Lynchburg City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Bedford Hills Elementary	Fully Accredited	On Track	83.4
Dearington Elementary/Innovation	Fully Accredited	On Track	81.6
Heritage Elementary	Fully Accredited	Off Track	77.8
Linkhorne Elementary	Fully Accredited	Off Track	65.9
Paul Munro Elementary	Fully Accredited	Distinguished	90.5
Perrymont Elementary	Fully Accredited	Off Track	71.1
Robert S. Payne Elementary	Fully Accredited	Needs Intensive Support	72.6
Sandusky Elementary	Fully Accredited	On Track	81.8
Sheffield Elementary	Fully Accredited	Off Track	74.4
William M. Bass Elementary	Fully Accredited	Off Track	78.6
Middle Schools
Linkhorne Middle	Fully Accredited	Needs Intensive Support	73.4
Paul Laurence Dunbar Middle for Innovation	Fully Accredited	Needs Intensive Support	73.3
Sandusky Middle	Fully Accredited	Needs Intensive Support	71.3
High Schools
E.C. Glass High	Fully Accredited	Off Track	77.4
Heritage High	Fully Accredited	Off Track	73.9

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	10	49	59	41	10	50	60	40	11	48	59	41
Female	11	51	62	38	10	51	61	39	12	49	61	39
Male	10	47	57	43	10	49	59	41	10	47	57	43
American Indian	27	18	45	55	<	<	<	<	<	<	<	<
Asian	15	66	81	19	16	67	84	16	22	65	88	12
Black	4	40	45	55	4	41	45	55	4	42	46	54
Hispanic	6	49	55	45	10	51	60	40	6	45	51	49
Native Hawaiian									<	<	<	<
White	20	60	81	19	21	60	82	18	22	59	82	18
Multiple Races	9	54	63	37	7	56	63	37	12	48	60	40
Students with Disabilities	9	21	30	70	9	24	32	68	9	25	34	66
Students without Disabilities	10	54	64	36	10	54	65	35	11	52	63	37
Economically Disadvantaged	5	44	48	52	5	45	50	50	5	45	50	50
Not Economically Disadvantaged	19	59	78	22	19	59	78	22	20	55	75	25
English Learners	1	25	26	74	1	33	34	66	1	24	25	75
Homeless	3	27	29	71	4	29	33	67	2	35	37	63
Military Connected	5	67	72	28	6	67	73	27	6	57	63	37
Foster Care	5	38	43	57	9	45	53	47	-	27	27	73
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	7	45	52	48	7	47	55	45	6	48	54	46
Female	7	48	55	45	8	49	57	43	8	51	59	41
Male	7	42	49	51	6	46	53	47	4	44	49	51
Asian	17	75	92	8	-	73	73	27	<	<	<	<
Black	2	34	36	64	2	34	36	64	2	41	43	57
Hispanic	7	41	48	52	5	50	55	45	4	51	55	45
White	15	60	75	25	18	59	77	23	15	60	76	24
Multiple Races	5	46	51	49	3	65	68	32	9	45	55	45
Students with Disabilities	-	26	26	74	7	25	32	68	1	26	27	73
Students without Disabilities	9	48	57	43	8	51	59	41	7	51	58	42
Economically Disadvantaged	3	38	41	59	4	39	44	56	3	42	45	55
Not Economically Disadvantaged	16	57	73	27	13	62	76	24	14	60	73	27
English Learners	-	35	35	65	4	42	46	54	-	37	37	63
Homeless	8	23	31	69	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	-	33	33	67	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	49	61	39	10	48	58	42	13	48	61	39
Female	13	48	61	39	12	48	60	40	15	52	67	33
Male	10	51	61	39	8	49	57	43	12	44	56	44
American Indian	<	<	<	<					<	<	<	<
Asian	<	<	<	<	42	50	92	8	<	<	100	0
Black	4	43	47	53	4	38	42	58	4	43	47	53
Hispanic	7	48	54	46	13	40	53	47	9	38	47	53
White	25	56	81	19	18	62	80	20	29	53	82	18
Multiple Races	6	60	65	35	5	61	66	34	11	55	65	35
Students with Disabilities	20	18	38	62	4	24	29	71	16	17	33	67
Students without Disabilities	10	54	64	36	11	53	64	36	13	54	67	33
