Chesterfield County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
A.M. Davis Elementary	Fully Accredited	Needs Intensive Support	77.6
Alberta Smith Elementary	Fully Accredited	Distinguished	91
Bellwood Elementary	Fully Accredited	Needs Intensive Support	74.7
Bensley Elementary	Fully Accredited	Off Track	69.7
Bettie Weaver Elementary	Fully Accredited	Distinguished	92.9
Beulah Elementary	Fully Accredited	Needs Intensive Support	78.6
Bon Air Elementary	Fully Accredited	On Track	84.4
C.C. Wells Elementary	Fully Accredited	On Track	84.6
C.E. Curtis Elementary	Fully Accredited	Off Track	84.4
Chesterfield Virtual School	Fully Accredited	Needs Intensive Support	72
Clover Hill Elementary	Fully Accredited	On Track	85.8
Crestwood Elementary	Fully Accredited	Off Track	81.7
Ecoff Elementary	Fully Accredited	On Track	81.4
Elizabeth Scott Elementary	Fully Accredited	On Track	87
Enon Elementary	Fully Accredited	On Track	84.8
Ettrick Elementary	Fully Accredited	Off Track	81.3
Evergreen Elementary	Fully Accredited	Off Track	80.8
Falling Creek Elementary	Fully Accredited	Needs Intensive Support	72.5
Grange Hall Elementary	Fully Accredited	Distinguished	92.9
Greenfield Elementary	Fully Accredited	Distinguished	92.2
Harrowgate Elementary	Fully Accredited	Off Track	77.6
Hopkins Road Elementary	Fully Accredited	Needs Intensive Support	79
J.A. Chalkley Elementary	Fully Accredited	Needs Intensive Support	76.6
J.B. Watkins Elementary	Fully Accredited	Distinguished	92
J.G. Hening Elementary	Fully Accredited	Needs Intensive Support	77.5
Jacobs Road Elementary	Fully Accredited	On Track	83
Marguerite F. Christian Elementary	Fully Accredited	Off Track	80.6
Matoaca Elementary	Fully Accredited	On Track	87.2
Moseley Elementary	Fully Accredited	Distinguished	90.4
O.B. Gates Elementary	Fully Accredited	On Track	86.7
Old Hundred Elementary	Fully Accredited	Distinguished	91.5
Providence Elementary	Fully Accredited	Needs Intensive Support	77.8
Reams Road Elementary	Fully Accredited	Needs Intensive Support	77.2
Robious Elementary	Fully Accredited	Distinguished	90.6
Salem Church Elementary	Fully Accredited	Needs Intensive Support	76.2
Spring Run Elementary	Fully Accredited	On Track	84.2
Swift Creek Elementary	Fully Accredited	Distinguished	91
Thelma Crenshaw Elementary	Fully Accredited	Needs Intensive Support	79.6
W.W. Gordon Elementary	Fully Accredited	Distinguished	94.6
Winterpock Elementary	Fully Accredited	Distinguished	91.5
Woolridge Elementary	Fully Accredited	Distinguished	92.7
Middle Schools
Bailey Bridge Middle	Fully Accredited	On Track	80.8
Carver Middle	Fully Accredited	Off Track	70.8
Elizabeth Davis Middle	Fully Accredited	On Track	82.9
Falling Creek Middle	Fully Accredited	Needs Intensive Support	62
Manchester Middle	Fully Accredited	Off Track	76.9
Matoaca Middle	Fully Accredited	Off Track	77.6
Midlothian Middle	Fully Accredited	On Track	86.7
Providence Middle	Fully Accredited	Off Track	72.1
Robious Middle	Fully Accredited	On Track	87.9
Salem Church Middle	Fully Accredited	Off Track	71.3
Swift Creek Middle	Fully Accredited	On Track	86.8
Tomahawk Creek Middle	Fully Accredited	On Track	85.1
High Schools
Carver College and Career Academy	Fully Accredited	Needs Intensive Support	51.7
Clover Hill High	Fully Accredited	On Track	88.1
Cosby High	Fully Accredited	Distinguished	96.9
James River High	Fully Accredited	On Track	86.7
Lloyd C. Bird High	Fully Accredited	On Track	84
Manchester High	Fully Accredited	On Track	85
Matoaca High	Fully Accredited	On Track	88.7
Meadowbrook High	Fully Accredited	Off Track	71.1
Midlothian High	Fully Accredited	Distinguished	93.3
Monacan High	Fully Accredited	Distinguished	90.4
Thomas Dale High	Fully Accredited	On Track	87.4

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	71	29	12	59	71	29	12	60	72	28
Female	13	61	74	26	13	60	73	27	14	61	75	25
Male	11	58	69	31	10	58	68	32	11	59	70	30
American Indian	9	57	66	34	10	65	74	26	5	75	80	20
Asian	21	64	85	15	21	64	85	15	19	68	86	14
Black	6	54	60	40	5	55	60	40	6	56	62	38
Hispanic	5	51	56	44	5	50	55	45	6	51	56	44
Native Hawaiian	5	71	76	24	14	63	77	23	8	66	73	27
White	18	65	84	16	17	65	83	17	19	66	85	15
Multiple Races	14	63	77	23	13	62	74	26	15	64	79	21
Students with Disabilities	6	35	42	58	6	35	40	60	4	38	42	58
Students without Disabilities	13	63	76	24	12	63	75	25	13	63	77	23
Economically Disadvantaged	5	53	58	42	5	52	57	43	5	55	60	40
Not Economically Disadvantaged	16	63	79	21	16	63	78	22	17	64	81	19
English Learners	1	28	30	70	1	27	28	72	1	28	28	72
Military Connected	15	69	84	16	13	69	82	18	14	70	84	16
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	57	67	33	10	56	66	34	10	58	68	32
Female	12	58	70	30	12	56	68	32	10	58	68	32
Male	9	56	65	35	7	56	63	37	10	57	67	33
American Indian	<	<	<	<	9	73	82	18	<	<	<	<
Asian	11	71	82	18	20	62	82	18	12	65	77	23
Black	4	49	53	47	4	51	55	45	4	52	57	43
Hispanic	5	47	52	48	6	44	49	51	4	43	47	53
Native Hawaiian	<	<	<	<	<	<	<	<	8	67	75	25
