaged	3	77	80	20	5	80	85	15	6	83	89	11
Not Economically Disadvantaged	10	81	91	9	14	79	94	6	16	79	95	5
English Learners	4	68	72	28	3	75	78	22	6	72	78	22
Homeless	-	50	50	50	-	86	86	14	-	81	81	19
Military Connected	13	80	93	7	17	79	96	4	16	79	95	5
Foster Care	<	<	<	<	-	73	73	27	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	78	88	12	11	73	85	15	11	76	87	13
Female	10	79	89	11	10	76	86	14	11	77	88	12
Male	10	76	86	14	12	71	83	17	11	74	85	15
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	30	68	98	2	29	69	98	2	29	67	96	4
Black	3	73	76	24	4	65	69	31	5	64	69	31
Hispanic	8	83	91	9	9	76	85	15	8	78	85	15
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	11	80	91	9	13	78	91	9	12	80	92	8
Multiple Races	13	73	86	14	12	69	81	19	10	79	89	11
Students with Disabilities	3	59	61	39	9	49	58	42	2	50	52	48
Students without Disabilities	11	79	89	11	11	76	88	12	12	78	90	10
Economically Disadvantaged	3	75	78	22	5	66	71	29	4	68	72	28
Not Economically Disadvantaged	12	78	91	9	13	76	89	11	13	78	91	9
English Learners	<	<	<	<	-	45	45	55	-	62	62	38
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	12	79	91	9	15	74	89	11	14	78	92	8
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	71	94	6	19	78	96	4	31	65	96	4
Female	19	74	93	7	19	77	97	3	28	67	95	5
Male	26	69	95	5	18	78	96	4	33	63	97	3
Asian	38	63	100	0	31	67	97	3	50	50	100	0
Black	9	72	81	19	18	76	93	7	38	56	95	5
Hispanic	13	73	85	15	29	69	97	3	26	66	92	8
Native Hawaiian					<	<	100	0	<	<	100	0
White	24	73	96	4	16	80	96	4	27	69	96	4
Multiple Races	27	71	98	2	17	81	98	2	35	59	95	5
Students with Disabilities	21	71	93	7	17	83	100	0	33	56	89	11
Students without Disabilities	22	71	94	6	19	77	96	4	31	65	96	4
Economically Disadvantaged	20	68	88	13	12	82	94	6	26	69	95	5
Not Economically Disadvantaged	23	72	95	5	20	77	97	3	32	64	96	4
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Homeless									<	<	100	0
Military Connected	28	66	93	7	20	77	98	2	35	63	98	2
< = 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	11	62	72	28	11	62	74	26	11	64	74	26
Female	10	63	72	28	10	64	74	26	9	66	75	25
Male	12	61	73	27	13	60	73	27	12	62	74	26
American Indian	12	67	79	21	8	76	84	16	11	71	82	18
Asian	23	66	89	11	23	65	88	12	25	69	94	6
Black	4	50	54	46	4	52	57	43	4	53	57	43
Hispanic	8	63	71	29	9	63	72	28	9	61	71	29
Native Hawaiian	8	46	54	46	4	64	68	32	16	64	80	20
White	15	69	84	16	17	68	84	16	14	71	85	15
Multiple Races	12	65	78	22	12	65	77	23	13	68	81	19
Students with Disabilities	6	41	46	54	7	44	51	49	6	47	53	47
Students without Disabilities	12	66	78	22	12	66	79	21	12	68	79	21
Economically Disadvantaged	5	52	57	43	5	53	57	43	6	54	60	40
Not Economically Disadvantaged	14	67	81	19	15	67	82	18	14	70	84	16
English Learners	1	23	24	76	1	30	31	69	1	36	38	63
Homeless	3	25	28	72	2	31	33	67	7	43	49	51
Military Connected	15	69	84	16	16	68	84	16	15	69	85	15
Foster Care	4	48	52	48	-	39	39	61	5	41	45	55
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	13	55	68	32	15	54	69	31	19	51	70	30
Female	12	53	65	35	14	54	68	32	17	52	69	31
Male	14	57	71	29	16	54	69	31	21	50	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	58	83	18	31	53	84	16	36	53	90	10
Black	6	40	46	54	6	43	48	52	8	42	50	50
Hispanic	10	55	65	35	11	57	68	32	16	47	63	37
