Hampton City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
A.W.E. Bassette Elementary	Fully Accredited	On Track	83.4
Aberdeen Elementary	Fully Accredited	On Track	83.4
Albert W. Patrick III Elementary	Fully Accredited	On Track	83.2
Alfred S. Forrest Elementary	Fully Accredited	Off Track	80.9
Armstrong Elementary	Fully Accredited	On Track	83.1
Barron Elementary	Fully Accredited	On Track	84.8
Captain John Smith Elementary	Fully Accredited	Needs Intensive Support	78.2
Christopher C. Kraft Elementary	Fully Accredited	On Track	87.3
Francis Asbury Elementary	Fully Accredited	Off Track	83.1
George P. Phenix Elementary	Fully Accredited	On Track	88
Hunter B. Andrews	Fully Accredited	Off Track	85.2
Jane H. Bryan Elementary	Fully Accredited	On Track	83.4
Luther W. Machen Elementary	Fully Accredited	Off Track	82.5
Mary S. Peake Elementary	Fully Accredited	Off Track	82.6
Mary T. Christian Elementary	Fully Accredited	Off Track	79
Mary W. Jackson Elementary	Fully Accredited	Distinguished	92.6
Paul Burbank Elementary	Fully Accredited	Off Track	85.5
Phillips Elementary	Fully Accredited	On Track	87.1
Samuel P. Langley Elementary	Fully Accredited	On Track	84
William Mason Cooper Elementary	Fully Accredited	On Track	85.3
Middle Schools
Benjamin Syms Middle	Fully Accredited	On Track	87.7
C. Alton Lindsay Middle	Fully Accredited	On Track	82.7
Cesar Tarrant Middle	Fully Accredited	On Track	84.3
Francis W. Jones Magnet Middle	Fully Accredited	Distinguished	93.2
Thomas Eaton Middle	Fully Accredited	On Track	85.3
High Schools
Bethel High	Fully Accredited	Distinguished	95.8
Hampton High	Fully Accredited	Distinguished	93.6
Kecoughtan High	Fully Accredited	Distinguished	94.1
Phoebus High	Fully Accredited	Distinguished	100.7

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	61	70	30	9	62	71	29	9	64	73	27
Female	10	63	73	27	10	64	74	26	10	65	75	25
Male	8	59	68	32	7	61	68	32	9	63	71	29
American Indian	3	60	63	37	7	48	56	44	6	65	71	29
Asian	14	64	78	22	15	65	79	21	14	73	87	13
Black	6	58	65	35	6	60	66	34	7	61	68	32
Hispanic	10	63	73	27	9	63	72	28	8	68	76	24
Native Hawaiian	22	48	70	30	11	44	56	44	19	46	65	35
White	15	66	81	19	14	67	82	18	16	68	84	16
Multiple Races	10	68	78	22	10	66	77	23	11	67	79	21
Students with Disabilities	4	35	39	61	5	36	41	59	5	38	43	57
Students without Disabilities	10	66	75	25	9	67	76	24	10	68	78	22
Economically Disadvantaged	6	58	64	36	6	60	66	34	7	62	68	32
Not Economically Disadvantaged	13	64	77	23	11	64	76	24	12	66	77	23
English Learners	-	44	44	56	1	41	42	58	2	43	45	55
Homeless	2	44	46	54	3	45	48	52	3	47	50	50
Military Connected	16	68	84	16	15	69	84	16	15	69	84	16
Foster Care	-	52	52	48	3	55	58	43	9	50	59	41
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	7	59	66	34	9	56	65	35	6	59	66	34
Female	10	61	70	30	9	57	66	34	6	62	68	32
Male	5	57	62	38	8	56	64	36	7	57	63	37
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	70	85	15	15	70	85	15	8	62	69	31
Black	5	54	59	41	6	54	60	40	3	57	60	40
Hispanic	7	63	70	30	10	57	67	33	4	62	65	35
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	64	75	25	14	61	75	25	13	63	76	24
Multiple Races	9	67	77	23	11	57	69	31	8	65	73	27
Students with Disabilities	3	41	44	56	6	39	45	55	2	35	37	63
Students without Disabilities	8	62	70	30	9	59	69	31	7	63	70	30
Economically Disadvantaged	4	55	59	41	6	55	61	39	5	55	60	40
Not Economically Disadvantaged	11	63	74	26	11	58	69	31	7	63	70	30
English Learners	-	57	57	43	8	44	51	49	2	39	41	59
Homeless	-	40	40	60	3	43	46	54	-	33	33	67
Military Connected	10	66	76	24	17	67	84	16	9	70	79	21
Foster Care	<	<	<	<	<	<	<	<	<	<	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	11	60	71	29	10	62	72	28	12	60	72	28
Female	13	63	76	24	13	64	76	24	11	60	71	29
Male	9	58	67	33	8	60	68	32	12	61	73	27
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	18	53	71	29	15	67	81	19	11	83	94	6
Black	8	58	66	34	7	59	65	35	9	59	68	32
Hispanic	13	61	74	26	11	68	79	21	9	60	69	31
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	17	66	83	17	18	64	82	18	19	64	83	17
Multiple Races	12	64	76	24	10	69	79	21	13	57	71	29
Students with Disabilities	6	44	49	51	5	39	44	56	7	36	43	57
Students without Disabilities	12	63	75	25	11	66	77	23	12	65	77	23
Economically Disadvantaged	7	59	66	34	7	59	67	33	9	57	65	35
Not Economically Disadvantaged	16	62	78	22	13	64	77	23	14	63	77	23
English Learners	3	51	54	46	-	66	66	34	3	54	57	43
Homeless	6	44	50	50	8	43	51	49	-	38	38	62
Military Connected	17	67	85	15	16	61	76	24	25	64	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	64	68	32	6	64	70	30	7	65	72	28