Economically Disadvantaged	5	48	53	47	4	46	50	50	7	47	54	46
Not Economically Disadvantaged	23	53	76	24	21	53	74	26	25	50	75	25
English Learners	-	37	37	63	-	32	32	68	4	25	29	71
Homeless	-	29	29	71	7	29	36	64	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	-	20	20	80	<	<	<	<
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	8	50	59	41	8	53	61	39	11	47	58	42
Female	9	53	62	38	10	51	61	39	9	49	58	42
Male	8	47	55	45	7	54	61	39	13	45	58	42
Asian	<	<	<	<	<	<	<	<	30	60	90	10
Black	4	42	46	54	4	45	49	51	3	39	41	59
Hispanic	2	42	43	57	7	45	52	48	6	52	58	42
White	19	66	85	15	17	66	83	17	20	60	81	19
Multiple Races	9	53	62	38	4	57	60	40	20	41	61	39
Students with Disabilities	14	17	32	68	11	32	43	57	5	25	29	71
Students without Disabilities	8	54	62	38	8	56	64	36	12	51	63	37
Economically Disadvantaged	5	44	49	51	5	48	52	48	5	44	49	51
Not Economically Disadvantaged	15	63	78	22	16	64	80	20	20	53	73	27
English Learners	-	12	12	88	-	35	35	65	-	20	20	80
Homeless	-	46	46	54	-	15	15	85	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	7	45	52	48	10	42	52	48	7	45	51	49
Female	7	45	52	48	9	47	55	45	9	42	51	49
Male	7	45	52	48	12	37	49	51	5	47	52	48
American Indian	<	<	<	<					<	<	<	<
Asian	10	70	80	20	<	<	<	<	<	<	<	<
Black	3	32	35	65	5	32	36	64	2	37	39	61
Hispanic	3	46	49	51	7	46	54	46	2	40	43	57
Native Hawaiian									<	<	<	<
White	13	65	77	23	24	56	80	20	15	58	73	27
Multiple Races	7	48	55	45	7	46	53	47	6	43	48	52
Students with Disabilities	8	19	27	73	15	13	27	73	9	23	32	68
Students without Disabilities	6	49	56	44	10	46	55	45	6	47	54	46
Economically Disadvantaged	4	36	40	60	6	34	40	60	3	39	42	58
Not Economically Disadvantaged	13	64	77	23	19	56	75	25	14	54	68	32
English Learners	-	17	17	83	-	23	23	77	-	16	16	84
Homeless	-	17	17	83	-	29	29	71	-	29	29	71
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
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	8	46	54	46	7	46	53	47	9	44	53	47
Female	7	51	58	42	6	47	54	46	9	46	55	45
Male	8	41	49	51	7	46	52	48	9	42	51	49
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	3	34	37	63	3	36	38	62	3	36	39	61
Hispanic	9	47	56	44	6	50	56	44	4	44	47	53
White	15	60	75	25	14	64	78	22	20	60	80	20
Multiple Races	5	53	59	41	7	39	45	55	12	40	52	48
Students with Disabilities	7	8	15	85	13	21	34	66	7	20	26	74
Students without Disabilities	8	53	61	39	6	51	56	44	9	47	56	44
Economically Disadvantaged	3	39	42	58	4	38	42	58	4	39	42	58
Not Economically Disadvantaged	16	58	74	26	11	64	75	25	19	53	72	28
English Learners	-	27	27	73	-	20	20	80	-	18	18	82
Homeless	-	17	17	83	-	28	28	72	-	30	30	70
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	8	48	56	44	8	52	60	40	9	48	57	43
Female	8	51	59	41	7	54	61	39	10	47	57	43
Male	7	45	52	48	8	50	59	41	7	49	56	44
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	4	36	40	60	-	41	41	59	2	38	40	60
Hispanic	4	53	57	43	10	58	69	31	9	33	42	58
White	17	64	81	19	17	63	80	20	19	66	84	16
Multiple Races	5	56	61	39	5	63	68	32	8	56	64	36
Students with Disabilities	9	19	28	72	5	22	26	74	9	28	38	62
Students without Disabilities	8	54	61	39	8	58	66	34	9	51	60	40
Economically Disadvantaged	4	41	44	56	3	47	50	50	4	42	46	54
Not Economically Disadvantaged	15	60	76	24	16	61	77	23	17	58	74	26
