Giles County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Eastern Elementary/Middle	Fully Accredited	Needs Intensive Support	79.8
Macy Mcclaugherty Elementary/Middle	Fully Accredited	Needs Intensive Support	77.3
Narrows Elementary/Middle	Fully Accredited	On Track	82.1
High Schools
Giles High	Fully Accredited	On Track	86.1
Narrows High	Fully Accredited	Distinguished	93.1
Other Schools
Giles County K-12 Virtual School	Fully Accredited	Off Track	81.5

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	64	73	27	9	62	71	29	9	63	72	28
Female	9	67	76	24	10	66	76	24	10	66	76	24
Male	8	61	69	31	8	59	67	33	9	60	69	31
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	12	68	80	20	16	65	81	19	14	66	79	21
Black	6	60	66	34	4	59	63	37	5	62	67	33
Hispanic	8	73	80	20	6	73	79	21	11	66	77	23
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	9	63	72	28	10	61	71	29	10	62	72	28
Multiple Races	10	63	73	27	5	73	78	22	9	66	75	25
Students with Disabilities	5	38	44	56	4	38	42	58	2	38	40	60
Students without Disabilities	9	67	76	24	10	65	75	25	10	65	75	25
Economically Disadvantaged	4	60	64	36	4	59	63	37	6	59	65	35
Not Economically Disadvantaged	12	68	80	20	13	65	77	23	12	66	78	22
English Learners	-	50	50	50	3	45	48	52	3	45	47	53
Homeless	3	66	69	31	3	63	66	34	5	68	73	27
Military Connected	13	70	84	16	8	76	84	16	7	74	81	19
Foster Care	<	<	<	<	<	<	<	<	9	64	73	27
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	52	59	41	7	51	58	42	6	58	63	37
Female	8	53	61	39	8	54	62	38	4	61	65	35
Male	4	52	56	44	7	47	54	46	8	54	62	38
American Indian	<	<	<	<					<	<	100	0
Asian	9	64	73	27	18	59	76	24	20	50	70	30
Black	4	48	52	48	5	45	50	50	4	50	54	46
Hispanic	8	46	54	46	7	57	63	37	3	62	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	6	52	59	41	8	48	57	43	6	58	64	36
Multiple Races	-	64	64	36	-	72	72	28	9	63	71	29
Students with Disabilities	5	40	45	55	3	36	39	61	5	29	33	67
Students without Disabilities	6	55	61	39	8	52	59	41	6	61	67	33
Economically Disadvantaged	3	39	42	58	4	43	47	53	4	55	59	41
Not Economically Disadvantaged	8	64	73	27	10	56	66	34	8	61	69	31
English Learners	<	<	<	<	10	40	50	50	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	8	77	85	15	5	63	68	32
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	65	35	10	57	67	33	11	57	67	33
Female	9	63	72	28	12	63	75	25	13	54	67	33
Male	7	52	58	42	9	53	62	38	8	59	67	33
Asian	20	50	70	30	<	<	<	<	6	81	88	13
Black	7	43	50	50	18	29	47	53	7	54	61	39
Hispanic	3	67	70	30	-	46	46	54	10	73	83	18
Native Hawaiian									<	<	<	<
White	8	59	66	34	10	61	71	29	13	55	67	33
Multiple Races	21	58	79	21	<	<	<	<	6	48	55	45
Students with Disabilities	-	35	35	65	7	37	44	56	6	28	33	67
Students without Disabilities	9	60	69	31	11	62	73	28	11	59	71	29
Economically Disadvantaged	3	53	56	44	6	49	55	45	7	53	60	40
Not Economically Disadvantaged	13	61	74	26	14	63	77	23	13	60	73	27
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	47	60	40	<	<	<	<	6	71	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	62	69	31	5	62	67	33	7	62	69	31
Female	7	60	68	32	6	68	74	26	7	67	74	26
Male	6	64	70	30	4	56	60	40	7	58	65	35
Asian	11	67	78	22	19	56	75	25	-	77	77	23
Black	-	44	44	56	-	61	61	39	7	38	45	55
Hispanic	-	71	71	29	6	71	77	23	15	40	55	45
White	9	65	74	26	5	61	67	33	7	65	72	28
Multiple Races	5	41	45	55	4	67	71	29	5	71	76	24
Students with Disabilities	12	40	51	49	-	21	21	79	-	32	32	68
Students without Disabilities	6	65	71	29	6	66	72	28	8	66	74	26
Economically Disadvantaged	2	61	63	37	3	55	58	42	4	52	56	44
Not Economically Disadvantaged	10	63	73	27	7	68	75	25	9	70	79	21
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	-	55	55	45	<	<	<	<
Military Connected	7	57	64	36	14	57	71	29	-	69	69	31
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	62	72	28	10	66	76	25	10	64	74	26
Female	10	65	76	24	12	66	78	22	9	74	83	17
Male	12	58	69	31	8	66	73	27	10	55	65	35
American Indian	<	<	100	0					<	<	<	<
Asian	15	65	80	20	15	75	90	10	14	59	73	27
Black	9	57	67	33	6	65	71	29	3	72	75	25
Hispanic	6	74	79	21	4	88	92	8	13	67	80	20
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	11	60	71	29	10	63	73	27	10	62	72	28
