Harrisonburg City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Bluestone Elementary	Fully Accredited	Meets Expectations	83.2
Keister Elementary	Fully Accredited	Approaching Expectations	86.5
Smithland Elementary	Fully Accredited	Meets Expectations	81.29
Spotswood Elementary	Fully Accredited	Approaching Expectations	85.47
Stone Spring Elementary	Fully Accredited	Needs Intensive Support	79.38
Waterman Elementary	Fully Accredited	Needs Intensive Support	76.07
Middle Schools
Skyline Middle	Fully Accredited	Needs Intensive Support	77.25
Thomas Harrison Middle	Fully Accredited	Approaching Expectations	83.7
High Schools
Harrisonburg High	Fully Accredited	Approaching Expectations	86.21
Rocktown High	Fully Accredited	Needs Intensive Support	77.7

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	45	52	48	8	45	53	47	10	45	55	45
Female	7	46	53	47	8	47	55	45	10	47	57	43
Male	7	44	51	49	8	43	51	49	9	43	53	47
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	12	65	77	23	11	69	80	20	12	57	68	32
Black	3	46	49	51	3	41	44	56	5	42	46	54
Hispanic	2	38	40	60	2	40	42	58	4	43	46	54
Native Hawaiian	<	<	<	<					<	<	100	0
White	15	55	70	30	19	54	73	27	23	51	73	27
Multiple Races	13	52	65	35	12	48	59	41	15	46	61	39
Students with Disabilities	1	21	22	78	3	17	19	81	3	19	22	78
Students without Disabilities	8	48	55	45	8	48	56	44	10	48	58	42
Economically Disadvantaged	2	39	41	59	3	41	44	56	4	41	45	55
Not Economically Disadvantaged	12	52	65	35	13	50	63	37	15	49	64	36
English Learners	-	18	18	82	-	20	20	80	1	21	22	78
Migrant	-	27	27	73	-	14	14	86	-	19	19	81
Homeless	-	36	36	64	2	31	33	67	5	37	41	59
Military Connected	4	52	56	44	5	36	41	59	5	60	65	35
Foster Care	<	<	<	<	<	<	<	<	-	38	38	62
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	36	39	61	5	40	45	55	8	39	47	53
Female	4	33	37	63	6	42	48	52	10	40	50	50
Male	3	39	41	59	4	38	41	59	7	37	44	56
American Indian					<	<	100	0	<	<	<	<
Asian	6	59	65	35	-	64	64	36	<	<	<	<
Black	-	19	19	81	2	36	38	62	4	38	42	58
Hispanic	2	26	28	72	2	34	36	64	3	35	38	62
White	6	55	61	39	14	47	61	39	20	49	69	31
Multiple Races	9	48	57	43	4	54	58	42	10	33	43	57
Students with Disabilities	-	10	10	90	3	6	8	92	-	9	9	91
Students without Disabilities	4	39	43	57	5	42	48	52	9	41	51	49
Economically Disadvantaged	2	27	29	71	3	34	37	63	2	35	38	62
Not Economically Disadvantaged	5	48	53	47	8	46	54	46	15	42	57	43
English Learners	-	23	23	77	1	25	26	74	-	26	26	74
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	40	46	54	8	43	51	49	10	42	53	47
Female	7	43	50	50	8	45	53	47	12	42	54	46
Male	5	37	42	58	9	41	50	50	8	43	52	48
American Indian									<	<	100	0
Asian	<	<	<	<	7	71	79	21	9	55	64	36
Black	2	37	39	61	2	29	32	68	8	37	45	55
Hispanic	-	37	38	62	4	38	42	58	3	41	44	56
White	13	48	61	39	19	55	74	26	25	44	69	31
Multiple Races	20	25	45	55	9	50	59	41	9	55	64	36
Students with Disabilities	2	19	21	79	4	19	23	77	-	18	18	83
Students without Disabilities	7	43	49	51	9	46	54	46	11	45	56	44
Economically Disadvantaged	1	38	38	62	4	35	40	60	5	41	46	54
Not Economically Disadvantaged	13	44	57	43	13	53	67	33	16	44	59	41
English Learners	-	25	25	75	1	28	29	71	1	29	29	71
Migrant	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	46	50	50	6	43	49	51	6	48	54	46
Female	4	52	55	45	6	45	52	48	6	49	55	45
Male	4	41	45	55	5	41	46	54	6	46	52	48
Asian	<	<	<	<	10	60	70	30	-	83	83	17
Black	-	51	51	49	2	31	33	67	2	42	44	56
Hispanic	1	37	38	62	2	39	40	60	2	42	44	56
White	11	56	67	33	14	57	71	29	18	55	73	27
Multiple Races	5	63	68	32	10	33	43	57	4	67	71	29
Students with Disabilities	-	17	17	83	2	13	16	84	2	15	17	83
Students without Disabilities	4	49	54	46	6	46	53	47	7	52	58	42
Economically Disadvantaged	2	37	39	61	2	38	41	59	2	40	42	58
