Fairfax County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Aldrin Elementary	Fully Accredited	On Track	89
Annandale Terrace Elementary	Fully Accredited	Off Track	78.4
Archer Elementary	Fully Accredited	Distinguished	96.3
Armstrong Elementary	Fully Accredited	On Track	86.8
Bailey's Elementary School for the Arts and Sciences	Fully Accredited	Needs Intensive Support	78.2
Bailey's Upper Elementary School for the Arts and Sciences	Fully Accredited	Needs Intensive Support	78.7
Beech Tree Elementary	Fully Accredited	Off Track	81.3
Belle View Elementary	Fully Accredited	Off Track	81.9
Belvedere Elementary	Fully Accredited	Distinguished	90.5
Bonnie Brae Elementary	Fully Accredited	On Track	89.5
Braddock Elementary	Fully Accredited	Needs Intensive Support	76.9
Bren Mar Park Elementary	Fully Accredited	Off Track	86.6
Brookfield Elementary	Fully Accredited	Needs Intensive Support	76.2
Bucknell Elementary	Fully Accredited	On Track	81.9
Bull Run Elementary	Fully Accredited	On Track	84.2
Bush Hill Elementary	Fully Accredited	On Track	89.5
Camelot Elementary	Fully Accredited	On Track	87.2
Cameron Elementary	Fully Accredited	Needs Intensive Support	79.9
Canterbury Woods Elementary	Fully Accredited	Distinguished	93.7
Cardinal Forest Elementary	Fully Accredited	On Track	88.5
Centre Ridge Elementary	Fully Accredited	Off Track	82.2
Centreville Elementary	Fully Accredited	On Track	87.7
Cherry Run Elementary	Fully Accredited	On Track	89.4
Chesterbrook Elementary	Fully Accredited	Distinguished	95.5
Churchill Road Elementary	Fully Accredited	Distinguished	100.3
Clearview Elementary	Fully Accredited	On Track	86.7
Clermont Elementary	Fully Accredited	Distinguished	90.4
Coates Elementary	Fully Accredited	Needs Intensive Support	78.9
Columbia Elementary	Fully Accredited	On Track	87.8
Colvin Run Elementary	Fully Accredited	Distinguished	97.5
Crestwood Elementary	Fully Accredited	Needs Intensive Support	73.1
Crossfield Elementary	Fully Accredited	Distinguished	91
Cub Run Elementary	Fully Accredited	On Track	84.8
Cunningham Park Elementary	Fully Accredited	On Track	86.2
Daniels Run Elementary	Fully Accredited	On Track	83.5
Deer Park Elementary	Fully Accredited	On Track	82.9
Dogwood Elementary	Fully Accredited	Needs Intensive Support	72.2
Dranesville Elementary	Fully Accredited	Off Track	81.3
Eagle View Elementary	Fully Accredited	On Track	88
Fairfax Villa Elementary	Fully Accredited	Distinguished	91.6
Fairhill Elementary	Fully Accredited	On Track	89.2
Fairview Elementary	Fully Accredited	On Track	89.7
Flint Hill Elementary	Fully Accredited	Distinguished	94.5
Floris Elementary	Fully Accredited	Distinguished	93.7
Forest Edge Elementary	Fully Accredited	Off Track	83.9
Forestdale Elementary	Fully Accredited	Needs Intensive Support	78.9
Forestville Elementary	Fully Accredited	Distinguished	95.7
Fort Belvoir Elementary	Fully Accredited	On Track	84.2
Fort Belvoir Upper Elementary	Fully Accredited	On Track	84.3
Fort Hunt Elementary	Fully Accredited	On Track	87.7
Fox Mill Elementary	Fully Accredited	Distinguished	92
Franconia Elementary	Fully Accredited	On Track	81.8
Freedom Hill Elementary	Fully Accredited	On Track	83.6
Garfield Elementary	Fully Accredited	On Track	85.2
Glen Forest Elementary	Fully Accredited	Needs Intensive Support	79.2
Graham Road Elementary	Fully Accredited	Needs Intensive Support	78.1
Great Falls Elementary	Fully Accredited	Distinguished	95.3
Greenbriar East Elementary	Fully Accredited	On Track	84.6
Greenbriar West Elementary	Fully Accredited	Distinguished	92.2
Groveton Elementary	Fully Accredited	Needs Intensive Support	76.4
Gunston Elementary	Fully Accredited	On Track	87.4
Halley Elementary	Fully Accredited	Off Track	84.2
Haycock Elementary	Fully Accredited	Distinguished	100.8
Hayfield Elementary	Fully Accredited	On Track	88.5
Herndon Elementary	Fully Accredited	Off Track	71.4
Hollin Meadows Elementary	Fully Accredited	Off Track	81.7
Hunt Valley Elementary	Fully Accredited	On Track	88.5
Hunters Woods Elementary School for the Arts and Sciences	Fully Accredited	Distinguished	91
Hutchison Elementary	Fully Accredited	Needs Intensive Support	74.3
Hybla Valley Elementary	Fully Accredited	Needs Intensive Support	76.2
Island Creek Elementary	Fully Accredited	Distinguished	90.9
Keene Mill Elementary	Fully Accredited	Distinguished	93
Kent Gardens Elementary	Fully Accredited	Distinguished	100.3
Kings Park Elementary	Fully Accredited	On Track	89.1
Lake Anne Elementary	Fully Accredited	Off Track	82.1
Lane Elementary	Fully Accredited	On Track	87
Laurel Hill Elementary	Fully Accredited	On Track	88.5
Laurel Ridge Elementary	Fully Accredited	Distinguished	91.4
Lees Corner Elementary	Fully Accredited	Distinguished	91.1
Lemon Road Elementary	Fully Accredited	Distinguished	93.4
Little Run Elementary	Fully Accredited	On Track	83.7
London Towne Elementary	Fully Accredited	Off Track	82.4
Lorton Station Elementary	Fully Accredited	Off Track	80.8
Lynbrook Elementary	Fully Accredited	Needs Intensive Support	73.9
Mantua Elementary	Fully Accredited	Distinguished	95
Marshall Road Elementary	Fully Accredited	On Track	81.9
Mason Crest Elementary	Fully Accredited	On Track	83.3
McNair Elementary	Fully Accredited	Off Track	87
McNair Upper Elementary	Fully Accredited	Off Track	87.2
Mosaic Elementary	Fully Accredited	Distinguished	94.5
Mount Eagle Elementary	Fully Accredited	On Track	83.2
Mount Vernon Woods Elementary	Fully Accredited	Off Track	79.3
Navy Elementary	Fully Accredited	Distinguished	95