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	63	82	18	22	59	81	19	25	57	82	18
Multiple Races	10	62	72	28	13	62	75	25	23	54	77	23
Students with Disabilities	6	38	45	55	8	40	48	52	9	39	48	52
Students without Disabilities	14	58	72	28	17	58	74	26	21	54	75	25
Economically Disadvantaged	7	44	51	49	5	46	51	49	10	44	55	45
Not Economically Disadvantaged	17	62	79	21	20	59	79	21	25	56	81	19
English Learners	3	21	24	76	-	34	34	66	3	32	35	65
Homeless	-	19	19	81	-	21	21	79	10	25	35	65
Military Connected	19	64	83	17	23	57	81	19	27	55	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	60	68	32	9	60	69	31	8	64	72	28
Female	7	61	68	32	6	62	68	32	7	65	72	28
Male	9	59	68	32	11	58	70	30	10	62	72	28
American Indian	<	<	<	<	<	<	<	<	14	64	79	21
Asian	19	70	89	11	18	67	84	16	18	79	97	3
Black	2	46	48	52	3	46	49	51	2	49	51	49
Hispanic	8	59	67	33	6	63	69	31	7	60	67	33
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	11	70	81	19	13	68	81	19	12	73	85	15
Multiple Races	11	65	76	24	9	62	71	29	11	73	83	17
Students with Disabilities	4	37	41	59	8	42	50	50	4	39	43	57
Students without Disabilities	8	66	74	26	9	65	74	26	9	68	77	23
Economically Disadvantaged	3	50	53	47	4	48	52	48	3	51	54	46
Not Economically Disadvantaged	11	67	77	23	11	67	78	22	12	73	84	16
English Learners	-	16	16	84	1	19	20	80	-	19	19	81
Homeless	8	12	20	80	7	20	27	73	4	36	40	60
Military Connected	10	68	79	21	11	70	81	19	11	72	83	17
Foster Care	<	<	<	<	-	27	27	73	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	63	75	25	11	70	80	20	6	73	79	21
Female	11	65	76	24	10	73	82	18	5	76	81	19
Male	13	60	73	27	12	66	79	21	7	71	78	22
American Indian	<	<	<	<	-	86	86	14	10	80	90	10
Asian	29	61	89	11	22	73	95	5	22	72	94	6
Black	3	55	59	41	3	64	67	33	2	63	65	35
Hispanic	8	67	75	25	9	68	78	22	6	74	80	20
Native Hawaiian	<	<	<	<	8	67	75	25	18	64	82	18
White	19	67	85	15	16	73	89	11	8	81	89	11
Multiple Races	15	65	80	20	12	71	83	17	6	77	83	17
Students with Disabilities	4	41	45	55	5	50	55	45	3	57	61	39
Students without Disabilities	14	67	80	20	12	73	85	15	7	77	84	16
Economically Disadvantaged	4	56	60	40	5	62	67	33	3	66	69	31
Not Economically Disadvantaged	16	66	82	18	14	73	87	13	8	78	86	14
English Learners	-	25	25	75	-	36	36	64	-	51	51	49
Homeless	-	43	43	57	-	57	57	43	8	69	77	23
Military Connected	16	70	86	14	15	74	89	11	8	79	88	12
Foster Care	<	<	<	<	<	<	<	<	-	50	50	50
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	63	75	25	4	55	59	41	8	47	56	44
Female	9	66	74	26	4	56	60	40	3	53	56	44
Male	18	59	76	24	4	54	57	43	18	41	59	41
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	77	77	23	-	48	48	52	5	32	37	63
Hispanic	8	77	85	15	-	40	40	60	-	40	40	60
White	19	38	56	44	9	67	76	24	5	58	63	37
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	12	63	75	25	4	57	61	39	9	50	59	41
Economically Disadvantaged	<	<	<	<	-	32	32	68	4	35	38	62
Not Economically Disadvantaged	12	63	76	24	5	62	67	33	12	58	70	30
English Learners					<	<	<	<	<	<	<	<
Military Connected	8	64	72	28	6	79	85	15	13	67	80	20
Foster Care									<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	74	83	17	10	66	76	24	11	67	78	22
Female	7	76	83	17	9	70	79	21	9	69	78	22
Male	11	73	83	17	11	62	74	26	13	66	79	21
American Indian	<	<	<	<	<	<	100	0
Asian	21	76	97	3	22	59	81	19	27	67	93	7
Black	3	66	69	31	4	61	64	36	3	61	63	37