White	17	64	80	20	14	64	78	22	15	67	82	18
Multiple Races	12	60	73	27	12	56	68	32	15	63	78	22
Students with Disabilities	5	34	39	61	3	33	36	64	4	37	41	59
Students without Disabilities	11	61	72	28	11	59	70	30	11	61	72	28
Economically Disadvantaged	4	50	54	46	4	49	53	47	4	50	53	47
Not Economically Disadvantaged	15	61	75	25	13	60	73	27	14	63	77	23
English Learners	1	37	38	62	-	31	31	69	1	32	33	67
Military Connected	15	70	84	16	7	66	73	27	11	74	85	15
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	59	74	26	14	59	73	27	14	59	73	27
Female	16	60	76	24	15	59	75	25	15	61	76	24
Male	14	58	72	28	13	58	71	29	12	58	70	30
American Indian	<	<	<	<	<	<	<	<	8	67	75	25
Asian	23	62	85	15	17	72	88	12	18	67	85	15
Black	6	56	62	38	7	55	62	38	7	56	64	36
Hispanic	8	51	59	41	7	51	57	43	6	51	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	22	64	86	14	21	63	84	16	20	65	85	15
Multiple Races	18	58	76	24	15	66	81	19	16	63	79	21
Students with Disabilities	7	36	43	57	8	38	46	54	4	39	43	57
Students without Disabilities	16	62	78	22	15	63	78	22	15	63	78	22
Economically Disadvantaged	6	54	60	40	5	54	60	40	6	56	62	38
Not Economically Disadvantaged	20	62	82	18	19	62	81	19	19	62	81	19
English Learners	2	43	45	55	1	41	42	58	1	37	38	63
Military Connected	25	66	91	9	21	65	87	13	14	67	81	19
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	9	62	71	29	10	63	73	27
Female	11	63	73	27	9	63	73	27	11	65	76	24
Male	9	61	70	30	8	61	68	32	9	62	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	15	71	86	14	14	68	83	17	12	77	89	11
Black	4	54	58	42	3	56	59	41	4	57	61	39
Hispanic	4	56	60	40	5	52	57	43	5	54	59	41
Native Hawaiian	<	<	100	0	<	<	100	0	8	67	75	25
White	16	68	84	16	13	70	83	17	16	69	86	14
Multiple Races	11	61	72	28	9	62	71	29	12	70	82	18
Students with Disabilities	5	40	45	55	4	32	36	64	4	36	40	60
Students without Disabilities	11	65	76	24	9	66	76	24	11	68	79	21
Economically Disadvantaged	4	56	60	40	3	54	57	43	4	57	61	39
Not Economically Disadvantaged	14	65	79	21	12	67	79	21	14	67	82	18
English Learners	1	32	34	66	1	29	30	70	-	27	28	72
Military Connected	9	77	86	14	10	72	82	18	13	74	88	13
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	56	67	33	10	57	67	33	9	59	68	32
Female	12	57	69	31	11	59	69	31	10	61	71	29
Male	10	55	65	35	10	55	66	34	9	57	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	62	87	13	25	62	87	13	15	70	86	14
Black	5	49	54	46	4	49	53	47	4	52	56	44
Hispanic	5	45	50	50	3	49	52	48	4	48	52	48
Native Hawaiian	9	55	64	36	<	<	<	<	<	<	100	0
White	16	64	80	20	16	65	82	18	15	69	84	16
Multiple Races	15	58	73	27	13	58	72	28	13	58	71	29
Students with Disabilities	7	32	39	61	7	32	39	61	5	30	35	65
Students without Disabilities	11	59	71	29	11	61	72	28	10	63	73	27
Economically Disadvantaged	4	47	52	48	5	48	52	48	4	49	53	47
Not Economically Disadvantaged	15	61	76	24	14	62	76	24	13	66	79	21
English Learners	2	17	19	81	1	16	18	82	1	15	16	84
Military Connected	12	63	75	25	14	69	83	17	12	73	85	15
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	56	65	35	8	59	67	33	9	61	69	31
Female	10	58	68	32	10	59	69	31	10	62	72	28
Male	8	54	62	38	7	58	66	34	8	59	67	33
American Indian	8	67	75	25	<	<	<	<	<	<	100	0
Asian	17	66	83	17	16	71	86	14	17	72	89	11
Black	5	47	52	48	4	51	56	44	3	53	56	44
Hispanic	3	45	48	52	4	49	52	48	4	49	53	47
Native Hawaiian	-	67	67	33	17	67	83	17	<	<	<	<
White	13	64	78	22	13	67	80	20	13	70	83	17
Multiple Races	7	67	75	25	7	62	69	31	12	65	77	23
Students with Disabilities	6	28	34	66	7	33	40	60	4	38	43	57
Students without Disabilities	9	60	69	31	9	62	71	29	9	64	73	27
Economically Disadvantaged	4	46	51	49	2	50	52	48	3	51	55	45
Not Economically Disadvantaged	11	62	73	27	12	64	76	24	12	67	79	21
English Learners	2	14	16	84	2	17	19	81	1	20	21	79
Military Connected	9	69	78	22	9	63	72	28	16	69	86	14
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	60	69	31	8	58	67	33	10	60	70	30
Female	10	63	73	27	10	60	70	30	11	61	72	28
Male	8	57	66	34	7	57	64	36	8	59	68	32
American Indian	<	<	<	<	8	69	77	23	<	<	<	<
Asian	22	61	82	18	24	58	82	18	18	71	89	11
Black	4	54	58	42	3	54	57	43	4	54	58	42
Hispanic	4	51	55	45	4	47	51	49	4	48	52	48
Native Hawaiian	<	<	<	<	20	40	60	40	7	57	64	36
White	14	67	81	19	13	66	79	21	15	69	84	16
Multiple Races	13	64	78	22	9	66	75	25	12	64	76	24
Students with Disabilities	5	31	36	64	4	34	38	62	4	38	42	58
Students without Disabilities	10	64	74	26	9	62	71	29	10	63	73	27
Economically Disadvantaged	4	51	55	45	3	50	53	47	4	53	56	44
Not Economically Disadvantaged	13	65	78	22	12	63	75	25	14	65	79	21
English Learners	-	10	10	90	1	17	19	81	-	18	18	82
Military Connected	16	63	79	21	10	74	84	16	10	70	80	20
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	66	85	15	21	62	82	18	24	62	85	15
Female	20	66	86	14	21	64	86	14	26	61	87	13
Male	19	65	84	16	20	60	79	21	21	63	84	16
American Indian	36	55	91	9	<	<	<	<	9	91	100	0
Asian	31	60	91	9	29	60	89	11	35	56	91	9
Black	11	67	78	22	10	65	75	25	12	67	79	21
Hispanic	10	60	70	30	10	58	69	31	12	64	76	24