Newington Forest Elementary	Fully Accredited	On Track	87.1
North Springfield Elementary	Fully Accredited	On Track	86.6
Oak Hill Elementary	Fully Accredited	Distinguished	94.1
Oak View Elementary	Fully Accredited	Distinguished	91.4
Oakton Elementary	Fully Accredited	Distinguished	93.4
Olde Creek Elementary	Fully Accredited	Distinguished	90.9
Orange Hunt Elementary	Fully Accredited	Distinguished	90.1
Parklawn Elementary	Fully Accredited	Needs Intensive Support	77.7
Pine Spring Elementary	Fully Accredited	On Track	84.2
Poplar Tree Elementary	Fully Accredited	Distinguished	94.3
Powell Elementary	Fully Accredited	Distinguished	91.9
Providence Elementary	Fully Accredited	On Track	82.7
Ravensworth Elementary	Fully Accredited	On Track	89.8
Riverside Elementary	Fully Accredited	Off Track	84.7
Rolling Valley Elementary	Fully Accredited	Off Track	83.6
Rose Hill Elementary	Fully Accredited	On Track	84.8
Sangster Elementary	Fully Accredited	Distinguished	98.1
Saratoga Elementary	Fully Accredited	On Track	83.6
Sherman Elementary	Fully Accredited	Distinguished	95.1
Shrevewood Elementary	Fully Accredited	Off Track	82.9
Silverbrook Elementary	Fully Accredited	Distinguished	94.1
Sleepy Hollow Elementary	Fully Accredited	On Track	81.8
Spring Hill Elementary	Fully Accredited	Distinguished	96.6
Springfield Estates Elementary	Fully Accredited	Distinguished	92.1
Stenwood Elementary	Fully Accredited	Distinguished	91.8
Stratford Landing Elementary	Fully Accredited	Distinguished	91.2
Sunrise Valley Elementary	Fully Accredited	Distinguished	94.4
Terra Centre Elementary	Fully Accredited	On Track	89.8
Terraset Elementary	Fully Accredited	On Track	88.6
Timber Lane Elementary	Fully Accredited	On Track	83.1
Union Mill Elementary	Fully Accredited	On Track	87.1
Vienna Elementary	Fully Accredited	Distinguished	92.1
Virginia Run Elementary	Fully Accredited	On Track	83.9
Wakefield Forest Elementary	Fully Accredited	Distinguished	95.2
Waples Mill Elementary	Fully Accredited	Distinguished	92.3
Washington Mill Elementary	Fully Accredited	Off Track	81.7
Waynewood Elementary	Fully Accredited	Distinguished	93.1
West Springfield Elementary	Fully Accredited	Distinguished	91
Westbriar Elementary	Fully Accredited	Distinguished	97
Westgate Elementary	Fully Accredited	On Track	87.6
Westlawn Elementary	Fully Accredited	Off Track	79.2
Weyanoke Elementary	Fully Accredited	Needs Intensive Support	76.8
White Oaks Elementary	Fully Accredited	Distinguished	91.9
Willow Springs Elementary	Fully Accredited	Distinguished	92.8
Wolftrap Elementary	Fully Accredited	Distinguished	92.4
Woodburn Elementary	Fully Accredited	Needs Intensive Support	76.5
Woodlawn Elementary	Fully Accredited	Needs Intensive Support	73.9
Woodley Hills Elementary	Fully Accredited	On Track	80.2
Middle Schools
Carson Middle	Fully Accredited	Distinguished	93.5
Cooper Middle	Fully Accredited	Distinguished	95.6
Franklin Middle	Fully Accredited	On Track	89
Frost Middle	Fully Accredited	Distinguished	90.4
Glasgow Middle	Fully Accredited	Off Track	79.8
Herndon Middle	Fully Accredited	On Track	80.7
Holmes Middle	Fully Accredited	On Track	82.5
Hughes Middle	Fully Accredited	On Track	87
Irving Middle	Fully Accredited	On Track	87.7
Jackson Middle	Fully Accredited	On Track	84.6
Johnson Middle	Fully Accredited	On Track	88.9
Key Middle	Fully Accredited	Off Track	79.2
Kilmer Middle	Fully Accredited	Distinguished	90.1
Kings Glen Elementary	Fully Accredited	On Track	89.6
Liberty Middle	Fully Accredited	On Track	88.7
Longfellow Middle	Fully Accredited	Distinguished	96
Poe Middle	Fully Accredited	Off Track	78.1
Rocky Run Middle	Fully Accredited	Distinguished	95.8
Sandburg Middle	Fully Accredited	On Track	83.2
South County Middle	Fully Accredited	Distinguished	90.4
Stone Middle	Fully Accredited	On Track	84.1
Thoreau Middle	Fully Accredited	On Track	89.9
Twain Middle	Fully Accredited	On Track	88.3
Whitman Middle	Fully Accredited	On Track	84.7
High Schools
Annandale High	Fully Accredited	Distinguished	91
Bryant High	Fully Accredited	Needs Intensive Support	48.9
Centreville High	Fully Accredited	On Track	89.2
Chantilly High	Fully Accredited	Distinguished	98.7
Edison High	Fully Accredited	Distinguished	90.2
Fairfax County Adult High	Fully Accredited	Needs Intensive Support	52.3
Fairfax High	Fully Accredited	Distinguished	92.5
Falls Church High	Fully Accredited	On Track	84.1
Hayfield Secondary	Fully Accredited	On Track	89.1
Herndon High	Fully Accredited	On Track	87.9
Justice High	Fully Accredited	On Track	83.8
Lake Braddock Secondary	Fully Accredited	Distinguished	93.6
Langley High	Fully Accredited	Distinguished	99.2
Lewis High	Fully Accredited	Distinguished	90.4
Madison High	Fully Accredited	Distinguished	100.1
Marshall High	Fully Accredited	Distinguished	98.5
McLean High	Fully Accredited	Distinguished	99.2
Mount Vernon High	Fully Accredited	On Track	85
Mountain View High	Fully Accredited	Needs Intensive Support	53.9
Oakton High	Fully Accredited	Distinguished	100.5
Robinson Secondary	Fully Accredited	Distinguished	90.9
South County High	Fully Accredited	Distinguished	92
South Lakes High	Fully Accredited	Distinguished	90.5
Thomas Jefferson High for Science and Technology	Fully Accredited	Distinguished	102.5
West Potomac High	Fully Accredited	On Track	86.8
West Springfield High	Fully Accredited	Distinguished	100.1
Westfield High	Fully Accredited	Distinguished	90.1
Woodson High	Fully Accredited	Distinguished	95.7
Other Schools
Key Center	Fully Accredited	Too Small
Kilmer Center	Fully Accredited	Too Small

