Halifax County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Clays Mill Elementary	Fully Accredited	On Track	88.5
Cluster Springs Elementary	Fully Accredited	Off Track	81.9
Meadville Elementary	Fully Accredited	On Track	81.4
Scottsburg Elementary	Fully Accredited	On Track	84.1
Sinai Elementary	Fully Accredited	On Track	81
South Boston Elementary	Fully Accredited	Needs Intensive Support	77.9
Sydnor Jennings Elementary	Fully Accredited	On Track	82.4
Middle Schools
Halifax County Middle	Fully Accredited	On Track	82.7
High Schools
Halifax County High	Fully Accredited	On Track	89.3

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	8	57	65	35	8	60	68	32	8	60	68	32
Female	8	58	66	34	8	61	69	31	9	62	71	29
Male	8	57	64	36	8	58	66	34	8	57	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	35	60	95	5	15	85	100	0	19	63	81	19
Black	4	50	54	46	5	54	58	42	4	53	57	43
Hispanic	8	60	68	32	6	53	59	41	2	64	66	34
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	11	63	74	26	11	64	75	25	13	64	77	23
Multiple Races	7	62	69	31	7	65	72	28	9	62	72	28
Students with Disabilities	6	29	35	65	6	33	39	61	4	30	34	66
Students without Disabilities	8	63	71	29	8	65	73	27	9	65	74	26
Economically Disadvantaged	5	52	57	43	4	55	59	41	5	55	60	40
Not Economically Disadvantaged	13	65	78	22	13	66	79	21	14	67	80	20
English Learners	3	45	48	52	3	34	37	63	-	49	49	51
Homeless	2	51	54	46	3	54	57	43	3	50	53	48
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	-	64	64	36	<	<	<	<
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	54	59	41	5	62	68	32	5	60	65	35
Female	7	55	62	38	7	62	69	31	6	61	66	34
Male	4	52	57	43	3	63	66	34	5	59	64	36
American Indian									<	<	100	0
Asian	<	<	<	<					<	<	<	<
Black	3	47	50	50	2	60	62	38	4	48	52	48
Hispanic	11	50	61	39	-	39	39	61	4	65	69	31
Native Hawaiian	<	<	100	0					<	<	100	0
White	7	58	65	35	8	67	75	25	7	68	75	25
Multiple Races	<	<	<	<	12	59	71	29	9	70	78	22
Students with Disabilities	2	38	40	60	2	42	44	56	2	25	27	73
Students without Disabilities	6	56	63	37	6	66	71	29	6	66	72	28
Economically Disadvantaged	4	48	52	48	2	62	64	36	4	55	58	42
Not Economically Disadvantaged	9	65	74	26	11	64	75	25	9	71	80	20
English Learners	<	<	<	<	<	<	<	<	-	64	64	36
Homeless	<	<	<	<	<	<	<	<	-	50	50	50
Military Connected					<	<	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	6	57	63	37	8	59	67	33	12	58	70	30
Female	5	57	63	37	10	58	68	32	13	57	70	30
Male	7	57	64	36	7	59	66	34	10	60	70	30
Black	5	53	57	43	6	54	59	41	3	58	62	38
Hispanic	-	43	43	57	4	65	70	30	-	45	45	55
White	8	63	71	29	12	60	71	29	18	59	77	23
Multiple Races	7	43	50	50	<	<	<	<	18	65	82	18
Students with Disabilities	4	31	35	65	11	35	46	54	10	26	36	64
Students without Disabilities	7	62	69	31	8	64	72	28	12	63	75	25
Economically Disadvantaged	3	55	58	42	4	57	61	39	8	56	64	36
Not Economically Disadvantaged	12	60	72	28	17	62	79	21	18	61	80	20
English Learners	<	<	<	<	<	<	<	<	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
Foster Care					<	<	100	0	<	<	<	<
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	66	73	27	7	62	70	30	6	58	64	36
Female	5	68	72	28	4	64	68	32	6	60	66	34
Male	8	65	73	27	10	61	71	29	6	56	61	39
Asian	<	<	100	0					<	<	<	<
Black	5	48	53	47	6	56	61	39	1	53	54	46
Hispanic	7	87	93	7	-	54	54	46	4	57	61	39
Native Hawaiian									<	<	100	0
White	8	76	84	16	9	69	78	22	11	60	71	29
Multiple Races	-	83	83	17	8	54	62	38	<	<	<	<
Students with Disabilities	10	30	40	60	8	32	40	60	4	28	32	68
Students without Disabilities	6	73	78	22	7	68	75	25	6	64	70	30
Economically Disadvantaged	3	60	64	36	4	59	62	38	2	53	55	45
Not Economically Disadvantaged	11	75	86	14	14	70	83	17	12	65	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	9	60	69	31	10	59	69	31	7	58	65	35
Female	12	62	74	26	8	61	69	31	5	61	66	34
Male	6	59	64	36	11	57	69	31	10	54	64	36
