Lee County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Dryden Elementary	Accredited
Elk Knob Elementary	Accredited
Flatwoods Elementary	Accredited
Rose Hill Elementary	Accredited
St. Charles Elementary	Accredited
Middle Schools
Elydale Middle	Accredited
Jonesville Middle	Accredited
Pennington Middle	Accredited
High Schools
Lee High	Accredited with Conditions
Thomas Walker High	Accredited with Conditions

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	61	71	29	11	63	73	27	11	61	72	28
Female	11	61	72	28	12	62	74	26	13	60	72	28
Male	10	61	71	29	9	63	72	28	9	63	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	8	50	58	42	-	70	70	30	<	<	<	<
Hispanic	14	64	77	23	13	38	50	50	11	58	68	32
White	11	61	72	28	11	63	74	26	11	61	72	28
Multiple Races	11	26	37	63	10	25	35	65	14	55	68	32
Students with Disabilities	14	41	55	45	11	42	53	47	13	39	53	47
Students without Disabilities	10	65	75	25	10	68	78	22	10	67	77	23
Economically Disadvantaged	9	59	68	32	9	60	69	31	11	58	68	32
Not Economically Disadvantaged	14	63	77	23	13	67	80	20	11	66	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected					<	<	100	0	<	<	<	<
Foster Care	9	59	68	32	6	56	63	38	6	49	54	46
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	57	64	36	14	64	78	22	11	54	65	35
Female	10	49	59	41	17	57	74	26	10	54	64	36
Male	5	63	67	33	12	70	82	18	11	55	66	34
Black					<	<	100	0	<	<	100	0
White	7	56	64	36	15	65	80	20	11	54	64	36
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	11	42	53	47	14	51	65	35	9	45	55	45
Students without Disabilities	6	60	66	34	15	69	83	17	11	57	68	32
Economically Disadvantaged	9	53	62	38	16	65	81	19	10	52	62	38
Not Economically Disadvantaged	3	66	69	31	11	63	74	26	13	58	71	29
Homeless					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	64	75	25	8	61	69	31	16	64	80	20
Female	13	61	74	26	9	61	70	30	18	65	83	17
Male	8	68	75	25	8	61	69	31	15	63	78	22
Asian					<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<
White	10	66	76	24	9	61	70	30	17	64	81	19
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	15	60	75	25	14	37	51	49	20	48	68	32
Students without Disabilities	9	66	75	25	7	67	74	26	15	70	85	15
Economically Disadvantaged	9	61	70	30	10	56	66	34	21	60	81	19
Not Economically Disadvantaged	14	73	86	14	6	70	76	24	10	69	79	21
English Learners	<	<	<	<	<	<	100	0
Military Connected					<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	61	67	33	6	63	69	31	8	60	68	32
Female	4	67	72	28	9	63	72	28	10	53	63	37
Male	8	56	64	36	3	64	67	33	5	66	71	29
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	7	62	69	31	6	65	71	29	8	59	67	33
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	10	30	40	60	13	45	57	43	11	44	56	44
Students without Disabilities	6	68	73	27	4	69	73	27	7	64	71	29
Economically Disadvantaged	6	59	65	35	6	56	61	39	9	56	65	35
Not Economically Disadvantaged	6	66	73	27	6	77	84	16	5	67	72	28
Homeless					<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	59	71	29	13	59	72	28	9	66	76	24
Female	14	57	71	29	13	63	76	24	13	67	80	20
Male	11	60	71	29	13	56	69	31	6	65	71	29
American Indian					<	<	<	<
Black					<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	13	59	72	28	12	61	73	27	9	67	76	24
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	16	37	53	47	12	30	42	58	12	38	50	50
Students without Disabilities	12	63	75	25	13	66	79	21	9	75	83	17
Economically Disadvantaged	10	57	67	33	12	58	70	30	10	60	69	31
Not Economically Disadvantaged	16	61	77	23	13	61	75	25	9	77	86	14
English Learners					<	<	<	<
Homeless					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	67	75	25	12	61	73	27	8	65	73	27
Female	8	71	79	21	15	56	71	29	9	67	76	24
Male	9	63	72	28	10	66	76	24	8	63	71	29
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	7	67	75	25	12	62	74	26	8	66	74	26
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	18	38	56	44	11	41	52	48	9	29	38	62
Students without Disabilities	7	72	79	21	12	66	79	21	8	74	82	18
Economically Disadvantaged	8	62	70	30	5	61	66	34	7	62	69	31
Not Economically Disadvantaged	10	76	85	15	21	61	82	18	11	69	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	54	64	36	7	59	66	34	8	52	60	40
Female	13	53	66	34	7	62	68	32	10	52	63	37
Male	7	54	61	39	6	57	63	37	6	51	57	43
Black	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	10	53	63	37	7	59	66	34	8	52	60	40
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	14	21	36	64	12	32	44	56	15	23	38	62
Students without Disabilities	9	59	68	32	6	64	70	30	7	58	64	36
Economically Disadvantaged	6	55	61	39	5	55	60	40	8	47	55	45
Not Economically Disadvantaged	19	51	70	30	10	66	76	24	9	56	65	35
Homeless	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	17	50	67	33
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	63	83	17	15	73	88	12	15	69	84	16
Female	14	64	78	22	17	74	91	9	19	61	80	20
Male	25	61	87	13	13	71	84	16	12	77	88	12
Asian					<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	21	62	83	17	15	73	88	12	15	70	84	16
Students with Disabilities	16	50	66	34	-	56	56	44	21	47	68	32
