Chesterfield County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
A.M. Davis Elementary	Accredited
Alberta Smith Elementary	Accredited
Bellwood Elementary	Accredited
Bensley Elementary	Accredited with Conditions
Bettie Weaver Elementary	Accredited
Beulah Elementary	Accredited with Conditions
Bon Air Elementary	Accredited
C.C. Wells Elementary	Accredited
C.E. Curtis Elementary	Accredited
Chesterfield Virtual School	Accredited with Conditions
Clover Hill Elementary	Accredited
Crestwood Elementary	Accredited
Ecoff Elementary	Accredited
Elizabeth Scott Elementary	Accredited
Enon Elementary	Accredited
Ettrick Elementary	Accredited
Evergreen Elementary	Accredited
Falling Creek Elementary	Accredited
Grange Hall Elementary	Accredited
Greenfield Elementary	Accredited
Harrowgate Elementary	Accredited
Hopkins Road Elementary	Accredited
J.A. Chalkley Elementary	Accredited
J.B. Watkins Elementary	Accredited
J.G. Hening Elementary	Accredited
Jacobs Road Elementary	Accredited
Marguerite F. Christian Elementary	Accredited
Matoaca Elementary	Accredited
Moseley Elementary	Accredited
O.B. Gates Elementary	Accredited
Old Hundred Elementary	Accredited
Providence Elementary	Accredited with Conditions
Reams Road Elementary	Accredited
Robious Elementary	Accredited
Salem Church Elementary	Accredited
Spring Run Elementary	Accredited
Swift Creek Elementary	Accredited
Thelma Crenshaw Elementary	Accredited
W.W. Gordon Elementary	Accredited
Winterpock Elementary	Accredited
Woolridge Elementary	Accredited
Middle Schools
Bailey Bridge Middle	Accredited
Carver Middle	Accredited
Elizabeth Davis Middle	Accredited
Falling Creek Middle	Accredited with Conditions
Manchester Middle	Accredited with Conditions
Matoaca Middle	Accredited with Conditions
Midlothian Middle	Accredited
Providence Middle	Accredited with Conditions
Robious Middle	Accredited
Salem Church Middle	Accredited
Swift Creek Middle	Accredited
Tomahawk Creek Middle	Accredited
High Schools
Carver College and Career Academy	Accredited with Conditions
Clover Hill High	Accredited
Cosby High	Accredited
James River High	Accredited
Lloyd C. Bird High	Accredited with Conditions
Manchester High	Accredited
Matoaca High	Accredited
Meadowbrook High	Accredited with Conditions
Midlothian High	Accredited
Monacan High	Accredited
Thomas Dale High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	71	29	12	59	71	29	12	59	71	29
Female	13	61	74	26	13	61	74	26	13	60	73	27
Male	11	57	68	32	11	58	69	31	10	58	68	32
American Indian	11	63	75	25	9	57	66	34	10	65	74	26
Asian	20	65	85	15	21	64	85	15	21	64	85	15
Black	5	54	60	40	6	54	60	40	5	55	60	40
Hispanic	5	52	57	43	5	51	56	44	5	50	55	45
Native Hawaiian	8	70	78	22	5	71	76	24	14	63	77	23
White	18	64	82	18	18	65	84	16	17	65	83	17
Multiple Races	12	60	72	28	14	63	77	23	13	62	74	26
Students with Disabilities	6	34	40	60	6	35	42	58	6	35	40	60
Students without Disabilities	13	63	75	25	13	63	76	24	12	63	75	25
Economically Disadvantaged	5	52	57	43	5	53	58	42	5	52	57	43
Not Economically Disadvantaged	16	63	79	21	16	63	79	21	16	63	78	22
English Learners	1	27	28	72	1	28	30	70	1	27	28	72
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	69	82	18	15	69	84	16	13	69	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	10	58	68	32	10	57	67	33	10	56	66	34
Female	10	60	71	29	12	58	70	30	12	56	68	32
Male	9	56	65	35	9	56	65	35	7	56	63	37
American Indian	-	70	70	30	<	<	<	<	9	73	82	18
Asian	14	68	83	18	11	71	82	18	20	62	82	18
Black	3	52	55	45	4	49	53	47	4	51	55	45
Hispanic	4	47	51	49	5	47	52	48	6	44	49	51
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	15	67	82	18	17	64	80	20	14	64	78	22
Multiple Races	12	57	69	31	12	60	73	27	12	56	68	32
Students with Disabilities	4	34	38	62	5	34	39	61	3	33	36	64
Students without Disabilities	11	62	72	28	11	61	72	28	11	59	70	30
Economically Disadvantaged	4	47	51	49	4	50	54	46	4	49	53	47
Not Economically Disadvantaged	13	65	78	22	15	61	75	25	13	60	73	27
English Learners	1	36	37	63	1	37	38	62	-	31	31	69
Military Connected	18	65	83	17	15	70	84	16	7	66	73	27
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	14	58	72	28	15	59	74	26	14	59	73	27
Female	17	60	76	24	16	60	76	24	15	59	75	25
Male	13	56	69	31	14	58	72	28	13	58	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	20	66	87	13	23	62	85	15	17	72	88	12
Black	6	55	61	39	6	56	62	38	7	55	62	38
Hispanic	6	54	61	39	8	51	59	41	7	51	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	23	60	83	17	22	64	86	14	21	63	84	16
Multiple Races	14	57	71	29	18	58	76	24	15	66	81	19
Students with Disabilities	7	37	44	56	7	36	43	57	8	38	46	54
Students without Disabilities	16	61	77	23	16	62	78	22	15	63	78	22
Economically Disadvantaged	6	53	60	40	6	54	60	40	5	54	60	40
Not Economically Disadvantaged	19	61	80	20	20	62	82	18	19	62	81	19
English Learners	2	40	42	58	2	43	45	55	1	41	42	58
Military Connected	15	71	87	13	25	66	91	9	21	65	87	13
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	10	62	72	28	10	62	72	28	9	62	71	29