Native Hawaiian	10	80	90	10	<	<	<	<	<	<	<	<
White	28	66	94	6	30	61	92	8	35	57	92	8
Multiple Races	21	70	92	8	26	61	86	14	27	63	91	9
Students with Disabilities	10	49	59	41	8	41	50	50	7	49	56	44
Students without Disabilities	20	67	88	12	22	64	86	14	26	63	89	11
Economically Disadvantaged	10	67	77	23	10	62	72	28	13	66	79	21
Not Economically Disadvantaged	24	65	89	11	25	62	87	13	30	59	89	11
English Learners	2	16	18	82	-	28	28	72	2	38	40	60
Military Connected	21	76	97	3	20	71	92	8	23	64	87	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	49	63	37	14	52	66	34	15	52	67	33
Female	17	53	70	30	18	55	72	28	19	54	73	27
Male	12	44	56	44	11	50	60	40	12	49	60	40
American Indian	24	41	65	35	<	<	<	<	<	<	<	<
Asian	30	53	83	17	34	48	82	18	37	47	84	16
Black	6	42	48	52	4	48	52	48	6	50	56	44
Hispanic	7	43	50	50	4	45	50	50	6	41	47	53
Native Hawaiian	13	38	50	50	<	<	<	<	<	<	<	<
White	21	54	75	25	23	58	81	19	24	58	82	18
Multiple Races	17	54	71	29	17	57	75	25	19	56	75	25
Students with Disabilities	2	21	23	77	2	23	25	75	1	29	31	69
Students without Disabilities	16	52	68	32	15	55	71	29	17	54	71	29
Economically Disadvantaged	6	40	46	54	4	48	52	48	6	46	53	47
Not Economically Disadvantaged	19	53	73	27	20	55	75	25	21	55	75	25
English Learners	-	7	7	93	-	10	10	90	-	12	12	88
Homeless									<	<	100	0
Military Connected	15	57	73	27	17	60	77	23	18	64	81	19
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	53	68	32	14	52	66	34	15	52	67	33
Female	17	57	74	26	18	55	72	28	19	54	73	27
Male	11	50	61	39	11	50	60	40	12	49	60	40
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	27	55	82	18	34	48	82	18	37	47	84	16
Black	5	49	54	46	4	48	52	48	6	50	56	44
Hispanic	6	43	50	50	4	45	50	50	6	41	47	53
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	22	59	81	19	23	58	81	19	24	58	82	18
Multiple Races	15	61	77	23	17	57	75	25	19	56	75	25
Students with Disabilities	2	24	26	74	2	23	25	75	1	29	31	69
Students without Disabilities	16	57	72	28	15	55	71	29	17	54	71	29
Economically Disadvantaged	5	45	50	50	4	48	52	48	6	46	53	47
Not Economically Disadvantaged	19	58	77	23	20	55	75	25	21	55	75	25
English Learners	-	5	5	95	-	10	10	90	-	12	12	88
Homeless									<	<	100	0
Military Connected	12	69	81	19	17	60	77	23	18	64	81	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	58	65	35	8	61	68	32	11	59	70	30
Female	7	58	65	35	7	61	68	32	9	60	69	31
Male	9	57	66	34	9	60	69	31	12	59	71	29
American Indian	8	59	67	33	6	71	77	23	9	70	79	21
Asian	21	65	86	14	21	67	89	11	26	61	87	13
Black	2	49	51	49	2	53	56	44	3	53	56	44
Hispanic	3	49	52	48	3	52	54	46	4	51	56	44
Native Hawaiian	9	69	78	22	8	74	82	18	7	73	80	20
White	13	67	79	21	13	69	82	18	17	66	84	16
Multiple Races	9	59	68	32	10	63	72	28	12	63	75	25
Students with Disabilities	3	37	40	60	3	40	43	57	3	40	43	57
Students without Disabilities	8	61	69	31	9	64	72	28	12	62	74	26
Economically Disadvantaged	3	48	51	49	2	53	55	45	4	53	57	43
Not Economically Disadvantaged	11	63	74	26	11	65	76	24	15	63	78	22
English Learners	1	35	36	64	1	38	39	61	1	38	40	60
Military Connected	10	68	78	22	8	71	78	22	14	66	80	20
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	67	33	10	59	68	32	13	60	73	27
Female	8	56	65	35	8	58	66	34	11	59	70	30
Male	13	57	70	30	12	59	70	30	15	60	76	24
American Indian	<	<	<	<	9	82	91	9	<	<	<	<
Asian	23	61	84	16	21	67	88	12	28	56	84	16
Black	3	48	51	49	2	52	55	45	5	54	59	41
Hispanic	4	50	54	46	4	50	54	46	5	51	56	44
Native Hawaiian	<	<	<	<	<	<	<	<	8	83	92	8
White	16	65	81	19	16	66	82	18	21	66	87	13
Multiple Races	15	58	73	27	12	58	70	30	16	68	84	16
Students with Disabilities	5	35	40	60	3	37	40	60	4	44	48	52
Students without Disabilities	12	61	73	27	11	62	73	27	15	62	77	23
Economically Disadvantaged	4	49	53	47	3	52	55	45	4	55	59	41
Not Economically Disadvantaged	15	62	76	24	14	63	76	24	19	63	82	18
English Learners	2	46	47	53	1	41	42	58	2	46	47	53
Military Connected	17	66	83	17	6	64	71	29	17	66	82	18
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	67	33	12	57	69	31	14	60	73	27
Female	8	59	66	34	9	58	67	33	11	61	72	28
Male	13	55	68	32	15	57	72	28	16	59	75	25
American Indian	<	<	<	<	<	<	<	<	8	58	67	33
Asian	19	62	81	19	26	59	85	15	30	58	88	12
Black	3	47	50	50	4	50	53	47	4	57	60	40
Hispanic	4	52	56	44	4	52	56	44	6	56	62	38
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	17	65	82	18	19	64	83	17	22	64	85	15
Multiple Races	11	58	69	31	16	62	78	22	18	61	79	21
Students with Disabilities	2	34	36	64	4	37	41	59	3	40	43	57
Students without Disabilities	12	60	72	28	13	61	75	25	15	63	78	22
Economically Disadvantaged	3	49	52	48	4	52	55	45	5	57	62	38
Not Economically Disadvantaged	15	62	77	23	17	61	78	22	19	62	81	19
English Learners	1	44	45	55	1	45	46	54	2	46	48	52
Military Connected	16	73	89	11	14	64	79	21	17	65	82	18
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	49	51	49	2	51	54	46	16	57	73	27
Female	2	47	49	51	2	52	54	46	14	58	72	28
Male	2	51	52	48	2	50	53	47	18	56	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	5	69	74	26	7	71	78	22	31	57	88	12