Students without Disabilities	22	65	87	13	18	75	93	7	15	72	86	14
Economically Disadvantaged	18	70	88	12	12	76	88	12	12	68	80	20
Not Economically Disadvantaged	24	54	78	22	18	69	87	13	18	70	88	12
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	41	45	55	8	41	49	51	32	64	96	4
Female	5	51	56	44	10	45	55	45	26	74	100	0
Male	3	31	34	66	7	36	42	58	<	<	<	<
Asian	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	4	41	45	55	7	41	49	51	31	65	96	4
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	-	16	16	84	-	13	13	87
Students without Disabilities	4	44	49	51	9	45	54	46	32	64	96	4
Economically Disadvantaged	4	38	42	58	5	35	40	60	<	<	100	0
Not Economically Disadvantaged	4	48	52	48	14	50	64	36	40	55	95	5
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	39	41	59	7	37	44	56
Female	3	49	51	49	8	38	46	54
Male	1	30	30	70	5	36	41	59
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<
White	2	39	41	59	6	37	44	56
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	-	13	13	88	-	13	13	87
Students without Disabilities	2	42	45	55	8	41	48	52
Economically Disadvantaged	1	37	38	62	5	32	37	63
Not Economically Disadvantaged	3	44	47	53	10	47	57	43
Foster Care	<	<	<	<	<	<	<	<
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	67	94	6	23	73	96	4	32	64	96	4
Female	27	73	100	0	18	82	100	0	26	74	100	0
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian					<	<	100	0
Hispanic					<	<	100	0	<	<	100	0
White	28	67	94	6	17	78	96	4	31	65	96	4
Multiple Races					<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<
Students without Disabilities	29	65	94	6	24	76	100	0	32	64	96	4
Economically Disadvantaged	<	<	100	0	9	82	91	9	<	<	100	0
Not Economically Disadvantaged	<	<	<	<	33	67	100	0	40	55	95	5
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	63	70	30	9	67	76	24	7	67	75	25
Female	8	64	72	28	9	69	78	22	8	68	76	24
Male	7	62	69	31	8	66	75	25	7	67	74	26
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	9	45	55	45	<	<	<	<	-	80	80	20
Hispanic	9	61	70	30	6	71	76	24	5	63	68	32
White	7	63	71	29	9	68	76	24	7	68	75	25
Multiple Races	5	48	52	48	5	52	57	43	10	55	65	35
Students with Disabilities	7	41	48	52	7	47	54	46	6	49	55	45
Students without Disabilities	7	68	75	25	9	72	81	19	8	72	80	20
Economically Disadvantaged	6	61	67	33	8	66	73	27	7	68	74	26
Not Economically Disadvantaged	10	67	77	23	11	71	81	19	8	67	75	25
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care	3	63	66	34	-	58	58	42	3	61	63	37
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	56	61	39	13	64	76	24	9	65	74	26
Female	3	56	59	41	11	64	75	25	8	61	69	31
Male	7	55	63	37	14	63	77	23	10	69	78	22
Black					<	<	100	0	<	<	<	<
White	6	55	61	39	13	63	76	24	9	65	74	26
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	8	34	42	58	10	48	58	42	9	45	55	45
Students without Disabilities	5	61	66	34	14	69	83	17	9	71	80	20
Economically Disadvantaged	5	54	59	41	11	65	76	24	8	67	75	25
Not Economically Disadvantaged	7	60	67	33	15	62	77	23	10	62	72	28
Homeless					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	64	71	29	5	62	67	33	11	66	77	23
Female	8	68	76	24	5	63	67	33	9	72	81	19
Male	4	61	65	35	6	61	67	33	12	61	74	26
Asian					<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<
White	6	66	72	28	6	61	67	33	11	66	77	23
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	6	46	52	48	12	35	47	53	9	48	57	43
Students without Disabilities	6	70	77	23	4	69	73	28	12	73	85	15
Economically Disadvantaged	4	64	68	32	5	61	66	34	11	65	75	25
Not Economically Disadvantaged	11	67	77	23	6	63	69	31	11	68	79	21
English Learners	<	<	<	<	<	<	100	0
Military Connected					<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	61	68	32	6	72	78	22	8	60	68	32
Female	8	65	73	27	9	75	84	16	8	57	65	35
Male	6	58	65	35	3	68	70	30	8	62	70	30
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	7	62	70	30	6	73	79	21	8	59	67	33
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	5	26	31	69	2	49	51	49	4	47	51	49
Students without Disabilities	7	69	76	24	7	78	85	15	9	63	72	28
Economically Disadvantaged	6	59	65	35	3	70	73	27	7	60	67	33
Not Economically Disadvantaged	10	65	75	25	11	75	86	14	10	59	68	32
Homeless					<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	56	65	35	10	64	73	27	6	69	75	25
Female	10	54	64	36	9	70	79	21	8	73	81	19
Male	8	57	65	35	11	59	70	30	4	65	69	31
American Indian					<	<	100	0
Black					<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	10	56	66	34	10	63	73	27	6	70	75	25
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	8	34	42	58	9	28	37	63	4	43	47	53
Students without Disabilities	10	60	70	30	10	72	82	18	6	77	83	17
Economically Disadvantaged	6	53	59	41	10	61	71	29	4	69	73	27
Not Economically Disadvantaged	15	59	75	25	9	68	77	23	9	69	78	22
English Learners					<	<	100	0
Homeless					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	64	78	22	14	68	82	18	11	68	80	20
Female	13	65	78	22	15	64	79	21	13	69	82	18
Male	13	64	78	22	14	72	85	15	10	68	78	22
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	13	64	77	23	15	68	83	17	11	69	80	20
