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Falls Church City Public Schools

General school information

Division: Falls Church City Public Schools
Division Number: 109
Address: 150 S Washington St, Suite 400 Falls Church, VA 22046-2921
Superintendent: Dr. Peter Noonan
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Mount Daniel ElementaryAccredited
Oak Street ElementaryAccredited
Middle Schools
Mary Ellen Henderson MiddleAccredited
High Schools
Meridian HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 58 92 8 37 55 92 8 32 59 92 8
Female 38 55 93 7 41 53 93 7 36 57 93 7
Male 31 60 90 10 33 57 91 9 28 62 90 10
Asian 39 58 97 3 41 55 96 4 34 57 91 9
Black 7 68 76 24 9 70 79 21 17 56 73 27
Hispanic 21 53 74 26 20 57 77 23 16 62 78 22
Native Hawaiian < < < < < < < < < < < <
White 37 58 95 5 41 54 95 5 35 60 94 6
Multiple Races 39 57 96 4 38 57 95 5 37 58 95 5
Students with Disabilities 15 53 68 32 21 49 69 31 9 57 66 34
Students without Disabilities 37 58 96 4 40 56 96 4 36 60 95 5
Economically Disadvantaged 9 55 64 36 9 60 69 31 10 62 71 29
Not Economically Disadvantaged 36 58 94 6 39 55 94 6 34 59 94 6
English Learners 12 42 54 46 17 48 65 35 10 64 74 26
Military Connected 26 62 88 12 25 69 94 6 18 73 91 9
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 24 61 85 15 22 62 84 16
Female 25 60 85 15 31 55 85 15 26 61 88 13
Male 23 67 90 10 18 68 86 14 19 63 81 19
Asian 18 82 100 0 < < 100 0 18 73 91 9
Black < < < < < < < < < < < <
Hispanic 11 61 72 28 16 53 68 32 15 60 75 25
Native Hawaiian < < < <
White 25 64 89 11 25 61 86 14 26 60 86 14
Multiple Races 30 57 87 13 28 67 94 6 18 82 100 0
Students with Disabilities 11 39 50 50 3 43 47 53 - 54 54 46
Students without Disabilities 26 66 92 8 28 65 93 7 26 64 90 10
Economically Disadvantaged < < < < < < < < - 54 54 46
Not Economically Disadvantaged 25 64 89 11 25 62 86 14 24 63 87 13
English Learners 8 58 67 33 25 58 83 17 4 74 78 22
Military Connected - 80 80 20 10 60 70 30 < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 49 91 9 39 54 93 7 28 62 90 10
Female 44 50 94 6 41 53 94 6 39 52 91 9
Male 41 47 89 11 36 55 91 9 18 71 89 11
Asian 53 35 88 12 46 54 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic 35 40 75 25 28 39 67 33 19 56 75 25
White 41 53 94 6 42 52 94 6 29 63 92 8
Multiple Races 67 33 100 0 25 75 100 0 35 59 94 6
Students with Disabilities 23 38 62 38 20 55 75 25 6 51 57 43
Students without Disabilities 46 50 96 4 41 54 95 5 33 64 97 3
Economically Disadvantaged 20 60 80 20 < < < < 13 47 60 40
Not Economically Disadvantaged 44 48 92 8 41 54 95 5 29 63 92 8
English Learners 23 38 62 38 10 60 70 30 15 62 77 23
Military Connected < < 100 0 < < 100 0 - 90 90 10
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 64 94 6 24 66 90 10 29 63 92 8
Female 36 60 96 4 23 70 93 7 31 62 93 7
Male 24 67 92 8 25 63 88 12 27 63 90 10
Asian 33 67 100 0 36 57 93 7 35 59 94 6
Black < < < < < < < < < < 100 0
Hispanic 29 57 86 14 11 72 83 17 9 64 73 27
White 31 64 95 5 28 63 91 9 30 64 94 6
Multiple Races 32 58 89 11 14 76 90 10 33 63 96 4
Students with Disabilities 20 55 75 25 13 53 66 34 12 52 64 36
Students without Disabilities 32 65 96 4 26 69 95 5 32 64 96 4
Economically Disadvantaged - 64 64 36 - 90 90 10 8 62 69 31
Not Economically Disadvantaged 32 64 96 4 25 64 90 10 31 63 93 7
English Learners < < < < 10 60 70 30 < < < <
Military Connected 18 73 91 9 < < 100 0 < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 51 93 7 41 56 96 4 28 64 92 8
Female 48 48 97 3 47 52 99 1 27 66 93 7
Male 36 54 90 10 34 60 93 7 29 63 92 8
Asian 50 45 95 5 23 77 100 0 35 59 94 6
Black < < < < < < 100 0 < < < <
Hispanic 11 61 72 28 38 50 88 13 8 71 79 21
Native Hawaiian < < < < < < < <
White 47 48 96 4 43 55 98 2 34 63 97 3