Not Economically Disadvantaged	7	56	63	37	10	49	59	41	10	55	65	35
English Learners	-	16	16	84	-	13	13	87	-	17	17	83
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care									<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	43	50	50	5	46	52	48	9	41	50	50
Female	6	45	51	49	4	50	54	46	12	40	52	48
Male	8	41	49	51	6	43	49	51	7	41	48	52
Asian	-	83	83	17	<	<	<	<	30	40	70	30
Black	-	49	49	51	2	49	51	49	4	26	30	70
Hispanic	2	32	34	66	1	38	39	61	3	39	42	58
White	16	54	70	30	14	59	73	27	20	50	71	29
Multiple Races	8	50	58	42	15	50	65	35	11	37	47	53
Students with Disabilities	-	13	13	87	-	18	18	82	5	14	19	81
Students without Disabilities	8	46	53	47	6	49	55	45	10	44	53	47
Economically Disadvantaged	2	35	37	63	1	42	43	57	2	38	40	60
Not Economically Disadvantaged	13	51	64	36	11	52	63	37	17	44	60	40
English Learners	-	8	8	92	-	6	6	94	-	9	9	91
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	46	50	50	5	48	53	47	7	43	50	50
Female	5	41	46	54	4	50	54	46	5	48	53	47
Male	4	50	54	46	6	46	52	48	8	39	48	52
Asian	-	90	90	10	-	79	79	21	<	<	<	<
Black	-	49	49	51	2	51	53	47	4	43	47	53
Hispanic	1	36	38	63	1	38	38	62	2	37	39	61
White	11	52	63	37	12	62	74	26	16	53	69	31
Multiple Races	-	90	90	10	16	48	64	36	11	53	63	37
Students with Disabilities	3	30	33	68	5	12	17	83	6	16	22	78
Students without Disabilities	5	47	52	48	5	51	56	44	7	47	53	47
Economically Disadvantaged	-	40	40	60	2	41	43	57	2	34	36	64
Not Economically Disadvantaged	10	52	62	38	8	56	63	37	11	52	63	37
English Learners	-	15	15	85	-	11	11	89	2	8	10	90
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	50	57	43	7	47	53	47	8	48	57	43
Female	7	56	63	37	6	48	54	46	9	53	62	38
Male	7	45	53	47	8	45	53	47	7	44	52	48
Asian	13	67	80	20	27	64	91	9	7	67	73	27
Black	3	59	62	38	-	50	50	50	4	48	52	48
Hispanic	-	39	40	60	2	38	40	60	2	43	45	55
White	18	62	80	20	16	55	71	29	19	57	76	24
Multiple Races	5	58	63	37	7	67	73	27	21	46	67	33
Students with Disabilities	-	26	26	74	-	35	35	65	3	21	24	76
Students without Disabilities	8	53	60	40	8	47	55	45	9	51	59	41
Economically Disadvantaged	2	41	43	57	3	42	44	56	2	43	45	55
Not Economically Disadvantaged	13	61	74	26	11	51	63	37	13	53	66	34
English Learners	-	10	10	90	-	19	19	81	-	16	16	84
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	56	73	27	17	48	65	35	19	53	72	28
Female	18	56	74	26	19	49	69	31	18	55	73	27
Male	17	55	71	29	15	47	62	38	19	52	71	29
Asian	30	50	80	20	27	67	93	7	27	36	64	36
Black	15	56	70	30	10	41	51	49	7	55	62	38
Hispanic	8	56	64	36	5	53	58	42	10	58	68	32
Native Hawaiian									<	<	100	0
White	33	56	90	10	42	42	84	16	39	45	85	15
Multiple Races	31	54	85	15	25	31	56	44	43	33	76	24
Students with Disabilities	6	42	48	52	5	15	20	80	8	41	49	51
Students without Disabilities	18	57	75	25	18	51	69	31	20	54	74	26
Economically Disadvantaged	10	57	67	33	8	52	61	39	10	55	65	35
Not Economically Disadvantaged	24	54	78	22	27	43	71	29	25	52	77	23
English Learners	1	23	24	76	1	23	24	76	4	36	40	60
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	46	52	48	7	50	57	43	8	51	58	42
Female	5	45	50	50	6	51	58	42	6	52	58	42
Male	7	46	53	47	8	48	57	43	9	49	58	42
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	19	54	73	27	20	60	80	20	20	62	82	18
Black	2	43	46	54	2	45	47	53	4	46	50	50
Hispanic	2	40	42	58	2	47	49	51	3	47	50	50
Native Hawaiian	<	<	<	<					<	<	<	<
White	13	56	69	31	17	56	73	27	17	58	75	25
Multiple Races	11	47	58	42	10	53	63	37	10	52	62	38
Students with Disabilities	1	20	20	80	2	22	23	77	2	21	23	77
Students without Disabilities	7	48	55	45	8	52	60	40	8	54	62	38
Economically Disadvantaged	2	41	43	57	3	45	48	52	3	46	49	51
Not Economically Disadvantaged	11	51	61	39	12	56	67	33	12	55	67	33
English Learners	-	30	30	70	1	36	37	63	-	35	35	65
