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Louisa County Public Schools

General school information

Division: Louisa County Public Schools
Division Number: 54
Address: 953 Davis Hwy Mineral, VA 23117
Superintendent: Mr. Doug Straley
Region: 5
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Schools in this Division (opens new window)

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

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School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

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MOP

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 76 24 12 67 79 21 13 69 82 18
Female 14 65 78 22 12 67 80 20 15 69 84 16
Male 12 63 75 25 11 66 77 23 11 69 80 20
American Indian < < 100 0 < < < < < < 100 0
Asian 13 79 92 8 5 86 90 10 12 85 96 4
Black 8 59 67 33 7 65 73 27 6 68 74 26
Hispanic 8 58 66 34 7 60 67 33 6 69 75 25
White 15 65 80 20 13 68 81 19 16 69 85 15
Multiple Races 7 65 72 28 9 69 77 23 7 69 76 24
Students with Disabilities 8 38 46 54 7 41 49 51 3 50 53 47
Students without Disabilities 14 69 83 17 12 72 85 15 15 72 86 14
Economically Disadvantaged 7 61 68 32 7 65 73 27 7 66 73 27
Not Economically Disadvantaged 17 66 83 17 15 68 84 16 17 71 88 12
English Learners 1 41 42 58 2 35 37 63 1 41 43 57
Homeless < < < < 10 68 77 23 6 78 84 16
Military Connected 23 64 86 14 22 67 89 11 14 77 91 9
Foster Care 6 56 63 38 < < < < < < < <
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 9 58 66 34 7 64 71 29 12 68 81 19
Female 8 65 72 28 7 63 70 30 11 69 80 20
Male 9 52 61 39 7 64 71 29 13 68 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 41 46 54 8 65 73 27 2 72 74 26
Hispanic 5 47 53 47 3 55 58 42 4 64 68 32
White 10 59 69 31 8 64 72 28 16 68 84 16
Multiple Races 3 74 77 23 - 62 62 38 5 65 70 30
Students with Disabilities 2 29 31 69 4 40 44 56 8 45 53 47
Students without Disabilities 9 62 71 29 7 67 75 25 13 72 85 15
Economically Disadvantaged 7 51 58 42 3 62 65 35 5 65 69 31
Not Economically Disadvantaged 10 63 73 27 11 65 76 24 19 71 89 11
English Learners - 39 39 61 - 52 52 48 9 36 45 55
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
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 14 63 77 23 13 66 79 21 13 70 83 17
Female 14 61 76 24 13 69 82 18 16 70 86 14
Male 14 65 78 22 13 64 77 23 11 69 80 20
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 9 65 74 26 7 61 68 32 8 77 85 15
Hispanic - 63 63 37 10 67 76 24 5 72 77 23
White 17 63 80 20 14 66 80 20 17 68 84 16
Multiple Races 7 63 70 30 10 74 84 16 5 73 78 22
Students with Disabilities 8 37 45 55 7 43 50 50 4 60 65 35
Students without Disabilities 15 69 84 16 14 70 84 16 15 71 86 14
Economically Disadvantaged 5 65 70 30 9 64 73 27 9 70 79 21
Not Economically Disadvantaged 20 62 82 18 17 68 85 15 17 70 87 13
English Learners - 57 57 43 6 35 41 59 - 63 63 38
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 9 68 77 23 11 69 80 20
Female 11 70 82 18 7 70 78 22 12 71 83 17
Male 7 72 79 21 12 66 77 23 10 68 78 22
Asian < < 100 0 < < < < < < 100 0
Black 6 71 77 23 4 67 70 30 5 73 78 22
Hispanic 10 50 60 40 - 59 59 41 7 57 63 37
White 11 72 82 18 11 69 80 20 13 70 83 17
Multiple Races 5 76 81 19 14 69 83 17 6 72 78 22
Students with Disabilities 12 47 59 41 9 43 52 48 2 50 52 48
Students without Disabilities 9 76 85 15 9 74 84 16 12 72 85 15
Economically Disadvantaged 4 72 76 24 3 72 75 25 6 67 73 27
Not Economically Disadvantaged 13 71 84 16 14 65 79 21 15 71 86 14
English Learners - 40 40 60 - 15 15 85 - 8 8 92