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	22	56	78	22	21	57	78	22	23	56	79	21
Female	24	56	80	20	22	57	80	20	25	56	81	19
Male	20	56	76	24	19	57	76	24	21	56	77	23
American Indian	19	53	72	28	15	49	63	37	14	52	65	35
Asian	32	56	88	12	30	58	88	12	32	57	89	11
Black	12	59	71	29	11	61	72	28	13	60	73	27
Hispanic	8	48	55	45	7	48	55	45	8	49	56	44
Native Hawaiian	18	58	76	24	15	66	81	19	17	66	83	17
White	28	61	89	11	27	62	89	11	30	60	90	10
Multiple Races	29	59	89	11	29	60	89	11	32	58	90	10
Students with Disabilities	8	44	51	49	7	44	51	49	8	46	53	47
Students without Disabilities	25	58	83	17	23	60	83	17	25	58	84	16
Economically Disadvantaged	6	50	56	44	6	51	57	43	7	51	58	42
Not Economically Disadvantaged	29	59	88	12	28	60	88	12	30	59	88	12
English Learners	1	30	31	69	1	30	31	69	1	30	31	69
Migrant					<	<	<	<	<	<	<	<
Homeless	3	34	37	63	2	34	36	64	3	32	35	65
Military Connected	25	63	88	12	24	64	89	11	28	62	90	10
Foster Care	1	47	49	51	8	43	51	49	4	51	55	45
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	16	54	70	30	15	55	70	30	15	56	71	29
Female	18	55	73	27	17	55	72	28	16	57	73	27
Male	14	53	66	34	13	54	67	33	14	56	69	31
American Indian	10	41	51	49	3	29	31	69	7	46	54	46
Asian	22	59	81	19	21	62	83	17	20	62	82	18
Black	11	51	62	38	8	51	59	41	9	56	65	35
Hispanic	5	38	43	57	4	39	43	57	5	41	46	54
Native Hawaiian	17	42	58	42	7	57	64	36	8	75	83	17
White	20	63	83	17	20	63	83	17	21	64	85	15
Multiple Races	23	60	83	17	24	62	85	15	22	63	85	15
Students with Disabilities	6	40	46	54	6	41	47	53	6	43	49	51
Students without Disabilities	18	57	74	26	17	58	74	26	17	59	76	24
Economically Disadvantaged	4	40	43	57	3	41	44	56	4	43	46	54
Not Economically Disadvantaged	22	61	82	18	21	61	82	18	20	62	83	17
English Learners	1	36	37	63	1	32	33	67	1	34	35	65
Migrant									<	<	<	<
Homeless	2	18	20	80	-	30	30	70	2	28	30	70
Military Connected	19	63	82	18	19	63	81	19	18	65	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	22	54	76	24	20	55	75	25	21	55	76	24
Female	25	53	78	22	22	55	77	23	23	55	78	22
Male	19	55	75	25	18	54	72	28	19	55	74	26
American Indian	16	55	71	29	13	38	50	50	-	47	47	53
Asian	31	55	86	14	27	58	85	15	28	60	88	12
Black	13	58	71	29	12	57	68	32	11	57	68	32
Hispanic	7	45	52	48	7	43	50	50	7	44	51	49
Native Hawaiian	9	73	82	18	-	69	69	31	7	64	71	29
White	28	60	88	12	26	60	87	13	29	60	89	11
Multiple Races	31	57	88	12	30	58	88	12	30	59	89	11
Students with Disabilities	10	43	52	48	9	42	51	49	10	44	53	47
Students without Disabilities	24	57	81	19	22	58	80	20	23	57	81	19
Economically Disadvantaged	6	48	53	47	5	46	51	49	5	48	53	47
Not Economically Disadvantaged	30	58	87	13	27	59	86	14	28	58	87	13
English Learners	2	40	42	58	2	38	40	60	1	36	38	62
Homeless	3	34	37	63	1	28	29	71	3	25	28	72
Military Connected	27	61	88	12	25	62	87	13	27	62	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	15	61	76	24	15	60	75	25	16	59	76	24
Female	17	61	78	22	17	61	77	23	18	60	78	22
Male	13	61	74	26	14	60	74	26	15	58	73	27
American Indian	14	48	62	38	8	44	51	49	12	37	49	51
Asian	23	64	88	12	22	64	86	14	23	62	85	15
Black	8	61	69	31	7	61	69	31	9	60	69	31
Hispanic	5	47	52	48	4	46	51	49	5	46	52	48
Native Hawaiian	10	50	60	40	21	64	86	14	14	57	71	29
White	18	68	86	14	21	67	87	13	22	66	88	12
Multiple Races	20	65	85	15	21	68	89	11	24	65	89	11
Students with Disabilities	6	44	49	51	5	44	49	51	6	44	50	50
Students without Disabilities	17	64	81	19	17	64	81	19	19	62	81	19
Economically Disadvantaged	4	48	52	48	4	48	52	48	4	49	53	47
Not Economically Disadvantaged	20	67	87	13	21	66	86	14	22	64	86	14
English Learners	1	29	29	71	-	27	27	73	-	24	24	76
Migrant									<	<	<	<
Homeless	-	32	32	68	-	33	33	67	1	34	35	65
Military Connected	18	68	86	14	18	70	88	12	23	65	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	23	55	79	21	23	56	78	22	23	57	80	20
Female	25	56	81	19	25	56	81	19	25	57	82	18
Male	22	54	76	24	21	56	76	24	21	57	78	22
American Indian	21	52	74	26	18	56	74	26	13	60	73	28
Asian	36	53	89	11	35	55	90	10	32	57	89	11
Black	11	59	70	30	12	62	74	26	14	60	74	26
Hispanic	8	48	56	44	8	47	55	45	8	50	58	42
Native Hawaiian	15	70	85	15	23	46	69	31	25	75	100	0
White	30	60	90	10	29	60	89	11	30	61	91	9
Multiple Races	33	57	90	10	32	58	90	10	33	60	93	7
Students with Disabilities	8	43	51	49	8	43	51	49	7	45	52	48
Students without Disabilities	27	57	84	16	26	58	84	16	26	60	86	14
Economically Disadvantaged	6	49	56	44	6	51	57	43	7	53	60	40
Not Economically Disadvantaged	31	58	89	11	31	58	88	12	30	59	89	11
English Learners	1	25	26	74	1	24	25	75	1	25	26	74
Homeless	3	31	35	65	4	35	38	62	3	41	45	55
Military Connected	25	63	89	11	30	60	90	10	29	63	92	8
Foster Care	-	67	67	33	<	<	<	<	<	<	<	<
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	18	60	79	21	17	61	78	22	20	59	80	20
Female	21	60	81	19	19	61	80	20	22	59	82	18
Male	16	61	77	23	15	62	76	24	18	60	78	22
American Indian	23	62	85	15	6	63	69	31	14	57	71	29
Asian	28	61	89	11	25	64	89	11	30	61	91	9
Black	9	63	72	28	7	64	71	29	12	60	73	27
Hispanic	6	50	56	44	5	50	55	45	6	51	57	43
Native Hawaiian	13	67	80	20	5	86	90	10	12	71	82	18
White	24	66	90	10	22	67	89	11	26	65	91	9
Multiple Races	24	64	88	12	25	64	89	11	30	60	90	10
Students with Disabilities	6	44	50	50	6	43	49	51	7	46	52	48
Students without Disabilities	21	63	84	16	19	65	84	16	23	62	85	15
Economically Disadvantaged	5	53	57	43	4	53	57	43	5	54	58	42
Not Economically Disadvantaged	25	64	89	11	23	65	88	12	27	62	89	11
English Learners	1	21	22	78	1	26	27	73	1	26	27	73
Homeless	1	42	43	57	3	29	32	68	4	27	30	70
Military Connected	21	68	89	11	18	70	89	11	26	66	92	8
