Falls Church City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Mount Daniel Elementary School	Fully Accredited	Distinguished	90
Oak Street Elementary School	Fully Accredited	Distinguished	90
Middle Schools
Mary Ellen Henderson Middle School	Fully Accredited	Distinguished	92.4
High Schools
Meridian High School	Fully Accredited	Distinguished	96.9

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

History Performance: All Students

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

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	55	88	12	26	62	88	12	39	51	90	10
Female	32	56	88	12	26	63	89	11	35	56	91	9
Male	33	54	88	12	27	61	88	12	42	47	89	11
Asian	33	58	91	9	31	62	92	8	45	49	94	6
Black	24	53	76	24	13	56	69	31	20	50	70	30
Hispanic	15	49	64	36	9	56	65	35	25	49	74	26
Native Hawaiian									<	<	<	<
White	36	56	92	8	29	64	93	7	41	52	94	6
Multiple Races	38	55	93	7	33	61	94	6	44	49	93	7
Students with Disabilities	10	50	60	40	9	54	64	36	25	43	68	32
Students without Disabilities	35	56	91	9	28	63	92	8	41	52	93	7
Economically Disadvantaged	4	48	52	48	14	45	59	41	6	65	71	29
Not Economically Disadvantaged	35	56	91	9	28	65	93	7	42	50	92	8
English Learners	17	34	51	49	3	47	50	50	22	41	63	37
Homeless					<	<	<	<	10	70	80	20
Military Connected	21	64	86	14	17	71	89	11	39	48	88	12
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	11	73	84	16	2	84	86	14	<	<	100	0
Female	5	80	85	15	-	89	89	11	<	<	100	0
Male	18	65	82	18	4	79	83	17	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black					<	<	<	<
Hispanic	-	55	55	45	<	<	<	<
White	21	79	100	0	-	92	92	8	<	<	100	0
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	10	74	84	16	3	85	88	13	<	<	100	0
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	12	76	88	12	3	92	95	5	<	<	100	0
English Learners	7	57	64	36	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0
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	35	54	89	11	39	55	94	6	39	57	96	4
Female	30	59	89	11	42	53	95	5	39	57	96	4
Male	40	48	88	12	37	56	93	7	40	56	96	4
Asian	29	71	100	0	43	52	96	4	53	47	100	0
Black	<	<	<	<	20	70	90	10	<	<	100	0
Hispanic	17	47	63	37	10	60	70	30	27	59	86	14
White	38	56	94	6	44	53	98	3	37	60	97	3
Multiple Races	48	48	96	4	42	54	96	4	59	36	95	5
Students with Disabilities	12	47	59	41	10	80	90	10	15	70	85	15
Students without Disabilities	37	55	92	8	42	52	94	6	42	56	97	3
Economically Disadvantaged	6	41	47	53	29	50	79	21	9	77	86	14
Not Economically Disadvantaged	37	56	93	7	41	55	96	4	42	55	97	3
English Learners	10	30	40	60	-	33	33	67	25	42	67	33
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	40	50	90	10
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	4	59	63	37	2	67	69	31	14	65	78	22
Female	-	64	64	36	3	62	64	36	13	67	80	20
Male	9	52	61	39	2	71	74	26	14	62	76	24
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black					<	<	<	<	<	<	<	<
Hispanic	-	45	45	55	3	44	47	53	<	<	<	<
Native Hawaiian									<	<	100	0
White	7	59	67	33	-	88	88	12	13	71	84	16
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	5	66	71	29	3	71	74	26	15	66	81	19
Economically Disadvantaged	<	<	<	<	4	26	30	70	<	<	<	<
Not Economically Disadvantaged	5	66	71	29	2	83	84	16	15	66	81	19
English Learners	<	<	<	<	4	43	48	52	<	<	<	<
Homeless					<	<	<	<	<	<	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
All Students	31	62	93	7	29	64	93	7	42	46	88	12
Female	40	53	93	7	30	63	92	8	34	56	90	10
Male	23	70	93	7	28	66	95	5	47	40	87	13
Asian	40	50	90	10	21	71	93	7	59	35	94	6
Black	<	<	<	<	<	<	<	<	20	50	70	30
Hispanic	18	64	82	18	19	62	81	19	18	46	64	36
Native Hawaiian									<	<	<	<
White	33	62	95	5	32	65	96	4	48	47	95	5
Multiple Races	24	72	96	4	31	62	92	8	36	50	86	14
Students with Disabilities	6	53	59	41	26	58	84	16	26	34	60	40
Students without Disabilities	34	63	96	4	29	65	94	6	45	49	94	6
Economically Disadvantaged	8	83	92	8	11	68	79	21	10	50	60	40
Not Economically Disadvantaged	33	60	93	7	31	64	95	5	45	46	91	9
English Learners	<	<	100	0	<	<	<	<	31	8	38	62
Homeless									<	<	<	<
Military Connected	<	<	<	<	10	80	90	10	50	50	100	0
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	45	43	88	12	25	61	86	14	43	45	88	12
Female	40	46	87	13	18	70	88	12	40	48	87	13
Male	50	40	90	10	31	53	84	16	47	42	89	11
Asian	50	50	100	0	<	<	<	<	27	64	91	9
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	28	44	72	28	6	63	69	31	32	45	77	23
Native Hawaiian									<	<	<	<
White	46	44	90	10	24	63	87	13	49	42	91	9
Multiple Races	50	33	83	17	35	59	94	6	45	55	100	0
Students with Disabilities	15	55	70	30	3	43	46	54	36	32	68	32
Students without Disabilities	49	41	91	9	30	65	95	5	44	47	91	9
Economically Disadvantaged	<	<	<	<	13	40	53	47	-	69	69	31
Not Economically Disadvantaged	48	43	91	9	26	63	89	11	47	42	90	10
English Learners	<	<	<	<	8	62	69	31	23	50	73	27
Homeless									<	<	<	<
Military Connected	<	<	<	<	10	70	80	20	33	42	75	25
Geography 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	17	28	10
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	63	76	73
Kindergarten	131	156	158
Grade 1	175	143	179
Grade 2	155	181	149
Grade 3	187	175	186
Grade 4	161	198	187
Grade 5	178	183	214
Grade 6	201	199	189
Grade 7	193	218	224
Grade 8	188	196	221
Grade 9	242	209	208
Grade 10	226	241	216
Grade 11	199	227	247
Grade 12	208	214	226
Total Enrollment	2,507	2,616	2,677

