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Galax City Public Schools

General school information

Division: Galax City Public Schools
Division Number: 111
Address: 223 Long St Galax, VA 24333
Superintendent: Susan Tilley
Region: 7
Division Website (opens new window)
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Map results may not reflect school division or attendance zone boundaries.

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

Accreditation Status Performance Level Framework Score
Elementary Schools
Galax ElementaryFully Accredited
Middle Schools
Galax MiddleFully Accredited
High Schools
Galax HighFully Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 10 62 72 28 12 60 72 28
Female 11 65 75 25 10 62 72 28 11 64 74 26
Male 10 58 67 33 10 63 73 27 14 57 70 30
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 11 48 59 41 7 54 61 39 10 43 53 47
Hispanic 3 57 60 40 3 55 58 42 5 58 62 38
White 14 63 78 22 14 67 81 19 17 63 80 20
Multiple Races 8 64 72 28 11 63 74 26 4 56 60 40
Students with Disabilities 5 31 36 64 1 33 34 66 2 35 37 63
Students without Disabilities 11 67 78 22 12 68 79 21 14 65 79 21
Economically Disadvantaged 6 60 66 34 7 60 67 33 6 59 66 34
Not Economically Disadvantaged 16 64 80 20 15 66 81 19 20 62 82 18
English Learners - 44 44 56 2 32 34 66 1 34 35 65
Migrant < < < < < < < <
Homeless < < < < - 30 30 70 - 13 13 88
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 58 62 38 7 55 62 38 9 63 72 28
Female 4 63 67 33 1 54 56 44 10 69 79 21
Male 5 51 56 44 15 56 71 29 6 55 61 39
Black < < < < < < < < < < < <
Hispanic - 57 57 43 5 40 45 55 4 64 68 32
White 6 62 68 32 9 64 72 28 11 64 74 26
Multiple Races < < < < < < < <
Students with Disabilities - 32 32 68 - 11 11 89 5 36 41 59
Students without Disabilities 6 66 72 28 8 64 72 28 10 73 83 17
Economically Disadvantaged - 54 54 46 6 51 57 43 6 64 70 30
Not Economically Disadvantaged 13 65 77 23 9 61 70 30 12 62 74 26
English Learners - 54 54 46 5 29 33 67 - 55 55 45
Migrant < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 4 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 9 62 70 30 10 61 71 29
Female 13 65 79 21 11 60 72 28 7 63 70 30
Male 13 52 65 35 5 63 68 32 14 59 73 27
Black < < < < < < < < < < < <
Hispanic - 59 59 41 5 47 53 47 7 46 54 46
White 20 60 80 20 9 69 78 22 11 73 84 16
Students with Disabilities 18 35 53 47 - 39 39 61 - 11 11 89
Students without Disabilities 13 63 76 24 11 69 80 20 12 71 83 17
Economically Disadvantaged 5 61 66 34 8 58 67 33 8 56 64 36
Not Economically Disadvantaged 24 56 80 20 9 68 76 24 14 69 83 17
English Learners - 52 52 48 6 44 50 50 - 21 21 79
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 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 5 64 69 31 4 58 62 38 9 60 68 32
Female 7 61 68 32 7 65 72 28 4 67 71 29
Male 2 68 70 30 2 52 54 46 15 51 66 34
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 54 57 43 - 53 53 47 5 63 68 32
White 6 69 76 24 7 66 72 28 11 61 73 27
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 50 50 50 - 19 19 81 4 33 38 63
Students without Disabilities 5 66 72 28 5 65 70 30 10 69 79 21
Economically Disadvantaged 1 61 63 37 1 51 52 48 4 58 62 38
Not Economically Disadvantaged 11 70 81 19 9 73 82 18 16 62 78 22
English Learners - 36 36 64 - 24 24 76 - 50 50 50
Migrant < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < < < < < < <
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 4 63 67 33 6 70 75 25 6 51 57 43
Female 6 72 77 23 7 62 68 32 6 58 64 36
Male 3 55 58 42 4 80 84 16 6 44 50 50
Black < < 100 0 < < < < < < < <
Hispanic - 50 50 50 - 59 59 41 - 46 46 54
White 7 66 73 27 10 75 84 16 11 59 70 30
