Fluvanna County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Carysbrook Elementary	Fully Accredited	Approaching Expectations	87.31
Central Elementary	Fully Accredited	Approaching Expectations	88.1
Middle Schools
Fluvanna Middle	Fully Accredited	Approaching Expectations	82.89
High Schools
Fluvanna County High	Fully Accredited	Distinguished	90.54

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

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	67	74	26	6	69	75	25	8	69	77	23
Female	5	67	72	28	5	70	75	25	7	71	77	23
Male	9	67	75	25	7	68	75	25	9	67	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	10	60	70	30	<	<	<	<	7	87	93	7
Black	2	54	56	44	2	57	59	41	2	56	58	42
Hispanic	5	59	64	36	4	60	64	36	2	68	71	29
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	9	71	80	20	8	73	81	19	10	72	82	18
Multiple Races	5	61	66	34	5	63	68	32	9	63	72	28
Students with Disabilities	2	47	49	51	2	49	51	49	2	43	45	55
Students without Disabilities	8	71	79	21	7	73	80	20	9	74	83	17
Economically Disadvantaged	2	57	59	41	2	59	62	38	4	61	65	35
Not Economically Disadvantaged	11	74	84	16	9	74	83	17	10	73	83	17
English Learners	-	38	38	62	-	33	33	67	-	45	45	55
Homeless	-	51	51	49	3	30	33	67	6	45	52	48
Military Connected	11	70	81	19	3	84	88	12	5	84	89	11
Foster Care	-	53	53	47	-	57	57	43	-	41	41	59
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	4	63	67	33	8	63	71	29	6	66	72	28
Female	3	64	67	33	7	61	68	32	3	67	71	29
Male	5	63	67	33	9	65	74	26	9	65	74	26
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	43	43	57	7	48	56	44	4	43	46	54
Hispanic	4	61	65	35	6	56	61	39	-	76	76	24
White	5	70	75	25	7	69	76	24	7	69	76	24
Multiple Races	-	54	54	46	15	48	63	37	9	64	73	27
Students with Disabilities	-	38	38	62	-	29	29	71	-	39	39	61
Students without Disabilities	5	70	75	25	9	68	78	22	7	70	78	22
Economically Disadvantaged	3	48	50	50	4	51	55	45	2	60	62	38
Not Economically Disadvantaged	4	78	82	18	11	73	84	16	9	70	79	21
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
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	16	63	79	21	6	64	70	30	10	62	71	29
Female	10	70	80	20	5	66	71	29	8	65	73	27
Male	22	56	78	22	7	63	70	30	11	59	70	30
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	8	50	58	42	-	47	47	53	4	44	48	52
Hispanic	8	46	54	46	4	54	58	42	-	69	69	31
White	20	68	89	11	9	70	79	21	11	67	78	22
Multiple Races	7	59	67	33	-	59	59	41	14	41	55	45
Students with Disabilities	9	44	53	47	-	39	39	61	-	22	22	78
Students without Disabilities	17	66	83	17	8	70	78	22	11	68	79	21
Economically Disadvantaged	8	63	71	29	3	51	54	46	8	47	55	45
Not Economically Disadvantaged	22	63	85	15	9	75	83	17	11	71	81	19
English Learners	-	36	36	64	-	30	30	70	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	27	53	80	20	-	70	70	30	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	1	62	63	37	1	70	71	29	8	68	76	24
Female	-	61	61	39	2	68	70	30	10	64	73	27
Male	2	63	64	36	1	71	72	28	7	72	79	21
Asian					<	<	100	0	<	<	100	0
Black	-	43	43	57	-	43	43	57	-	59	59	41
Hispanic	5	68	73	27	-	52	52	48	5	55	59	41
White	1	67	67	33	2	78	80	20	13	72	85	15
Multiple Races	-	58	58	42	-	72	72	28	-	69	69	31
Students with Disabilities	-	39	39	61	-	41	41	59	-	41	41	59
Students without Disabilities	1	66	68	32	2	74	76	24	10	74	84	16
Economically Disadvantaged	-	52	52	48	1	62	64	36	5	62	67	33
Not Economically Disadvantaged	2	71	73	27	2	74	76	24	10	72	82	18
English Learners	<	<	<	<	-	33	33	67	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	-	100	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	7	67	74	26	6	69	75	25	3	69	72	28
Female	9	66	75	25	3	71	75	25	2	71	73	27
Male	5	68	74	26	8	67	74	26	4	68	72	28
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	59	62	38	-	44	44	56	-	58	58	42
Hispanic	4	68	71	29	-	73	73	27	-	52	52	48