Female	11	63	74	26	11	63	73	27	9	63	73	27
Male	9	61	70	30	9	61	70	30	8	61	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	16	71	87	13	15	71	86	14	14	68	83	17
Black	4	58	62	38	4	54	58	42	3	56	59	41
Hispanic	4	56	60	40	4	56	60	40	5	52	57	43
Native Hawaiian	-	77	77	23	<	<	100	0	<	<	100	0
White	15	67	82	18	16	68	84	16	13	70	83	17
Multiple Races	14	59	73	27	11	61	72	28	9	62	71	29
Students with Disabilities	4	37	41	59	5	40	45	55	4	32	36	64
Students without Disabilities	11	66	77	23	11	65	76	24	9	66	76	24
Economically Disadvantaged	3	55	58	42	4	56	60	40	3	54	57	43
Not Economically Disadvantaged	13	66	80	20	14	65	79	21	12	67	79	21
English Learners	1	31	32	68	1	32	34	66	1	29	30	70
Homeless					<	<	<	<	<	<	<	<
Military Connected	7	71	78	22	9	77	86	14	10	72	82	18
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	9	55	64	36	11	56	67	33	10	57	67	33
Female	10	56	66	34	12	57	69	31	11	59	69	31
Male	8	54	62	38	10	55	65	35	10	55	66	34
American Indian	18	64	82	18	<	<	<	<	<	<	<	<
Asian	20	59	79	21	25	62	87	13	25	62	87	13
Black	4	47	51	49	5	49	54	46	4	49	53	47
Hispanic	3	47	50	50	5	45	50	50	3	49	52	48
Native Hawaiian	7	67	73	27	9	55	64	36	<	<	<	<
White	14	62	76	24	16	64	80	20	16	65	82	18
Multiple Races	8	60	68	32	15	58	73	27	13	58	72	28
Students with Disabilities	4	29	34	66	7	32	39	61	7	32	39	61
Students without Disabilities	10	59	69	31	11	59	71	29	11	61	72	28
Economically Disadvantaged	3	46	49	51	4	47	52	48	5	48	52	48
Not Economically Disadvantaged	13	60	72	28	15	61	76	24	14	62	76	24
English Learners	1	11	12	88	2	17	19	81	1	16	18	82
Military Connected	10	70	80	20	12	63	75	25	14	69	83	17
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	8	58	66	34	9	56	65	35	8	59	67	33
Female	10	60	70	30	10	58	68	32	10	59	69	31
Male	6	57	63	37	8	54	62	38	7	58	66	34
American Indian	<	<	<	<	8	67	75	25	<	<	<	<
Asian	18	63	81	19	17	66	83	17	16	71	86	14
Black	3	51	55	45	5	47	52	48	4	51	56	44
Hispanic	3	51	54	46	3	45	48	52	4	49	52	48
Native Hawaiian	<	<	<	<	-	67	67	33	17	67	83	17
White	12	65	77	23	13	64	78	22	13	67	80	20
Multiple Races	9	62	71	29	7	67	75	25	7	62	69	31
Students with Disabilities	4	29	34	66	6	28	34	66	7	33	40	60
Students without Disabilities	9	63	71	29	9	60	69	31	9	62	71	29
Economically Disadvantaged	3	51	53	47	4	46	51	49	2	50	52	48
Not Economically Disadvantaged	11	63	73	27	11	62	73	27	12	64	76	24
English Learners	-	10	10	90	2	14	16	84	2	17	19	81
Military Connected	11	73	84	16	9	69	78	22	9	63	72	28
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	10	58	67	33	9	60	69	31	8	58	67	33
Female	12	59	71	29	10	63	73	27	10	60	70	30
Male	8	56	64	36	8	57	66	34	7	57	64	36
American Indian	<	<	<	<	<	<	<	<	8	69	77	23
Asian	19	66	84	16	22	61	82	18	24	58	82	18
Black	4	49	53	47	4	54	58	42	3	54	57	43
Hispanic	4	51	55	45	4	51	55	45	4	47	51	49
Native Hawaiian	<	<	<	<	<	<	<	<	20	40	60	40
White	15	65	79	21	14	67	81	19	13	66	79	21
Multiple Races	8	61	69	31	13	64	78	22	9	66	75	25
Students with Disabilities	6	26	32	68	5	31	36	64	4	34	38	62
Students without Disabilities	10	62	72	28	10	64	74	26	9	62	71	29
Economically Disadvantaged	4	48	52	48	4	51	55	45	3	50	53	47
Not Economically Disadvantaged	12	63	75	25	13	65	78	22	12	63	75	25
English Learners	-	14	15	85	-	10	10	90	1	17	19	81
Military Connected	7	64	71	29	16	63	79	21	10	74	84	16
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	22	64	86	14	19	66	85	15	21	62	82	18
Female	22	66	89	11	20	66	86	14	21	64	86	14
Male	21	62	83	17	19	65	84	16	20	60	79	21
American Indian	<	<	<	<	36	55	91	9	<	<	<	<
Asian	32	60	92	8	31	60	91	9	29	60	89	11
Black	10	67	77	23	11	67	78	22	10	65	75	25
Hispanic	10	61	71	29	10	60	70	30	10	58	69	31
Native Hawaiian	<	<	100	0	10	80	90	10	<	<	<	<
White	31	63	95	5	28	66	94	6	30	61	92	8
Multiple Races	22	66	89	11	21	70	92	8	26	61	86	14
Students with Disabilities	10	48	58	42	10	49	59	41	8	41	50	50
Students without Disabilities	23	66	89	11	20	67	88	12	22	64	86	14
Economically Disadvantaged	10	65	75	25	10	67	77	23	10	62	72	28
Not Economically Disadvantaged	26	64	90	10	24	65	89	11	25	62	87	13
English Learners	1	18	19	81	2	16	18	82	-	28	28	72
Military Connected	27	66	93	7	21	76	97	3	20	71	92	8
< = 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	15	48	63	37	14	49	63	37	14	52	66	34
Female	18	51	69	31	17	53	70	30	18	55	72	28
Male	11	45	56	44	12	44	56	44	11	50	60	40
American Indian	36	41	77	23	24	41	65	35	<	<	<	<
Asian	33	52	85	15	30	53	83	17	34	48	82	18
Black	5	42	47	53	6	42	48	52	4	48	52	48
Hispanic	7	41	48	52	7	43	50	50	4	45	50	50
Native Hawaiian	23	54	77	23	13	38	50	50	<	<	<	<
White	22	55	76	24	21	54	75	25	23	58	81	19
Multiple Races	18	47	65	35	17	54	71	29	17	57	75	25
Students with Disabilities	2	20	22	78	2	21	23	77	2	23	25	75
Students without Disabilities	16	51	67	33	16	52	68	32	15	55	71	29
Economically Disadvantaged	5	40	45	55	6	40	46	54	4	48	52	48
Not Economically Disadvantaged	20	52	72	28	19	53	73	27	20	55	75	25