English Learners	-	8	8	92	6	41	47	53	-	17	17	83
Homeless	-	10	10	90	-	29	29	71	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	23	60	83	17	21	61	81	19	21	60	81	19
Female	25	63	88	12	21	63	84	16	24	60	83	17
Male	21	58	79	21	21	58	79	21	19	60	79	21
Asian	<	<	<	<	20	70	90	10	<	<	100	0
Black	11	65	76	24	8	65	74	26	10	63	73	27
Hispanic	13	72	85	15	16	61	77	23	14	54	68	32
Native Hawaiian									<	<	100	0
White	37	54	91	9	41	53	94	6	37	56	93	7
Multiple Races	25	61	86	14	22	56	78	22	22	61	83	17
Students with Disabilities	9	40	49	51	10	27	37	63	14	41	55	45
Students without Disabilities	24	63	87	13	22	65	87	13	22	62	84	16
Economically Disadvantaged	13	65	78	22	12	63	75	25	11	64	75	25
Not Economically Disadvantaged	33	56	89	11	32	57	89	11	32	55	87	13
English Learners	10	40	50	50	-	35	35	65	-	35	35	65
Homeless	<	<	100	0	25	58	83	17	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	-	50	50	50	23	62	85	15	<	<	<	<
< = 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	9	36	45	55	11	48	59	41	-	27	27	73
Female	11	39	50	50	12	55	66	34	-	38	38	63
Male	6	33	40	60	11	41	52	48	-	16	16	84
Black	1	25	26	74	3	38	41	59	-	26	26	74
Hispanic	6	40	46	54	3	55	59	41	<	<	<	<
White	21	52	73	27	22	61	82	18	<	<	<	<
Multiple Races	8	39	47	53	13	39	52	48	<	<	<	<
Students with Disabilities	2	8	10	90	-	24	24	76	-	8	8	92
Students without Disabilities	9	41	50	50	13	51	63	37	-	33	33	67
Economically Disadvantaged	3	29	32	68	5	40	45	55	-	27	27	73
Not Economically Disadvantaged	17	47	64	36	20	59	79	21	-	26	26	74
English Learners	-	9	9	91	<	<	<	<	<	<	<	<
Homeless	-	25	25	75	<	<	<	<	<	<	<	<
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	10	44	54	46	11	48	59	41	-	27	27	73
Female	12	47	59	41	12	55	66	34	-	38	38	63
Male	9	40	49	51	11	41	52	48	-	16	16	84
Black	1	36	37	63	3	38	41	59	-	26	26	74
Hispanic	3	45	48	52	3	55	59	41	<	<	<	<
White	26	53	79	21	22	61	82	18	<	<	<	<
Multiple Races	10	49	59	41	13	39	52	48	<	<	<	<
Students with Disabilities	3	12	15	85	-	24	24	76	-	8	8	92
Students without Disabilities	11	48	59	41	13	51	63	37	-	33	33	67
Economically Disadvantaged	3	40	43	57	5	40	45	55	-	27	27	73
Not Economically Disadvantaged	20	48	68	32	20	59	79	21	-	26	26	74
English Learners	-	11	11	89	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	4	46	50	50	5	48	53	47	5	48	53	47
Female	4	46	49	51	4	48	52	48	4	48	53	47
Male	5	46	51	49	5	49	54	46	6	48	53	47
American Indian	-	30	30	70	<	<	<	<	<	<	<	<
Asian	8	63	71	29	15	60	75	25	21	61	82	18
Black	1	35	36	64	1	39	40	60	1	39	40	60
Hispanic	4	46	49	51	3	49	52	48	4	46	50	50
Native Hawaiian	<	<	100	0					<	<	<	<
White	9	63	72	28	11	61	73	27	11	62	74	26
Multiple Races	5	46	51	49	3	51	55	45	5	49	54	46
Students with Disabilities	3	27	30	70	2	30	31	69	1	28	29	71
Students without Disabilities	4	49	54	46	5	51	56	44	6	51	57	43
Economically Disadvantaged	2	39	41	59	2	42	44	56	2	42	44	56
Not Economically Disadvantaged	9	60	68	32	9	59	69	31	11	58	69	31
English Learners	-	37	37	63	-	37	37	63	-	36	37	63
Homeless	-	32	32	68	1	25	26	74	-	25	25	75
Military Connected	2	59	61	39	5	57	62	38	11	42	53	47
Foster Care	1	31	33	67	-	46	46	54	3	29	32	68
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	8	45	53	47	8	51	59	41	6	53	59	41
Female	6	46	52	48	5	51	56	44	6	55	61	39