Female	5	67	72	28	8	66	75	25	9	67	76	24
Male	4	61	65	35	4	62	66	34	6	64	69	31
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	12	76	88	12	11	63	74	26	14	83	97	3
Black	2	59	61	39	4	61	65	35	6	59	65	35
Hispanic	7	69	76	24	7	65	72	28	7	66	73	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	10	71	81	19	11	69	80	20	11	73	84	16
Multiple Races	5	73	78	22	5	69	75	25	7	74	82	18
Students with Disabilities	2	30	32	68	3	36	38	62	2	37	39	61
Students without Disabilities	5	70	75	25	7	70	77	23	8	71	79	21
Economically Disadvantaged	3	59	62	38	4	62	66	34	3	64	68	32
Not Economically Disadvantaged	6	69	76	24	9	67	75	25	10	66	76	24
English Learners	-	55	55	45	-	34	34	66	-	36	36	64
Homeless	-	54	54	46	-	54	54	46	-	46	46	54
Military Connected	11	73	84	16	8	75	83	17	13	70	83	17
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
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	7	56	63	37	7	60	68	32	6	65	71	29
Female	8	58	65	35	8	63	71	29	7	67	74	26
Male	7	55	62	38	7	57	64	36	6	62	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	-	65	65	35	14	68	82	18	16	63	79	21
Black	5	53	57	43	4	55	59	41	5	60	65	35
Hispanic	7	60	66	34	9	67	77	23	6	65	71	29
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	14	61	76	24	13	70	83	17	9	72	81	19
Multiple Races	11	63	74	26	13	61	74	26	9	72	80	20
Students with Disabilities	5	28	33	67	4	31	35	65	4	32	36	64
Students without Disabilities	8	61	68	32	8	65	73	27	7	70	77	23
Economically Disadvantaged	6	51	57	43	4	57	61	39	4	62	66	34
Not Economically Disadvantaged	9	61	70	30	10	63	73	27	8	67	75	25
English Learners	-	32	32	68	-	50	50	50	-	27	27	73
Homeless	-	41	41	59	5	36	41	59	-	50	50	50
Military Connected	10	69	78	22	18	69	87	13	11	68	79	21
Foster Care	<	<	<	<	<	<	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	7	61	68	32	5	63	67	33	7	65	72	28
Female	9	64	73	27	5	65	71	29	9	65	75	25
Male	6	58	63	37	4	60	64	36	5	64	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	8	69	77	23	5	75	80	20	8	76	84	16
Black	5	56	62	38	4	58	61	39	5	59	64	36
Hispanic	7	53	61	39	5	63	68	32	12	73	85	15
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	13	70	83	17	6	73	79	21	13	76	89	11
Multiple Races	8	73	82	18	7	70	77	23	11	68	79	21
Students with Disabilities	4	28	32	68	3	35	37	63	3	38	41	59
Students without Disabilities	8	66	74	26	5	67	72	28	8	69	77	23
Economically Disadvantaged	4	57	61	39	3	60	62	38	5	61	65	35
Not Economically Disadvantaged	11	64	75	25	6	65	72	28	10	68	78	22
English Learners	-	26	26	74	-	33	33	67	-	43	43	57
Homeless	-	33	33	67	-	38	38	62	6	42	48	52
Military Connected	17	70	87	13	7	73	80	20	14	75	90	10
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	9	65	73	27	7	67	74	26	8	64	72	28
Female	8	66	75	25	8	68	76	24	8	66	74	26
Male	9	63	72	28	6	66	72	28	8	62	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	60	73	27	4	77	81	19	10	80	90	10
Black	7	61	68	32	5	65	70	30	5	60	65	35
Hispanic	7	70	78	22	6	56	62	38	5	70	75	25
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	15	70	85	15	12	76	88	12	15	70	84	16
Multiple Races	9	69	78	22	11	71	82	18	13	68	80	20
Students with Disabilities	3	35	38	62	4	34	39	61	4	35	39	61
Students without Disabilities	9	69	78	22	7	72	79	21	8	68	77	23
Economically Disadvantaged	5	63	68	32	3	65	68	32	6	62	69	31
Not Economically Disadvantaged	12	66	79	21	10	69	79	21	9	65	74	26
English Learners	-	22	22	78	-	28	28	72	4	39	43	57
Homeless	-	50	50	50	2	45	47	53	3	57	60	40
Military Connected	21	68	89	11	15	78	93	7	12	70	82	18
Foster Care	<	<	<	<	<	<	<	<	20	50	70	30
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	17	65	82	18	15	64	79	21	19	68	87	13
Female	18	64	82	18	17	64	81	19	21	68	89	11
Male	17	65	82	18	13	64	77	23	17	69	86	14
American Indian	<	<	<	<	<	<	<	<	10	70	80	20
Asian	29	54	83	17	33	40	73	27	35	61	96	4
Black	12	66	79	21	11	65	76	24	15	70	85	15
Hispanic	20	65	85	15	17	66	83	17	16	78	94	6
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	30	60	90	10	24	62	86	14	30	61	91	9
Multiple Races	21	66	87	13	17	65	82	18	21	69	89	11
Students with Disabilities	6	38	43	57	7	40	48	52	12	58	70	30
Students without Disabilities	19	68	86	14	16	68	84	16	20	70	90	10
Economically Disadvantaged	12	64	76	24	10	64	74	26	13	69	82	18
Not Economically Disadvantaged	23	65	87	13	21	64	85	15	25	68	93	7
English Learners	-	29	29	71	-	28	28	72	12	71	82	18
Homeless	7	47	53	47	6	50	56	44	13	56	69	31
Military Connected	36	58	93	7	25	60	85	15	23	70	93	7
Foster Care	<	<	<	<	-	53	53	47	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	65	72	28	8	66	74	26	9	66	76	24
Female	6	66	73	27	7	68	75	25	8	68	76	24