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 5 27 32 68 - 64 64 36 - 20 20 80
Students without Disabilities 4 71 76 24 6 70 77 23 7 56 64 36
Economically Disadvantaged 4 59 63 37 3 70 73 27 - 45 45 55
Not Economically Disadvantaged 5 70 74 26 9 70 79 21 17 61 78 22
English Learners - 29 29 71 - 31 31 69 - - - 100
Homeless < < < <
Foster Care < < < < < < < <
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 63 73 27 10 66 76 24 5 67 72 28
Female 14 64 78 22 9 67 76 24 7 64 71 29
Male 6 63 69 31 12 64 76 24 4 70 74 26
Black < < 100 0 < < 100 0 < < < <
Hispanic - 58 58 42 3 58 61 39 - 58 58 43
White 18 64 82 18 15 69 84 16 10 73 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 27 27 73 - 50 50 50 - 50 50 50
Students without Disabilities 12 70 82 18 13 69 81 19 6 69 75 25
Economically Disadvantaged 4 61 65 35 7 62 69 31 2 64 66 34
Not Economically Disadvantaged 20 66 85 15 16 71 87 13 10 71 81 19
English Learners - 33 33 67 - 35 35 65 - 31 31 69
Homeless < < < < < < < <
Military Connected < < 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 10 62 72 28 13 57 70 30 13 59 72 28
Female 7 64 71 29 12 61 73 27 13 60 73 27
Male 13 61 73 27 14 53 67 33 12 59 71 29
American Indian < < 100 0 < < 100 0
Asian < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic 7 53 60 40 3 48 50 50 5 49 54 46
White 13 70 83 17 22 61 83 17 16 67 83 17
Multiple Races < < < < < < < <
Students with Disabilities 6 35 41 59 - 7 7 93 - 47 47 53
Students without Disabilities 11 67 78 22 15 66 81 19 15 62 77 23
Economically Disadvantaged 9 61 70 30 6 57 63 37 6 62 68 32
Not Economically Disadvantaged 13 64 77 23 22 57 78 22 22 57 78 22
English Learners - 50 50 50 - 17 17 83 - 25 25 75
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < < < < 100 0
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 23 58 81 19 23 70 93 7 30 60 90 10
Female 23 63 87 13 28 66 94 6 27 65 93 7
Male 24 53 76 24 18 75 93 8 33 55 88 12
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 6 72 78 22 3 86 90 10 10 80 90 10
White 30 52 83 17 31 63 94 6 43 48 91 9
Students with Disabilities 8 8 17 83 10 60 70 30 - 58 58 42
Students without Disabilities 25 64 89 11 25 71 96 4 34 60 94 6
Economically Disadvantaged 22 59 81 19 17 75 92 8 22 67 89 11
Not Economically Disadvantaged 24 57 82 18 31 63 94 6 38 53 92 8
English Learners - 50 50 50 < < < < 8 58 67 33
Homeless < < 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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 74 26 14 64 78 22 19 60 79 21
Female 25 57 82 18 16 70 86 14 26 61 87 13
Male 2 62 64 36 13 59 72 28 14 59 73 27
Black < < < < < < < < < < < <
Hispanic 3 61 65 35 - 74 74 26 9 65 74 26
White 22 60 82 18 24 57 81 19 27 58 84 16
Students with Disabilities - 23 23 77 - 25 25 75 - 25 25 75
Students without Disabilities 18 65 82 18 16 69 84 16 22 64 86 14
Economically Disadvantaged 13 59 72 28 10 61 71 29 15 63 78 22
Not Economically Disadvantaged 19 59 78 22 18 67 85 15 25 55 80 20
English Learners < < < < - 50 50 50 - 42 42 58
Homeless < < 100 0 < < 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 15 59 74 26 14 64 78 22 19 60 79 21
Female 25 57 82 18 16 70 86 14 26 61 87 13
Male 2 62 64 36 13 59 72 28 14 59 73 27
Black < < < < < < < < < < < <
Hispanic 3 61 65 35 - 74 74 26 9 65 74 26
White 22 60 82 18 24 57 81 19 27 58 84 16
Students with Disabilities - 23 23 77 - 25 25 75 - 25 25 75
Students without Disabilities 18 65 82 18 16 69 84 16 22 64 86 14
Economically Disadvantaged 13 59 72 28 10 61 71 29 15 63 78 22
Not Economically Disadvantaged 19 59 78 22 18 67 85 15 25 55 80 20
English Learners < < < < - 50 50 50 - 42 42 58
Homeless < < 100 0 < < 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