Black	4	53	57	43	5	50	55	45	2	57	59	41
Hispanic	8	69	77	23	7	71	79	21	-	56	56	44
White	10	66	76	24	14	64	78	22	13	61	74	26
Multiple Races	13	50	63	38	10	70	80	20	7	40	47	53
Students with Disabilities	7	33	40	60	9	33	42	58	6	29	35	65
Students without Disabilities	9	65	74	26	10	64	74	26	8	64	71	29
Economically Disadvantaged	6	57	63	37	7	53	60	40	4	54	59	41
Not Economically Disadvantaged	13	65	78	22	13	68	81	19	12	64	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
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	48	57	43	6	56	62	38	6	60	66	34
Female	12	46	58	42	7	65	71	29	5	61	66	34
Male	7	49	56	44	5	50	55	45	7	58	66	34
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	38	42	58	4	50	53	47	3	44	47	53
Hispanic	8	33	42	58	8	54	62	38	-	71	71	29
White	15	54	69	31	7	63	71	29	9	72	81	19
Multiple Races	-	77	77	23	7	40	47	53	8	50	58	42
Students with Disabilities	11	11	23	77	2	32	34	66	3	29	32	68
Students without Disabilities	9	55	64	36	7	61	68	32	7	65	71	29
Economically Disadvantaged	5	40	46	54	4	52	55	45	5	50	55	45
Not Economically Disadvantaged	16	59	76	24	10	64	74	26	7	73	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	6	55	61	39	5	52	56	44	5	60	65	35
Female	6	58	64	36	7	50	56	44	5	65	70	30
Male	6	51	58	43	3	54	57	43	4	57	61	39
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	46	49	51	1	40	41	59	4	47	52	48
Hispanic	17	67	83	17	8	33	42	58	-	67	67	33
White	7	62	69	31	7	61	68	32	5	71	76	24
Multiple Races	-	64	64	36	8	75	83	17	7	53	60	40
Students with Disabilities	6	29	35	65	2	16	18	82	-	41	41	59
Students without Disabilities	6	59	65	35	5	58	64	36	6	64	69	31
Economically Disadvantaged	5	44	48	52	3	42	45	55	5	52	56	44
Not Economically Disadvantaged	8	72	80	20	8	65	73	27	5	73	77	23
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	13	63	76	24	15	65	80	20	17	64	81	19
Female	12	63	74	26	16	70	86	14	19	68	87	13
Male	14	64	78	22	14	62	76	24	16	58	74	26
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	64	68	32	9	65	74	26	12	61	73	27
Hispanic	-	70	70	30	18	45	64	36	5	91	95	5
White	20	62	83	17	23	64	87	13	24	61	85	15
Multiple Races	27	55	82	18	5	80	85	15	13	81	94	6
Students with Disabilities	3	31	34	66	5	40	45	55	5	32	38	63
Students without Disabilities	16	71	87	13	17	70	87	13	20	70	90	10
Economically Disadvantaged	8	65	73	27	10	59	69	31	8	65	74	26
Not Economically Disadvantaged	19	61	80	20	17	67	84	16	26	62	88	12
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	7	48	54	46	5	53	59	41	8	60	68	32
Female	9	49	58	42	6	63	69	31	10	65	74	26
Male	4	47	51	49	5	45	50	50	7	54	60	40
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	38	40	60	3	45	48	52	3	55	57	43
Hispanic	8	35	42	58	-	50	50	50	4	54	58	42
White	11	57	68	32	9	63	72	28	13	65	78	22
Multiple Races	5	52	57	43	5	55	59	41	7	79	86	14
Students with Disabilities	-	13	13	87	-	11	11	89	2	22	24	76
Students without Disabilities	8	55	63	37	6	62	68	32	10	68	78	22
Economically Disadvantaged	3	42	46	54	4	46	50	50	4	53	56	44
Not Economically Disadvantaged	11	54	65	35	7	63	70	30	13	67	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	55	55	45	<	<	<	<	<	<	<	<
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	7	55	62	38	5	53	59	41	8	60	68	32
Female	9	55	64	36	6	63	69	31	10	65	74	26
Male	5	55	60	40	5	45	50	50	7	54	60	40
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	43	45	55	3	45	48	52	3	55	57	43
Hispanic	8	25	33	67	-	50	50	50	4	54	58	42
White	12	65	77	23	9	63	72	28	13	65	78	22
Multiple Races	-	73	73	27	5	55	59	41	7	79	86	14
Students with Disabilities	-	19	19	81	-	11	11	89	2	22	24	76
Students without Disabilities	9	64	73	27	6	62	68	32	10	68	78	22
Economically Disadvantaged	3	51	54	46	4	46	50	50	4	53	56	44
Not Economically Disadvantaged	11	59	70	30	7	63	70	30	13	67	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	6	59	65	35	7	63	70	30	7	66	73	27