English Learners	-	2	2	98	-	7	7	93	-	10	10	90
Military Connected	17	54	72	28	15	57	73	27	17	60	77	23
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	15	52	67	33	14	53	68	32	14	52	66	34
Female	18	55	73	27	17	57	74	26	18	55	72	28
Male	11	50	61	39	11	50	61	39	11	50	60	40
American Indian	43	36	79	21	<	<	<	<	<	<	<	<
Asian	32	52	84	16	27	55	82	18	34	48	82	18
Black	5	49	54	46	5	49	54	46	4	48	52	48
Hispanic	6	39	45	55	6	43	50	50	4	45	50	50
Native Hawaiian	30	60	90	10	<	<	<	<	<	<	<	<
White	22	61	83	17	22	59	81	19	23	58	81	19
Multiple Races	21	51	72	28	15	61	77	23	17	57	75	25
Students with Disabilities	2	26	28	72	2	24	26	74	2	23	25	75
Students without Disabilities	16	55	71	29	16	57	72	28	15	55	71	29
Economically Disadvantaged	4	45	50	50	5	45	50	50	4	48	52	48
Not Economically Disadvantaged	20	56	75	25	19	58	77	23	20	55	75	25
English Learners	-	2	2	98	-	5	5	95	-	10	10	90
Military Connected	20	64	84	16	12	69	81	19	17	60	77	23
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	55	62	38	8	58	65	35	8	61	68	32
Female	6	56	62	38	7	58	65	35	7	61	68	32
Male	7	54	62	38	9	57	66	34	9	60	69	31
American Indian	8	57	65	35	8	59	67	33	6	71	77	23
Asian	20	62	82	18	21	65	86	14	21	67	89	11
Black	2	43	45	55	2	49	51	49	2	53	56	44
Hispanic	2	46	49	51	3	49	52	48	3	52	54	46
Native Hawaiian	5	59	63	37	9	69	78	22	8	74	82	18
White	11	65	76	24	13	67	79	21	13	69	82	18
Multiple Races	7	58	65	35	9	59	68	32	10	63	72	28
Students with Disabilities	2	33	35	65	3	37	40	60	3	40	43	57
Students without Disabilities	7	58	66	34	8	61	69	31	9	64	72	28
Economically Disadvantaged	2	43	45	55	3	48	51	49	2	53	55	45
Not Economically Disadvantaged	9	61	71	29	11	63	74	26	11	65	76	24
English Learners	1	29	29	71	1	35	36	64	1	38	39	61
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	8	64	72	28	10	68	78	22	8	71	78	22
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	7	56	64	36	11	57	67	33	10	59	68	32
Female	6	56	62	38	8	56	65	35	8	58	66	34
Male	9	57	66	34	13	57	70	30	12	59	70	30
American Indian	10	50	60	40	<	<	<	<	9	82	91	9
Asian	12	71	83	17	23	61	84	16	21	67	88	12
Black	1	42	43	57	3	48	51	49	2	52	55	45
Hispanic	4	46	50	50	4	50	54	46	4	50	54	46
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	68	80	20	16	65	81	19	16	66	82	18
Multiple Races	8	59	68	32	15	58	73	27	12	58	70	30
Students with Disabilities	2	34	36	64	5	35	40	60	3	37	40	60
Students without Disabilities	8	60	68	32	12	61	73	27	11	62	73	27
Economically Disadvantaged	2	43	45	55	4	49	53	47	3	52	55	45
Not Economically Disadvantaged	11	64	75	25	15	62	76	24	14	63	76	24
English Learners	1	38	38	62	2	46	47	53	1	41	42	58
Military Connected	13	65	78	22	17	66	83	17	6	64	71	29
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	10	53	62	38	11	57	67	33	12	57	69	31
Female	8	52	60	40	8	59	66	34	9	58	67	33
Male	11	53	64	36	13	55	68	32	15	57	72	28
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	21	60	82	18	19	62	81	19	26	59	85	15
Black	2	40	42	58	3	47	50	50	4	50	53	47
Hispanic	3	48	51	49	4	52	56	44	4	52	56	44
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	16	61	76	24	17	65	82	18	19	64	83	17
Multiple Races	8	53	61	39	11	58	69	31	16	62	78	22
Students with Disabilities	3	34	37	63	2	34	36	64	4	37	41	59
Students without Disabilities	11	55	66	34	12	60	72	28	13	61	75	25
Economically Disadvantaged	3	43	45	55	3	49	52	48	4	52	55	45
Not Economically Disadvantaged	13	58	72	28	15	62	77	23	17	61	78	22
English Learners	1	37	39	61	1	44	45	55	1	45	46	54
Military Connected	11	59	70	30	16	73	89	11	14	64	79	21
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	2	44	46	54	2	49	51	49	2	51	54	46
Female	2	44	45	55	2	47	49	51	2	52	54	46
Male	2	45	47	53	2	51	52	48	2	50	53	47
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	1	61	62	38	5	69	74	26	7	71	78	22
Black	1	34	35	65	-	38	38	62	1	43	44	56
Hispanic	1	39	40	60	2	42	44	56	1	42	43	57
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	3	55	59	41	3	61	64	36	4	65	68	32
Multiple Races	3	50	52	48	3	49	52	48	3	51	54	46
Students with Disabilities	2	28	30	70	1	31	32	68	1	30	31	69
Students without Disabilities	2	48	50	50	2	53	55	45	2	56	58	42
Economically Disadvantaged	1	34	35	65	1	41	42	58	1	43	44	56
Not Economically Disadvantaged	3	53	56	44	3	55	58	42	3	58	61	39
English Learners	-	24	25	75	-	29	29	71	1	29	29	71
Homeless					<	<	<	<	<	<	<	<
Military Connected	-	44	44	56	3	52	55	45	2	73	76	24
Foster Care									<	<	<	<
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	6	49	55	45	7	51	58	42	7	55	62	38
Female	4	50	54	46	5	49	54	46	6	55	61	39
Male	7	48	55	45	8	52	60	40	8	55	63	37
American Indian	<	<	<	<	8	75	83	17	<	<	100	0
Asian	17	59	75	25	19	67	86	14	13	73	86	14
Black	2	33	35	65	2	38	40	60	2	42	44	56
Hispanic	2	39	41	59	3	38	41	59	3	42	45	55
Native Hawaiian	-	59	59	41	-	80	80	20	<	<	100	0
White	9	62	70	30	10	65	75	25	11	68	79	21
Multiple Races	6	51	57	43	6	51	57	43	8	58	67	33
Students with Disabilities	3	24	27	73	3	34	37	63	2	35	37	63
Students without Disabilities	6	53	59	41	7	54	61	39	8	58	66	34