Hispanic	7	77	83	17	9	61	70	30	7	67	75	25
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	12	79	91	9	13	71	84	16	15	72	87	13
Multiple Races	12	73	85	15	18	65	83	18	13	67	80	20
Students with Disabilities	3	57	59	41	4	48	52	48	8	57	65	35
Students without Disabilities	10	77	87	13	12	70	82	18	12	70	81	19
Economically Disadvantaged	3	68	71	29	3	60	63	38	8	62	70	30
Not Economically Disadvantaged	12	77	89	11	14	68	83	17	13	70	83	17
English Learners	-	50	50	50	-	40	40	60	<	<	<	<
Homeless	<	<	<	<					<	<	100	0
Military Connected	12	78	90	10	12	77	88	12	19	68	87	13
Foster Care	<	<	<	<	<	<	<	<
< = 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	23	51	74	26	21	53	74	26	20	52	72	28
Female	21	53	74	26	20	54	74	26	18	53	71	29
Male	25	49	74	26	23	51	74	26	22	50	72	28
American Indian	13	64	77	23	14	50	64	36	20	52	72	28
Asian	43	49	91	9	46	45	91	9	41	48	89	11
Black	10	46	56	44	9	49	58	42	8	46	54	46
Hispanic	20	52	72	28	18	54	72	28	15	54	70	30
Native Hawaiian	16	60	76	24	14	38	52	48	14	50	64	36
White	32	54	85	15	30	56	85	15	29	55	84	16
Multiple Races	28	52	80	20	22	56	78	22	23	55	78	22
Students with Disabilities	9	40	49	51	13	41	54	46	12	38	50	50
Students without Disabilities	26	53	79	21	23	56	79	21	22	55	77	23
Economically Disadvantaged	11	47	58	42	9	49	59	41	10	48	58	42
Not Economically Disadvantaged	30	53	84	16	28	55	83	17	28	54	83	17
English Learners	4	27	31	69	3	31	33	67	5	35	39	61
Homeless	7	33	40	60	-	37	37	63	11	26	37	63
Military Connected	33	53	86	14	31	56	86	14	29	57	85	15
Foster Care	5	29	33	67	10	29	39	61	6	33	39	61
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	4	48	51	49	1	39	40	60	1	31	32	68
Female	2	47	49	51	-	35	36	64	1	30	31	69
Male	5	48	53	47	2	42	44	56	1	31	32	68
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	32	33	67	-	31	31	69	-	26	27	73
Hispanic	8	36	44	56	2	28	30	70	-	26	26	74
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	3	65	68	32	3	64	67	33	2	40	43	57
Multiple Races	8	62	69	31	3	30	33	67	-	40	40	60
Students with Disabilities	-	18	18	82	2	20	22	78	-	16	16	84
Students without Disabilities	5	60	65	35	1	46	47	53	1	37	39	61
Economically Disadvantaged	1	32	33	67	-	27	27	73	-	26	26	74
Not Economically Disadvantaged	5	57	63	37	3	50	53	47	2	36	38	62
English Learners	-	29	29	71	-	18	18	82	-	24	24	76
Homeless	<	<	<	<	-	33	33	67	<	<	<	<
Military Connected	2	69	71	29	5	63	67	33	7	49	56	44
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	17	57	75	25	17	60	77	23	18	60	78	22
Female	15	60	75	25	15	62	77	23	14	64	79	21
Male	19	55	74	26	19	58	77	23	22	56	78	22
American Indian	6	72	78	22	9	45	55	45	<	<	<	<
Asian	43	52	95	5	36	58	94	6	34	60	94	6
Black	7	51	58	42	6	56	62	38	8	53	61	39
Hispanic	15	60	75	25	15	60	75	25	16	62	78	22
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	25	61	86	14	25	63	88	12	25	64	89	11
Multiple Races	20	59	79	21	18	66	84	16	18	63	82	18
Students with Disabilities	8	43	50	50	11	50	61	39	14	51	65	35
Students without Disabilities	19	60	80	20	18	63	81	19	20	62	82	18
Economically Disadvantaged	7	51	58	42	7	57	64	36	9	56	65	35
Not Economically Disadvantaged	24	61	85	15	23	62	85	15	25	63	88	12
English Learners	1	33	35	65	-	44	44	56	4	47	51	49
Homeless	5	32	37	63	-	50	50	50	6	38	44	56
Military Connected	28	61	89	11	27	61	89	11	25	65	90	10