Female	5	62	67	33	6	64	70	30	5	67	72	28
Male	7	56	63	37	8	62	70	30	8	65	73	27
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	56	44	100	0	64	29	93	7	32	59	91	9
Black	2	53	55	45	2	59	62	38	2	61	63	37
Hispanic	7	66	73	27	5	59	64	36	4	63	67	33
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	64	73	27	11	67	78	22	10	71	81	19
Multiple Races	5	60	66	34	9	57	66	34	4	69	73	27
Students with Disabilities	3	32	35	65	3	37	40	60	3	37	41	59
Students without Disabilities	7	64	71	29	8	67	75	25	7	71	78	22
Economically Disadvantaged	3	54	57	43	4	59	63	37	3	62	65	35
Not Economically Disadvantaged	12	67	79	21	13	69	81	19	12	72	84	16
English Learners	6	53	59	41	-	48	48	52	3	60	63	37
Homeless	-	49	49	51	-	54	54	46	-	63	63	37
Military Connected	<	<	<	<	<	<	100	0	-	91	91	9
Foster Care	<	<	<	<	-	27	27	73	<	<	<	<
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	4	61	64	36	6	65	72	28	6	71	78	22
Female	1	61	62	38	8	60	68	32	6	69	75	25
Male	6	60	66	34	5	71	76	24	7	74	81	19
American Indian									<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	2	52	53	47	2	64	66	34	3	63	66	34
Hispanic	6	61	67	33	-	45	45	55	4	77	81	19
Native Hawaiian	<	<	100	0					<	<	100	0
White	4	67	71	29	11	69	80	20	10	78	88	12
Multiple Races	<	<	<	<	6	61	67	33	4	74	78	22
Students with Disabilities	4	36	40	60	12	35	47	53	2	46	48	52
Students without Disabilities	4	65	69	31	6	70	76	24	7	75	83	18
Economically Disadvantaged	3	56	58	42	6	63	68	32	4	68	72	28
Not Economically Disadvantaged	6	71	77	23	8	71	79	21	11	77	89	11
English Learners	<	<	<	<	<	<	<	<	13	67	80	20
Homeless	<	<	<	<	<	<	<	<	-	70	70	30
Military Connected					<	<	100	0	<	<	100	0
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	4	55	60	40	5	55	60	40	6	64	70	30
Female	2	57	59	41	3	58	61	39	5	63	68	32
Male	7	54	61	39	7	52	59	41	8	65	72	28
Black	2	46	48	52	2	48	50	50	2	58	60	40
Hispanic	-	64	64	36	8	44	52	48	5	50	55	45
White	6	63	69	31	6	62	68	32	10	68	79	21
Multiple Races	7	50	57	43	<	<	<	<	6	75	81	19
Students with Disabilities	4	20	24	76	2	31	33	67	2	40	43	57
Students without Disabilities	5	63	67	33	6	60	65	35	7	67	74	26
Economically Disadvantaged	3	53	56	44	3	48	51	49	4	59	62	38
Not Economically Disadvantaged	6	60	67	33	8	67	76	24	11	72	83	17
English Learners	<	<	<	<	-	45	45	55	-	45	45	55
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
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	8	56	64	36	6	63	69	31	8	64	71	29
Female	5	56	62	38	4	66	70	30	5	69	73	27
Male	10	57	67	33	8	59	67	33	10	59	69	31
Asian	<	<	100	0					<	<	<	<
Black	1	41	42	58	2	55	57	43	3	56	59	41
Hispanic	20	60	80	20	7	60	67	33	4	61	65	35
Native Hawaiian									<	<	100	0
White	12	67	79	21	8	71	79	21	10	71	81	19
Multiple Races	9	55	64	36	23	38	62	38	<	<	<	<
Students with Disabilities	5	27	32	68	4	30	34	66	6	32	38	62
Students without Disabilities	8	62	70	30	6	69	76	24	8	70	78	22
Economically Disadvantaged	3	51	53	47	4	59	64	36	3	60	62	38
Not Economically Disadvantaged	15	64	79	21	9	69	78	22	16	70	86	14
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	7	61	68	32	9	58	67	33	6	59	66	34
Female	7	66	72	28	8	53	61	39	3	61	64	36
Male	7	57	64	36	10	62	72	28	10	58	68	32
Black	2	57	59	41	1	51	52	48	3	48	51	49
Hispanic	-	85	85	15	7	64	71	29	-	61	61	39
White	9	62	71	29	14	63	77	23	10	70	80	20
Multiple Races	6	65	71	29	10	70	80	20	7	53	60	40
Students with Disabilities	2	36	38	62	-	44	44	56	6	29	35	65
Students without Disabilities	8	66	73	27	11	61	71	29	6	65	72	28
Economically Disadvantaged	2	59	61	39	3	56	58	42	4	52	56	44
Not Economically Disadvantaged	15	65	80	20	17	61	78	22	11	71	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
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	6	48	53	47	7	57	64	36	8	58	65	35
Female	7	46	53	47	5	63	68	33	6	58	64	36
Male	4	49	53	47	8	53	61	39	9	57	66	34
