Fauquier County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
C. Hunter Ritchie Elementary	Fully Accredited	Distinguished	98.84
C.M. Bradley Elementary	Fully Accredited	Meets Expectations	85.77
Claude Thompson Elementary	Fully Accredited	Meets Expectations	89.04
Grace Miller Elementary	Fully Accredited	Meets Expectations	86.95
Greenville Elementary	Fully Accredited	Distinguished	93.43
H.M. Pearson Elementary	Fully Accredited	Meets Expectations	83.7
James G. Brumfield Elementary	Fully Accredited	Approaching Expectations	87.26
Margaret M. Pierce Elementary	Fully Accredited	Approaching Expectations	83.98
Mary Walter Elementary	Fully Accredited	Meets Expectations	85.13
P.B. Smith Elementary	Fully Accredited	Approaching Expectations	89.44
W.G. Coleman Elementary	Fully Accredited	Approaching Expectations	81.67
Middle Schools
Auburn Middle	Fully Accredited	Distinguished	93.19
Cedar Lee Middle	Fully Accredited	Meets Expectations	83.1
Marshall Middle	Fully Accredited	Meets Expectations	83.89
W.C. Taylor Middle	Fully Accredited	Meets Expectations	83.31
High Schools
Fauquier High	Fully Accredited	Distinguished	92.46
Kettle Run High	Fully Accredited	Distinguished	97.63
Liberty High	Fully Accredited	Approaching Expectations	88.51