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	14	46	60	40	9	57	66	34	2	51	53	47
Students without Disabilities	13	68	81	19	16	71	87	13	14	73	86	14
Economically Disadvantaged	13	63	76	24	9	67	77	23	10	72	82	18
Not Economically Disadvantaged	15	67	82	18	21	69	90	10	13	62	75	25
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	52	54	46	3	59	62	38	2	53	55	45
Female	3	48	51	49	3	59	63	38	4	48	52	48
Male	1	56	57	43	2	60	62	38	-	58	58	42
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	2	53	54	46	3	59	62	38	2	54	56	44
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	-	34	34	66	3	48	52	48	8	39	47	53
Students without Disabilities	3	55	58	42	3	62	65	35	-	57	57	43
Economically Disadvantaged	3	48	51	49	3	55	58	42	3	51	54	46
Not Economically Disadvantaged	-	65	65	35	2	71	73	27	-	56	56	44
Homeless	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	10	40	50	50
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	82	89	11	10	78	88	12	5	84	88	12
Female	8	83	91	9	12	79	91	9	5	84	90	10
Male	7	81	88	12	8	77	85	15	4	82	86	14
Asian					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	7	82	90	10	10	78	88	12	5	83	88	12
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	-	80	80	20	-	78	78	22	3	74	77	23
Students without Disabilities	8	82	91	9	11	78	89	11	5	85	90	10
Economically Disadvantaged	6	87	93	7	10	76	87	13	5	85	90	10
Not Economically Disadvantaged	9	76	85	15	9	80	89	11	4	82	86	14
Homeless					<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	72	74	26	-	84	84	16	2	74	76	24
Female	-	85	85	15	-	82	82	18	4	69	73	27
Male	5	58	63	37	-	90	90	10	-	78	78	22
Hispanic	<	<	100	0
White	3	71	74	26	-	84	84	16	2	74	76	24
Students with Disabilities					<	<	<	<
Students without Disabilities	3	72	74	26	-	87	87	13	2	74	76	24
Economically Disadvantaged	-	67	67	33	<	<	100	0	-	74	74	26
Not Economically Disadvantaged	4	74	78	22	-	81	81	19	3	74	77	23
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0
Female	<	<	100	0
White	<	<	100	0
Students without Disabilities	<	<	100	0
Economically Disadvantaged	<	<	100	0
Not Economically Disadvantaged	<	<	100	0
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	58	65	35	6	57	62	38	6	55	61	39
Female	4	61	65	35	6	55	61	39	5	56	61	39
Male	9	55	64	36	5	58	64	36	7	54	62	38
Asian	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	6	61	67	33	9	73	82	18	<	<	<	<
White	6	59	65	35	6	57	63	37	6	55	62	38
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	11	28	39	61	8	35	42	58	7	33	40	60
Students without Disabilities	5	64	69	31	6	60	66	34	6	59	65	35
Economically Disadvantaged	5	53	58	42	4	52	55	45	7	49	56	44
Not Economically Disadvantaged	8	67	75	25	9	63	72	28	5	62	68	32
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	6	44	50	50	-	53	53	47	6	24	29	71
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	53	63	37	10	63	73	27	11	54	65	35
Female	5	59	64	36	11	63	74	26	9	53	62	38
Male	14	48	62	38	9	64	72	28	12	55	67	33
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	11	54	65	35	9	64	74	26	11	54	65	35
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	12	24	37	63	9	40	49	51	7	39	45	55
Students without Disabilities	10	59	69	31	10	70	80	20	12	58	70	30
Economically Disadvantaged	9	50	59	41	6	63	69	31	12	48	60	40
Not Economically Disadvantaged	14	59	73	27	16	65	81	19	9	63	72	28
Homeless					<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	47	50	50	3	40	43	57	4	46	50	50
Female	5	45	50	50	4	34	38	62	4	42	45	55
Male	2	49	51	49	1	47	48	52	4	50	54	46
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	3	47	50	50	3	41	43	57	4	46	50	50
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	7	14	21	79	13	22	34	66	12	24	36	64
Students without Disabilities	3	52	55	45	1	43	44	56	2	51	53	47
Economically Disadvantaged	2	44	46	54	2	34	36	64	5	35	40	60
Not Economically Disadvantaged	6	54	59	41	4	52	56	44	2	60	62	38
Foster Care	<	<	<	<	-	40	40	60	10	30	40	60
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	69	72	29	5	62	67	33	1	59	61	39
Female	2	73	75	25	3	62	65	35	1	62	63	37
Male	3	65	68	32	6	62	68	32	2	56	58	42
Asian	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	2	70	71	29	5	62	66	34	1	60	61	39
Students with Disabilities	-	50	50	50	-	40	40	60	-	37	37	63
Students without Disabilities	3	72	74	26	5	64	70	30	2	63	64	36
Economically Disadvantaged	-	65	65	35	1	57	58	42	1	58	59	41
Not Economically Disadvantaged	7	75	82	18	8	66	74	26	2	60	63	37
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	75	81	19	7	74	81	19	11	70	81	19
Female	2	75	76	24	7	76	83	17	6	80	85	15
Male	12	75	86	14	8	69	77	23	17	59	76	24
Asian					<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	7	74	81	19	7	72	80	20	11	69	80	20
Students with Disabilities	10	40	50	50	<	<	<	<	<	<	<	<
Students without Disabilities	6	78	84	16	8	76	83	17	12	72	84	16
Economically Disadvantaged	6	65	71	29	9	70	79	21	14	72	86	14
Not Economically Disadvantaged	7	82	89	11	5	77	82	18	9	69	78	22
Foster Care	<	<	<	<	<	<	100	0
Chemistry Performance	2021-2022				2022-2023				2023-2024
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