Migrant	-	29	29	71	-	37	37	63	-	35	35	65
Homeless	4	42	46	54	-	33	33	67	-	27	27	73
Military Connected	-	67	67	33	7	37	43	57	13	52	65	35
Foster Care	<	<	<	<	<	<	<	<	-	29	29	71
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	42	46	54	7	45	52	48	8	52	60	40
Female	3	38	41	59	8	43	50	50	6	50	56	44
Male	5	47	51	49	7	48	54	46	10	54	64	36
American Indian					<	<	100	0	<	<	<	<
Asian	6	67	72	28	21	64	86	14	<	<	<	<
Black	-	27	27	73	-	36	36	64	7	38	45	55
Hispanic	1	36	37	63	1	42	43	57	3	50	53	47
White	11	55	66	34	19	49	68	32	17	63	80	20
Multiple Races	9	52	61	39	8	67	75	25	17	43	60	40
Students with Disabilities	2	10	12	88	3	8	11	89	2	9	12	88
Students without Disabilities	4	46	51	49	7	48	55	45	9	56	64	36
Economically Disadvantaged	2	34	36	64	2	43	45	55	2	49	51	49
Not Economically Disadvantaged	7	53	60	40	13	48	61	39	14	55	70	30
English Learners	1	32	33	67	1	36	36	64	-	48	48	52
Migrant	<	<	<	<	-	20	20	80	<	<	<	<
Homeless	<	<	<	<	-	17	17	83	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	41	48	52	8	49	58	42	8	46	54	46
Female	5	39	44	56	7	50	57	43	6	45	50	50
Male	9	43	51	49	10	49	58	42	11	48	59	41
American Indian									<	<	<	<
Asian	40	20	60	40	24	47	71	29	25	42	67	33
Black	2	37	39	61	-	40	40	60	4	41	44	56
Hispanic	2	36	38	62	3	46	50	50	3	44	47	53
White	14	54	68	32	21	57	78	22	19	51	71	29
Multiple Races	15	30	45	55	9	59	68	32	9	55	64	36
Students with Disabilities	-	19	19	81	4	17	21	79	-	17	17	83
Students without Disabilities	8	44	51	49	9	53	61	39	9	49	58	42
Economically Disadvantaged	3	39	42	58	4	43	47	53	4	40	44	56
Not Economically Disadvantaged	12	43	56	44	14	58	71	29	12	51	64	36
English Learners	-	28	28	72	1	39	41	59	-	32	32	68
Migrant	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<					<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	41	47	53	9	47	57	43	7	49	57	43
Female	5	39	44	56	8	47	55	45	6	51	56	44
Male	7	43	50	50	11	48	59	41	9	48	57	43
Asian	<	<	<	<	30	60	90	10	21	57	79	21
Black	5	36	41	59	2	39	41	59	5	47	51	49
Hispanic	2	35	37	63	3	46	49	51	3	46	48	52
White	12	52	64	36	21	54	75	25	18	59	77	23
Multiple Races	21	47	68	32	14	38	52	48	8	46	54	46
Students with Disabilities	-	9	9	91	-	18	18	82	4	20	24	76
Students without Disabilities	7	45	52	48	10	51	61	39	8	53	61	39
Economically Disadvantaged	3	36	39	61	5	46	51	49	4	43	47	53
Not Economically Disadvantaged	9	48	57	43	14	49	63	37	11	56	67	33
English Learners	1	23	24	76	1	28	28	72	-	29	29	71
Migrant	<	<	<	<	<	<	<	<	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care									<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	42	50	50	7	44	50	50	8	43	51	49
Female	7	43	51	49	3	45	49	51	8	43	50	50
Male	10	40	50	50	10	42	52	48	9	44	52	48
Asian	24	53	76	24	<	<	<	<	30	60	90	10
Black	4	48	52	48	2	35	38	63	-	31	31	69
Hispanic	3	32	36	64	2	39	40	60	3	41	44	56
White	17	54	72	28	16	52	68	32	19	52	71	29
Multiple Races	8	38	46	54	15	60	75	25	11	37	47	53
Students with Disabilities	-	18	18	82	-	12	12	88	-	22	22	78
Students without Disabilities	10	44	53	47	7	47	54	46	9	45	54	46
Economically Disadvantaged	3	37	40	60	2	39	41	59	4	39	43	57
Not Economically Disadvantaged	15	47	62	38	12	50	63	37	13	47	60	40
English Learners	-	15	15	85	-	17	17	83	1	16	17	83
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	37	43	57	9	42	51	49	9	43	52	48
Female	3	40	44	56	7	48	55	45	5	47	52	48
Male	9	34	43	57	11	36	47	53	13	40	52	48
Asian	9	73	82	18	19	63	81	19	<	<	100	0
Black	4	28	32	68	4	41	45	55	4	45	49	51
Hispanic	2	30	32	68	3	36	38	62	4	36	40	60
White	14	47	61	39	22	51	73	27	19	52	71	29
Multiple Races	<	<	<	<	12	36	48	52	11	68	79	21
Students with Disabilities	-	15	15	85	2	10	12	88	2	8	10	90
Students without Disabilities	7	39	46	54	10	45	55	45	10	47	57	43