Male	7	63	71	29	8	65	73	27	10	65	75	25
American Indian	-	60	60	40	-	78	78	22	7	64	71	29
Asian	20	69	89	11	18	73	91	9	26	62	88	12
Black	4	62	66	34	4	65	69	31	6	65	71	29
Hispanic	6	68	74	26	7	68	76	24	6	74	81	19
Native Hawaiian	11	63	74	26	13	63	75	25	4	81	85	15
White	13	69	82	18	15	69	84	16	17	67	85	15
Multiple Races	9	68	77	23	10	67	77	23	11	66	77	23
Students with Disabilities	3	43	46	54	3	47	50	50	3	44	48	52
Students without Disabilities	7	69	76	24	8	70	78	22	10	70	80	20
Economically Disadvantaged	4	62	65	35	5	65	69	31	6	66	71	29
Not Economically Disadvantaged	10	68	78	22	10	68	78	22	12	67	79	21
English Learners	2	55	57	43	1	57	58	42	2	59	61	39
Homeless	2	48	50	50	-	51	51	49	2	51	54	46
Military Connected	13	74	87	13	16	73	88	12	17	71	88	12
Foster Care	4	61	64	36	7	62	69	31	6	53	59	41
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	8	60	68	32	8	65	73	27	7	66	73	27
Female	8	59	67	33	5	64	70	30	6	66	72	28
Male	7	62	69	31	10	65	75	25	8	66	74	26
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	22	67	89	11	10	80	90	10	21	57	79	21
Black	3	56	59	41	4	64	68	32	4	63	67	33
Hispanic	5	75	80	20	9	70	78	22	5	75	79	21
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	16	61	77	23	18	64	82	18	13	69	82	18
Multiple Races	10	66	76	24	10	65	75	25	7	71	78	22
Students with Disabilities	4	41	45	55	4	47	51	49	3	42	45	55
Students without Disabilities	8	63	72	28	9	68	77	23	8	70	77	23
Economically Disadvantaged	3	57	61	39	5	63	68	32	4	64	68	32
Not Economically Disadvantaged	12	63	75	25	11	66	77	23	9	68	77	23
English Learners	-	72	72	28	-	64	64	36	-	53	53	47
Homeless	-	52	52	48	-	47	47	53	-	52	52	48
Military Connected	11	70	81	19	21	70	90	10	16	73	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	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	7	60	67	33	8	63	71	29	8	63	71	29
Female	6	63	69	31	7	64	72	28	5	64	69	31
Male	8	58	66	34	9	62	70	30	11	62	73	27
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	26	63	89	11	28	60	88	12	12	71	82	18
Black	4	56	60	40	4	61	64	36	6	61	66	34
Hispanic	11	62	73	27	4	72	77	23	6	70	75	25
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	11	71	82	18	19	63	82	18	13	68	82	18
Multiple Races	9	57	66	34	8	66	73	27	10	62	72	28
Students with Disabilities	1	40	42	58	2	44	46	54	1	37	38	62
Students without Disabilities	8	64	72	28	9	67	76	24	9	68	77	23
Economically Disadvantaged	4	57	61	39	3	62	66	34	5	62	66	34
Not Economically Disadvantaged	10	64	75	25	12	64	76	24	10	64	74	26
English Learners	2	60	62	38	2	56	59	41	3	62	64	36
Homeless	6	31	36	64	-	51	51	49	-	38	38	62
Military Connected	13	73	85	15	17	65	82	18	15	70	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	7	60	67	33	7	60	66	34	10	60	70	30
Female	6	63	68	32	6	63	69	31	7	62	69	31
Male	7	58	66	34	8	56	64	36	12	58	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	13	80	93	7	16	74	89	11	30	63	93	7
Black	3	56	59	41	4	57	61	39	4	59	63	37
Hispanic	5	71	76	24	11	59	70	30	4	72	77	23
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	15	65	81	19	11	68	79	21	24	56	80	20
Multiple Races	10	65	75	25	9	55	64	36	10	62	71	29
Students with Disabilities	2	39	42	58	1	35	36	64	3	33	36	64
Students without Disabilities	7	64	72	28	8	65	72	28	11	66	77	23
Economically Disadvantaged	3	57	60	40	5	56	62	38	5	59	64	36
Not Economically Disadvantaged	10	64	74	26	8	63	71	29	13	61	74	26
English Learners	2	48	50	50	-	43	43	57	-	45	45	55
Homeless	4	35	39	61	-	40	40	60	-	53	53	48
Military Connected	14	70	84	16	9	70	80	20	17	67	83	17
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	55	61	39	6	58	64	36	7	63	69	31
Female	6	57	63	37	6	63	69	31	6	66	72	28
Male	6	53	59	41	6	54	60	40	7	59	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	21	57	79	21	7	67	73	27	13	73	87	13
Black	4	51	55	45	4	55	58	42	5	61	66	34
Hispanic	4	62	66	34	12	69	81	19	5	77	82	18
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	66	78	22	10	65	76	24	13	64	77	23
Multiple Races	11	54	65	35	9	61	70	30	8	62	70	30
Students with Disabilities	4	35	39	61	2	41	43	57	4	41	45	55
Students without Disabilities	7	59	65	35	7	62	69	31	7	67	74	26
Economically Disadvantaged	4	51	55	45	4	58	62	38	4	60	64	36
Not Economically Disadvantaged	8	59	68	32	8	59	67	33	9	65	74	26
English Learners	-	44	44	56	-	48	48	52	3	47	50	50
Homeless	-	39	39	61	-	41	41	59	-	50	50	50
Military Connected	14	67	80	20	15	73	88	12	15	64	79	21
Foster Care	<	<	<	<	<	<	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	2	37	39	61	1	35	36	64	2	38	40	60
Female	2	36	38	63	1	37	37	63	2	39	41	59
Male	2	38	39	61	1	34	35	65	2	37	39	61