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	14	41	55	45	8	36	44	56	8	32	41	59
Female	13	44	57	43	7	39	46	54	8	31	38	62
Male	16	37	53	47	10	31	41	59	9	35	44	56
American Indian					<	<	<	<	<	<	<	<
Asian	47	47	94	6	30	60	90	10	55	27	82	18
Black	6	32	38	62	1	29	30	70	3	28	31	69
Hispanic	15	45	60	40	12	48	61	39	6	21	27	73
Native Hawaiian					<	<	<	<	<	<	<	<
White	18	45	63	37	14	42	57	43	10	37	47	53
Multiple Races	14	50	64	36	7	26	33	67	11	49	60	40
Students with Disabilities	-	25	25	75	-	19	19	81	3	16	18	82
Students without Disabilities	15	42	58	42	9	38	47	53	9	35	44	56
Economically Disadvantaged	4	29	33	67	3	28	31	69	4	24	28	72
Not Economically Disadvantaged	20	47	67	33	12	41	53	47	12	38	50	50
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<					<	<	100	0
Military Connected	17	56	73	27	10	58	68	32	21	50	71	29
Foster Care					<	<	<	<	<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	16	55	71	29	9	54	63	37
Female	<	<	<	<	14	55	69	31	6	58	64	36
Male	<	<	100	0	18	56	74	26	11	50	61	39
Asian					55	45	100	0	41	41	82	18
Black	<	<	<	<	7	36	43	57	1	43	43	57
Hispanic	<	<	100	0	29	41	71	29	4	57	61	39
Native Hawaiian					<	<	<	<	<	<	<	<
White	<	<	<	<	14	77	91	9	14	66	80	20
Multiple Races	<	<	100	0	-	100	100	0	16	72	88	13
Students with Disabilities	<	<	<	<	-	36	36	64	8	28	36	64
Students without Disabilities	<	<	100	0	18	58	76	24	9	59	68	32
Economically Disadvantaged	<	<	<	<	7	39	45	55	2	46	47	53
Not Economically Disadvantaged	<	<	<	<	21	65	87	13	15	62	78	22
English Learners					<	<	<	<	-	25	25	75
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	28	67	94	6	12	69	81	19
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	18	54	72	28	16	59	74	26	15	56	71	29
Female	16	56	72	28	15	60	75	25	15	56	71	29
Male	19	52	71	29	17	57	74	26	16	56	72	28
American Indian	7	64	71	29	<	<	<	<	<	<	<	<
Asian	25	68	93	7	45	42	87	13	26	63	89	11
Black	6	46	52	48	7	53	60	40	7	47	55	45
Hispanic	15	51	66	34	12	56	68	32	8	64	72	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	25	59	84	16	21	64	85	15	22	59	81	19
Multiple Races	24	56	81	19	18	58	77	23	16	60	76	24
Students with Disabilities	7	39	46	54	9	43	53	47	5	31	36	64
Students without Disabilities	20	57	77	23	17	62	80	20	17	61	78	22
Economically Disadvantaged	7	47	54	46	8	51	59	41	8	51	59	41
Not Economically Disadvantaged	25	58	83	17	21	63	84	16	22	61	83	17
English Learners	-	19	19	81	4	9	12	88	-	37	37	63
Homeless	6	22	28	72	-	31	31	69	16	21	37	63
Military Connected	25	58	84	16	21	64	85	15	20	63	83	17
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	38	41	79	21	36	43	79	21	35	44	78	22
Female	35	42	77	23	34	45	79	21	32	45	78	22
Male	41	41	82	18	38	41	79	21	37	42	79	21
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	64	21	85	15	65	29	94	6	66	28	94	6
Black	19	44	63	37	19	44	63	37	15	47	62	38
Hispanic	34	44	78	22	31	49	80	20	30	43	73	27
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	50	40	90	10	47	41	88	12	46	43	89	11
Multiple Races	42	41	83	17	34	47	82	18	41	42	83	17
Students with Disabilities	15	41	56	44	22	35	57	43	21	38	59	41
Students without Disabilities	42	41	83	17	39	45	84	16	38	45	83	17
Economically Disadvantaged	22	44	66	34	16	47	64	36	18	47	65	35
Not Economically Disadvantaged	49	39	88	12	47	41	87	13	46	42	88	12
