Fluvanna County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Carysbrook Elementary	Fully Accredited	Off Track	83.6
Central Elementary	Fully Accredited	Off Track	82.9
Middle Schools
Fluvanna Middle	Fully Accredited	On Track	82.2
High Schools
Fluvanna County High	Fully Accredited	On Track	84.4

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	1	1	-
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	56	58	66
Kindergarten	215	241	206
Grade 1	225	226	242
Grade 2	219	219	237
Grade 3	235	222	233
Grade 4	237	238	224
Grade 5	256	238	249
Grade 6	252	253	241
Grade 7	255	246	257
Grade 8	299	251	248
Grade 9	320	319	268
Grade 10	289	312	285
Grade 11	301	271	300
Grade 12	280	278	261
Total Enrollment	3,439	3,372	3,317

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	3439	3372	3317
Female	1676	1642	1593
Male	1762	1730	1722
American Indian	4	4	3
Asian	20	17	16
Black	476	471	458
Hispanic	324	314	328
Native Hawaiian	2	5	4
White	2295	2210	2144
Multiple Races	318	351	364
Students with Disabilities	467	540	556
Students without Disabilities	2972	2832	2761
Economically Disadvantaged	1410	1230	1177
Not Economically Disadvantaged	2029	2142	2140
English Learners	125	119	110
Not English Learners	3314	3253	3207
Homeless	52	48	53
Military Connected	86	100	92
Foster Care	25	26	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,097	1,235	2,370	896	2,404	813
Female	1,022	608	1,162	442	1,144	426
Male	1,073	626	1,208	453	1,260	387
American Indian	<	<	<	<	<	<
Asian	14	3	13	2	11	3
Black	282	174	324	137	332	115
Hispanic	185	122	212	88	216	94
Native Hawaiian	<	<	<	<	<	<
White	1,424	815	1,569	569	1,593	490
Multiple Races	189	118	248	96	249	107
Students with Disabilities	283	175	350	164	361	141
Economically Disadvantaged	753	659	871	506	788	401
English Learners	80	47	83	37	76	39
Homeless	23	30	34	23	41	28
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	146	122	6	0	12	2
	State	51325	41797	1944	889	5197	1395
Female	Division	91	61	4	0	3	1
	State	27479	18568	644	302	1991	571
Male	Division	55	61	2	0	9	1
	State	23842	23219	1299	582	3204	824
Black	Division	12	20	2	0	1	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	15	12	1	0	1	0
	State	7732	9780	323	169	2618	361
White	Division	103	77	2	0	10	2
	State	25572	16963	766	433	1201	364
Multiple Races	Division	16	13	1	0	0	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	5	24	6	0	3	1
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	34	52	3	0	6	2
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	<	<
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	0	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	288	274	95	274	95	12	4
Female	160	156	98	156	98	3	2
Male	128	118	92	118	92	9	7
Black	35	34	97	34	97	1	3
Hispanic	29	28	97	28	97	1	3
White	194	182	94	182	94	10	5
Multiple Races	30	30	100	30	100	0	0
Students with Disabilities	39	35	90	35	90	3	8
Economically Disadvantaged	97	89	92	89	92	6	6
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	181 / 15.21%	200 / 16.95%	263 / 23.61%
Advanced Placement Course Enrollment	188 / 15.8%	204 / 17.29%	276 / 24.78%
Dual Enrollment	239 / 20.08%	252 / 21.36%	282 / 25.31%
Governor's School Enrollment	126 / 10.59%	124 / 10.51%	124 / 11.13%
IB Course Enrollment	-	-	-
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

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	284	156	45
	State	87,947	58,787	33
Female	Division	139	86	38
	State	44,125	32,246	27
Male	Division	145	70	52
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	39	18	54
	State	18,153	10,957	40
Hispanic	Division	21	12	43
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	200	114	43
	State	44,455	30,645	31
Multiple Races	Division	20	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	32	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	105	47	55
	State	30,889	16,128	48
English Learners	Division	<	<	100
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	17	11	13
	State	3,844	3,577	3,225
State Licensures	Division	13	5	6
	State	1,573	2,069	2,206
Industry Certification	Division	625	519	564
	State	100,965	101,956	105,973
Workplace Readiness	Division	242	221	174
	State	41,819	35,066	38,829
Total Credentials Earned	Division	897	756	757
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	685	597	583
	State	118,467	115,609	120,035
CTE Completers	Division	191	157	150
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	63.5	63.5	64.8

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$5,151	$6,822	$1,691
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,837	$7,245	$1,391
	State	$7,803	$6,956	$1,918
2023-2024	Division	$6,280	$8,290	$1,320
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	347
Behaviors related to School Operations	466
Relationship Behaviors without Physical Harm	430
Behaviors of a Safety Concern	713
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	93

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	408	355	368
Out-of-School Suspension	313	331	294
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	1	2	18
Bus Suspension	160	163	231

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	42	47.1	60.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	31.4	39.8	37.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	60.5	64.1	65.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

12.16 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.69 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	44%	52%	1%	3%
2023-2024	44%	52%	1%	3%
2024-2025	46%	51%	0%	3%
< = 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	71%	81%	88%
Asian	<	91%	88%
Black	50%	73%	88%
Hispanic	64%	73%	88%
White	77%	86%	88%
Multiple Races	70%	84%	88%
Economically Disadvantaged	56%	73%	88%
English Learners	35%	67%	88%
Students with Disabilities	37%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	76%	76%	85%
Asian	<	90%	85%
Black	57%	67%	85%
Hispanic	68%	68%	85%
White	82%	82%	85%
Multiple Races	70%	79%	85%
Economically Disadvantaged	62%	67%	85%
English Learners	50%	64%	85%
Students with Disabilities	50%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	70%
Asian	<
Black	39%
Hispanic	56%
White	78%
Multiple Races	71%
Economically Disadvantaged	55%
English Learners	36%
Students with Disabilities	38%

< = 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	93%	84%	84%
Asian	-	90%	84%
Black	91%	83%	84%
Hispanic	87%	83%	84%
White	93%	86%	84%
Multiple Races	97%	89%	84%
Economically Disadvantaged	88%	83%	84%
English Learners	80%	80%	84%
Students with Disabilities	74%	79%	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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	55%	56%	58%
English Learner Proficiency	8%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	38	69	55%
English Learner Proficiency	7	87	8%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.6%	-	99.1%	-	99.9%	-
Asian	<	-	<	-	<	-
Black	99.5%	-	99.5%	-	98.9%	-
Hispanic	100%	-	100%	-	100%	-
White	99.6%	-	98.9%	-	100%	-
Multiple Races	99.5%	-	99.5%	-	100%	-
Economically Disadvantaged	99.2%	-	98.3%	-	99.6%	-
Not Economically Disadvantaged	99.8%	-	99.6%	-	100%	-
English Learners	98.7%	-	98.6%	-	100%	-
Students with Disabilities	98.1%	-	98.1%	-	100%	-
Students without Disabilities	99.9%	-	99.4%	-	99.8%	-
Female	99.7%	-	99.2%	-	99.7%	-
Male	99.5%	-	99.1%	-	100%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act