Economically Disadvantaged	2	34	36	64	3	38	41	59	2	42	44	56
Not Economically Disadvantaged	8	57	65	35	9	60	69	31	10	62	72	28
English Learners	-	15	15	85	1	20	21	79	1	21	22	78
Military Connected	6	58	64	36	8	59	67	33	9	67	76	24
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	10	71	82	18	13	74	87	13	15	76	91	9
Female	10	73	83	17	11	76	88	12	14	78	92	8
Male	10	70	81	19	14	72	86	14	15	75	91	9
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	11	75	87	13	18	76	94	6	30	66	95	5
Black	6	62	68	32	7	71	78	22	6	74	81	19
Hispanic	6	71	77	23	5	75	79	21	6	73	80	20
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	12	74	86	14	16	75	91	9	18	78	96	4
Multiple Races	12	71	83	17	11	77	88	12	13	88	100	0
Students with Disabilities	9	39	48	52	15	47	62	38	11	69	80	20
Students without Disabilities	10	74	84	16	12	76	89	11	15	77	92	8
Economically Disadvantaged	3	67	70	30	7	72	79	21	7	75	82	18
Not Economically Disadvantaged	12	73	85	15	14	75	89	11	16	77	93	7
English Learners	-	33	33	67	6	44	50	50	8	67	75	25
Military Connected	9	86	94	6	11	78	89	11	10	80	90	10
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	6	48	53	47	6	50	56	44	7	51	57	43
Female	6	49	55	45	6	51	57	43	6	51	58	42
Male	5	47	52	48	7	49	56	44	7	50	57	43
American Indian	<	<	<	<	8	42	50	50	10	50	60	40
Asian	21	61	82	18	15	69	84	16	22	65	87	13
Black	1	35	37	63	2	39	41	59	2	41	43	57
Hispanic	1	39	40	60	2	40	42	58	2	38	39	61
Native Hawaiian	<	<	<	<	8	50	58	42	7	79	86	14
White	9	58	67	33	10	60	71	29	11	62	74	26
Multiple Races	3	52	56	44	8	53	61	39	7	54	61	39
Students with Disabilities	1	25	26	74	2	25	28	72	3	27	30	70
Students without Disabilities	6	51	58	42	7	54	61	39	7	54	61	39
Economically Disadvantaged	1	35	36	64	2	38	40	60	2	39	41	59
Not Economically Disadvantaged	8	54	62	38	9	57	66	34	10	57	67	33
English Learners	-	12	12	88	-	16	16	84	1	17	18	82
Military Connected	6	65	71	29	5	66	71	29	7	61	68	32
Foster Care	<	<	<	<					<	<	100	0
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	65	74	26	9	68	76	24	8	73	81	19
Female	10	67	77	23	10	70	80	20	8	75	83	17
Male	8	63	71	29	7	66	73	27	7	72	79	21
American Indian	10	70	80	20	<	<	<	<	7	64	71	29
Asian	35	55	90	10	30	62	92	8	24	71	95	5
Black	2	63	65	35	2	68	70	30	3	74	77	23
Hispanic	3	58	61	39	3	61	64	36	2	71	73	27
Native Hawaiian	<	<	100	0	9	82	91	9	7	79	86	14
White	15	69	85	15	15	71	86	14	13	74	88	12
Multiple Races	8	71	79	21	11	72	83	17	9	75	85	15
Students with Disabilities	1	51	53	47	2	56	58	42	2	63	64	36
Students without Disabilities	10	66	77	23	10	69	79	21	8	75	83	17
Economically Disadvantaged	3	61	63	37	3	65	68	32	3	73	76	24
Not Economically Disadvantaged	13	67	79	21	13	69	82	18	11	73	84	16
English Learners	-	35	35	65	-	46	46	54	-	61	61	39
Military Connected	11	75	85	15	10	73	83	17	8	84	91	9
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	59	65	35	5	62	67	33	5	67	72	28
Female	5	61	66	34	5	63	68	32	4	70	74	26
Male	5	58	63	37	5	61	67	33	6	63	69	31
American Indian	-	50	50	50	<	<	<	<	<	<	<	<
Asian	21	64	85	15	21	65	86	14	19	72	90	10
Black	1	43	44	56	1	50	51	49	1	56	57	43
Hispanic	1	47	49	51	1	47	48	52	1	52	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	7	73	80	20	8	74	82	18	7	77	84	16
Multiple Races	6	63	69	31	6	63	68	32	5	72	77	23
Students with Disabilities	-	31	31	69	2	32	34	66	1	42	43	57
Students without Disabilities	6	62	68	32	6	64	70	30	5	69	74	26
Economically Disadvantaged	1	42	44	56	2	47	48	52	1	55	56	44
Not Economically Disadvantaged	7	67	74	26	7	70	77	23	7	72	79	21
English Learners	-	11	11	89	1	14	14	86	-	19	19	81
Military Connected	4	70	73	27	5	78	83	17	3	72	76	24
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	8	62	70	30	12	59	72	28	16	65	81	19
Female	5	62	68	32	11	62	73	27	15	67	81	19
Male	11	62	73	27	13	58	71	29	17	64	81	19
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	28	59	86	14	40	58	98	2	40	56	96	4
Black	2	46	48	52	2	42	44	56	6	54	60	40
Hispanic	2	57	59	41	5	45	50	50	4	50	54	46
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	70	80	20	15	71	86	14	19	73	91	9
Multiple Races	13	59	72	28	10	60	70	30	14	69	83	17
Students with Disabilities	5	50	55	45	-	42	42	58	30	30	60	40
Students without Disabilities	8	62	71	29	13	60	73	27	16	66	82	18
Economically Disadvantaged	2	48	49	51	2	40	42	58	8	57	65	35
Not Economically Disadvantaged	10	66	76	24	16	66	81	19	18	67	85	15
English Learners	-	23	23	77	-	16	16	84	-	19	19	81
Military Connected	-	50	50	50	-	82	82	18	14	79	93	7
< = 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	8	56	64	36	8	57	65	35	8	59	67	33
Female	6	56	63	37	6	58	64	36	6	59	66	34
Male	9	56	65	35	10	56	65	35	10	58	68	32
American Indian	3	59	63	38	15	53	68	32	8	64	72	28
Asian	16	65	82	18	20	63	82	18	18	65	83	17
Black	2	44	46	54	2	46	48	52	3	49	52	48
Hispanic	3	45	47	53	3	46	49	51	3	48	52	48
Native Hawaiian	7	55	62	38	4	63	67	33	7	63	70	30
White	12	67	79	21	13	67	80	20	13	68	81	19
Multiple Races	8	59	68	32	9	63	72	28	9	62	71	29