Male	9	44	54	46	11	51	62	38	5	51	57	43
Asian	15	69	85	15	20	60	80	20	<	<	<	<
Black	1	31	32	68	-	43	43	57	1	46	48	52
Hispanic	7	55	61	39	2	50	52	48	5	54	59	41
White	17	65	82	18	23	58	81	19	14	66	81	19
Multiple Races	12	35	47	53	5	62	67	33	7	53	60	40
Students with Disabilities	2	29	31	69	2	34	36	64	3	29	32	68
Students without Disabilities	9	48	57	43	9	54	63	37	6	57	63	37
Economically Disadvantaged	2	39	41	59	3	48	51	49	3	46	48	52
Not Economically Disadvantaged	19	57	75	25	18	57	75	25	13	68	81	19
English Learners	-	46	46	54	-	48	48	52	-	42	42	58
Homeless	-	47	47	53	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	-	33	33	67	<	<	<	<	<	<	<	<
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	5	42	47	53	7	43	49	51	8	50	57	43
Female	5	37	43	57	6	41	46	54	4	52	57	43
Male	5	46	51	49	7	45	52	48	11	47	58	42
American Indian	<	<	<	<					<	<	<	<
Asian	<	<	<	<	18	73	91	9	<	<	100	0
Black	3	31	34	66	1	34	34	66	-	41	41	59
Hispanic	2	36	38	62	6	42	47	53	4	46	50	50
White	11	59	71	29	15	55	70	30	19	62	81	19
Multiple Races	4	49	53	47	7	47	53	47	8	54	62	38
Students with Disabilities	6	30	37	63	1	22	23	77	1	27	28	72
Students without Disabilities	5	44	49	51	8	47	55	45	9	54	63	37
Economically Disadvantaged	2	37	40	60	3	38	41	59	2	50	52	48
Not Economically Disadvantaged	12	53	65	35	13	51	64	36	17	50	67	33
English Learners	-	30	30	70	-	29	29	71	3	41	44	56
Homeless	-	7	7	93	-	21	21	79	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	-	40	40	60	-	30	30	70	<	<	<	<
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	6	46	52	48	5	46	51	49	8	44	52	48
Female	6	44	50	50	5	41	46	54	6	44	51	49
Male	7	47	53	47	6	49	55	45	10	44	53	47
Asian	<	<	<	<	<	<	<	<	33	42	75	25
Black	3	36	39	61	1	38	40	60	1	34	35	65
Hispanic	8	38	45	55	-	42	42	58	6	53	58	42
White	13	61	75	25	15	59	73	27	16	55	72	28
Multiple Races	2	51	53	47	-	47	47	53	11	46	57	43
Students with Disabilities	8	25	33	67	3	26	29	71	-	20	20	80
Students without Disabilities	6	48	54	46	6	49	55	45	9	48	58	42
Economically Disadvantaged	3	39	42	58	2	39	41	59	2	39	41	59
Not Economically Disadvantaged	12	57	69	31	12	60	72	28	17	52	69	31
English Learners	-	19	19	81	-	26	26	74	-	27	27	73
Homeless	-	31	31	69	-	10	10	90	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	1	29	30	70	2	31	33	67	2	24	26	74
Female	-	27	27	73	1	32	33	67	1	17	18	82
Male	2	32	34	67	2	31	34	66	4	29	33	67
American Indian	<	<	<	<					<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	19	19	81	-	17	17	83	-	17	17	83
Hispanic	-	30	30	70	2	35	37	63	-	24	24	76
Native Hawaiian									<	<	<	<
White	3	49	51	49	6	60	65	35	9	42	51	49
Multiple Races	-	41	41	59	-	32	32	68	2	20	22	78
Students with Disabilities	-	20	20	80	2	21	23	77	-	27	27	73
Students without Disabilities	1	31	32	68	2	33	35	65	3	23	26	74
Economically Disadvantaged	1	23	24	76	-	24	25	75	1	20	21	79
Not Economically Disadvantaged	2	47	49	51	5	46	51	49	7	35	42	58
English Learners	-	17	17	83	-	17	17	83	-	5	5	95
Homeless	-	9	9	91	-	23	23	77	-	6	6	94
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	1	38	39	61	1	38	39	61	2	32	34	66
Female	-	35	35	65	1	37	38	62	2	32	34	66
Male	1	41	42	58	2	39	40	60	2	32	34	66
Asian	<	<	<	<	<	<	<	<	-	50	50	50
Black	-	24	24	76	-	27	27	73	-	21	21	79