Foster Care	-	36	36	64	-	43	43	57	<	<	<	<
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	18	59	77	23	18	61	79	21	20	59	79	21
Female	20	59	79	21	20	60	80	20	23	59	82	18
Male	17	58	75	25	16	61	78	22	18	59	77	23
American Indian	15	68	83	18	16	63	78	22	13	60	72	28
Asian	27	62	89	11	29	61	89	11	30	59	89	11
Black	9	60	69	31	9	64	73	27	9	66	75	25
Hispanic	6	48	54	46	6	50	56	44	6	50	56	44
Native Hawaiian	18	50	68	32	12	71	82	18	18	65	82	18
White	25	63	88	12	22	68	89	11	27	64	91	9
Multiple Races	24	65	89	11	27	62	89	11	32	60	91	9
Students with Disabilities	5	40	45	55	5	45	50	50	6	44	50	50
Students without Disabilities	21	62	83	17	20	64	84	16	23	62	85	15
Economically Disadvantaged	5	51	56	44	5	54	58	42	6	53	58	42
Not Economically Disadvantaged	25	62	87	13	24	64	88	12	27	62	89	11
English Learners	-	18	18	82	-	23	23	77	-	24	24	76
Homeless	1	35	36	64	1	36	37	63	1	29	30	70
Military Connected	23	66	89	11	21	69	90	10	23	67	90	10
Foster Care	-	56	56	44	-	47	47	53	<	<	<	<
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	39	50	89	11	35	52	87	13	39	49	89	11
Female	40	50	90	10	37	52	89	11	43	47	90	10
Male	37	50	88	12	33	53	86	14	36	51	87	13
American Indian	34	54	88	12	43	50	93	8	31	55	86	14
Asian	52	42	94	6	47	47	94	6	54	41	95	5
Black	22	63	85	15	22	64	86	14	24	62	86	14
Hispanic	16	58	74	26	15	56	71	29	17	57	73	27
Native Hawaiian	30	57	87	13	35	59	94	6	35	59	94	6
White	49	47	96	4	45	50	95	5	51	45	96	4
Multiple Races	50	46	97	3	48	47	95	5	53	42	95	5
Students with Disabilities	14	52	66	34	11	54	65	35	13	54	67	33
Students without Disabilities	42	50	92	8	38	52	91	9	43	49	92	8
Economically Disadvantaged	16	61	76	24	14	61	75	25	16	60	76	24
Not Economically Disadvantaged	48	46	94	6	44	49	93	7	50	44	94	6
English Learners	2	29	31	69	1	33	34	66	2	38	41	59
Homeless	8	52	61	39	7	53	60	40	9	38	47	53
Military Connected	48	48	95	5	42	54	96	4	54	43	97	3
Foster Care	-	47	47	53	23	38	62	38	7	53	60	40
< = 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	10	48	57	43	9	19	28	72	3	13	16	84
Female	9	52	61	39	16	21	37	63	6	16	23	77
Male	10	44	55	45	6	18	24	76	1	12	13	87
American Indian	<	<	100	0					<	<	<	<
Asian	25	55	80	20	<	<	<	<	<	<	<	<
Black	-	45	45	55	-	25	25	75	-	-	-	100
Hispanic	3	39	42	58	8	15	23	77	2	2	4	96
White	19	61	80	20	10	17	28	72	7	37	43	57
Multiple Races	12	59	71	29	<	<	<	<	<	<	<	<
Students with Disabilities	4	25	29	71	3	14	17	83	1	13	14	86
Students without Disabilities	12	56	68	32	21	29	50	50	8	13	21	79
Economically Disadvantaged	4	43	47	53	6	14	20	80	2	4	5	95
Not Economically Disadvantaged	17	53	70	30	11	23	34	66	3	22	26	74
English Learners	-	11	11	89	-	6	6	94	-	2	2	98
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	10	48	57	43	9	19	28	72	3	13	16	84
Female	9	52	61	39	16	21	37	63	6	16	23	77
Male	10	44	55	45	6	18	24	76	1	12	13	87
American Indian	<	<	100	0					<	<	<	<
Asian	25	55	80	20	<	<	<	<	<	<	<	<
Black	-	45	45	55	-	25	25	75	-	-	-	100
Hispanic	3	39	42	58	8	15	23	77	2	2	4	96
White	19	61	80	20	10	17	28	72	7	37	43	57
Multiple Races	12	59	71	29	<	<	<	<	<	<	<	<
Students with Disabilities	4	25	29	71	3	14	17	83	1	13	14	86
Students without Disabilities	12	56	68	32	21	29	50	50	8	13	21	79
Economically Disadvantaged	4	43	47	53	6	14	20	80	2	4	5	95
Not Economically Disadvantaged	17	53	70	30	11	23	34	66	3	22	26	74
English Learners	-	11	11	89	-	6	6	94	-	2	2	98
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	17	58	75	25	17	59	76	24	19	59	78	22
Female	16	59	75	25	15	60	75	25	18	60	78	22
Male	18	57	75	25	18	58	76	24	21	58	79	21
American Indian	11	57	67	33	11	53	63	37	12	54	67	33
Asian	34	55	89	11	33	56	89	11	37	53	90	10
Black	7	57	64	36	7	59	66	34	9	60	69	31
Hispanic	5	49	53	47	4	50	55	45	6	53	58	42
Native Hawaiian	10	68	77	23	8	69	77	23	13	64	77	23
White	20	66	86	14	20	67	87	13	23	66	89	11
Multiple Races	23	62	85	15	23	64	87	13	26	62	89	11
Students with Disabilities	5	43	48	52	5	44	50	50	6	47	53	47
Students without Disabilities	19	61	80	20	19	62	81	19	22	61	83	17
Economically Disadvantaged	4	50	55	45	5	52	56	44	6	54	59	41
Not Economically Disadvantaged	23	62	85	15	23	63	86	14	26	61	87	13
English Learners	2	39	41	59	2	40	42	58	2	42	44	56
Migrant					<	<	<	<	<	<	<	<
Homeless	1	32	33	67	1	31	33	67	1	33	35	65
Military Connected	16	67	84	16	16	69	85	15	19	68	87	13
Foster Care	1	45	46	54	1	42	43	57	4	58	61	39
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	16	55	71	29	16	55	71	29	17	59	76	24
Female	14	56	70	30	14	55	69	31	14	59	74	26
Male	18	54	72	28	19	54	73	27	19	58	77	23
American Indian	6	43	49	51	8	28	36	64	7	50	57	43
Asian	29	56	84	16	28	59	87	13	27	60	86	14
Black	8	51	59	41	7	52	59	41	9	58	66	34
Hispanic	4	42	47	53	4	42	46	54	5	49	54	46
Native Hawaiian	-	58	58	42	13	47	60	40	8	75	83	17
White	20	64	83	17	21	63	84	16	22	65	87	13
Multiple Races	23	61	84	16	25	60	85	15	22	64	86	14
Students with Disabilities	6	41	47	53	7	41	48	52	7	46	53	47
Students without Disabilities	18	58	76	24	18	58	76	24	19	62	80	20
Economically Disadvantaged	3	44	47	53	4	44	48	52	5	50	54	46
Not Economically Disadvantaged	22	61	83	17	23	60	83	17	22	63	86	14
English Learners	2	41	44	56	2	39	42	58	2	45	47	53
Migrant									<	<	<	<
Homeless	1	18	19	81	-	19	19	81	-	30	30	70
Military Connected	17	65	82	18	17	64	81	19	17	70	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	21	53	74	26	20	53	74	26	23	53	77	23
Female	17	55	72	28	17	55	73	27	19	56	74	26
Male	24	51	75	25	24	51	75	25	27	51	79	21
American Indian	6	50	56	44	12	40	52	48	8	39	47	53
Asian	37	50	87	13	36	50	86	14	39	49	89	11
Black	10	52	62	38	10	53	63	37	12	52	64	36
Hispanic	6	43	49	51	6	45	51	49	7	48	56	44
