Giles County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Eastern Elementary/Middle	Fully Accredited	Approaching Expectations	87.97
Macy Mcclaugherty Elementary/Middle	Fully Accredited	Approaching Expectations	85.23
Narrows Elementary/Middle	Fully Accredited	Meets Expectations	89.73
High Schools
Giles High	Fully Accredited	Distinguished	101.2
Narrows High	Fully Accredited	Distinguished	97.34
Other Schools
Giles County K-12 Virtual School	Fully Accredited	Approaching Expectations	73.83

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

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	58	74	26	13	61	74	26	15	61	76	24
Female	21	57	79	21	21	65	86	14	17	64	81	19
Male	9	60	69	31	6	58	64	36	12	56	69	31
Asian									35	55	90	10
Black	<	<	<	<	<	<	<	<	9	51	60	40
Hispanic	<	<	100	0	<	<	<	<	12	59	71	29
White	14	59	73	27	13	61	74	26	14	64	78	22
Multiple Races	<	<	100	0	<	<	100	0	33	52	85	15
Students with Disabilities	-	36	36	64	-	19	19	81	5	36	40	60
Students without Disabilities	16	60	76	24	14	65	79	21	16	62	78	22
Economically Disadvantaged	18	48	66	34	3	59	62	38	9	62	71	29
Not Economically Disadvantaged	14	64	77	23	17	62	79	21	17	61	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<					21	63	84	16
Foster Care					<	<	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	17	60	77	23	13	61	74	26	15	61	76	24
Female	24	58	82	18	21	65	86	14	17	64	81	19
Male	10	62	72	28	6	58	64	36	12	56	69	31
Asian									35	55	90	10
Black	<	<	<	<	<	<	<	<	9	51	60	40
Hispanic	<	<	100	0	<	<	<	<	12	59	71	29
White	16	61	77	23	13	61	74	26	14	64	78	22
Multiple Races	<	<	100	0	<	<	100	0	33	52	85	15
Students with Disabilities	-	40	40	60	-	19	19	81	5	36	40	60
Students without Disabilities	18	61	79	21	14	65	79	21	16	62	78	22
Economically Disadvantaged	20	51	71	29	3	59	62	38	9	62	71	29
Not Economically Disadvantaged	16	64	80	20	17	62	79	21	17	61	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<					21	63	84	16
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

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

Science Performance: All Students

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

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

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

	2023-2024	2024-2025	2025-2026
Division	-	-	3
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	74	79	85
Kindergarten	208	136	150
Grade 1	185	168	132
Grade 2	226	149	160
Grade 3	421	389	148
Grade 4	298	411	182
Grade 5	373	301	149
Grade 6	407	420	171
Grade 7	344	344	179
Grade 8	282	512	178
Grade 9	185	169	618
Grade 10	162	182	675
Grade 11	159	157	741
Grade 12	175	158	617
Total Enrollment	3,499	3,575	4,185