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	11	63	74	26	12	63	75	25
Female	11	64	75	25	11	65	76	24	13	65	78	22
Male	9	60	69	31	11	61	71	29	11	61	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	16	67	84	16	14	65	79	21	23	66	89	11
Black	4	53	57	43	6	59	65	35	6	58	64	36
Hispanic	5	54	59	41	5	56	62	38	7	56	63	37
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	66	79	21	14	66	79	21	14	67	81	19
Multiple Races	9	62	71	29	11	60	72	28	12	65	77	23
Students with Disabilities	6	38	44	56	3	38	42	58	4	42	46	54
Students without Disabilities	11	67	77	23	12	67	80	20	14	68	81	19
Economically Disadvantaged	4	52	56	44	5	53	58	42	5	56	61	39
Not Economically Disadvantaged	13	67	80	20	13	66	78	22	15	66	81	19
English Learners	1	27	28	72	1	29	30	70	1	31	32	68
Homeless	6	39	45	55	4	48	52	48	-	42	42	58
Military Connected	10	78	88	12	6	88	94	6	25	61	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	58	65	35	8	57	64	36	6	62	68	32
Female	7	58	66	34	8	57	65	35	7	61	68	32
Male	7	57	65	35	7	56	63	37	4	63	68	32
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	100	0	-	67	67	33	12	76	88	12
Black	4	45	49	51	5	57	62	38	2	56	58	42
Hispanic	1	45	45	55	5	48	54	46	2	47	49	51
Native Hawaiian					<	<	<	<	<	<	100	0
White	11	63	74	26	10	59	69	31	7	67	75	25
Multiple Races	-	62	62	38	1	59	60	40	4	71	75	25
Students with Disabilities	2	37	39	61	1	39	40	60	2	41	43	57
Students without Disabilities	9	62	71	29	9	60	68	32	6	66	72	28
Economically Disadvantaged	2	39	41	59	4	45	50	50	2	54	56	44
Not Economically Disadvantaged	10	67	77	23	9	60	69	31	7	66	73	27
English Learners	-	27	27	73	1	33	34	66	1	35	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0					15	69	85	15
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	60	73	27	13	60	73	27	11	63	74	26
Female	12	63	74	26	13	59	72	28	11	63	74	26
Male	14	57	71	29	12	61	73	27	11	63	74	26
American Indian	<	<	<	<					<	<	100	0
Asian	18	55	73	27	10	80	90	10	-	80	80	20
Black	6	54	60	40	7	55	63	38	5	64	69	31
Hispanic	6	51	58	42	3	51	54	46	8	55	63	37
Native Hawaiian									<	<	100	0
White	15	65	80	20	17	64	80	20	14	65	78	22
Multiple Races	20	51	71	29	13	60	73	27	8	69	77	23
Students with Disabilities	10	42	52	48	4	44	48	52	4	43	47	53
Students without Disabilities	13	64	77	23	15	63	78	22	13	68	80	20
Economically Disadvantaged	6	53	59	41	4	49	53	47	2	59	62	38
Not Economically Disadvantaged	16	64	80	20	15	63	79	21	15	65	80	20
English Learners	-	41	41	59	-	34	34	66	3	34	38	63
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	38	48	86	14
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	65	72	28	10	62	73	27	10	63	73	27
Female	8	66	74	26	10	62	73	27	9	66	75	25
Male	8	63	71	29	11	62	73	27	11	60	71	29
Asian	10	50	60	40	14	64	79	21	29	71	100	0
Black	4	56	60	40	2	57	59	41	-	59	59	41
Hispanic	6	55	61	39	5	52	57	43	2	54	55	45
White	9	70	79	21	13	66	79	21	14	67	81	19
Multiple Races	5	67	73	27	13	60	73	27	9	61	70	30
Students with Disabilities	5	42	47	53	4	40	44	56	3	47	50	50
Students without Disabilities	9	70	78	22	12	67	79	21	12	67	78	22
Economically Disadvantaged	3	56	59	41	5	50	55	46	2	54	56	44
Not Economically Disadvantaged	10	69	80	20	13	66	79	21	13	67	80	20
English Learners	3	26	28	72	-	30	30	70	-	29	29	71
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	79	86	14	<	<	100	0	18	73	91	9
Foster Care									<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	63	70	30	7	67	74	26	13	58	71	29
Female	9	65	74	26	8	70	78	22	12	62	74	26
Male	5	62	67	33	7	64	71	29	14	54	68	32
American Indian					<	<	100	0	<	<	<	<
Asian	17	67	83	17	18	55	73	27	25	56	81	19
Black	-	58	58	42	4	67	71	29	8	50	58	42
Hispanic	1	54	55	45	4	62	66	34	11	44	56	44
Native Hawaiian					<	<	100	0	<	<	<	<
White	9	68	77	23	8	71	79	21	14	64	78	22
Multiple Races	9	55	64	36	10	62	72	28	10	59	69	31
Students with Disabilities	4	37	41	59	4	39	43	57	4	39	43	57
Students without Disabilities	8	68	76	24	8	73	81	19	15	62	77	23
Economically Disadvantaged	2	49	51	49	3	59	62	38	5	44	49	51
Not Economically Disadvantaged	9	69	79	21	8	70	79	21	16	64	80	20
English Learners	-	19	19	81	1	32	34	66	-	20	20	80
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	-	100	100	0	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	61	69	31	10	62	72	28	8	66	74	26
Female	9	66	75	25	10	66	76	24	9	66	75	25
Male	7	56	63	37	10	59	68	32	6	66	72	28
American Indian									<	<	<	<
Asian	9	73	82	18	25	50	75	25	14	64	79	21
Black	8	43	51	49	4	52	56	44	12	55	67	33
Hispanic	5	54	58	42	6	55	61	39	2	59	61	39
Native Hawaiian	<	<	<	<					<	<	100	0
White	9	66	75	25	11	67	78	22	9	71	80	20
Multiple Races	8	65	73	27	13	57	71	29	9	68	77	23
Students with Disabilities	7	35	42	58	4	37	42	58	3	36	39	61
Students without Disabilities	8	66	74	26	11	67	78	22	9	73	81	19
Economically Disadvantaged	4	48	51	49	4	53	57	43	3	58	61	39
Not Economically Disadvantaged	10	68	78	22	11	65	76	24	10	70	79	21
English Learners	5	21	25	75	1	13	15	85	-	28	28	72
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	14	57	71	29
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	61	68	32	9	61	71	29	11	67	78	22
Female	8	66	74	26	11	67	78	22	13	70	82	18
Male	7	56	63	37	8	56	64	36	9	65	73	27
Asian	24	76	100	0	-	75	75	25	27	67	93	7
Black	2	43	45	55	10	53	63	37	6	51	57	43
Hispanic	6	47	53	47	5	52	57	43	6	64	69	31
White	8	67	76	24	12	66	77	23	12	70	81	19
Multiple Races	7	64	71	29	10	60	70	30	19	68	88	12
Students with Disabilities	7	31	38	62	2	31	33	67	2	47	49	51
Students without Disabilities	8	65	73	27	11	67	77	23	12	71	83	17
Economically Disadvantaged	5	51	56	44	4	48	52	48	5	60	64	36
Not Economically Disadvantaged	9	66	75	25	11	65	77	23	13	70	83	17
English Learners	2	9	11	89	-	22	22	78	-	30	30	70
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	-	80	80	20	25	56	81	19