Students with Disabilities	5	30	35	65	4	34	37	63	3	34	37	63
Students without Disabilities	8	59	67	33	9	60	68	32	9	62	71	29
Economically Disadvantaged	3	44	46	54	3	46	49	51	3	49	52	48
Not Economically Disadvantaged	10	62	72	28	11	63	74	26	11	64	75	25
English Learners	1	15	16	84	1	20	21	79	-	24	24	76
Homeless	<	<	100	0					<	<	<	<
Military Connected	8	63	71	29	10	70	79	21	9	70	80	20
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	14	46	59	41	16	51	68	32	18	51	68	32
Female	12	45	57	43	13	52	65	35	14	53	67	33
Male	15	46	61	39	19	51	70	30	21	48	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	26	50	76	24	30	55	85	15	33	49	82	18
Black	5	37	41	59	6	44	50	50	9	45	54	46
Hispanic	5	40	45	55	8	47	54	46	9	47	56	44
Native Hawaiian	9	55	64	36	<	<	100	0	<	<	<	<
White	22	53	75	25	25	57	82	18	26	56	82	18
Multiple Races	16	47	63	37	16	54	71	29	18	51	68	32
Students with Disabilities	7	27	34	66	6	36	42	58	4	33	37	63
Students without Disabilities	15	48	63	37	18	54	72	28	20	53	73	27
Economically Disadvantaged	5	36	41	59	8	47	55	45	8	46	54	46
Not Economically Disadvantaged	19	51	70	30	21	54	76	24	23	53	77	23
English Learners	2	22	23	77	2	33	34	66	1	31	31	69
Homeless									<	<	<	<
Military Connected	15	50	65	35	19	58	77	23	22	63	85	15
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	3	51	55	45	4	51	55	45	4	53	56	44
Female	3	50	52	48	3	50	53	47	2	52	54	46
Male	4	53	57	43	6	52	58	42	5	53	58	42
American Indian	<	<	<	<	<	<	<	<	-	69	69	31
Asian	11	69	79	21	12	67	79	21	13	67	80	20
Black	1	34	36	64	1	37	38	62	1	41	41	59
Hispanic	1	41	42	58	1	39	40	60	-	40	40	60
Native Hawaiian	<	<	<	<	-	70	70	30	7	43	50	50
White	5	64	69	31	7	63	70	30	7	65	72	28
Multiple Races	3	55	58	42	4	58	63	37	5	58	63	37
Students with Disabilities	4	24	28	72	3	27	29	71	3	29	31	69
Students without Disabilities	3	55	59	41	5	54	59	41	4	56	60	40
Economically Disadvantaged	1	36	38	62	1	38	39	61	1	40	41	59
Not Economically Disadvantaged	4	59	64	36	6	59	65	35	5	59	65	35
English Learners	-	10	10	90	-	7	7	93	-	14	14	86
Military Connected	6	64	70	30	5	78	83	17	3	62	65	35
Foster Care									<	<	100	0
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	62	69	31	7	63	70	30	4	68	73	27
Female	6	64	70	30	6	67	73	27	4	70	74	26
Male	9	59	68	32	7	60	67	33	5	66	72	28
American Indian	<	<	<	<	18	55	73	27	<	<	<	<
Asian	15	70	85	15	18	62	80	20	15	72	88	12
Black	2	52	54	46	2	54	56	44	1	58	60	40
Hispanic	3	47	50	50	2	51	53	47	2	57	58	42
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	72	85	15	11	73	84	16	7	78	85	15
Multiple Races	8	68	76	24	5	74	79	21	5	77	82	18
Students with Disabilities	3	33	36	64	1	37	38	62	2	35	36	64
Students without Disabilities	8	65	73	27	7	66	73	27	5	72	76	24
Economically Disadvantaged	2	52	54	46	2	51	53	47	2	58	59	41
Not Economically Disadvantaged	10	66	76	24	9	70	79	21	6	74	80	20
English Learners	-	12	12	88	-	17	17	83	1	25	25	75
Military Connected	3	73	76	24	7	69	76	24	3	83	86	14
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	2	49	52	48	-	24	24	76	3	23	25	75
Female	-	54	54	46	-	23	23	77	1	22	23	77
Male	5	42	47	53	-	25	25	75	5	24	28	72
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	<	<	8	17	25	75
Black	-	30	30	70	-	14	14	86	-	17	17	83
Hispanic	-	44	44	56	-	16	16	84	2	17	20	80
Native Hawaiian					<	<	100	0	<	<	<	<
White	6	68	74	26	-	49	49	51	2	36	38	62
Multiple Races	<	<	100	0	-	27	27	73	20	40	60	40
Students with Disabilities	<	<	<	<	-	7	7	93	-	-	-	100
Students without Disabilities	2	51	53	47	-	25	25	75	3	24	27	73
Economically Disadvantaged	-	23	23	77	-	15	15	85	-	16	16	84
Not Economically Disadvantaged	3	61	64	36	-	32	32	68	5	29	34	66
English Learners	<	<	<	<	-	12	12	88	-	6	6	94
Military Connected	<	<	100	0	<	<	<	<	<	<	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	6	65	71	29	5	62	68	32	7	65	72	28
Female	5	65	70	30	4	62	67	33	6	65	71	29
Male	6	66	72	28	6	62	69	31	7	66	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	14	70	84	16	19	69	89	11	15	73	88	12
Black	-	54	54	46	1	50	51	49	1	55	56	44
Hispanic	1	52	53	47	1	50	51	49	2	53	55	45
Native Hawaiian	<	<	<	<	<	<	<	<	9	91	100	0
White	10	76	86	14	9	75	84	16	11	75	87	13
Multiple Races	4	68	73	27	7	69	76	24	5	68	73	27
Students with Disabilities	1	39	41	59	1	36	37	63	1	41	43	57
Students without Disabilities	6	69	75	25	6	66	72	28	7	68	76	24
Economically Disadvantaged	1	53	54	46	1	51	52	48	2	56	58	42
Not Economically Disadvantaged	8	71	79	21	8	69	77	23	9	70	79	21
English Learners	-	12	12	88	-	19	19	81	-	25	25	75
Military Connected	6	67	73	27	7	74	81	19	9	75	84	16
< = 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	15	50	64	36	14	50	64	36	13	50	63	37
Female	12	51	63	37	12	51	63	37	11	51	61	39
Male	17	49	65	35	15	49	64	36	15	49	64	36
American Indian	7	70	78	22	7	54	61	39	13	52	65	35
Asian	31	53	84	16	29	53	82	18	28	56	84	16
Black	5	43	48	52	5	43	49	51	6	43	49	51
Hispanic	6	46	52	48	6	44	51	49	6	44	50	50
Native Hawaiian	13	52	65	35	9	50	59	41	29	44	74	26
White	22	56	78	22	21	56	78	22	20	57	77	23
