Gloucester County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Abingdon Elementary	Conditionally Accredited	On Track	85.5
Achilles Elementary	Conditionally Accredited	On Track	86
Bethel Elementary	Conditionally Accredited	On Track	85.9
Botetourt Elementary	Conditionally Accredited	On Track	84.9
Petsworth Elementary	Conditionally Accredited	Distinguished	90.3
Middle Schools
Page Middle	Conditionally Accredited	On Track	86.1
Peasley Middle	Conditionally Accredited	On Track	84.4
High Schools
Gloucester High	Conditionally Accredited	Distinguished	93.6

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

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	49	62	38	16	63	79	21	17	68	85	15
Female	17	53	70	30	19	68	88	12	21	64	85	15
Male	10	44	54	46	12	58	70	30	12	72	85	15
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	7	32	39	61	4	48	52	48	-	80	80	20
Hispanic	11	59	70	30	25	57	82	18	25	67	92	8
Native Hawaiian	<	<	<	<					<	<	100	0
White	14	49	63	37	17	64	81	19	18	68	85	15
Multiple Races	16	44	60	40	8	71	79	21	10	65	75	25
Students with Disabilities	2	10	12	88	-	32	32	68	-	42	42	58
Students without Disabilities	15	54	69	31	18	67	85	15	18	71	88	12
Economically Disadvantaged	7	43	49	51	9	62	71	29	8	70	78	22
Not Economically Disadvantaged	18	52	70	30	20	64	84	16	22	68	89	11
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	18	54	72	28	13	69	81	19	22	66	88	12
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	17	56	73	27	16	63	79	21	17	68	85	15
Female	21	58	80	20	19	68	88	12	21	64	85	15
Male	13	53	66	34	12	58	70	30	12	72	85	15
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	11	42	53	47	4	48	52	48	-	80	80	20
Hispanic	13	68	81	19	25	57	82	18	25	67	92	8
Native Hawaiian									<	<	100	0
White	17	56	73	27	17	64	81	19	18	68	85	15
Multiple Races	23	50	73	27	8	71	79	21	10	65	75	25
Students with Disabilities	5	19	24	76	-	32	32	68	-	42	42	58
Students without Disabilities	18	60	79	21	18	67	85	15	18	71	88	12
Economically Disadvantaged	7	54	61	39	9	62	71	29	8	70	78	22
Not Economically Disadvantaged	22	57	79	21	20	64	84	16	22	68	89	11
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	25	53	78	23	13	69	81	19	22	66	88	12
< = 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	9	71	80	20	10	72	82	18	10	74	84	16
Female	8	73	80	20	8	75	83	17	8	75	84	16
Male	10	69	79	21	12	69	80	20	13	72	85	15
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	23	68	91	9	22	65	87	13	19	67	86	14
Black	6	60	66	34	6	61	67	33	5	68	73	27
Hispanic	5	73	78	22	8	71	79	21	7	69	76	24
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	9	71	81	19	10	73	83	17	11	75	86	14
Multiple Races	11	70	81	19	14	70	83	17	11	74	85	15
Students with Disabilities	3	44	48	52	3	50	53	47	4	53	57	43
Students without Disabilities	10	75	85	15	11	76	87	13	12	77	89	11
Economically Disadvantaged	6	66	71	29	6	69	75	25	6	70	76	24
Not Economically Disadvantaged	12	74	86	14	13	75	88	12	14	77	91	9
English Learners	8	50	58	42	5	41	46	54	-	39	39	61
Homeless	-	65	65	35	-	70	70	30	-	59	59	41
Military Connected	11	77	88	12	13	77	91	9	14	75	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	16	69	85	15	13	74	87	13	14	72	86	14
Female	14	71	85	15	10	78	88	13	13	69	83	17
Male	18	68	86	14	16	70	86	14	15	74	89	11
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	8	62	69	31	-	63	63	37	-	69	69	31
Hispanic	4	64	68	32	5	68	73	27	7	70	78	22
White	17	71	88	12	13	77	90	10	16	72	88	12
Multiple Races	17	71	89	11	30	63	93	7	7	75	82	18
Students with Disabilities	4	49	53	47	6	47	53	47	8	54	62	38
Students without Disabilities	19	74	93	7	14	79	94	6	15	75	90	10