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	1	37	38	62	2	48	50	50	2	50	51	49
Hispanic	-	58	58	42	-	71	71	29	7	57	64	36
White	9	55	64	36	10	64	74	26	12	64	76	24
Multiple Races	8	54	62	38	13	50	63	38	8	50	58	42
Students with Disabilities	4	20	24	76	-	41	41	59	-	26	26	74
Students without Disabilities	6	53	59	41	8	60	68	32	9	63	71	29
Economically Disadvantaged	2	37	39	61	2	51	54	46	2	55	57	43
Not Economically Disadvantaged	11	64	76	24	14	67	81	19	15	61	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	2	69	71	29	1	71	72	28	1	75	76	24
Female	1	77	77	23	2	72	74	26	-	83	83	17
Male	2	61	64	36	-	69	69	31	2	69	71	29
Asian					<	<	100	0	<	<	100	0
Black	-	66	66	34	1	71	72	28	-	76	76	24
Hispanic	6	81	88	13	-	58	58	42	-	73	73	27
White	3	72	75	25	2	71	73	27	2	76	78	22
Multiple Races	<	<	<	<	<	<	<	<	-	67	67	33
Students with Disabilities	2	49	51	49	-	40	40	60	3	41	43	57
Students without Disabilities	1	74	75	25	2	78	80	20	1	82	83	17
Economically Disadvantaged	1	65	66	34	-	69	69	31	1	71	72	28
Not Economically Disadvantaged	4	79	83	17	4	74	78	22	1	83	84	16
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	80	80	20
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	10	64	74	26	9	77	86	14	6	74	80	20
Female	11	70	81	19	7	82	88	12	7	76	83	17
Male	9	58	66	34	11	72	83	17	6	72	78	22
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	67	71	29	2	82	84	16	2	81	83	17
Hispanic	10	70	80	20	9	74	83	17	-	71	71	29
White	15	62	77	23	13	75	89	11	11	68	79	21
Multiple Races	6	56	61	39	-	67	67	33	-	75	75	25
Students with Disabilities	-	39	39	61	5	45	50	50	-	47	47	53
Students without Disabilities	12	69	80	20	9	81	90	10	7	79	86	14
Economically Disadvantaged	5	62	67	33	6	75	80	20	1	75	77	23
Not Economically Disadvantaged	17	67	83	17	12	79	92	8	14	72	86	14
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	-	90	90	10	<	<	<	<
Military Connected					<	<	100	0	<	<	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	-	30	30	70	-	17	17	83	-	24	24	76
Female	<	<	<	<	-	8	8	92	<	<	<	<
Male	-	20	20	80	-	22	22	78	-	17	17	83
Black	-	30	30	70	-	7	7	93	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	33	33	67	-	20	20	80	<	<	<	<
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	37	37	63	-	19	19	81	-	25	25	75
Economically Disadvantaged	-	27	27	73	-	10	10	90	-	19	19	81
Not Economically Disadvantaged	<	<	<	<	-	30	30	70	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
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	16	71	88	12	36	57	92	8	19	75	94	6
Female	14	73	88	13	33	53	86	14	21	68	88	12
Male	20	68	88	12	38	60	98	3	18	82	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	83	87	13	22	61	83	17	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	18	71	89	11	41	54	96	4	22	74	96	4
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0					<	<	100	0
Students without Disabilities	17	71	88	13	36	57	92	8	17	77	94	6
Economically Disadvantaged	8	64	72	28	25	60	85	15	17	67	83	17
Not Economically Disadvantaged	19	74	93	7	39	55	95	5	20	78	98	2
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless					<	<	100	0
Military Connected									<	<	<	<
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	5	58	63	37	6	57	63	37	5	65	70	30
Female	4	57	61	39	4	58	62	38	4	65	69	31
Male	6	59	65	35	9	55	64	36	6	64	70	30
American Indian					<	<	100	0	<	<	100	0
Asian	40	50	90	10	<	<	100	0	25	44	69	31
Black	2	45	46	54	2	48	49	51	1	56	56	44
Hispanic	9	60	70	30	6	53	60	40	3	66	69	31
Native Hawaiian									<	<	100	0
White	7	68	75	25	10	64	74	26	8	73	81	19
Multiple Races	-	69	69	31	5	63	68	33	3	60	63	38
Students with Disabilities	5	26	31	69	3	23	26	74	3	33	36	64
Students without Disabilities	5	63	68	32	7	63	70	30	5	69	75	25
Economically Disadvantaged	2	48	51	49	4	45	49	51	3	57	60	40
Not Economically Disadvantaged	8	69	78	22	9	67	76	24	8	73	82	18