English Learners	12	28	40	60	7	42	49	51	14	30	44	56
Homeless	13	40	53	47	-	32	32	68	16	16	32	68
Military Connected	50	39	89	11	47	41	88	12	47	42	89	11
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	28	45	85
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	780	768	806
Kindergarten	2,722	2,680	2,526
Grade 1	2,840	3,029	2,874
Grade 2	2,800	2,942	3,041
Grade 3	2,741	2,882	2,993
Grade 4	3,002	2,840	2,885
Grade 5	2,874	3,107	2,879
Grade 6	3,084	2,982	3,189
Grade 7	3,149	3,146	3,019
Grade 8	3,203	3,190	3,188
Grade 9	3,551	3,395	3,449
Grade 10	3,262	3,406	3,342
Grade 11	3,221	3,194	3,236
Grade 12	3,249	3,260	3,213
Total Students	40,478	40,821	40,640

< = 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	40478	40821	40640
Female	19826	19959	19798
Male	20632	20810	20778
American Indian	106	116	122
Asian	1197	1244	1295
Black	12789	12807	12612
Hispanic	4779	5016	5301
Native Hawaiian	87	90	86
White	17992	17847	17443
Multiple Races	3528	3701	3781
Students with Disabilities	7284	7570	7919
Students without Disabilities	33194	33251	32721
Economically Disadvantaged	16008	16378	11905
Not Economically Disadvantaged	24470	24443	28735
English Learners	1433	1560	1716
Not English Learners	39045	39261	38924
Homeless	44	38	37
Military Connected	8730	8787	8672
Foster Care	103	81	67
< = 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	1719	1268	96	48	42	123
	State	50340	39360	1868	906	4434	1716
Female	Division	962	546	20	17	11	56
	State	27397	17331	608	349	1644	700
Male	Division	755	718	76	30	31	67
	State	22883	21948	1258	556	2786	1013
American Indian	Division	4	5	0	1	0	0
	State	108	117	5	4	10	3
Asian	Division	87	18	5	0	0	0
	State	6021	1445	96	16	68	37
Black	Division	424	534	47	15	21	68
	State	8112	10542	637	224	1119	708
Hispanic	Division	198	133	7	4	4	18
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	8	4	0	0	0	1
	State	97	61	3	3	2	2
White	Division	843	481	30	25	15	32
	State	25863	16576	761	464	1211	504
Multiple Races	Division	155	93	7	3	2	4
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	39	291	96	8	14	26
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	361	562	55	28	18	89
	State	12777	21116	1106	493	2351	1207
English Learners	Division	22	41	3	0	1	5
	State	1583	4218	262	26	1426	145
Homeless	Division	3	8	1	0	0	0
	State	197	697	48	28	170	78
Military Connected	Division	345	174	7	3	2	5
	State	2525	1494	44	18	52	31
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	3,296	3,083	94	3,146	95	42	1
Female	1,612	1,528	95	1,555	97	11	1
Male	1,677	1,549	92	1,584	95	31	2
American Indian	10	9	90	10	100	0	0
Asian	110	110	100	110	100	0	0
Black	1,109	1,005	91	1,032	93	21	2
Hispanic	364	338	93	344	95	4	1
Native Hawaiian	13	12	92	12	92	0	0
White	1,426	1,354	95	1,380	97	15	1
Multiple Races	264	255	97	258	98	2	1
Students with Disabilities	475	426	90	435	92	14	3
Economically Disadvantaged	1,113	978	88	1,017	91	18	2
English Learners	72	66	92	67	93	1	1
Homeless	12	12	100	12	100	0	0
Military Connected	536	526	98	529	99	2	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	1,114 / 8.39%	1,567 / 11.82%	-
Advanced Placement Course Enrollment	2,060 / 15.51%	2,320 / 17.5%	2,615 / 19.75%
Dual Enrollment	609 / 4.58%	971 / 7.33%	901 / 6.81%
Governor's School Enrollment	90 / .68%	96 / .72%	103 / .78%