Multiple Races	17	48	64	36	15	50	65	35	16	52	68	32
Students with Disabilities	5	28	33	67	4	28	32	68	5	30	34	66
Students without Disabilities	16	52	68	32	15	53	68	32	14	53	67	33
Economically Disadvantaged	6	42	48	52	5	42	48	52	5	43	48	52
Not Economically Disadvantaged	19	54	73	27	19	55	73	27	17	54	71	29
English Learners	1	24	25	75	1	24	25	75	2	24	25	75
Military Connected	16	61	77	23	18	60	78	22	18	60	78	22
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	5	31	36	64	3	32	35	65	1	29	30	70
Female	6	37	43	57	4	30	33	67	1	30	31	69
Male	4	26	30	70	2	34	36	64	2	28	29	71
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	20	53	73	27	19	23	42	58	12	36	48	52
Black	1	23	24	76	1	30	30	70	-	26	26	74
Hispanic	1	25	26	74	-	20	20	80	1	23	23	77
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	13	44	57	43	8	49	57	43	3	36	39	61
Multiple Races	9	41	50	50	2	29	31	69	-	34	34	66
Students with Disabilities	-	14	14	86	-	16	16	84	-	19	19	81
Students without Disabilities	6	35	41	59	4	36	40	60	2	31	33	67
Economically Disadvantaged	1	20	21	79	-	26	26	74	-	25	25	75
Not Economically Disadvantaged	7	38	46	54	6	37	43	57	3	33	35	65
English Learners	-	7	7	93	-	11	11	89	-	12	12	88
Military Connected	<	<	<	<	-	30	30	70	-	31	31	69
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	57	64	36	7	58	65	35	8	59	67	33
Female	5	58	63	37	6	58	64	36	6	60	66	34
Male	9	56	66	34	9	57	66	34	9	58	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	14	68	82	18	20	67	87	13	20	67	88	12
Black	2	46	49	51	2	49	51	49	3	53	56	44
Hispanic	4	49	53	47	4	48	52	48	4	49	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	11	67	78	22	12	67	79	21	11	69	80	20
Multiple Races	8	57	65	35	6	64	70	30	11	63	74	26
Students with Disabilities	3	33	35	65	3	33	36	64	4	35	39	61
Students without Disabilities	8	60	68	32	8	60	68	32	8	62	70	30
Economically Disadvantaged	3	44	47	53	4	47	51	49	3	50	53	47
Not Economically Disadvantaged	10	64	73	27	10	65	74	26	10	65	75	25
English Learners	1	25	25	75	1	26	27	73	2	27	29	71
Military Connected	4	69	73	27	12	74	87	13	8	76	84	16
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	6	43	49	51	1	24	25	75	2	23	24	76
Female	3	40	43	57	1	22	23	77	1	20	21	79
Male	10	46	55	45	1	25	27	73	3	27	29	71
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	10	60	70	30	-	43	43	57	11	42	53	47
Black	3	33	35	65	-	19	19	81	1	16	17	83
Hispanic	3	33	36	64	1	20	21	79	1	20	21	79
Native Hawaiian	<	<	100	0
White	10	55	65	35	2	30	32	68	2	31	33	67
Multiple Races	6	36	42	58	-	29	29	71	5	24	29	71
Students with Disabilities	-	21	21	79	-	13	13	87	3	11	14	86
Students without Disabilities	7	44	51	49	1	24	26	74	1	24	25	75
Economically Disadvantaged	1	29	30	70	-	16	17	83	-	18	18	82
Not Economically Disadvantaged	9	49	58	42	1	30	31	69	3	27	29	71
English Learners	-	5	5	95	-	5	5	95	-	5	5	95
Military Connected	<	<	<	<	-	44	44	56	<	<	<	<
Geography 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	80	20	11	68	79	21	7	62	69	31
Female	8	74	81	19	6	77	84	16	4	66	70	30
Male	15	64	78	22	17	57	74	26	10	57	67	33
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	21	74	95	5	21	74	95	5	5	81	86	14
Black	4	74	78	22	4	79	83	17	2	52	54	46
Hispanic	2	45	47	53	3	31	34	66	2	35	36	64
Native Hawaiian	<	<	100	0					<	<	100	0
White	17	78	94	6	16	81	98	2	12	78	90	10
Multiple Races	17	74	91	9	10	87	97	3	11	73	84	16
Students with Disabilities	-	52	52	48	16	53	68	32	-	37	37	63
Students without Disabilities	12	70	82	18	11	69	80	20	8	64	72	28
Economically Disadvantaged	3	73	75	25	6	68	74	26	1	52	53	47
Not Economically Disadvantaged	13	68	81	19	12	68	80	20	9	66	75	25
English Learners	-	4	4	96	-	6	6	94	-	7	7	93
Military Connected	7	86	93	7	-	92	92	8	8	75	83	17
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	51	70	30	18	55	72	28	16	54	71	29
Female	17	53	70	30	18	56	73	27	16	55	70	30
Male	20	50	69	31	17	54	71	29	17	54	71	29
American Indian	<	<	<	<	<	<	<	<	17	58	75	25
Asian	42	47	89	11	38	48	85	15	39	50	90	10
Black	6	46	52	48	8	51	59	41	8	48	56	44
Hispanic	8	54	62	38	7	57	65	35	10	57	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	27	40	67	33
White	27	54	81	19	25	57	82	18	22	58	80	20
Multiple Races	20	50	71	29	23	54	77	23	19	53	72	28
Students with Disabilities	5	29	34	66	5	29	35	65	4	32	36	64
Students without Disabilities	20	54	74	26	19	58	77	23	18	57	75	25
Economically Disadvantaged	7	48	55	45	7	51	58	42	8	49	58	42
Not Economically Disadvantaged	24	53	77	23	24	57	81	19	21	57	78	22
English Learners	-	21	21	79	-	17	17	83	1	25	26	74
Military Connected	18	55	74	26	18	60	78	22	18	65	83	17
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	21	41	62	38	21	44	64	36	22	44	66	34
Female	18	41	60	40	18	46	64	36	18	46	64	36
Male	24	40	64	36	24	41	65	35	25	43	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	40	41	82	18	37	47	83	17	36	50	86	14
Black	8	37	45	55	9	37	46	54	10	39	49	51
Hispanic	10	39	49	51	11	43	53	47	10	41	51	49