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	48	62	38	18	48	66	34	18	52	70	30
Female	14	47	61	39	14	48	62	38	16	50	65	35
Male	14	50	63	37	22	48	70	30	19	54	73	27
Asian					<	<	<	<
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	18	64	82	18	-	70	70	30	<	<	<	<
White	14	48	62	38	19	48	66	34	18	53	70	30
Multiple Races	<	<	<	<	<	<	<	<	25	33	58	42
Students with Disabilities	4	48	51	49	9	30	39	61	11	33	44	56
Students without Disabilities	15	48	64	36	20	52	72	28	19	56	75	25
Economically Disadvantaged	10	46	57	43	15	47	62	38	16	50	66	34
Not Economically Disadvantaged	19	52	71	29	22	50	72	28	20	54	74	26
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	100	0	<	<	100	0
Military Connected					<	<	100	0
Foster Care	-	46	46	54	-	47	47	53	9	82	91	9
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	11	11	89	-	21	21	79	-	51	51	49
Female	-	20	20	80	-	18	18	82	-	38	38	62
Male	<	<	<	<	<	<	<	<	-	64	64	36
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	<	<	<	<
White	-	13	13	88	-	17	17	83	-	52	52	48
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	15	15	85	-	25	25	75	-	52	52	48
Economically Disadvantaged	<	<	<	<	<	<	<	<	-	25	25	75
Not Economically Disadvantaged	<	<	<	<	-	29	29	71	-	59	59	41
Foster Care	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	47	54	46	9	65	74	26	25	52	77	23
Female	8	45	53	47	9	62	71	29	15	52	67	33
Male	5	50	55	45	10	68	78	23	34	52	86	14
Black	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	6	48	54	46	10	64	74	26	25	51	76	24
Students with Disabilities	-	52	52	48	<	<	<	<	<	<	<	<
Students without Disabilities	8	47	54	46	6	66	72	28	28	54	82	18
Economically Disadvantaged	4	46	50	50	7	70	76	24	19	52	71	29
Not Economically Disadvantaged	10	50	60	40	14	57	71	29	32	52	84	16
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male									<	<	100	0
White	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged									<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	5	54	59	41	7	57	65	35
Female	<	<	<	<	1	45	47	53	7	49	56	44
Male	<	<	100	0	8	62	70	30	8	66	74	26
Asian					<	<	100	0
Black									<	<	<	<
Hispanic					<	<	<	<
White	<	<	<	<	5	54	59	41	8	58	65	35
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					-	27	27	73	4	36	39	61
Students without Disabilities	<	<	<	<	6	60	65	35	8	61	69	31
Economically Disadvantaged					4	46	50	50	6	56	63	38
Not Economically Disadvantaged	<	<	<	<	5	68	73	27	9	59	67	33
Homeless					<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	59	68	32	16	53	68	32	9	59	68	32
Female	6	62	68	32	14	52	66	34	7	63	70	30
Male	13	56	69	31	17	53	71	29	11	55	66	34
Black	<	<	<	<					<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	10	58	68	32	16	52	68	32	8	61	69	31
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	-	55	55	45	3	32	34	66	3	28	31	69
Students without Disabilities	11	59	70	30	18	57	76	24	10	64	74	26
Economically Disadvantaged	5	56	61	39	8	53	61	39	5	58	62	38
Not Economically Disadvantaged	17	64	81	19	26	52	78	22	17	60	77	23
English Learners									<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	42	69	31	36	36	72	28	40	39	80	20
Female	29	38	66	34	29	46	75	25	42	38	80	20
Male	25	46	72	28	42	28	70	30	39	40	80	20
Asian					<	<	<	<
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<
White	28	42	70	30	37	35	72	28	41	39	80	20
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	10	45	55	45	18	27	45	55	23	36	59	41
Students without Disabilities	32	41	73	27	40	38	78	23	46	40	86	14
Economically Disadvantaged	22	41	63	37	34	37	71	29	39	38	77	23
Not Economically Disadvantaged	38	44	83	17	41	33	74	26	42	42	84	16
English Learners	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
< = 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