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 11 67 78 22 8 66 74 26 11 64 75 25
Female 8 68 77 23 7 65 72 28 10 66 75 25
Male 13 66 79 21 9 66 75 25 12 62 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black - 69 69 31 4 46 50 50 - 63 63 37
Hispanic 6 63 70 30 2 64 66 34 6 62 68 32
White 14 69 83 17 12 68 80 20 15 65 80 20
Multiple Races 5 67 71 29 5 59 64 36 7 63 70 30
Students with Disabilities 2 47 49 51 2 34 36 64 3 34 37 63
Students without Disabilities 13 71 84 16 9 71 81 19 12 70 83 17
Economically Disadvantaged 6 68 74 26 4 64 68 32 7 62 69 31
Not Economically Disadvantaged 17 67 84 16 14 68 82 18 16 67 83 17
English Learners 3 53 56 44 1 51 52 48 2 44 46 54
Migrant < < 100 0 < < < <
Homeless - 33 33 67 - 22 22 78 - 33 33 67
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 71 29 4 64 69 31 17 59 77 23
Female 8 66 74 26 - 60 60 40 17 60 77 23
Male 7 60 67 33 10 70 80 20 18 58 76 24
Black < < < < < < < < < < 100 0
Hispanic 6 53 59 41 2 50 52 48 11 61 71 29
White 9 68 77 23 6 74 80 20 23 57 81 19
Multiple Races < < < < < < < <
Students with Disabilities - 32 32 68 - 5 5 95 5 36 41 59
Students without Disabilities 10 73 83 17 5 76 81 19 22 68 90 10
Economically Disadvantaged 7 59 66 34 4 64 68 32 13 64 77 23
Not Economically Disadvantaged 9 72 81 19 5 66 70 30 24 53 76 24
English Learners 6 50 56 44 4 30 35 65 10 50 60 40
Migrant < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < 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 9 64 73 27 7 61 68 32 14 59 73 27
Female 5 67 73 27 4 67 70 30 11 61 72 28
Male 13 60 74 26 12 54 66 34 18 57 75 25
Black < < < < < < < < < < 100 0
Hispanic 3 52 55 45 - 65 65 35 7 49 56 44
White 14 69 83 17 11 61 72 28 19 63 82 18
Students with Disabilities 6 41 47 53 - 22 22 78 - 28 28 72
Students without Disabilities 10 68 78 22 10 74 83 17 17 66 82 18
Economically Disadvantaged 3 65 68 32 2 61 62 38 9 59 68 32
Not Economically Disadvantaged 17 63 79 21 18 62 79 21 21 60 81 19
English Learners 4 41 44 56 - 65 65 35 - 26 26 74
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 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 9 59 68 32 14 54 69 31 7 67 74 26
Female 7 53 60 40 17 62 79 21 4 71 75 25
Male 12 65 76 24 12 48 60 40 10 63 73 27
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 11 50 61 39 5 57 62 38 - 63 63 37
White 8 65 73 27 21 53 74 26 10 69 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 25 25 75 6 19 25 75 4 29 33 67
Students without Disabilities 10 63 73 27 16 61 76 24 7 81 88 12
Economically Disadvantaged 9 54 63 37 10 51 61 39 4 65 69 31
Not Economically Disadvantaged 10 67 77 23 24 62 85 15 11 70 81 19
English Learners - 47 47 53 - 41 41 59 - 42 42 58
Migrant < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 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 11 59 70 30 3 56 59 41 3 54 57 43
Female 7 68 75 25 2 55 57 43 4 57 61 39
Male 14 51 65 35 4 57 61 39 2 52 54 46
Black < < < < < < < < < < < <
Hispanic 3 55 58 43 - 44 44 56 - 53 53 47
White 17 61 77 23 5 65 70 30 6 59 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 41 41 59 - 45 45 55 7 7 13 87
Students without Disabilities 13 63 76 24 3 57 60 40 2 63 65 35
Economically Disadvantaged 5 62 67 33 3 47 50 50 - 47 47 53
Not Economically Disadvantaged 20 54 74 26 2 70 72 28 8 68 76 24
English Learners - 40 40 60 - 20 20 80 - 19 19 81
Homeless < < < < < < < < < < < <
Foster Care < < 100 0 < < < <
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 15 62 78 22 12 64 76 24 14 65 78 22
Female 14 64 78 22 10 64 75 25 10 69 79 21
Male 17 60 77 23 14 64 78 22 17 60 77 23
Black < < 100 0 < < < < < < < <
Hispanic 8 58 66 34 5 67 72 28 8 65 73 28
White 22 65 87 13 16 65 81 19 18 66 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 - 55 55 45 8 25 33 67
Students without Disabilities 18 67 86 14 14 66 80 20 14 70 84 16
Economically Disadvantaged 7 64 71 29 6 63 69 31 8 63 71 29
Not Economically Disadvantaged 26 60 86 14 22 65 87 13 21 67 88 13
English Learners - 53 53 47 - 56 56 44 - 56 56 44
Homeless < < < < < < 100 0
Military Connected < < 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 1 80 81 19 - 64 64 36 - 59 59 41
Female - 77 77 23 - 69 69 31 - 62 62 38
Male 2 83 85 15 - 59 59 41 - 57 57 43
Asian < < < <
Black < < 100 0 < < 100 0 < < < <
Hispanic 3 74 76 24 - 50 50 50 - 57 57 43
White - 84 84 16 - 83 83 17 - 61 61 39
Multiple Races < < < < < < 100 0
Students with Disabilities - 53 53 47 - 33 33 67 - 41 41 59
Students without Disabilities 1 86 87 13 - 74 74 26 - 66 66 34
Economically Disadvantaged 2 80 81 19 - 72 72 28 - 60 60 40
Not Economically Disadvantaged - 81 81 19 - 47 47 53 - 58 58 42
English Learners 6 50 56 44 - 44 44 56 - 38 38 63
Migrant < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Foster Care < < < < < < 100 0
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 19 80 99 1 12 82 94 6 20 70 90 10
Female 16 82 98 2 18 75 93 7 21 67 89 11