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	44	75	25	31	47	78	22	32	48	79	21
Multiple Races	23	37	60	40	20	41	60	40	24	47	70	30
Students with Disabilities	9	25	34	66	6	28	33	67	8	30	38	62
Students without Disabilities	23	43	66	34	23	46	69	31	24	47	70	30
Economically Disadvantaged	9	35	44	56	7	38	45	55	8	40	49	51
Not Economically Disadvantaged	28	43	72	28	29	47	76	24	29	46	76	24
English Learners	3	34	37	63	3	36	39	61	4	33	37	63
Military Connected	26	56	81	19	29	50	79	21	32	44	76	24
< = 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	143	196	289
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	2023-2024	2024-2025
Pre-kindergarten	946	922
Kindergarten	4,361	4,285
Grade 1	4,636	4,669
Grade 2	4,813	4,673
Grade 3	4,622	4,952
Grade 4	4,695	4,756
Grade 5	4,880	4,805
Grade 6	4,604	4,959
Grade 7	4,885	4,665
Grade 8	4,961	4,941
Grade 9	5,614	5,394
Grade 10	5,324	5,399
Grade 11	4,947	4,899
Grade 12	4,895	4,935
Total Students	64,183	64,254

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	64183	64254
Female	31326	31265
Male	32857	32989
American Indian	114	113
Asian	2132	2167
Black	16889	16838
Hispanic	13771	14524
Native Hawaiian	117	109
White	27523	26784
Multiple Races	3637	3719
Students with Disabilities	8226	8386
Students without Disabilities	55957	55868
Economically Disadvantaged	20975	26213
Not Economically Disadvantaged	43208	38041
English Learners	9647	10510
Not English Learners	54536	53744
Homeless	440	443
Military Connected	1458	1465
Foster Care	77	98
< = 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	3036	1657	48	41	355	62
	State	50354	39349	1875	907	4438	1716
Female	Division	1694	746	20	22	139	21
	State	27408	17323	610	350	1645	701
Male	Division	1342	911	28	19	216	41
	State	22886	21945	1263	556	2789	1012
American Indian	Division	8	2	0	0	1	0
	State	108	117	5	4	10	3
Asian	Division	147	31	2	0	3	1
	State	6025	1443	97	16	68	35
Black	Division	721	591	17	9	85	27
	State	8111	10540	640	225	1119	707
Hispanic	Division	415	396	7	9	159	14
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	1604	553	17	21	98	16
	State	25871	16565	763	464	1211	504
Multiple Races	Division	134	83	4	2	9	4
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	82	307	48	3	58	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	786	879	20	29	200	46
	State	12779	21123	1108	494	2352	1214
English Learners	Division	286	285	5	4	134	1
	State	1583	4224	267	26	1427	150
Homeless	Division	13	22	2	1	15	4
	State	197	699	48	29	170	78
Military Connected	Division	65	34	0	0	1	0
	State	2527	1493	44	18	52	30
Foster Care	Division	1	6	0	0	3	1
	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	5,199	4,741	91	4,783	92	355	7
Female	2,642	2,460	93	2,483	94	139	5
Male	2,557	2,281	89	2,300	90	216	8
American Indian	11	10	91	10	91	1	9
Asian	184	180	98	180	98	3	2
Black	1,450	1,329	92	1,338	92	85	6
Hispanic	1,000	818	82	828	83	159	16
Native Hawaiian	<	<	100	<	100	0	0
White	2,309	2,174	94	2,195	95	98	4
Multiple Races	236	221	94	223	95	9	4
Students with Disabilities	500	437	87	440	88	58	12
Economically Disadvantaged	1,960	1,685	86	1,715	88	200	10
English Learners	715	576	81	581	81	134	19
Homeless	57	37	65	38	67	15	26
Military Connected	100	99	99	99	99	1	1
Foster Care	11	7	64	7	64	3	27
< = 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	3,214 / 15.93%	3,534 / 17.29%	3,516 / 16.95%
Advanced Placement Course Enrollment	4,711 / 23.35%	4,898 / 23.96%	4,980 / 24.01%
Dual Enrollment	2,320 / 11.5%	2,532 / 12.38%	2,699 / 13.01%
Governor's School Enrollment	362 / 1.79%	358 / 1.75%	361 / 1.74%
IB Course Enrollment	211 / 1.05%	274 / 1.34%	185 / .89%
Senior Enrolled in IB Program	-	125 / .61%	-

< = 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	4,434	2,941	34
	State	87,317	57,081	35
Female	Division	2,211	1,627	26
	State	43,705	31,577	28
Male	Division	2,223	1,314	41
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	184	141	23
	State	6,741	5,862	13
Black	Division	1,190	757	36
	State	18,624	10,601	43
Hispanic	Division	596	269	55
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	2,270	1,642	28
	State	45,098	30,844	32
Multiple Races	Division	183	126	31
	State	4,380	2,929	33
Students with Disabilities	Division	398	172	57
	State	8,185	3,548	57
Economically Disadvantaged	Division	1,574	773	51
	State	30,335	14,987	51
English Learners	Division	238	74	69
	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
State Licensures	Division	65	46	95
	State	1,236	1,573	2,069
Industry Certification	Division	5,769	5,312	5,156
	State	95,688	100,965	101,956
Workplace Readiness	Division	1,296	2,951	2,445
	State	44,348	41,819	35,066
Total Credentials Earned	Division	7,130	8,309	7,696
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	5,978	7,026	6,625
	State	115,682	118,469	115,609
Armed Services Vocational Aptitude Battery Examination	Division	16	31	4
	State	761	962	1,022
CTE Completers	Division	2,131	1,776	2,031
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577