Economically Disadvantaged	7	68	75	25	8	68	77	23	5	73	78	22
Not Economically Disadvantaged	24	70	94	6	17	78	94	6	21	71	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	29	64	93	7	22	73	95	5	14	71	86	14
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	10	63	73	27	18	69	86	14	17	72	88	12
Female	6	66	72	28	13	71	84	16	11	75	86	14
Male	15	58	73	27	22	66	88	12	22	69	91	9
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	10	57	67	33	8	60	68	32	5	55	59	41
Hispanic	-	63	63	37	8	63	71	29	4	72	76	24
Native Hawaiian									<	<	<	<
White	11	62	73	27	19	69	89	11	18	74	92	8
Multiple Races	8	73	81	19	12	76	88	12	23	70	93	7
Students with Disabilities	4	29	33	67	1	58	59	41	7	52	59	41
Students without Disabilities	11	68	79	21	21	71	93	7	19	75	94	6
Economically Disadvantaged	5	56	61	39	9	69	78	22	7	73	81	19
Not Economically Disadvantaged	14	68	82	18	25	68	93	7	24	70	94	6
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	6	76	82	18	24	68	93	7	30	65	95	5
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	14	65	80	20	16	62	78	22	16	72	88	12
Female	14	65	79	21	10	69	79	21	10	76	86	14
Male	15	65	80	20	23	54	77	23	21	69	89	11
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	10	55	65	35	12	62	73	27	11	67	78	22
Hispanic	7	60	67	33	13	52	65	35	7	56	63	37
White	15	65	80	20	16	63	79	21	17	74	91	9
Multiple Races	13	78	90	10	22	63	85	15	15	74	88	12
Students with Disabilities	2	35	37	63	2	36	38	62	2	55	57	43
Students without Disabilities	17	71	88	12	18	67	85	15	19	75	94	6
Economically Disadvantaged	10	63	73	27	11	60	71	29	10	68	79	21
Not Economically Disadvantaged	18	67	85	15	21	65	85	15	20	75	96	4
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	30	58	88	12	15	74	89	11	24	69	93	7
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	5	73	77	23	4	68	72	28	5	66	71	29
Female	2	77	79	21	4	71	75	25	3	69	72	28
Male	7	68	76	24	4	65	69	31	8	63	71	29
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	52	52	48	-	63	63	37	-	71	71	29
Hispanic	5	76	81	19	-	62	62	38	4	58	63	38
White	5	73	78	22	5	68	73	27	5	67	72	28
Multiple Races	6	78	83	17	-	79	79	21	19	56	75	25
Students with Disabilities	8	50	58	42	3	34	38	62	5	39	44	56
Students without Disabilities	4	77	81	19	4	75	80	20	5	71	76	24
Economically Disadvantaged	5	64	69	31	2	65	67	33	6	59	65	35
Not Economically Disadvantaged	4	81	85	15	6	72	78	22	4	76	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	3	84	88	12	9	72	81	19	4	73	77	23
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	2	66	67	33	1	69	70	30	4	70	74	26
Female	1	68	69	31	-	73	73	27	1	74	75	25
Male	2	64	66	34	2	65	67	33	7	65	72	28
Asian	<	<	100	0					<	<	<	<
Black	5	57	62	38	-	46	46	54	-	67	67	33
Hispanic	-	78	78	22	3	72	76	24	4	63	67	33
White	1	66	67	33	1	70	71	29	5	68	73	27
Multiple Races	6	50	56	44	-	69	69	31	-	83	83	17
Students with Disabilities	6	31	37	63	4	55	59	41	2	33	35	65
Students without Disabilities	-	74	75	25	1	72	73	27	4	75	80	20
Economically Disadvantaged	1	58	58	42	1	66	66	34	2	62	64	36
Not Economically Disadvantaged	2	73	75	25	2	73	74	26	6	77	83	17
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	72	72	28	6	72	78	22	5	80	85	15
Foster Care	<	<	100	0					<	<	100	0
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	5	68	73	27	5	75	80	20	3	77	80	20
Female	3	70	73	27	5	79	85	15	4	81	85	15
Male	8	66	74	26	5	72	76	24	2	73	75	25
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	54	57	43	4	65	69	31	-	69	69	31
Hispanic	-	75	75	25	6	83	89	11	3	76	79	21
White	7	69	75	25	4	76	80	20	4	77	81	19
Multiple Races	3	55	58	42	4	69	73	27	-	79	79	21