Multiple Races 40 60 100 0 52 38 90 10 24 68 92 8
Students with Disabilities 9 61 70 30 25 50 75 25 16 57 73 27
Students without Disabilities 46 50 96 4 42 56 99 1 31 66 97 3
Economically Disadvantaged 21 50 71 29 - 82 82 18 - 69 69 31
Not Economically Disadvantaged 43 51 95 5 43 54 97 3 31 64 94 6
English Learners < < < < 8 62 69 31
Military Connected < < < < 36 64 100 0 < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 63 89 11 39 55 95 5 31 63 94 6
Female 28 60 88 12 45 51 96 4 33 58 92 8
Male 20 69 89 11 34 60 94 6 28 69 97 3
Asian 8 92 100 0 48 43 90 10 27 73 100 0
Black < < < < < < < < < < < <
Hispanic 10 47 57 43 7 79 86 14 24 52 76 24
White 34 63 96 4 41 57 98 2 31 66 97 3
Multiple Races 21 79 100 0 52 40 92 8 44 48 92 8
Students with Disabilities - 57 57 43 20 55 75 25 10 70 80 20
Students without Disabilities 29 64 93 7 42 56 97 3 33 62 95 5
Economically Disadvantaged - 45 45 55 21 64 86 14 5 70 75 25
Not Economically Disadvantaged 28 66 94 6 41 55 95 5 34 62 96 4
English Learners - 20 20 80 < < < < < < < <
Military Connected 20 80 100 0 < < < < 20 80 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 63 93 7 33 56 89 11 36 57 93 7
Female 32 63 95 5 34 55 90 10 46 50 96 4
Male 28 63 91 9 31 57 88 12 27 64 91 9
Asian 50 50 100 0 31 69 100 0 36 55 91 9
Black < < 100 0 < < < < 10 60 70 30
Hispanic 20 60 80 20 17 40 57 43 6 88 94 6
Native Hawaiian < < 100 0
White 28 66 94 6 41 56 97 3 41 54 95 5
Multiple Races 39 56 94 6 29 68 96 4 48 48 96 4
Students with Disabilities 16 49 65 35 - 59 59 41 10 60 70 30
Students without Disabilities 32 66 98 2 36 55 92 8 40 56 96 4
Economically Disadvantaged 6 59 65 35 6 28 33 67 14 71 86 14
Not Economically Disadvantaged 31 64 95 5 36 59 95 5 39 55 94 6
English Learners 20 20 40 60 < < < < < < < <
Military Connected 25 50 75 25 < < 100 0 < < 100 0
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 46 49 95 5 58 39 97 3 46 48 94 6
Female 54 44 98 2 60 37 97 3 49 48 97 3
Male 39 53 92 8 56 40 96 4 44 47 91 9
Asian 42 58 100 0 58 37 95 5 58 25 83 17
Black < < < < < < < < 40 50 90 10
Hispanic 33 50 83 17 25 71 96 4 24 52 76 24
White 49 48 98 2 63 34 97 3 49 49 99 1
Multiple Races 58 42 100 0 78 22 100 0 52 44 96 4
Students with Disabilities 21 65 85 15 57 33 90 10 11 61 72 28
Students without Disabilities 52 45 97 3 58 40 98 2 50 47 96 4
Economically Disadvantaged 14 59 73 27 21 63 84 16 19 56 74 26
Not Economically Disadvantaged 50 47 98 2 61 36 98 2 50 47 97 3
English Learners 9 55 64 36 < < < < 15 62 77 23
Military Connected < < 100 0 29 71 100 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 48 41 89 11 52 38 89 11 60 34 94 6
Female 56 38 94 6 57 36 93 7 69 27 96 4
Male 41 44 85 15 45 40 86 14 51 41 91 9
Asian 60 40 100 0 44 38 82 18 45 45 91 9
Black 23 31 54 46 15 38 54 46 50 40 90 10
Hispanic 26 43 69 31 21 53 74 26 24 48 72 28
White 51 42 93 7 60 35 95 5 67 30 97 3
Multiple Races 63 35 98 2 61 34 95 5 70 30 100 0
Students with Disabilities 30 41 71 29 21 47 67 33 15 45 60 40
Students without Disabilities 52 41 93 7 55 37 92 8 64 33 97 3
Economically Disadvantaged 36 42 79 21 17 47 64 36 20 48 68 32
Not Economically Disadvantaged 49 41 90 10 55 37 92 8 65 32 97 3
English Learners 15 45 60 40 22 11 33 67 40 20 60 40
Military Connected 60 33 93 7 30 57 87 13 < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 40 89 11 53 40 93 7 60 34 94 6
Female 62 32 94 6 56 38 94 6 69 27 96 4
Male 37 48 85 15 48 43 92 8 51 41 91 9
Asian 63 38 100 0 50 40 90 10 45 45 91 9
Black < < < < < < < < 50 40 90 10
Hispanic 32 32 65 35 22 59 81 19 24 48 72 28
White 51 43 95 5 59 37 96 4 67 30 97 3
Multiple Races 61 39 100 0 69 31 100 0 70 30 100 0
Students with Disabilities 21 46 67 33 22 56 78 22 15 45 60 40
Students without Disabilities 56 39 95 5 57 38 95 5 64 33 97 3
Economically Disadvantaged 16 58 74 26 21 53 74 26 20 48 68 32
Not Economically Disadvantaged 52 38 91 9 56 39 95 5 65 32 97 3
English Learners 9 36 45 55 < < < < 40 20 60 40
Military Connected < < 100 0 36 50 86 14 < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13 29 60 89 11 29 59 89 11
Female 23 64 88 12 28 61 89 11 27 62 90 10
Male 27 61 87 13 30 58 89 11 32 56 88 12
Asian 21 75 95 5 34 55 89 11 36 56 92 8
Black 4 60 65 35 11 44 56 44 9 59 69 31
Hispanic 15 52 67 33 16 53 70 30 15 54 69 31
Native Hawaiian < < < < < < < < < < < <
White 28 64 91 9 31 62 93 7 32 61 93 7
Multiple Races 30 59 90 10 33 62 94 6 34 60 94 6
Students with Disabilities 12 44 56 44 14 48 62 38 11 54 65 35
Students without Disabilities 27 65 92 8 31 61 93 7 32 60 92 8
Economically Disadvantaged 7 52 59 41 10 57 67 33 9 51 60 40
Not Economically Disadvantaged 26 63 90 10 31 60 90 10 32 60 92 8
English Learners 8 45 53 48 8 45 53 48 10 47 57 43
Homeless < < < < < < < <
Military Connected 22 63 85 15 21 69 90 10 17 74 91 9
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 61 86 14 26 61 88 12 28 56 84 16
Female 16 65 81 19 24 65 89 11 27 58 86 14
Male 35 57 91 9 29 58 87 13 28 54 83 17
Asian 9 91 100 0 < < 100 0 25 58 83 17
Black < < < < < < < < < < < <
Hispanic 16 53 68 32 14 57 71 29 20 48 68 32
Native Hawaiian < < < <
White 29 60 89 11 29 61 90 10 32 59 90 10
Multiple Races 26 61 87 13 29 66 94 6 32 64 95 5
Students with Disabilities 11 44 56 44 10 47 57 43 12 50 62 38
Students without Disabilities 27 63 90 10 30 64 94 6 31 57 88 12
Economically Disadvantaged < < < < < < < < - 47 47 53
Not Economically Disadvantaged 27 62 89 11 27 62 89 11 31 57 88 12
English Learners 8 50 58 42 20 53 73 27 16 44 59 41
Military Connected 20 50 70 30 10 60 70 30 < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 53 88 12 41 49 91 9 34 51 85 15
Female 26 61 87 13 29 60 88 12 29 60 88 12
Male 41 47 89 11 55 38 94 6 39 43 81 19
Asian 29 59 88 12 38 54 92 8 < < < <
Black < < < < < < 100 0 < < < <
Hispanic 29 38 67 33 26 47 74 26 11 42 53 47
White 35 57 93 7 44 48 92 8 37 51 88 12
Multiple Races 53 40 93 7 42 54 96 4 38 56 94 6
Students with Disabilities 8 50 58 42 25 50 75 25 19 36 56 44
Students without Disabilities 40 54 94 6 44 49 93 7 37 54 91 9
Economically Disadvantaged 18 36 55 45 < < < < 6 35 41 59
Not Economically Disadvantaged 36 54 91 9 44 50 93 7 37 52 89 11
English Learners 27 33 60 40 9 45 55 45 15 35 50 50
Military Connected < < 100 0 < < < < 20 80 100 0
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 55 92 8 33 52 85 15 39 50 90 10
Female 38 56 94 6 32 53 85 15 34 54 87 13
Male 37 54 90 10 34 51 85 15 45 47 92 8
Asian 27 73 100 0 43 43 86 14 28 67 94 6
Black < < < < < < < < < < 100 0
Hispanic 31 38 69 31 19 43 62 38 22 43 65 35
White 39 56 95 5 33 58 91 9 45 48 93 7
Multiple Races 50 40 90 10 48 43 90 10 41 52 93 7
Students with Disabilities 20 55 75 25 16 41 56 44 12 52 64 36
Students without Disabilities 40 55 95 5 36 55 91 9 44 50 94 6
Economically Disadvantaged 8 69 77 23 27 36 64 36 13 40 53 47
Not Economically Disadvantaged 40 54 94 6 33 53 86 14 42 51 93 7
English Learners < < < < 14 43 57 43 < < < <
Homeless < < 100 0
Military Connected 36 55 91 9 < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 77 23 24 61 85 15 15 67 82 18
Female 21 63 84 16 21 63 83 17 15 71 86 14
Male 13 57 70 30 28 59 88 13 15 63 78 22
Asian 8 75 83 17 23 54 77 23 < < < <
Black < < < < < < < < < < < <
Hispanic 6 44 50 50 13 27 40 60 15 42 58 42
Native Hawaiian < < < < < < < <
White 23 62 85 15 26 67 94 6 17 76 93 7
Multiple Races 6 56 63 38 21 64 86 14 6 76 82 18
Students with Disabilities - 32 32 68 26 47 74 26 6 61 67 33
Students without Disabilities 20 66 86 14 24 63 87 13 18 69 87 13
Economically Disadvantaged 18 45 64 36 8 75 83 17 5 38 43 57
Not Economically Disadvantaged 17 62 78 22 25 60 85 15 17 72 89 11
English Learners < < < < < < < < 5 38 43 57
Homeless < < < <
Military Connected < < 100 0 < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 58 80 20 24 63 87 13 25 64 89 11
Female 18 59 77 23 32 60 92 8 21 66 87 13
Male 28 55 84 16 15 67 82 18 28 62 91 9
Asian 29 71 100 0 33 47 80 20 28 67 94 6
Black < < < < < < < < < < < <
Hispanic - 50 50 50 7 67 73 27 18 55 73 27
White 28 59 87 13 30 63 93 7 26 67 93 8
Multiple Races 33 57 90 10 9 77 86 14 32 59 91 9
Students with Disabilities 6 38 44 56 10 52 62 38 14 55 68 32
Students without Disabilities 25 60 85 15 26 65 91 9 26 65 92 8
Economically Disadvantaged - 48 48 52 - 70 70 30 5 63 68 32
Not Economically Disadvantaged 27 59 86 14 26 63 88 12 27 64 91 9
English Learners - 17 17 83 < < < < 17 33 50 50
Military Connected 18 73 91 9 < < 100 0 10 60 70 30
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 84 16 34 52 86 14 28 59 87 13
Female 25 62 87 13 33 57 91 9 27 63 90 10
Male 23 57 80 20 35 46 81 19 30 54 83 17
Asian < < 100 0 38 54 92 8 42 47 89 11
Black < < < < 20 30 50 50 < < < <
Hispanic 8 62 69 31 13 48 61 39 14 41 55 45
Native Hawaiian < < 100 0
White 27 59 86 14 41 54 95 5 30 63 93 7
Multiple Races 40 44 84 16 35 60 95 5 30 61 91 9
Students with Disabilities 12 35 47 53 - 29 29 71 10 43 52 48
Students without Disabilities 27 65 92 8 37 54 91 9 31 61 91 9
Economically Disadvantaged 6 38 44 56 10 43 52 48 5 53 58 42
Not Economically Disadvantaged 26 61 88 13 37 54 91 9 31 59 90 10
English Learners - 33 33 67 < < < < - 33 33 67
Homeless < < < <
Military Connected < < < < 33 67 100 0 < < 100 0
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 77 91 9 27 66 94 6 36 61 97 3
Female 15 78 93 7 28 66 94 6 35 62 97 3
Male 13 76 89 11 26 68 95 5 38 60 98 2
Asian 10 85 95 5 42 50 92 8 67 33 100 0
Black - 50 50 50 < < < < 25 75 100 0
Hispanic 22 61 83 17 11 79 89 11 11 79 89 11
White 12 83 95 5 28 67 95 5 41 58 98 2
Multiple Races 26 74 100 0 43 57 100 0 45 55 100 0
Students with Disabilities 16 58 74 26 13 58 71 29 - 88 88 12
Students without Disabilities 14 80 93 7 29 67 97 3 39 58 98 2
Economically Disadvantaged 8 75 83 17 5 84 89 11 23 67 90 10
Not Economically Disadvantaged 14 77 92 8 30 65 94 6 38 60 98 2
English Learners - 70 70 30 < < < < 5 81 86 14
Military Connected 9 73 82 18 20 80 100 0 33 67 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 73 97 3 20 72 92 8 29 67 96 4
Female 25 72 96 4 23 69 92 8 28 70 98 2
Male 24 73 97 3 19 74 93 7 29 66 95 5
Asian < < 100 0 14 79 93 7 < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 33 47 80 20 10 70 80 20
White 27 69 97 3 17 80 97 3 29 68 97 3
Multiple Races 12 88 100 0 33 67 100 0 39 61 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 23 74 97 3 21 73 94 6 29 67 96 4
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 25 73 98 2 19 74 93 7 30 68 98 2
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 82 96 4 32 68 100 0 11 86 96 4
Female 19 76 95 5 46 54 100 0 13 80 93 7
Male 10 87 97 3 26 74 100 0 8 92 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White 11 84 95 5 29 71 100 0 6 88 94 6
Multiple Races < < 100 0 31 69 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 14 82 96 4 33 67 100 0 11 85 96 4
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 14 82 96 4 32 68 100 0 11 86 96 4
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 88 12 17 68 85 15 18 71 89 11
Female 20 68 88 12 15 73 89 11 14 75 88 12
Male 25 62 87 13 19 62 81 19 22 68 90 10
Asian 17 74 91 9 14 76 90 10 20 69 89 11
Black - 73 73 27 4 48 52 48 14 64 77 23
Hispanic 12 57 69 31 11 45 57 43 7 70 77 23
Native Hawaiian < < < <
White 26 65 92 8 19 72 91 9 19 74 93 7
Multiple Races 24 65 89 11 21 74 95 5 22 67 89 11
Students with Disabilities 19 43 62 38 7 54 62 38 6 55 61 39
Students without Disabilities 23 68 91 9 19 70 88 12 19 73 92 8
Economically Disadvantaged 4 53 57 43 - 53 53 47 5 65 69 31
Not Economically Disadvantaged 24 66 90 10 19 69 88 12 19 72 91 9
English Learners - 43 43 57 2 31 33 67 5 50 55 45
Homeless < < < <
Military Connected 26 57 83 17 16 76 92 8 14 71 86 14
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 12 64 76 24 22 63 85 15
Female 26 55 81 19 10 70 79 21 16 64 80 20
Male 30 58 88 12 13 60 73 27 28 62 90 10
Asian 13 73 87 13 14 71 86 14 28 56 83 17
Black < < < < < < < < < < < <
Hispanic 31 31 63 38 5 48 52 48 13 57 70 30
White 29 58 87 13 12 67 79 21 21 69 90 10
Multiple Races 37 53 89 11 14 71 86 14 25 54 79 21
Students with Disabilities 21 47 68 32 6 41 47 53 4 52 56 44
Students without Disabilities 29 57 86 14 13 69 82 18 24 65 89 11
Economically Disadvantaged 15 38 54 46 - 64 64 36 13 40 53 47
Not Economically Disadvantaged 29 57 86 14 12 64 76 24 22 65 87 13
English Learners < < < < 7 29 36 64 < < < <
Homeless < < < <
Military Connected 36 45 82 18 < < 100 0 < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 69 88 12 21 64 85 15 16 69 85 15
Female 14 76 91 9 19 68 87 13 10 76 86 14
Male 24 63 87 13 23 59 82 18 22 62 84 16
Asian 21 79 100 0 14 71 86 14 22 65 87 13
Black < < < < < < < < - 80 80 20
Hispanic 6 71 77 23 17 37 53 47 - 62 62 38
Native Hawaiian < < < <
White 22 69 91 9 25 68 93 7 19 70 89 11
Multiple Races 25 61 86 14 18 79 96 4 15 73 88 12
Students with Disabilities 11 47 58 42 12 35 47 53 5 43 48 52
Students without Disabilities 21 73 94 6 22 67 88 12 17 72 89 11
Economically Disadvantaged - 50 50 50 - 35 35 65 4 63 67 33
Not Economically Disadvantaged 21 70 91 9 23 67 89 11 18 70 88 13
English Learners - 36 36 64 < < < < - 33 33 67
Homeless < < < <
Military Connected 8 75 83 17 < < < < < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 69 94 6 19 73 91 9 16 82 98 2
Female 22 75 97 3 15 81 96 4 16 83 99 1
Male 27 63 90 10 22 66 87 13 17 79 96 4
Asian 20 80 100 0 15 80 95 5 8 92 100 0
Black < < < < < < 100 0 < < < <
Hispanic 11 61 71 29 9 51 60 40 9 91 100 0
White 30 67 98 2 21 78 99 1 16 83 98 2
Multiple Races 19 78 96 4 30 70 100 0 26 71 97 3
Students with Disabilities 31 31 63 38 4 77 81 19 6 76 82 18
Students without Disabilities 24 72 96 4 21 72 93 7 17 82 99 1
Economically Disadvantaged - 65 65 35 - 62 62 38 - 89 89 11
Not Economically Disadvantaged 27 69 96 4 21 74 94 6 18 81 98 2
English Learners - 69 69 31 - 32 32 68 8 83 92 8
Military Connected 40 50 90 10 33 67 100 0 - 92 92 8
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 79 84 16 17 75 92 8 23 62 85 15
Female < < < < < < 100 0 < < < <
Male 10 70 80 20 < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black < < < <
Hispanic < < < <
White 8 83 92 8 < < 100 0 < < 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students without Disabilities 5 79 84 16 17 75 92 8 23 62 85 15
Economically Disadvantaged < < < <
Not Economically Disadvantaged 5 79 84 16 18 82 100 0 23 62 85 15
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 44 44 56 < < < < < < < <
Female < < < < < < 100 0 < < < <
Male - 55 55 45 < < < < < < < <
Asian < < < <
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < < < < <
White < < < < < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities - 43 43 57 < < < < < < < <
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged - 38 38 62 < < < < < < < <
English Learners - 27 27 73 < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 53 89 11 33 55 88 12 26 62 88 12
Female 34 54 89 11 32 56 88 12 26 63 89 11
Male 38 51 89 11 33 54 88 12 27 61 88 12
Asian 33 55 88 12 33 58 91 9 31 62 92 8
Black 20 45 65 35 24 53 76 24 13 56 69 31
Hispanic 23 48 70 30 15 49 64 36 9 56 65 35
White 39 55 94 6 36 56 92 8 29 64 93 7
Multiple Races 45 49 94 6 38 55 93 7 33 61 94 6
Students with Disabilities 18 50 68 32 10 50 60 40 9 54 64 36
Students without Disabilities 39 53 93 7 35 56 91 9 28 63 92 8
Economically Disadvantaged 11 47 58 42 4 48 52 48 14 45 59 41
Not Economically Disadvantaged 38 53 92 8 35 56 91 9 28 65 93 7
English Learners 11 37 47 53 17 34 51 49 3 47 50 50
Homeless < < < < < < < <
Military Connected 34 55 90 10 21 64 86 14 17 71 89 11
Foster Care < < 100 0
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 83 91 9 11 73 84 16 2 84 86 14
Female 10 80 90 10 5 80 85 15 - 89 89 11
Male 8 85 92 8 18 65 82 18 4 79 83 17
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 - 55 55 45 < < < <
White 8 85 92 8 21 79 100 0 - 92 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 11 79 89 11 10 74 84 16 3 85 88 13
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 10 81 90 10 12 76 88 12 3 92 95 5
English Learners < < < < 7 57 64 36 < < < <
Military Connected < < 100 0 < < 100 0
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 61 95 5 35 54 89 11 39 55 94 6
Female 33 65 98 2 30 59 89 11 42 53 95 5
Male 35 58 93 7 40 48 88 12 37 56 93 7
Asian 36 64 100 0 29 71 100 0 43 52 96 4
Black < < 100 0 < < < < 20 70 90 10
Hispanic 23 57 80 20 17 47 63 37 10 60 70 30
White 35 62 97 3 38 56 94 6 44 53 98 3
Multiple Races 46 51 97 3 48 48 96 4 42 54 96 4
Students with Disabilities 21 55 76 24 12 47 59 41 10 80 90 10
Students without Disabilities 36 62 98 2 37 55 92 8 42 52 94 6
Economically Disadvantaged 24 47 71 29 6 41 47 53 29 50 79 21
Not Economically Disadvantaged 35 62 97 3 37 56 93 7 41 55 96 4
English Learners - 40 40 60 10 30 40 60 - 33 33 67
Homeless < < < <
Military Connected 42 50 92 8 < < < < < < 100 0
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 62 67 33 4 59 63 37 2 67 69 31
Female 5 65 70 30 - 64 64 36 3 62 64 36
Male 6 56 61 39 9 52 61 39 2 71 74 26
Asian < < < < < < < < < < 100 0
Black < < < < < < < <
Hispanic < < < < - 45 45 55 3 44 47 53
White 3 83 86 14 7 59 67 33 - 88 88 12
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 5 59 65 35 5 66 71 29 3 71 74 26
Economically Disadvantaged < < < < < < < < 4 26 30 70
Not Economically Disadvantaged 5 63 68 32 5 66 71 29 2 83 84 16
English Learners < < < < < < < < 4 43 48 52
Homeless < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 49 86 14 31 62 93 7 29 64 93 7
Female 38 45 84 16 40 53 93 7 30 63 92 8
Male 34 55 89 11 23 70 93 7 28 66 95 5
Asian 17 75 92 8 40 50 90 10 21 71 93 7
Black < < < < < < < < < < < <
Hispanic 19 41 59 41 18 64 82 18 19 62 81 19
White 44 49 93 7 33 62 95 5 32 65 96 4
Multiple Races 40 52 92 8 24 72 96 4 31 62 92 8
Students with Disabilities 14 33 48 52 6 53 59 41 26 58 84 16
Students without Disabilities 40 52 92 8 34 63 96 4 29 65 94 6
Economically Disadvantaged - 39 39 61 8 83 92 8 11 68 79 21
Not Economically Disadvantaged 41 51 92 8 33 60 93 7 31 64 95 5
English Learners < < < < < < 100 0 < < < <
Military Connected 30 60 90 10 < < < < 10 80 90 10
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 39 90 10 45 43 88 12 25 61 86 14
Female 43 46 89 11 40 46 87 13 18 70 88 12
Male 56 34 90 10 50 40 90 10 31 53 84 16
Asian 47 35 82 18 50 50 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic 33 50 83 17 28 44 72 28 6 63 69 31
White 52 41 92 8 46 44 90 10 24 63 87 13
Multiple Races 67 27 93 7 50 33 83 17 35 59 94 6
Students with Disabilities 21 46 67 33 15 55 70 30 3 43 46 54
Students without Disabilities 56 38 93 7 49 41 91 9 30 65 95 5
Economically Disadvantaged < < < < < < < < 13 40 53 47
Not Economically Disadvantaged 52 38 90 10 48 43 91 9 26 63 89 11
English Learners 27 45 73 27 < < < < 8 62 69 31
Military Connected < < 100 0 < < < < 10 70 80 20
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
Division51728
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2023-20242024-2025
Pre-kindergarten7673
Kindergarten156158
Grade 1143179
Grade 2181149
Grade 3175186
Grade 4198187
Grade 5183214
Grade 6199189
Grade 7218224
Grade 8196221
Grade 9209208
Grade 10241216
Grade 11227247
Grade 12214226
Total Students2,6162,677

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2023-20242024-2025
All Students26162677
Female12611297
Male13491374
American Indian11
Asian191183
Black8696
Hispanic343379
Native Hawaiian13
White16381668
Multiple Races356347
Students with Disabilities371388
Students without Disabilities22452289
Economically Disadvantaged305281
Not Economically Disadvantaged23112396
English Learners215242
Not English Learners24012435
Homeless430
Military Connected115113
Foster Care11
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 172 40 0 0 3 1
State 50354 39349 1875 907 4438 1716
Female Division 90 19 0 0 2 0
State 27408 17323 610 350 1645 701
Male Division 82 21 0 0 1 1
State 22886 21945 1263 556 2789 1012
Asian Division 20 1 0 0 0 0
State 6025 1443 97 16 68 35
Black Division < < < < 0 <
State 8111 10540 640 225 1119 707
Hispanic Division 20 10 0 0 1 1
State 7130 8367 270 133 1858 359
White Division 112 25 0 0 2 0
State 25871 16565 763 464 1211 504
Multiple Races Division 18 2 0 0 0 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 14 14 0 0 1 1
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 19 9 0 0 1 0
State 12779 21123 1108 494 2352 1214
English Learners Division 7 5 0 0 1 0
State 1583 4224 267 26 1427 150
Military Connected Division 7 3 0 0 1 0
State 2527 1493 44 18 52 30
< = 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 Students216212982139931
Female111109981099822
Male105103981049911
Asian21211002110000
Black<<100<10000
Hispanic323094319713
White139137991379921
Multiple Races20201002010000
Students with Disabilities302893299713
Economically Disadvantaged292897289713
English Learners131292129218
Military Connected111091109119
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken249 / 29.33%292 / 33.37%454 / 50.95%
Advanced Placement Course Enrollment249 / 29.33%293 / 33.49%450 / 50.51%
Dual Enrollment0 / 0%0 / 0%0 / 0%
Governor's School Enrollment - - -
IB Course Enrollment278 / 32.74%435 / 49.71%254 / 28.51%
Senior Enrolled in IB Program65 / 7.66%192 / 21.94%72 / 8.08%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision18315615
State87,31757,08135
FemaleDivision908011
State43,70531,57728
MaleDivision937618
State43,61225,50442
AsianDivision181517
State6,7415,86213
BlackDivision10<100
State18,62410,60143
HispanicDivision282125
State12,1106,62245
WhiteDivision1091026
State45,09830,84432
Multiple RacesDivision181233
State4,3802,92933
Students with DisabilitiesDivision322425
State8,1853,54857
Economically DisadvantagedDivision13128
State30,33514,98751
English LearnersDivision12<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
Workplace ReadinessDivision97159108
 State44,34841,81935,066
Total Credentials EarnedDivision97303239
 State143,862148,201142,668
Students Earning One or More CredentialsDivision97226185
 State115,682118,469115,609
CTE CompletersDivision1536473
 State45,09446,02848,643
NOCTI AssessmentsDivision-215
 State2,5903,8443,577
State LicensuresDivision---
 State1,2361,5732,069
Industry CertificationDivision-123126
 State95,688100,965101,956
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$17,040$2,757$262
State$6,770$5,603$867
2020-2021Division$17,487$3,147$653
State$6,669$6,185$1,352
2021-2022Division$20,031$3,494$787
State$7,134$6,454$1,936
2022-2023Division$20,297$3,555$747
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,2721932,1992742,376182
Female1,108871,0771301,16189
Male1,1631061,1141431,21393
American Indian<<<<<<
Asian159141552117413
Black7666015789
Hispanic272462476029339
Native Hawaiian<<<<<<
White1,4771071,4531371,50796
Multiple Races287192814132025
Students with Disabilities275402705031344
Economically Disadvantaged164311283525343
English Learners160381605019332
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 38
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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10
Asian7.28.77.320
Black3.2133.313.3
Hispanic12.321.713.126.7
Native Hawaiian00
White64.430.462.626.7
Multiple Races12.826.113.613.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10
Asian7.27.3
Black3.23.3
Hispanic12.313.1
Native Hawaiian00
White64.462.6100
Multiple Races12.813.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10
Asian7.27.3
Black3.23.3
Hispanic12.310013.1
Native Hawaiian00
White64.462.6
Multiple Races12.813.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 7.29.311.9
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 47.726.428.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 79.867.761.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

10.82 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.95 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202219%77%1%3%
2022-202317%76%2%5%
2023-202415%77%2%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%91%79%88%
Asian93%94%91%88%
Black68%77%68%88%
Hispanic78%74%68%88%
White94%94%85%88%
Multiple Races95%95%83%88%
Economically Disadvantaged70%66%68%88%
English Learners75%68%60%88%
Students with Disabilities68%67%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%88%74%85%
Asian92%92%90%85%
Black63%67%61%85%
Hispanic70%68%63%85%
White91%91%81%85%
Multiple Races92%91%77%85%
Economically Disadvantaged57%58%62%85%
English Learners67%65%58%85%
Students with Disabilities62%59%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students87%
Asian88%
Black76%
Hispanic72%
White90%
Multiple Races87%
Economically Disadvantaged65%
English Learners56%
Students with Disabilities56%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students99%84%84%
Asian100%90%84%
Black<83%84%
Hispanic97%83%84%
White99%86%84%
Multiple Races100%89%84%
Economically Disadvantaged100%82%84%
English Learners100%77%84%
Students with Disabilities92%74%84%
Homeless---
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students7%9%12%10%
Asian7%9%10%10%
Black10%15%12%10%
Hispanic12%15%12%10%
White6%7%12%10%
Multiple Races7%10%12%10%
Economically Disadvantaged15%17%13%10%
English Learners14%19%12%10%
Students with Disabilities12%14%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress63%54%58%
English Learner Proficiency17%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress609563%
English Learner Proficiency2816517%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian100%-99%1%100%-
Black100%-100%-94%6%
Hispanic100%-100%-99%1%
White100%-100%-100%-
Multiple Races99%1%99%1%100%-
Economically Disadvantaged100%-100%-97%3%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-98%2%
Students with Disabilities99%1%99%1%97%3%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students92%90%
Asian93%93%
Black76%78%
Hispanic79%73%
White95%93%
Multiple Races95%93%
Economically Disadvantaged76%64%
English Learners78%71%
Students with Disabilities70%68%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​

Multidivision Online Provider (MOP) Program

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 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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