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	10	50	60	40
Black	1	33	34	66	-	33	33	67	1	33	34	66
Hispanic	4	34	38	62	-	39	39	61	-	57	57	43
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	3	44	47	53	4	39	43	57	3	56	59	41
Multiple Races	2	60	62	38	2	42	43	57	7	33	39	61
Students with Disabilities	3	17	21	79	1	29	30	70	1	34	35	65
Students without Disabilities	1	44	45	55	1	37	38	62	2	39	41	59
Economically Disadvantaged	-	33	33	67	-	31	31	69	3	33	35	65
Not Economically Disadvantaged	4	43	47	53	1	41	42	58	1	42	44	56
English Learners	4	14	18	82	-	17	17	83	-	38	38	62
Homeless	-	19	19	81	-	32	32	68	-	25	25	75
Military Connected	10	67	76	24	-	48	48	52	4	54	57	43
Foster Care	<	<	<	<	<	<	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	4	69	73	27	5	69	74	26	8	67	75	25
Female	3	72	76	24	6	72	78	22	8	69	77	23
Male	5	66	71	29	5	66	71	29	8	65	73	27
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	10	80	90	10	19	81	100	0	26	70	96	4
Black	3	66	69	31	3	66	68	32	5	65	70	30
Hispanic	2	73	74	26	2	67	70	30	6	73	79	21
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	7	77	83	17	12	74	86	14	14	71	86	14
Multiple Races	4	74	79	21	6	77	83	17	11	65	76	24
Students with Disabilities	3	39	42	58	3	44	47	53	3	44	47	53
Students without Disabilities	4	74	78	22	6	72	78	22	9	70	79	21
Economically Disadvantaged	2	67	69	31	1	66	68	33	7	66	72	28
Not Economically Disadvantaged	5	72	77	23	8	71	80	20	9	68	77	23
English Learners	-	50	50	50	-	57	57	43	-	53	53	47
Homeless	-	63	63	37	-	51	51	49	6	48	55	45
Military Connected	7	79	87	13	15	79	94	6	16	75	91	9
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	9	83	92	8	11	82	94	6	15	78	94	6
Female	9	84	93	7	12	83	94	6	16	78	94	6
Male	9	82	91	9	11	82	93	7	15	79	93	7
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	23	77	100	0	17	83	100	0	52	44	96	4
Black	6	86	92	8	8	84	92	8	11	82	93	7
Hispanic	9	78	87	13	9	80	90	10	12	79	91	9
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	15	77	92	8	18	80	98	2	27	70	97	3
Multiple Races	16	76	92	8	16	80	96	4	18	78	96	4
Students with Disabilities	1	76	78	22	3	78	81	19	6	77	82	18
Students without Disabilities	10	84	94	6	12	83	95	5	17	78	95	5
Economically Disadvantaged	6	84	91	9	8	84	92	8	8	83	91	9
Not Economically Disadvantaged	12	81	93	7	15	81	96	4	23	74	97	3
English Learners	6	77	83	17	4	84	88	13	4	90	94	6
Homeless	3	78	81	19	3	83	86	14	7	72	78	22
Military Connected	18	81	98	2	18	80	98	2	31	68	99	1
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	9	77	86	14	6	84	91	9	11	82	93	7
Female	6	82	88	12	6	86	91	9	11	82	92	8
Male	11	72	83	17	7	83	90	10	11	82	93	7
American Indian	<	<	<	<	<	<	100	0
Asian	30	70	100	0	14	86	100	0	19	75	94	6
Black	4	77	82	18	3	88	91	9	6	87	94	6
Hispanic	9	74	83	17	5	82	87	13	6	83	89	11
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	14	75	89	11	10	80	89	11	18	74	92	8
Multiple Races	11	86	96	4	10	83	92	8	17	74	90	10
Students with Disabilities	-	55	55	45	10	67	76	24	5	68	73	27
Students without Disabilities	9	78	87	13	6	85	91	9	11	82	93	7
Economically Disadvantaged	4	78	82	18	6	82	88	12	7	82	89	11
Not Economically Disadvantaged	12	76	88	12	7	86	93	7	13	82	95	5
English Learners					<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	19	79	98	2	4	92	96	4	13	84	96	4
Foster Care									<	<	100	0
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	82	91	9	20	77	96	4	17	76	92	8
Female	8	81	89	11	24	72	96	4	13	80	93	7
Male	10	83	92	8	16	81	96	4	19	72	91	9
American Indian	<	<	100	0					<	<	100	0
Asian	20	80	100	0	<	<	100	0	36	55	91	9
Black	4	89	93	7	11	84	95	5	12	78	90	10
Hispanic	7	64	71	29	27	68	95	5	-	100	100	0
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	15	74	89	11	24	74	98	2	21	72	93	7
Multiple Races	7	90	97	3	30	65	95	5	24	70	94	6
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	<	<
Students without Disabilities	9	82	91	9	20	76	96	4	17	77	93	7
Economically Disadvantaged	2	84	86	14	7	87	94	6	16	71	87	13
Not Economically Disadvantaged	12	81	93	7	26	71	98	2	17	78	95	5
English Learners					<	<	<	<	<	<	100	0
Homeless	<	<	100	0	<	<	100	0
Military Connected	9	83	91	9	32	65	97	3	11	89	100	0
Foster Care	<	<	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	8	60	67	33	9	65	74	26	11	67	78	22
Female	6	59	66	34	7	67	74	26	10	67	77	23
Male	9	60	69	31	10	64	74	26	12	66	78	22
American Indian	<	<	<	<	-	55	55	45	17	50	67	33
Asian	18	60	78	22	19	69	88	12	16	78	94	6
Black	4	56	60	40	5	64	70	30	8	65	73	27
Hispanic	8	63	72	28	8	64	72	28	11	67	78	22
Native Hawaiian	-	50	50	50	9	73	82	18	14	79	93	7
White	15	66	82	18	17	67	83	17	17	70	87	13