Students with Disabilities	-	35	35	65	4	47	51	49	2	62	64	36
Students without Disabilities	6	73	79	21	5	80	85	15	3	80	84	16
Economically Disadvantaged	3	64	68	32	2	72	75	25	3	70	73	27
Not Economically Disadvantaged	7	70	77	23	7	78	85	15	4	84	88	12
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	6	84	90	10	3	93	95	5	6	82	88	12
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	7	84	91	9	6	81	87	13	9	83	92	8
Female	6	89	95	5	6	83	88	12	10	82	92	8
Male	7	81	88	12	7	79	86	14	8	84	92	8
American Indian					<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	86	86	14	12	65	77	23	14	82	95	5
Hispanic	13	82	95	5	5	89	95	5	5	84	89	11
Native Hawaiian	<	<	100	0	<	<	100	0
White	6	85	91	9	5	82	87	13	10	84	93	7
Multiple Races	17	75	92	8	16	68	84	16	3	81	83	17
Students with Disabilities	2	87	89	11	-	77	77	23	2	74	76	24
Students without Disabilities	8	84	92	8	7	81	88	12	10	85	95	5
Economically Disadvantaged	6	82	88	12	3	81	84	16	6	81	88	12
Not Economically Disadvantaged	7	85	93	7	9	81	90	10	12	85	96	4
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	12	82	94	6	15	79	94	6	13	83	95	5
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	77	88	12	8	80	88	12	9	83	92	8
Female	13	80	94	6	9	83	93	7	5	88	93	7
Male	7	73	80	20	7	78	85	15	12	80	92	8
American Indian	<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	20	70	90	10	23	69	92	8	17	75	92	8
Native Hawaiian									<	<	100	0
White	9	80	89	11	5	84	89	11	7	87	94	6
Multiple Races	25	67	92	8	20	70	90	10	30	60	90	10
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	11	80	91	9	8	80	88	12	9	84	93	7
Economically Disadvantaged	5	73	78	22	6	69	74	26	5	83	88	13
Not Economically Disadvantaged	12	78	91	9	9	85	93	7	10	84	94	6
English Learners	<	<	100	0	<	<	100	0
Homeless					<	<	100	0
Military Connected	-	86	86	14	8	92	100	0	9	78	87	13
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	13	81	94	6	20	74	93	7	26	67	93	7
Female	15	79	95	5	23	72	95	5	31	58	88	12
Male	10	83	93	8	16	76	92	8	22	75	97	3
Asian					<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
Native Hawaiian	<	<	100	0
White	14	78	92	8	15	78	93	7	20	73	93	7
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0					<	<	100	0
Students without Disabilities	13	81	94	6	20	74	93	7	26	67	93	7
Economically Disadvantaged	13	75	88	13	25	67	92	8	46	31	77	23
Not Economically Disadvantaged	13	83	95	5	19	75	94	6	20	78	98	2
English Learners	<	<	100	0	<	<	100	0
Military Connected	21	79	100	0	7	93	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	9	62	71	29	8	68	76	24	10	69	79	21
Female	9	61	70	30	6	68	74	26	9	70	79	21
Male	9	64	73	27	9	68	77	23	11	68	79	21
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	17	83	100	0
Black	3	43	45	55	8	62	69	31	5	62	68	32
Hispanic	8	61	69	31	9	67	76	24	3	71	74	26
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	64	74	26	8	68	76	24	11	70	81	19
Multiple Races	9	60	69	31	5	73	78	22	13	59	73	27
Students with Disabilities	4	30	35	65	5	35	40	60	6	44	50	50
Students without Disabilities	10	68	77	23	8	73	81	19	11	73	84	16
Economically Disadvantaged	6	58	64	36	4	64	68	32	5	65	70	30
Not Economically Disadvantaged	11	65	76	24	11	71	82	18	15	72	87	13
English Learners	-	29	29	71	-	38	38	62	-	14	14	86
Homeless	6	47	53	47	14	43	57	43	<	<	<	<
Military Connected	11	75	86	14	13	69	82	18	12	79	90	10
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	12	53	65	35	14	59	73	27	20	63	82	18
Female	12	50	61	39	9	63	72	28	18	61	79	21
Male	12	56	68	32	20	54	74	26	21	64	85	15
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	55	55	45	15	58	73	27	7	56	63	37
Hispanic	10	40	50	50	9	57	65	35	4	59	63	37