Native Hawaiian	8	50	58	42	-	79	79	21	14	43	57	43
White	25	61	87	13	25	60	85	15	29	60	88	12
Multiple Races	27	58	85	15	29	56	85	15	33	56	89	11
Students with Disabilities	8	40	47	53	7	40	48	52	10	43	54	46
Students without Disabilities	23	56	79	21	23	56	79	21	26	55	81	19
Economically Disadvantaged	5	45	50	50	5	46	51	49	7	49	55	45
Not Economically Disadvantaged	28	57	85	15	28	57	85	15	31	56	86	14
English Learners	2	41	43	57	3	41	44	56	4	42	46	54
Homeless	-	30	30	70	2	17	19	81	1	24	25	75
Military Connected	21	63	83	17	21	63	84	16	24	62	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	57	63	37	6	56	62	38	6	59	65	35
Female	5	57	62	38	5	56	61	39	5	61	66	34
Male	6	57	64	36	6	56	62	38	7	58	65	35
American Indian	-	48	48	52	-	58	58	42	2	48	50	50
Asian	13	67	80	20	11	65	76	24	14	65	78	22
Black	3	48	51	49	2	50	52	48	1	54	56	44
Hispanic	1	42	43	57	1	39	41	59	2	44	46	54
Native Hawaiian	<	<	<	<	-	60	60	40	-	73	73	27
White	7	69	77	23	8	70	78	22	9	72	81	19
Multiple Races	9	63	71	29	10	67	78	22	9	70	79	21
Students with Disabilities	3	38	41	59	3	38	41	59	3	42	45	55
Students without Disabilities	7	62	69	31	6	61	68	32	7	64	72	28
Economically Disadvantaged	1	44	45	55	1	41	43	57	2	47	48	52
Not Economically Disadvantaged	9	66	75	25	8	67	75	25	9	68	77	23
English Learners	1	33	34	66	1	30	31	69	1	32	33	67
Migrant									<	<	<	<
Homeless	-	24	24	76	-	30	30	70	1	30	31	69
Military Connected	8	69	77	23	7	72	79	21	10	71	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	17	59	75	25	17	60	76	24	19	61	80	20
Female	15	60	75	25	15	61	75	25	15	63	79	21
Male	19	57	76	24	19	59	77	23	22	59	80	20
American Indian	13	51	64	36	10	52	62	38	13	66	79	21
Asian	34	56	90	10	34	56	90	10	34	56	91	9
Black	7	58	65	35	7	61	67	33	7	63	71	29
Hispanic	5	48	53	47	4	49	53	47	5	52	57	43
Native Hawaiian	10	80	90	10	29	57	86	14	10	80	90	10
White	19	67	86	14	20	68	88	12	22	69	91	9
Multiple Races	22	66	87	13	20	68	88	12	28	64	91	9
Students with Disabilities	6	43	49	51	5	45	50	50	6	48	54	46
Students without Disabilities	19	62	81	19	19	63	82	18	21	64	85	15
Economically Disadvantaged	5	49	54	46	5	51	56	44	5	55	60	40
Not Economically Disadvantaged	23	63	86	14	23	64	86	14	25	64	88	12
English Learners	2	31	33	67	1	33	34	66	2	33	36	64
Homeless	1	26	27	73	2	21	24	76	-	37	37	63
Military Connected	15	68	83	17	15	71	87	13	20	70	90	10
Foster Care	-	50	50	50	<	<	<	<	<	<	<	<
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	21	51	72	28	20	51	71	29	24	49	73	27
Female	18	53	71	29	19	53	72	28	22	51	73	27
Male	23	49	72	28	21	49	70	30	26	48	73	27
American Indian	25	45	70	30	18	40	58	42	13	56	69	31
Asian	44	44	88	12	42	45	88	12	47	41	88	12
Black	7	51	58	42	8	50	58	42	12	52	63	37
Hispanic	5	41	46	54	5	41	46	54	6	44	50	50
Native Hawaiian	8	75	83	17	-	85	85	15	23	46	69	31
White	24	61	85	15	23	61	85	15	30	57	87	13
Multiple Races	27	56	84	16	27	56	84	16	32	54	86	14
Students with Disabilities	6	36	42	58	6	36	42	58	6	41	47	53
Students without Disabilities	24	54	78	22	23	54	77	23	28	51	79	21
Economically Disadvantaged	5	43	48	52	5	42	47	53	6	45	51	49
Not Economically Disadvantaged	29	55	84	16	28	56	84	16	33	52	85	15
English Learners	1	24	25	75	1	25	26	74	1	26	27	73
Homeless	1	27	28	72	2	24	26	74	1	24	25	75
Military Connected	19	64	82	18	21	62	83	17	22	64	86	14
Foster Care	-	45	45	55	-	21	21	79	<	<	<	<
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	8	56	64	36	9	59	68	32	9	60	69	31
Female	9	57	66	34	10	58	68	32	10	60	70	30
Male	7	55	63	37	8	59	67	33	8	60	68	32
American Indian	4	71	75	25	-	68	68	32	-	48	48	52
Asian	16	65	81	19	16	66	82	18	17	67	84	16
Black	4	50	54	46	3	57	60	40	3	57	60	40
Hispanic	2	38	40	60	3	40	43	57	3	44	47	53
Native Hawaiian	7	71	79	21	8	62	69	31	13	73	87	13
White	11	68	79	21	12	70	83	17	12	71	83	17
Multiple Races	12	69	81	19	13	68	81	19	13	69	82	18
Students with Disabilities	2	34	36	64	2	34	37	63	3	38	40	60
Students without Disabilities	10	61	71	29	10	64	74	26	10	65	75	25
Economically Disadvantaged	2	40	43	57	3	43	46	54	3	46	49	51
Not Economically Disadvantaged	12	66	77	23	12	68	80	20	12	68	80	20
English Learners	1	19	20	80	1	24	25	75	1	29	30	70
Homeless	-	19	19	81	-	22	22	78	3	19	22	78
Military Connected	8	71	78	22	9	74	82	18	11	69	80	20
Foster Care	-	38	38	63	-	50	50	50	<	<	<	<
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	18	69	87	13	18	72	89	11	20	69	89	11
Female	19	69	88	12	18	72	90	10	21	69	90	10
Male	17	69	86	14	18	71	89	11	20	68	88	12
American Indian	15	69	83	17	17	73	90	10	29	60	88	12
Asian	39	57	96	4	37	60	96	4	40	56	96	4
Black	8	73	81	19	9	75	84	16	11	73	84	16
Hispanic	5	72	77	23	5	76	81	19	6	73	79	21
Native Hawaiian	17	63	79	21	4	85	89	11	23	69	92	8
White	21	72	93	7	21	73	94	6	24	71	95	5
Multiple Races	24	67	91	9	23	72	94	6	28	66	94	6
Students with Disabilities	4	67	71	29	6	69	75	25	7	66	73	27
Students without Disabilities	20	69	90	10	20	72	92	8	22	69	91	9
Economically Disadvantaged	6	72	78	22	6	76	81	19	7	73	80	20
Not Economically Disadvantaged	25	67	92	8	25	69	94	6	27	66	93	7
English Learners	2	71	72	28	2	74	76	24	2	71	73	27
Homeless	1	69	70	30	3	66	69	31	4	56	60	40
Military Connected	18	74	91	9	17	77	95	5	21	74	95	5
Foster Care	4	59	63	37	-	62	62	38	6	82	88	12
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	61	84	16	20	67	87	13	24	64	87	13
Female	22	63	85	15	18	69	87	13	23	64	88	12
Male	24	60	84	16	21	65	86	14	24	63	87	13
American Indian	15	73	88	12	8	76	84	16	15	74	89	11
Asian	40	54	94	6	34	61	95	5	40	56	96	4
Black	7	59	66	34	7	68	74	26	10	65	75	25
Hispanic	8	56	64	36	7	61	68	32	10	58	67	33
Native Hawaiian	20	60	80	20	6	69	75	25	7	60	67	33