Multiple Races	13	63	76	24	13	68	81	19	13	71	83	17
Students with Disabilities	4	31	35	65	4	43	47	53	9	42	50	50
Students without Disabilities	8	64	72	28	10	69	78	22	11	71	82	18
Economically Disadvantaged	4	56	59	41	6	64	69	31	8	65	73	27
Not Economically Disadvantaged	11	63	75	25	12	67	79	21	13	68	81	19
English Learners	1	39	40	60	2	37	39	61	10	42	52	48
Homeless	9	34	44	56	3	53	55	45	9	47	56	44
Military Connected	18	67	85	15	16	74	89	11	17	70	87	13
Foster Care	-	60	60	40	17	17	33	67	17	56	72	28
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	14	52	66	34	17	53	70	30	16	57	73	27
Female	13	52	65	35	15	56	71	29	13	59	72	28
Male	15	52	67	33	20	50	69	31	18	56	75	25
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	39	50	89	11	32	47	79	21	34	55	90	10
Black	8	50	57	43	11	53	64	36	9	57	66	34
Hispanic	15	60	75	25	22	51	72	28	16	63	78	22
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	26	54	80	20	28	54	81	19	29	54	83	17
Multiple Races	21	54	75	25	20	55	75	25	20	61	82	18
Students with Disabilities	6	29	35	65	3	37	41	59	6	35	41	59
Students without Disabilities	15	56	71	29	20	56	76	24	18	62	80	20
Economically Disadvantaged	7	51	58	42	12	53	65	35	7	60	67	33
Not Economically Disadvantaged	20	53	74	26	22	53	75	25	23	55	78	22
English Learners	2	52	55	45	6	23	29	71	7	31	38	62
Homeless	17	25	42	58	8	35	43	58	5	45	50	50
Military Connected	30	55	85	15	30	56	86	14	28	57	85	15
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
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	4	60	64	36	5	65	70	30	6	67	73	27
Female	2	59	61	39	4	67	71	29	5	68	73	27
Male	6	61	67	33	7	63	70	30	7	65	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	8	58	67	33	14	75	89	11	5	95	100	0
Black	2	55	57	43	2	62	64	36	4	61	66	34
Hispanic	5	62	67	33	3	60	64	36	4	69	74	26
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	10	70	80	20	10	73	83	17	11	76	87	13
Multiple Races	8	70	78	22	14	68	82	18	6	74	81	19
Students with Disabilities	2	30	33	67	3	36	40	60	4	39	43	57
Students without Disabilities	5	65	69	31	6	69	74	26	6	71	77	23
Economically Disadvantaged	2	54	56	44	2	61	63	37	4	64	68	32
Not Economically Disadvantaged	6	66	72	28	8	68	76	24	7	69	77	23
English Learners	-	27	27	73	-	30	30	70	-	45	45	55
Homeless	-	31	31	69	-	57	57	43	9	42	52	48
Military Connected	14	72	85	15	10	78	88	12	13	77	90	10
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	4	67	71	29	3	78	81	19	11	73	84	16
Female	3	68	71	29	3	78	81	19	11	72	83	17
Male	5	66	71	29	4	78	81	19	10	74	85	15
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	62	77	23	6	88	94	6	9	85	94	6
Black	2	65	66	34	2	78	80	20	10	71	82	18
Hispanic	4	70	74	26	3	76	79	21	15	68	83	17
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	8	75	83	17	7	78	84	16	10	78	88	12
Multiple Races	7	66	73	27	4	80	84	16	10	77	87	13
Students with Disabilities	-	39	39	61	1	62	63	37	15	48	63	37
Students without Disabilities	5	71	75	25	3	80	83	17	10	77	87	13
Economically Disadvantaged	1	63	64	36	2	75	76	24	11	69	80	20
Not Economically Disadvantaged	7	72	78	22	5	82	87	13	10	77	87	13
English Learners	-	27	27	73	-	61	61	39	17	44	62	38
Homeless	9	48	57	43	-	72	72	28	14	53	67	33
Military Connected	9	76	84	16	3	91	94	6	10	79	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	18	18	82	<	<	<	<
Female	<	<	<	<	<	<	<	<
Male	<	<	<	<
Black	<	<	<	<	<	<	<	<
White	<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	-	20	20	80	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<
Military Connected	<	<	<	<
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	10	57	67	33	14	80	94	6	8	86	94	6
Female	7	57	64	36	11	82	93	7	2	91	93	7
Male	13	57	69	31	17	77	94	6	15	81	96	4
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	5	48	53	47	5	80	84	16	2	87	89	11
Hispanic	-	58	58	42	9	91	100	0	<	<	<	<
White	22	65	86	14	24	76	100	0	19	81	100	0
Multiple Races	19	71	90	10	20	80	100	0	<	<	100	0
Students with Disabilities	-	23	23	77	<	<	<	<	-	55	55	45
Students without Disabilities	13	64	76	24	15	82	96	4	9	90	99	1
Economically Disadvantaged	4	54	58	42	7	81	88	12	3	88	91	9
Not Economically Disadvantaged	15	59	74	26	18	79	97	3	11	85	96	4
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	27	73	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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	13	52	65	35	14	54	67	33	16	53	70	30
Female	11	52	64	36	13	55	68	32	15	52	68	32
Male	14	52	66	34	14	53	67	33	17	54	71	29
American Indian	-	50	50	50	18	55	73	27	-	56	56	44
Asian	25	59	85	15	37	43	80	20	31	58	89	11
Black	8	50	58	42	10	52	62	38	14	51	65	35
Hispanic	15	54	68	32	12	58	69	31	11	57	69	31