IB Course Enrollment	240 / 1.81%	204 / 1.54%	100 / .76%
Senior Enrolled in IB Program	43 / .32%	40 / .3%	55 / .42%

< = 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	2,925	1,877	36
	State	87,317	57,081	35
Female	Division	1,471	1,066	28
	State	43,705	31,577	28
Male	Division	1,454	811	44
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	93	74	20
	State	6,741	5,862	13
Black	Division	955	537	44
	State	18,624	10,601	43
Hispanic	Division	282	189	33
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	1,356	913	33
	State	45,098	30,844	32
Multiple Races	Division	230	160	30
	State	4,380	2,929	33
Students with Disabilities	Division	304	115	62
	State	8,185	3,548	57
Economically Disadvantaged	Division	855	416	51
	State	30,335	14,987	51
English Learners	Division	61	38	38
	State	6,579	3,319	50
< = 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
NOCTI Assessments	Division	45	-	10
	State	2,590	3,844	3,577
State Licensures	Division	66	51	51
	State	1,236	1,563	2,069
Industry Certification	Division	4,268	3,823	4,073
	State	95,688	100,255	101,956
Workplace Readiness	Division	725	607	-
	State	44,348	41,819	35,066
Total Credentials Earned	Division	5,104	4,481	4,134
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	4,266	3,845	3,607
	State	115,682	117,932	115,611
CTE Completers	Division	970	910	1,552
	State	45,094	46,028	48,643
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

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

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

Percentage of Expenditures
	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	69.1	66.1	65.7

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	$5,032	$6,309	$822
	State	$6,770	$5,603	$867
2020-2021	Division	$4,796	$6,967	$1,231
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,094	$7,230	$1,513
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,235	$7,798	$1,571
	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	31,938	7,685	34,747	5,305	35,104	4,786
Female	15,745	3,686	17,114	2,491	17,197	2,201
Male	16,169	3,981	17,587	2,793	17,839	2,566
American Indian	77	25	93	26	99	28
Asian	1,112	83	1,163	64	1,220	58
Black	9,404	3,095	10,373	2,172	10,434	1,883
Hispanic	3,646	1,032	4,262	706	4,573	687
Native Hawaiian	62	23	75	10	77	7
White	14,837	2,782	15,598	1,877	15,465	1,636
Multiple Races	2,800	645	3,183	450	3,236	487
Students with Disabilities	5,674	1,888	6,290	1,410	5,533	1,238
Economically Disadvantaged	11,393	4,934	13,230	3,565	13,151	3,172
English Learners	1,166	341	1,457	280	1,554	260
Homeless	73	110	66	69	115	92
< = 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	2,922
Behaviors related to School Operations	7,584
Relationship Behaviors without Physical Harm	5,592
Behaviors of a Safety Concern	5,494
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,275
Behaviors used to determine Persistently Dangerous Schools	21

< = 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	0.3	0.3	0.3	0.4	0.3	0.2
Asian	3	0.8	3	0.9	3.2	1
Black	31.6	54.8	31.4	53.4	31	53.6
Hispanic	11.8	8.9	12.3	9.1	13	10.3
Native Hawaiian	0.2	0.1	0.2	0.1	0.2	0.1
White	44.4	27.1	43.7	27.6	42.9	25.7
Multiple Races	8.7	7.9	9.1	8.6	9.3	9
< = 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	0.3		0.3		0.3