	2021-2022	2022-2023	2023-2024
Division	-	-	-
State	4,006	4,460	6,361
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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	123	178	206
Kindergarten	229	221	200
Grade 1	222	211	218
Grade 2	192	221	209
Grade 3	196	198	218
Grade 4	214	200	198
Grade 5	228	214	208
Grade 6	213	229	226
Grade 7	239	218	228
Grade 8	223	245	236
Grade 9	273	239	249
Grade 10	200	229	211
Grade 11	195	178	191
Grade 12	190	168	173
Total Students	2,937	2,949	2,971

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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	2021-2022	2022-2023	2023-2024
All Students	2937	2949	2971
Female	1357	1391	1410
Male	1579	1558	1561
American Indian	1	1	3
Asian	4	4	1
Black	25	16	16
Hispanic	43	46	38
Native Hawaiian	1	-	-
White	2822	2843	2872
Multiple Races	41	39	41
Students with Disabilities	518	497	538
Students without Disabilities	2419	2452	2433
Economically Disadvantaged	1906	1959	1745
Not Economically Disadvantaged	1031	990	1226
English Learners	5	4	2
Not English Learners	2932	2945	2969
Migrant	1	-	-
Homeless	18	14	17
Military Connected	6	8	8
Foster Care	66	71	64
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