Native Hawaiian	-	71	71	29	13	60	73	27	27	60	87	13
White	22	56	78	22	24	57	80	20	25	55	79	21
Multiple Races	19	54	73	27	18	55	72	28	18	59	76	24
Students with Disabilities	2	33	35	65	4	34	38	62	6	37	43	57
Students without Disabilities	14	55	69	31	15	57	72	28	18	56	74	26
Economically Disadvantaged	8	49	58	42	8	52	60	40	13	50	63	37
Not Economically Disadvantaged	17	55	72	28	20	55	75	25	20	56	76	24
English Learners	8	38	45	55	3	48	52	48	10	50	61	39
Homeless	3	37	41	59	3	43	46	54	7	40	47	53
Military Connected	24	59	84	16	21	61	81	19	26	58	84	16
Foster Care	6	19	25	75	-	25	25	75	23	23	45	55
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	3	41	44	56	1	43	44	56	7	54	60	40
Female	3	42	45	55	-	46	47	53	6	48	54	46
Male	4	39	43	57	1	40	41	60	7	59	66	34
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	39	41	59	1	41	41	59	6	55	61	39
Hispanic	6	33	39	61	-	55	55	45	9	47	56	44
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	10	51	61	39	-	51	51	49	6	54	60	40
Multiple Races	<	<	<	<	-	45	45	55	13	42	54	46
Students with Disabilities	-	12	12	88	-	38	38	62	4	38	42	58
Students without Disabilities	4	45	49	51	1	44	45	55	7	57	64	36
Economically Disadvantaged	3	37	40	60	-	38	38	62	6	52	58	42
Not Economically Disadvantaged	4	45	49	51	1	52	53	47	8	56	64	36
English Learners	-	20	20	80	-	13	13	88	25	50	75	25
Homeless	<	<	<	<	-	33	33	67	-	46	46	54
Military Connected	<	<	<	<	-	42	42	58	13	47	60	40
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	5	62	67	33	7	61	68	32	11	60	71	29
Female	3	63	66	34	5	60	65	35	11	60	71	29
Male	6	62	67	33	8	63	71	29	10	61	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	78	94	6	15	77	92	8	24	53	76	24
Black	2	58	60	40	5	58	63	37	10	57	67	33
Hispanic	5	65	70	30	4	64	68	32	6	60	67	33
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	12	71	83	17	14	71	85	15	13	71	84	16
Multiple Races	7	63	70	30	5	60	65	35	10	65	75	25
Students with Disabilities	-	44	44	56	4	38	41	59	8	45	53	47
Students without Disabilities	5	65	70	30	7	65	72	28	11	63	73	27
Economically Disadvantaged	2	58	60	40	5	57	62	38	9	55	65	35
Not Economically Disadvantaged	8	66	74	26	10	67	77	23	12	66	78	22
English Learners	-	50	50	50	4	56	60	40	2	56	58	42
Homeless	-	22	22	78	10	29	38	62	9	52	61	39
Military Connected	8	74	82	18	10	72	82	18	15	72	87	13
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	1	18	19	81	2	25	27	73	16	36	52	48
Female	-	17	17	83	2	24	25	75	16	34	50	50
Male	2	20	22	78	2	26	28	72	16	38	54	46
American Indian					<	<	<	<
Asian	<	<	<	<					<	<	100	0
Black	-	14	14	86	2	25	26	74	16	36	52	48
Hispanic	-	25	25	75	-	29	29	71	31	15	46	54
Native Hawaiian	<	<	100	0
White	4	26	30	70	5	30	35	65	10	45	55	45
Multiple Races	-	28	28	72	-	-	-	100	7	40	47	53
Students with Disabilities	-	5	5	95	-	12	12	88	10	33	43	57
Students without Disabilities	1	21	22	78	2	28	30	70	17	37	54	46
Economically Disadvantaged	-	12	12	88	2	26	28	72	13	34	48	52
Not Economically Disadvantaged	2	27	29	71	2	22	24	76	20	39	59	41
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	50	50	50	-	36	36	64	27	45	73	27
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	71	74	26	10	71	81	19	12	69	81	19
Female	1	76	78	22	9	73	82	18	14	68	82	18
Male	4	65	69	31	11	69	80	20	10	70	81	19
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	10	90	100	0
Black	4	62	65	35	2	71	73	27	8	67	75	25
Hispanic	<	<	<	<	<	<	<	<	13	60	73	27
Native Hawaiian	<	<	100	0
White	3	85	88	12	25	72	97	3	28	63	91	9
Multiple Races	-	86	86	14	16	84	100	0	11	81	92	8
Students with Disabilities	-	15	15	85	-	30	30	70	6	22	28	72
Students without Disabilities	3	76	79	21	11	74	85	15	13	73	86	14
Economically Disadvantaged	-	67	67	33	1	67	69	31	12	58	70	30
Not Economically Disadvantaged	4	73	77	23	16	74	91	9	12	78	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	-	55	55	45	33	58	92	8	6	94	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	20	58	78	22	24	57	81	19	24	52	76	24
Female	19	59	78	22	23	60	83	17	23	53	76	24
Male	21	58	79	21	25	55	80	20	26	50	76	24
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	29	50	79	21	58	37	95	5	40	50	90	10
Black	15	59	74	26	18	60	78	22	20	50	70	30
Hispanic	21	60	81	19	20	59	79	21	17	61	78	22
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	32	57	89	11	39	51	90	10	37	50	86	14
Multiple Races	28	56	84	16	30	57	87	13	28	59	87	13
Students with Disabilities	3	41	43	57	6	42	48	53	8	37	45	55
Students without Disabilities	22	61	83	17	27	59	86	14	26	54	80	20
Economically Disadvantaged	14	59	72	28	16	61	77	23	19	52	71	29
Not Economically Disadvantaged	26	58	84	16	31	54	85	15	29	51	80	20