White	12	54	66	34	16	56	72	28	21	64	85	15
Multiple Races	18	53	70	30	4	85	89	11	26	56	82	18
Students with Disabilities	5	24	29	71	6	23	28	72	8	45	52	48
Students without Disabilities	13	58	72	28	16	65	81	19	22	66	88	12
Economically Disadvantaged	8	52	61	39	6	62	69	31	10	61	71	29
Not Economically Disadvantaged	15	53	68	32	22	56	77	23	28	64	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	26	56	81	19	22	59	80	20	34	55	90	10
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	6	62	68	32	4	68	73	27	3	68	71	29
Female	5	58	64	36	2	65	67	33	2	70	72	28
Male	7	66	73	27	6	71	77	23	5	66	71	29
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	8	21	29	71	4	54	58	42	5	55	59	41
Hispanic	7	67	74	26	8	69	78	22	-	66	66	34
Native Hawaiian	<	<	100	0					<	<	100	0
White	6	66	71	29	4	70	74	26	4	70	74	26
Multiple Races	4	50	54	46	7	61	68	32	5	48	52	48
Students with Disabilities	7	25	32	68	9	26	35	65	4	27	31	69
Students without Disabilities	6	68	74	26	4	76	80	20	3	74	77	23
Economically Disadvantaged	5	53	58	42	3	60	64	36	3	60	63	37
Not Economically Disadvantaged	7	68	75	25	5	75	80	20	3	74	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	3	79	83	17	3	82	85	15	-	81	81	19
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	72	81	19	5	76	81	19	8	77	85	15
Female	10	75	85	15	7	75	82	18	7	78	86	14
Male	8	70	78	22	4	76	80	20	9	75	84	16
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	52	52	48	4	73	77	23	4	76	80	20
Hispanic	7	76	83	17	10	71	81	19	5	85	90	10
Native Hawaiian					<	<	100	0	<	<	100	0
White	10	73	84	16	5	76	81	19	9	76	85	15
Multiple Races	3	80	83	17	4	76	80	20	6	69	75	25
Students with Disabilities	-	45	45	55	-	67	67	33	5	59	64	36
Students without Disabilities	10	76	87	13	5	77	82	18	8	79	87	13
Economically Disadvantaged	5	71	76	24	2	69	71	29	3	74	76	24
Not Economically Disadvantaged	12	73	85	15	7	80	87	13	13	79	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	8	82	91	9	12	71	83	17	8	92	100	0
Chemistry 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	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<					<	<	<	<
Female									<	<	<	<
Male	<	<	<	<					<	<	<	<
White	<	<	<	<					<	<	<	<
Multiple Races									<	<	<	<
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities									<	<	<	<
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged	<	<	<	<					<	<	<	<
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	68	32	17	52	69	31	14	51	66	34
Female	10	56	67	33	16	51	67	33	10	50	60	40
Male	13	57	70	30	18	54	71	29	18	52	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	5	47	51	49	7	43	50	50	7	39	46	54
Hispanic	11	60	71	29	13	59	72	28	7	57	64	36
Native Hawaiian	<	<	100	0					<	<	<	<
White	12	57	69	31	18	53	70	30	15	53	68	32
Multiple Races	10	53	63	37	21	51	72	28	15	42	56	44
Students with Disabilities	1	30	31	69	3	37	40	60	2	26	28	72
Students without Disabilities	13	61	73	27	20	55	75	25	16	56	72	28
Economically Disadvantaged	8	49	57	43	12	47	59	41	7	45	53	47
Not Economically Disadvantaged	14	62	76	24	21	57	78	22	20	56	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	7	29	36	64	-	62	62	38	<	<	<	<
Military Connected	18	57	75	25	24	56	80	20	16	64	80	20
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	1	50	51	49	-	39	39	61	-	21	21	79
Female	-	50	50	50	-	31	31	69	<	<	<	<
Male	2	50	52	48	-	45	45	55	-	20	20	80
American Indian									<	<	<	<
Black	-	40	40	60	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<					<	<	<	<
White	1	52	54	46	-	41	41	59	-	26	26	74
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	42	42	58	<	<	<	<	<	<	<	<