< = 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	3499	3575	4185
Female	1712	1781	2297
Male	1787	1794	1888
American Indian	3	8	8
Asian	100	104	139
Black	344	323	395
Hispanic	121	248	276
Native Hawaiian	3	4	8
White	2769	2691	3102
Multiple Races	159	197	257
Students with Disabilities	363	389	435
Students without Disabilities	3136	3186	3750
Economically Disadvantaged	1296	1455	1192
Not Economically Disadvantaged	2203	2120	2993
English Learners	9	35	24
Not English Learners	3490	3540	4161
Homeless	28	64	42
Military Connected	151	112	103
Foster Care	5	18	19
< = 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	3,036	471	3,149	409	3,923	159
Female	1,500	227	1,591	179	2,197	66
Male	1,536	244	1,558	230	1,726	93
American Indian	<	<	<	<	<	<
Asian	105	0	106	0	138	0
Black	341	11	343	10	356	0
Hispanic	208	7	247	5	276	2
Native Hawaiian	<	<	<	<	<	<
White	2,226	443	2,256	385	2,935	157
Multiple Races	150	10	187	9	204	0
Students with Disabilities	282	78	304	65	367	39
Economically Disadvantaged	836	271	1,296	219	2,185	145
English Learners	10	0	34	0	30	0
Homeless	31	9	40	12	34	10
< = 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	205	399	2	5	11	4
	State	52034	41739	1845	730	4758	1126
Female	Division	140	219	0	3	4	0
	State	28171	18456	601	259	1860	459
Male	Division	65	180	2	2	7	4
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	11	7	0	0	0	1
	State	6565	1702	100	12	90	43
Black	Division	29	56	0	0	1	0
	State	8816	10967	559	141	985	452
Hispanic	Division	23	28	0	0	0	0
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	127	279	2	5	10	3
	State	25115	16553	775	367	1100	357
Multiple Races	Division	11	27	0	0	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	6	37	2	0	3	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	55	130	1	2	1	2
	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	7	9	0	0	1	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	626	606	97	611	98	11	2
Female	366	359	98	362	99	4	1
Male	260	247	95	249	96	7	3
American Indian	<	<	100	<	100	0	0
Asian	19	18	95	18	95	0	0
Black	86	85	99	85	99	1	1
Hispanic	51	51	100	51	100	0	0
Native Hawaiian	<	<	100	<	100	0	0
White	426	408	96	413	97	10	2
Multiple Races	38	38	100	38	100	0	0
Students with Disabilities	48	45	94	45	94	3	6
Economically Disadvantaged	191	186	97	188	98	1	1
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
Military Connected	17	16	94	16	94	1	6
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	-	-	62 / 2.34%
Advanced Placement Course Enrollment	-	-	212 / 8%
Dual Enrollment	222 / 32.6%	203 / 30.48%	240 / 9.05%
Governor's School Enrollment	18 / 2.64%	12 / 1.8%	12 / .45%
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	144	70	51
	State	87,995	56,397	36
Female	Division	76	43	43
	State	43,825	30,968	29
Male	Division	68	27	60
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	<	<	100
	State	18,247	10,591	42
Hispanic	Division	<	<	100
	State	14,010	7,355	48
White	Division	136	65	52
	State	43,094	28,736	33
Multiple Races	Division	<	<	100
	State	5,005	3,223	36
Students with Disabilities	Division	10	<	100
	State	8,536	3,616	58
Economically Disadvantaged	Division	45	15	67
	State	31,680	15,774	50
English Learners	Division	<	<	100
	State	7,379	3,573	52
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	11	-	-
	State	3,577	3,225	3,944
State Licensures	Division	16	17	26
	State	2,069	2,206	2,710
Industry Certification	Division	163	132	33
	State	101,956	105,973	106,014
Workplace Readiness	Division	5	15	82
	State	35,066	38,829	48,691
Total Credentials Earned	Division	195	164	141
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	182	135	137
	State	115,609	120,035	128,298
CTE Completers	Division	124	94	120
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	159	139
	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	51.4	50	46.7

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	$2,508	$7,384	$1,022
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,409	$7,564	$1,095
	State	$7,803	$6,956	$1,918
2023-2024	Division	$2,619	$8,946	$1,230
	State	$8,420	$7,464	$1,751
2024-2025	Division	$5,329	$7,028	$1,474
	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	192	190	184
Behaviors related to School Operations	131	415	257
Relationship Behaviors without Physical Harm	386	482	434
Behaviors of a Safety Concern	214	275	245
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	26	47	27

< = 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	314	384	390
Out-of-School Suspension	163	232	157
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	1	4	1
Bus Suspension	35	51	47

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	65.1	65.1	66.1
< = 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	50.1	53.6	83.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	65	68.8	71.9
< = 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

21.92 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

14.13 : 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	53%	44%	0%	3%
2024-2025	51%	45%	0%	4%
2025-2026	52%	44%	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	80%	83%	88%
Asian	95%	91%	88%
Black	93%	78%	88%
Hispanic	94%	78%	88%
White	78%	87%	88%
Multiple Races	83%	85%	88%
Economically Disadvantaged	73%	78%	88%
English Learners	<	74%	88%
Students with Disabilities	42%	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	78%	79%	85%
Asian	86%	90%	85%
Black	90%	73%	85%
Hispanic	84%	73%	85%
White	76%	83%	85%
Multiple Races	78%	81%	85%
Economically Disadvantaged	72%	73%	85%
English Learners	<	71%	85%
Students with Disabilities	44%	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	81%
Black	72%
Hispanic	82%
White	75%
Multiple Races	66%
Economically Disadvantaged	73%
English Learners	<
Students with Disabilities	49%

< = 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	97%	84%	84%
Asian	95%	90%	84%
Black	99%	83%	84%
Hispanic	100%	84%	84%
White	96%	86%	84%
Multiple Races	100%	89%	84%
Economically Disadvantaged	97%	84%	84%
English Learners	100%	84%	84%
Students with Disabilities	91%	84%	84%