English Learners	<	<	<	<	10	80	90	10	16	32	47	53
Homeless	-	67	67	33	4	54	58	42	13	39	52	48
Military Connected	31	63	93	7	41	56	96	4	36	56	91	9
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	18	44	63	37	16	50	66	34	18	47	65	35
Female	16	45	61	39	16	52	68	32	16	45	60	40
Male	20	44	65	35	16	49	65	35	21	48	69	31
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	57	36	93	7	43	35	78	22	47	41	88	12
Black	11	44	55	45	11	47	58	42	15	45	60	40
Hispanic	26	46	73	27	14	60	75	25	9	59	68	32
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	29	45	74	26	25	54	79	21	27	46	73	27
Multiple Races	24	47	71	29	20	52	72	28	19	52	71	29
Students with Disabilities	4	30	34	66	6	28	34	66	4	31	35	65
Students without Disabilities	21	47	68	32	18	54	72	28	21	49	70	30
Economically Disadvantaged	13	43	56	44	9	50	59	41	13	42	56	44
Not Economically Disadvantaged	25	46	70	30	22	50	73	27	22	50	72	28
English Learners	20	40	60	40	-	59	59	41	11	68	79	21
Homeless	6	42	47	53	-	43	43	57	-	28	28	72
Military Connected	34	50	84	16	19	60	79	21	30	51	81	19
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	27	31	18
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	708	686	673
Kindergarten	1,466	1,417	1,324
Grade 1	1,535	1,473	1,442
Grade 2	1,346	1,509	1,454
Grade 3	1,427	1,375	1,518
Grade 4	1,471	1,421	1,387
Grade 5	1,433	1,474	1,438
Grade 6	1,408	1,448	1,452
Grade 7	1,512	1,383	1,403
Grade 8	1,425	1,496	1,368
Grade 9	1,787	1,663	1,712
Grade 10	1,654	1,601	1,539
Grade 11	1,392	1,477	1,431
Grade 12	1,232	1,238	1,334
Total Enrollment	19,796	19,661	19,475

< = 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	19796	19661	19475
Female	9613	9596	9475
Male	10183	10061	9998
American Indian	61	60	59
Asian	298	314	321
Black	11897	11636	11487
Hispanic	1409	1432	1444
Native Hawaiian	56	53	58
White	4184	4165	4145
Multiple Races	1891	2001	1961
Students with Disabilities	2608	2683	2747
Students without Disabilities	17188	16978	16728
Economically Disadvantaged	10459	9916	10570
Not Economically Disadvantaged	9337	9745	8905
English Learners	462	503	555
Not English Learners	19334	19158	18920
Homeless	179	236	185
Military Connected	931	1483	1569
Foster Care	59	59	57
< = 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	15,751	2,960	16,402	2,421	17,186	1,392
Female	7,671	1,410	7,972	1,225	8,406	655
Male	8,080	1,550	8,427	1,194	8,780	737
American Indian	42	15	49	12	52	7
Asian	272	16	277	21	304	7
Black	9,353	1,805	9,750	1,381	10,106	839
Hispanic	1,096	244	1,142	237	1,287	106
Native Hawaiian	44	7	38	11	47	7
White	3,469	543	3,525	480	3,694	268
Multiple Races	1,475	330	1,621	279	1,696	158
Students with Disabilities	2,096	521	2,199	482	2,414	309
Economically Disadvantaged	7,664	2,016	9,797	2,020	10,818	1,202
English Learners	423	65	478	62	570	23
Homeless	212	192	281	199	258	150
< = 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	665	768	62	6	3	8
	State	51325	41797	1944	889	5197	1395
Female	Division	396	316	26	1	2	4
	State	27479	18568	644	302	1991	571
Male	Division	269	452	36	5	1	4
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	18	15	3	0	0	0
	State	6138	1603	96	15	116	44
Black	Division	399	480	38	5	2	7
	State	8492	10859	649	192	1064	555
Hispanic	Division	59	60	1	0	1	0
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	134	155	16	0	0	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	51	51	3	1	0	1
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	24	154	62	0	0	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	319	532	47	5	3	8
	State	12384	21564	1091	503	2612	961
English Learners	Division	9	32	0	0	1	0
	State	1822	5921	308	50	2224	183
Homeless	Division	6	29	3	0	0	0
	State	201	818	47	19	231	71
Military Connected	Division	31	38	0	0	0	0
	State	2497	1577	51	17	49	13
Foster Care	Division	1	9	2	0	0	0
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,512	1,495	99	1,501	99	3	0
Female	745	738	99	739	99	2	0
Male	767	757	99	762	99	1	0
American Indian	<	<	100	<	100	0	0
Asian	36	36	100	36	100	0	0
Black	931	917	99	922	99	2	0
Hispanic	121	120	99	120	99	1	1
Native Hawaiian	<	<	100	<	100	0	0
White	305	305	100	305	100	0	0
Multiple Races	107	105	98	106	99	0	0
Students with Disabilities	240	240	100	240	100	0	0
Economically Disadvantaged	914	898	98	903	99	3	0
English Learners	42	41	98	41	98	1	2
Homeless	38	38	100	38	100	0	0
Military Connected	69	69	100	69	100	0	0
Foster Care	12	12	100	12	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	225 / 3.71%	225 / 3.76%	294 / 4.89%
Advanced Placement Course Enrollment	980 / 16.16%	1,056 / 17.66%	1,205 / 20.03%