Asian	3	1.2	3	0.8	3.2
Black	31.6	62.2	31.4	63.6	31
Hispanic	11.8	8.5	12.3	6.2	13
Native Hawaiian	0.2		0.2		0.2
White	44.4	20.7	43.7	23.3	42.9
Multiple Races	8.7	7.3	9.1	6.2	9.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3		0.3
Asian	3		3		3.2
Black	31.6		31.4	54.5	31	73.3
Hispanic	11.8		12.3	9.1	13	2.2
Native Hawaiian	0.2		0.2		0.2
White	44.4		43.7	36.4	42.9	17.8
Multiple Races	8.7		9.1		9.3	6.7
< = 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	40.3	45	49
< = 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	42.6	37.6	44.5
< = 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	58.4	50.5	56.3
< = 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

13.97 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.02 : 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	36%	57%	2%	5%
2022-2023	37%	56%	1%	6%
2023-2024	39%	54%	1%	6%
< = 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	79%	79%	79%	88%
Asian	89%	90%	91%	88%
Black	68%	67%	68%	88%
Hispanic	75%	75%	68%	88%
White	87%	86%	85%	88%
Multiple Races	83%	82%	83%	88%
Economically Disadvantaged	68%	67%	68%	88%
English Learners	56%	57%	60%	88%
Students with Disabilities	51%	52%	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	76%	76%	74%	85%
Asian	91%	92%	90%	85%
Black	65%	62%	61%	85%
Hispanic	75%	74%	63%	85%
White	84%	84%	81%	85%
Multiple Races	79%	78%	77%	85%
Economically Disadvantaged	65%	63%	62%	85%
English Learners	62%	63%	58%	85%
Students with Disabilities	51%	50%	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	74%
Asian	93%
Black	57%
Hispanic	71%
White	85%
Multiple Races	80%
Economically Disadvantaged	58%
English Learners	50%
Students with Disabilities	47%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	90%	84%	84%
Asian	95%	90%	84%
Black	87%	83%	84%
Hispanic	89%	83%	84%
White	92%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	82%	82%	84%
English Learners	78%	77%	84%
Students with Disabilities	68%	74%	84%
Homeless	63%	-	-
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	13%	13%	12%	10%
Asian	5%	5%	10%	10%
Black	16%	17%	12%	10%
Hispanic	14%	14%	12%	10%
White	10%	10%	12%	10%
Multiple Races	14%	13%	12%	10%
Economically Disadvantaged	21%	21%	13%	10%
English Learners	15%	16%	12%	10%
Students with Disabilities	19%	19%	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	56%	54%	58%
English Learner Proficiency	13%	-	-

< = 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	493	873	56%
English Learner Proficiency	187	1397	13%

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%	99%	1%
Asian	100%	-	99%	1%	99%	1%
Black	99%	1%	99%	1%	98%	2%
Hispanic	99%	1%	99%	1%	99%	1%
White	99%	1%	99%	1%	99%	1%
Multiple Races	99%	1%	99%	1%	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	99%	1%	99%	1%	99%	1%
Students with Disabilities	98%	2%	99%	1%	98%	2%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	1%	99%	1%	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	82%	80%
Asian	91%	93%
Black	72%	71%
Hispanic	79%	78%
White	88%	87%
Multiple Races	84%	82%
Economically Disadvantaged	73%	71%
English Learners	65%	68%
Students with Disabilities	59%	59%

< = 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

Chesapeake 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