Loudoun County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Aldie Elementary	Accredited
Algonkian Elementary	Accredited
Arcola Elementary	Accredited
Ashburn Elementary	Accredited
Ball's Bluff Elementary	Accredited
Banneker Elementary	Accredited
Belmont Station Elementary	Accredited
Buffalo Trail Elementary	Accredited
Cardinal Ridge Elementary	Accredited
Catoctin Elementary	Accredited
Cedar Lane Elementary	Accredited
Cool Spring Elementary	Accredited
Countryside Elementary	Accredited
Creighton's Corner Elementary	Accredited
Discovery Elementary	Accredited
Dominion Trail Elementary	Accredited
Elaine E. Thompson Elementary	Accredited
Emerick Elementary	Accredited
Evergreen Mill Elementary	Accredited
Forest Grove Elementary	Accredited
Frances Hazel Reid Elementary	Accredited
Frederick Douglass Elementary	Accredited
Goshen Post Elementary	Accredited
Guilford Elementary	Accredited
Hamilton Elementary	Accredited
Hillsboro Charter Academy	Accredited
Hillside Elementary	Accredited
Horizon Elementary	Accredited
Hovatter Elementary	Accredited
Hutchison Farm Elementary	Accredited
John W. Tolbert Jr. Elementary	Accredited
Kenneth W.Culbert Elementary	Accredited
Leesburg Elementary	Accredited
Legacy Elementary	Accredited
Liberty Elementary	Accredited
Lincoln Elementary	Accredited
Little River Elementary	Accredited
Lovettsville Elementary	Accredited
Lowes Island Elementary	Accredited
Lucketts Elementary	Accredited
Madison's Trust Elementary	Accredited
Meadowland Elementary	Accredited
Middleburg Community Charter	Accredited
Mill Run Elementary	Accredited
Moorefield Station Elementary	Accredited
Mountain View Elementary	Accredited
Newton-Lee Elementary	Accredited
Pinebrook Elementary	Accredited
Potowmack Elementary	Accredited
Rolling Ridge Elementary	Accredited
Rosa Lee Carter Elementary	Accredited
Round Hill Elementary	Accredited
Sanders Corner Elementary	Accredited
Seldens Landing Elementary	Accredited
Sterling Elementary	Accredited
Steuart W. Weller Elementary	Accredited
Sugarland Elementary	Accredited
Sully Elementary	Accredited
Sycolin Creek Elementary	Accredited
Waterford Elementary	Accredited
Waxpool Elementary	Accredited
Middle Schools
Belmont Ridge Middle	Accredited
Blue Ridge Middle	Accredited
Brambleton Middle	Accredited
Eagle Ridge Middle	Accredited
Farmwell Station Middle	Accredited
Harmony Middle	Accredited
Harper Park Middle	Accredited
J. Lupton Simpson Middle	Accredited
J. Michael Lunsford Middle	Accredited
Mercer Middle	Accredited
River Bend Middle	Accredited
Seneca Ridge Middle	Accredited
Smart's Mill Middle	Accredited
Sterling Middle	Accredited
Stone Hill Middle	Accredited
Trailside Middle	Accredited
Willard Middle	Accredited
High Schools
Briar Woods High	Accredited
Broad Run High	Accredited
Dominion High	Accredited
Freedom High	Accredited
Heritage High	Accredited
Independence High	Accredited
John Champe High	Accredited
Lightridge High	Accredited
Loudoun County High	Accredited
Loudoun Valley High	Accredited
Park View High	Accredited with Conditions
Potomac Falls High	Accredited
Riverside High	Accredited
Rock Ridge High	Accredited
Stone Bridge High	Accredited
Tuscarora High	Accredited
W.O. Robey High	Accredited with Conditions
Woodgrove High	Accredited

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	18	62	80	20	18	62	80	20	18	63	81	19
Female	20	63	82	18	19	63	82	18	19	64	83	17
Male	17	62	79	21	16	62	78	22	16	63	79	21
American Indian	15	64	79	21	21	61	82	18	18	68	86	14
Asian	27	63	90	10	26	64	90	10	26	65	91	9
Black	11	62	73	27	11	62	73	27	11	64	75	25
Hispanic	7	53	60	40	7	51	58	42	7	51	58	42
Native Hawaiian	21	57	78	22	11	59	70	30	17	52	70	30
White	19	65	84	16	18	66	84	16	19	67	86	14
Multiple Races	19	65	84	16	20	64	84	16	19	66	84	16
Students with Disabilities	8	43	50	50	7	43	50	50	7	45	52	48
Students without Disabilities	20	65	84	16	19	65	84	16	19	66	85	15
Economically Disadvantaged	6	52	59	41	6	51	57	43	6	53	59	41
Not Economically Disadvantaged	22	65	87	13	21	65	86	14	21	67	88	12
English Learners	2	34	36	64	2	34	36	64	2	33	35	65
Homeless	1	33	34	66	2	28	30	70	3	32	35	65
Military Connected	16	67	83	17	19	67	86	14	16	66	82	18
Foster Care	5	35	40	60	5	32	36	64	5	50	55	45
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	12	64	76	24	13	61	74	26	12	61	73	27
Female	14	65	79	21	14	63	77	23	14	62	76	24
Male	10	63	73	27	11	60	71	29	10	61	71	29
American Indian	13	73	85	15	13	67	80	20	21	69	90	10
Asian	17	70	87	13	19	66	85	15	18	68	86	14
Black	10	58	67	33	8	61	69	31	7	58	64	36
Hispanic	3	48	51	49	4	44	48	52	5	41	46	54
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	67	80	20	13	65	78	22	13	66	79	21
Multiple Races	13	69	82	18	13	64	77	23	12	66	79	21
Students with Disabilities	5	36	41	59	6	36	41	59	3	41	45	55
Students without Disabilities	13	67	80	20	14	65	78	22	14	64	78	22
Economically Disadvantaged	4	46	50	50	4	44	48	52	4	44	49	51
Not Economically Disadvantaged	15	69	83	17	15	66	81	19	15	67	81	19
English Learners	2	46	48	52	2	43	44	56	2	40	42	58
Homeless	-	32	32	68	2	30	31	69	1	26	27	73
Military Connected	9	69	78	22	13	76	89	11	16	67	83	17
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
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	18	61	79	21	18	63	81	19	17	63	80	20
Female	20	61	81	19	21	62	83	17	18	65	83	17
Male	16	62	78	22	16	63	79	21	15	62	77	23
American Indian	21	56	77	23	20	73	93	7	18	68	86	14
Asian	25	63	88	12	25	66	91	9	24	65	89	11
Black	10	61	71	29	11	61	72	28	11	63	74	26
Hispanic	7	49	56	44	7	51	57	43	6	48	54	46
Native Hawaiian	<	<	<	<	20	50	70	30	<	<	<	<
White	20	65	85	15	19	66	85	15	17	69	86	14
Multiple Races	19	67	86	14	22	65	87	13	17	66	84	16
Students with Disabilities	8	41	49	51	7	42	50	50	10	42	52	48
Students without Disabilities	19	64	84	16	20	66	85	15	18	67	84	16
Economically Disadvantaged	5	50	55	45	5	53	58	42	6	51	56	44
Not Economically Disadvantaged	22	64	86	14	22	65	87	13	20	67	87	13
English Learners	2	41	43	57	3	47	50	50	4	42	45	55
Homeless	1	23	24	76	3	32	35	65	2	32	34	66
Military Connected	20	67	88	12	19	69	88	12	16	65	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	13	68	81	19	12	68	79	21	13	67	81	19
Female	14	69	83	17	13	68	81	19	14	68	83	17
Male	12	66	78	22	11	67	78	22	12	66	78	22
American Indian	9	87	96	4	20	57	76	24	12	68	80	20
Asian	20	70	90	10	18	71	89	11	18	72	91	9
Black	10	61	71	29	7	67	75	25	10	66	75	25
Hispanic	5	57	62	38	4	51	55	45	4	54	58	42
Native Hawaiian	<	<	<	<	<	<	<	<	20	50	70	30
White	12	71	83	17	11	73	84	16	14	71	85	15
Multiple Races	16	70	86	14	13	71	84	16	15	67	83	17
Students with Disabilities	7	43	50	50	5	42	47	53	5	41	46	54
Students without Disabilities	14	71	85	15	13	71	84	16	14	71	86	14
Economically Disadvantaged	5	56	61	39	3	52	55	45	3	54	58	42
Not Economically Disadvantaged	15	71	86	14	14	72	86	14	16	72	88	12
English Learners	3	35	37	63	1	31	33	67	2	33	34	66
Homeless	1	34	35	65	2	28	30	70	1	30	31	69
Military Connected	14	70	84	16	16	73	89	11	14	72	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	18	60	78	22	18	62	80	20	18	63	80	20
Female	19	61	80	20	19	64	82	18	19	62	82	18
Male	16	60	77	23	17	61	78	22	16	63	79	21
American Indian	19	55	74	26	37	57	93	7	23	64	87	13
Asian	29	62	90	10	28	64	92	8	27	63	90	10
Black	8	62	70	30	13	58	71	29	10	68	78	22
Hispanic	6	49	55	45	7	51	58	42	6	48	54	46
Native Hawaiian	25	50	75	25	<	<	<	<	<	<	<	<
White	17	64	82	18	16	67	83	17	18	67	85	15
Multiple Races	20	60	80	20	21	62	83	17	17	67	84	16
Students with Disabilities	6	41	48	52	8	44	52	48	8	44	52	48
Students without Disabilities	19	63	82	18	19	65	84	16	19	65	84	16
Economically Disadvantaged	5	49	53	47	6	51	57	43	6	52	58	42
Not Economically Disadvantaged	22	64	85	15	21	65	86	14	21	66	87	13
English Learners	2	20	21	79	3	21	24	76	2	21	23	77
Homeless	-	28	28	72	4	24	28	72	-	35	35	65
Military Connected	9	70	79	21	15	67	82	18	21	62	83	17
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	16	64	79	21	16	63	79	21	14	67	81	19
Female	17	65	82	18	18	63	81	19	15	68	83	17
Male	14	63	77	23	13	64	77	23	12	67	79	21
American Indian	8	53	61	39	18	55	73	27	17	79	96	4
Asian	28	63	90	10	26	66	91	9	23	69	92	8
Black	9	63	72	28	8	61	69	31	8	66	74	26
Hispanic	6	52	58	42	5	50	54	46	4	55	58	42
Native Hawaiian	8	62	69	31	23	46	69	31	10	70	80	20
White	14	69	83	17	14	69	83	17	13	71	84	16
Multiple Races	14	70	84	16	17	62	79	21	15	71	86	14
Students with Disabilities	6	41	47	53	6	42	48	52	6	46	51	49
Students without Disabilities	17	67	84	16	17	66	83	17	15	70	85	15
Economically Disadvantaged	4	53	58	42	4	49	53	47	5	54	59	41
Not Economically Disadvantaged	19	67	86	14	18	67	85	15	16	71	87	13
English Learners	3	20	23	77	2	21	23	77	1	25	26	74
Homeless	-	31	31	69	-	23	23	77	2	30	32	68
Military Connected	16	68	84	16	20	56	76	24	8	71	79	21
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
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	15	63	78	22	16	63	78	22	15	65	80	20
Female	18	62	80	20	17	64	81	19	17	66	83	17
Male	13	64	77	23	14	61	76	24	14	65	78	22
American Indian	18	65	82	18	8	57	65	35	14	54	69	31
Asian	25	66	92	8	26	64	90	10	25	67	92	8
Black	8	61	69	31	8	61	69	31	8	63	71	29
Hispanic	4	53	57	43	7	51	57	43	5	53	58	42
Native Hawaiian	18	55	73	27	8	62	69	31	14	50	64	36
White	15	65	80	20	15	67	82	18	15	70	85	15
Multiple Races	14	63	77	23	18	65	83	17	18	63	81	19
Students with Disabilities	6	41	47	53	5	42	47	53	5	45	50	50
Students without Disabilities	17	65	82	18	17	65	82	18	17	67	84	16
Economically Disadvantaged	6	52	57	43	5	50	55	45	5	53	58	42
Not Economically Disadvantaged	18	66	84	16	19	66	84	16	18	68	87	13
English Learners	2	20	22	78	2	20	21	79	1	21	23	77
Homeless	3	36	39	61	-	23	23	77	1	30	31	69
Military Connected	12	64	76	24	16	70	86	14	10	70	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	35	56	91	9	33	57	89	11	33	57	90	10
Female	35	56	92	8	34	56	90	10	35	56	91	9
Male	35	55	90	10	31	57	89	11	30	59	89	11
American Indian	19	57	76	24	28	62	90	10	19	69	89	11
Asian	46	48	94	6	44	51	94	6	42	51	94	6
Black	21	67	87	13	23	62	85	15	18	66	84	16
Hispanic	18	61	78	22	15	59	74	26	16	59	75	25
Native Hawaiian	<	<	100	0	<	<	<	<	36	50	86	14
White	38	56	94	6	36	57	93	7	37	58	95	5
Multiple Races	39	56	94	6	35	58	93	7	36	59	95	5
Students with Disabilities	16	55	71	29	14	53	67	33	14	56	69	31
Students without Disabilities	37	56	93	7	35	57	92	8	35	57	92	8
Economically Disadvantaged	17	59	76	24	14	59	73	27	14	61	75	25
Not Economically Disadvantaged	40	55	95	5	37	56	93	7	38	56	94	6
English Learners	2	29	31	69	3	29	32	68	3	32	35	65
Homeless	4	48	51	49	5	32	37	63	12	42	54	46
Military Connected	39	54	93	7	46	49	95	5	33	55	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	33	48	81	19	32	49	81	19	39	51	90	10
Female	38	47	86	14	38	47	85	15	44	48	92	8
Male	28	49	77	23	27	50	76	24	34	54	88	12
American Indian	17	61	77	23	16	52	69	31	34	43	77	23
Asian	52	40	92	8	51	40	91	9	57	38	95	5
Black	18	52	70	30	20	51	71	29	22	58	80	20
Hispanic	14	48	62	38	14	48	62	38	17	57	75	25
Native Hawaiian	44	44	88	13	19	56	75	25	18	73	91	9
White	32	52	84	16	31	53	83	17	39	55	94	6
Multiple Races	32	48	80	20	31	54	84	16	42	48	90	10
Students with Disabilities	6	37	42	58	7	39	46	54	7	52	60	40
Students without Disabilities	36	50	85	15	35	50	84	16	42	51	93	7
Economically Disadvantaged	14	47	61	39	12	47	59	41	17	57	74	26
Not Economically Disadvantaged	38	49	86	14	37	49	85	15	44	49	94	6
English Learners	-	16	16	84	1	17	17	83	-	28	29	71
Homeless	2	36	38	62	6	30	36	64	7	59	66	34
Military Connected	30	49	79	21	31	50	81	19	32	55	87	13
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	26	48	74	26	26	46	73	27
Female	31	48	79	21	32	47	79	21
Male	21	48	69	31	21	45	66	34
American Indian	16	56	72	28	14	49	63	37
Asian	46	44	90	10	45	43	88	12
Black	14	45	59	41	18	43	61	39
Hispanic	10	42	53	47	11	38	49	51
Native Hawaiian	30	50	80	20	15	62	77	23
White	21	53	75	25	23	51	74	26
Multiple Races	25	46	71	29	25	53	78	22
Students with Disabilities	3	25	27	73	5	26	30	70
Students without Disabilities	28	51	79	21	29	49	77	23
Economically Disadvantaged	11	41	51	49	10	36	46	54
Not Economically Disadvantaged	29	50	79	21	30	49	79	21
English Learners	-	15	15	85	1	11	12	88
Homeless	2	30	32	68	4	18	22	78
Military Connected	23	47	70	30	28	47	75	25
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	41	49	89	11	38	51	89	11	39	51	90	10
Female	46	46	93	7	44	47	92	8	44	48	92	8
Male	36	51	86	14	32	54	86	14	34	54	88	12
American Indian	18	64	82	18	19	58	77	23	34	43	77	23
Asian	60	35	96	4	59	36	95	5	57	38	95	5
Black	21	61	82	18	22	60	82	18	22	58	80	20
Hispanic	18	53	71	29	17	58	74	26	17	57	75	25
Native Hawaiian	<	<	100	0	<	<	<	<	18	73	91	9
White	42	51	93	7	38	54	92	8	39	55	94	6
Multiple Races	40	50	90	10	36	54	90	10	42	48	90	10
Students with Disabilities	9	49	58	42	9	54	63	37	7	52	60	40
Students without Disabilities	44	48	92	8	41	50	91	9	42	51	93	7
Economically Disadvantaged	18	53	71	29	15	58	73	27	17	57	74	26
Not Economically Disadvantaged	46	47	94	6	43	49	92	8	44	49	94	6
English Learners	-	17	17	83	-	25	26	74	-	28	29	71
Homeless	2	42	44	56	10	48	58	42	7	59	66	34
Military Connected	41	51	93	7	35	54	90	10	32	55	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	13	61	74	26	14	62	76	24	15	64	79	21
Female	11	62	73	27	13	63	75	25	13	65	79	21
Male	14	60	75	25	16	61	77	23	17	63	80	20
American Indian	20	60	80	20	25	57	82	18	29	55	84	16
Asian	27	61	88	12	29	60	89	11	30	61	91	9
Black	5	56	62	38	5	59	64	36	6	64	70	30
Hispanic	3	48	52	48	3	49	52	48	4	53	57	43
Native Hawaiian	13	56	68	32	18	48	66	34	18	61	78	22
White	10	68	77	23	11	69	81	19	13	71	84	16
Multiple Races	11	63	75	25	13	66	79	21	15	67	82	18
Students with Disabilities	4	41	45	55	4	44	48	52	4	49	53	47
Students without Disabilities	14	64	78	22	15	64	80	20	17	66	83	17
Economically Disadvantaged	3	48	51	49	3	49	52	48	4	54	58	42
Not Economically Disadvantaged	16	65	81	19	17	66	83	17	19	67	86	14
English Learners	2	38	40	60	2	40	41	59	2	44	45	55
Homeless	1	28	29	71	1	30	32	68	2	40	41	59
Military Connected	9	68	77	23	13	66	79	21	13	69	83	17
Foster Care	4	35	39	61	4	27	31	69	-	30	30	70
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	14	62	76	24	14	63	77	23	15	63	79	21
Female	12	62	74	26	12	63	75	25	13	64	77	23
Male	16	63	79	21	17	62	79	21	18	63	81	19
American Indian	25	70	95	5	26	57	83	17	31	63	94	6
Asian	24	64	88	12	26	62	88	12	27	63	90	10
Black	7	56	63	37	6	62	68	32	5	64	70	30
Hispanic	4	47	51	49	4	47	51	49	5	47	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	69	82	18	13	70	83	17	15	70	85	15
Multiple Races	12	67	79	21	16	67	83	17	14	71	85	15
Students with Disabilities	6	41	47	53	4	43	47	53	4	47	50	50
Students without Disabilities	15	65	80	20	16	65	81	19	17	66	83	17
Economically Disadvantaged	4	46	50	50	3	47	51	49	4	52	56	44
Not Economically Disadvantaged	17	68	85	15	18	67	85	15	19	67	86	14
English Learners	3	49	52	48	2	48	51	49	3	50	53	47
Homeless	1	24	25	75	2	23	26	74	3	35	38	62
Military Connected	11	70	81	19	14	69	82	18	18	64	82	18
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	18	59	77	23	19	60	79	21	20	60	80	20
Female	14	61	75	25	16	61	77	23	16	63	79	21
Male	21	57	78	22	23	59	81	19	24	58	82	18
American Indian	25	56	81	19	41	54	95	5	30	50	80	20
Asian	32	56	88	12	34	57	91	9	35	55	91	9
Black	7	54	62	38	10	54	64	36	8	64	72	28
Hispanic	4	48	52	48	5	50	55	45	4	50	55	45
Native Hawaiian	<	<	<	<	30	40	70	30	<	<	100	0
White	16	66	82	18	17	67	84	16	18	68	86	14
Multiple Races	16	65	81	19	18	65	83	17	21	62	83	17
Students with Disabilities	6	40	46	54	5	43	47	53	5	47	52	48
Students without Disabilities	19	62	81	19	21	62	84	16	22	62	85	15
Economically Disadvantaged	3	48	51	49	4	50	54	46	5	51	56	44
Not Economically Disadvantaged	22	62	84	16	23	63	86	14	25	63	88	12
English Learners	3	43	46	54	3	50	53	47	2	48	50	50
Homeless	-	16	16	84	2	32	33	67	2	30	31	69
Military Connected	13	72	85	15	19	61	80	20	17	70	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	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	20	57	78	22	21	57	78	22	24	57	81	19
Female	17	60	77	23	18	60	78	22	21	59	80	20
Male	23	55	78	22	24	55	79	21	27	55	82	18
American Indian	49	45	94	6	35	48	83	17	41	54	95	5
Asian	38	53	91	9	39	52	91	9	41	51	92	8