English Learners	-	54	54	46	-	36	36	64	-	33	33	67
Homeless	-	31	31	69	-	38	38	62	-	46	46	54
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	7	54	61	39	11	51	62	38	8	58	67	33
Female	4	49	53	47	8	52	60	40	7	56	63	37
Male	10	58	68	32	14	50	64	36	9	60	69	31
Asian	<	<	<	<					<	<	<	<
Black	3	35	38	62	4	49	53	47	1	54	55	45
Hispanic	13	53	67	33	7	60	67	33	-	74	74	26
Native Hawaiian									<	<	100	0
White	10	66	77	23	16	54	70	30	14	63	77	23
Multiple Races	-	73	73	27	15	31	46	54	<	<	<	<
Students with Disabilities	7	27	34	66	4	27	31	69	6	32	38	62
Students without Disabilities	7	59	66	34	12	56	68	32	9	64	73	27
Economically Disadvantaged	3	49	52	48	7	47	55	45	5	53	58	42
Not Economically Disadvantaged	14	60	74	26	16	58	75	25	14	67	81	19
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
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	5	49	54	46	5	42	47	53	3	62	65	35
Female	5	46	51	49	3	42	44	56	2	63	64	36
Male	4	53	57	43	8	43	50	50	4	61	65	35
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	1	38	39	61	2	25	27	73	1	49	51	49
Hispanic	18	53	71	29	8	31	38	62	-	53	53	47
White	6	60	66	34	8	54	63	37	6	71	77	23
Multiple Races	-	45	45	55	-	67	67	33	-	67	67	33
Students with Disabilities	8	23	31	69	2	10	12	88	-	35	35	65
Students without Disabilities	4	54	58	42	6	48	54	46	4	66	70	30
Economically Disadvantaged	3	38	41	59	2	29	30	70	1	56	57	43
Not Economically Disadvantaged	9	67	75	25	10	61	71	29	6	70	75	25
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	50	50	50
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	2	62	64	36	3	67	69	31	2	67	69	31
Female	1	62	63	37	2	69	71	29	1	70	70	30
Male	2	62	64	36	4	64	68	32	3	64	67	33
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	53	53	47	-	59	59	41	1	57	58	42
Hispanic	-	64	64	36	-	56	56	44	5	71	76	24
White	3	69	72	28	6	75	81	19	2	78	79	21
Multiple Races	-	73	73	27	-	100	100	0	<	<	<	<
Students with Disabilities	-	29	29	71	2	30	31	69	-	31	31	69
Students without Disabilities	2	69	71	29	3	75	77	23	2	71	73	27
Economically Disadvantaged	1	54	55	45	1	58	59	41	1	59	61	39
Not Economically Disadvantaged	3	73	75	25	4	71	75	25	2	77	79	21
English Learners	<	<	<	<	-	55	55	45	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	40	40	60
Military Connected									<	<	100	0
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
All Students	<	<	<	<	-	14	14	86	-	36	36	64
Female	<	<	<	<	-	18	18	82	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic									<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities	<	<	<	<	-	15	15	85	-	36	36	64
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	9	9	91	<	<	<	<
English Learners									<	<	<	<
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	11	82	93	7	11	84	95	5	14	85	99	1
Female	6	88	94	6	5	90	95	5	15	83	98	2
Male	17	74	91	9	16	79	95	5	13	87	100	0
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	7	73	80	20	3	84	88	13	-	100	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	13	84	97	3	10	89	99	1	17	83	100	0
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	10	85	95	5	11	86	96	4	13	86	99	1
Economically Disadvantaged	6	81	87	13	10	86	95	5	5	95	100	0
Not Economically Disadvantaged	12	82	95	5	11	84	95	5	16	82	99	1
English Learners									<	<	<	<
Homeless					<	<	100	0	<	<	100	0
Military Connected									<	<	100	0
< = 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	8	44	51	49	7	44	51	49	8	39	47	53
Female	6	42	48	52	6	43	48	52	7	37	44	56
Male	9	46	55	45	8	45	53	47	10	41	50	50
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	3	36	39	61	3	34	37	63	2	28	30	70
Hispanic	4	35	38	62	3	46	49	51	2	42	43	57
White	11	50	62	38	10	55	65	35	15	48	63	37
Multiple Races	6	57	63	37	12	35	47	53	10	42	52	48
Students with Disabilities	2	14	16	84	2	19	21	79	3	15	18	82
Students without Disabilities	9	50	59	41	8	49	57	43	9	44	53	47