White	8	69	78	23	8	75	83	17	4	76	80	20
Multiple Races	5	68	73	27	4	63	67	33	4	62	65	35
Students with Disabilities	2	42	43	57	3	45	48	53	-	47	47	53
Students without Disabilities	9	75	84	16	6	74	80	20	3	73	77	23
Economically Disadvantaged	2	52	54	46	1	59	60	40	3	60	63	37
Not Economically Disadvantaged	11	78	90	10	8	74	82	18	3	74	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	82	91	9	-	91	91	9	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	1	57	58	42	2	66	68	32	7	67	74	26
Female	1	57	58	42	2	71	73	27	9	69	78	22
Male	1	58	59	41	2	62	63	37	6	65	72	28
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	33	33	67	3	55	58	42	3	47	50	50
Hispanic	-	29	29	71	-	61	61	39	8	65	73	27
White	2	69	71	29	3	71	73	27	8	72	80	20
Multiple Races	-	52	52	48	-	59	59	41	12	65	77	23
Students with Disabilities	-	31	31	69	2	53	54	46	5	35	40	60
Students without Disabilities	1	62	63	37	2	72	74	26	8	74	82	18
Economically Disadvantaged	-	36	36	64	3	53	56	44	4	63	67	33
Not Economically Disadvantaged	2	72	74	26	2	74	75	25	9	69	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0					<	<	<	<
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	10	63	73	27	6	67	73	27	4	73	77	23
Female	7	62	69	31	5	72	76	24	1	77	78	22
Male	13	64	77	23	7	62	69	31	6	70	76	24
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	50	50	50	-	53	53	47	-	61	61	39
Hispanic	9	65	74	26	4	44	48	52	-	81	81	19
White	13	67	80	20	7	73	81	19	6	75	81	19
Multiple Races	18	45	64	36	3	68	71	29	-	75	75	25
Students with Disabilities	-	41	41	59	-	41	41	59	-	55	55	45
Students without Disabilities	13	68	80	20	6	71	77	23	6	81	86	14
Economically Disadvantaged	2	55	57	43	1	50	51	49	-	62	62	38
Not Economically Disadvantaged	18	70	88	12	7	73	80	20	6	80	86	14
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	18	64	82	18	<	<	<	<	<	<	<	<
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	7	82	90	10	10	79	89	11	12	77	88	12
Female	6	82	88	12	6	82	88	12	9	81	90	10
Male	9	83	91	9	13	77	90	10	15	71	86	14
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	2	82	84	16	5	93	98	2	-	82	82	18
Hispanic	4	76	80	20	10	79	90	10	3	79	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	84	93	7	11	75	87	13	15	76	91	9
Multiple Races	9	79	88	12	7	86	93	7	9	75	84	16
Students with Disabilities	2	75	77	23	4	78	82	18	9	56	65	35
Students without Disabilities	9	84	93	7	11	80	91	9	12	79	91	9
Economically Disadvantaged	1	83	84	16	1	84	85	15	3	82	84	16
Not Economically Disadvantaged	12	82	94	6	15	76	92	8	15	75	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	10	60	70	30	<	<	100	0	<	<	100	0
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	-	61	61	39	9	77	86	14	13	72	85	15
Female	-	59	59	41	8	68	75	25	10	67	76	24
Male	-	63	63	37	10	84	94	6	16	75	91	9
Asian									<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	70	70	30	7	81	89	11	15	78	93	8
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	-	63	63	37	8	79	87	13	13	71	85	15
Economically Disadvantaged	-	43	43	57	-	64	64	36	<	<	<	<
Not Economically Disadvantaged	-	72	72	28	11	79	89	11	15	79	94	6
English Learners	<	<	100	0
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	20	74	94	6	<	<	100	0	29	71	100	0
Female	18	77	95	5	<	<	100	0	23	77	100	0
Male	22	72	94	6	<	<	100	0	36	64	100	0
Asian									<	<	100	0
Black	<	<	100	0					<	<	100	0
Hispanic	<	<	<	<					<	<	100	0
White	21	75	96	4	<	<	100	0	28	72	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	20	74	94	6	<	<	100	0	29	71	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	23	71	94	6	<	<	100	0	32	68	100	0
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
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	56	64	36	8	55	64	36	11	58	69	31
Female	6	56	62	38	7	54	61	39	8	59	68	32
Male	10	56	65	35	10	57	67	33	13	57	70	30