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 64 74 26 14 68 82 18 11 70 81 19
Female 11 64 75 25 18 66 84 16 13 69 82 18
Male 10 64 74 26 10 70 80 20 10 70 80 20
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 5 56 62 38 6 66 72 28 4 64 68 32
Hispanic 7 64 71 29 8 56 64 36 - 68 68 32
White 12 66 78 22 16 69 86 14 16 69 84 16
Multiple Races 4 52 57 43 12 63 76 24 - 87 87 13
Students with Disabilities 5 36 41 59 8 35 44 56 - 53 53 47
Students without Disabilities 12 70 81 19 15 74 89 11 13 72 86 14
Economically Disadvantaged 5 56 61 39 9 67 76 24 4 70 74 26
Not Economically Disadvantaged 14 68 83 17 18 69 87 13 16 69 85 15
English Learners < < < < < < < < - 31 31 69
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < < < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 72 28 5 70 76 24 11 68 80 20
Female 10 61 71 29 6 72 77 23 14 68 82 18
Male 12 60 72 28 5 69 74 26 9 69 78 22
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 15 50 65 35 7 61 67 33 7 59 65 35
Hispanic 7 52 59 41 3 66 69 31 8 68 76 24
White 11 64 75 25 6 73 78 22 13 71 84 16
Multiple Races 4 58 63 38 4 68 72 28 12 55 67 33
Students with Disabilities 10 31 41 59 4 40 44 56 - 39 39 61
Students without Disabilities 11 67 78 22 6 77 83 17 13 73 86 14
Economically Disadvantaged 8 56 63 37 3 62 65 35 6 63 69 31
Not Economically Disadvantaged 13 65 78 22 7 77 84 16 15 71 86 14
English Learners < < < < - 30 30 70 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 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 12 65 76 24 6 70 76 24 8 69 77 23
Female 16 63 79 21 6 72 78 22 10 70 80 20
Male 8 66 74 26 6 68 74 26 7 68 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 58 61 39 13 52 65 35 7 58 64 36
Hispanic 11 50 61 39 - 68 68 32 - 73 73 27
White 14 69 83 17 5 74 79 21 10 70 80 20
Multiple Races 12 57 69 31 4 72 76 24 4 67 71 29
Students with Disabilities 10 38 48 52 6 40 46 54 2 41 42 58
Students without Disabilities 12 70 82 18 6 77 83 17 9 74 84 16
Economically Disadvantaged 4 56 60 40 5 65 70 30 3 61 64 36
Not Economically Disadvantaged 17 70 87 13 7 74 81 19 12 75 86 14
English Learners 8 17 25 75 < < < < - 40 40 60
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
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 24 63 87 13 27 62 89 11 23 68 92 8
Female 24 68 91 9 29 61 89 11 26 67 93 7
Male 23 59 82 18 25 64 89 11 19 71 90 10
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 68 78 22 7 79 86 14 11 74 85 15
Hispanic 15 73 88 12 27 54 81 19 15 77 92 8
White 29 60 89 11 35 56 91 9 27 66 93 7
Multiple Races 14 64 79 21 14 75 89 11 21 68 89 11
Students with Disabilities 5 47 52 48 13 49 62 38 7 69 76 24
Students without Disabilities 28 67 95 5 30 65 94 6 25 68 94 6
Economically Disadvantaged 14 67 81 19 21 65 86 14 19 67 86 14
Not Economically Disadvantaged 30 60 90 10 31 60 91 9 25 69 94 6
English Learners < < < < < < < < < < < <
Homeless < < < < 20 70 90 10
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 50 69 31 47 50 97 3 48 52 99 1
Female 23 53 76 24 49 49 98 2 47 52 99 1
Male 14 46 61 39 44 52 96 4 50 50 100 0
Asian < < < < < < 100 0 < < 100 0
Black 6 39 45 55 47 42 89 11 27 73 100 0
Hispanic 3 48 52 48 < < 100 0 29 71 100 0
White 24 53 77 23 51 47 98 2 54 45 99 1
Multiple Races 16 48 64 36 < < 100 0 < < 100 0
Students without Disabilities 21 54 76 24 48 51 99 1 48 52 99 1
Economically Disadvantaged 6 45 52 48 39 61 100 0 30 70 100 0
Not Economically Disadvantaged 26 53 78 22 50 46 96 4 53 46 99 1
Homeless < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