< = 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	2507	2616	2677
Female	1214	1261	1297
Male	1282	1349	1374
American Indian	2	1	1
Asian	180	191	183
Black	79	86	96
Hispanic	309	343	379
Native Hawaiian	1	1	3
White	1614	1638	1668
Multiple Races	322	356	347
Students with Disabilities	289	371	388
Students without Disabilities	2218	2245	2289
Economically Disadvantaged	166	305	281
Not Economically Disadvantaged	2341	2311	2396
English Learners	197	215	242
Not English Learners	2310	2401	2435
Homeless	3	4	30
Military Connected	98	115	113
Foster Care	1	1	1
< = 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	2,199	274	2,376	182	2,419	209
Female	1,077	130	1,161	89	1,186	106
Male	1,114	143	1,213	93	1,233	103
American Indian	<	<	<	<	<	<
Asian	155	21	174	13	170	9
Black	60	15	78	9	83	8
Hispanic	247	60	293	39	312	61
Native Hawaiian	<	<	<	<	<	<
White	1,453	137	1,507	96	1,536	107
Multiple Races	281	41	320	25	313	24
Students with Disabilities	270	50	313	44	330	53
Economically Disadvantaged	128	35	253	43	301	59
English Learners	160	50	193	32	213	37
Homeless	<	<	<	<	<	<
< = 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	176	44	1	0	1	0
	State	51325	41797	1944	889	5197	1395
Female	Division	86	18	1	0	0	0
	State	27479	18568	644	302	1991	571
Male	Division	90	26	0	0	1	0
	State	23842	23219	1299	582	3204	824
Asian	Division	8	3	0	0	0	0
	State	6138	1603	96	15	116	44
Black	Division	6	4	0	0	0	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	12	15	0	0	1	0
	State	7732	9780	323	169	2618	361
White	Division	124	21	1	0	0	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	26	1	0	0	0	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	7	11	1	0	0	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	11	17	0	0	0	0
	State	12384	21564	1091	503	2612	961
English Learners	Division	1	8	0	0	1	0
	State	1822	5921	308	50	2224	183
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
< = 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	222	221	100	221	100	1	1
Female	105	105	100	105	100	0	0
Male	117	116	99	116	99	1	1
Asian	11	11	100	11	100	0	0
Black	10	10	100	10	100	0	0
Hispanic	28	27	96	27	96	1	4
White	146	146	100	146	100	0	0
Multiple Races	27	27	100	27	100	0	0
Students with Disabilities	19	19	100	19	100	0	0
Economically Disadvantaged	28	28	100	28	100	0	0
English Learners	10	9	90	9	90	1	10
Military Connected	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	292 / 33.37%	454 / 50.95%	368 / 41.03%
Advanced Placement Course Enrollment	293 / 33.49%	450 / 50.51%	367 / 40.91%
Dual Enrollment	0 / 0%	0 / 0%	7 / .78%
Governor's School Enrollment	-	-	-
IB Course Enrollment	435 / 49.71%	254 / 28.51%	475 / 52.95%
Senior Enrolled in IB Program	192 / 21.94%	72 / 8.08%	86 / 9.59%