Multiple Races	21	58	79	21	13	67	79	21	13	67	80	20
Students with Disabilities	7	23	30	70	3	42	45	55	-	52	52	48
Students without Disabilities	11	67	78	22	10	68	78	22	10	65	76	24
Economically Disadvantaged	5	56	62	38	6	62	68	32	6	60	65	35
Not Economically Disadvantaged	15	66	81	19	11	68	79	21	13	68	81	19
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	-	73	73	27
Military Connected	15	75	90	10	-	81	81	19	6	83	89	11
Foster Care	<	<	<	<					<	<	<	<
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	72	80	20	6	66	72	28	8	70	77	23
Female	8	75	83	17	6	68	74	26	10	71	80	20
Male	8	68	76	24	7	63	69	31	6	69	74	26
Asian	8	69	77	23	5	67	71	29	18	64	82	18
Black	7	82	89	11	4	67	71	29	-	78	78	22
Hispanic	9	88	97	3	6	77	84	16	10	80	90	10
White	8	68	76	24	7	62	69	31	8	67	75	25
Multiple Races	13	70	83	17	5	80	85	15	11	74	85	15
Students with Disabilities	3	41	44	56	10	29	39	61	3	45	48	53
Students without Disabilities	9	76	84	16	6	69	75	25	8	73	81	19
Economically Disadvantaged	5	66	71	29	3	64	68	32	5	71	76	24
Not Economically Disadvantaged	10	77	87	13	8	66	75	25	10	69	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	11	83	94	6	10	80	90	10	6	82	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	72	80	20	10	70	81	19	10	66	76	24
Female	8	77	86	14	12	73	84	16	10	68	78	22
Male	7	66	74	26	8	68	76	24	10	64	74	26
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	11	84	95	5	24	76	100	0	20	63	83	17
Black	5	84	89	11	2	74	77	23	7	73	80	20
Hispanic	12	76	88	12	7	81	88	12	14	66	80	20
Native Hawaiian									<	<	100	0
White	8	69	77	23	12	67	78	22	10	64	73	27
Multiple Races	3	81	84	16	-	89	89	11	8	78	86	14
Students with Disabilities	5	44	49	51	-	49	49	51	-	43	43	57
Students without Disabilities	8	76	84	16	11	73	84	16	11	68	80	20
Economically Disadvantaged	6	69	75	25	3	70	74	26	6	63	69	31
Not Economically Disadvantaged	9	75	84	16	15	70	86	14	13	69	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	9	82	91	9	6	69	75	25
Military Connected	18	77	95	5	10	86	95	5	16	72	88	12
Foster Care									<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	67	84	16	26	64	89	11	21	62	83	17
Female	18	71	89	11	23	68	91	9	20	68	88	12
Male	15	64	78	22	28	59	88	12	22	57	78	22
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	15	68	83	17	27	63	90	10	22	62	84	16
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	6	59	65	35	8	77	85	15	<	<	<	<
Students without Disabilities	18	68	86	14	28	62	90	10	22	63	85	15
Economically Disadvantaged	7	77	84	16	6	83	89	11	15	59	74	26
Not Economically Disadvantaged	23	60	84	16	33	57	89	11	23	63	86	14
English Learners	<	<	100	0					<	<	<	<
Homeless									<	<	100	0
Military Connected									<	<	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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	51	59	41	15	58	74	26	13	61	74	26
Female	9	62	71	29	21	57	79	21	21	65	86	14
Male	8	40	48	52	9	60	69	31	6	58	64	36
Black	5	58	63	37	<	<	<	<	<	<	<	<
Hispanic	8	43	51	49	<	<	100	0	<	<	<	<
White	10	50	59	41	14	59	73	27	13	61	74	26
Multiple Races	3	56	58	42	<	<	100	0	<	<	100	0
Students with Disabilities	-	21	21	79	-	36	36	64	-	19	19	81
Students without Disabilities	10	55	64	36	16	60	76	24	14	65	79	21
Economically Disadvantaged	4	46	51	49	18	48	66	34	3	59	62	38
Not Economically Disadvantaged	12	54	66	34	14	64	77	23	17	62	79	21
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Foster Care									<	<	100	0
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	46	61	39	17	60	77	23	13	61	74	26
Female	13	57	70	30	24	58	82	18	21	65	86	14
Male	16	37	53	47	10	62	72	28	6	58	64	36
Black					<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	15	46	62	38	16	61	77	23	13	61	74	26
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	-	23	23	77	-	40	40	60	-	19	19	81
Students without Disabilities	17	49	67	33	18	61	79	21	14	65	79	21
Economically Disadvantaged	8	45	53	47	20	51	71	29	3	59	62	38
Not Economically Disadvantaged	19	46	65	35	16	64	80	20	17	62	79	21
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Foster Care									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