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 52 48 100 0 47 50 97 3 48 52 99 1
Female 53 48 100 0 49 49 98 2 47 52 99 1
Male 50 50 100 0 44 52 96 4 50 50 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 47 42 89 11 27 73 100 0
Hispanic < < 100 0 29 71 100 0
White 55 45 100 0 51 47 98 2 54 45 99 1
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 52 48 100 0 48 51 99 1 48 52 99 1
Economically Disadvantaged 50 50 100 0 39 61 100 0 30 70 100 0
Not Economically Disadvantaged 52 48 100 0 50 46 96 4 53 46 99 1
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21 9 71 80 20 11 73 84 16
Female 9 70 79 21 8 72 81 19 11 74 85 15
Male 9 70 78 22 10 70 80 20 12 72 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 10 86 95 5 11 79 89 11 22 70 91 9
Black 3 63 65 35 3 68 71 29 3 73 76 24
Hispanic 3 71 74 26 5 67 72 28 5 75 80 20
White 11 71 82 18 11 73 84 16 14 73 87 13
Multiple Races 8 67 74 26 8 66 75 25 7 70 77 23
Students with Disabilities 3 47 50 50 5 46 51 49 2 57 59 41
Students without Disabilities 10 74 84 16 10 76 86 14 13 76 89 11
Economically Disadvantaged 5 64 69 31 5 68 73 27 6 70 77 23
Not Economically Disadvantaged 11 74 85 15 13 74 87 13 15 75 90 10
English Learners 3 58 61 39 1 60 61 39 3 57 60 40
Homeless < < < < 7 73 80 20 4 79 83 17
Military Connected 11 81 93 7 25 63 88 13 25 69 94 6
Foster Care - 78 78 22 < < < < < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 66 77 23 9 77 85 15 14 75 89 11
Female 11 62 74 26 7 74 82 18 11 77 88 12
Male 12 68 80 20 10 79 90 10 17 73 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black - 56 56 44 - 82 82 18 4 79 83 17
Hispanic 10 75 85 15 - 69 69 31 11 71 82 18
White 14 67 81 19 12 77 89 11 17 76 93 7
Multiple Races 13 58 71 29 3 75 78 22 8 68 76 24
Students with Disabilities 2 45 48 52 4 54 58 42 2 65 67 33
Students without Disabilities 13 68 82 18 10 80 90 10 16 77 93 7
Economically Disadvantaged 7 60 67 33 4 79 83 17 8 76 84 16
Not Economically Disadvantaged 16 70 86 14 14 74 88 12 19 75 94 6
English Learners 5 68 74 26 - 63 63 37 17 58 75 25
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 78 22 10 69 79 21 13 72 85 15
Female 7 70 77 23 10 69 79 21 12 71 83 17
Male 11 68 79 21 10 70 79 21 15 74 88 12
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 63 65 35 2 56 59 41 2 67 69 31
Hispanic - 69 69 31 9 70 78 22 5 82 87 13
White 11 71 82 18 11 71 82 18 18 71 89 11
Multiple Races 4 70 74 26 10 74 84 16 3 78 81 19
Students with Disabilities 3 46 49 51 2 48 50 50 - 69 69 31
Students without Disabilities 10 75 85 15 11 73 84 16 15 73 88 12
Economically Disadvantaged 4 66 70 30 5 68 73 27 5 74 79 21
Not Economically Disadvantaged 12 71 83 17 14 71 85 15 20 71 91 9
English Learners - 76 76 24 - 74 74 26 - 74 74 26
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 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 13 68 80 20 14 66 80 20 15 69 84 16
Female 15 70 85 15 14 67 80 20 14 70 84 16
Male 11 65 76 24 15 65 80 20 16 68 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 71 73 27 4 63 67 33 3 73 76 24
Hispanic - 57 57 43 - 68 68 32 6 71 77 23
White 16 67 83 17 19 66 85 15 18 68 87 13
Multiple Races 12 68 80 20 10 62 72 28 13 69 81 19
Students with Disabilities 6 48 54 46 8 49 57 43 - 57 57 43
Students without Disabilities 14 72 86 14 16 70 86 14 17 71 88 12
Economically Disadvantaged 8 66 74 26 8 66 73 27 9 67 76 24
Not Economically Disadvantaged 17 69 86 14 20 66 86 14 19 71 90 10
English Learners - 27 27 73 - 67 67 33 - 27 27 73
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
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 3 61 64 36 3 67 69 31 1 78 79 21