Economically Disadvantaged	4	38	42	58	5	39	44	56	4	32	36	64
Not Economically Disadvantaged	13	52	65	35	9	48	57	43	15	50	64	36
English Learners	-	6	6	94	5	23	27	73	-	31	31	69
Homeless	5	29	33	67	6	41	47	53	4	28	32	68
Military Connected	<	<	100	0					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	-	25	25	75
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	-	26	26	74	2	23	25	75	-	20	20	80
Female	-	16	16	84	-	26	26	74	-	22	22	78
Male	-	44	44	56	4	20	24	76	-	18	18	82
Asian									<	<	100	0
Black	-	24	24	76	-	26	26	74	-	17	17	83
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	27	27	73	7	23	30	70	-	23	23	77
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	-	-	-	100	-	11	11	89	-	8	8	92
Students without Disabilities	-	38	38	63	3	26	29	71	-	26	26	74
Economically Disadvantaged	-	26	26	74	-	17	17	83	-	19	19	81
Not Economically Disadvantaged	-	25	25	75	3	27	30	70	-	23	23	77
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<
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	11	89	1	15	16	84	-	9	9	91
Female	-	13	13	88	2	15	17	83	-	9	9	91
Male	-	9	9	91	-	14	14	86	-	9	9	91
Black	-	7	7	93	-	11	11	89	-	-	-	100
Hispanic					<	<	<	<	<	<	<	<
White	-	11	11	89	6	13	19	81	-	26	26	74
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	-	-	100	-	4	4	96	-	8	8	92
Students without Disabilities	-	15	15	85	2	19	21	79	-	10	10	90
Economically Disadvantaged	-	11	11	89	3	12	15	85	-	9	9	91
Not Economically Disadvantaged	-	10	10	90	-	16	16	84	-	11	11	89
English Learners					<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	-	5	5	95	-	2	2	98	-	7	7	93
Female	-	4	4	96	-	-	-	100	-	11	11	89
Male	-	7	7	93	-	7	7	93	-	3	3	97
Asian	<	<	<	<
Black	-	-	-	100	-	-	-	100	-	10	10	90
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	11	11	89	-	-	-	100	-	-	-	100
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	-	7	7	93	-	-	-	100	-	6	6	94
Students without Disabilities	-	5	5	95	-	3	3	97	-	8	8	92
Economically Disadvantaged	-	3	3	97	-	-	-	100	-	8	8	92
Not Economically Disadvantaged	-	10	10	90	-	4	4	96	-	6	6	94
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
Geography 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	56	44	3	54	57	43	3	45	49	51
Female	3	50	53	47	1	50	51	49	3	44	47	53
Male	4	56	60	40	4	58	62	38	4	47	50	50
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	44	44	56	1	39	41	59	-	29	29	71
Hispanic	-	43	43	57	5	52	57	43	5	42	47	53
White	6	60	66	34	3	72	74	26	7	57	64	36
Multiple Races	-	82	82	18	-	33	33	67	-	57	57	43
Students with Disabilities	2	15	16	84	-	21	21	79	3	8	10	90
Students without Disabilities	4	60	64	36	3	59	62	38	4	51	54	46
Economically Disadvantaged	-	41	41	59	1	41	42	58	1	34	35	65
Not Economically Disadvantaged	7	66	73	27	3	60	63	37	7	59	66	34
English Learners	<	<	<	<	<	<	<	<	-	20	20	80
Homeless	<	<	<	<	-	31	31	69	<	<	<	<
Military Connected									<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
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	10	42	52	48	8	52	60	40	11	47	57	43
Female	10	37	47	53	10	53	63	37	8	47	55	45
Male	10	47	57	43	7	51	58	42	13	46	60	40
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	33	36	64	4	43	47	53	2	34	36	64
Hispanic	9	27	36	64	<	<	<	<	-	50	50	50
White	15	49	64	36	11	60	71	29	19	55	74	26
Multiple Races	8	62	69	31	19	38	56	44	8	58	67	33
Students with Disabilities	2	9	11	89	3	26	29	71	-	22	22	78
Students without Disabilities	11	48	59	41	9	56	65	35	12	51	63	37
Economically Disadvantaged	3	37	39	61	5	46	51	49	4	41	45	55
Not Economically Disadvantaged	21	50	72	28	15	61	76	24	19	55	74	26
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0
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	50	64	36	15	47	62	38	17	46	63	38
Female	10	50	60	40	12	51	62	38	15	43	58	42
Male	19	50	69	31	18	43	62	38	19	49	67	33
Asian					<	<	<	<