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

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

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	94	74	79
Kindergarten	226	208	136
Grade 1	238	185	168
Grade 2	218	226	149
Grade 3	247	421	389
Grade 4	325	298	411
Grade 5	364	373	301
Grade 6	332	407	420
Grade 7	348	344	344
Grade 8	402	282	512
Grade 9	169	185	169
Grade 10	166	162	182
Grade 11	171	159	157
Grade 12	162	175	158
Total Enrollment	3,462	3,499	3,575

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	3462	3499	3575
Female	1746	1712	1781
Male	1713	1787	1794
American Indian	51	3	8
Asian	90	100	104
Black	327	344	323
Hispanic	126	121	248
Native Hawaiian	1	3	4
White	2686	2769	2691
Multiple Races	181	159	197
Students with Disabilities	371	363	389
Students without Disabilities	3091	3136	3186
Economically Disadvantaged	1447	1296	1455
Not Economically Disadvantaged	2015	2203	2120
English Learners	7	9	35
Not English Learners	3455	3490	3540
Homeless	40	28	64
Military Connected	87	151	112
Foster Care	11	5	18
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,880	479	3,036	471	3,149	409
Female	1,454	236	1,500	227	1,591	179
Male	1,426	242	1,536	244	1,558	230
American Indian	9	1	<	<	<	<
Asian	96	0	105	0	106	0
Black	303	5	341	11	343	10
Hispanic	137	11	208	7	247	5
Native Hawaiian	<	<	<	<	<	<
White	2,169	455	2,226	443	2,256	385
Multiple Races	165	7	150	10	187	9
Students with Disabilities	316	92	282	78	304	65
Economically Disadvantaged	1,215	286	836	271	1,296	219
English Learners	<	<	10	0	34	0
Homeless	23	5	31	9	40	12
< = 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	39	101	2	0	7	3
	State	51325	41797	1944	889	5197	1395
Female	Division	21	44	1	0	2	1
	State	27479	18568	644	302	1991	571
Male	Division	18	57	1	0	5	2
	State	23842	23219	1299	582	3204	824
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	<	<	<	<	<	<
	State	8492	10859	649	192	1064	555
Hispanic	Division	<	<	<	<	0	<
	State	7732	9780	323	169	2618	361
White	Division	37	96	2	0	6	3
	State	25572	16963	766	433	1201	364
Multiple Races	Division	<	<	<	<	0	<
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	<	<	<	<	<	<
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	5	35	1	0	5	2
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	0	<
	State	1822	5921	308	50	2224	183
< = 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	152	142	93	142	93	7	5
Female	69	66	96	66	96	2	3
Male	83	76	92	76	92	5	6
Asian	<	<	100	<	100	0	0
Black	<	<	<	<	<	<	<
Hispanic	<	<	100	<	100	0	0
White	144	135	94	135	94	6	4
Multiple Races	<	<	100	<	100	0	0
Students with Disabilities	<	<	<	<	<	<	<
Economically Disadvantaged	48	41	85	41	85	5	10
English Learners	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	-	-	-
Advanced Placement Course Enrollment	-	-	-
Dual Enrollment	213 / 31.98%	222 / 32.6%	203 / 30.48%
Governor's School Enrollment	20 / 3%	18 / 2.64%	12 / 1.8%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	149	85	43
	State	87,947	58,787	33
Female	Division	85	51	40
	State	44,125	32,246	27
Male	Division	64	34	47
	State	43,771	26,522	39
Black	Division	<	<	100
