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Lancaster County Public Schools

General school information

Division: Lancaster County Public Schools
Division Number: 51
Address: 2330 Irvington Rd Weems, VA 22576
Superintendent: Mrs. Jessica Davis
Region: 3
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Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing 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

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 57 43 5 53 58 42 2 56 57 43
Female 3 56 59 41 3 51 54 46 2 54 56 44
Male 9 45 54 46 8 55 62 38 1 58 59 41
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 42 43 57 1 49 50 50 - 41 41 59
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < < <
White 13 55 68 32 11 58 69 31 3 72 75 25
Multiple Races - 83 83 17 - 52 52 48 7 60 67 33
Students with Disabilities 3 35 38 62 - 23 23 77 - 23 23 77
Students without Disabilities 7 54 60 40 6 57 63 37 2 61 63 37
Economically Disadvantaged 2 48 49 51 3 48 50 50 1 48 49 51
Not Economically Disadvantaged 14 57 70 30 9 61 70 30 2 73 75 25
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 11 48 59 41 7 31 38 62 2 47 48 52
Female 7 52 60 40 3 31 34 66 3 44 47 53
Male 16 43 59 41 12 31 42 58 - 50 50 50
Black 3 50 53 47 - 27 27 73 - 32 32 68
Hispanic < < < < < < 100 0
Native Hawaiian < < < <
White 20 43 63 38 18 36 55 45 - 67 67 33
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 10 10 90 < < < <
Students without Disabilities 13 49 61 39 9 36 44 56 2 52 54 46
Economically Disadvantaged 5 48 52 48 3 30 33 68 2 38 40 60
Not Economically Disadvantaged 19 49 68 32 20 33 53 47 - 73 73 27
Homeless < < 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 1 26 28 72 5 43 48 52 - 54 54 46
Female - 26 26 74 4 47 51 49 - 53 53 47
Male 3 26 29 71 6 39 44 56 - 56 56 44
Black - 7 7 93 2 39 41 59 - 39 39 61
Hispanic < < < < < < < < < < 100 0
White 5 48 52 48 10 53 63 37 - 68 68 32
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 8 17 25 75 < < < < - 21 21 79
Students without Disabilities - 28 28 72 5 45 51 49 - 63 63 38
Economically Disadvantaged 2 19 20 80 2 44 46 54 - 45 45 55
Not Economically Disadvantaged - 53 53 47 10 41 52 48 - 69 69 31
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < <
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 74 26 4 75 79 21 3 66 69 31
Female 2 76 78 22 - 80 80 20 3 63 66 34
Male 9 61 70 30 5 73 78 22 4 69 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black - 66 66 34 - 72 72 28 - 53 53 47
Hispanic < < 100 0 < < 100 0 < < 100 0
White 11 72 83 17 5 76 81 19 10 81 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 47 47 53 - 27 27 73 - 40 40 60
Students without Disabilities 6 73 79 21 4 82 86 14 4 70 74 26
Economically Disadvantaged - 71 71 29 3 72 75 25 2 60 62 38
Not Economically Disadvantaged 14 66 80 20 4 77 81 19 5 79 84 16
English Learners < < 100 0
Homeless < < < < < < 100 0 < < < <
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 < < 100 0 10 65 75 25
Female < < 100 0 - 64 64 36
Male < < 100 0 < < < <
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 17 58 75 25
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0 11 67 78 22
Economically Disadvantaged < < 100 0 9 55 64 36
Not Economically Disadvantaged < < 100 0 < < < <
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < < <
Black < < < <
Multiple Races < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
< = 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 5 37 42 58 4 39 43 57 4 50 54 46