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	39	39	61	-	41	41	59	4	41	45	55
Hispanic	7	46	53	47	5	42	47	53	5	67	72	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	9	62	72	28	11	61	72	28	14	63	77	23
Multiple Races	10	55	65	35	6	58	64	36	11	57	68	32
Students with Disabilities	3	34	36	64	4	33	37	63	4	35	39	61
Students without Disabilities	9	61	70	30	9	60	69	31	13	65	78	22
Economically Disadvantaged	3	46	49	51	3	44	47	53	6	49	56	44
Not Economically Disadvantaged	12	64	76	24	11	62	73	27	13	63	76	24
English Learners	6	24	29	71	-	19	19	81	-	42	42	58
Homeless	5	32	36	64	-	33	33	67	7	60	67	33
Military Connected	6	69	75	25	14	64	79	21	19	50	69	31
Foster Care	-	33	33	67	-	30	30	70	<	<	<	<
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	16	48	63	37	19	51	71	29	19	57	75	25
Female	13	47	60	40	18	48	67	33	17	56	73	27
Male	18	48	66	34	20	54	74	26	20	58	78	22
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	26	29	71	-	39	39	61	8	38	46	54
Hispanic	19	44	63	37	12	39	52	48	5	68	73	27
White	17	53	69	31	23	56	79	21	24	62	86	14
Multiple Races	18	50	68	32	19	48	67	33	15	46	62	38
Students with Disabilities	9	26	34	66	13	25	38	63	4	36	40	60
Students without Disabilities	17	52	68	32	20	55	75	25	22	62	84	16
Economically Disadvantaged	7	41	48	52	8	50	58	42	12	53	65	35
Not Economically Disadvantaged	22	53	74	26	25	52	77	23	23	59	82	18
English Learners	<	<	<	<	-	33	33	67	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	64	73	27	20	53	73	27	<	<	<	<
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	6	56	62	38	6	56	62	38	5	59	64	36
Female	4	56	59	41	4	56	60	40	3	61	64	36
Male	8	57	64	36	8	55	63	37	7	57	64	36
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	29	29	71	-	35	35	65	-	43	43	57
Hispanic	-	43	43	57	5	29	33	67	4	57	61	39
White	8	64	72	28	8	63	71	29	5	66	71	29
Multiple Races	8	62	69	31	-	63	63	37	13	50	63	38
Students with Disabilities	3	38	41	59	-	29	29	71	2	32	33	67
Students without Disabilities	7	60	66	34	7	60	66	34	6	69	75	25
Economically Disadvantaged	1	38	39	61	2	37	38	62	3	45	48	53
Not Economically Disadvantaged	10	70	80	20	7	63	70	30	6	65	71	29
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	55	64	36	<	<	<	<	<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	65	70	30	3	64	67	33	15	79	94	6
Female	3	68	71	29	1	66	67	33	9	82	91	9
Male	8	62	70	30	5	62	67	33	21	76	97	3
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	-	47	47	53	-	44	44	56	<	<	<	<
Hispanic	5	67	71	29	-	54	54	46	<	<	100	0
Native Hawaiian	<	<	100	0	<	<	<	<
White	7	70	77	23	5	70	75	25	20	75	95	5
Multiple Races	8	60	68	32	-	70	70	30	<	<	100	0
Students with Disabilities	-	39	39	61	2	43	45	55	<	<	<	<
Students without Disabilities	7	70	77	23	4	68	72	28	17	78	95	5
Economically Disadvantaged	3	58	61	39	-	50	50	50	-	82	82	18
Not Economically Disadvantaged	8	70	78	22	6	73	79	21	20	78	98	2
English Learners	<	<	<	<	-	17	17	83	<	<	<	<
Homeless	10	50	60	40	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	<	<	<	<	<	<
Female	<	<	100	0	<	<	<	<
Male					<	<	<	<	<	<	<	<
Asian									<	<	<	<
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	45	45	55	-	41	41	59	-	48	48	52
Female	-	39	39	61	-	24	24	76	-	49	49	51
Male	-	50	50	50	-	53	53	47	-	47	47	53
Asian					<	<	<	<	<	<	100	0
Black	-	52	52	48	-	44	44	56	-	32	32	68
Hispanic	-	27	27	73	<	<	<	<	-	79	79	21
Native Hawaiian									<	<	<	<
White	-	48	48	52	-	38	38	62	-	42	42	58
Multiple Races	-	45	45	55	<	<	<	<	<	<	<	<
Students with Disabilities	-	25	25	75	-	26	26	74	-	31	31	69
Students without Disabilities	-	54	54	46	-	49	49	51	-	55	55	45
Economically Disadvantaged	-	37	37	63	-	32	32	68	-	38	38	63
Not Economically Disadvantaged	-	58	58	42	-	51	51	49	-	56	56	44
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	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