	State	18,153	10,957	40
Hispanic	Division	<	<	100
	State	12,866	7,348	43
White	Division	142	83	42
	State	44,455	30,645	31
Multiple Races	Division	<	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	12	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	61	21	66
	State	30,889	16,128	48
American Indian	Division	-	-	100
	State	173	107	38
Asian	Division	-	-	100
	State	7,326	6,406	13
Native Hawaiian	Division	-	-	100
	State	137	87	36
English Learners	Division	-	-	100
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	4	11	-
	State	3,844	3,577	3,225
State Licensures	Division	22	16	17
	State	1,573	2,069	2,206
Industry Certification	Division	221	163	132
	State	100,965	101,956	105,973
Workplace Readiness	Division	11	5	15
	State	41,819	35,066	38,829
Total Credentials Earned	Division	258	195	164
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	220	182	135
	State	118,467	115,609	120,035
CTE Completers	Division	98	124	94
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	48.3	51.4	50

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$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

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	192
Behaviors related to School Operations	131
Relationship Behaviors without Physical Harm	386
Behaviors of a Safety Concern	214
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	26

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	421	314	384
Out-of-School Suspension	205	163	232
Explusion and Alternative Placement	1	0	0
Referral to Law Enforcement	4	1	4
Bus Suspension	45	35	51

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	56.1	65.1	65.1
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	45.7	50.1	53.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	65.1	65	68.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

21.63 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.46 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	51%	47%	0%	2%
2023-2024	54%	43%	0%	3%
2024-2025	52%	44%	0%	4%
< = 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	73%	81%	88%
Asian	81%	91%	88%
Black	68%	73%	88%
Hispanic	79%	73%	88%
White	73%	86%	88%
Multiple Races	77%	84%	88%
Economically Disadvantaged	66%	73%	88%
English Learners	65%	67%	88%
Students with Disabilities	42%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	65%	76%	85%
Asian	72%	90%	85%
Black	48%	67%	85%
Hispanic	65%	68%	85%
White	68%	82%	85%
Multiple Races	62%	79%	85%
Economically Disadvantaged	55%	67%	85%
English Learners	63%	64%	85%
Students with Disabilities	37%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	68%
Asian	67%
Black	51%
Hispanic	75%
White	70%
Multiple Races	62%
Economically Disadvantaged	55%
English Learners	43%
Students with Disabilities	38%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	<	83%	84%
White	92%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	83%	83%	84%
English Learners	<	80%	84%
Students with Disabilities	<	79%	84%
Homeless	<	-	-
Foster Care	-	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	55%	56%	58%
English Learner Proficiency	31%	-	-