Black	10	46	56	44	9	41	50	50	8	42	50	50
Hispanic	8	38	46	54	4	52	57	43	-	50	50	50
White	18	56	73	27	20	53	73	27	25	49	73	27
Multiple Races	14	36	50	50	<	<	<	<	24	35	59	41
Students with Disabilities	2	30	33	67	6	24	31	69	13	28	41	59
Students without Disabilities	16	54	70	30	17	51	68	32	17	48	65	35
Economically Disadvantaged	11	48	60	40	8	46	54	46	10	42	52	48
Not Economically Disadvantaged	19	54	73	27	30	49	78	22	28	52	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
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	-	10	4
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	329	356	345
Kindergarten	367	342	337
Grade 1	375	351	339
Grade 2	308	369	345
Grade 3	308	319	372
Grade 4	327	300	325
Grade 5	284	317	304
Grade 6	276	281	311
Grade 7	324	275	277
Grade 8	325	315	259
Grade 9	366	348	326
Grade 10	360	345	324
Grade 11	357	345	327
Grade 12	319	315	307
Total Enrollment	4,625	4,578	4,498

< = 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	4625	4578	4498
Female	2285	2219	2197
Male	2339	2358	2300
American Indian	7	6	5
Asian	35	28	35
Black	1927	1914	1856
Hispanic	233	236	278
Native Hawaiian	7	5	5
White	2186	2153	2072
Multiple Races	230	236	247
Students with Disabilities	774	748	706
Students without Disabilities	3851	3830	3792
Economically Disadvantaged	2666	2660	2582
Not Economically Disadvantaged	1959	1918	1916
English Learners	80	94	111
Not English Learners	4545	4484	4387
Homeless	69	73	83
Military Connected	10	12	15
Foster Care	21	20	17
< = 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	3,001	1,246	3,200	987	3,247	884
Female	1,486	623	1,583	467	1,596	419
Male	1,515	622	1,617	519	1,651	465
American Indian	<	<	<	<	<	<
Asian	27	3	29	1	33	0
Black	1,252	521	1,359	403	1,330	370
Hispanic	139	67	151	76	184	67
Native Hawaiian	<	<	<	<	<	<
White	1,452	578	1,504	444	1,514	393
Multiple Races	124	75	148	63	177	53
Students with Disabilities	465	215	481	167	463	147
Economically Disadvantaged	1,678	957	1,860	765	1,862	701
English Learners	57	22	68	33	84	32
Homeless	34	39	42	30	45	36
< = 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	77	214	5	8	25	12
	State	51325	41797	1944	889	5197	1395
Female	Division	50	86	2	4	6	7
	State	27479	18568	644	302	1991	571
Male	Division	27	128	3	4	19	5
	State	23842	23219	1299	582	3204	824
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	24	95	4	4	8	7
	State	8492	10859	649	192	1064	555
Hispanic	Division	3	8	0	1	2	1
	State	7732	9780	323	169	2618	361
White	Division	46	91	1	3	13	4
	State	25572	16963	766	433	1201	364
Multiple Races	Division	4	17	0	0	2	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	0	39	5	1	6	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	23	130	3	2	13	8
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	0	<
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	341	296	87	311	91	25	7
Female	155	138	89	146	94	6	4
Male	186	158	85	165	89	19	10
Asian	<	<	100	<	100	0	0
Black	142	123	87	132	93	8	6
Hispanic	15	11	73	13	87	2	13
White	158	138	87	142	90	13	8
Multiple Races	23	21	91	21	91	2	9
Students with Disabilities	51	44	86	45	88	6	12
Economically Disadvantaged	179	156	87	164	92	13	7
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<
< = 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	227 / 16.24%	256 / 18.95%	263 / 20.5%
Dual Enrollment	397 / 28.4%	413 / 30.57%	377 / 29.38%
Governor's School Enrollment	-	-	-
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	289	155	46
	State	87,947	58,787	33
Female	Division	163	103	37
	State	44,125	32,246	27
Male	Division	126	52	59
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	123	65	47
	State	18,153	10,957	40
Hispanic	Division	<	<	100
	State	12,866	7,348	43
White	Division	154	83	46
	State	44,455	30,645	31
Multiple Races	Division	<	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	34	11	68