White	23	68	91	9	19	73	92	8	23	70	93	7
Multiple Races	26	63	88	12	25	67	92	8	27	65	92	8
Students with Disabilities	8	38	46	54	9	42	51	49	11	47	57	43
Students without Disabilities	24	63	87	13	20	69	89	11	25	65	90	10
Economically Disadvantaged	8	56	64	36	7	61	68	32	9	59	68	32
Not Economically Disadvantaged	28	63	90	10	23	69	92	8	28	65	93	7
English Learners	2	25	27	73	2	30	32	68	1	37	39	61
Homeless	3	34	38	62	4	32	36	64	4	31	35	65
Military Connected	22	69	91	9	18	71	90	10	21	69	89	11
Foster Care	-	30	30	70	7	29	36	64	<	<	<	<
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	39	52	91	9	42	49	91	9	41	52	93	7
Female	38	52	90	10	42	48	90	10	39	53	92	8
Male	39	53	92	8	42	49	91	9	42	51	93	7
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	54	44	98	2	56	41	97	3	55	44	98	2
Black	14	65	80	20	18	57	74	26	17	57	74	26
Hispanic	19	54	73	27	24	47	71	29	18	59	77	23
Native Hawaiian	<	<	<	<	<	<	100	0
White	32	59	90	10	35	55	90	10	36	58	93	7
Multiple Races	36	56	92	8	38	52	91	9	35	58	93	7
Students with Disabilities	26	33	59	41	18	46	63	37	24	46	70	30
Students without Disabilities	39	53	92	8	43	49	92	8	41	52	94	6
Economically Disadvantaged	19	57	76	24	25	47	72	28	19	57	76	24
Not Economically Disadvantaged	41	52	93	7	44	49	93	7	44	51	95	5
English Learners	8	52	61	39	4	49	53	47	8	56	63	37
Homeless					<	<	<	<	<	<	<	<
Military Connected	19	65	84	16	27	61	87	13	22	58	80	20
Foster Care									<	<	100	0
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									97	3	100	0
Female									95	4	99	1
Male									98	2	100	0
American Indian									<	<	<	<
Asian									100	-	100	0
Black									85	15	100	0
Hispanic									81	19	100	0
Native Hawaiian									<	<	100	0
White									94	5	99	1
Multiple Races									94	4	98	2
Students with Disabilities									94	6	100	0
Students without Disabilities									97	3	100	0
Economically Disadvantaged									84	16	100	0
Not Economically Disadvantaged									97	2	100	0
English Learners									<	<	100	0
Military Connected									93	8	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	15	57	72	28	14	59	73	27	14	60	75	25
Female	14	57	71	29	13	59	72	28	13	61	74	26
Male	16	56	73	27	16	58	74	26	16	60	75	25
American Indian	13	59	72	28	15	59	74	26	15	48	63	38
Asian	27	60	87	13	24	63	87	13	24	63	87	13
Black	6	54	60	40	5	57	63	37	6	60	66	34
Hispanic	4	44	48	52	4	46	49	51	5	49	53	47
Native Hawaiian	13	62	75	25	5	68	73	27	8	69	77	23
White	20	65	85	15	19	66	86	14	19	68	87	13
Multiple Races	22	63	85	15	22	65	86	14	22	66	88	12
Students with Disabilities	6	37	42	58	5	40	45	55	5	42	48	52
Students without Disabilities	17	60	77	23	16	62	78	22	16	64	80	20
Economically Disadvantaged	4	46	49	51	3	48	51	49	4	50	54	46
Not Economically Disadvantaged	21	62	83	17	20	64	84	16	20	65	85	15
English Learners	1	25	26	74	1	28	29	71	1	31	32	68
Migrant					<	<	100	0	<	<	<	<
Homeless	1	28	28	72	-	30	30	70	2	30	32	68
Military Connected	19	66	85	15	17	70	87	13	17	70	87	13
Foster Care	-	39	39	61	3	52	55	45	-	34	34	66
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	19	51	71	29	22	49	71	29	19	52	72	28
Female	17	51	69	31	19	50	69	31	17	53	70	30
Male	21	52	72	28	25	48	72	28	22	52	73	27
American Indian	13	42	55	45	25	30	55	45	10	41	51	49
Asian	30	55	85	15	33	50	83	17	28	54	82	18
Black	10	51	61	39	12	49	61	39	10	50	60	40
Hispanic	6	40	46	54	7	40	46	54	6	43	49	51
Native Hawaiian	-	80	80	20	7	64	71	29	14	50	64	36
White	24	58	82	18	29	55	83	17	26	58	84	16
Multiple Races	28	53	81	19	32	54	86	14	29	57	85	15
Students with Disabilities	9	35	43	57	9	34	43	57	8	38	46	54
Students without Disabilities	21	55	76	24	24	52	76	24	22	55	77	23
Economically Disadvantaged	5	41	47	53	6	40	46	54	5	43	48	52
Not Economically Disadvantaged	26	56	82	18	29	53	83	17	26	57	83	17
English Learners	1	27	28	72	1	25	26	74	-	25	25	75
Migrant									<	<	<	<
Homeless	-	24	24	76	-	24	24	76	3	26	29	71
Military Connected	26	57	83	17	28	58	85	15	25	60	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	12	58	70	30	12	61	73	27	13	62	74	26
Female	10	58	68	32	10	61	72	28	11	63	74	26
Male	14	58	72	28	14	60	74	26	15	60	75	25
American Indian	10	66	76	24	12	67	79	21	19	40	58	42
Asian	21	64	85	15	21	65	86	14	22	64	87	13
Black	4	53	58	42	4	59	63	37	4	62	66	34
Hispanic	3	42	44	56	3	44	47	53	4	45	49	51
Native Hawaiian	23	50	73	27	6	63	69	31	6	76	82	18
White	15	67	83	17	15	70	86	14	16	71	87	13
Multiple Races	17	68	85	15	17	68	85	15	19	70	89	11
Students with Disabilities	5	33	38	62	4	41	45	55	5	40	45	55
Students without Disabilities	13	62	76	24	14	64	78	22	14	65	80	20
Economically Disadvantaged	2	44	46	54	2	47	49	51	4	47	51	49
Not Economically Disadvantaged	17	65	82	18	17	68	84	16	17	68	85	15
English Learners	1	14	15	85	-	20	21	79	-	21	21	79
Homeless	1	21	22	78	-	25	25	75	1	23	24	76
Military Connected	13	71	84	16	12	75	87	13	14	74	88	12
Foster Care	-	31	31	69	-	53	53	47	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	64	81	19	12	70	83	17	14	71	85	15
Female	17	65	82	18	12	72	84	16	14	72	86	14
Male	17	63	80	20	13	69	82	18	14	70	84	16
American Indian	17	64	81	19	12	74	86	14	18	74	91	9
Asian	31	62	93	7	21	73	94	6	24	69	94	6
Black	7	66	73	27	3	72	75	25	5	73	78	22
Hispanic	5	54	58	42	3	60	63	37	5	64	69	31
Native Hawaiian	11	68	79	21	4	81	85	15	7	79	86	14
White	21	71	92	8	16	77	93	7	17	76	94	6
Multiple Races	22	70	92	8	18	74	92	8	19	73	92	8
Students with Disabilities	5	48	52	48	4	52	56	44	6	56	61	39
Students without Disabilities	19	66	85	15	14	73	87	13	15	73	89	11
Economically Disadvantaged	4	57	62	38	3	63	66	34	5	65	70	30
Not Economically Disadvantaged	23	67	90	10	17	74	91	9	18	74	92	8