Black	-	38	38	62	1	43	44	56	6	54	59	41
Hispanic	2	42	44	56	1	42	43	57	8	51	59	41
Native Hawaiian	<	<	100	0	<	<	<	<	25	50	75	25
White	3	61	64	36	4	65	68	32	26	61	87	13
Multiple Races	3	49	52	48	3	51	54	46	15	65	80	20
Students with Disabilities	1	31	32	68	1	30	31	69	6	36	41	59
Students without Disabilities	2	53	55	45	2	56	58	42	18	61	79	21
Economically Disadvantaged	1	41	42	58	1	43	44	56	6	55	61	39
Not Economically Disadvantaged	3	55	58	42	3	58	61	39	23	58	81	19
English Learners	-	29	29	71	1	29	29	71	1	39	40	60
Military Connected	3	52	55	45	2	73	76	24	23	67	89	11
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	51	58	42	7	55	62	38	2	48	50	50
Female	5	49	54	46	6	55	61	39	2	48	49	51
Male	8	52	60	40	8	55	63	37	2	49	51	49
American Indian	8	75	83	17	<	<	100	0	<	<	<	<
Asian	19	67	86	14	13	73	86	14	9	62	70	30
Black	2	38	40	60	2	42	44	56	-	37	37	63
Hispanic	3	38	41	59	3	42	45	55	1	37	38	62
Native Hawaiian	-	80	80	20	<	<	100	0	<	<	<	<
White	10	65	75	25	11	68	79	21	4	66	70	30
Multiple Races	6	51	57	43	8	58	67	33	3	54	57	43
Students with Disabilities	3	34	37	63	2	35	37	63	1	30	32	68
Students without Disabilities	7	54	61	39	8	58	66	34	2	52	54	46
Economically Disadvantaged	3	38	41	59	2	42	44	56	1	38	39	61
Not Economically Disadvantaged	9	60	69	31	10	62	72	28	3	58	61	39
English Learners	1	20	21	79	1	21	22	78	-	19	19	81
Military Connected	8	59	67	33	9	67	76	24	3	53	56	44
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	74	87	13	15	76	91	9	8	57	65	35
Female	11	76	88	12	14	78	92	8	7	58	65	35
Male	14	72	86	14	15	75	91	9	10	55	65	35
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	18	76	94	6	30	66	95	5	16	68	84	16
Black	7	71	78	22	6	74	81	19	2	46	48	52
Hispanic	5	75	79	21	6	73	80	20	4	46	50	50
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	16	75	91	9	18	78	96	4	14	68	82	18
Multiple Races	11	77	88	12	13	88	100	0	10	59	69	31
Students with Disabilities	15	47	62	38	11	69	80	20	1	35	37	63
Students without Disabilities	12	76	89	11	15	77	92	8	9	59	69	31
Economically Disadvantaged	7	72	79	21	7	75	82	18	3	46	49	51
Not Economically Disadvantaged	14	75	89	11	16	77	93	7	12	64	75	25
English Learners	6	44	50	50	8	67	75	25	-	24	25	75
Military Connected	11	78	89	11	10	80	90	10	14	65	80	20
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	50	56	44	7	51	57	43	14	63	76	24
Female	6	51	57	43	6	51	58	42	15	60	75	25
Male	7	49	56	44	7	50	57	43	12	65	77	23
American Indian	8	42	50	50	10	50	60	40	<	<	100	0
Asian	15	69	84	16	22	65	87	13	35	57	93	7
Black	2	39	41	59	2	41	43	57	3	54	57	43
Hispanic	2	40	42	58	2	38	39	61	5	52	57	43
Native Hawaiian	8	50	58	42	7	79	86	14	<	<	<	<
White	10	60	71	29	11	62	74	26	18	70	89	11
Multiple Races	8	53	61	39	7	54	61	39	21	63	84	16
Students with Disabilities	2	25	28	72	3	27	30	70	2	32	35	65
Students without Disabilities	7	54	61	39	7	54	61	39	15	67	83	17
Economically Disadvantaged	2	38	40	60	2	39	41	59	6	51	57	43
Not Economically Disadvantaged	9	57	66	34	10	57	67	33	17	67	84	16
English Learners	-	16	16	84	1	17	18	82	1	22	23	77
Military Connected	5	66	71	29	7	61	68	32	19	70	89	11
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	68	76	24	8	73	81	19	10	66	76	24
Female	10	70	80	20	8	75	83	17	10	68	78	22
Male	7	66	73	27	7	72	79	21	10	64	74	26
American Indian	<	<	<	<	7	64	71	29	8	77	85	15
Asian	30	62	92	8	24	71	95	5	30	61	92	8
Black	2	68	70	30	3	74	77	23	3	67	71	29
Hispanic	3	61	64	36	2	71	73	27	4	61	65	35
Native Hawaiian	9	82	91	9	7	79	86	14	6	76	82	18
White	15	71	86	14	13	74	88	12	18	67	85	15
Multiple Races	11	72	83	17	9	75	85	15	11	68	79	21
Students with Disabilities	2	56	58	42	2	63	64	36	2	60	62	38
Students without Disabilities	10	69	79	21	8	75	83	17	11	66	78	22
Economically Disadvantaged	3	65	68	32	3	73	76	24	4	64	68	32
Not Economically Disadvantaged	13	69	82	18	11	73	84	16	15	67	82	18
English Learners	-	46	46	54	-	61	61	39	1	50	51	49
Military Connected	10	73	83	17	8	84	91	9	15	72	87	13
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	62	67	33	5	67	72	28	6	60	66	34
Female	5	63	68	32	4	70	74	26	6	59	65	35
Male	5	61	67	33	6	63	69	31	6	61	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	21	65	86	14	19	72	90	10	20	70	90	10
Black	1	50	51	49	1	56	57	43	2	48	50	50
Hispanic	1	47	48	52	1	52	53	47	2	48	50	50
Native Hawaiian	<	<	<	<	<	<	<	<	-	70	70	30
White	8	74	82	18	7	77	84	16	9	70	79	21
Multiple Races	6	63	68	32	5	72	77	23	7	58	65	35
Students with Disabilities	2	32	34	66	1	42	43	57	2	28	30	70
Students without Disabilities	6	64	70	30	5	69	74	26	7	62	69	31
Economically Disadvantaged	2	47	48	52	1	55	56	44	2	49	51	49
Not Economically Disadvantaged	7	70	77	23	7	72	79	21	9	66	75	25
English Learners	1	14	14	86	-	19	19	81	-	22	23	77
Military Connected	5	78	83	17	3	72	76	24	8	68	76	24
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	72	28	16	65	81	19	14	67	81	19
Female	11	62	73	27	15	67	81	19	14	65	79	21
Male	13	58	71	29	17	64	81	19	13	69	82	18