Economically Disadvantaged	2	32	34	66	4	35	39	61	4	38	42	58
Not Economically Disadvantaged	11	43	54	46	15	49	64	36	13	48	62	38
English Learners	-	11	11	89	-	19	19	81	1	21	21	79
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	33	33	67	-	28	28	72	1	40	41	59
Female	-	37	37	63	1	33	33	67	1	44	45	55
Male	-	31	31	69	-	23	23	77	1	37	37	63
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	32	32	68	3	17	20	80	-	37	37	63
Hispanic	-	32	32	68	-	28	28	72	-	36	36	64
White	-	43	43	57	-	35	35	65	1	53	54	46
Multiple Races	<	<	<	<	-	20	20	80	-	50	50	50
Students with Disabilities	-	18	18	82	-	21	21	79	-	16	16	84
Students without Disabilities	-	35	35	65	-	29	29	71	1	43	44	56
Economically Disadvantaged	-	33	33	67	-	23	23	77	-	37	38	62
Not Economically Disadvantaged	-	34	34	66	1	35	36	64	1	45	45	55
English Learners	-	21	21	79	-	18	18	82	-	20	20	80
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	63	69	31	7	72	79	21	9	65	74	26
Female	6	64	70	30	7	75	82	18	9	70	79	21
Male	6	63	68	32	7	69	75	25	10	59	69	31
Asian	33	60	93	7	27	68	95	5	33	67	100	0
Black	1	69	71	29	6	75	81	19	6	65	71	29
Hispanic	1	60	62	38	3	74	76	24	3	66	69	31
Native Hawaiian	<	<	<	<					<	<	<	<
White	14	68	82	18	14	68	82	18	19	63	82	18
Multiple Races	10	66	76	24	8	63	71	29	14	62	76	24
Students with Disabilities	2	41	42	58	2	56	57	43	2	51	53	47
Students without Disabilities	6	65	72	28	7	73	80	20	10	66	76	24
Economically Disadvantaged	1	63	65	35	4	69	73	27	2	67	69	31
Not Economically Disadvantaged	11	63	74	26	10	76	86	14	15	63	78	22
English Learners	-	57	57	43	-	72	73	27	-	61	61	39
Migrant	<	<	100	0	-	90	90	10	-	77	77	23
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	66	79	21	9	70	79	21	10	80	90	10
Female	12	68	80	20	7	72	79	21	10	82	92	8
Male	14	64	78	22	11	68	80	20	10	79	88	12
Asian	<	<	<	<	20	70	90	10	<	<	<	<
Black	<	<	<	<	-	73	73	27	-	100	100	0
Hispanic	8	56	64	36	4	61	65	35	5	76	81	19
White	19	77	95	5	14	75	89	11	16	78	95	5
Multiple Races	<	<	<	<	-	70	70	30	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	13	67	81	19	9	71	81	19	10	80	90	10
Economically Disadvantaged	8	55	63	37	2	64	65	35	4	81	85	15
Not Economically Disadvantaged	15	71	87	13	13	73	86	14	12	80	92	8
English Learners	-	10	10	90	<	<	<	<	<	<	<	<
Migrant									<	<	100	0
Homeless	<	<	<	<					<	<	<	<
Military Connected					<	<	<	<	<	<	100	0
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	50	70	30	4	50	54	46	-	35	35	65
Female	<	<	<	<	8	33	42	58	-	40	40	60
Male	27	60	87	13	-	67	67	33	-	30	30	70
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	-	40	40	60	-	27	27	73
White	<	<	<	<	<	<	100	0	<	<	100	0
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	100	0	<	<	<	<
Students without Disabilities	20	50	70	30	4	48	52	48	-	37	37	63
Economically Disadvantaged	10	50	60	40	-	70	70	30	<	<	<	<
Not Economically Disadvantaged	30	50	80	20	7	36	43	57	-	45	45	55
English Learners	<	<	<	<	-	31	31	69	<	<	<	<
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	46	55	45	7	51	58	42	11	53	65	35
Female	7	48	54	46	6	50	56	44	10	54	64	36
Male	10	45	55	45	9	51	60	40	13	53	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	12	65	77	23	14	63	77	23	18	58	76	24
Black	6	44	50	50	1	45	45	55	7	60	66	34
Hispanic	3	41	43	57	3	48	50	50	6	51	57	43
Native Hawaiian									<	<	<	<
White	19	56	74	26	19	58	77	23	24	56	80	20
Multiple Races	19	46	65	35	11	58	69	31	15	53	68	32
Students with Disabilities	1	22	24	76	-	29	29	71	3	32	34	66
Students without Disabilities	9	48	58	42	8	53	61	39	12	56	68	32
Economically Disadvantaged	3	43	46	54	3	49	52	48	5	51	56	44
Not Economically Disadvantaged	15	50	65	35	13	53	66	34	17	56	74	26
English Learners	-	27	28	72	1	31	32	68	3	38	41	59
Migrant	-	29	29	71	-	23	23	77	8	27	35	65