< = 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	69.6	66	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	$4,070	$5,900	$604
	State	$6,770	$5,603	$867
2020-2021	Division	$3,958	$6,518	$761
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,467	$6,665	$1,367
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,796	$7,252	$1,250
	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	49,390	12,078	49,148	12,927	52,963	9,764
Female	24,254	5,785	24,098	6,217	26,033	4,621
Male	25,136	6,293	25,050	6,710	26,929	5,143
American Indian	86	20	86	17	92	17
Asian	1,836	202	1,748	256	1,922	188
Black	12,312	3,725	12,438	3,939	13,273	3,121
Hispanic	8,507	3,503	9,120	3,757	10,549	2,972
Native Hawaiian	87	22	87	22	99	14
White	23,926	4,001	22,989	4,240	24,009	2,933
Multiple Races	2,636	605	2,680	696	3,019	519
Students with Disabilities	5,699	1,892	5,644	2,033	6,227	1,725
Economically Disadvantaged	14,275	6,316	17,477	7,909	19,672	6,484
English Learners	5,998	2,414	6,650	2,649	7,927	2,120
Homeless	250	318	344	423	411	348
< = 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	4,182
Behaviors related to School Operations	8,224
Relationship Behaviors without Physical Harm	5,220
Behaviors of a Safety Concern	8,188
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,867
Behaviors used to determine Persistently Dangerous Schools	4

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.1	0.2	0.3
Asian	3.2	0.7	3.3	1.1
Black	26.4	50.7	26.3	51.1
Hispanic	20.7	18.6	21.5	20
Native Hawaiian	0.2	0.1	0.2	0.1
White	44	24.4	42.9	21.6
Multiple Races	5.4	5.4	5.7	5.9
< = 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
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	3.2	0.9	3.3
Black	26.4	60.6	26.3	53.2
Hispanic	20.7	13.4	21.5	25.7
Native Hawaiian	0.2	0.4	0.2
White	44	20.8	42.9	19.9
Multiple Races	5.4	3.9	5.7	1.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	3.2		3.3
Black	26.4	30.8	26.3	75
Hispanic	20.7	23.1	21.5	25
Native Hawaiian	0.2		0.2
White	44	30.8	42.9
Multiple Races	5.4	15.4	5.7
< = 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	38.1	48.1	52.8
< = 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	40.7	36.5	38.2
< = 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	67.1	56.7	60.7
< = 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

12.88 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.16 : 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	39%	56%	2%	3%
2022-2023	40%	56%	1%	3%
2023-2024	40%	54%	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	71%	71%	79%	88%
Asian	87%	85%	91%	88%
Black	61%	60%	68%	88%
Hispanic	56%	56%	68%	88%
White	83%	82%	85%	88%
Multiple Races	75%	74%	83%	88%
Economically Disadvantaged	58%	57%	68%	88%
English Learners	46%	45%	60%	88%
Students with Disabilities	41%	41%	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	67%	65%	74%	85%
Asian	87%	85%	90%	85%
Black	53%	50%	61%	85%
Hispanic	53%	52%	63%	85%
White	80%	79%	81%	85%
Multiple Races	70%	68%	77%	85%
Economically Disadvantaged	52%	50%	62%	85%
English Learners	47%	45%	58%	85%
Students with Disabilities	40%	38%	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	65%
Asian	81%
Black	51%
Hispanic	51%
White	79%
Multiple Races	68%
Economically Disadvantaged	50%
English Learners	43%
Students with Disabilities	36%

< = 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	89%	84%	84%
Asian	97%	90%	84%
Black	89%	83%	84%
Hispanic	78%	83%	84%
White	93%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	83%	82%	84%
English Learners	75%	77%	84%
Students with Disabilities	72%	74%	84%
Homeless	70%	-	-
Foster Care	47%	-	-

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	17%	19%	12%	10%
Asian	10%	11%	10%	10%
Black	21%	22%	12%	10%
Hispanic	24%	27%	12%	10%
White	12%	14%	12%	10%
Multiple Races	16%	18%	12%	10%
Economically Disadvantaged	27%	29%	13%	10%
English Learners	23%	26%	12%	10%
Students with Disabilities	23%	25%	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	48%	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	2358	4952	48%
English Learner Proficiency	488	6623	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	100%	-	99%	1%	99%	1%
Black	99%	1%	98%	2%	97%	3%
Hispanic	99%	1%	99%	1%	98%	2%
White	99%	1%	99%	1%	98%	2%
Multiple Races	99%	1%	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	98%	2%	97%	3%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	98%	2%
Students with Disabilities	98%	2%	98%	2%	97%	3%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	99%	1%	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	75%	74%
Asian	88%	91%
Black	66%	63%
Hispanic	63%	63%
White	84%	84%
Multiple Races	78%	77%
Economically Disadvantaged	63%	62%
English Learners	55%	58%
Students with Disabilities	51%	52%

< = 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

Chesterfield County 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

2024 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