Male 20 79 99 1 7 88 95 5 18 73 91 9
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 10 86 96 4 - 96 96 4 12 79 90 10
White 24 76 100 0 19 73 92 8 25 65 89 11
Multiple Races < < < <
Students with Disabilities 6 94 100 0 - 64 64 36 - 63 63 37
Students without Disabilities 20 78 98 2 13 84 98 2 24 71 95 5
Economically Disadvantaged 11 87 99 1 4 88 92 8 15 70 85 15
Not Economically Disadvantaged 26 72 98 2 21 75 97 3 26 70 96 4
English Learners 4 87 91 9 - 95 95 5 - 82 82 18
Migrant < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < < < < < 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 11 75 86 14 4 96 100 0 2 86 88 12
Female 7 86 93 7 < < 100 0 - 86 86 14
Male 14 64 79 21 5 95 100 0 5 85 90 10
American Indian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 - 82 82 18
White 15 70 85 15 5 95 100 0 3 86 90 10
Students with Disabilities < < 100 0
Students without Disabilities 11 75 86 14 4 96 100 0 2 86 88 12
Economically Disadvantaged - 73 73 27 < < 100 0 - 85 85 15
Not Economically Disadvantaged 18 76 94 6 - 100 100 0 3 86 90 10
English Learners < < < < < < 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 < < 100 0
Male < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Substitute Math Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 5 55 60 40 9 63 72 28
Female 4 60 64 36 4 56 60 40 7 66 72 28
Male 10 65 75 25 7 54 61 39 11 60 71 29
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black - 44 44 56 - 33 33 67 8 42 50 50
Hispanic 1 58 60 40 3 46 49 51 1 66 67 33
White 12 65 77 23 8 63 71 29 13 63 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 4 43 47 53 - 24 24 76 4 37 41 59
Students without Disabilities 8 66 73 27 6 61 67 33 10 68 78 22
Economically Disadvantaged 5 59 64 36 2 53 55 45 4 60 65 35
Not Economically Disadvantaged 11 68 79 21 10 58 68 32 15 66 81 19
English Learners - 46 46 54 1 26 27 73 - 40 40 60
Migrant < < < < < < < <
Homeless < < < < - 20 20 80 < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 5 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 56 66 34 10 49 59 41 15 48 63 37
Female 7 51 58 42 9 51 60 40 10 47 57 43
Male 14 63 76 24 12 47 59 41 22 49 71 29
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 45 47 53 5 32 38 62 5 53 58 42
White 16 63 78 22 16 60 76 24 21 47 68 32
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 8 50 58 42 - 25 25 75 8 25 33 67
Students without Disabilities 10 57 67 33 12 53 65 35 18 56 74 26
Economically Disadvantaged 8 49 58 42 4 48 52 48 7 45 53 47
Not Economically Disadvantaged 13 69 82 18 24 50 74 26 27 51 78 22
English Learners - 35 35 65 5 14 18 82 - 33 33 67
Migrant < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
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 8 62 70 30 4 56 60 40 8 57 65 35
Female - 60 60 40 - 61 61 39 8 62 69 31
Male 14 63 77 23 8 52 60 40 8 53 61 39
American Indian < < 100 0 < < 100 0
Asian < < < <
Black < < < < < < < < < < < <
Hispanic 2 57 59 41 2 39 41 59 - 51 51 49
White 13 65 78 22 6 70 76 24 11 61 72 28
Multiple Races < < < < < < < <
Students with Disabilities 6 35 41 59 - 13 13 87 - 47 47 53
Students without Disabilities 9 67 75 25 5 64 69 31 10 59 68 32
Economically Disadvantaged 3 63 66 34 - 56 56 44 5 57 62 38
Not Economically Disadvantaged 18 60 78 23 9 57 65 35 13 57 70 30
English Learners - 47 47 53 - 21 21 79 - 25 25 75
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < <
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 68 73 27 3 66 69 31 4 90 94 6
Female 4 68 72 28 4 62 66 34 3 95 98 3
Male 7 67 74 26 3 68 71 29 5 85 90 10
American Indian < < 100 0 < < 100 0
Black - 50 50 50 < < 100 0 < < 100 0
Hispanic - 67 67 33 2 63 65 35 - 96 96 4
White 10 68 78 22 4 66 70 30 6 86 92 8
Students with Disabilities - 56 56 44 - 29 29 71 < < < <
Students without Disabilities 6 69 75 25 4 71 75 25 4 91 95 5
Economically Disadvantaged 4 63 67 33 3 62 64 36 - 92 92 8
Not Economically Disadvantaged 8 73 80 20 4 71 76 24 7 88 95 5
English Learners - 46 46 54 - 35 35 65 < < < <
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 - 61 61 39 - 34 34 66 < < < <
Female < < < < - 38 38 63 < < < <
Male - 60 60 40 - 32 32 68 < < < <
Black < < < < < < < <
Hispanic < < < < - 50 50 50 < < 100 0
White - 64 64 36 - 29 29 71 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 85 85 15 - 36 36 64 < < < <
Economically Disadvantaged - 67 67 33 - 32 32 68 < < < <
Not Economically Disadvantaged < < < < - 38 38 62 < < 100 0
English Learners < < < < - 42 42 58
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2023-20242024-20252025-2026
Division95-
State6,3614,5591,714
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
2022-20232023-20242024-2025
Pre-kindergarten677475
Kindergarten8410191
Grade 110680100
Grade 29611281
Grade 3110100118
Grade 411410896
Grade 5109110106
Grade 6100119112
Grade 7106102120
Grade 8123108103
Grade 998123118
Grade 1012098121
Grade 118110692
Grade 128077101
Total Enrollment1,3941,4181,434