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	47	126	10	5	17	6
	State	50340	39360	1868	906	4434	1716
Female	Division	34	62	2	2	7	1
	State	27397	17331	608	349	1644	700
Male	Division	13	64	8	3	10	5
	State	22883	21948	1258	556	2786	1013
Asian	Division	<	<	<	<	0	<
	State	6021	1445	96	16	68	37
Black	Division	<	<	<	<	0	<
	State	8112	10542	637	224	1119	708
Hispanic	Division	<	<	<	<	<	<
	State	7128	8364	268	133	1854	356
White	Division	43	120	10	5	15	6
	State	25863	16576	761	464	1211	504
Multiple Races	Division	<	<	<	<	<	<
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	2	23	10	0	3	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	24	92	5	3	15	6
	State	12777	21116	1106	493	2351	1207
English Learners	Division	<	<	<	<	0	<
	State	1583	4218	262	26	1426	145
Homeless	Division	<	<	<	<	<	<
	State	197	697	48	28	170	78
Foster Care	Division	<	<	<	<	0	<
	State	22	180	23	11	85	24
< = 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	211	183	87	188	89	17	8
Female	108	98	91	100	93	7	7
Male	103	85	83	88	85	10	10
Asian	<	<	100	<	100	0	0
Black	<	<	100	<	100	0	0
Hispanic	<	<	<	<	<	<	<
White	199	173	87	178	89	15	8
Multiple Races	<	<	<	<	<	<	<
Students with Disabilities	38	35	92	35	92	3	8
Economically Disadvantaged	145	121	83	124	86	15	10
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	-	-	-
Advanced Placement Course Enrollment	-	-	-
Dual Enrollment	174 / 20.28%	176 / 21.62%	188 / 22.82%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 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.