Dual Enrollment	483 / 7.96%	753 / 12.59%	764 / 12.7%
Governor's School Enrollment	21 / .35%	7 / .12%	-
IB Course Enrollment	88 / 1.45%	291 / 4.87%	84 / 1.4%
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	1,350	640	53
	State	87,947	58,787	33
Female	Division	662	383	42
	State	44,125	32,246	27
Male	Division	688	257	63
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	29	25	14
	State	7,326	6,406	13
Black	Division	856	400	53
	State	18,153	10,957	40
Hispanic	Division	95	33	65
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	275	131	52
	State	44,455	30,645	31
Multiple Races	Division	90	48	47
	State	4,837	3,237	33
Students with Disabilities	Division	139	26	81
	State	8,632	3,934	54
Economically Disadvantaged	Division	669	257	62
	State	30,889	16,128	48
English Learners	Division	15	<	100
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	71	59	50
	State	3,844	3,577	3,225
State Licensures	Division	4	17	8
	State	1,573	2,069	2,206
Industry Certification	Division	1,087	1,152	1,346
	State	100,965	101,956	105,973
Workplace Readiness	Division	1,034	1,058	1,314
	State	41,819	35,066	38,829
Total Credentials Earned	Division	2,196	2,286	2,718
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,359	1,434	1,721
	State	118,467	115,609	120,035
CTE Completers	Division	977	958	1,115
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

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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	60.8	57.6	60.2

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	$3,914	$7,915	$2,614
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,497	$8,347	$3,957
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,963	$8,653	$2,739
	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	449
Behaviors related to School Operations	2,018
Relationship Behaviors without Physical Harm	2,546
Behaviors of a Safety Concern	3,145
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,004
Behaviors used to determine Persistently Dangerous Schools	3

< = 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	1,465	822	631
Out-of-School Suspension	6,151	5,486	4,521
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	567	384	180
Bus Suspension	386	413	251

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	88.5	93.3	95.2
< = 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	43.2	46.6	46.1
< = 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	60.8	65.2	65.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

13.23 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.29 : 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	42%	51%	2%	5%
2023-2024	41%	46%	2%	11%
2024-2025	41%	43%	2%	14%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	73%	81%	88%
Asian	83%	91%	88%
Black	68%	73%	88%
Hispanic	76%	73%	88%
White	84%	86%	88%
Multiple Races	79%	84%	88%
Economically Disadvantaged	68%	73%	88%
English Learners	59%	67%	88%
Students with Disabilities	40%	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	76%	76%	85%
Asian	90%	90%	85%
Black	71%	67%	85%
Hispanic	82%	68%	85%
White	84%	82%	85%
Multiple Races	77%	79%	85%
Economically Disadvantaged	72%	67%	85%
English Learners	72%	64%	85%
Students with Disabilities	47%	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	76%
Asian	86%
Black	71%
Hispanic	80%
White	85%
Multiple Races	82%
Economically Disadvantaged	72%
English Learners	62%
Students with Disabilities	42%

< = 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	95%	84%	84%
Asian	92%	90%	84%
Black	95%	83%	84%
Hispanic	97%	83%	84%
White	95%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	93%	83%	84%
English Learners	96%	80%	84%
Students with Disabilities	74%	79%	84%
Homeless	83%	-	-
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	54%	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	179	332	54%
English Learner Proficiency	49	470	10%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97.9%	-	97.5%	-	97.5%	-
Asian	98.3%	-	98.3%	-	96.5%	-
Black	97.8%	-	97.5%	-	97.2%	-
Hispanic	98.7%	-	98.2%	-	98.6%	-
White	97.8%	-	97.9%	-	97.8%	-
Multiple Races	97.9%	-	96.9%	-	97.5%	-
Economically Disadvantaged	97.6%	-	97.1%	-	96.9%	-
Not Economically Disadvantaged	98.4%	-	98.3%	-	98.4%	-
English Learners	98.5%	-	98.9%	-	99.3%	-
Students with Disabilities	92.6%	-	91.4%	-	89.6%	-
Students without Disabilities	98.9%	-	98.7%	-	98.9%	-
Female	98.5%	-	98%	-	98%	-
Male	97.3%	-	97.1%	-	97%	-

< = 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

Hampton City 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