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

	2023-2024	2024-2025	2025-2026
Division	1	-	-
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	58	66	56
Kindergarten	241	206	208
Grade 1	226	242	223
Grade 2	219	237	253
Grade 3	222	233	244
Grade 4	238	224	247
Grade 5	238	249	236
Grade 6	253	241	258
Grade 7	246	257	246
Grade 8	251	248	252
Grade 9	319	268	264
Grade 10	312	285	248
Grade 11	271	300	265
Grade 12	278	261	306
Total Enrollment	3,372	3,317	3,306

< = 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	3372	3317	3306
Female	1642	1593	1569
Male	1730	1722	1737
American Indian	4	3	2
Asian	17	16	30
Black	471	458	460
Hispanic	314	328	318
Native Hawaiian	5	4	4
White	2210	2144	2107
Multiple Races	351	364	385
Students with Disabilities	540	556	545
Students without Disabilities	2832	2761	2761
Economically Disadvantaged	1230	1177	1132
Not Economically Disadvantaged	2142	2140	2174
English Learners	119	110	125
Not English Learners	3253	3207	3181
Homeless	48	53	57
Military Connected	100	92	79
Foster Care	26	24	32
< = 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	2,370	896	2,404	813	2,461	757
Female	1,162	442	1,144	426	1,153	381
Male	1,208	453	1,260	387	1,308	376
American Indian	<	<	<	<	<	<
Asian	13	2	11	3	19	14
Black	324	137	332	115	332	116
Hispanic	212	88	216	94	221	87
Native Hawaiian	<	<	<	<	<	<
White	1,569	569	1,593	490	1,607	452
Multiple Races	248	96	249	107	279	85
Students with Disabilities	350	164	361	141	362	147
Economically Disadvantaged	871	506	788	401	779	345
English Learners	83	37	76	39	92	36
Homeless	34	23	41	28	27	33
< = 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	177	109	3	0	4	0
	State	52034	41739	1845	730	4758	1126
Female	Division	104	52	1	0	2	0
	State	28171	18456	601	259	1860	459
Male	Division	73	57	2	0	2	0
	State	23863	23283	1244	471	2895	667
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	19	22	1	0	1	0
	State	8816	10967	559	141	985	452
Hispanic	Division	18	12	0	0	1	0
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	123	63	2	0	2	0
	State	25115	16553	775	367	1100	357
Multiple Races	Division	14	12	0	0	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	5	25	3	0	3	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	28	48	2	0	3	0
	State	12337	20894	1052	439	2243	735
English Learners	Division	<	<	<	<	0	<
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	0	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	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	293	289	99	289	99	4	1
Female	159	157	99	157	99	2	1
Male	134	132	99	132	99	2	2
Asian	<	<	100	<	100	0	0
Black	43	42	98	42	98	1	2
Hispanic	31	30	97	30	97	1	3
Native Hawaiian	<	<	100	<	100	0	0
White	190	188	99	188	99	2	1
Multiple Races	26	26	100	26	100	0	0
Students with Disabilities	36	33	92	33	92	3	8
Economically Disadvantaged	81	78	96	78	96	3	4
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	200 / 16.95%	263 / 23.61%	239 / 22.07%
Advanced Placement Course Enrollment	204 / 17.29%	276 / 24.78%	256 / 23.64%
Dual Enrollment	252 / 21.36%	282 / 25.31%	302 / 27.89%
Governor's School Enrollment	124 / 10.51%	124 / 11.13%	130 / 12%
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