Foster Care									<	<	<	<
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	67	84	16	18	67	86	14	24	63	87	13
Female	20	66	87	13	18	70	88	12	25	68	94	6
Male	15	67	82	18	18	66	84	16	22	59	81	19
Asian	14	67	81	19	21	67	88	13	53	47	100	0
Black	4	70	74	26	10	69	79	21	10	69	79	21
Hispanic	9	67	77	23	6	71	77	23	16	65	81	19
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	23	66	89	11	24	66	90	10	27	63	90	10
Multiple Races	11	70	81	19	21	65	85	15	25	61	86	14
Students with Disabilities	9	41	50	50	4	39	43	57	10	43	53	47
Students without Disabilities	19	71	90	10	20	72	92	8	26	67	93	7
Economically Disadvantaged	6	67	73	27	11	67	78	22	18	61	79	21
Not Economically Disadvantaged	22	67	89	11	20	68	88	12	26	64	90	10
English Learners	2	34	36	64	4	33	37	63	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	8	85	92	8	14	86	100	0	38	63	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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	65	79	21	16	65	80	20	19	61	81	19
Female	19	64	83	17	20	68	88	12	23	66	89	11
Male	11	65	76	24	12	62	74	26	16	57	73	27
Asian	10	80	90	10	14	67	81	19	27	73	100	0
Black	7	59	67	33	7	64	71	29	6	50	56	44
Hispanic	8	63	70	30	7	64	71	29	12	60	72	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	18	65	84	16	20	65	85	15	23	63	86	14
Multiple Races	13	68	81	19	13	66	79	21	18	63	80	20
Students with Disabilities	2	44	47	53	4	40	44	56	7	33	40	60
Students without Disabilities	17	68	85	15	17	69	86	14	21	66	88	12
Economically Disadvantaged	6	61	67	33	7	62	68	32	14	53	67	33
Not Economically Disadvantaged	19	66	85	15	18	66	84	16	21	64	86	14
English Learners	3	28	31	69	2	40	42	58	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	25	58	83	17	7	93	100	0	15	77	92	8
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	65	79	21	16	65	80	20	19	61	81	19
Female	19	64	83	17	20	68	88	12	23	66	89	11
Male	11	65	76	24	12	62	74	26	16	57	73	27
Asian	10	80	90	10	14	67	81	19	27	73	100	0
Black	7	59	67	33	7	64	71	29	6	50	56	44
Hispanic	8	63	70	30	7	64	71	29	12	60	72	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	19	66	84	16	20	65	85	15	23	63	86	14
Multiple Races	13	68	81	19	13	66	79	21	18	63	80	20
Students with Disabilities	2	45	47	53	4	40	44	56	7	33	40	60
Students without Disabilities	17	68	85	15	17	69	86	14	21	66	88	12
Economically Disadvantaged	6	61	67	33	7	62	68	32	14	53	67	33
Not Economically Disadvantaged	19	66	85	15	18	66	84	16	21	64	86	14
English Learners	3	28	31	69	2	40	42	58	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	25	58	83	17	7	93	100	0	15	77	92	8
< = 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	64	71	29	7	65	72	28	8	67	74	26
Female	5	65	71	29	6	66	71	29	6	67	73	27
Male	8	64	72	28	9	64	73	27	9	66	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	15	71	86	14	15	69	84	16	14	71	86	14
Black	3	52	56	44	4	52	56	44	3	59	62	38
Hispanic	3	57	60	40	4	57	61	39	4	60	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	9	69	77	23	9	70	79	21	9	70	80	20
Multiple Races	6	64	70	30	7	61	68	32	8	68	76	24
Students with Disabilities	2	43	45	55	2	41	43	57	2	44	45	55
Students without Disabilities	8	69	76	24	8	69	78	22	9	72	80	20
Economically Disadvantaged	2	55	57	43	3	53	57	43	2	57	60	40
Not Economically Disadvantaged	9	69	79	21	8	68	77	23	10	71	81	19
English Learners	1	37	38	62	1	39	41	59	1	42	42	58
Homeless	-	50	50	50	3	38	41	59	-	44	44	56
Military Connected	8	84	92	8	8	76	84	16	19	66	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	71	29	7	65	72	28	7	65	72	28
Female	7	60	67	33	5	62	68	32	5	60	66	34
Male	12	63	75	25	8	68	76	24	9	69	79	21
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	100	0	8	58	67	33	6	82	88	12
Black	-	55	55	45	5	62	67	33	2	60	63	38
Hispanic	4	46	50	50	4	56	60	40	2	52	55	45
Native Hawaiian					<	<	<	<	<	<	100	0
White	13	67	80	20	8	71	79	21	9	70	79	21
Multiple Races	4	69	73	27	5	56	61	39	15	65	80	20
Students with Disabilities	2	41	43	57	2	40	41	59	-	44	44	56
Students without Disabilities	11	66	77	23	8	70	78	22	9	69	77	23
Economically Disadvantaged	3	49	52	48	2	56	58	42	1	58	60	40
Not Economically Disadvantaged	13	68	81	19	8	68	77	23	10	68	78	22
English Learners	2	35	36	64	2	41	42	58	-	49	49	51
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0					15	69	85	15
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	59	72	28	14	59	73	27	12	64	76	24
Female	7	60	68	32	10	59	69	31	8	61	69	31
Male	19	57	76	24	17	60	77	23	16	66	82	18
American Indian	<	<	100	0					<	<	100	0
Asian	18	64	82	18	27	64	91	9	20	73	93	7
Black	8	44	52	48	9	39	48	52	10	55	64	36
Hispanic	7	51	58	42	7	52	59	41	7	57	64	36
Native Hawaiian									<	<	<	<
White	16	62	79	21	17	65	81	19	14	66	80	20
Multiple Races	12	59	71	29	15	58	73	27	11	67	79	21
Students with Disabilities	3	39	42	58	2	36	38	62	3	46	49	51
Students without Disabilities	16	63	78	22	16	64	80	20	14	67	82	18
Economically Disadvantaged	4	54	58	42	7	45	52	48	5	54	60	40
Not Economically Disadvantaged	18	61	79	21	16	64	79	21	15	68	83	17
English Learners	2	42	43	57	4	42	46	54	3	43	46	54
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	19	67	86	14
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	71	29	15	57	72	28	15	59	74	26
Female	11	56	67	33	11	57	69	31	12	62	74	26
Male	13	62	75	25	19	56	75	25	19	56	74	26
Asian	20	60	80	20	14	71	86	14	31	62	92	8
Black	9	42	51	49	8	49	57	43	7	46	54	46
Hispanic	7	56	63	37	8	47	55	45	7	48	55	45
White	14	64	78	22	18	62	80	20	20	64	83	17
Multiple Races	13	51	64	36	13	48	62	38	9	66	75	25
Students with Disabilities	1	45	46	54	2	39	41	59	2	47	49	51
Students without Disabilities	14	62	77	23	18	61	78	22	18	62	80	20
Economically Disadvantaged	4	50	55	45	6	52	58	43	5	50	55	45
Not Economically Disadvantaged	16	64	80	20	18	59	77	23	19	63	82	18