Students without Disabilities	1	51	52	48	-	38	38	62	-	28	28	72
Economically Disadvantaged	-	47	47	53	-	32	32	68	-	12	12	88
Not Economically Disadvantaged	2	53	56	44	-	47	47	53	<	<	<	<
English Learners	<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Military Connected	8	38	46	54	<	<	100	0	<	<	<	<
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	8	69	77	23	-	15	15	85	1	24	25	75
Female	8	66	74	26	-	15	15	85	-	12	12	88
Male	7	73	80	20	-	14	14	86	3	37	39	61
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Black	9	55	64	36	<	<	<	<	<	<	<	<
Hispanic	12	69	81	19	<	<	<	<	<	<	<	<
White	7	70	77	23	-	18	18	82	2	25	26	74
Multiple Races	4	70	74	26	<	<	<	<	<	<	<	<
Students with Disabilities	-	44	44	56	-	12	12	88	-	7	7	93
Students without Disabilities	8	72	81	19	-	16	16	84	2	28	29	71
Economically Disadvantaged	8	55	63	37	-	10	10	90	-	22	22	78
Not Economically Disadvantaged	7	78	85	15	-	21	21	79	3	27	30	70
English Learners	<	<	100	0					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	70	85	15	<	<	<	<	<	<	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	6	23	30	70	<	<	<	<	-	10	10	90
Female	10	19	29	71	<	<	<	<	-	12	12	88
Male	3	28	31	69	<	<	<	<	-	8	8	92
American Indian									<	<	<	<
Black	17	17	33	67					<	<	<	<
Hispanic	<	<	<	<					<	<	<	<
White	4	25	28	72	<	<	<	<	-	12	12	88
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities	7	24	31	69	<	<	<	<	-	11	11	89
Economically Disadvantaged	7	14	20	80	<	<	<	<	-	-	-	100
Not Economically Disadvantaged	5	35	41	59	<	<	<	<	-	30	30	70
English Learners									<	<	<	<
Homeless	<	<	<	<
Military Connected	8	33	42	58	<	<	<	<	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic					<	<	100	0
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities					<	<	100	0
Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	100	0	<	<	<	<
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	59	73	27	13	64	77	23	10	64	74	26
Female	15	60	75	25	11	65	76	24	7	64	71	29
Male	14	58	72	29	14	64	78	22	13	64	76	24
American Indian	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	36	36	64	4	63	67	33	5	45	50	50
Hispanic	18	70	88	13	8	78	86	14	3	69	72	28
Native Hawaiian	<	<	100	0					<	<	100	0
White	16	59	75	25	13	63	76	24	12	64	76	24
Multiple Races	7	57	64	36	22	59	81	19	5	60	65	35
Students with Disabilities	-	28	28	72	2	36	38	62	2	27	30	70
Students without Disabilities	16	64	80	20	14	69	83	17	11	69	80	20
Economically Disadvantaged	8	56	64	36	10	59	68	32	6	58	65	35
Not Economically Disadvantaged	19	61	80	20	15	69	84	16	13	68	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	21	64	84	16	15	73	88	12	8	77	85	15
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	16	49	66	34	26	51	77	23	24	51	75	25
Female	9	53	62	38	25	47	72	28	18	51	69	31
Male	25	45	70	30	27	54	81	19	29	51	80	20
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	70	70	30	12	44	56	44	14	50	64	36
Hispanic	4	38	42	58	21	38	58	42	18	50	68	32
Native Hawaiian									<	<	<	<
White	18	49	67	33	27	52	80	20	25	52	76	24
Multiple Races	23	46	69	31	24	52	76	24	27	47	73	27
Students with Disabilities	4	16	20	80	4	43	47	53	4	35	38	62
Students without Disabilities	18	54	73	27	31	52	83	17	28	53	81	19
Economically Disadvantaged	11	47	58	42	18	49	66	34	13	50	63	37
Not Economically Disadvantaged	21	51	72	28	33	52	85	15	33	51	84	16
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	24	44	68	32	37	46	83	17	28	55	83	18
< = 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	3	4	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	137	138	134
Kindergarten	381	346	341
Grade 1	352	371	351
Grade 2	358	350	370