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	278	139	50
	State	87,995	56,397	36
Female	Division	129	88	32
	State	43,825	30,968	29
Male	Division	149	51	66
	State	44,068	25,387	42
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	37	15	59
	State	18,247	10,591	42
Hispanic	Division	25	15	40
	State	14,010	7,355	48
White	Division	202	102	50
	State	43,094	28,736	33
Multiple Races	Division	13	<	100
	State	5,005	3,223	36
Students with Disabilities	Division	25	<	100
	State	8,536	3,616	58
Economically Disadvantaged	Division	90	40	56
	State	31,680	15,774	50
English Learners	Division	11	<	100
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
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
NOCTI Assessments	Division	11	13	10
	State	3,577	3,225	3,944
State Licensures	Division	5	6	11
	State	2,069	2,206	2,710
Industry Certification	Division	519	564	519
	State	101,956	105,973	106,014
Workplace Readiness	Division	221	174	231
	State	35,066	38,829	48,691
Total Credentials Earned	Division	756	757	771
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	597	583	585
	State	115,609	120,035	128,298
CTE Completers	Division	157	150	164
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	34	15
	State	1,022	15,327	18,011

< = 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	63.5	64.8	62.4

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	$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
2024-2025	Division	$7,325	$8,392	$951
	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	347	346	338
Behaviors related to School Operations	466	514	787
Relationship Behaviors without Physical Harm	430	402	524
Behaviors of a Safety Concern	713	746	602
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	93	165	154

< = 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	355	368	145
Out-of-School Suspension	331	294	325
Explusion and Alternative Placement	0	0	1
Referral to Law Enforcement	2	18	9
Bus Suspension	163	231	137

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	47.1	60.6	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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	39.8	37.2	58.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	64.1	65.1	66.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

11.99 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

11.35 : 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	44%	52%	1%	3%
2024-2025	45%	51%	0%	4%
2025-2026	44%	52%	1%	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	72%	83%	88%
Asian	77%	91%	88%
Black	54%	78%	88%
Hispanic	65%	78%	88%
White	77%	87%	88%
Multiple Races	67%	85%	88%
Economically Disadvantaged	57%	78%	88%
English Learners	38%	74%	88%
Students with Disabilities	36%	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	79%	79%	85%
Asian	98%	90%	85%
Black	62%	73%	85%
Hispanic	75%	73%	85%
White	84%	83%	85%
Multiple Races	75%	81%	85%
Economically Disadvantaged	67%	73%	85%
English Learners	65%	71%	85%
Students with Disabilities	50%	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	75%
Asian	<
Black	53%
Hispanic	71%
White	82%
Multiple Races	68%
Economically Disadvantaged	62%
English Learners	36%
Students with Disabilities	40%

< = 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	98%	84%	84%
Asian	<	90%	84%
Black	95%	83%	84%
Hispanic	100%	84%	84%
White	98%	86%	84%
Multiple Races	100%	89%	84%
Economically Disadvantaged	96%	84%	84%
English Learners	100%	84%	84%
Students with Disabilities	88%	84%	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	53%	58%	58%
English Learner Proficiency	13%	-	-

< = 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	41	78	53%
English Learner Proficiency	13	97	13%

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%	99%	1%	98.8%	1.2%
Asian	93.3%	6.7%	93.3%	6.7%	<	<
Black	99.6%	.4%	99.6%	.4%	100%	-
Hispanic	100%	-	100%	-	100%	-
White	99%	1%	98.8%	1.2%	98.8%	1.2%
Multiple Races	99%	1%	99%	1%	97.4%	2.6%
Economically Disadvantaged	99.1%	.9%	99%	1%	98.4%	1.6%
Not Economically Disadvantaged	99.1%	.9%	99%	1%	99%	1%
English Learners	98.6%	1.4%	98.6%	1.4%	97%	3%
Students with Disabilities	98%	2%	96.6%	3.4%	96.6%	3.4%
Students without Disabilities	99.4%	.6%	99.5%	.5%	99.4%	.6%
Female	98.9%	1.1%	98.9%	1.1%	98.5%	1.5%
Male	99.3%	.7%	99%	1%	99.2%	.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 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

Fluvanna 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