English Learners	1	39	40	60	-	33	33	67	-	33	33	67
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	14	86	100	0	<	<	100	0	41	45	86	14
Foster Care									<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	61	63	37	3	64	67	33	3	64	67	33
Female	1	63	65	35	1	64	65	35	1	64	65	35
Male	2	59	61	39	4	65	69	31	4	64	69	31
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	-	73	73	27
Black	-	45	45	55	-	52	52	48	2	54	57	43
Hispanic	1	54	55	45	2	56	58	42	2	53	55	45
Native Hawaiian					<	<	100	0	<	<	100	0
White	2	67	68	32	3	71	74	26	3	70	73	27
Multiple Races	2	56	58	42	7	54	61	39	2	57	60	40
Students with Disabilities	1	35	36	64	4	45	49	51	2	36	39	61
Students without Disabilities	2	67	69	31	2	69	72	28	3	71	74	26
Economically Disadvantaged	1	52	53	47	3	48	51	49	1	53	54	46
Not Economically Disadvantaged	2	67	68	32	3	70	73	27	3	70	73	27
English Learners	-	27	27	73	-	32	32	68	-	25	25	75
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	-	92	92	8	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	54	59	41	6	51	57	43	7	59	66	34
Female	5	58	64	36	5	53	58	42	6	60	66	34
Male	5	50	55	45	8	49	57	43	8	58	66	34
American Indian					<	<	100	0	<	<	100	0
Asian	36	45	82	18	<	<	<	<	7	64	71	29
Black	-	36	36	64	4	34	38	62	2	53	56	44
Hispanic	2	38	40	60	5	43	48	52	5	47	53	47
Native Hawaiian									<	<	100	0
White	7	63	70	30	7	56	63	37	8	65	73	27
Multiple Races	4	63	66	34	4	58	61	39	7	56	62	38
Students with Disabilities	1	25	26	74	2	29	30	70	1	34	35	65
Students without Disabilities	6	60	66	34	7	56	64	36	8	65	73	27
Economically Disadvantaged	1	34	35	65	3	41	44	56	2	48	50	50
Not Economically Disadvantaged	8	65	73	27	7	54	62	38	9	64	73	27
English Learners	-	13	13	87	-	18	18	82	-	25	25	75
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	9	55	64	36
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	58	59	41	2	64	66	34	2	64	67	33
Female	2	59	60	40	3	70	73	27	2	67	69	31
Male	1	56	57	43	1	58	59	41	3	61	64	36
Asian	10	60	70	30	9	73	82	18	<	<	<	<
Black	2	37	39	61	2	48	50	50	-	49	49	51
Hispanic	1	48	49	51	1	46	47	53	1	62	63	37
White	2	64	66	34	3	73	76	24	3	67	70	30
Multiple Races	-	56	56	44	2	66	68	32	4	61	65	35
Students with Disabilities	2	33	35	65	-	33	33	67	2	34	35	65
Students without Disabilities	1	62	63	37	3	70	73	27	2	71	74	26
Economically Disadvantaged	1	46	48	52	1	45	46	55	1	50	52	48
Not Economically Disadvantaged	1	64	65	35	3	71	73	27	3	70	73	27
English Learners	-	17	17	83	-	13	13	87	-	34	34	66
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	-	86	86	14
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	85	90	10	4	85	89	11	5	82	88	12
Female	4	88	93	7	4	86	90	10	6	84	90	10
Male	6	82	87	13	5	83	88	12	5	80	85	15
American Indian	<	<	100	0					<	<	100	0
Asian	7	86	93	7	24	76	100	0	10	81	90	10
Black	1	86	87	13	-	75	75	25	1	77	78	22
Hispanic	1	86	87	13	3	84	86	14	3	81	84	16
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	7	84	91	9	4	87	91	9	7	83	90	10
Multiple Races	6	87	93	7	6	83	89	11	6	84	90	10
Students with Disabilities	1	76	77	23	2	70	72	28	2	63	65	35
Students without Disabilities	6	86	92	8	4	87	91	9	6	86	92	8
Economically Disadvantaged	1	84	85	15	3	79	82	18	1	77	77	23
Not Economically Disadvantaged	7	85	92	8	4	86	91	9	7	85	92	8
English Learners	-	78	78	22	3	79	82	18	-	70	70	30
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	80	80	20	<	<	100	0	24	71	94	6
Foster Care									<	<	100	0
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	79	84	16	6	61	68	32	8	78	86	14
Female	5	78	84	16	7	61	68	32	8	80	88	12
Male	5	80	85	15	6	62	68	32	8	76	84	16
Asian	20	80	100	0	<	<	<	<	<	<	100	0
Black	<	<	<	<	6	56	61	39	-	69	69	31
Hispanic	-	81	81	19	4	55	59	41	6	74	80	20
Native Hawaiian					<	<	100	0	<	<	100	0
White	6	79	85	15	8	63	71	29	7	79	87	13
Multiple Races	6	78	83	17	5	57	62	38	6	94	100	0
Students with Disabilities	-	41	41	59	-	7	7	93	-	31	31	69
Students without Disabilities	6	82	87	13	7	64	71	29	8	80	88	12
Economically Disadvantaged	6	65	71	29	2	49	51	49	2	67	69	31
Not Economically Disadvantaged	5	82	87	13	7	64	71	29	9	80	89	11
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<					<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	74	79	21	6	86	92	8	8	69	76	24
Female	2	72	74	26	5	86	92	8	13	74	87	13
Male	7	75	82	18	6	85	91	9	5	66	71	29
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	-	62	62	38	<	<	<	<	-	86	86	14
Native Hawaiian	<	<	100	0	<	<	100	0
White	6	77	83	17	3	88	91	9	11	66	77	23
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	5	75	80	20	6	86	92	8	8	68	76	24
Economically Disadvantaged	5	57	62	38	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	5	78	83	17	5	86	91	9	9	68	77	23
English Learners	<	<	<	<
Military Connected	<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	64	70	30	6	64	70	30	8	62	71	29
Female	4	65	70	30	6	64	70	30	6	62	68	32
Male	7	64	71	29	7	64	71	29	10	63	73	27
Asian	10	69	79	21	11	70	80	20	14	80	94	6
Black	2	54	56	44	5	49	54	47	4	48	52	48
Hispanic	3	53	57	43	5	55	60	40	3	55	58	42
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	7	70	78	22	7	70	77	23	10	67	77	23
Multiple Races	7	65	72	28	4	58	62	38	9	60	69	31
Students with Disabilities	3	39	42	58	2	38	40	60	2	40	42	58
Students without Disabilities	6	69	75	25	7	69	76	24	9	67	76	24
Economically Disadvantaged	3	53	56	44	3	52	55	45	4	50	53	47
Not Economically Disadvantaged	8	70	78	22	7	68	75	25	10	68	78	22
English Learners	1	28	29	71	2	35	37	63	1	33	34	66
Homeless	-	30	30	70	-	50	50	50	6	53	59	41
Military Connected	14	78	92	8	11	63	74	26	15	71	85	15
Foster Care									<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	51	64	36	11	53	64	36	14	50	64	36
Female	9	51	60	40	8	49	57	43	8	51	59	41
Male	16	51	67	33	14	58	72	28	19	50	69	31