Homeless	6	35	41	59	-	20	20	80	6	50	56	44
Military Connected	-	58	58	42	10	50	60	40	13	43	57	43
Foster Care	<	<	<	<	<	<	100	0	8	50	58	42
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	42	56	44	12	44	55	45	15	44	59	41
Female	10	45	55	45	9	46	55	45	12	43	55	45
Male	17	40	58	42	15	41	56	44	18	45	63	37
Asian	<	<	<	<	20	50	70	30	14	64	79	21
Black	20	25	45	55	-	39	39	61	12	40	51	49
Hispanic	4	45	49	51	3	45	48	52	7	43	50	50
White	29	39	68	32	31	44	75	25	32	46	78	22
Multiple Races	32	47	79	21	19	38	57	43	25	42	67	33
Students with Disabilities	2	13	15	85	-	20	20	80	2	24	25	75
Students without Disabilities	16	46	61	39	13	46	59	41	17	47	63	37
Economically Disadvantaged	7	41	48	52	5	46	50	50	7	41	48	52
Not Economically Disadvantaged	23	44	66	34	21	41	62	38	23	47	70	30
English Learners	-	33	33	67	-	25	25	75	1	28	28	72
Migrant	<	<	<	<	<	<	<	<	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care									<	<	<	<
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	47	56	44	6	50	56	44	10	48	58	42
Female	7	52	59	41	5	48	53	47	8	48	56	44
Male	11	43	53	47	8	51	60	40	12	47	59	41
Asian	25	44	69	31	19	50	69	31	6	69	75	25
Black	3	60	63	37	2	49	51	49	5	48	54	46
Hispanic	3	36	39	61	2	41	43	57	3	42	45	55
White	18	62	80	20	16	63	78	22	23	55	79	21
Multiple Races	16	58	74	26	-	67	67	33	17	50	67	33
Students with Disabilities	-	37	37	63	-	42	42	58	3	13	16	84
Students without Disabilities	10	48	58	42	7	50	57	43	11	50	61	39
Economically Disadvantaged	2	42	44	56	2	46	49	51	3	41	44	56
Not Economically Disadvantaged	16	53	69	31	11	53	64	36	16	53	69	31
English Learners	-	15	15	85	-	21	21	79	-	18	18	82
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	53	59	41	7	63	70	30	11	68	79	21
Female	5	52	56	44	6	62	68	32	10	71	81	19
Male	7	55	61	39	7	65	72	28	12	65	77	23
American Indian									<	<	100	0
Asian	8	77	85	15	6	82	88	12	37	53	89	11
Black	-	57	57	43	-	58	58	42	4	80	85	15
Hispanic	2	44	47	53	4	59	63	37	7	68	75	25
Native Hawaiian									<	<	<	<
White	13	68	81	19	16	70	85	15	21	66	87	13
Multiple Races	11	42	53	47	13	73	87	13	5	67	71	29
Students with Disabilities	-	26	26	74	-	33	33	67	4	56	60	40
Students without Disabilities	6	55	61	39	7	66	73	27	11	69	81	19
Economically Disadvantaged	1	49	50	50	4	59	62	38	6	68	75	25
Not Economically Disadvantaged	11	58	69	31	10	68	79	21	15	68	84	16
English Learners	-	25	25	75	3	47	50	50	6	59	65	35
Migrant	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	100	0	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	12	12	88	2	20	22	78	8	29	38	63
Female	-	11	11	89	-	16	16	84	<	<	<	<
Male	-	14	14	86	5	25	30	70	13	27	40	60
Asian	<	<	<	<					<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	5	5	95	4	25	29	71	8	8	17	83
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	-	13	13	88	2	21	24	76	8	29	38	63
Economically Disadvantaged	-	5	5	95	-	24	24	76	8	23	31	69
Not Economically Disadvantaged	-	24	24	76	6	13	19	81	9	36	45	55
English Learners	-	15	15	85	-	26	26	74	<	<	<	<
Migrant					<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	44	44	56	-	36	36	64	3	36	39	61
Female	1	50	51	49	-	37	37	63	5	32	37	63
Male	-	37	37	63	-	35	35	65	-	41	41	59
Asian	<	<	<	<					<	<	<	<
Black	-	27	27	73	-	25	25	75	<	<	<	<
Hispanic	1	44	45	55	-	36	36	64	4	31	35	65
White	-	59	59	41	-	44	44	56	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	17	17	83	-	21	21	79	-	23	23	77
Students without Disabilities	1	47	48	52	-	38	38	62	3	39	42	58
Economically Disadvantaged	-	45	45	55	-	37	37	63	2	35	37	63
Not Economically Disadvantaged	2	41	43	57	-	34	34	66	3	38	41	59
English Learners	1	42	43	57	-	35	35	65	4	35	39	61
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	38	53	47	14	38	52	48	14	41	55	45