English Learners	-	35	35	65	1	40	41	59	3	47	50	50
Homeless	1	40	41	59	-	40	40	60	3	47	50	50
Military Connected	21	71	92	8	14	80	94	6	13	81	93	7
Foster Care	-	55	55	45	4	61	64	36	-	53	53	47
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	30	32	68	3	31	33	67	4	32	36	64
Female	2	30	32	68	2	30	33	67	3	32	35	65
Male	3	29	32	68	3	31	34	66	5	33	38	62
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	5	44	50	50	8	47	55	45	13	50	63	37
Black	1	20	21	79	1	27	27	73	3	26	28	72
Hispanic	1	18	19	81	-	17	18	82	1	20	22	78
Native Hawaiian					<	<	<	<
White	5	48	53	47	6	47	53	47	6	47	53	47
Multiple Races	6	39	45	55	5	51	55	45	5	44	49	51
Students with Disabilities	1	14	15	85	1	14	14	86	2	15	16	84
Students without Disabilities	3	33	36	64	3	34	38	62	5	37	42	58
Economically Disadvantaged	1	19	20	80	1	19	20	80	4	23	26	74
Not Economically Disadvantaged	4	42	46	54	5	44	49	51	5	42	47	53
English Learners	-	19	19	81	1	17	18	82	4	21	25	75
Homeless	-	-	-	100	-	14	14	86	-	10	10	90
Military Connected	5	57	62	38	8	61	69	31	4	56	60	40
Foster Care	<	<	<	<	<	<	<	<
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	-	38	38	62	-	43	43	57	1	47	48	52
Female	-	34	34	66	1	38	38	62	2	42	43	57
Male	-	40	41	59	-	47	47	53	1	52	53	47
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	-	50	50	50	2	49	51	49	1	56	57	43
Black	-	35	35	65	-	41	41	59	1	46	47	53
Hispanic	-	29	30	70	-	39	39	61	2	43	45	55
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	1	60	60	40	2	54	56	44	1	59	61	39
Multiple Races	-	59	59	41	-	59	59	41	-	56	56	44
Students with Disabilities	-	21	21	79	-	27	27	73	1	32	33	67
Students without Disabilities	1	46	47	53	1	51	52	48	2	54	56	44
Economically Disadvantaged	-	32	33	67	-	40	40	60	2	43	45	55
Not Economically Disadvantaged	1	45	46	54	1	49	50	50	1	54	55	45
English Learners	-	24	24	76	-	34	34	66	2	39	41	59
Homeless	-	45	45	55	-	38	38	63	-	26	26	74
Military Connected	3	66	68	32	5	68	73	27	3	63	66	34
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	49	62	38	1	40	41	59	5	38	42	58
Female	9	53	62	38	1	42	43	57	4	39	43	57
Male	15	46	61	39	1	38	39	61	5	37	42	58
Asian	24	67	91	9	2	58	60	40	4	55	60	40
Black	5	44	49	51	-	35	35	65	2	27	29	71
Hispanic	3	27	29	71	-	22	23	77	4	27	31	69
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	14	65	79	21	2	66	68	32	6	57	63	37
Multiple Races	21	53	74	26	5	53	58	42	12	42	54	46
Students with Disabilities	3	27	30	70	1	20	21	79	1	20	21	79
Students without Disabilities	14	52	66	34	1	45	46	54	6	43	49	51
Economically Disadvantaged	4	34	38	62	-	25	25	75	4	26	30	70
Not Economically Disadvantaged	18	59	77	23	2	56	58	42	5	49	53	47
English Learners	-	13	13	87	-	17	17	83	4	20	24	76
Homeless	-	7	7	93	-	10	10	90	10	10	20	80
Military Connected	15	68	83	17	-	75	75	25	14	76	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	4	54	58	42	1	52	53	47	6	45	51	49
Female	3	54	56	44	1	55	56	44	6	48	54	46
Male	6	54	59	41	2	49	50	50	7	42	49	51
Asian	3	68	70	30	-	67	67	33	6	56	61	39
Black	-	58	58	42	-	41	41	59	4	32	36	64
Hispanic	1	36	37	63	1	33	34	66	7	33	39	61
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	8	70	78	22	2	76	78	22	5	79	85	15
Multiple Races	18	59	77	23	<	<	<	<	14	43	57	43
Students with Disabilities	-	46	46	54	-	31	31	69	3	20	23	78
Students without Disabilities	5	55	60	40	2	55	56	44	7	52	59	41
Economically Disadvantaged	-	44	44	56	-	35	35	65	8	33	41	59
Not Economically Disadvantaged	7	61	68	32	3	65	68	33	5	56	61	39
English Learners	-	24	24	76	-	26	26	74	5	31	36	64
Homeless	<	<	<	<					<	<	<	<
Military Connected	9	71	80	20	-	88	88	13	12	82	94	6
Foster Care					<	<	<	<	<	<	<	<
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	6	29	35	65	1	36	37	63	2	34	36	64
Female	9	26	35	65	2	34	36	64	4	27	31	69
Male	5	31	36	65	-	38	38	62	-	41	41	59
Asian	26	46	72	28	-	50	50	50	-	55	55	45
Black	-	17	17	83	-	38	38	63	<	<	<	<
Hispanic	2	14	16	84	-	18	18	82	2	25	27	73
Native Hawaiian	<	<	<	<					<	<	<	<
White	10	62	71	29	3	57	60	40	4	31	35	65
Multiple Races	-	47	47	53	<	<	<	<	<	<	<	<
Students with Disabilities	-	24	24	76	-	28	28	72	-	13	13	87
Students without Disabilities	8	30	38	62	1	39	40	60	2	42	44	56
Economically Disadvantaged	2	21	22	78	-	24	24	76	2	22	24	76
Not Economically Disadvantaged	12	39	51	49	2	51	53	47	2	44	45	55
English Learners	-	9	9	91	-	6	6	94	4	11	15	85
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	17	75	92	8	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	20	57	77	23	1	24	24	76	4	26	29	71
Female	13	64	78	22	-	22	22	78	-	32	32	68
Male	26	51	77	23	1	25	26	74	6	22	28	72
Asian	27	69	97	3	<	<	<	<	<	<	<	<
Black	11	47	58	42	-	24	24	76	-	14	14	86
Hispanic	5	32	37	63	-	14	14	86	-	18	18	82
Native Hawaiian	<	<	100	0
White	22	61	83	17	-	50	50	50	12	41	53	47
Multiple Races	33	52	85	15	<	<	<	<	<	<	<	<
Students with Disabilities	8	14	22	78	2	9	11	89	-	29	29	71
Students without Disabilities	21	60	82	18	-	31	31	69	5	25	30	70
Economically Disadvantaged	9	38	47	53	-	16	16	84	-	14	14	86
Not Economically Disadvantaged	25	64	90	10	2	38	40	60	8	38	46	54
English Learners	-	2	2	98	-	10	10	90	-	15	15	85
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	26	58	84	16	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students									<	<	100	0
Female									<	<	100	0
Male									<	<	100	0
White									<	<	100	0
Multiple Races									<	<	100	0
Students without Disabilities									<	<	100	0
Not Economically Disadvantaged									<	<	100	0
Military Connected									<	<	100	0
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2022-2023				2023-2024				2024-2025
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