Asian	10	60	70	30	7	64	71	29	31	69	100	0
Black	2	47	49	51	8	39	47	53	4	39	43	57
Hispanic	7	40	47	53	8	40	47	53	3	41	44	56
White	16	56	72	28	13	60	73	27	18	56	74	26
Multiple Races	17	54	70	30	6	45	51	49	16	43	59	41
Students with Disabilities	4	36	40	60	3	36	39	61	4	36	40	60
Students without Disabilities	15	54	69	31	13	57	69	31	16	54	70	30
Economically Disadvantaged	4	42	46	54	5	41	45	55	6	36	42	58
Not Economically Disadvantaged	18	56	74	26	13	57	71	29	17	56	73	27
English Learners	1	24	25	75	-	30	30	70	-	18	18	82
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	21	57	79	21	<	<	<	<	18	73	91	9
Foster Care									<	<	<	<
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	58	62	38	4	62	66	34	7	61	68	32
Female	4	57	60	40	3	66	68	32	7	61	67	33
Male	5	59	64	36	5	59	64	36	7	61	68	32
Asian	25	50	75	25	-	75	75	25	20	73	93	7
Black	4	38	41	59	3	44	47	53	2	46	48	52
Hispanic	3	43	46	54	2	47	49	51	2	54	56	44
White	4	67	71	29	5	70	75	25	8	66	74	26
Multiple Races	4	54	57	43	5	60	65	35	12	54	66	34
Students with Disabilities	4	29	33	67	1	31	32	68	2	35	36	64
Students without Disabilities	4	62	66	34	4	68	72	28	8	66	73	27
Economically Disadvantaged	3	43	46	54	1	44	45	55	3	47	50	50
Not Economically Disadvantaged	5	66	71	29	5	68	73	27	8	66	74	26
English Learners	2	7	9	91	-	12	12	88	-	17	17	83
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	10	70	80	20	13	63	75	25
Foster Care									<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	76	80	20	6	76	81	19	6	74	80	20
Female	2	80	82	18	7	79	86	14	6	75	81	19
Male	5	72	77	23	4	72	76	24	7	73	79	21
Asian	-	94	94	6	24	65	88	12	-	94	94	6
Black	1	66	67	33	4	67	71	29	6	56	62	38
Hispanic	2	67	69	31	5	73	79	21	4	67	71	29
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	5	80	85	15	5	78	84	16	8	77	85	15
Multiple Races	3	80	83	18	4	69	73	27	2	82	84	16
Students with Disabilities	1	47	48	52	1	47	49	51	1	45	46	54
Students without Disabilities	4	80	84	16	6	80	87	13	7	77	84	16
Economically Disadvantaged	1	66	68	32	4	71	75	25	3	63	66	34
Not Economically Disadvantaged	5	80	85	15	6	77	83	17	8	78	86	14
English Learners	1	42	44	56	7	59	66	34	2	59	61	39
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	11	89	100	0	<	<	<	<	13	80	93	7
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	24	24	76	4	32	36	64	-	12	12	88
Female	-	15	15	85	5	32	37	63	-	8	8	92
Male	-	40	40	60	<	<	<	<	<	<	<	<
Black	<	<	<	<
Hispanic	-	8	8	92	-	40	40	60	<	<	<	<
White	-	38	38	63	7	27	33	67	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities	-	28	28	72	4	32	36	64	-	13	13	88
Economically Disadvantaged	-	6	6	94	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	35	35	65	4	33	38	63	-	8	8	92
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<
Military Connected					<	<	100	0
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	77	79	21	2	63	66	34	2	67	69	31
Female	3	75	77	23	2	54	56	44	1	62	63	37
Male	1	80	81	19	3	70	72	28	3	69	73	28
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	-	75	75	25	-	26	26	74	-	56	56	44
Hispanic	-	71	71	29	3	55	58	42	1	64	65	35
White	3	81	84	16	3	71	74	26	3	70	73	27
Multiple Races	<	<	<	<	-	56	56	44	-	62	62	38
Students with Disabilities	-	43	43	57	-	32	32	68	-	50	50	50
Students without Disabilities	2	84	86	14	3	71	74	26	3	73	76	24
Economically Disadvantaged	3	69	72	28	-	49	49	51	1	52	53	47
Not Economically Disadvantaged	1	82	83	17	4	69	73	27	3	74	77	23
English Learners	-	44	44	56	-	35	35	65	3	41	45	55
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	24	26	74	-	23	23	77	2	15	17	83
Female	3	27	30	70	-	29	29	71	-	18	18	82
Male	-	22	22	78	-	18	18	82	3	14	17	83
Asian	<	<	100	0					<	<	100	0
Black	-	20	20	80	<	<	<	<	<	<	<	<
Hispanic	-	39	39	61	-	11	11	89	-	-	-	100
Native Hawaiian					<	<	<	<	<	<	<	<
White	2	16	18	82	-	42	42	58	4	12	15	85
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	5	5	95	-	17	17	83	-	7	7	93
Students without Disabilities	2	31	33	67	-	26	26	74	3	19	22	78
Economically Disadvantaged	3	8	11	89	-	19	19	81	6	-	6	94
Not Economically Disadvantaged	-	38	38	63	-	25	25	75	-	24	24	76
English Learners	<	<	<	<	<	<	<	<	-	-	-	100
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	50	50	50	<	<	<	<	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners	<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	27	29	71	-	25	25	75	3	14	17	83
Female	5	33	38	62	-	21	21	79	-	9	9	91
Male	-	21	21	79	-	28	28	72	4	17	21	79
Asian	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	27	27	73	-	17	17	83	-	-	-	100
Native Hawaiian					<	<	<	<	<	<	<	<
White	4	26	30	70	-	46	46	54	6	12	18	82
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	8	8	92	<	<	<	<	-	-	-	100
Students without Disabilities	3	32	35	65	-	24	24	76	4	21	25	75
Economically Disadvantaged	4	12	15	85	-	14	14	86	8	-	8	92
Not Economically Disadvantaged	-	43	43	57	-	33	33	67	-	23	23	77
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	11	11	89	-	-	-	100	-	10	10	90
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	-	9	9	91	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	-	-	100	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	-	14	14	86	<	<	<	<	-	10	10	90
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	18	18	82	<	<	<	<	<	<	<	<
English Learners					<	<	<	<	<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<
Female	<	<	<	<
White	<	<	<	<
Students without Disabilities	<	<	<	<
Not Economically Disadvantaged	<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic					<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners					<	<	<	<	<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic									<	<	<	<
White	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners									<	<	<	<
< = 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