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	40	58	98	2	40	56	96	4	28	70	98	2
Black	2	42	44	56	6	54	60	40	5	44	48	52
Hispanic	5	45	50	50	4	50	54	46	2	59	61	39
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	15	71	86	14	19	73	91	9	17	73	90	10
Multiple Races	10	60	70	30	14	69	83	17	4	81	85	15
Students with Disabilities	-	42	42	58	30	30	60	40	-	18	18	82
Students without Disabilities	13	60	73	27	16	66	82	18	14	69	83	17
Economically Disadvantaged	2	40	42	58	8	57	65	35	5	43	48	52
Not Economically Disadvantaged	16	66	81	19	18	67	85	15	16	74	89	11
English Learners	-	16	16	84	-	19	19	81	-	25	25	75
Military Connected	-	82	82	18	14	79	93	7	<	<	<	<
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students									94	6	100	0
Female									<	<	100	0
Male									<	<	100	0
Asian									<	<	100	0
Black									<	<	100	0
White									<	<	100	0
Students without Disabilities									94	6	100	0
Not Economically Disadvantaged									94	6	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	65	35	8	59	67	33	8	64	72	28
Female	6	58	64	36	6	59	66	34	7	64	71	29
Male	10	56	65	35	10	58	68	32	10	63	73	27
American Indian	15	53	68	32	8	64	72	28	4	86	89	11
Asian	20	63	82	18	18	65	83	17	14	74	88	12
Black	2	46	48	52	3	49	52	48	4	56	60	40
Hispanic	3	46	49	51	3	48	52	48	4	53	58	42
Native Hawaiian	4	63	67	33	7	63	70	30	7	64	71	29
White	13	67	80	20	13	68	81	19	13	72	85	15
Multiple Races	9	63	72	28	9	62	71	29	10	67	77	23
Students with Disabilities	4	34	37	63	3	34	37	63	4	39	43	57
Students without Disabilities	9	60	68	32	9	62	71	29	9	67	76	24
Economically Disadvantaged	3	46	49	51	3	49	52	48	4	56	59	41
Not Economically Disadvantaged	11	63	74	26	11	64	75	25	11	69	80	20
English Learners	1	20	21	79	-	24	24	76	2	32	33	67
Military Connected	10	70	79	21	9	70	80	20	13	70	83	17
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	51	68	32	18	51	68	32	18	55	73	27
Female	13	52	65	35	14	53	67	33	14	57	72	28
Male	19	51	70	30	21	48	70	30	21	53	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	30	55	85	15	33	49	82	18	23	64	87	13
Black	6	44	50	50	9	45	54	46	7	53	60	40
Hispanic	8	47	54	46	9	47	56	44	9	50	59	41
Native Hawaiian	<	<	100	0	<	<	<	<	-	83	83	17
White	25	57	82	18	26	56	82	18	28	58	86	14
Multiple Races	16	54	71	29	18	51	68	32	19	60	80	20
Students with Disabilities	6	36	42	58	4	33	37	63	6	36	42	58
Students without Disabilities	18	54	72	28	20	53	73	27	19	59	78	22
Economically Disadvantaged	8	47	55	45	8	46	54	46	7	55	62	38
Not Economically Disadvantaged	21	54	76	24	23	53	77	23	24	56	80	20
English Learners	2	33	34	66	1	31	31	69	1	36	37	63
Military Connected	19	58	77	23	22	63	85	15	29	57	87	13
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	51	55	45	4	53	56	44	4	55	59	41
Female	3	50	53	47	2	52	54	46	3	54	57	43
Male	6	52	58	42	5	53	58	42	5	56	61	39
American Indian	<	<	<	<	-	69	69	31	<	<	<	<
Asian	12	67	79	21	13	67	80	20	10	77	88	12
Black	1	37	38	62	1	41	41	59	1	39	41	59
Hispanic	1	39	40	60	-	40	40	60	1	40	42	58
Native Hawaiian	-	70	70	30	7	43	50	50	7	53	60	40
White	7	63	70	30	7	65	72	28	7	70	77	23
Multiple Races	4	58	63	37	5	58	63	37	4	63	67	33
Students with Disabilities	3	27	29	71	3	29	31	69	1	32	34	66
Students without Disabilities	5	54	59	41	4	56	60	40	4	58	62	38
Economically Disadvantaged	1	38	39	61	1	40	41	59	2	41	43	57
Not Economically Disadvantaged	6	59	65	35	5	59	65	35	6	64	70	30
English Learners	-	7	7	93	-	14	14	86	-	14	14	86
Military Connected	5	78	83	17	3	62	65	35	6	65	71	29
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	63	70	30	4	68	73	27	5	72	77	23
Female	6	67	73	27	4	70	74	26	5	73	78	22
Male	7	60	67	33	5	66	72	28	5	71	76	24
American Indian	18	55	73	27	<	<	<	<	9	91	100	0
Asian	18	62	80	20	15	72	88	12	11	76	87	13
Black	2	54	56	44	1	58	60	40	3	67	70	30
Hispanic	2	51	53	47	2	57	58	42	4	63	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	18	64	82	18
White	11	73	84	16	7	78	85	15	7	80	87	13
Multiple Races	5	74	79	21	5	77	82	18	5	75	80	20
Students with Disabilities	1	37	38	62	2	35	36	64	3	46	49	51
Students without Disabilities	7	66	73	27	5	72	76	24	6	75	80	20
Economically Disadvantaged	2	51	53	47	2	58	59	41	3	66	69	31
Not Economically Disadvantaged	9	70	79	21	6	74	80	20	7	76	83	17
English Learners	-	17	17	83	1	25	25	75	4	42	46	54
Military Connected	7	69	76	24	3	83	86	14	6	83	88	12
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	24	24	76	3	23	25	75	1	25	26	74
Female	-	23	23	77	1	22	23	77	2	25	26	74
Male	-	25	25	75	5	24	28	72	-	26	26	74
American Indian					<	<	<	<
Asian	<	<	<	<	8	17	25	75	<	<	100	0
Black	-	14	14	86	-	17	17	83	-	16	16	84
Hispanic	-	16	16	84	2	17	20	80	5	23	27	73
Native Hawaiian	<	<	100	0	<	<	<	<
White	-	49	49	51	2	36	38	62	-	42	42	58
Multiple Races	-	27	27	73	20	40	60	40	<	<	<	<
Students with Disabilities	-	7	7	93	-	-	-	100	<	<	<	<
Students without Disabilities	-	25	25	75	3	24	27	73	1	26	27	73
Economically Disadvantaged	-	15	15	85	-	16	16	84	2	18	20	80
Not Economically Disadvantaged	-	32	32	68	5	29	34	66	-	33	33	67