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	7%	-	-

< = 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	10	19	53%
English Learner Proficiency	2	28	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.3%	1.7%	97.6%	2.4%	99.1%	.9%
Asian	100%	-	100%	-	100%	-
Black	100%	-	98.8%	1.2%	97.6%	2.4%
Hispanic	98.5%	1.5%	100%	-	100%	-
White	98.1%	1.9%	97.5%	2.5%	99.2%	.8%
Multiple Races	100%	-	94.4%	5.6%	100%	-
Economically Disadvantaged	97.8%	2.2%	97.4%	2.6%	98.9%	1.1%
Not Economically Disadvantaged	99.4%	.6%	98.2%	1.8%	99.3%	.7%
English Learners	100%	-	94.7%	5.3%	100%	-
Students with Disabilities	92%	8%	89.7%	10.3%	95.2%	4.8%
Students without Disabilities	99.1%	.9%	98.6%	1.4%	99.5%	.5%
Female	99%	1%	98.3%	1.7%	99.2%	.8%
Male	97.5%	2.5%	96.9%	3.1%	99%	1%

< = 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

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

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2023-2024			2024-2025			2025-2026
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 10	162	161	1	182	181	1	675	162	513
Grade 12	175	175	-	158	156	2	617	148	469
Grade 07	344	169	175	344	175	169	179	178	1
Grade 03	421	160	261	389	175	214	148	148	-
Grade 08	282	173	109	512	164	348	178	175	3
Grade 06	407	181	226	420	178	242	171	171	-
Grade 05	373	180	193	301	174	127	149	147	2
Grade 01	185	156	29	168	168	-	132	132	-
Grade 09	185	183	2	169	169	-	618	170	448
Grade KG	208	161	47	136	136	-	150	150	-
Grade 04	298	186	112	411	150	261	182	182	-
Grade PK	74	74	-	79	79	-	85	85	-
Grade 11	159	157	2	157	156	1	741	172	569
Grade 02	226	178	48	149	149	-	160	160	-
< = 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.

Student Subgroup	2023-2024				2024-2025				2025-2026
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	1728	498	77.63	22.37	1707	409	80.67	19.33	1891	188	90.96	9.04
Full-Time MOP Student	1279	1	99.92	.08	1442	0	100	0	2002	1	99.95	.05
Female
Not a Full-Time MOP Student	862	241	78.15	21.85	855	179	82.69	17.31	930	80	92.08	7.92
Full-Time MOP Student	623	1	99.84	.16	736	0	100	0	1252	1	99.92	.08
Male
Not a Full-Time MOP Student	866	257	77.11	22.89	852	230	78.74	21.26	961	108	89.9	10.1
Full-Time MOP Student	656	0	100	0	706	0	100	0	750	0	100	0
Black
Not a Full-Time MOP Student	31	11	73.81	26.19	27	10	72.97	27.03	-	-	-	-
Full-Time MOP Student	310	0	100	0	316	0	100	0	356	0	100	0
Hispanic
Not a Full-Time MOP Student	45	7	86.54	13.46	33	5	86.84	13.16	34	4	89.47	10.53
Full-Time MOP Student	163	0	100	0	214	0	100	0	240	0	100	0
White
Not a Full-Time MOP Student	1602	469	77.35	22.65	1601	385	80.61	19.39	1853	184	90.97	9.03
Full-Time MOP Student	596	1	99.83	.17	655	0	100	0	1054	1	99.91	.09
Asian
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	99	0	100	0	104	0	100	0	134	0	100	0
Multiple Races
Not a Full-Time MOP Student	42	11	79.25	20.75	43	9	82.69	17.31	-	-	-	-
Full-Time MOP Student	107	0	100	0	144	0	100	0	204	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	185	82	69.29	30.71	200	65	75.47	24.53	222	44	83.46	16.54
Full-Time MOP Student	95	0	100	0	104	0	100	0	142	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	636	288	68.83	31.17	621	219	73.93	26.07	1714	167	91.12	8.88
Full-Time MOP Student	182	1	99.45	.55	675	0	100	0	450	0	100	0
English Learners
Not a Full-Time MOP Student	10	0	100	0	<	<	<	<	12	0	100	0
Full-Time MOP Student	-	-	-	-	26	0	100	0	18	0	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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