Female 2 62 64 36 3 70 73 27 1 78 80 20
Male 5 60 64 36 3 63 66 34 1 77 77 23
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 3 44 47 53 - 67 67 33 - 68 68 32
Hispanic - 74 74 26 5 45 50 50 3 67 70 30
White 4 62 66 34 3 70 73 27 - 81 82 18
Multiple Races - 61 61 39 3 61 63 37 4 76 80 20
Students with Disabilities 2 39 41 59 5 37 42 58 2 58 60 40
Students without Disabilities 4 67 71 29 2 74 76 24 1 82 83 17
Economically Disadvantaged 3 51 54 46 3 59 62 38 1 69 70 30
Not Economically Disadvantaged 4 69 73 27 2 76 78 22 1 84 86 14
English Learners < < < < < < < < 8 54 62 38
Homeless < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
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 6 67 74 26 7 69 76 24 10 69 79 21
Female 5 67 72 28 5 73 78 22 10 73 83 17
Male 8 67 75 25 10 65 75 25 11 65 75 25
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black 4 53 57 43 2 62 64 36 7 65 72 28
Hispanic 4 59 63 37 3 72 75 25 - 63 63 37
White 7 71 79 21 8 70 78 22 13 71 84 16
Multiple Races 5 52 57 43 15 59 74 26 2 64 66 34
Students with Disabilities 3 35 38 62 1 42 43 57 3 33 36 64
Students without Disabilities 7 74 82 18 9 75 83 17 12 75 87 13
Economically Disadvantaged 2 61 63 37 3 63 66 34 4 63 67 33
Not Economically Disadvantaged 10 72 82 18 11 74 85 15 15 72 87 13
English Learners < < < < - 50 50 50 - 50 50 50
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
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 67 72 28 7 67 74 26 6 67 73 27
Female 5 68 74 26 6 68 73 27 7 67 74 26
Male 4 65 70 30 7 67 74 26 6 67 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 6 51 57 43 4 51 55 45 5 55 60 40
Hispanic - 57 57 43 4 71 75 25 8 67 75 25
White 5 74 79 21 7 72 79 21 6 69 75 25
Multiple Races 5 63 68 32 5 40 45 55 4 71 75 25
Students with Disabilities 3 35 38 62 3 37 40 60 2 43 44 56
Students without Disabilities 5 73 78 22 7 74 82 18 7 72 79 21
Economically Disadvantaged 5 53 57 43 5 59 64 36 6 57 62 38
Not Economically Disadvantaged 5 77 82 18 8 75 83 17 7 76 82 18
English Learners 8 31 38 62 < < < < - 33 33 67
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0 < < 100 0
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 11 84 96 4 12 82 94 6 17 79 96 4
Female 14 82 96 4 12 83 95 5 19 80 99 1
Male 8 87 95 5 12 81 93 7 16 78 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 94 96 4 7 88 96 4 2 98 100 0
Hispanic 6 88 94 6 13 75 88 13 2 95 98 2
White 14 81 95 5 13 83 96 4 21 75 97 3
Multiple Races 13 87 100 0 12 76 88 12 23 62 85 15
Students with Disabilities 3 85 88 12 2 75 77 23 7 80 87 13
Students without Disabilities 13 84 97 3 14 83 97 3 19 79 98 2
Economically Disadvantaged 4 89 94 6 7 83 90 10 11 84 96 4
Not Economically Disadvantaged 16 81 97 3 16 81 97 3 22 75 97 3
English Learners 9 82 91 9 < < < < - 93 93 7
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 79 88 12 11 80 90 10 8 79 87 13
Female 5 82 86 14 11 80 91 9 3 88 90 10
Male 13 77 90 10 10 79 90 10 13 73 85 15
Asian < < 100 0
Black - 70 70 30 < < < < < < < <
Hispanic - 82 82 18 < < < < < < < <
White 11 80 92 8 14 82 95 5 10 82 92 8
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 83 93 8 10 82 92 8 9 82 91 9
Economically Disadvantaged 3 76 79 21 7 64 71 29 - 78 78 22
Not Economically Disadvantaged 11 81 91 9 11 83 94 6 10 79 90 10
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
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 10 85 96 4 10 86 97 3 12 88 100 0
Female 15 81 96 4 8 85 92 8 < < 100 0