2019-2020 FGI cohort year (students entering high school in 2016)
	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	204	89	56
	State	87,317	57,081	35
Female	Division	95	47	51
	State	43,705	31,577	28
Male	Division	109	42	61
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	<	<	100
	State	6,741	5,862	13
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	196	88	55
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	21	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	91	33	64
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
Black	Division	-	-	100
	State	18,624	10,601	43
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
		2021-2022	2022-2023	2023-2024
Workplace Readiness	Division	55	16	8
	State	44,348	41,819	35,066
Total Credentials Earned	Division	55	172	232
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	55	143	204
	State	115,682	117,932	115,611
CTE Completers	Division	99	147	135
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	5
	State	2,590	3,844	3,577
State Licensures	Division	-	4	16
	State	1,236	1,563	2,069
Industry Certification	Division	-	152	203
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	1	5
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

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
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	59.5	62.6	55.5

Per-Pupil Spending

2022-2023 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
2019-2020	Division	$1,974	$8,750	$1,953
	State	$6,770	$5,603	$867
2020-2021	Division	$1,023	$9,108	$3,180
	State	$6,669	$6,185	$1,352
2021-2022	Division	$2,145	$9,912	$4,282
	State	$7,134	$6,454	$1,936
2022-2023	Division	$1,886	$10,697	$4,365
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,927	858	2,422	344	1,805	963
Female	903	393	1,128	154	887	427
Male	1,023	465	1,294	190	918	536
American Indian	<	<	<	<	<	<
Asian	<	<	<	<	<	<
Black	18	7	13	5	7	9
Hispanic	35	7	34	6	27	11
White	1,838	836	2,339	329	1,746	930
Multiple Races	32	8	31	4	22	13
Students with Disabilities	350	173	471	69	370	184
Economically Disadvantaged	1,230	701	1,526	274	1,204	796
English Learners	<	<	<	<	<	<
Homeless	13	9	13	4	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	6
Relationship Behaviors without Physical Harm	18
Behaviors of a Safety Concern	39
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	12

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0		0		0.1
Asian	0.1		0.1		0
Black	0.9	3.6	0.5	4.3	0.5
Hispanic	1.5	1.8	1.6	4.3	1.3
Native Hawaiian	0		-	-	-	-
White	96.1	93.6	96.4	87	96.7
Multiple Races	1.4	0.9	1.3	4.3	1.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0		0		0.1
Asian	0.1		0.1		0
Black	0.9		0.5		0.5
Hispanic	1.5		1.6		1.3
Native Hawaiian	0
White	96.1	100	96.4	100	96.7
Multiple Races	1.4		1.3		1.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0		0		0.1
Asian	0.1		0.1		0
Black	0.9		0.5		0.5
Hispanic	1.5		1.6		1.3
Native Hawaiian	0		-	-	-	-
White	96.1	100	96.4		96.7
Multiple Races	1.4		1.3		1.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	94.4	100	100
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	43.3	43.9	47.5
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	68.9	67.9	69.4
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

10.83 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.14 : 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: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	55%	36%	2%	7%
2022-2023	50%	39%	0%	11%
2023-2024	52%	38%	0%	10%
< = 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	Three-Year Rate	Annual Target	Long-Term Goal
All Students	73%	72%	79%	88%
Asian	<	<	91%	88%
Black	<	58%	68%	88%
Hispanic	64%	67%	68%	88%
White	73%	73%	85%	88%
Multiple Races	70%	49%	83%	88%
Economically Disadvantaged	70%	69%	68%	88%
English Learners	<	<	60%	88%
Students with Disabilities	54%	53%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	74%	73%	74%	85%
Asian	<	<	90%	85%
Black	<	54%	61%	85%
Hispanic	71%	71%	63%	85%
White	74%	73%	81%	85%
Multiple Races	71%	61%	77%	85%
Economically Disadvantaged	73%	70%	62%	85%
English Learners	<	<	58%	85%
Students with Disabilities	54%	51%	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 Group	Current Rate
All Students	62%
Asian	<
Black	<
Hispanic	<
White	62%
Multiple Races	<
Economically Disadvantaged	55%
English Learners	<
Students with Disabilities	43%