Female 5 37 42 58 3 41 44 56 2 50 52 48
Male 6 37 42 58 6 36 42 58 7 50 56 44
Asian < < 100 0 < < 100 0
Black 4 24 28 72 1 31 32 68 2 43 45 55
Hispanic < < < < < < < < < < < <
White 9 53 62 38 10 49 59 41 7 58 65 35
Multiple Races - 30 30 70 5 47 53 47 - 45 45 55
Students with Disabilities 4 11 15 85 2 18 20 80 3 34 37 63
Students without Disabilities 6 41 46 54 5 43 47 53 4 52 56 44
Economically Disadvantaged 4 31 35 65 3 36 38 62 3 46 49 51
Not Economically Disadvantaged 9 46 55 45 8 45 53 47 6 56 62 38
English Learners < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
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 - 37 37 63 - 25 25 75 - 10 10 90
Female < < < < - 14 14 86 < < < <
Male - 33 33 67 - 40 40 60 - 15 15 85
Black - 19 19 81 - 25 25 75 - - - 100
Hispanic < < 100 0 < < < <
White - 58 58 42 - 36 36 64 < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 42 42 58 - 27 27 73 - 7 7 93
Economically Disadvantaged - 29 29 71 - 26 26 74 - 8 8 92
Not Economically Disadvantaged - 46 46 54 - 23 23 77 < < < <
Homeless < < 100 0 < < < <
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 52 57 43 2 33 35 65 4 57 61 39
Female 3 52 55 45 2 35 38 63 3 60 63 37
Male 6 53 58 42 2 31 33 67 6 53 59 41
Asian < < 100 0 < < 100 0
Black 6 32 38 62 - 23 23 77 2 56 57 43
Hispanic < < 100 0 < < < < < < < <
White 5 68 73 27 6 44 50 50 10 62 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 - 28 28 72 - 50 50 50
Students without Disabilities 6 57 63 38 2 35 37 63 5 58 62 38
Economically Disadvantaged 2 51 53 47 1 32 33 67 3 52 55 45
Not Economically Disadvantaged 8 54 62 38 3 37 40 60 7 66 73 27
English Learners < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < <
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 - 8 8 92 < < < < - 13 13 88
Female - 4 4 96 < < < < - 15 15 85
Male - 13 13 88 < < < < < < < <
Asian < < 100 0 < < 100 0
Black - 5 5 95 < < < < - - - 100
Hispanic < < < <
White - 9 9 91 < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 9 9 91 < < < < - 13 13 88
Economically Disadvantaged - 12 12 88 < < < < - - - 100
Not Economically Disadvantaged - - - 100 < < < < < < < <
English Learners < < 100 0
Homeless < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 37 41 59 3 43 45 55 5 54 59 41
Female 4 44 48 53 3 46 49 51 2 55 57 43
Male 4 29 33 67 3 39 42 58 9 54 63 37
Asian < < 100 0 < < 100 0
Black 1 27 28 72 - 26 26 74 6 44 50 50
Hispanic < < < < < < 100 0 < < < <
White 10 51 61 39 4 63 67 33 5 63 68 33
Multiple Races < < < < < < < <
Students with Disabilities 5 11 16 84 - 13 13 87 < < < <
Students without Disabilities 4 41 45 55 3 50 53 47 4 58 62 38
Economically Disadvantaged 2 31 33 67 2 33 35 65 2 54 57 43
Not Economically Disadvantaged 9 51 60 40 3 59 62 38 9 55 64 36
Homeless < < < < < < < <
Military Connected < < 100 0
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 17 33 50 50 13 54 67 33 4 52 57 43
Female 16 24 40 60 6 64 70 30 - 47 47 53
Male 19 41 59 41 20 43 63 37 9 58 67 33
Asian < < 100 0
Black 15 23 38 62 3 57 59 41 2 49 51 49
Hispanic < < < < < < 100 0
White 28 50 78 22 29 48 76 24 9 52 61 39
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < - 33 33 67
Students without Disabilities 18 36 55 45 13 59 71 29 5 56 62 38
Economically Disadvantaged 13 24 37 63 7 52 59 41 4 49 53 47
Not Economically Disadvantaged 29 57 86 14 26 58 84 16 5 60 65 35
Homeless < < < < < < < < < < < <
Military Connected < < < <
Geography 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