Male 5 91 95 5 13 88 100 0 < < 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 14 86 100 0 12 88 100 0 13 87 100 0
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities 10 85 96 4 11 89 100 0 12 88 100 0
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 13 87 100 0 11 89 100 0 13 88 100 0
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 12 66 78 22 10 71 82 18
Female 10 67 77 23 9 68 77 23 9 73 82 18
Male 11 67 79 21 15 64 79 21 12 70 82 18
Asian - 91 91 9 10 80 90 10 < < < <
Black 4 60 64 36 4 56 59 41 4 64 68 32
Hispanic 10 51 60 40 6 68 73 27 6 65 71 29
White 13 71 84 16 15 67 82 18 12 74 86 14
Multiple Races 8 62 70 30 3 78 82 18 10 68 78 22
Students with Disabilities 7 41 48 52 8 42 50 50 4 43 47 53
Students without Disabilities 11 72 83 17 13 71 84 16 11 76 87 13
Economically Disadvantaged 6 61 67 33 6 61 68 32 5 68 73 27
Not Economically Disadvantaged 14 72 85 15 16 70 86 14 13 74 87 13
English Learners - 28 28 72 3 40 43 57 - 32 32 68
Homeless < < 100 0 7 79 86 14 19 50 69 31
Military Connected 7 93 100 0 18 64 82 18 < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 72 28 17 55 72 28 16 62 78 22
Female 11 57 68 32 12 55 67 33 15 63 78 22
Male 11 63 74 26 23 54 77 23 17 61 78 22
Asian < < < < < < < < < < 100 0
Black 6 55 61 39 4 52 55 45 3 70 73 27
Hispanic 10 38 48 52 - 45 45 55 10 55 66 34
White 13 64 78 22 23 55 78 22 19 62 81 19
Multiple Races 7 49 56 44 7 71 79 21 16 56 72 28
Students with Disabilities 8 35 43 57 7 37 44 56 2 36 38 62
Students without Disabilities 12 65 77 23 20 59 79 21 19 66 85 15
Economically Disadvantaged 7 56 63 37 9 54 63 37 8 61 69 31
Not Economically Disadvantaged 15 64 79 21 24 55 79 21 22 62 85 15
English Learners - 18 18 82 - 33 33 67 - 14 14 86
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 8 64 72 28 10 69 78 22
Female 7 61 68 32 5 64 69 31 7 71 78 22
Male 13 61 73 27 11 63 75 25 12 67 79 21
Asian < < 100 0 < < 100 0 < < < <
Black 2 40 42 58 9 40 49 51 7 53 60 40
Hispanic 13 39 52 48 4 74 78 22 9 67 76 24
White 12 70 82 18 9 67 77 23 10 72 82 18
Multiple Races 11 58 69 31 - 64 64 36 13 65 78 22
Students with Disabilities 10 32 42 58 7 39 46 54 8 37 45 55
Students without Disabilities 10 66 76 24 9 68 77 23 10 75 85 15
Economically Disadvantaged 7 46 52 48 5 58 63 37 6 63 69 31
Not Economically Disadvantaged 12 70 82 18 11 68 80 20 12 73 85 15
English Learners - 21 21 79 < < < < - 42 42 58
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 77 85 15 7 80 87 13 4 81 85 15
Female 8 77 85 15 6 83 89 11 3 83 86 14
Male 9 77 86 14 8 78 85 15 4 80 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 75 82 18 - 79 79 21 1 66 67 33
Hispanic 4 58 62 38 8 77 85 15 - 70 70 30
White 10 78 88 12 9 80 89 11 5 88 92 8
Multiple Races 3 81 83 17 - 94 94 6 5 80 85 15
Students with Disabilities - 63 63 37 - 64 64 36 - 58 58 42
Students without Disabilities 10 79 89 11 8 83 91 9 4 85 89 11
Economically Disadvantaged 4 74 78 22 3 75 78 22 1 78 79 21
Not Economically Disadvantaged 12 78 90 10 9 84 94 6 6 83 89 11
English Learners < < < < < < < < - 45 45 55
Homeless < < 100 0 - 90 90 10 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 100 0
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < 100 0
Black < < < <
White < < 100 0
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
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 19 81 100 0 19 67 86 14 18 77 95 5
Female 18 82 100 0 15 74 89 11 15 80 95 5
Male 21 79 100 0 22 61 84 16 20 74 94 6
Asian < < 100 0
Black - 100 100 0 - 25 25 75 < < 100 0
Hispanic 15 85 100 0 < < < < < < < <
White 22 78 100 0 24 69 93 7 21 77 99 1