Female	15	38	53	47	11	38	50	50	12	42	53	47
Male	15	38	53	47	17	37	55	45	16	40	56	44
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	36	32	68	32	40	36	76	24	22	52	74	26
Black	7	38	45	55	8	45	54	46	7	44	50	50
Hispanic	6	37	43	57	6	35	40	60	6	38	43	57
White	29	42	71	29	31	43	74	26	29	45	74	26
Multiple Races	26	26	53	47	16	32	47	53	20	41	61	39
Students with Disabilities	4	20	24	76	3	27	29	71	3	8	11	89
Students without Disabilities	17	40	57	43	15	39	54	46	15	44	58	42
Economically Disadvantaged	8	36	44	56	7	36	43	57	6	38	44	56
Not Economically Disadvantaged	26	40	66	34	23	40	62	38	21	43	64	36
English Learners	1	23	24	76	1	25	26	75	1	25	26	74
Migrant	<	<	<	<	<	<	<	<	-	18	18	82
Homeless	<	<	<	<	<	<	<	<	-	43	43	57
Military Connected	<	<	<	<	<	<	<	<	17	33	50	50
Foster Care	<	<	<	<					<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	<	<
White					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Black									<	<	<	<
White					<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<
Male	<	<	<	<
White	<	<	<	<
Students with Disabilities	<	<	<	<
Economically Disadvantaged	<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	47	70	30	19	45	64	36	18	45	63	37
Female	23	50	73	27	17	47	64	36	15	48	63	37
Male	22	45	68	32	21	43	64	36	20	43	63	37
American Indian	<	<	<	<	<	<	100	0
Asian	40	47	87	13	73	27	100	0	20	67	87	13
Black	15	53	68	32	11	57	67	33	12	50	62	38
Hispanic	10	47	57	43	8	44	51	49	6	42	48	52
White	40	48	88	12	36	45	82	18	38	47	85	15
Multiple Races	37	37	74	26	27	40	67	33	29	42	71	29
Students with Disabilities	9	31	40	60	-	44	44	56	3	12	15	85
Students without Disabilities	24	49	73	27	21	45	66	34	19	48	66	34
Economically Disadvantaged	10	50	60	40	11	47	58	42	7	45	52	48
Not Economically Disadvantaged	37	45	81	19	28	43	71	29	26	46	72	28
English Learners	-	33	33	67	1	29	30	70	1	23	23	77
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	29	38	62	10	31	41	59	10	37	47	53
Female	9	28	37	63	6	31	36	64	9	36	44	56
Male	9	31	40	60	14	32	47	53	11	38	50	50
American Indian									<	<	<	<
Asian	<	<	<	<	14	43	57	43	25	33	58	42
Black	2	27	29	71	5	32	37	63	2	38	40	60
Hispanic	3	28	31	69	4	28	31	69	5	33	38	62
White	19	36	54	46	25	40	65	35	20	44	64	36
Multiple Races	16	16	32	68	9	27	36	64	9	41	50	50
Students with Disabilities	2	12	14	86	5	14	19	81	3	5	8	92
Students without Disabilities	10	32	41	59	11	33	44	56	11	40	50	50
Economically Disadvantaged	5	25	30	70	4	28	32	68	5	32	37	63
Not Economically Disadvantaged	14	35	49	51	17	36	54	46	15	41	56	44
English Learners	1	18	19	81	-	22	23	77	1	26	28	73
Migrant	<	<	100	0					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care									<	<	100	0
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<
Students with Disabilities					<	<	<	<
Economically Disadvantaged					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
Division	109	86	9
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	329	291	306
Kindergarten	488	465	470
Grade 1	534	501	468
Grade 2	519	524	488
Grade 3	523	527	508
Grade 4	478	534	517
Grade 5	487	462	510
Grade 6	510	511	453
Grade 7	461	516	499
Grade 8	464	482	523
Grade 9	557	568	530
Grade 10	530	509	521
Grade 11	459	488	455
Grade 12	452	445	491
Post Graduate	-	7	6
Total Enrollment	6,791	6,830	6,745

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	6791	6830	6745
Female	3259	3300	3284
Male	3531	3530	3461
American Indian	5	4	8
Asian	155	167	167
Black	682	696	698
Hispanic	3678	3742	3692
Native Hawaiian	3	1	1
White	1973	1907	1878
Multiple Races	295	313	301
Students with Disabilities	721	709	705
Students without Disabilities	6070	6121	6040
Economically Disadvantaged	3575	3499	3091
Not Economically Disadvantaged	3216	3331	3654
English Learners	2946	3013	3096