English Learners	-	12	12	88	-	6	6	94	-	30	30	70
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	62	68	32	7	65	72	28	6	77	83	17
Female	4	62	67	33	6	65	71	29	5	76	81	19
Male	6	62	69	31	7	66	73	27	8	77	85	15
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	19	69	89	11	15	73	88	12	14	76	90	10
Black	1	50	51	49	1	55	56	44	2	69	70	30
Hispanic	1	50	51	49	2	53	55	45	3	68	71	29
Native Hawaiian	<	<	<	<	9	91	100	0	<	<	<	<
White	9	75	84	16	11	75	87	13	9	83	92	8
Multiple Races	7	69	76	24	5	68	73	27	9	74	83	17
Students with Disabilities	1	36	37	63	1	41	43	57	2	49	51	49
Students without Disabilities	6	66	72	28	7	68	76	24	7	79	86	14
Economically Disadvantaged	1	51	52	48	2	56	58	42	2	65	67	33
Not Economically Disadvantaged	8	69	77	23	9	70	79	21	8	81	90	10
English Learners	-	19	19	81	-	25	25	75	-	41	41	59
Military Connected	7	74	81	19	9	75	84	16	14	75	90	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	50	64	36	13	50	63	37	14	50	64	36
Female	12	51	63	37	11	51	61	39	13	50	63	37
Male	15	49	64	36	15	49	64	36	16	50	66	34
American Indian	7	54	61	39	13	52	65	35	13	53	66	34
Asian	29	53	82	18	28	56	84	16	29	59	88	12
Black	5	43	49	51	6	43	49	51	6	45	51	49
Hispanic	6	44	51	49	6	44	50	50	7	45	52	48
Native Hawaiian	9	50	59	41	29	44	74	26	17	50	67	33
White	21	56	78	22	20	57	77	23	23	55	79	21
Multiple Races	15	50	65	35	16	52	68	32	17	53	70	30
Students with Disabilities	4	28	32	68	5	30	34	66	4	32	36	64
Students without Disabilities	15	53	68	32	14	53	67	33	16	52	68	32
Economically Disadvantaged	5	42	48	52	5	43	48	52	6	45	51	49
Not Economically Disadvantaged	19	55	73	27	17	54	71	29	20	54	74	26
English Learners	1	24	25	75	2	24	25	75	2	29	32	68
Migrant									<	<	<	<
Military Connected	18	60	78	22	18	60	78	22	21	57	79	21
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	32	35	65	1	29	30	70	3	36	39	61
Female	4	30	33	67	1	30	31	69	3	35	38	62
Male	2	34	36	64	2	28	29	71	3	37	41	59
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	19	23	42	58	12	36	48	52	18	62	79	21
Black	1	30	30	70	-	26	26	74	3	32	35	65
Hispanic	-	20	20	80	1	23	23	77	1	36	37	63
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	8	49	57	43	3	36	39	61	4	38	42	58
Multiple Races	2	29	31	69	-	34	34	66	-	48	48	52
Students with Disabilities	-	16	16	84	-	19	19	81	-	23	23	77
Students without Disabilities	4	36	40	60	2	31	33	67	4	39	43	57
Economically Disadvantaged	-	26	26	74	-	25	25	75	2	34	36	64
Not Economically Disadvantaged	6	37	43	57	3	33	35	65	5	38	43	57
English Learners	-	11	11	89	-	12	12	88	2	28	30	70
Military Connected	-	30	30	70	-	31	31	69	6	47	53	47
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	58	65	35	8	59	67	33	7	59	66	34
Female	6	58	64	36	6	60	66	34	6	58	64	36
Male	9	57	66	34	9	58	68	32	8	60	68	32
American Indian	<	<	<	<	<	<	<	<	8	62	69	31
Asian	20	67	87	13	20	67	88	12	14	74	87	13
Black	2	49	51	49	3	53	56	44	2	53	55	45
Hispanic	4	48	52	48	4	49	53	47	5	53	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	10	70	80	20
White	12	67	79	21	11	69	80	20	11	67	78	22
Multiple Races	6	64	70	30	11	63	74	26	7	63	69	31
Students with Disabilities	3	33	36	64	4	35	39	61	4	38	42	58
Students without Disabilities	8	60	68	32	8	62	70	30	7	62	69	31
Economically Disadvantaged	4	47	51	49	3	50	53	47	4	53	57	43
Not Economically Disadvantaged	10	65	74	26	10	65	75	25	9	64	73	27
English Learners	1	26	27	73	2	27	29	71	3	39	42	58
Military Connected	12	74	87	13	8	76	84	16	10	78	89	11
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	24	25	75	2	23	24	76	3	28	31	69
Female	1	22	23	77	1	20	21	79	3	29	31	69
Male	1	25	27	73	3	27	29	71	4	26	30	70
American Indian	<	<	100	0	<	<	<	<
Asian	-	43	43	57	11	42	53	47	-	50	50	50
Black	-	19	19	81	1	16	17	83	2	22	24	76
Hispanic	1	20	21	79	1	20	21	79	4	24	29	71
Native Hawaiian									<	<	<	<
White	2	30	32	68	2	31	33	67	4	39	43	57
Multiple Races	-	29	29	71	5	24	29	71	-	30	30	70
Students with Disabilities	-	13	13	87	3	11	14	86	2	9	11	89
Students without Disabilities	1	24	26	74	1	24	25	75	3	29	32	68
Economically Disadvantaged	-	16	17	83	-	18	18	82	3	20	23	77
Not Economically Disadvantaged	1	30	31	69	3	27	29	71	3	36	39	61
English Learners	-	5	5	95	-	5	5	95	7	12	19	81
Migrant									<	<	<	<
Military Connected	-	44	44	56	<	<	<	<	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	68	79	21	7	62	69	31	8	61	69	31
Female	6	77	84	16	4	66	70	30	6	63	69	31
Male	17	57	74	26	10	57	67	33	10	58	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	21	74	95	5	5	81	86	14	14	75	89	11
Black	4	79	83	17	2	52	54	46	2	53	55	45
Hispanic	3	31	34	66	2	35	36	64	1	50	51	49
Native Hawaiian					<	<	100	0	<	<	<	<
White	16	81	98	2	12	78	90	10	14	71	85	15
Multiple Races	10	87	97	3	11	73	84	16	16	54	70	30
Students with Disabilities	16	53	68	32	-	37	37	63	3	35	38	62
Students without Disabilities	11	69	80	20	8	64	72	28	9	63	72	28
Economically Disadvantaged	6	68	74	26	1	52	53	47	3	51	54	46
Not Economically Disadvantaged	12	68	80	20	9	66	75	25	11	66	77	23
English Learners	-	6	6	94	-	7	7	93	1	20	21	79