< = 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 2022-20232023-20242024-2025
All Students139414181434
Female702720718
Male692698716
American Indian224
Asian787
Black636761
Hispanic452457476
Native Hawaiian1--
White815838834
Multiple Races544652
Students with Disabilities215211223
Students without Disabilities117912071211
Economically Disadvantaged855868862
Not Economically Disadvantaged539550572
English Learners248239265
Not English Learners114611791169
Migrant3-5
Homeless10822
Military Connected141312
Foster Care1385
< = 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 Students1,1571711,2211171,233124
Female585926205962663
Male572796015860761
American Indian<<<<<<
Asian<<<<<<
Black5210577459
Hispanic359713883642327
White695877257471086
Multiple Races423410442
Students with Disabilities174341832819132
Economically Disadvantaged66614072890746101
English Learners206442221625715
Homeless10466204
< = 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 38 64 3 0 1 0
State 51325 41797 1944 889 5197 1395
Female Division 22 26 0 0 0 0
State 27479 18568 644 302 1991 571
Male Division 16 38 3 0 1 0
State 23842 23219 1299 582 3204 824
Black Division < < < < 0 <
State 8492 10859 649 192 1064 555
Hispanic Division 7 24 2 0 1 0
State 7732 9780 323 169 2618 361
White Division 28 32 1 0 0 0
State 25572 16963 766 433 1201 364
Multiple Races Division < < < < 0 <
State 3187 2410 100 77 171 63
Students with Disabilities Division 0 10 3 0 0 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 12 42 2 0 1 0
State 12384 21564 1091 503 2612 961
English Learners Division 2 11 1 0 1 0
State 1822 5921 308 50 2224 183
Homeless Division < < < < < <
State 201 818 47 19 231 71
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 Students106105991059911
Female48481004810000
Male585798579812
Black<<100<10000
Hispanic343397339713
White61611006110000
Multiple Races<<100<10000
Students with Disabilities13131001310000
Economically Disadvantaged575698569812
English Learners151493149317
Homeless<<<<<<<
Foster Care<<100<10000
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken1 / .26%3 / .74%3 / .69%
Advanced Placement Course Enrollment1 / .26%3 / .74%3 / .69%
Dual Enrollment118 / 31.22%129 / 32.01%152 / 35.19%
Governor's School Enrollment5 / 1.32%6 / 1.49%7 / 1.62%
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 StudentsDivision714438
State87,94758,78733
FemaleDivision372922
State44,12532,24627
MaleDivision341556
State43,77126,52239
BlackDivision<<100
State18,15310,95740
HispanicDivision18<100
State12,8667,34843
WhiteDivision453033
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision<<100
State8,6323,93454
Economically DisadvantagedDivision432542
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
AsianDivision--100
State7,3266,40613
Native HawaiianDivision--100
State1378736
< = 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
2022-20232023-20242024-2025
State LicensuresDivision343
 State1,5732,0692,206
Industry CertificationDivision158146135
 State100,965101,956105,973
Workplace ReadinessDivision163138130
 State41,81935,06638,829
Total Credentials EarnedDivision324288268
 State148,201142,668150,233
Students Earning One or More CredentialsDivision201183190
 State118,467115,609120,035
CTE CompletersDivision445887
 State46,02848,64351,357
NOCTI AssessmentsDivision---
 State3,8443,5773,225
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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
2022-2023Division$4,284$7,810$4,490
State$7,803$6,956$1,918
2023-2024Division$3,915$9,460$2,702
State$8,420$7,464$1,751
2024-2025Division$3,521$10,241$2,003
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
Behaviors that Impede Academic Progress31
Behaviors related to School Operations44
Relationship Behaviors without Physical Harm112
Behaviors of a Safety Concern82
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others33