Not English Learners	3845	3817	3649
Migrant	39	52	82
Homeless	39	67	52
Military Connected	50	48	70
Foster Care	10	13	22
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	5,432	1,029	5,630	926	5,700	719
Female	2,650	454	2,774	421	2,763	357
Male	2,781	575	2,856	505	2,937	362
American Indian	<	<	<	<	<	<
Asian	129	28	154	15	145	11
Black	549	82	594	69	602	60
Hispanic	2,847	626	2,985	557	3,083	409
Native Hawaiian	<	<	<	<	<	<
White	1,665	250	1,649	225	1,609	205
Multiple Races	236	41	243	58	256	32
Students with Disabilities	467	138	481	117	495	100
Economically Disadvantaged	2,804	737	2,943	629	2,663	472
English Learners	2,513	514	2,641	433	2,780	333
Homeless	44	28	69	32	56	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 2026: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	273	228	6	6	29	5
	State	52034	41739	1845	730	4758	1126
Female	Division	161	85	0	2	8	3
	State	28171	18456	601	259	1860	459
Male	Division	112	143	6	4	21	2
	State	23863	23283	1244	471	2895	667
Asian	Division	11	1	0	0	0	0
	State	6565	1702	100	12	90	43
Black	Division	29	27	1	0	1	1
	State	8816	10967	559	141	985	452
Hispanic	Division	116	147	3	3	23	2
	State	7967	9910	285	155	2363	212
White	Division	110	45	2	3	4	2
	State	25115	16553	775	367	1100	357
Multiple Races	Division	7	8	0	0	1	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	1	32	6	2	3	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	98	125	3	3	14	4
	State	12337	20894	1052	439	2243	735
English Learners	Division	46	112	1	1	21	2
	State	2260	6522	300	53	1921	83
Migrant	Division	<	<	<	<	0	<
	State	0	7	0	0	3	0
Homeless	Division	2	5	0	1	2	0
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	<	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	547	507	93	513	94	29	5
Female	259	246	95	248	96	8	3
Male	288	261	91	265	92	21	7
Asian	12	12	100	12	100	0	0
Black	59	57	97	57	97	1	2
Hispanic	294	266	91	269	92	23	8
White	166	157	95	160	96	4	2
Multiple Races	16	15	94	15	94	1	6
Students with Disabilities	44	39	89	41	93	3	7
Economically Disadvantaged	247	226	92	229	93	14	6
English Learners	183	159	87	160	87	21	12
Migrant	<	<	100	<	100	0	0
Homeless	10	7	70	8	80	2	20
Military Connected	<	<	100	<	100	0	0
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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	255 / 12.79%	273 / 13.59%	279 / 14%
Advanced Placement Course Enrollment	297 / 14.89%	335 / 16.67%	352 / 17.66%
Dual Enrollment	183 / 9.18%	178 / 8.86%	238 / 11.94%
Governor's School Enrollment	10 / .5%	12 / .6%	11 / .55%
IB Course Enrollment	-	-	137 / 6.87%
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

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

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	414	209	50
	State	87,995	56,397	36
Female	Division	219	127	42
	State	43,825	30,968	29
Male	Division	195	82	58
	State	44,068	25,387	42
Asian	Division	12	<	100
	State	7,252	6,271	14
Black	Division	45	22	51
	State	18,247	10,591	42
Hispanic	Division	197	77	61
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	139	90	35
	State	43,094	28,736	33
Multiple Races	Division	20	13	35
	State	5,005	3,223	36
Students with Disabilities	Division	26	<	100
	State	8,536	3,616	58
Economically Disadvantaged	Division	190	84	56
	State	31,680	15,774	50
English Learners	Division	133	53	60
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	21	3	8
	State	3,577	3,225	3,944
State Licensures	Division	3	-	43
	State	2,069	2,206	2,710
Industry Certification	Division	274	346	430
	State	101,956	105,973	106,014
Total Credentials Earned	Division	298	350	607
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	277	345	562
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	17	82	452