Military Connected	-	92	92	8	8	75	83	17	11	51	63	37
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	55	72	28	16	54	71	29	19	52	70	30
Female	18	56	73	27	16	55	70	30	18	53	70	30
Male	17	54	71	29	17	54	71	29	20	50	71	29
American Indian	<	<	<	<	17	58	75	25	<	<	<	<
Asian	38	48	85	15	39	50	90	10	37	55	92	8
Black	8	51	59	41	8	48	56	44	9	46	55	45
Hispanic	7	57	65	35	10	57	66	34	10	48	58	42
Native Hawaiian	<	<	<	<	27	40	67	33	14	50	64	36
White	25	57	82	18	22	58	80	20	28	56	84	16
Multiple Races	23	54	77	23	19	53	72	28	21	56	76	24
Students with Disabilities	5	29	35	65	4	32	36	64	4	35	39	61
Students without Disabilities	19	58	77	23	18	57	75	25	21	53	74	26
Economically Disadvantaged	7	51	58	42	8	49	58	42	8	47	55	45
Not Economically Disadvantaged	24	57	81	19	21	57	78	22	26	54	80	20
English Learners	-	17	17	83	1	25	26	74	-	23	24	76
Military Connected	18	60	78	22	18	65	83	17	24	56	80	20
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	44	64	36	22	44	66	34	24	44	68	32
Female	18	46	64	36	18	46	64	36	21	45	66	34
Male	24	41	65	35	25	43	67	33	27	43	70	30
American Indian	<	<	<	<	<	<	<	<	17	42	58	42
Asian	37	47	83	17	36	50	86	14	46	45	91	9
Black	9	37	46	54	10	39	49	51	11	42	53	47
Hispanic	11	43	53	47	10	41	51	49	12	41	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	47	78	22	32	48	79	21	35	46	81	19
Multiple Races	20	41	60	40	24	47	70	30	29	45	74	26
Students with Disabilities	6	28	33	67	8	30	38	62	7	29	36	64
Students without Disabilities	23	46	69	31	24	47	70	30	27	46	73	27
Economically Disadvantaged	7	38	45	55	8	40	49	51	11	41	52	48
Not Economically Disadvantaged	29	47	76	24	29	46	76	24	33	46	79	21
English Learners	3	36	39	61	4	33	37	63	4	30	34	66
Military Connected	29	50	79	21	32	44	76	24	34	43	77	23
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2022-2023	2023-2024	2024-2025
Division	196	289	175
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	918	946	922
Kindergarten	4,399	4,361	4,285
Grade 1	4,769	4,636	4,669
Grade 2	4,540	4,813	4,673
Grade 3	4,605	4,622	4,952
Grade 4	4,798	4,695	4,756
Grade 5	4,560	4,880	4,805
Grade 6	4,854	4,604	4,959
Grade 7	4,938	4,885	4,665
Grade 8	5,103	4,961	4,941
Grade 9	5,491	5,614	5,394
Grade 10	5,428	5,324	5,399
Grade 11	4,776	4,947	4,899
Grade 12	4,783	4,895	4,935
Total Enrollment	63,962	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 Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	63962	64183	64254
Female	31261	31326	31265
Male	32701	32857	32989
American Indian	108	114	113
Asian	2065	2132	2167
Black	16893	16889	16838
Hispanic	13222	13771	14524
Native Hawaiian	111	117	109
White	28101	27523	26784
Multiple Races	3462	3637	3719
Students with Disabilities	7943	8226	8386
Students without Disabilities	56019	55957	55868
Economically Disadvantaged	23947	20975	26213
Not Economically Disadvantaged	40015	43208	38041
English Learners	8998	9647	10510
Not English Learners	54964	54536	53744
Homeless	424	440	443
Military Connected	1294	1458	1465
Foster Care	91	77	98
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	49,148	12,927	52,963	9,764	52,943	9,790
Female	24,098	6,217	26,033	4,621	26,005	4,581
Male	25,050	6,710	26,929	5,143	26,938	5,209
American Indian	86	17	92	17	92	19
Asian	1,748	256	1,922	188	1,991	185
Black	12,438	3,939	13,273	3,121	13,256	3,068
Hispanic	9,120	3,757	10,549	2,972	11,005	3,122
Native Hawaiian	87	22	99	14	90	21
White	22,989	4,240	24,009	2,933	23,381	2,855
Multiple Races	2,680	696	3,019	519	3,128	520
Students with Disabilities	5,644	2,033	6,227	1,725	6,649	1,802
Economically Disadvantaged	17,477	7,909	19,672	6,484	19,794	6,440
English Learners	6,650	2,649	7,927	2,120	8,213	2,314
Homeless	344	423	411	348	379	362
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	2981	1792	69	39	466	73
	State	51325	41797	1944	889	5197	1395
Female	Division	1600	796	22	19	183	29
	State	27479	18568	644	302	1991	571
Male	Division	1381	996	47	20	283	44
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	142	31	3	0	2	0
	State	6138	1603	96	15	116	44
Black	Division	722	627	31	8	94	35
	State	8492	10859	649	192	1064	555
Hispanic	Division	407	457	8	7	243	14
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	1560	589	24	20	110	22
	State	25572	16963	766	433	1201	364
Multiple Races	Division	141	82	3	4	17	2
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	92	341	69	2	78	1
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	736	947	32	22	230	52
	State	12384	21564	1091	503	2612	961
English Learners	Division	314	366	6	1	216	2
	State	1822	5921	308	50	2224	183
Homeless	Division	10	41	5	1	15	7
	State	201	818	47	19	231	71
Military Connected	Division	65	25	0	0	2	0
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	5,420	4,842	89	4,884	90	466	9
Female	2,649	2,418	91	2,438	92	183	7
Male	2,771	2,424	88	2,446	88	283	10
American Indian	<	<	100	<	100	0	0
Asian	178	176	99	176	99	2	1
Black	1,517	1,380	91	1,389	92	94	6
Hispanic	1,136	872	77	881	78	243	21
Native Hawaiian	<	<	100	<	100	0	0