Multiple Races < < 100 0 - 91 91 9 < < < <
Students with Disabilities 13 19 31 69 < < < <
Students without Disabilities 19 81 100 0 20 74 94 6 19 80 99 1
Economically Disadvantaged 9 91 100 0 4 60 64 36 15 70 85 15
Not Economically Disadvantaged 22 78 100 0 23 69 92 8 18 79 97 3
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
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 24 51 75 25 25 53 79 21 25 53 78 22
Female 22 52 73 27 21 56 77 23 20 58 78 22
Male 26 51 77 23 29 51 80 20 30 48 78 22
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 7 54 61 39 15 51 66 34 15 49 64 36
Hispanic 15 53 67 33 15 69 83 17 19 59 78 22
White 29 51 80 20 29 53 82 18 28 53 82 18
Multiple Races 27 46 73 27 18 50 68 32 17 52 69 31
Students with Disabilities 10 30 40 60 3 39 41 59 8 39 47 53
Students without Disabilities 26 56 82 18 29 56 86 14 28 56 84 16
Economically Disadvantaged 14 51 66 34 15 57 72 28 13 56 69 31
Not Economically Disadvantaged 30 52 81 19 34 51 84 16 34 51 85 15
English Learners 6 47 53 47 5 48 52 48 4 44 48 52
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < < < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
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 < < < < < < < < < < < <
Female < < < <
Male < < < < < < < < < < < <
Black < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
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 < < < < < < < <
Female < < < < < < < <
Black < < < <
White < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
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 25 53 78 22 21 60 80 20 21 56 78 22
Female 26 52 78 22 18 62 80 20 16 63 79 21
Male 25 54 79 21 23 57 80 20 27 50 77 23
Asian < < 100 0 < < 100 0 < < < <
Black 5 52 57 43 17 51 68 32 14 40 55 45
Hispanic 21 48 69 31 15 69 85 15 23 58 81 19
White 32 53 85 15 24 60 84 16 23 59 82 18
Multiple Races 24 57 81 19 4 58 63 38 13 54 67 33
Students with Disabilities 9 29 38 62 - 46 46 54 8 34 42 58
Students without Disabilities 28 57 85 15 25 62 87 13 24 61 85 15
Economically Disadvantaged 12 52 64 36 14 60 74 26 9 59 68 32
Not Economically Disadvantaged 34 54 87 13 27 59 86 15 30 55 84 16
English Learners - 25 25 75 < < < < - 45 45 55
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < 100 0
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 51 73 27 31 48 79 21 29 51 80 20
Female 18 53 71 29 25 50 75 25 24 53 77 23
Male 28 48 76 24 36 46 82 18 35 47 83 17
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 9 59 68 32 13 54 67 33 16 57 73 27
Hispanic 8 56 64 36 14 71 86 14 16 59 75 25
White 26 50 76 24 35 46 80 20 35 48 82 18
Multiple Races 35 31 65 35 29 45 74 26 22 54 76 24
Students with Disabilities 11 32 44 56 7 35 41 59 9 49 58 42
Students without Disabilities 25 54 79 21 34 50 85 15 32 51 83 17
Economically Disadvantaged 16 51 67 33 18 54 71 29 17 55 72 28
Not Economically Disadvantaged 27 50 78 22 42 43 85 15 40 47 86 14
English Learners 11 58 68 32 6 47 53 47 6 44 50 50
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
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 < < < < < < 100 0
Male < < < < < < 100 0
White < < < < < < 100 0
Students with Disabilities < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
Division776
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten136165159
Kindergarten374383387
Grade 1392378402
Grade 2370402394
Grade 3338371410
Grade 4372343392
Grade 5386384358
Grade 6373395420
Grade 7388383412
Grade 8391390399
Grade 9428405393
Grade 10421421408
Grade 11414394406
Grade 12390397394
Total Enrollment5,1735,2115,334

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students517352115334
Female256325982636
Male261026132698
American Indian878
Asian373638
Black757739710
Hispanic373390443
Native Hawaiian442
White356035813627
Multiple Races434454506
Students with Disabilities853867897
Students without Disabilities432043444437
Economically Disadvantaged213822762406
Not Economically Disadvantaged303529352928
English Learners224223235
Not English Learners494949885099
Homeless157258
Military Connected474335
Foster Care292313
< = 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 Students4,5924004,6093674,761359
Female2,3011802,3031692,352172
Male2,2912202,3061982,409187
American Indian<<<<<<
Asian370380371
Black661596465163644
Hispanic329293373439628
Native Hawaiian<<<<<<
White3,1992543,1962273,266237
Multiple Races355573815541749
Students with Disabilities7351007239873194
Economically Disadvantaged1,9802862,0352752,148269
English Learners211182011823112
Homeless1455115558
< = 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 179 184 17 2 13 7
State 50354 39349 1875 907 4438 1716
Female Division 101 79 6 0 5 3
State 27408 17323 610 350 1645 701
Male Division 78 105 11 2 8 4
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < < <
State 108 117 5 4 10 3
Asian Division < < < < < <
State 6025 1443 97 16 68 35
Black Division 21 39 4 0 0 2
State 8111 10540 640 225 1119 707
Hispanic Division 13 14 0 0 0 0
State 7130 8367 270 133 1858 359
White Division 129 109 12 2 8 5
State 25871 16565 763 464 1211 504
Multiple Races Division 12 19 1 0 3 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 6 49 17 0 3 2
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 51 101 10 1 12 5
State 12779 21123 1108 494 2352 1214
English Learners Division 3 7 1 0 0 0
State 1583 4224 267 26 1427 150
Homeless Division < < < < < <
State 197 699 48 29 170 78
Military Connected Division < < < < 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 Students4023809538295133
Female194186961869653
Male208194931969484
American Indian<<<<<<<
Asian<<<<<<<
Black666497649700
Hispanic27271002710000
White265250942529583
Multiple Races353291329139
Students with Disabilities777294729434
Economically Disadvantaged1801629016391127
English Learners11111001110000
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken143 / 8.65%163 / 10.08%191 / 11.93%
Advanced Placement Course Enrollment144 / 8.71%161 / 9.96%191 / 11.93%
Dual Enrollment243 / 14.7%247 / 15.28%259 / 16.18%
Governor's School Enrollment79 / 4.78%74 / 4.58%70 / 4.37%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision36620045
State87,94758,78733
FemaleDivision19012037
State44,12532,24627
MaleDivision1768055
State43,77126,52239
American IndianDivision<<100
State17310738
AsianDivision<<100
State7,3266,40613
BlackDivision603640
State18,15310,95740
HispanicDivision22<100
State12,8667,34843
WhiteDivision25313547
State44,45530,64531
Multiple RacesDivision251444
State4,8373,23733
Students with DisabilitiesDivision451371
State8,6323,93454
Economically DisadvantagedDivision1576559
State30,88916,12848
English LearnersDivision11<100
State7,5304,27343
Native HawaiianDivision--100
State1378736
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
State LicensuresDivision223744
 State1,5732,0692,206
Industry CertificationDivision682660666
 State100,965101,956105,973
Workplace ReadinessDivision833451
 State41,81935,06638,829
Total Credentials EarnedDivision787752780
 State148,201142,668150,233
Students Earning One or More CredentialsDivision653629618
 State118,467115,609120,035
Armed Services Vocational Aptitude Battery ExaminationDivision1717-
 State9621,022-
CTE CompletersDivision249278255
 State46,02848,64351,126
NOCTI AssessmentsDivision-2119
 State3,8443,5773,225

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$8,432$5,547$1,499
State$7,134$6,454$1,936
2022-2023Division$8,418$6,190$1,758
State$7,803$6,956$1,918
2023-2024Division$7,256$6,989$2,552
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 Progress447
Behaviors related to School Operations366
Relationship Behaviors without Physical Harm743
Behaviors of a Safety Concern755
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others74

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 1,047 1,048
Out-of-School Suspension 483 368
Explusion and Alternative Placement 12 12
Referral to Law Enforcement 0 0
Bus Suspension 212 256

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 68.371.672.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 49.953.150.9
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 62.266.567
< = 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

11.62 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

10.78 : 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
2022-202345%48%1%6%
2023-202448%48%1%3%
2024-202548%48%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%77%79%88%
Asian92%90%91%88%
Black72%67%68%88%
Hispanic68%69%68%88%
White81%80%85%88%
Multiple Races76%74%83%88%
Economically Disadvantaged73%69%68%88%
English Learners60%60%60%88%
Students with Disabilities48%47%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%78%74%85%
Asian92%92%90%85%
Black72%64%61%85%
Hispanic75%72%63%85%
White84%81%81%85%
Multiple Races75%72%77%85%
Economically Disadvantaged74%68%62%85%
English Learners76%72%58%85%
Students with Disabilities53%48%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students76%
Asian92%
Black60%
Hispanic66%
White81%
Multiple Races78%
Economically Disadvantaged68%
English Learners68%
Students with Disabilities47%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black90%83%84%
Hispanic93%83%84%
White89%86%84%
Multiple Races91%89%84%
Economically Disadvantaged84%82%84%
English Learners83%77%84%
Students with Disabilities70%74%84%
Homeless<--
Foster Care<--

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%11%12%10%
Asian5%3%10%10%
Black14%11%12%10%
Hispanic18%13%12%10%
White14%11%12%10%
Multiple Races22%18%12%10%
Economically Disadvantaged22%17%13%10%
English Learners14%11%12%10%
Students with Disabilities21%17%14%10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress54%54%58%
English Learner Proficiency15%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6812754%
English Learner Proficiency2315815%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%99%1%98%2%
Asian100%-100%-100%-
Black98%2%98%2%99%1%
Hispanic99%1%99%1%99%1%
White98%2%99%1%98%2%
Multiple Races98%2%98%2%94%6%
Economically Disadvantaged98%2%98%2%97%3%
Not Economically Disadvantaged99%1%99%1%98%2%
English Learners98%2%99%1%98%2%
Students with Disabilities98%2%97%3%93%7%
Students without Disabilities99%1%99%1%99%1%
Female99%1%99%1%98%2%
Male98%2%98%2%98%2%
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students82%81%
Asian93%87%
Black77%71%
Hispanic71%77%
White84%85%
Multiple Races81%73%
Economically Disadvantaged78%75%
English Learners67%80%
Students with Disabilities57%56%

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

Louisa 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.

Louisa County Public Schools to top