	2023-2024	2024-2025	2025-2026
Division	35	13	2
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	179	175	175
Kindergarten	698	742	677
Grade 1	692	710	731
Grade 2	795	708	715
Grade 3	769	808	709
Grade 4	783	793	813
Grade 5	763	801	793
Grade 6	832	791	812
Grade 7	818	857	786
Grade 8	805	832	886
Grade 9	906	887	938
Grade 10	966	891	856
Grade 11	859	900	838
Grade 12	980	966	985
Total Enrollment	10,845	10,861	10,714

< = 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	2023-2024	2024-2025	2025-2026
All Students	10845	10861	10714
Female	5214	5245	5186
Male	5630	5616	5528
American Indian	12	10	12
Asian	160	188	194
Black	758	727	689
Hispanic	2519	2604	2611
Native Hawaiian	12	12	16
White	6623	6523	6398
Multiple Races	761	797	794
Students with Disabilities	1682	1741	1703
Students without Disabilities	9163	9120	9011
Economically Disadvantaged	3494	2646	3061
Not Economically Disadvantaged	7351	8215	7653
English Learners	1230	1333	1359
Not English Learners	9615	9528	9355
Homeless	47	50	54
Military Connected	88	74	191
Foster Care	20	24	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	9,181	1,377	9,182	1,363	9,108	1,312
Female	4,423	667	4,467	664	4,418	630
Male	4,757	710	4,715	699	4,690	682
American Indian	9	2	<	<	9	6
Asian	149	15	166	20	174	20
Black	628	110	588	96	582	79
Hispanic	2,072	400	2,138	367	2,169	399
Native Hawaiian	10	2	9	2	13	3
White	5,701	728	5,613	761	5,499	702
Multiple Races	612	120	663	113	662	103
Students with Disabilities	1,323	301	1,313	300	1,394	268
Economically Disadvantaged	2,897	789	2,805	693	2,740	640
English Learners	1,059	223	1,123	189	1,160	217
Homeless	43	30	30	25	38	19
< = 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 2026: 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 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	502	426	16	6	27	9
	State	52034	41739	1845	730	4758	1126
Female	Division	265	183	4	3	9	3
	State	28171	18456	601	259	1860	459
Male	Division	237	243	12	3	18	6
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	13	9	2	0	0	0
	State	6565	1702	100	12	90	43
Black	Division	28	32	1	0	1	1
	State	8816	10967	559	141	985	452
Hispanic	Division	101	113	5	2	15	6
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	330	245	6	3	11	2
	State	25115	16553	775	367	1100	357
Multiple Races	Division	30	25	2	1	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	15	88	16	1	6	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	90	162	8	2	10	5
	State	12337	20894	1052	439	2243	735
English Learners	Division	15	49	5	2	14	3
	State	2260	6522	300	53	1921	83
Homeless	Division	3	5	1	0	3	0
	State	229	849	47	22	208	62
Military Connected	Division	13	6	0	0	0	0
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = 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	986	944	96	950	96	27	3
Female	467	452	97	455	97	9	2
Male	519	492	95	495	95	18	4
American Indian	<	<	100	<	100	0	0
Asian	24	24	100	24	100	0	0
Black	63	61	97	61	97	1	2
Hispanic	242	219	91	221	91	15	6
Native Hawaiian	<	<	100	<	100	0	0
White	597	581	97	584	98	11	2
Multiple Races	58	57	98	58	100	0	0
Students with Disabilities	126	119	94	120	95	6	5
Economically Disadvantaged	277	260	94	262	95	10	4
English Learners	88	69	78	71	81	14	16
Homeless	12	9	75	9	75	3	25
Military Connected	19	19	100	19	100	0	0
Foster Care	<	<	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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	1,141 / 30.75%	1,139 / 31.26%	1,065 / 29.44%
Advanced Placement Course Enrollment	1,224 / 32.98%	1,177 / 32.3%	1,147 / 31.71%
Dual Enrollment	937 / 25.25%	998 / 27.39%	998 / 27.59%
Governor's School Enrollment	65 / 1.75%	65 / 1.78%	21 / .58%
IB Course Enrollment	-	-	2 / .06%
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 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.

2022-2023 FGI cohort year (students entering high school in 2019)
	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	905	544	40
	State	87,995	56,397	36
Female	Division	454	313	31
	State	43,825	30,968	29
Male	Division	451	231	49
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	22	19	14
	State	7,252	6,271	14
Black	Division	60	34	43
	State	18,247	10,591	42
Hispanic	Division	183	90	51
	State	14,010	7,355	48
White	Division	598	377	37
	State	43,094	28,736	33
Multiple Races	Division	41	24	41
	State	5,005	3,223	36
Students with Disabilities	Division	96	42	56
	State	8,536	3,616	58
Economically Disadvantaged	Division	237	99	58
	State	31,680	15,774	50
English Learners	Division	53	18	66
	State	7,379	3,573	52
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = 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
		2023-2024	2024-2025	2025-2026
State Licensures	Division	35	43	59
	State	2,069	2,206	2,710
Industry Certification	Division	1,050	986	848
	State	101,956	105,973	106,014
Workplace Readiness	Division	209	264	196
	State	35,066	38,829	48,691
Total Credentials Earned	Division	1,294	1,293	1,103
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	1,132	1,151	988
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	4	55	65
	State	1,022	15,327	18,011
CTE Completers	Division	591	551	607
	State	48,643	51,371	52,173
NOCTI Assessments	Division	-	-	-
	State	3,577	3,225	3,944

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	65.8	67.6	66

Per-Pupil Spending

2024-2025 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	$9,422	$5,155	$1,302
	State	$7,134	$6,454	$1,936
2022-2023	Division	$9,370	$5,685	$1,226
	State	$7,803	$6,956	$1,918
2023-2024	Division	$9,111	$6,143	$1,098
	State	$8,420	$7,464	$1,751
2024-2025	Division	$9,586	$6,405	$738
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	1,275	1,715	3,039
Behaviors related to School Operations	514	1,033	948
Relationship Behaviors without Physical Harm	734	870	1,072
Behaviors of a Safety Concern	968	1,012	1,024
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	265	266	275
Behaviors used to determine Persistently Dangerous Schools	10	3	5

< = 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
	2023-2024	2024-2025	2025-2026
In-School Suspension	789	838	841
Out-of-School Suspension	680	740	662
Explusion and Alternative Placement	14	23	22
Referral to Law Enforcement	46	32	32
Bus Suspension	33	42	45

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	34.7	33.1	31.4
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	32.8	34.9	35.7
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67.5	64.5	64.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

13.09 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.5 : 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	42%	55%	1%	2%
2024-2025	42%	53%	1%	4%
2025-2026	44%	50%	1%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	76%	83%	88%
Asian	87%	91%	88%
Black	66%	78%	88%
Hispanic	64%	78%	88%
White	82%	87%	88%
Multiple Races	78%	85%	88%
Economically Disadvantaged	62%	78%	88%
English Learners	47%	74%	88%
Students with Disabilities	46%	72%	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	76%	79%	85%
Asian	87%	90%	85%
Black	66%	73%	85%
Hispanic	66%	73%	85%
White	81%	83%	85%
Multiple Races	77%	81%	85%
Economically Disadvantaged	62%	73%	85%
English Learners	54%	71%	85%
Students with Disabilities	48%	69%	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	74%
Asian	94%
Black	60%
Hispanic	61%
White	80%
Multiple Races	72%
Economically Disadvantaged	58%
English Learners	42%
Students with Disabilities	43%

< = 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	94%	84%	84%
Asian	92%	90%	84%
Black	95%	83%	84%
Hispanic	86%	84%	84%
White	96%	86%	84%
Multiple Races	93%	89%	84%
Economically Disadvantaged	89%	84%	84%
English Learners	75%	84%	84%
Students with Disabilities	82%	84%	84%
Homeless	87%	-	-
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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	52%	58%	58%
English Learner Proficiency	11%	-	-

< = 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	467	892	52%
English Learner Proficiency	112	1063	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.1%	.9%	98.9%	1.1%	98.8%	1.2%
Asian	97.4%	2.6%	98.3%	1.7%	98.1%	1.9%
Black	99.2%	.8%	99.2%	.8%	98.8%	1.2%
Hispanic	99.4%	.6%	99.1%	.9%	98.7%	1.3%
White	99.2%	.8%	98.8%	1.2%	98.9%	1.1%
Multiple Races	99%	1%	98.8%	1.2%	98.9%	1.1%
Economically Disadvantaged	98.9%	1.1%	98.7%	1.3%	99%	1%
Not Economically Disadvantaged	99.3%	.7%	99%	1%	98.8%	1.2%
English Learners	99.4%	.6%	99.2%	.8%	98.8%	1.2%
Students with Disabilities	96.5%	3.5%	96.2%	3.8%	96.3%	3.7%
Students without Disabilities	99.7%	.3%	99.4%	.6%	99.3%	.7%
Female	99.5%	.5%	99.3%	.7%	99.3%	.7%
Male	98.8%	1.2%	98.6%	1.4%	98.4%	1.6%

< = 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

Fauquier County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2025 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 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: 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

2022-2023 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

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act