	State	1,022	15,327	18,011
CTE Completers	Division	217	209	151
	State	48,643	51,371	52,173
Workplace Readiness	Division	-	1	126
	State	35,066	38,829	48,691

< = 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	65	63.6	61.5

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$4,755	$7,908	$2,303
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,681	$8,953	$2,391
	State	$7,803	$6,956	$1,918
2023-2024	Division	$5,393	$9,284	$2,200
	State	$8,420	$7,464	$1,751
2024-2025	Division	$7,673	$9,948	$1,480
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	440	218	272
Behaviors related to School Operations	586	209	329
Relationship Behaviors without Physical Harm	1,282	1,569	2,369
Behaviors of a Safety Concern	2,149	2,605	2,819
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,171	984	766
Behaviors used to determine Persistently Dangerous Schools	2		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
	2023-2024	2024-2025	2025-2026
In-School Suspension	270	290	266
Out-of-School Suspension	645	586	498
Explusion and Alternative Placement	0	5	2
Referral to Law Enforcement	7	0	1
Bus Suspension	31	22	34

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	81	85.7	85.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67.8	65.6	64.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	74.1	74.6	74.6
< = 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

10.44 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

10.21 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	42%	54%	2%	2%
2024-2025	45%	52%	1%	2%
2025-2026	45%	51%	2%	2%
< = 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	55%	83%	88%
Asian	71%	91%	88%
Black	46%	78%	88%
Hispanic	46%	78%	88%
White	73%	87%	88%
Multiple Races	61%	85%	88%
Economically Disadvantaged	45%	78%	88%
English Learners	36%	74%	88%
Students with Disabilities	20%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	62%	79%	85%
Asian	82%	90%	85%
Black	53%	73%	85%
Hispanic	53%	73%	85%
White	78%	83%	85%
Multiple Races	66%	81%	85%
Economically Disadvantaged	52%	73%	85%
English Learners	48%	71%	85%
Students with Disabilities	26%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	65%
Asian	83%
Black	63%
Hispanic	55%
White	83%
Multiple Races	67%
Economically Disadvantaged	55%
English Learners	49%
Students with Disabilities	27%

< = 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	90%	84%	84%
Asian	100%	90%	84%
Black	93%	83%	84%
Hispanic	88%	84%	84%
White	91%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	88%	84%	84%
English Learners	87%	84%	84%
Students with Disabilities	69%	84%	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	57%	58%	58%
English Learner Proficiency	12%	-	-

< = 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	1160	2026	57%
English Learner Proficiency	303	2436	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99.2%	.8%	99%	1%
Asian	97.3%	2.7%	98.7%	1.3%	100%	-
Black	98.9%	1.1%	98.9%	1.1%	98.7%	1.3%
Hispanic	99.3%	.7%	99.5%	.5%	99.2%	.8%
White	98.6%	1.4%	98.7%	1.3%	98.9%	1.1%
Multiple Races	98.7%	1.3%	98.7%	1.3%	98.4%	1.6%
Economically Disadvantaged	99.1%	.9%	99.1%	.9%	99.2%	.8%
Not Economically Disadvantaged	98.9%	1.1%	99.2%	.8%	98.9%	1.1%
English Learners	99.3%	.7%	99.5%	.5%	99.6%	.4%
Students with Disabilities	94.1%	5.9%	95.3%	4.7%	95.6%	4.4%
Students without Disabilities	99.5%	.5%	99.5%	.5%	99.4%	.6%
Female	99%	1%	99.1%	.9%	99.1%	.9%
Male	99%	1%	99.2%	.8%	99%	1%
Migrant	100%	-	100%	-	100%	-

< = 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

Harrisonburg City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2025 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 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act