< = 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
  2022-20232023-20242024-2025
In-School Suspension 191 55 48
Out-of-School Suspension 111 101 121
Explusion and Alternative Placement 7 0 0
Referral to Law Enforcement 47 6 2
Bus Suspension 17 27 18

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 94.695.696.5
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 36.738.138.4
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 69.368.174.3
< = 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

12.9 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.49 : 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
2022-202345%49%0%6%
2023-202443%53%1%3%
2024-202547%47%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students71%81%88%
Asian<91%88%
Black61%73%88%
Hispanic56%73%88%
White81%86%88%
Multiple Races72%84%88%
Economically Disadvantaged65%73%88%
English Learners44%67%88%
Students with Disabilities30%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students74%76%85%
Asian<90%85%
Black58%67%85%
Hispanic65%68%85%
White80%82%85%
Multiple Races75%79%85%
Economically Disadvantaged69%67%85%
English Learners58%64%85%
Students with Disabilities34%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 GroupCurrent Rate
All Students60%
Asian-
Black50%
Hispanic43%
White71%
Multiple Races64%
Economically Disadvantaged55%
English Learners32%
Students with Disabilities21%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian-90%84%
Black<83%84%
Hispanic89%83%84%
White98%86%84%
Multiple Races<89%84%
Economically Disadvantaged93%83%84%
English Learners88%80%84%
Students with Disabilities77%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress49%56%58%
English Learner Proficiency11%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress8317049%
English Learner Proficiency2422411%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.3%-99.3%-98.7%-
Asian<-<-<-
Black100%-100%-100%-
Hispanic100%-100%-100%-
White98.9%-98.9%-97.7%-
Multiple Races100%-100%-100%-
Economically Disadvantaged99.6%-99.6%-98.9%-
Not Economically Disadvantaged99%-99%-98.4%-
English Learners100%-100%-100%-
Students with Disabilities96.7%-96.7%-97.7%-
Students without Disabilities99.8%-99.8%-98.9%-
Female99.5%-99.5%-98.6%-
Male99.2%-99.2%-98.8%-
Migrant<-<-<-

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

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

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

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 128080-777611011001
Grade KG84831101101-9191-
Grade 05109109-110110-106106-
Grade 1181801106106-92902
Grade 029696-11211118181-
Grade 09989711231221118118-
Grade 10120120-98971121121-
Grade 08123123-108108-1031003
Grade 0110610518080-100100-
Grade PK6767-7474-7575-
Grade 06100100-119119-112112-
Grade 07106106-102102-1201191
Grade 03110110-100100-1181171
Grade 04114114-10810719696-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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.
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