< = 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	82%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	<	83%	84%
White	82%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	80%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	67%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	36%	24%	12%	10%
Asian	<	<	10%	10%
Black	56%	41%	12%	10%
Hispanic	29%	22%	12%	10%
White	36%	24%	12%	10%
Multiple Races	40%	26%	12%	10%
Economically Disadvantaged	42%	29%	13%	10%
English Learners	<	<	12%	10%
Students with Disabilities	36%	25%	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 Learners	Percent	Annual Target	Long-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 Learners	Numerator	Denominator	Rate
English Learner Progress	<	<	<
English Learner Proficiency	<	<	<

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%	1%	98%	2%
Asian	<	<	<	<	<	<
Black	<	<	<	<	<	<
Hispanic	100%	-	100%	-	<	<
White	99%	1%	99%	1%	98%	2%
Multiple Races	100%	-	100%	-	<	<
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	<	<	<	<	<	<
Students with Disabilities	97%	3%	98%	2%	91%	9%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	99%	1%
Male	98%	2%	99%	1%	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 Group	Growth English Reading	Growth Mathematics
All Students	78%	81%
Asian	-	-
Black	<	<
Hispanic	64%	100%
White	78%	80%
Multiple Races	71%	64%
Economically Disadvantaged	75%	81%
English Learners	<	<
Students with Disabilities	62%	62%

< = 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.

Federal Designation

Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 11	195	188	7	178	176	2	191	188	3
Grade 01	222	217	5	211	210	1	218	217	1
Grade 06	213	203	10	229	229	-	226	226	-
Grade 10	200	195	5	229	224	5	211	210	1
Grade 07	239	232	7	218	216	2	228	226	2
Grade 02	192	188	4	221	220	1	209	208	1
Grade 08	223	221	2	245	242	3	236	231	5
Grade 12	190	184	6	168	165	3	173	173	-
Grade 05	228	222	6	214	214	-	208	207	1
Grade 04	214	209	5	200	199	1	198	197	1
Grade 03	196	190	6	198	195	3	218	218	-
Grade 09	273	268	5	239	236	3	249	248	1
Grade KG	229	222	7	221	219	2	200	200	-
Grade PK	123	123	-	178	178	-	206	206	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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.

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.

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	1927	858	69.19	30.81	2403	343	87.51	12.49	1743	1010	63.31	36.69
Full-Time MOP Student	-	-	-	-	19	1	95	5	15	0	100	0
Female
Not a Full-Time MOP Student	903	393	69.68	30.32	1118	154	87.89	12.11	864	443	66.11	33.89
Full-Time MOP Student	-	-	-	-	10	0	100	0	<	<	<	<
Male
Not a Full-Time MOP Student	1023	465	68.75	31.25	1285	189	87.18	12.82	879	567	60.79	39.21
Full-Time MOP Student	-	-	-	-	9	1	90	10	<	<	<	<
Black
Not a Full-Time MOP Student	18	7	72	28	13	4	76.47	23.53	7	9	43.75	56.25
Full-Time MOP Student	-	-	-	-	<	<	<	<	-	-	-	-
Hispanic
Not a Full-Time MOP Student	35	7	83.33	16.67	34	6	85	15	27	11	71.05	28.95
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	1838	836	68.74	31.26	2320	329	87.58	12.42	1686	976	63.34	36.66
Full-Time MOP Student	-	-	-	-	19	0	100	0	14	0	100	0
Asian
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	32	8	80	20	31	4	88.57	11.43	20	14	58.82	41.18
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	352	175	66.79	33.21	466	69	87.1	12.9	350	202	63.41	36.59
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	1230	701	63.7	36.3	1515	273	84.73	15.27	1153	839	57.88	42.12
Full-Time MOP Student	-	-	-	-	11	1	91.67	8.33	<	<	<	<
English Learners
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

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 Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: 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

2019-2020 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

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

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

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality