Loudoun County Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	80	20	18	63	81	19	20	63	82	18
Female	19	63	82	18	19	64	83	17	22	63	84	16
Male	16	62	78	22	16	63	79	21	18	63	81	19
American Indian	21	61	82	18	18	68	86	14	23	67	91	9
Asian	26	64	90	10	26	65	91	9	28	63	91	9
Black	11	62	73	27	11	64	75	25	13	64	77	23
Hispanic	7	51	58	42	7	51	58	42	8	52	59	41
Native Hawaiian	11	59	70	30	17	52	70	30	19	56	75	25
White	18	66	84	16	19	67	86	14	21	67	88	12
Multiple Races	20	64	84	16	19	66	84	16	19	67	86	14
Students with Disabilities	7	43	50	50	7	45	52	48	7	46	53	47
Students without Disabilities	19	65	84	16	19	66	85	15	22	65	87	13
Economically Disadvantaged	6	51	57	43	6	53	59	41	7	53	60	40
Not Economically Disadvantaged	21	65	86	14	21	67	88	12	23	66	89	11
English Learners	2	34	36	64	2	33	35	65	2	34	36	64
Homeless	2	28	30	70	3	32	35	65	4	29	33	67
Military Connected	19	67	86	14	16	66	82	18	19	69	88	12
Foster Care	5	32	36	64	5	50	55	45	21	37	58	42
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	61	74	26	12	61	73	27	12	62	74	26
Female	14	63	77	23	14	62	76	24	14	62	76	24
Male	11	60	71	29	10	61	71	29	10	62	73	27
American Indian	13	67	80	20	21	69	90	10	15	69	85	15
Asian	19	66	85	15	18	68	86	14	18	66	85	15
Black	8	61	69	31	7	58	64	36	8	60	68	32
Hispanic	4	44	48	52	5	41	46	54	5	45	49	51
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	65	78	22	13	66	79	21	13	67	80	20
Multiple Races	13	64	77	23	12	66	79	21	13	67	79	21
Students with Disabilities	6	36	41	59	3	41	45	55	4	40	44	56
Students without Disabilities	14	65	78	22	14	64	78	22	14	66	79	21
Economically Disadvantaged	4	44	48	52	4	44	49	51	4	46	50	50
Not Economically Disadvantaged	15	66	81	19	15	67	81	19	15	67	82	18
English Learners	2	43	44	56	2	40	42	58	2	42	44	56
Homeless	2	30	31	69	1	26	27	73	-	19	19	81
Military Connected	13	76	89	11	16	67	83	17	10	71	81	19
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	63	81	19	17	63	80	20	18	63	81	19
Female	21	62	83	17	18	65	83	17	19	64	83	17
Male	16	63	79	21	15	62	77	23	16	62	78	22
American Indian	20	73	93	7	18	68	86	14	21	77	98	2
Asian	25	66	91	9	24	65	89	11	26	64	90	10
Black	11	61	72	28	11	63	74	26	8	63	72	28
Hispanic	7	51	57	43	6	48	54	46	8	49	57	43
Native Hawaiian	20	50	70	30	<	<	<	<	<	<	<	<
White	19	66	85	15	17	69	86	14	18	69	87	13
Multiple Races	22	65	87	13	17	66	84	16	19	66	85	16
Students with Disabilities	7	42	50	50	10	42	52	48	7	45	52	48
Students without Disabilities	20	66	85	15	18	67	84	16	20	66	86	14
Economically Disadvantaged	5	53	58	42	6	51	56	44	7	52	59	41
Not Economically Disadvantaged	22	65	87	13	20	67	87	13	21	66	88	12
English Learners	3	47	50	50	4	42	45	55	3	45	47	53
Homeless	3	32	35	65	2	32	34	66	7	22	30	70
Military Connected	19	69	88	12	16	65	81	19	17	73	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	68	79	21	13	67	81	19	15	65	80	20
Female	13	68	81	19	14	68	83	17	15	67	82	18
Male	11	67	78	22	12	66	78	22	14	64	78	22
American Indian	20	57	76	24	12	68	80	20	24	59	82	18
Asian	18	71	89	11	18	72	91	9	22	68	90	10
Black	7	67	75	25	10	66	75	25	10	65	75	25
Hispanic	4	51	55	45	4	54	58	42	5	48	53	47
Native Hawaiian	<	<	<	<	20	50	70	30	<	<	<	<
White	11	73	84	16	14	71	85	15	15	71	86	14
Multiple Races	13	71	84	16	15	67	83	17	13	70	83	17
Students with Disabilities	5	42	47	53	5	41	46	54	6	41	47	53
Students without Disabilities	13	71	84	16	14	71	86	14	16	69	85	15
Economically Disadvantaged	3	52	55	45	3	54	58	42	4	51	55	45
Not Economically Disadvantaged	14	72	86	14	16	72	88	12	18	70	87	13
English Learners	1	31	33	67	2	33	34	66	3	25	28	72
Homeless	2	28	30	70	1	30	31	69	2	27	29	71
Military Connected	16	73	89	11	14	72	85	15	14	76	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	80	20	18	63	80	20	19	63	82	18
Female	19	64	82	18	19	62	82	18	21	62	83	17
Male	17	61	78	22	16	63	79	21	17	63	80	20
American Indian	37	57	93	7	23	64	87	13	28	68	95	5
Asian	28	64	92	8	27	63	90	10	29	63	92	8
Black	13	58	71	29	10	68	78	22	13	62	75	25
Hispanic	7	51	58	42	6	48	54	46	6	51	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	20	50	70	30
White	16	67	83	17	18	67	85	15	19	68	87	13
Multiple Races	21	62	83	17	17	67	84	16	20	66	86	14
Students with Disabilities	8	44	52	48	8	44	52	48	5	42	47	53
Students without Disabilities	19	65	84	16	19	65	84	16	21	66	87	13
Economically Disadvantaged	6	51	57	43	6	52	58	42	5	52	57	43
Not Economically Disadvantaged	21	65	86	14	21	66	87	13	24	66	90	10
English Learners	3	21	24	76	2	21	23	77	2	21	22	78
Homeless	4	24	28	72	-	35	35	65	4	25	29	71
Military Connected	15	67	82	18	21	62	83	17	18	66	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	63	79	21	14	67	81	19	16	66	83	17
Female	18	63	81	19	15	68	83	17	18	67	84	16
Male	13	64	77	23	12	67	79	21	15	66	81	19
American Indian	18	55	73	27	17	79	96	4	27	62	89	11
Asian	26	66	91	9	23	69	92	8	25	67	92	8
Black	8	61	69	31	8	66	74	26	12	67	79	21
Hispanic	5	50	54	46	4	55	58	42	6	50	57	43
Native Hawaiian	23	46	69	31	10	70	80	20	<	<	<	<
White	14	69	83	17	13	71	84	16	16	72	87	13
Multiple Races	17	62	79	21	15	71	86	14	15	73	88	12
Students with Disabilities	6	42	48	52	6	46	51	49	6	48	53	47
Students without Disabilities	17	66	83	17	15	70	85	15	18	69	86	14
Economically Disadvantaged	4	49	53	47	5	54	59	41	6	52	58	42
Not Economically Disadvantaged	18	67	85	15	16	71	87	13	19	70	89	11
English Learners	2	21	23	77	1	25	26	74	2	24	26	74
Homeless	-	23	23	77	2	30	32	68	5	27	33	67
Military Connected	20	56	76	24	8	71	79	21	21	68	89	11
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	63	78	22	15	65	80	20	19	65	84	16
Female	17	64	81	19	17	66	83	17	21	66	87	13
Male	14	61	76	24	14	65	78	22	17	64	81	19
American Indian	8	57	65	35	14	54	69	31	29	67	96	4
Asian	26	64	90	10	25	67	92	8	29	63	91	9
Black	8	61	69	31	8	63	71	29	13	64	77	23
Hispanic	7	51	57	43	5	53	58	42	7	58	64	36
Native Hawaiian	8	62	69	31	14	50	64	36	-	73	73	27
White	15	67	82	18	15	70	85	15	17	70	87	13
Multiple Races	18	65	83	17	18	63	81	19	23	67	89	11
Students with Disabilities	5	42	47	53	5	45	50	50	6	49	55	45
Students without Disabilities	17	65	82	18	17	67	84	16	20	67	87	13
Economically Disadvantaged	5	50	55	45	5	53	58	42	6	55	61	39
Not Economically Disadvantaged	19	66	84	16	18	68	87	13	22	68	90	10
English Learners	2	20	21	79	1	21	23	77	-	27	28	72
Homeless	-	23	23	77	1	30	31	69	4	33	37	63
Military Connected	16	70	86	14	10	70	80	20	20	68	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	57	89	11	33	57	90	10	37	56	93	7
Female	34	56	90	10	35	56	91	9	40	53	93	7
Male	31	57	89	11	30	59	89	11	34	58	92	8
American Indian	28	62	90	10	19	69	89	11	21	71	93	7
Asian	44	51	94	6	42	51	94	6	47	49	96	4
Black	23	62	85	15	18	66	84	16	22	66	88	12
Hispanic	15	59	74	26	16	59	75	25	18	61	79	21
Native Hawaiian	<	<	<	<	36	50	86	14	50	42	92	8
White	36	57	93	7	37	58	95	5	42	55	97	3
Multiple Races	35	58	93	7	36	59	95	5	35	58	93	7
Students with Disabilities	14	53	67	33	14	56	69	31	14	63	77	23
Students without Disabilities	35	57	92	8	35	57	92	8	39	55	94	6
Economically Disadvantaged	14	59	73	27	14	61	75	25	17	62	79	21
Not Economically Disadvantaged	37	56	93	7	38	56	94	6	42	54	96	4
English Learners	3	29	32	68	3	32	35	65	2	40	43	57
Homeless	5	32	37	63	12	42	54	46	11	54	65	35
Military Connected	46	49	95	5	33	55	88	12	41	55	96	4
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	49	81	19	39	51	90	10	41	50	90	10
Female	38	47	85	15	44	48	92	8	46	46	92	8
Male	27	50	76	24	34	54	88	12	36	53	88	12
American Indian	16	52	69	31	34	43	77	23	26	70	96	4
Asian	51	40	91	9	57	38	95	5	61	36	97	3
Black	20	51	71	29	22	58	80	20	22	59	81	19
Hispanic	14	48	62	38	17	57	75	25	18	55	73	27
Native Hawaiian	19	56	75	25	18	73	91	9	36	45	82	18
White	31	53	83	17	39	55	94	6	41	54	95	5
Multiple Races	31	54	84	16	42	48	90	10	40	50	90	10
Students with Disabilities	7	39	46	54	7	52	60	40	10	55	65	35
Students without Disabilities	35	50	84	16	42	51	93	7	44	49	93	7
Economically Disadvantaged	12	47	59	41	17	57	74	26	18	54	72	28
Not Economically Disadvantaged	37	49	85	15	44	49	94	6	46	49	95	5
English Learners	1	17	17	83	-	28	29	71	1	30	31	69
Homeless	6	30	36	64	7	59	66	34	14	46	60	40
Military Connected	31	50	81	19	32	55	87	13	35	58	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	38	51	89	11	39	51	90	10	41	50	90	10
Female	44	47	92	8	44	48	92	8	46	46	92	8
Male	32	54	86	14	34	54	88	12	36	53	88	12
American Indian	19	58	77	23	34	43	77	23	26	70	96	4
Asian	59	36	95	5	57	38	95	5	61	36	97	3
Black	22	60	82	18	22	58	80	20	22	59	81	19
Hispanic	17	58	74	26	17	57	75	25	18	55	73	27
Native Hawaiian	<	<	<	<	18	73	91	9	36	45	82	18
White	38	54	92	8	39	55	94	6	41	54	95	5
Multiple Races	36	54	90	10	42	48	90	10	40	50	90	10
Students with Disabilities	9	54	63	37	7	52	60	40	10	55	65	35
Students without Disabilities	41	50	91	9	42	51	93	7	44	49	93	7
Economically Disadvantaged	15	58	73	27	17	57	74	26	18	54	72	28
Not Economically Disadvantaged	43	49	92	8	44	49	94	6	46	49	95	5
English Learners	-	25	26	74	-	28	29	71	1	30	31	69
Homeless	10	48	58	42	7	59	66	34	14	46	60	40
Military Connected	35	54	90	10	32	55	87	13	35	58	94	6
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	62	76	24	15	64	79	21	18	63	82	18
Female	13	63	75	25	13	65	79	21	16	65	81	19
Male	16	61	77	23	17	63	80	20	20	62	82	18
American Indian	25	57	82	18	29	55	84	16	33	58	91	9
Asian	29	60	89	11	30	61	91	9	34	58	92	8
Black	5	59	64	36	6	64	70	30	8	66	74	26
Hispanic	3	49	52	48	4	53	57	43	5	55	60	40
Native Hawaiian	18	48	66	34	18	61	78	22	16	58	73	27
White	11	69	81	19	13	71	84	16	15	71	86	14
Multiple Races	13	66	79	21	15	67	82	18	17	67	85	15
Students with Disabilities	4	44	48	52	4	49	53	47	5	50	54	46
Students without Disabilities	15	64	80	20	17	66	83	17	20	65	85	15
Economically Disadvantaged	3	49	52	48	4	54	58	42	5	55	60	40
Not Economically Disadvantaged	17	66	83	17	19	67	86	14	22	66	88	12
English Learners	2	40	41	59	2	44	45	55	2	46	49	51
Homeless	1	30	32	68	2	40	41	59	3	36	39	61
Military Connected	13	66	79	21	13	69	83	17	15	67	82	18
Foster Care	4	27	31	69	-	30	30	70	-	29	29	71
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	63	77	23	15	63	79	21	16	65	81	19
Female	12	63	75	25	13	64	77	23	14	64	78	22
Male	17	62	79	21	18	63	81	19	18	65	83	17
American Indian	26	57	83	17	31	63	94	6	27	66	93	7
Asian	26	62	88	12	27	63	90	10	25	65	90	10
Black	6	62	68	32	5	64	70	30	9	65	74	26
Hispanic	4	47	51	49	5	47	52	48	5	54	59	41
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	13	70	83	17	15	70	85	15	16	70	86	14
Multiple Races	16	67	83	17	14	71	85	15	15	69	84	16
Students with Disabilities	4	43	47	53	4	47	50	50	6	47	52	48
Students without Disabilities	16	65	81	19	17	66	83	17	18	68	85	15
Economically Disadvantaged	3	47	51	49	4	52	56	44	4	55	59	41
Not Economically Disadvantaged	18	67	85	15	19	67	86	14	20	68	88	12
English Learners	2	48	51	49	3	50	53	47	3	56	59	41
Homeless	2	23	26	74	3	35	38	62	1	38	39	61
Military Connected	14	69	82	18	18	64	82	18	12	72	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	79	21	20	60	80	20	22	59	82	18
Female	16	61	77	23	16	63	79	21	18	62	80	20
Male	23	59	81	19	24	58	82	18	27	57	83	17
American Indian	41	54	95	5	30	50	80	20	34	60	94	6
Asian	34	57	91	9	35	55	91	9	38	54	93	7
Black	10	54	64	36	8	64	72	28	9	65	73	27
Hispanic	5	50	55	45	4	50	55	45	7	51	58	42
Native Hawaiian	30	40	70	30	<	<	100	0	<	<	<	<
White	17	67	84	16	18	68	86	14	21	66	86	14
Multiple Races	18	65	83	17	21	62	83	17	23	63	86	14
Students with Disabilities	5	43	47	53	5	47	52	48	6	48	54	46
Students without Disabilities	21	62	84	16	22	62	85	15	25	61	87	13
Economically Disadvantaged	4	50	54	46	5	51	56	44	7	55	62	38
Not Economically Disadvantaged	23	63	86	14	25	63	88	12	27	61	88	12
English Learners	3	50	53	47	2	48	50	50	3	51	54	46
Homeless	2	32	33	67	2	30	31	69	4	31	35	65
Military Connected	19	61	80	20	17	70	87	13	20	59	80	20
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	57	78	22	24	57	81	19	25	57	82	18
Female	18	60	78	22	21	59	80	20	22	59	81	19
Male	24	55	79	21	27	55	82	18	29	54	83	17
American Indian	35	48	83	17	41	54	95	5	47	37	84	16
Asian	39	52	91	9	41	51	92	8	44	48	92	8
Black	6	62	69	31	14	55	69	31	12	62	75	25
Hispanic	5	49	54	46	6	50	56	44	7	49	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	64	83	17	22	64	86	14	23	65	88	12
Multiple Races	19	61	80	20	24	61	85	15	24	60	84	16
Students with Disabilities	6	43	49	51	6	45	51	49	5	47	52	48
Students without Disabilities	23	59	83	17	26	59	85	15	28	58	87	13
Economically Disadvantaged	5	49	54	46	6	51	58	42	6	51	58	42
Not Economically Disadvantaged	26	60	85	15	29	59	88	12	31	58	89	11
English Learners	1	36	37	63	1	38	39	61	1	37	38	62
Homeless	1	23	23	77	2	27	29	71	3	30	33	67
Military Connected	23	61	84	16	19	71	91	9	20	65	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	52	53	47	2	56	58	42	2	58	61	39
Female	2	52	54	46	2	57	58	42	2	58	60	40
Male	2	52	54	46	2	56	57	43	3	59	62	38
American Indian	<	<	<	<	8	46	54	46	6	94	100	0
Asian	4	67	71	29	4	67	71	29	5	68	74	26
Black	1	42	43	57	-	53	54	46	1	51	52	48
Hispanic	1	35	36	64	1	37	38	62	1	39	40	60
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	60	62	38	2	66	68	32	3	69	72	28
Multiple Races	2	54	56	44	2	60	62	38	3	66	69	31
Students with Disabilities	3	35	38	62	2	41	43	57	2	39	41	59
Students without Disabilities	1	56	58	42	2	60	62	38	3	64	66	34
Economically Disadvantaged	1	35	36	64	1	37	39	61	1	40	41	59
Not Economically Disadvantaged	2	61	63	37	2	67	69	31	3	70	73	27
English Learners	1	20	21	79	-	22	22	78	1	26	27	73
Homeless	1	21	22	78	-	28	28	72	1	15	17	83
Military Connected	1	60	61	39	4	55	60	40	5	64	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	60	71	29	12	63	75	25	13	63	76	24
Female	10	61	71	29	12	64	75	25	12	64	76	24
Male	13	59	72	28	13	62	75	25	14	62	76	24
American Indian	28	56	84	16	26	61	87	13	32	55	87	13
Asian	26	64	90	10	25	65	90	10	26	63	89	11
Black	4	54	58	42	3	59	62	38	7	62	69	31
Hispanic	4	38	42	58	2	46	48	52	3	44	46	54
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	8	67	75	25	9	71	80	20	10	72	82	18
Multiple Races	9	65	74	26	14	66	81	19	11	68	78	22
Students with Disabilities	3	36	39	61	4	42	46	54	2	44	46	54
Students without Disabilities	13	63	76	24	13	66	80	20	14	66	80	20
Economically Disadvantaged	2	40	42	58	2	47	49	51	3	44	47	53
Not Economically Disadvantaged	14	65	79	21	15	68	83	17	16	69	85	15
English Learners	1	21	22	78	-	25	26	74	1	26	27	73
Homeless	1	17	18	82	1	28	29	71	2	26	28	72
Military Connected	10	64	74	26	14	60	75	25	9	67	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	59	64	36	7	61	69	31	8	65	73	27
Female	5	58	63	37	6	63	69	31	8	67	75	25
Male	5	60	65	35	8	60	68	32	9	63	72	28
American Indian	-	64	64	36	24	48	72	28	17	70	87	13
Asian	15	65	79	21	18	67	85	15	18	67	85	15
Black	1	53	54	46	2	55	57	43	5	59	64	37
Hispanic	1	38	39	61	2	43	45	55	3	48	50	50
Native Hawaiian	<	<	<	<	-	50	50	50	20	50	70	30
White	4	68	72	28	6	70	76	24	7	73	80	20
Multiple Races	7	62	68	32	5	67	72	28	8	75	83	17
Students with Disabilities	2	38	40	60	3	39	42	58	2	42	44	56
Students without Disabilities	6	63	68	32	8	65	73	27	9	69	78	22
Economically Disadvantaged	1	40	40	60	2	45	46	54	2	49	51	49
Not Economically Disadvantaged	7	66	73	27	10	68	78	22	11	71	82	18
English Learners	1	21	22	78	1	25	26	74	-	31	31	69
Homeless	-	21	21	79	-	31	31	69	2	29	32	68
Military Connected	4	64	68	32	8	72	80	20	10	66	75	25
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	71	86	14	15	76	91	9	19	73	92	8
Female	15	73	87	13	14	77	92	8	18	74	92	8
Male	15	70	85	15	15	75	90	10	19	72	91	9
American Indian	21	62	83	17	30	57	87	13	41	51	92	8
Asian	36	60	95	5	32	64	96	4	37	60	97	3
Black	7	72	79	21	8	81	89	11	8	80	89	11
Hispanic	2	67	70	30	3	78	81	19	4	77	82	18
Native Hawaiian	19	50	69	31	6	88	94	6	13	60	73	27
White	10	80	91	9	11	82	94	6	15	79	94	6
Multiple Races	11	75	85	15	14	79	93	7	18	75	93	7
Students with Disabilities	3	70	73	27	4	75	79	21	5	76	81	19
Students without Disabilities	16	71	87	13	16	76	92	8	20	73	93	7
Economically Disadvantaged	3	68	71	29	4	78	82	18	5	77	82	18
Not Economically Disadvantaged	18	72	91	9	19	75	94	6	23	72	95	5
English Learners	1	56	57	43	2	72	74	26	3	71	74	26
Homeless	2	54	57	43	2	72	75	25	4	63	67	33
Military Connected	12	77	89	11	10	85	94	6	18	76	94	6
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	66	81	19	16	70	86	14	20	70	90	10
Female	14	67	81	19	15	71	86	14	19	72	90	10
Male	15	65	81	19	18	69	86	14	22	68	89	11
American Indian	13	73	87	13	15	58	73	27	29	66	95	5
Asian	28	61	88	12	29	64	93	7	33	61	94	6
Black	5	68	73	27	4	69	73	27	10	77	87	13
Hispanic	4	58	62	38	3	63	67	33	10	68	78	22
Native Hawaiian	<	<	100	0	20	70	90	10	<	<	<	<
White	10	73	82	18	10	78	89	11	14	76	90	10
Multiple Races	11	69	81	19	15	66	81	19	17	74	90	10
Students with Disabilities	4	41	45	55	4	49	54	46	10	61	71	29
Students without Disabilities	15	68	83	17	17	71	88	12	21	70	91	9
Economically Disadvantaged	4	56	59	41	5	60	65	35	7	67	74	26
Not Economically Disadvantaged	16	68	84	16	18	72	90	10	22	70	92	8
English Learners	1	24	25	75	2	36	38	62	5	48	52	48
Homeless	4	56	60	40	-	67	67	33	7	43	50	50
Military Connected	8	71	79	21	7	74	81	19	21	67	88	12
Foster Care					<	<	<	<	<	<	<	<
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	67	84	16	22	63	84	16	26	66	92	8
Female	16	66	82	18	20	63	83	17	25	68	93	7
Male	19	67	86	14	23	62	85	15	27	65	92	8
American Indian	<	<	<	<	33	42	75	25	36	57	93	7
Asian	27	65	92	8	34	59	93	7	37	60	97	3
Black	7	62	70	30	5	61	66	34	8	75	82	18
Hispanic	10	59	69	31	8	65	72	28	10	70	80	20
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	70	80	20	13	67	80	20	15	75	91	9
Multiple Races	12	70	81	19	16	60	76	24	24	63	87	13
Students with Disabilities	6	55	61	39	10	58	68	32	25	46	71	29
Students without Disabilities	18	67	85	15	22	63	85	15	26	67	93	7
Economically Disadvantaged	8	57	65	35	6	63	69	32	8	72	81	19
Not Economically Disadvantaged	18	67	86	14	23	63	86	14	28	66	94	6
English Learners	-	61	61	39	-	25	25	75	-	65	65	35
Homeless	-	64	64	36	<	<	<	<	<	<	<	<
Military Connected	5	81	86	14	11	72	83	17	20	67	87	13
Foster Care									<	<	<	<
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students									91	8	99	1
Female									90	9	100	0
Male									92	7	99	1
American Indian									<	<	100	0
Asian									93	6	99	1
Black									79	21	100	0
Hispanic									86	14	100	0
White									89	11	100	0
Multiple Races									97	3	100	0
Students with Disabilities									<	<	100	0
Students without Disabilities									92	8	99	1
Economically Disadvantaged									92	8	100	0
Not Economically Disadvantaged									91	8	99	1
Homeless									<	<	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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	62	74	26	12	64	75	25	13	67	80	20
Female	10	64	73	27	10	64	74	26	11	68	79	21
Male	14	61	75	25	14	63	77	23	14	67	81	19
American Indian	15	51	66	34	12	67	79	21	14	70	85	15
Asian	21	64	85	15	21	65	86	14	20	69	89	11
Black	5	58	63	37	5	61	66	34	6	66	72	28
Hispanic	3	49	52	48	4	50	54	46	4	54	58	42
Native Hawaiian	3	73	75	25	14	54	68	32	12	68	80	20
White	11	69	80	20	12	70	82	18	13	73	85	15
Multiple Races	12	67	79	21	13	66	78	22	15	71	86	14
Students with Disabilities	5	43	48	52	4	44	48	52	5	49	54	46
Students without Disabilities	13	65	78	22	13	66	79	21	14	70	83	17
Economically Disadvantaged	3	48	50	50	3	49	52	48	4	54	57	43
Not Economically Disadvantaged	14	67	81	19	15	69	83	17	15	72	87	13
English Learners	1	22	23	77	1	25	26	74	2	31	33	67
Homeless	1	27	28	72	1	29	31	69	2	34	36	64
Military Connected	14	68	81	19	12	69	81	19	14	70	83	17
Foster Care	6	31	38	63	-	43	43	57	-	31	31	69
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	55	73	27	23	53	76	24	21	57	78	22
Female	15	57	72	28	19	55	74	26	17	59	76	24
Male	21	53	74	26	26	52	78	22	24	56	80	20
American Indian	30	50	80	20	27	66	93	7	22	59	80	20
Asian	28	56	84	16	35	52	87	13	30	58	88	12
Black	8	55	63	37	13	52	66	34	11	58	69	31
Hispanic	5	43	48	52	8	43	52	48	7	47	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	60	78	22	23	57	80	20	22	62	84	16
Multiple Races	18	61	79	21	22	60	82	18	23	60	82	18
Students with Disabilities	8	37	45	55	7	35	43	57	7	41	48	52
Students without Disabilities	19	58	77	23	25	56	81	19	23	60	83	17
Economically Disadvantaged	4	42	46	54	7	43	50	50	6	46	52	48
Not Economically Disadvantaged	22	59	81	19	28	56	84	16	25	61	86	14
English Learners	2	26	27	73	2	27	30	70	1	29	30	70
Homeless	-	20	20	80	3	19	22	78	3	21	24	76
Military Connected	21	59	80	20	21	61	83	17	21	60	81	19
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	62	74	26	11	65	76	24	13	67	80	20
Female	9	63	72	28	9	66	74	26	11	69	80	20
Male	14	62	76	24	13	65	78	22	14	66	80	20
American Indian	8	39	47	53	11	69	80	20	16	80	96	4
Asian	22	65	87	13	18	70	88	12	20	70	90	10
Black	5	56	61	39	3	64	67	33	8	64	72	28
Hispanic	4	48	51	49	3	48	51	49	4	52	56	44
Native Hawaiian	-	77	77	23	29	36	64	36	-	82	82	18
White	10	69	79	21	10	71	81	19	12	72	84	16
Multiple Races	11	64	75	25	13	64	78	22	16	72	87	13
Students with Disabilities	5	37	42	58	4	44	48	52	4	46	50	50
Students without Disabilities	12	66	78	22	11	68	80	20	14	70	84	16
Economically Disadvantaged	3	46	49	51	3	48	51	49	3	49	52	48
Not Economically Disadvantaged	14	67	81	19	13	70	83	17	15	72	88	12
English Learners	2	15	16	84	1	20	21	79	-	23	24	76
Homeless	-	19	19	81	4	18	21	79	1	31	32	68
Military Connected	10	70	80	20	12	68	80	20	14	68	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	65	75	25	7	69	77	23	9	75	83	17
Female	9	68	77	23	6	71	77	23	8	76	84	16
Male	11	63	74	26	8	68	76	24	9	73	83	17
American Indian	10	48	59	41	-	78	78	22	8	75	83	18
Asian	18	66	84	16	13	74	87	13	15	77	93	7
Black	5	63	67	33	2	67	69	31	3	75	78	22
Hispanic	3	54	57	43	2	55	58	42	3	61	65	35
Native Hawaiian	<	<	<	<	-	87	87	13	6	69	75	25
White	9	69	79	21	7	74	81	19	8	79	88	12
Multiple Races	10	70	80	20	8	67	75	25	8	81	90	10
Students with Disabilities	3	48	51	49	1	49	51	49	3	56	59	41
Students without Disabilities	11	67	78	22	8	72	79	21	9	77	86	14
Economically Disadvantaged	3	53	56	44	2	55	57	43	4	62	66	34
Not Economically Disadvantaged	12	68	80	20	9	74	83	17	10	79	89	11
English Learners	-	28	29	71	-	30	30	70	4	38	42	58
Homeless	3	44	47	53	-	38	38	62	4	49	54	46
Military Connected	13	71	85	15	9	73	82	18	8	81	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	47	73	27	23	36	59	41	30	47	77	23
Female	20	48	68	32	17	36	54	46	26	46	72	28
Male	32	46	78	22	28	36	64	36	34	47	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	37	52	89	11	38	39	77	23	37	55	92	8
Black	3	27	30	70	9	20	29	71	16	43	59	41
Hispanic	8	38	47	53	3	26	29	71	7	29	36	64
White	26	50	76	24	22	44	66	34	35	45	80	20
Multiple Races	48	48	95	5	33	29	62	38	29	48	76	24
Students with Disabilities	8	25	33	67	4	11	15	85	27	33	60	40
Students without Disabilities	27	47	74	26	24	38	62	38	30	47	77	23
Economically Disadvantaged	3	32	35	65	9	22	31	69	10	42	52	48
Not Economically Disadvantaged	31	50	81	19	28	41	68	32	35	48	83	17
English Learners	-	6	6	94	2	9	11	89	5	35	41	59
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	69	74	26	6	68	74	26	5	73	77	23
Female	4	69	72	28	5	67	72	28	3	71	74	26
Male	6	70	76	24	6	70	76	24	6	74	80	20
American Indian	-	73	73	27	4	58	62	38	-	71	71	29
Asian	7	76	83	17	9	70	79	21	6	78	83	17
Black	2	61	63	37	3	62	64	36	1	69	70	30
Hispanic	2	50	52	48	1	53	54	46	2	57	59	41
Native Hawaiian	<	<	<	<	-	50	50	50	<	<	<	<
White	6	80	86	14	8	79	87	13	6	81	87	13
Multiple Races	6	75	81	19	6	78	83	17	8	77	85	15
Students with Disabilities	2	51	53	47	2	51	53	47	2	59	61	39
Students without Disabilities	5	72	77	23	6	71	77	23	5	75	80	20
Economically Disadvantaged	1	50	51	49	1	51	52	48	1	58	59	41
Not Economically Disadvantaged	7	78	84	16	7	77	84	16	6	79	86	14
English Learners	-	19	19	81	-	24	24	76	-	36	36	64
Homeless	1	27	28	72	-	39	39	61	1	37	38	62
Military Connected	7	75	82	18	5	77	82	18	2	81	83	17
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	52	80	20	32	49	82	18	37	49	86	14
Female	26	53	78	22	30	51	81	19	33	52	85	15
Male	29	52	81	19	35	48	83	17	41	46	87	13
American Indian	31	45	76	24	36	49	85	15	49	45	94	6
Asian	44	47	91	9	49	43	92	8	52	42	94	6
Black	17	50	66	34	18	51	69	31	28	49	77	23
Hispanic	11	49	60	40	13	51	64	36	17	54	71	29
Native Hawaiian	19	58	77	23	23	45	68	32	22	50	72	28
White	27	56	83	17	32	53	85	15	36	52	88	12
Multiple Races	27	56	83	17	32	50	82	18	37	49	87	13
Students with Disabilities	8	42	50	50	11	41	52	48	13	46	59	41
Students without Disabilities	30	53	84	16	35	51	86	14	40	49	90	10
Economically Disadvantaged	10	47	57	43	11	51	62	38	17	52	69	31
Not Economically Disadvantaged	32	53	86	14	38	49	87	13	42	48	90	10
English Learners	5	34	39	61	7	37	44	56	9	44	53	47
Homeless	4	31	34	66	7	39	45	55	10	43	53	47
Military Connected	25	58	84	16	28	51	79	21	35	51	86	14
Foster Care	8	25	33	67	<	<	<	<	<	<	<	<
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	47	49	51	2	41	43	57	13	33	47	53
Female	2	47	49	51	1	35	36	64	<	<	<	<
Male	2	46	49	51	2	48	50	50	<	<	<	<
Asian	3	47	50	50	-	43	43	58	<	<	100	0
Black	-	45	45	55	1	35	36	64	<	<	<	<
Hispanic	-	39	39	61	-	35	35	65	<	<	<	<
White	4	56	60	40	5	50	55	45	<	<	<	<
Multiple Races	4	39	43	57	-	42	42	58	<	<	<	<
Students with Disabilities	-	33	33	67	1	29	30	70	<	<	<	<
Students without Disabilities	2	50	52	48	2	45	46	54	<	<	<	<
Economically Disadvantaged	1	31	31	69	-	34	35	65	<	<	<	<
Not Economically Disadvantaged	3	59	62	38	3	48	51	49	<	<	<	<
English Learners	-	18	18	82	1	26	27	73	<	<	<	<
Homeless	-	11	11	89	-	44	44	56	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	66	86	14	2	44	47	53	3	42	45	55
Female	18	66	83	17	5	44	49	51	5	33	38	62
Male	22	66	88	12	-	45	45	55	-	58	58	42
Asian	35	59	94	6	-	54	54	46	<	<	<	<
Black	10	64	74	26	<	<	<	<	<	<	<	<
Hispanic	7	63	70	30	-	45	45	55	<	<	<	<
White	19	69	88	12	6	50	56	44	9	55	64	36
Multiple Races	14	74	88	12	<	<	<	<	<	<	100	0
Students with Disabilities	6	56	62	38	-	29	29	71	-	20	20	80
Students without Disabilities	21	67	88	12	3	48	52	48	4	52	57	43
Economically Disadvantaged	9	58	67	33	-	29	29	71	-	29	29	71
Not Economically Disadvantaged	22	68	90	10	4	57	61	39	6	56	63	38
English Learners	1	40	40	60	-	29	29	71	<	<	<	<
Homeless	7	44	51	49	<	<	<	<	<	<	<	<
Military Connected	19	66	85	15					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	19	20	80	3	27	29	71	6	44	50	50
Female	-	18	19	81	3	25	27	73	10	40	50	50
Male	2	19	21	79	3	29	32	68	<	<	<	<
Asian	4	27	31	69	11	45	56	44	<	<	<	<
Black	1	16	17	83	2	26	28	72	<	<	<	<
Hispanic	1	12	13	87	1	21	22	78	<	<	<	<
White	1	23	23	77	2	24	26	74	<	<	<	<
Multiple Races	2	29	32	68	-	33	33	67
Students with Disabilities	-	8	8	92	-	5	5	95	<	<	<	<
Students without Disabilities	1	22	24	76	3	32	35	65	10	70	80	20
Economically Disadvantaged	-	11	11	89	1	18	20	80	<	<	<	<
Not Economically Disadvantaged	2	25	27	73	4	33	37	63	8	50	58	42
English Learners	-	8	8	92	-	15	15	85	<	<	<	<
Homeless	-	23	23	77	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	63	65	35	-	85	85	15	<	<	<	<
Female	-	67	67	33	-	89	89	11
Male	3	60	63	37	-	79	79	21	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<
Hispanic	-	54	54	46	<	<	<	<
White	5	70	75	25	-	96	96	4	<	<	<	<
Multiple Races	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	2	66	68	32	-	89	89	11	<	<	100	0
Economically Disadvantaged	-	38	38	63	<	<	<	<
Not Economically Disadvantaged	3	81	83	17	-	94	94	6	<	<	<	<
English Learners	-	30	30	70	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	55	86	14	33	53	87	13	36	51	88	12
Female	31	55	86	14	32	55	87	13	34	54	88	12
Male	32	54	86	14	34	52	86	14	39	49	87	13
American Indian	28	47	75	25	27	55	82	18	50	48	98	2
Asian	47	47	95	5	50	45	95	5	52	43	95	5
Black	21	56	77	23	19	60	79	21	29	51	81	19
Hispanic	13	55	68	32	13	55	67	33	15	55	70	30
Native Hawaiian	15	77	92	8	21	50	71	29	18	64	82	18
White	31	59	90	10	33	57	90	10	35	56	91	9
Multiple Races	33	54	87	13	31	56	88	12	40	52	92	8
Students with Disabilities	8	48	56	44	11	47	58	42	11	48	59	41
Students without Disabilities	34	55	89	11	36	54	90	10	39	52	91	9
Economically Disadvantaged	12	56	68	32	11	57	69	31	15	53	69	31
Not Economically Disadvantaged	36	54	91	9	39	52	91	9	42	51	92	8
English Learners	1	31	32	68	2	30	32	68	2	36	38	62
Homeless	3	24	27	73	6	37	43	57	5	46	52	48
Military Connected	23	62	85	15	33	56	89	11	32	57	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	35	47	83	17	38	47	85	15	38	46	85	15
Female	31	49	80	20	34	49	83	17	33	50	83	17
Male	39	46	85	15	42	45	86	14	44	43	87	13
American Indian	49	46	95	5	46	48	93	7	48	41	89	11
Asian	49	42	91	9	52	40	93	7	53	40	92	8
Black	24	45	69	31	25	47	72	28	27	48	75	25
Hispanic	20	50	70	30	20	54	74	26	21	52	73	27
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	32	50	82	18	35	49	85	15	36	49	85	15
Multiple Races	34	50	84	16	36	46	82	18	35	47	82	18
Students with Disabilities	13	43	56	44	14	41	55	45	16	44	61	39
Students without Disabilities	38	48	86	14	41	48	88	12	42	47	88	12
Economically Disadvantaged	14	49	63	37	16	54	70	30	20	50	70	30
Not Economically Disadvantaged	39	47	86	14	42	46	87	13	42	46	88	12
English Learners	14	52	66	34	14	52	66	34	17	56	73	27
Homeless	5	41	46	54	11	43	55	45	23	41	64	36
Military Connected	34	52	85	15	29	48	77	23	39	44	83	17
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

	2022-2023	2023-2024	2024-2025
Division	359	420	320
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	930	919	871
Kindergarten	5,126	5,056	4,907
Grade 1	5,743	5,467	5,354
Grade 2	5,718	5,857	5,574
Grade 3	5,911	5,803	6,004
Grade 4	5,834	6,065	5,919
Grade 5	6,216	5,938	6,171
Grade 6	6,220	6,330	6,073
Grade 7	6,388	6,340	6,452
Grade 8	6,572	6,498	6,510
Grade 9	6,994	6,864	6,752
Grade 10	7,046	7,054	6,884
Grade 11	6,740	7,032	6,961
Grade 12	6,644	6,805	7,146
Post Graduate	1	-	-
Total Enrollment	82,083	82,028	81,578

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	82083	82028	81578
Female	39909	39870	39733
Male	42106	42101	41784
American Indian	535	555	588
Asian	20913	21306	21714
Black	5952	6028	6013
Hispanic	15621	16003	16151
Native Hawaiian	103	115	125
White	34122	33147	32149
Multiple Races	4837	4874	4838
Students with Disabilities	9203	9636	10002
Students without Disabilities	72880	72392	71576
Economically Disadvantaged	19833	20012	20104
Not Economically Disadvantaged	62250	62016	61474
English Learners	15859	16050	16298
Not English Learners	66224	65978	65280
Homeless	1240	953	927
Military Connected	1457	1457	1541
Foster Care	45	53	43
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	65,955	15,284	70,100	10,923	69,283	11,419
Female	32,054	7,503	34,054	5,361	33,794	5,557
Male	33,857	7,760	36,002	5,544	35,489	5,862
American Indian	387	139	455	88	487	93
Asian	16,977	3,923	18,425	2,820	18,681	3,042
Black	5,021	831	5,241	628	5,241	695
Hispanic	11,195	4,159	12,388	3,325	12,311	3,435
Native Hawaiian	85	20	106	11	99	21
White	28,346	5,372	29,253	3,491	28,265	3,542
Multiple Races	3,944	840	4,232	560	4,199	591
Students with Disabilities	7,029	2,211	7,886	1,776	8,015	2,018
Economically Disadvantaged	14,652	5,874	14,977	4,507	14,892	4,636
English Learners	11,914	4,213	13,110	3,225	13,013	3,496
Homeless	961	572	854	436	755	469
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	5007	1502	64	30	123	44
	State	50354	39349	1875	907	4438	1716
Female	Division	2541	613	25	15	50	21
	State	27408	17323	610	350	1645	701
Male	Division	2461	887	39	15	72	22
	State	22886	21945	1263	556	2789	1012
American Indian	Division	14	9	0	0	0	1
	State	108	117	5	4	10	3
Asian	Division	1365	172	12	0	4	7
	State	6025	1443	97	16	68	35
Black	Division	326	145	13	3	5	6
	State	8111	10540	640	225	1119	707
Hispanic	Division	615	502	13	7	96	27
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	2404	589	23	17	14	1
	State	25871	16565	763	464	1211	504
Multiple Races	Division	281	81	3	3	4	2
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	232	358	64	8	21	4
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	695	613	28	15	64	30
	State	12779	21123	1108	494	2352	1214
English Learners	Division	135	304	17	1	86	21
	State	1583	4224	267	26	1427	150
Homeless	Division	14	43	0	1	16	1
	State	197	699	48	29	170	78
Military Connected	Division	77	30	0	0	0	0
	State	2527	1493	44	18	52	30
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	6,770	6,573	97	6,616	98	123	2
Female	3,265	3,179	97	3,202	98	50	2
Male	3,496	3,387	97	3,407	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	1,260	1,130	90	1,145	91	96	8
Native Hawaiian	<	<	100	<	100	0	0
White	3,048	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	564	456	81	469	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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	10,125 / 36.95%	10,332 / 37.25%	11,746 / 42.38%
Advanced Placement Course Enrollment	11,949 / 43.61%	12,945 / 46.67%	13,295 / 47.97%
Dual Enrollment	6,248 / 22.8%	6,792 / 24.49%	7,378 / 26.62%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	359 / 1.3%
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	6,444	4,825	25
	State	87,947	58,787	33
Female	Division	3,132	2,390	24
	State	44,125	32,246	27
Male	Division	3,300	2,429	26
	State	43,771	26,522	39
American Indian	Division	18	15	17
	State	173	107	38
Asian	Division	1,450	1,232	15
	State	7,326	6,406	13
Black	Division	449	310	31
	State	18,153	10,957	40
Hispanic	Division	1,018	617	39
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	3,169	2,399	24
	State	44,455	30,645	31
Multiple Races	Division	334	248	26
	State	4,837	3,237	33
Students with Disabilities	Division	563	315	44
	State	8,632	3,934	54
Economically Disadvantaged	Division	1,258	763	39
	State	30,889	16,128	48
English Learners	Division	535	283	47
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	822	664	213
	State	3,844	3,577	3,225
State Licensures	Division	23	34	35
	State	1,573	2,069	2,206
Industry Certification	Division	6,540	6,441	5,894
	State	100,965	101,956	105,973
Workplace Readiness	Division	648	1,119	1,475
	State	41,819	35,066	38,829
Total Credentials Earned	Division	8,033	8,258	7,617
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	6,881	6,748	6,253
	State	118,467	115,609	120,035
CTE Completers	Division	3,031	3,272	3,425
	State	46,028	48,643	51,126
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

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Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67	65.7	64.5

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$12,646	$5,144	$977
	State	$7,134	$6,454	$1,936
2022-2023	Division	$13,884	$5,313	$594
	State	$7,803	$6,956	$1,918
2023-2024	Division	$14,449	$6,228	$506
	State	$8,112	$7,772	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic 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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024
In-School Suspension	3,511	4,101
Out-of-School Suspension	964	1,108
Explusion and Alternative Placement	27	57
Referral to Law Enforcement	5,182	6,190
Bus Suspension	148	200

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	25.6	26	28.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	22.1	27.8	29.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	50.4	60.4	60.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

13.39 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.25 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	23%	74%	2%	1%
2023-2024	26%	71%	2%	1%
2024-2025	27%	69%	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

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

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	10999	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 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

Early Learning

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 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

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act