White	2,325	2,173	94	2,193	94	110	5
Multiple Races	249	226	91	230	92	17	7
Students with Disabilities	586	502	86	504	86	78	13
Economically Disadvantaged	2,019	1,715	85	1,738	86	230	11
English Learners	905	686	76	689	76	216	24
Homeless	79	56	71	57	72	15	19
Military Connected	92	90	98	90	98	2	2
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	3,534 / 17.29%	3,516 / 16.95%	3,950 / 19.19%
Advanced Placement Course Enrollment	4,898 / 23.96%	4,980 / 24.01%	5,304 / 25.77%
Dual Enrollment	2,532 / 12.38%	2,699 / 13.01%	2,767 / 13.44%
Governor's School Enrollment	358 / 1.75%	361 / 1.74%	354 / 1.72%
IB Course Enrollment	274 / 1.34%	185 / .89%	179 / .87%
Senior Enrolled in IB Program	125 / .61%	-	70 / .34%

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	4,593	3,166	31
	State	87,947	58,787	33
Female	Division	2,332	1,783	24
	State	44,125	32,246	27
Male	Division	2,261	1,383	39
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	196	163	17
	State	7,326	6,406	13
Black	Division	1,234	817	34
	State	18,153	10,957	40
Hispanic	Division	657	332	49
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	2,258	1,686	25
	State	44,455	30,645	31
Multiple Races	Division	230	154	33
	State	4,837	3,237	33
Students with Disabilities	Division	423	213	50
	State	8,632	3,934	54
Economically Disadvantaged	Division	1,325	717	46
	State	30,889	16,128	48
English Learners	Division	382	178	53
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
State Licensures	Division	46	95	91
	State	1,573	2,069	2,206
Industry Certification	Division	5,312	5,156	5,208
	State	100,965	101,956	105,973
Workplace Readiness	Division	2,951	2,445	2,916
	State	41,819	35,066	38,829
Total Credentials Earned	Division	8,309	7,696	8,215
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	7,026	6,625	6,933
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	31	4	-
	State	962	1,022	-
CTE Completers	Division	1,776	2,031	2,201
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225

< = 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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	66	66	66

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$4,467	$6,665	$1,367
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,796	$7,252	$1,250
	State	$7,803	$6,956	$1,918
2023-2024	Division	$5,579	$7,640	$1,291
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	8,000	7,772	8,256
Out-of-School Suspension	7,048	7,391	7,615
Explusion and Alternative Placement	68	116	126
Referral to Law Enforcement	538	481	504
Bus Suspension	694	823	749

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	48.1	52.8	54.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	36.5	38.2	36.2
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	56.7	60.7	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

2023-2024 Grades K-7 Student Teacher Ratio

12.27 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.77 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	39%	56%	2%	3%
2023-2024	40%	54%	2%	4%
2024-2025	41%	53%	1%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	72%	81%	88%
Asian	86%	91%	88%
Black	62%	73%	88%
Hispanic	56%	73%	88%
White	85%	86%	88%
Multiple Races	79%	84%	88%
Economically Disadvantaged	59%	73%	88%
English Learners	45%	67%	88%
Students with Disabilities	42%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	72%	76%	85%
Asian	88%	90%	85%
Black	59%	67%	85%
Hispanic	58%	68%	85%
White	85%	82%	85%
Multiple Races	77%	79%	85%
Economically Disadvantaged	58%	67%	85%
English Learners	52%	64%	85%
Students with Disabilities	43%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	87%
Black	58%
Hispanic	56%
White	84%
Multiple Races	77%
Economically Disadvantaged	58%
English Learners	50%
Students with Disabilities	42%

< = 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	87%	84%	84%
Asian	96%	90%	84%
Black	88%	83%	84%
Hispanic	74%	83%	84%
White	92%	86%	84%
Multiple Races	90%	89%	84%
Economically Disadvantaged	82%	83%	84%
English Learners	73%	80%	84%
Students with Disabilities	71%	79%	84%
Homeless	58%	-	-
Foster Care	64%	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	56%	58%
English Learner Proficiency	8%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	2637	5435	49%
English Learner Proficiency	597	7032	8%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97.9%	-	97.4%	-	96.8%	-
Asian	98.7%	-	98.5%	-	98%	-
Black	97.8%	-	97.1%	-	96.5%	-
Hispanic	98.2%	-	97.9%	-	97.1%	-
White	97.8%	-	97.4%	-	97%	-
Multiple Races	97.5%	-	96.8%	-	95.7%	-
Economically Disadvantaged	97.4%	-	96.9%	-	95.8%	-
Not Economically Disadvantaged	98.3%	-	97.8%	-	97.5%	-
English Learners	98.4%	-	98.3%	-	97.3%	-
Students with Disabilities	92.7%	-	92.5%	-	91.6%	-
Students without Disabilities	98.7%	-	98.2%	-	97.6%	-
Female	98.2%	-	97.5%	-	97.1%	-
Male	97.6%	-	97.3%	-	96.6%	-
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).

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act