Grade 3	379	355	343
Grade 4	358	382	351
Grade 5	391	368	380
Grade 6	388	403	361
Grade 7	381	382	397
Grade 8	432	372	380
Grade 9	445	423	392
Grade 10	397	408	419
Grade 11	357	375	384
Grade 12	337	343	353
Total Enrollment	5,093	5,016	4,956

< = 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	5093	5016	4956
Female	2449	2425	2404
Male	2639	2591	2550
American Indian	24	19	18
Asian	40	35	35
Black	316	304	294
Hispanic	392	415	433
Native Hawaiian	6	5	5
White	3925	3831	3755
Multiple Races	390	407	416
Students with Disabilities	763	743	773
Students without Disabilities	4330	4273	4183
Economically Disadvantaged	2112	2150	2232
Not Economically Disadvantaged	2981	2866	2724
English Learners	82	75	71
Not English Learners	5011	4941	4885
Homeless	27	54	36
Military Connected	724	659	571
Foster Care	5	6	3
< = 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	4,049	858	3,923	877	4,010	725
Female	1,966	405	1,917	412	1,964	322
Male	2,083	453	2,006	465	2,046	403
American Indian	14	8	13	6	10	7
Asian	33	4	29	3	23	10
Black	248	60	248	49	251	44
Hispanic	324	64	314	84	329	68
Native Hawaiian	<	<	<	<	<	<
White	3,130	648	3,022	633	3,070	517
Multiple Races	294	74	292	102	322	79
Students with Disabilities	546	157	516	183	558	163
Economically Disadvantaged	1,554	566	1,607	580	1,591	479
English Learners	79	11	61	19	47	21
Homeless	27	35	43	32	20	21
< = 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	148	198	9	7	5	2
	State	51325	41797	1944	889	5197	1395
Female	Division	90	83	2	3	2	0
	State	27479	18568	644	302	1991	571
Male	Division	58	115	7	4	3	2
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	9	17	1	0	1	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	14	13	1	0	2	0
	State	7732	9780	323	169	2618	361
White	Division	115	152	7	7	2	2
	State	25572	16963	766	433	1201	364
Multiple Races	Division	9	14	0	0	0	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	1	32	9	0	1	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	44	83	7	3	4	1
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	<	<
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	23	34	1	0	0	0
	State	2497	1577	51	17	49	13
< = 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	369	355	96	362	98	5	1
Female	180	175	97	178	99	2	1
Male	189	180	95	184	97	3	2
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	28	27	96	27	96	1	4
Hispanic	30	28	93	28	93	2	7
White	285	274	96	281	99	2	1
Multiple Races	23	23	100	23	100	0	0
Students with Disabilities	43	42	98	42	98	1	2
Economically Disadvantaged	142	134	94	137	97	4	3
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	58	58	100	58	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	24 / 1.56%	32 / 2.07%	42 / 2.71%
Advanced Placement Course Enrollment	58 / 3.78%	63 / 4.07%	63 / 4.07%
Dual Enrollment	175 / 11.39%	208 / 13.43%	247 / 15.96%
Governor's School Enrollment	20 / 1.3%	18 / 1.16%	19 / 1.23%
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	376	196	48
	State	87,947	58,787	33
Female	Division	179	118	34
	State	44,125	32,246	27
Male	Division	197	78	60
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	26	15	42
	State	18,153	10,957	40
Hispanic	Division	18	<	100
	State	12,866	7,348	43
White	Division	319	168	47
	State	44,455	30,645	31
Multiple Races	Division	12	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	30	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	131	52	60
	State	30,889	16,128	48
English Learners	Division	<	<	100
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = 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	6	62	54
	State	3,844	3,577	3,225