	State	8,632	3,934	54
Economically Disadvantaged	Division	128	52	59
	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
State Licensures	Division	8	3	20
	State	1,573	2,069	2,206
Industry Certification	Division	612	566	1,583
	State	100,965	101,956	105,973
Total Credentials Earned	Division	620	569	1,603
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	371	402	401
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	13	20	-
	State	962	1,022	-
CTE Completers	Division	196	91	225
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
Workplace Readiness	Division	-	-	-
	State	41,819	35,066	38,829

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	57.6	59.3	56.3

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2022-2023	Division	$3,506	$9,700	$2,407
	State	$7,803	$6,956	$1,918
2023-2024	Division	$3,544	$10,618	$2,783
	State	$8,420	$7,464	$1,751
2024-2025	Division	$5,395	$10,765	$1,955
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	455
Behaviors related to School Operations	1,061
Relationship Behaviors without Physical Harm	387
Behaviors of a Safety Concern	477
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	155
Behaviors used to determine Persistently Dangerous Schools	1

< = 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	358	603	424
Out-of-School Suspension	1,094	990	874
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	146	118	77
Bus Suspension	94	63	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	94.5	98.7	99.1
< = 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	44.3	46.6	46
< = 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	69.2	62.8	64.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

12.02 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

9.6 : 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	53%	42%	1%	4%
2023-2024	49%	43%	1%	7%
2024-2025	50%	45%	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	69%	81%	88%
Asian	80%	91%	88%
Black	58%	73%	88%
Hispanic	63%	73%	88%
White	77%	86%	88%
Multiple Races	72%	84%	88%
Economically Disadvantaged	61%	73%	88%
English Learners	56%	67%	88%
Students with Disabilities	35%	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	74%	76%	85%
Asian	89%	90%	85%
Black	65%	67%	85%
Hispanic	70%	68%	85%
White	82%	82%	85%
Multiple Races	73%	79%	85%
Economically Disadvantaged	67%	67%	85%
English Learners	70%	64%	85%
Students with Disabilities	40%	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	70%
Asian	62%
Black	60%
Hispanic	69%
White	80%
Multiple Races	67%
Economically Disadvantaged	62%
English Learners	56%
Students with Disabilities	34%

< = 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	85%	84%	84%
Asian	<	90%	84%
Black	84%	83%	84%
Hispanic	79%	83%	84%
White	86%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	85%	83%	84%
English Learners	<	80%	84%
Students with Disabilities	76%	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	49%	56%	58%
English Learner Proficiency	4%	-	-

< = 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	36	73	49%
English Learner Proficiency	4	99	4%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	-	98.1%	-	98%	-
Asian	100%	-	100%	-	100%	-
Black	97.6%	-	97.9%	-	97.1%	-
Hispanic	100%	-	100%	-	100%	-
White	98.1%	-	98.1%	-	98.8%	-
Multiple Races	97.4%	-	97.4%	-	95.5%	-
Economically Disadvantaged	97.4%	-	97.6%	-	97%	-
Not Economically Disadvantaged	98.9%	-	98.9%	-	99.4%	-
English Learners	97.1%	-	97.3%	-	96.9%	-
Students with Disabilities	93.5%	-	93.2%	-	94.4%	-
Students without Disabilities	98.8%	-	99%	-	98.6%	-
Female	98.5%	-	98.7%	-	98.5%	-
Male	97.5%	-	97.6%	-	97.7%	-

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

Halifax 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

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act