Black	10	54	64	36	6	62	69	31	14	55	69	31
Hispanic	6	48	54	46	5	49	54	46	6	50	56	44
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	17	64	81	19	19	64	83	17	22	64	86	14
Multiple Races	21	60	81	19	19	61	80	20	24	61	85	15
Students with Disabilities	6	40	46	54	6	43	49	51	6	45	51	49
Students without Disabilities	22	60	82	18	23	59	83	17	26	59	85	15
Economically Disadvantaged	6	47	52	48	5	49	54	46	6	51	58	42
Not Economically Disadvantaged	25	60	85	15	26	60	85	15	29	59	88	12
English Learners	1	35	37	63	1	36	37	63	1	38	39	61
Homeless	2	30	32	68	1	23	23	77	2	27	29	71
Military Connected	15	62	77	23	23	61	84	16	19	71	91	9
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	1	46	46	54	2	52	53	47	2	56	58	42
Female	-	46	46	54	2	52	54	46	2	57	58	42
Male	1	46	47	53	2	52	54	46	2	56	57	43
American Indian	-	37	37	63	<	<	<	<	8	46	54	46
Asian	1	61	62	38	4	67	71	29	4	67	71	29
Black	-	36	36	64	1	42	43	57	-	53	54	46
Hispanic	-	29	29	71	1	35	36	64	1	37	38	62
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	1	53	54	46	2	60	62	38	2	66	68	32
Multiple Races	2	49	51	49	2	54	56	44	2	60	62	38
Students with Disabilities	2	29	31	69	3	35	38	62	2	41	43	57
Students without Disabilities	-	50	50	50	1	56	58	42	2	60	62	38
Economically Disadvantaged	1	29	29	71	1	35	36	64	1	37	39	61
Not Economically Disadvantaged	1	55	56	44	2	61	63	37	2	67	69	31
English Learners	1	17	18	82	1	20	21	79	-	22	22	78
Homeless	-	9	9	91	1	21	22	78	-	28	28	72
Military Connected	-	49	49	51	1	60	61	39	4	55	60	40
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	9	56	65	35	12	60	71	29	12	63	75	25
Female	8	57	65	35	10	61	71	29	12	64	75	25
Male	10	56	66	34	13	59	72	28	13	62	75	25
American Indian	7	54	61	39	28	56	84	16	26	61	87	13
Asian	20	64	85	15	26	64	90	10	25	65	90	10
Black	3	47	50	50	4	54	58	42	3	59	62	38
Hispanic	2	36	38	62	4	38	42	58	2	46	48	52
Native Hawaiian	17	58	75	25	<	<	<	<	<	<	<	<
White	7	62	69	31	8	67	75	25	9	71	80	20
Multiple Races	10	56	65	35	9	65	74	26	14	66	81	19
Students with Disabilities	4	30	34	66	3	36	39	61	4	42	46	54
Students without Disabilities	10	60	70	30	13	63	76	24	13	66	80	20
Economically Disadvantaged	2	37	38	62	2	40	42	58	2	47	49	51
Not Economically Disadvantaged	11	62	74	26	14	65	79	21	15	68	83	17
English Learners	1	19	20	80	1	21	22	78	-	25	26	74
Homeless	-	16	16	84	1	17	18	82	1	28	29	71
Military Connected	4	65	69	31	10	64	74	26	14	60	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	5	57	62	38	5	59	64	36	7	61	69	31
Female	4	58	61	39	5	58	63	37	6	63	69	31
Male	7	56	63	37	5	60	65	35	8	60	68	32
American Indian	7	70	77	23	-	64	64	36	24	48	72	28
Asian	20	61	81	19	15	65	79	21	18	67	85	15
Black	2	49	51	49	1	53	54	46	2	55	57	43
Hispanic	1	41	41	59	1	38	39	61	2	43	45	55
Native Hawaiian	8	42	50	50	<	<	<	<	-	50	50	50
White	2	65	67	33	4	68	72	28	6	70	76	24
Multiple Races	4	56	61	39	7	62	68	32	5	67	72	28
Students with Disabilities	2	34	36	64	2	38	40	60	3	39	42	58
Students without Disabilities	6	60	66	34	6	63	68	32	8	65	73	27
Economically Disadvantaged	1	40	41	59	1	40	40	60	2	45	46	54
Not Economically Disadvantaged	7	63	70	30	7	66	73	27	10	68	78	22
English Learners	1	15	16	84	1	21	22	78	1	25	26	74
Homeless	1	22	23	77	-	21	21	79	-	31	31	69
Military Connected	3	58	61	39	4	64	68	32	8	72	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	11	74	85	15	15	71	86	14	15	76	91	9
Female	11	75	86	14	15	73	87	13	14	77	92	8
Male	11	73	84	16	15	70	85	15	15	75	90	10
American Indian	9	67	76	24	21	62	83	17	30	57	87	13
Asian	27	66	94	6	36	60	95	5	32	64	96	4
Black	4	77	81	19	7	72	79	21	8	81	89	11
Hispanic	3	70	72	28	2	67	70	30	3	78	81	19
Native Hawaiian	10	70	80	20	19	50	69	31	6	88	94	6
White	7	80	87	13	10	80	91	9	11	82	94	6
Multiple Races	8	73	82	18	11	75	85	15	14	79	93	7
Students with Disabilities	2	65	67	33	3	70	73	27	4	75	79	21
Students without Disabilities	12	75	87	13	16	71	87	13	16	76	92	8
Economically Disadvantaged	3	69	72	28	3	68	71	29	4	78	82	18
Not Economically Disadvantaged	13	75	89	11	18	72	91	9	19	75	94	6
English Learners	1	56	58	42	1	56	57	43	2	72	74	26
Homeless	1	61	62	38	2	54	57	43	2	72	75	25
Military Connected	5	89	93	7	12	77	89	11	10	85	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	70	85	15	15	66	81	19	16	70	86	14
Female	14	71	85	15	14	67	81	19	15	71	86	14
Male	16	69	85	15	15	65	81	19	18	69	86	14
American Indian	14	81	95	5	13	73	87	13	15	58	73	27
Asian	28	63	91	9	28	61	88	12	29	64	93	7
Black	6	68	74	26	5	68	73	27	4	69	73	27
Hispanic	5	67	72	28	4	58	62	38	3	63	67	33
Native Hawaiian	<	<	<	<	<	<	100	0	20	70	90	10
White	8	76	85	15	10	73	82	18	10	78	89	11
Multiple Races	12	74	86	14	11	69	81	19	15	66	81	19
Students with Disabilities	3	64	67	33	4	41	45	55	4	49	54	46
Students without Disabilities	15	70	86	14	15	68	83	17	17	71	88	12
Economically Disadvantaged	6	64	70	30	4	56	59	41	5	60	65	35
Not Economically Disadvantaged	16	71	87	13	16	68	84	16	18	72	90	10
English Learners	-	38	38	62	1	24	25	75	2	36	38	62
Homeless	-	38	38	62	4	56	60	40	-	67	67	33
Military Connected	24	67	91	9	8	71	79	21	7	74	81	19
Foster Care									<	<	<	<
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	19	64	83	17	18	67	84	16	22	63	84	16
Female	17	64	81	19	16	66	82	18	20	63	83	17
Male	20	64	84	16	19	67	86	14	23	62	85	15
American Indian	10	80	90	10	<	<	<	<	33	42	75	25
Asian	29	61	90	10	27	65	92	8	34	59	93	7
Black	10	72	82	18	7	62	70	30	5	61	66	34
Hispanic	10	60	69	31	10	59	69	31	8	65	72	28
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	11	66	77	23	10	70	80	20	13	67	80	20
Multiple Races	13	69	81	19	12	70	81	19	16	60	76	24
Students with Disabilities	9	45	55	45	6	55	61	39	10	58	68	32
Students without Disabilities	19	64	83	17	18	67	85	15	22	63	85	15
Economically Disadvantaged	6	71	77	23	8	57	65	35	6	63	69	32
Not Economically Disadvantaged	20	63	83	17	18	67	86	14	23	63	86	14
English Learners	<	<	<	<	-	61	61	39	-	25	25	75
Homeless	<	<	<	<	-	64	64	36	<	<	<	<
Military Connected	4	72	76	24	5	81	86	14	11	72	83	17
< = 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	13	62	75	25	12	62	74	26	12	64	75	25
Female	11	62	73	27	10	64	73	27	10	64	74	26
Male	15	61	76	24	14	61	75	25	14	63	77	23
American Indian	14	60	74	26	15	51	66	34	12	67	79	21
Asian	23	63	86	14	21	64	85	15	21	65	86	14
Black	7	56	63	37	5	58	63	37	5	61	66	34
Hispanic	5	48	53	47	3	49	52	48	4	50	54	46
Native Hawaiian	9	72	81	19	3	73	75	25	14	54	68	32
White	12	68	80	20	11	69	80	20	12	70	82	18
Multiple Races	13	63	77	23	12	67	79	21	13	66	78	22
Students with Disabilities	6	42	48	52	5	43	48	52	4	44	48	52
Students without Disabilities	14	64	78	22	13	65	78	22	13	66	79	21
Economically Disadvantaged	4	47	51	49	3	48	50	50	3	49	52	48
Not Economically Disadvantaged	16	66	82	18	14	67	81	19	15	69	83	17
English Learners	2	19	21	79	1	22	23	77	1	25	26	74
Homeless	1	25	26	74	1	27	28	72	1	29	31	69
Military Connected	12	67	79	21	14	68	81	19	12	69	81	19
Foster Care	7	36	43	57	6	31	38	63	-	43	43	57
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	19	53	71	29	18	55	73	27	23	53	76	24
Female	16	54	70	30	15	57	72	28	19	55	74	26
Male	21	52	73	27	21	53	74	26	26	52	78	22
American Indian	32	57	89	11	30	50	80	20	27	66	93	7
Asian	29	55	84	16	28	56	84	16	35	52	87	13
Black	12	44	56	44	8	55	63	37	13	52	66	34
Hispanic	7	40	47	53	5	43	48	52	8	43	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	58	76	24	18	60	78	22	23	57	80	20
Multiple Races	20	56	76	24	18	61	79	21	22	60	82	18
Students with Disabilities	9	32	42	58	8	37	45	55	7	35	43	57
Students without Disabilities	20	56	76	24	19	58	77	23	25	56	81	19
Economically Disadvantaged	5	39	45	55	4	42	46	54	7	43	50	50
Not Economically Disadvantaged	22	57	79	21	22	59	81	19	28	56	84	16
English Learners	3	20	23	77	2	26	27	73	2	27	30	70
Homeless	2	16	18	82	-	20	20	80	3	19	22	78
Military Connected	10	63	73	27	21	59	80	20	21	61	83	17
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	11	62	72	28	12	62	74	26	11	65	76	24
Female	9	61	69	31	9	63	72	28	9	66	74	26
Male	12	62	75	25	14	62	76	24	13	65	78	22
American Indian	9	59	68	32	8	39	47	53	11	69	80	20
Asian	20	66	87	13	22	65	87	13	18	70	88	12
Black	4	54	58	42	5	56	61	39	3	64	67	33
Hispanic	2	45	47	53	4	48	51	49	3	48	51	49
Native Hawaiian	18	64	82	18	-	77	77	23	29	36	64	36
White	9	67	76	24	10	69	79	21	10	71	81	19
Multiple Races	11	57	68	32	11	64	75	25	13	64	78	22
Students with Disabilities	4	39	42	58	5	37	42	58	4	44	48	52
Students without Disabilities	11	64	76	24	12	66	78	22	11	68	80	20
Economically Disadvantaged	3	44	47	53	3	46	49	51	3	48	51	49
Not Economically Disadvantaged	13	67	79	21	14	67	81	19	13	70	83	17
English Learners	1	14	15	85	2	15	16	84	1	20	21	79
Homeless	-	15	15	85	-	19	19	81	4	18	21	79
Military Connected	12	61	74	26	10	70	80	20	12	68	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	62	76	24	10	65	75	25	7	69	77	23
Female	11	65	76	24	9	68	77	23	6	71	77	23
Male	15	60	75	25	11	63	74	26	8	68	76	24
American Indian	3	66	69	31	10	48	59	41	-	78	78	22
Asian	22	64	85	15	18	66	84	16	13	74	87	13
Black	6	62	68	32	5	63	67	33	2	67	69	31
Hispanic	5	49	53	47	3	54	57	43	2	55	58	42
Native Hawaiian	<	<	100	0	<	<	<	<	-	87	87	13
White	14	66	80	20	9	69	79	21	7	74	81	19
Multiple Races	13	67	80	20	10	70	80	20	8	67	75	25
Students with Disabilities	4	42	46	54	3	48	51	49	1	49	51	49
Students without Disabilities	14	64	79	21	11	67	78	22	8	72	79	21
Economically Disadvantaged	4	49	53	47	3	53	56	44	2	55	57	43
Not Economically Disadvantaged	16	66	82	18	12	68	80	20	9	74	83	17
English Learners	-	15	15	85	-	28	29	71	-	30	30	70
Homeless	-	33	33	67	3	44	47	53	-	38	38	62
Military Connected	20	64	84	16	13	71	85	15	9	73	82	18
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
All Students	37	49	87	13	26	47	73	27	23	36	59	41
Female	34	53	86	14	20	48	68	32	17	36	54	46
Male	41	46	88	12	32	46	78	22	28	36	64	36
American Indian					<	<	100	0	<	<	<	<
Asian	52	42	93	7	37	52	89	11	38	39	77	23
Black	20	63	83	17	3	27	30	70	9	20	29	71
Hispanic	10	43	52	48	8	38	47	53	3	26	29	71
White	25	58	83	17	26	50	76	24	22	44	66	34
Multiple Races	32	58	89	11	48	48	95	5	33	29	62	38
Students with Disabilities	<	<	<	<	8	25	33	67	4	11	15	85
Students without Disabilities	38	49	87	13	27	47	74	26	24	38	62	38
Economically Disadvantaged	6	63	69	31	3	32	35	65	9	22	31	69
Not Economically Disadvantaged	40	48	88	12	31	50	81	19	28	41	68	32
English Learners	<	<	<	<	-	6	6	94	2	9	11	89
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0
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	7	74	82	18	5	69	74	26	6	68	74	26
Female	5	74	79	21	4	69	72	28	5	67	72	28
Male	9	75	84	16	6	70	76	24	6	70	76	24
American Indian	-	57	57	43	-	73	73	27	4	58	62	38
Asian	9	77	86	14	7	76	83	17	9	70	79	21
Black	3	67	70	30	2	61	63	37	3	62	64	36
Hispanic	4	59	63	37	2	50	52	48	1	53	54	46
Native Hawaiian	<	<	<	<	<	<	<	<	-	50	50	50
White	8	81	89	11	6	80	86	14	8	79	87	13
Multiple Races	8	78	85	15	6	75	81	19	6	78	83	17
Students with Disabilities	2	57	59	41	2	51	53	47	2	51	53	47
Students without Disabilities	8	77	85	15	5	72	77	23	6	71	77	23
Economically Disadvantaged	2	58	60	40	1	50	51	49	1	51	52	48
Not Economically Disadvantaged	9	80	88	12	7	78	84	16	7	77	84	16
English Learners	-	25	25	75	-	19	19	81	-	24	24	76
Homeless	1	36	37	63	1	27	28	72	-	39	39	61
Military Connected	7	86	93	7	7	75	82	18	5	77	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	27	54	81	19	28	52	80	20	32	49	82	18
Female	24	55	79	21	26	53	78	22	30	51	81	19
Male	30	53	83	17	29	52	81	19	35	48	83	17
American Indian	26	49	75	25	31	45	76	24	36	49	85	15
Asian	41	50	92	8	44	47	91	9	49	43	92	8
Black	16	54	70	30	17	50	66	34	18	51	69	31
Hispanic	11	49	61	39	11	49	60	40	13	51	64	36
Native Hawaiian	21	68	89	11	19	58	77	23	23	45	68	32
White	27	57	85	15	27	56	83	17	32	53	85	15
Multiple Races	27	55	82	18	27	56	83	17	32	50	82	18
Students with Disabilities	10	44	53	47	8	42	50	50	11	41	52	48
Students without Disabilities	29	55	84	16	30	53	84	16	35	51	86	14
Economically Disadvantaged	10	50	60	40	10	47	57	43	11	51	62	38
Not Economically Disadvantaged	32	55	87	13	32	53	86	14	38	49	87	13
English Learners	5	33	38	62	5	34	39	61	7	37	44	56
Homeless	3	35	38	62	4	31	34	66	7	39	45	55
Military Connected	29	56	85	15	25	58	84	16	28	51	79	21
Foster Care	<	<	<	<	8	25	33	67	<	<	<	<
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	4	48	52	48	2	47	49	51	2	41	43	57
Female	4	54	57	43	2	47	49	51	1	35	36	64
Male	5	40	45	55	2	46	49	51	2	48	50	50
American Indian					<	<	<	<	<	<	100	0
Asian	7	56	63	37	3	47	50	50	-	43	43	58
Black	3	53	57	43	-	45	45	55	1	35	36	64
Hispanic	-	27	27	73	-	39	39	61	-	35	35	65
White	8	63	71	29	4	56	60	40	5	50	55	45
Multiple Races	<	<	<	<	4	39	43	57	-	42	42	58
Students with Disabilities	-	7	7	93	-	33	33	67	1	29	30	70
Students without Disabilities	4	51	55	45	2	50	52	48	2	45	46	54
Economically Disadvantaged	3	28	31	69	1	31	31	69	-	34	35	65
Not Economically Disadvantaged	5	61	66	34	3	59	62	38	3	48	51	49
English Learners	-	15	15	85	-	18	18	82	1	26	27	73
Homeless	-	36	36	64	-	11	11	89	-	44	44	56
Military Connected	25	67	92	8	<	<	<	<	<	<	<	<
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	19	66	84	16	20	66	86	14	2	44	47	53
Female	17	67	84	16	18	66	83	17	5	44	49	51
Male	20	65	85	15	22	66	88	12	-	45	45	55
American Indian	15	51	66	34	<	<	<	<
Asian	30	65	94	6	35	59	94	6	-	54	54	46
Black	12	63	74	26	10	64	74	26	<	<	<	<
Hispanic	8	57	65	35	7	63	70	30	-	45	45	55
Native Hawaiian	<	<	<	<	<	<	<	<
White	18	70	88	12	19	69	88	12	6	50	56	44
Multiple Races	18	71	89	11	14	74	88	12	<	<	<	<
Students with Disabilities	5	51	56	44	6	56	62	38	-	29	29	71
Students without Disabilities	20	67	88	12	21	67	88	12	3	48	52	48
Economically Disadvantaged	7	57	64	36	9	58	67	33	-	29	29	71
Not Economically Disadvantaged	22	68	90	10	22	68	90	10	4	57	61	39
English Learners	1	33	34	66	1	40	40	60	-	29	29	71
Homeless	5	41	46	54	7	44	51	49	<	<	<	<
Military Connected	16	77	93	7	19	66	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	3	41	44	56	1	19	20	80	3	27	29	71
Female	3	34	37	63	-	18	19	81	3	25	27	73
Male	3	46	49	51	2	19	21	79	3	29	32	68
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	5	51	56	44	4	27	31	69	11	45	56	44
Black	2	27	28	72	1	16	17	83	2	26	28	72
Hispanic	2	28	30	70	1	12	13	87	1	21	22	78
Native Hawaiian	<	<	100	0					<	<	100	0
White	3	53	56	44	1	23	23	77	2	24	26	74
Multiple Races	6	35	41	59	2	29	32	68	-	33	33	67
Students with Disabilities	1	29	30	70	-	8	8	92	-	5	5	95
Students without Disabilities	3	43	46	54	1	22	24	76	3	32	35	65
Economically Disadvantaged	1	30	31	69	-	11	11	89	1	18	20	80
Not Economically Disadvantaged	4	49	53	47	2	25	27	73	4	33	37	63
English Learners	-	13	13	88	-	8	8	92	-	15	15	85
Homeless	-	33	33	67	-	23	23	77	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	43	45	55	2	63	65	35	-	85	85	15
Female	-	44	44	56	-	67	67	33	-	89	89	11
Male	4	42	46	54	3	60	63	37	-	79	79	21
American Indian	<	<	<	<
Asian	3	53	57	43	<	<	<	<	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	2	34	36	64	-	54	54	46	<	<	<	<
White	3	78	81	19	5	70	75	25	-	96	96	4
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	-	36	36	64	<	<	<	<	<	<	<	<
Students without Disabilities	2	44	46	54	2	66	68	32	-	89	89	11
Economically Disadvantaged	1	33	34	66	-	38	38	63	<	<	<	<
Not Economically Disadvantaged	4	68	72	28	3	81	83	17	-	94	94	6
English Learners	-	24	24	76	-	30	30	70	<	<	<	<
Homeless	2	21	23	77	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	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	32	50	82	18	31	55	86	14	33	53	87	13
Female	29	51	80	20	31	55	86	14	32	55	87	13
Male	35	49	84	16	32	54	86	14	34	52	86	14
American Indian	25	63	88	13	28	47	75	25	27	55	82	18
Asian	48	45	93	7	47	47	95	5	50	45	95	5
Black	19	52	71	29	21	56	77	23	19	60	79	21
Hispanic	14	49	63	37	13	55	68	32	13	55	67	33
Native Hawaiian	20	70	90	10	15	77	92	8	21	50	71	29
White	32	53	85	15	31	59	90	10	33	57	90	10
Multiple Races	28	52	80	20	33	54	87	13	31	56	88	12
Students with Disabilities	10	41	51	49	8	48	56	44	11	47	58	42
Students without Disabilities	34	51	85	15	34	55	89	11	36	54	90	10
Economically Disadvantaged	12	51	63	37	12	56	68	32	11	57	69	31
Not Economically Disadvantaged	37	50	87	13	36	54	91	9	39	52	91	9