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

	2022-2023	2023-2024	2024-2025
Division	1,223	1,602	1,077
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	4,280	4,854	4,998
Kindergarten	11,795	11,712	11,423
Grade 1	12,876	12,342	12,211
Grade 2	12,246	13,229	12,551
Grade 3	12,881	12,508	13,299
Grade 4	12,962	13,124	12,796
Grade 5	12,888	13,190	13,276
Grade 6	13,339	13,040	13,350
Grade 7	13,098	13,530	13,148
Grade 8	13,611	13,245	13,691
Grade 9	15,331	14,725	14,317
Grade 10	15,118	15,263	14,703
Grade 11	14,844	15,267	15,469
Grade 12	14,858	14,941	15,326
Post Graduate	3	12	1
Total Enrollment	180,130	180,982	180,559

< = 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	180130	180982	180559
Female	86255	86813	86406
Male	93633	93936	93927
American Indian	494	534	527
Asian	34161	33835	33320
Black	17619	17685	17553
Hispanic	50566	51956	52672
Native Hawaiian	206	213	195
White	65855	65379	64717
Multiple Races	11229	11380	11575
Students with Disabilities	27839	29561	30582
Students without Disabilities	152291	151421	149977
Economically Disadvantaged	67128	69728	73812
Not Economically Disadvantaged	113002	111254	106747
English Learners	47657	48004	48199
Not English Learners	132473	132978	132360
Migrant	1	5	3
Homeless	887	902	1002
Military Connected	11975	12020	12266
Foster Care	162	168	126
< = 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	145,934	30,123	153,770	22,527	154,099	20,772
Female	70,089	14,509	74,059	10,796	74,369	9,970
Male	75,659	15,546	79,511	11,675	79,730	10,802
American Indian	374	103	426	94	436	70
Asian	29,241	4,560	30,027	3,400	29,778	3,060
Black	14,454	2,789	15,011	2,208	14,957	2,049
Hispanic	36,248	12,761	40,377	9,710	41,615	8,760
Native Hawaiian	165	44	187	25	181	16
White	55,813	8,376	57,588	6,002	56,847	5,680
Multiple Races	9,639	1,490	10,154	1,088	10,285	1,137
Students with Disabilities	20,282	6,471	22,342	5,346	23,066	5,127
Economically Disadvantaged	42,987	15,489	58,198	13,332	46,534	10,734
English Learners	36,534	11,793	39,832	8,992	40,351	8,049
Homeless	770	839	930	766	880	671
< = 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	9143	5085	205	90	795	148
	State	51325	41797	1944	889	5197	1395
Female	Division	4636	2307	57	34	254	69
	State	27479	18568	644	302	1991	571
Male	Division	4507	2777	147	55	540	79
	State	23842	23219	1299	582	3204	824
American Indian	Division	23	18	0	0	2	0
	State	115	128	6	2	20	5
Asian	Division	2390	537	35	5	41	19
	State	6138	1603	96	15	116	44
Black	Division	807	707	38	8	43	18
	State	8492	10859	649	192	1064	555
Hispanic	Division	1664	2245	64	49	646	90
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	12	7	0	0	0	0
	State	89	54	4	1	7	3
White	Division	3652	1346	57	22	53	17
	State	25572	16963	766	433	1201	364
Multiple Races	Division	595	225	11	6	10	4
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	410	1257	205	19	88	18
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	1812	2509	77	52	330	94
	State	12384	21564	1091	503	2612	961
English Learners	Division	448	1653	102	25	648	68
	State	1822	5921	308	50	2224	183
Homeless	Division	20	69	1	3	47	4
	State	201	818	47	19	231	71
Military Connected	Division	539	280	12	0	4	0
	State	2497	1577	51	17	49	13
Foster Care	Division	3	11	1	0	7	4
	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	15,466	14,433	93	14,592	94	795	5
Female	7,357	7,000	95	7,067	96	254	4
Male	8,105	7,431	92	7,522	93	540	7
American Indian	43	41	95	41	95	2	5
Asian	3,027	2,962	98	2,972	98	41	1
Black	1,621	1,552	96	1,564	97	43	3
Hispanic	4,758	3,973	84	4,077	86	646	14
Native Hawaiian	19	19	100	19	100	0	0
White	5,147	5,055	98	5,081	99	53	1
Multiple Races	851	831	98	838	99	10	1
Students with Disabilities	2,000	1,872	94	1,902	95	88	4
Economically Disadvantaged	4,874	4,398	90	4,499	92	330	7
English Learners	2,952	2,203	75	2,288	78	648	22
Homeless	144	90	63	96	67	47	33
Military Connected	835	831	100	831	100	4	1
Foster Care	26	15	58	16	62	7	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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	16,822 / 27.97%	17,667 / 29.36%	18,581 / 31.07%
Advanced Placement Course Enrollment	17,566 / 29.21%	18,332 / 30.46%	19,261 / 32.21%
Dual Enrollment	0 / 0%	6,795 / 11.29%	0 / 0%
Governor's School Enrollment	1,982 / 3.3%	2,038 / 3.39%	2,127 / 3.56%
IB Course Enrollment	6,741 / 11.21%	5,845 / 9.71%	6,077 / 10.16%
Senior Enrolled in IB Program	474 / .79%	539 / .9%	565 / .94%

< = 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	13,406	11,002	18
	State	87,947	58,787	33
Female	Division	6,474	5,513	15
	State	44,125	32,246	27
Male	Division	6,914	5,482	21
	State	43,771	26,522	39
American Indian	Division	30	20	33
	State	173	107	38
Asian	Division	3,003	2,726	9
	State	7,326	6,406	13
Black	Division	1,395	1,138	18
	State	18,153	10,957	40
Hispanic	Division	2,925	1,827	38
	State	12,866	7,348	43
Native Hawaiian	Division	16	12	25
	State	137	87	36
White	Division	5,298	4,655	12
	State	44,455	30,645	31
Multiple Races	Division	739	624	16
	State	4,837	3,237	33
Students with Disabilities	Division	1,580	1,047	34
	State	8,632	3,934	54
Economically Disadvantaged	Division	3,703	2,519	32
	State	30,889	16,128	48
English Learners	Division	2,761	1,754	36
	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	45	215	169
	State	1,573	2,069	2,206
Industry Certification	Division	9,585	11,542	13,333
	State	100,965	101,956	105,973
Workplace Readiness	Division	6,481	5,454	6,168
	State	41,819	35,066	38,829
Total Credentials Earned	Division	16,111	17,211	19,670
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	14,193	15,132	16,613
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	78	74	-
	State	962	1,022	-
CTE Completers	Division	4,960	5,122	5,424
	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
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	67.1	66.5	66.5

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
2022-2023	Division	$13,024	$5,038	$1,600
	State	$7,803	$6,956	$1,918
2023-2024	Division	$13,921	$5,430	$1,304
	State	$8,420	$7,464	$1,751
2024-2025	Division	$15,588	$5,719	$950
	State	$9,310	$8,078	$1,383

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	9,257
Behaviors related to School Operations	11,367
Relationship Behaviors without Physical Harm	9,511
Behaviors of a Safety Concern	12,701
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	4,601
Behaviors used to determine Persistently Dangerous Schools	79

< = 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	9,114	8,707	8,159
Out-of-School Suspension	6,643	5,980	5,129
Explusion and Alternative Placement	1	433	336
Referral to Law Enforcement	263	659	552
Bus Suspension	276	230	288

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	34.1	35.8	36.6
< = 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	26.3	35.4	35.8
< = 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	61.7	64.8	65
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

10.75 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.18 : 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	26%	71%	2%	1%
2023-2024	27%	69%	2%	2%
2024-2025	28%	66%	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	Annual Target	Long-Term Goal
All Students	79%	81%	88%
Asian	88%	91%	88%
Black	73%	73%	88%
Hispanic	56%	73%	88%
White	90%	86%	88%
Multiple Races	90%	84%	88%
Economically Disadvantaged	57%	73%	88%
English Learners	49%	67%	88%
Students with Disabilities	53%	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	80%	76%	85%
Asian	91%	90%	85%
Black	71%	67%	85%
Hispanic	61%	68%	85%
White	89%	82%	85%
Multiple Races	89%	79%	85%
Economically Disadvantaged	62%	67%	85%
English Learners	58%	64%	85%
Students with Disabilities	54%	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	77%
Asian	88%
Black	67%
Hispanic	54%
White	88%
Multiple Races	88%
Economically Disadvantaged	55%
English Learners	45%
Students with Disabilities	47%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	89%	84%	84%
Asian	95%	90%	84%
Black	92%	83%	84%
Hispanic	76%	83%	84%
White	97%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	83%	83%	84%
English Learners	65%	80%	84%
Students with Disabilities	81%	79%	84%
Homeless	60%	-	-
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	58%	56%	58%
English Learner Proficiency	14%	-	-

< = 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	15780	27433	58%
English Learner Proficiency	4884	35477	14%

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%	-	98.7%	-	98.9%	-
Asian	99.6%	-	98.3%	-	99.4%	-
Black	98.8%	-	98.8%	-	98.6%	-
Hispanic	98.9%	-	99%	-	98.8%	-
White	99%	-	98.8%	-	98.9%	-
Multiple Races	99%	-	98.8%	-	98.9%	-
Economically Disadvantaged	98.8%	-	98.9%	-	98.8%	-
Not Economically Disadvantaged	99.2%	-	98.7%	-	99%	-
English Learners	98.9%	-	99.1%	-	98.7%	-
Students with Disabilities	96.7%	-	97%	-	96.6%	-
Students without Disabilities	99.5%	-	99.1%	-	99.4%	-
Female	99.1%	-	98.9%	-	99.1%	-
Male	99%	-	98.6%	-	98.8%	-
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

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

Fairfax 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

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 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