< = 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	219	187	15
	State	87,947	58,787	33
Female	Division	110	97	12
	State	44,125	32,246	27
Male	Division	109	90	17
	State	43,771	26,522	39
Asian	Division	14	13	7
	State	7,326	6,406	13
Black	Division	12	12	0
	State	18,153	10,957	40
Hispanic	Division	33	23	30
	State	12,866	7,348	43
White	Division	138	120	13
	State	44,455	30,645	31
Multiple Races	Division	22	19	14
	State	4,837	3,237	33
Students with Disabilities	Division	22	14	36
	State	8,632	3,934	54
Economically Disadvantaged	Division	23	13	43
	State	30,889	16,128	48
English Learners	Division	15	10	33
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = 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
NOCTI Assessments	Division	21	5	18
	State	3,844	3,577	3,225
Industry Certification	Division	123	126	91
	State	100,965	101,956	105,973
Workplace Readiness	Division	159	108	128
	State	41,819	35,066	38,829
Total Credentials Earned	Division	303	239	237
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	226	185	183
	State	118,467	115,609	120,035
CTE Completers	Division	64	73	69
	State	46,028	48,643	51,357
State Licensures	Division	-	-	-
	State	1,573	2,069	2,206
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	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	63.1	61.9	60.4

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	$20,031	$3,494	$787
	State	$7,134	$6,454	$1,936
2022-2023	Division	$20,297	$3,555	$747
	State	$7,803	$6,956	$1,918
2023-2024	Division	$20,273	$4,833	$658
	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	38
Behaviors related to School Operations	12
Relationship Behaviors without Physical Harm	22
Behaviors of a Safety Concern	32
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	9

< = 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	29	36	33
Out-of-School Suspension	34	17	26
Explusion and Alternative Placement	1	0	0
Referral to Law Enforcement	5	0	1
Bus Suspension	2	1	0

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	9.3	11.9	11.9
< = 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	26.4	28.1	31.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	67.7	61.3	68
< = 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

11.67 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.66 : 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	16%	76%	2%	6%
2023-2024	15%	77%	2%	6%
2024-2025	16%	75%	3%	6%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	91%	81%	88%
Asian	94%	91%	88%
Black	73%	73%	88%
Hispanic	67%	73%	88%
White	96%	86%	88%
Multiple Races	95%	84%	88%
Economically Disadvantaged	63%	73%	88%
English Learners	52%	67%	88%
Students with Disabilities	68%	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	90%	76%	85%
Asian	93%	90%	85%
Black	75%	67%	85%
Hispanic	69%	68%	85%
White	94%	82%	85%
Multiple Races	95%	79%	85%
Economically Disadvantaged	68%	67%	85%
English Learners	65%	64%	85%
Students with Disabilities	66%	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	88%
Asian	84%
Black	69%
Hispanic	69%
White	92%
Multiple Races	94%
Economically Disadvantaged	66%
English Learners	50%
Students with Disabilities	62%

< = 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	97%	84%	84%
Asian	100%	90%	84%
Black	100%	83%	84%
Hispanic	87%	83%	84%
White	98%	86%	84%
Multiple Races	100%	89%	84%
Economically Disadvantaged	88%	83%	84%
English Learners	80%	80%	84%
Students with Disabilities	82%	79%	84%

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	12%	-	-

< = 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	72	124	58%
English Learner Proficiency	22	191	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.2%	-	98.1%	-	98.1%	-
Asian	100%	-	100%	-	100%	-
Black	98.1%	-	98.1%	-	100%	-
Hispanic	97.8%	-	97.3%	-	100%	-
White	97.9%	-	97.9%	-	97.2%	-
Multiple Races	99.5%	-	98.9%	-	100%	-
Economically Disadvantaged	98.3%	-	97.8%	-	96%	-
Not Economically Disadvantaged	98.2%	-	98.1%	-	98.4%	-
English Learners	99.2%	-	100%	-	100%	-
Students with Disabilities	89.2%	-	90.5%	-	91.3%	-
Students without Disabilities	99.8%	-	99.4%	-	99.1%	-
Female	98.4%	-	98.6%	-	98.1%	-
Male	98%	-	97.6%	-	98.1%	-

< = 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

Falls Church City 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