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

2022-20232023-20242024-2025
Division1-1
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten837174
Kindergarten606458
Grade 1676369
Grade 2756465
Grade 3587370
Grade 4566573
Grade 5815466
Grade 6778158
Grade 7797783
Grade 8708475
Grade 9767592
Grade 10928085
Grade 117210673
Grade 12936377
Total Enrollment1,0391,0201,018

< = 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 2022-20232023-20242024-2025
All Students103910201018
Female494493517
Male545527501
American Indian1--
Asian5911
Black549531522
Hispanic202228
Native Hawaiian122
White397388382
Multiple Races666873
Students with Disabilities162156156
Students without Disabilities877864862
Economically Disadvantaged658625576
Not Economically Disadvantaged381395442
English Learners5612
Not English Learners103410141006
Homeless92023
Military Connected112
< = 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 Students704237692256749184
Female34410634512038594
Male36013134713636490
American Indian<<--<<
Asian<<100101
Black36711634913337999
Hispanic144184252
Native Hawaiian<<<<<<
White270992709828067
Multiple Races461844215413
Students with Disabilities1014589599743
Economically Disadvantaged420170401196491161
English Learners<<<<110
Homeless91413141213
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 35 32 4 0 3 4
State 50354 39349 1875 907 4438 1716
Female Division 18 5 1 0 2 2
State 27408 17323 610 350 1645 701
Male Division 17 27 3 0 1 2
State 22886 21945 1263 556 2789 1012
Black Division 13 15 2 0 2 3
State 8111 10540 640 225 1119 707
Hispanic Division < < < < 0 <
State 7130 8367 270 133 1858 359
White Division 17 16 2 0 1 1
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division 0 7 4 0 1 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 14 20 3 0 2 3
State 12779 21123 1108 494 2352 1214
Homeless Division < < < < 0 <
State 197 699 48 29 170 78
< = 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 Students787191719134
Female282486248627
Male504794479412
Black353086308626
Hispanic<<100<10000
White373595359513
Multiple Races<<100<10000
Students with Disabilities121192119218
Economically Disadvantaged423788378825
Homeless<<100<10000
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment68 / 20.42%56 / 17.28%49 / 14.98%
Governor's School Enrollment9 / 2.7%10 / 3.09%13 / 3.98%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision763751
State87,94758,78733
FemaleDivision442543
State44,12532,24627
MaleDivision321262
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision341556
State18,15310,95740
HispanicDivision<<100
State12,8667,34843
WhiteDivision372046
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision<<100
State8,6323,93454
Economically DisadvantagedDivision411563
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
Native HawaiianDivision--100
State1378736
< = 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
2022-20232023-20242024-2025
Workplace ReadinessDivision714471
 State41,81935,06638,829
Total Credentials EarnedDivision7114471
 State148,201142,668150,233
Students Earning One or More CredentialsDivision7110371
 State118,467115,609120,035
CTE CompletersDivision615033
 State46,02848,64351,126
NOCTI AssessmentsDivision---
 State3,8443,5773,225
State LicensuresDivision-6-
 State1,5732,0692,206
Industry CertificationDivision-94-
 State100,965101,956105,973
Armed Services Vocational Aptitude Battery ExaminationDivision-6-
 State9621,022-

< = 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

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
2021-2022Division$11,368$4,401$3,342
State$7,134$6,454$1,936
2022-2023Division$10,856$4,352$3,582
State$7,803$6,956$1,918
2023-2024Division$12,394$4,115$2,173
State$8,112$7,772$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 Progress233
Behaviors related to School Operations239
Relationship Behaviors without Physical Harm490
Behaviors of a Safety Concern693
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others130

< = 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
  2022-20232023-2024
In-School Suspension 683 533
Out-of-School Suspension 392 395
Explusion and Alternative Placement 1 0
Referral to Law Enforcement 5 1
Bus Suspension 82 164

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 10097.4100
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 36.341.240.8
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 53.95456.5
< = 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

13.12 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.73 : 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
2022-202351%45%2%2%
2023-202455%42%0%3%
2024-202544%48%2%6%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students63%60%79%88%
Asian<80%91%88%
Black53%49%68%88%
Hispanic60%74%68%88%
White76%75%85%88%
Multiple Races57%52%83%88%
Economically Disadvantaged56%52%68%88%
English Learners<<60%88%
Students with Disabilities23%30%57%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students56%54%74%85%
Asian<100%90%85%
Black49%44%61%85%
Hispanic<74%63%85%
White66%68%81%85%
Multiple Races46%49%77%85%
Economically Disadvantaged51%47%62%85%
English Learners<<58%85%
Students with Disabilities25%24%54%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 GroupCurrent Rate
All Students59%
Asian<
Black50%
Hispanic<
White72%
Multiple Races50%
Economically Disadvantaged52%
English Learners<
Students with Disabilities23%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian-90%84%
Black80%83%84%
Hispanic<83%84%
White89%86%84%
Multiple Races<89%84%
Economically Disadvantaged81%82%84%
English Learners<77%84%
Students with Disabilities58%74%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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students29%27%12%10%
Asian--10%10%
Black29%27%12%10%
Hispanic18%20%12%10%
White28%27%12%10%
Multiple Races37%33%12%10%
Economically Disadvantaged35%32%13%10%
English Learners<10%12%10%
Students with Disabilities44%37%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<54%58%
English Learner Proficiency<--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian<<<<<<
Black100%-99%1%99%1%
Hispanic100%-<<<<
White99%1%99%1%98%2%
Multiple Races100%-100%-100%-
Economically Disadvantaged99%1%99%1%98%2%
Not Economically Disadvantaged99%1%99%1%100%-
English Learners<<<<<<
Students with Disabilities97%3%99%1%93%7%
Students without Disabilities100%-99%1%100%-
Female100%-99%1%100%-
Male99%1%100%-100%-
Migrant------

< = 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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students65%61%
Asian<<
Black54%57%
Hispanic<<
White75%67%
Multiple Races81%50%
Economically Disadvantaged58%57%
English Learners--
Students with Disabilities31%31%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

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

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

Lancaster County Public Schools to top