English Learners	3	25	28	72	1	31	32	68	2	30	32	68
Homeless	5	41	46	54	3	24	27	73	6	37	43	57
Military Connected	32	46	78	22	23	62	85	15	33	56	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	37	46	83	17	35	47	83	17	38	47	85	15
Female	32	49	80	20	31	49	80	20	34	49	83	17
Male	42	43	85	15	39	46	85	15	42	45	86	14
American Indian	42	42	84	16	49	46	95	5	46	48	93	7
Asian	50	40	90	10	49	42	91	9	52	40	93	7
Black	21	49	70	30	24	45	69	31	25	47	72	28
Hispanic	20	49	69	31	20	50	70	30	20	54	74	26
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	35	48	84	16	32	50	82	18	35	49	85	15
Multiple Races	36	45	81	19	34	50	84	16	36	46	82	18
Students with Disabilities	16	41	57	43	13	43	56	44	14	41	55	45
Students without Disabilities	39	46	85	15	38	48	86	14	41	48	88	12
Economically Disadvantaged	16	47	63	37	14	49	63	37	16	54	70	30
Not Economically Disadvantaged	40	46	86	14	39	47	86	14	42	46	87	13
English Learners	14	47	61	39	14	52	66	34	14	52	66	34
Homeless	-	28	28	72	5	41	46	54	11	43	55	45
Military Connected	37	50	87	13	34	52	85	15	29	48	77	23
Foster Care					<	<	<	<	<	<	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	335	359	420
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	823	930	919
Kindergarten	5,205	5,126	5,056
Grade 1	5,512	5,743	5,467
Grade 2	5,723	5,718	5,857
Grade 3	5,672	5,911	5,803
Grade 4	6,056	5,834	6,065
Grade 5	6,081	6,216	5,938
Grade 6	6,204	6,220	6,330
Grade 7	6,453	6,388	6,340
Grade 8	6,802	6,572	6,498
Grade 9	6,935	6,994	6,864
Grade 10	6,704	7,046	7,054
Grade 11	6,609	6,740	7,032
Grade 12	6,732	6,644	6,805
Post Graduate	1	1	-
Total Students	81,512	82,083	82,028

< = 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	81512	82083	82028
Female	39623	39909	39870
Male	41834	42106	42101
American Indian	515	535	555
Asian	20220	20913	21306
Black	5873	5952	6028
Hispanic	15087	15621	16003
Native Hawaiian	106	103	115
White	34983	34122	33147
Multiple Races	4728	4837	4874
Students with Disabilities	9050	9203	9636
Students without Disabilities	72462	72880	72392
Economically Disadvantaged	18261	19833	20012
Not Economically Disadvantaged	63251	62250	62016
English Learners	15279	15859	16050
Not English Learners	66233	66224	65978
Homeless	1292	1240	953
Military Connected	1487	1457	1457
Foster Care	49	45	53
< = 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	5007	1502	62	30	123	45
	State	50340	39360	1868	906	4434	1716
Female	Division	2541	613	24	15	50	22
	State	27397	17331	608	349	1644	700
Male	Division	2461	887	38	15	72	22
	State	22883	21948	1258	556	2786	1013
American Indian	Division	14	9	0	0	0	1
	State	108	117	5	4	10	3
Asian	Division	1365	173	11	0	4	7
	State	6021	1445	96	16	68	37
Black	Division	326	146	12	3	5	6
	State	8112	10542	637	224	1119	708
Hispanic	Division	615	501	12	7	96	27
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	2404	588	24	17	14	2
	State	25863	16576	761	464	1211	504
Multiple Races	Division	281	81	3	3	4	2
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	232	360	62	8	21	4
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	695	613	28	15	64	30
	State	12777	21116	1106	493	2351	1207
English Learners	Division	135	305	15	1	86	20
	State	1583	4218	262	26	1426	145
Homeless	Division	14	43	0	1	16	1
	State	197	697	48	28	170	78
Military Connected	Division	77	30	0	0	0	0
	State	2525	1494	44	18	52	31
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	6,769	6,571	97	6,613	98	123	2
Female	3,265	3,178	97	3,200	98	50	2
Male	3,495	3,386	97	3,406	98	72	2
American Indian	24	23	96	23	96	0	0
Asian	1,560	1,549	99	1,552	100	4	0
Black	498	484	97	489	98	5	1
Hispanic	1,258	1,128	90	1,142	91	96	8
Native Hawaiian	<	<	100	<	100	0	0
White	3,049	3,016	99	3,033	100	14	1
Multiple Races	374	365	98	368	98	4	1
Students with Disabilities	687	654	95	665	97	21	3
Economically Disadvantaged	1,445	1,336	93	1,362	94	64	4
English Learners	562	455	81	467	83	86	15
Homeless	75	57	76	59	79	16	21
Military Connected	107	107	100	107	100	0	0
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	8,303 / 30.8%	10,125 / 36.95%	10,332 / 37.25%
Advanced Placement Course Enrollment	11,000 / 40.8%	11,949 / 43.61%	12,945 / 46.67%
Dual Enrollment	5,689 / 21.1%	6,248 / 22.8%	6,792 / 24.49%
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	6,086	4,979	18
	State	87,317	57,081	35
Female	Division	3,017	2,576	15
	State	43,705	31,577	28
Male	Division	3,069	2,403	22
	State	43,612	25,504	42
American Indian	Division	19	12	37
	State	232	130	44
Asian	Division	1,125	1,020	9
	State	6,741	5,862	13
Black	Division	431	346	20
	State	18,624	10,601	43
Hispanic	Division	969	615	37
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	3,233	2,725	16
	State	45,098	30,844	32
Multiple Races	Division	303	257	15
	State	4,380	2,929	33
Students with Disabilities	Division	603	379	37
	State	8,185	3,548	57
Economically Disadvantaged	Division	1,019	666	35
	State	30,335	14,987	51
English Learners	Division	497	269	46
	State	6,579	3,319	50
< = 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
NOCTI Assessments	Division	163	822	664
	State	2,590	3,844	3,577
State Licensures	Division	45	23	34
	State	1,236	1,563	2,069
Industry Certification	Division	7,718	6,540	6,441
	State	95,688	100,255	101,956
Workplace Readiness	Division	6,517	648	1,119
	State	44,348	41,819	35,066
Total Credentials Earned	Division	14,443	8,033	8,258
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	11,630	6,881	6,748
	State	115,682	117,932	115,611
CTE Completers	Division	2,816	3,031	3,272
	State	45,094	46,028	48,643
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	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	68.9	67	65.7

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	$11,161	$4,582	$364
	State	$6,770	$5,603	$867
2020-2021	Division	$11,603	$4,951	$805
	State	$6,669	$6,185	$1,352
2021-2022	Division	$12,646	$5,144	$977
	State	$7,134	$6,454	$1,936
2022-2023	Division	$13,884	$5,313	$594
	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	70,304	10,678	65,955	15,284	70,100	10,923
Female	34,089	5,279	32,054	7,503	34,054	5,361
Male	36,171	5,377	33,857	7,760	36,002	5,544
American Indian	393	101	387	139	455	88
Asian	17,886	2,420	16,977	3,923	18,425	2,820
Black	5,177	634	5,021	831	5,241	628
Hispanic	11,663	3,266	11,195	4,159	12,388	3,325
Native Hawaiian	90	12	85	20	106	11
White	30,917	3,724	28,346	5,372	29,253	3,491
Multiple Races	4,178	521	3,944	840	4,232	560
Students with Disabilities	7,176	1,683	7,029	2,211	7,886	1,776
Economically Disadvantaged	14,066	4,301	14,652	5,874	14,977	4,507
English Learners	12,555	3,091	11,914	4,213	13,110	3,225
Homeless	1,000	568	961	572	854	436
< = 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	4,239
Behaviors related to School Operations	4,126
Relationship Behaviors without Physical Harm	5,164
Behaviors of a Safety Concern	6,014
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,129
Behaviors used to determine Persistently Dangerous Schools	25

< = 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	0.6	0.6	0.7	0.9	0.7	0.3
Asian	24.9	9.7	25.6	11.2	26.1	11.7
Black	7.2	16.3	7.3	16.6	7.4	13
Hispanic	18.6	28.9	19.1	34.1	19.6	38.2
Native Hawaiian	0.1	0.3	0.1	0.4	0.1	0.4
White	43.1	35.6	41.7	30.5	40.6	30.3
Multiple Races	5.8	8.6	5.9	6.3	6	6.1
< = 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	0.6		0.7		0.7
Asian	24.9	7.7	25.6		26.1	5.3
Black	7.2	15.4	7.3	23.1	7.4	5.3
Hispanic	18.6	50	19.1	42.3	19.6	63.2
Native Hawaiian	0.1		0.1	3.8	0.1
White	43.1	26.9	41.7	23.1	40.6	26.3
Multiple Races	5.8		5.9	7.7	6
< = 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	0.6		0.7		0.7
Asian	24.9		25.6		26.1
Black	7.2		7.3		7.4
Hispanic	18.6	50	19.1		19.6
Native Hawaiian	0.1		0.1		0.1
White	43.1	50	41.7		40.6
Multiple Races	5.8		5.9		6
< = 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	18.7	25.6	26
< = 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	33.2	22.1	27.8
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	73.9	50.4	60.4
< = 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

12.98 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.38 : 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	24%	74%	2%	0%
2022-2023	24%	73%	2%	1%
2023-2024	26%	70%	2%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	80%	79%	88%
Asian	91%	89%	91%	88%
Black	75%	73%	68%	88%
Hispanic	58%	58%	68%	88%
White	85%	84%	85%	88%
Multiple Races	84%	83%	83%	88%
Economically Disadvantaged	59%	58%	68%	88%
English Learners	57%	57%	60%	88%
Students with Disabilities	52%	50%	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	78%	76%	74%	85%
Asian	90%	89%	90%	85%
Black	67%	64%	61%	85%
Hispanic	54%	52%	63%	85%
White	82%	80%	81%	85%
Multiple Races	81%	78%	77%	85%
Economically Disadvantaged	55%	52%	62%	85%
English Learners	60%	57%	58%	85%
Students with Disabilities	49%	46%	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	76%
Asian	87%
Black	67%
Hispanic	54%
White	80%
Multiple Races	79%
Economically Disadvantaged	53%
English Learners	48%
Students with Disabilities	46%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	95%	84%	84%
Asian	98%	90%	84%
Black	93%	83%	84%
Hispanic	82%	83%	84%
White	98%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	84%	82%	84%
English Learners	69%	77%	84%
Students with Disabilities	84%	74%	84%
Homeless	56%	-	-
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	14%	16%	12%	10%
Asian	13%	16%	10%	10%
Black	11%	12%	12%	10%
Hispanic	21%	24%	12%	10%
White	11%	13%	12%	10%
Multiple Races	12%	15%	12%	10%
Economically Disadvantaged	23%	26%	13%	10%
English Learners	20%	23%	12%	10%
Students with Disabilities	18%	21%	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%	54%	58%
English Learner Proficiency	14%	-	-

< = 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	4521	8381	54%
English Learner Proficiency	1538	10981	14%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	96%	4%	98%	2%
Asian	100%	-	96%	4%	99%	1%
Black	99%	1%	97%	3%	99%	1%
Hispanic	99%	1%	97%	3%	99%	1%
White	100%	-	95%	5%	98%	2%
Multiple Races	99%	1%	97%	3%	98%	2%
Economically Disadvantaged	99%	1%	97%	3%	98%	2%
Not Economically Disadvantaged	100%	-	96%	4%	99%	1%
English Learners	100%	-	99%	1%	99%	1%
Students with Disabilities	99%	1%	98%	2%	97%	3%
Students without Disabilities	100%	-	96%	4%	99%	1%
Female	100%	-	96%	4%	99%	1%
Male	100%	-	97%	3%	99%	1%
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	84%	83%
Asian	92%	93%
Black	79%	74%
Hispanic	66%	64%
White	87%	87%
Multiple Races	86%	86%
Economically Disadvantaged	66%	64%
English Learners	67%	68%
Students with Disabilities	61%	61%

< = 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

Loudoun County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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