Industry Certification	Division	135	267	252
	State	100,965	101,956	105,973
Workplace Readiness	Division	303	220	307
	State	41,819	35,066	38,829
Total Credentials Earned	Division	444	562	651
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	391	476	560
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	25	18	-
	State	962	1,022	-
CTE Completers	Division	170	140	179
	State	46,028	48,643	51,357
State Licensures	Division	-	13	38
	State	1,573	2,069	2,206

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	63.2	60.5	60.9

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$5,516	$6,762	$1,906
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,538	$7,200	$1,792
	State	$7,803	$6,956	$1,918
2023-2024	Division	$7,257	$7,815	$1,408
	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	840
Behaviors related to School Operations	853
Relationship Behaviors without Physical Harm	842
Behaviors of a Safety Concern	1,049
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	262

< = 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	1,167	1,237	1,039
Out-of-School Suspension	842	859	958
Explusion and Alternative Placement	11	38	47
Referral to Law Enforcement	45	17	34
Bus Suspension	59	87	52

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	51.9	53.7	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	40.1	43.1	42.3
< = 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	57.8	63.5	62
< = 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

11.98 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.86 : 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	39%	56%	1%	4%
2023-2024	39%	56%	1%	4%
2024-2025	39%	56%	1%	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	79%	81%	88%
Asian	90%	91%	88%
Black	62%	73%	88%
Hispanic	75%	73%	88%
White	81%	86%	88%
Multiple Races	77%	84%	88%
Economically Disadvantaged	70%	73%	88%
English Learners	36%	67%	88%
Students with Disabilities	41%	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	85%	76%	85%
Asian	90%	90%	85%
Black	76%	67%	85%
Hispanic	76%	68%	85%
White	86%	82%	85%
Multiple Races	86%	79%	85%
Economically Disadvantaged	76%	67%	85%
English Learners	50%	64%	85%
Students with Disabilities	57%	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	80%
Asian	100%
Black	66%
Hispanic	70%
White	83%
Multiple Races	73%
Economically Disadvantaged	71%
English Learners	37%
Students with Disabilities	47%

< = 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	94%	84%	84%
Asian	<	90%	84%
Black	96%	83%	84%
Hispanic	90%	83%	84%
White	94%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	90%	83%	84%
English Learners	<	80%	84%
Students with Disabilities	79%	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	42%	56%	58%
English Learner Proficiency	10%	-	-

< = 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	14	33	42%
English Learner Proficiency	5	49	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	-	98.6%	-	98.9%	-
Asian	100%	-	95.2%	-	100%	-
Black	99.4%	-	98.7%	-	98.7%	-
Hispanic	98.5%	-	99%	-	98.9%	-
White	99.1%	-	98.8%	-	99.1%	-
Multiple Races	97.6%	-	97.1%	-	97.5%	-
Economically Disadvantaged	98.5%	-	98.2%	-	99.1%	-
Not Economically Disadvantaged	99.3%	-	98.9%	-	98.8%	-
English Learners	95.1%	-	95.3%	-	95.7%	-
Students with Disabilities	96.5%	-	96%	-	97%	-
Students without Disabilities	99.4%	-	99.1%	-	99.3%	-
Female	99.2%	-	98.9%	-	98.7%	-
Male	98.8%	-	98.3%	-	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

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

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act