< = 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	17	31	55%
English Learner Proficiency	12	39	31%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.4%	-	98.6%	-	98.7%	-
Asian	99.1%	-	99.1%	-	97.8%	-
Black	98.5%	-	98.2%	-	99%	-
Hispanic	99.6%	-	99.6%	-	98.7%	-
White	98.1%	-	98.4%	-	98.8%	-
Multiple Races	99.4%	-	99.4%	-	96.6%	-
Economically Disadvantaged	98.1%	-	98.1%	-	98.2%	-
Not Economically Disadvantaged	98.7%	-	98.9%	-	99%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	94%	-	95.2%	-	95.5%	-
Students without Disabilities	98.9%	-	98.9%	-	99%	-
Female	99.1%	-	99.3%	-	99.6%	-
Male	97.8%	-	97.8%	-	97.8%	-

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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	2022-2023			2023-2024			2024-2025
	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 KG	226	137	89	208	161	47	136	136	-
Grade 05	364	184	180	373	180	193	301	174	127
Grade PK	94	94	-	74	74	-	79	79	-
Grade 10	166	164	2	162	161	1	182	181	1
Grade 01	238	175	63	185	156	29	168	168	-
Grade 04	325	173	152	298	186	112	411	150	261
Grade 06	332	157	175	407	181	226	420	178	242
Grade 12	162	162	-	175	175	-	158	156	2
Grade 11	171	171	-	159	157	2	157	156	1
Grade 02	218	150	68	226	178	48	149	149	-
Grade 07	348	162	186	344	169	175	344	175	169
Grade 08	402	172	230	282	173	109	512	164	348
Grade 03	247	173	74	421	160	261	389	175	214
Grade 09	169	169	-	185	183	2	169	169	-
< = 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	2022-2023				2023-2024				2024-2025
	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	1663	479	77.64	22.36	1728	498	77.63	22.37	1707	409	80.67	19.33
Full-Time MOP Student	1217	0	100	0	1279	1	99.92	.08	1442	0	100	0
Female
Not a Full-Time MOP Student	822	236	77.69	22.31	862	241	78.15	21.85	855	179	82.69	17.31
Full-Time MOP Student	632	0	100	0	623	1	99.84	.16	736	0	100	0
Male
Not a Full-Time MOP Student	841	242	77.65	22.35	866	257	77.11	22.89	852	230	78.74	21.26
Full-Time MOP Student	585	0	100	0	656	0	100	0	706	0	100	0
Black
Not a Full-Time MOP Student	23	5	82.14	17.86	31	11	73.81	26.19	27	10	72.97	27.03
Full-Time MOP Student	280	0	100	0	310	0	100	0	316	0	100	0
Hispanic
Not a Full-Time MOP Student	28	11	71.79	28.21	45	7	86.54	13.46	33	5	86.84	13.16
Full-Time MOP Student	109	0	100	0	163	0	100	0	214	0	100	0
White
Not a Full-Time MOP Student	1576	455	77.6	22.4	1602	469	77.35	22.65	1601	385	80.61	19.39
Full-Time MOP Student	593	0	100	0	596	1	99.83	.17	655	0	100	0
Asian
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	94	0	100	0	99	0	100	0	104	0	100	0
Multiple Races
Not a Full-Time MOP Student	33	7	82.5	17.5	42	11	79.25	20.75	43	9	82.69	17.31
Full-Time MOP Student	132	0	100	0	107	0	100	0	144	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	232	92	71.6	28.4	185	82	69.29	30.71	200	65	75.47	24.53
Full-Time MOP Student	84	0	100	0	95	0	100	0	104	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	697	286	70.91	29.09	636	288	68.83	31.17	621	219	73.93	26.07
Full-Time MOP Student	518	0	100	0	182	1	99.45	.55	675	0	100	0
English Learners
Not a Full-Time MOP Student	<	<	<	<	10	0	100	0	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	26	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 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act