Hispanic	-	49	49	51	3	29	31	69	2	18	20	80
White	2	58	60	40	3	59	62	38	6	57	63	37
Multiple Races	2	26	28	72	-	53	53	48	-	27	27	73
Students with Disabilities	1	27	29	71	-	27	27	73	-	17	17	83
Students without Disabilities	1	40	41	59	2	40	41	59	2	34	36	64
Economically Disadvantaged	-	28	29	71	-	29	29	71	1	24	25	75
Not Economically Disadvantaged	2	58	60	40	3	56	60	40	4	46	49	51
English Learners	-	44	44	56	-	12	12	88	-	21	21	79
Homeless	-	40	40	60	-	13	13	87	-	9	9	91
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	4	39	43	57	2	46	49	51	2	44	47	53
Female	4	40	44	56	1	49	50	50	3	43	45	55
Male	5	38	43	57	3	44	47	53	2	46	48	52
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	28	28	72	-	35	35	65	-	33	34	66
Hispanic	4	34	38	62	4	48	52	48	4	44	47	53
White	11	59	69	31	5	63	68	32	6	61	67	33
Multiple Races	3	38	42	58	-	42	42	58	-	50	50	50
Students with Disabilities	2	22	24	76	1	26	27	73	1	24	26	74
Students without Disabilities	4	42	47	53	2	50	53	47	2	48	50	50
Economically Disadvantaged	2	32	34	66	-	36	36	64	1	36	37	63
Not Economically Disadvantaged	7	52	59	41	6	65	71	29	5	58	64	36
English Learners	-	22	22	78	-	46	46	54	-	30	30	70
Homeless	-	10	10	90	-	35	35	65	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	3	67	69	31	5	72	78	22	5	68	73	27
Female	3	72	74	26	5	73	78	22	4	71	75	25
Male	2	62	65	35	5	72	77	23	6	65	71	29
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	1	63	63	37	1	72	73	27	2	65	66	34
Hispanic	5	68	72	28	6	76	82	18	3	67	70	30
Native Hawaiian									<	<	<	<
White	4	71	76	24	12	73	85	15	10	72	82	18
Multiple Races	6	70	76	24	3	68	70	30	5	75	80	20
Students with Disabilities	-	38	38	62	-	53	53	47	4	42	45	55
Students without Disabilities	3	70	73	27	6	75	81	19	5	72	77	23
Economically Disadvantaged	1	63	64	36	3	73	76	24	1	66	67	33
Not Economically Disadvantaged	5	74	79	21	9	72	80	20	10	72	82	18
English Learners	-	70	70	30	-	74	74	26	-	69	69	31
Homeless	-	75	75	25	-	54	54	46	-	53	53	47
Military Connected	-	100	100	0	<	<	<	<	<	<	<	<
Foster Care	-	43	43	57	<	<	<	<	<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	27	34	66	3	28	31	69	4	31	36	64
Female	7	28	34	66	2	29	31	69	5	30	35	65
Male	7	27	33	67	4	27	31	69	3	33	37	63
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	14	14	86	-	14	14	86	-	15	15	85
Hispanic	<	<	<	<	-	30	30	70	<	<	<	<
Native Hawaiian	<	<	100	0
White	15	52	67	33	6	47	53	47	13	48	61	39
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	-	-	100	<	<	<	<	<	<	<	<
Students without Disabilities	8	32	39	61	3	30	33	67	5	32	37	63
Economically Disadvantaged	2	13	15	85	-	20	20	80	-	22	22	78
Not Economically Disadvantaged	12	42	53	47	7	39	46	54	10	42	52	48
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected					<	<	<	<	<	<	<	<
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	6	83	90	10	7	64	71	29	8	74	81	19
Female	4	85	89	11	8	65	73	28	9	75	85	15
Male	9	81	91	9	6	62	69	31	7	72	79	21
Asian	<	<	100	0					<	<	100	0
Black	3	71	74	26	5	54	59	41	4	66	70	30
Hispanic	<	<	100	0	-	82	82	18	13	75	88	13
White	8	85	93	7	7	67	73	27	8	79	87	13
Multiple Races	-	100	100	0	18	59	76	24	6	61	67	33
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	6	84	90	10	7	65	72	28	8	74	82	18
Economically Disadvantaged	9	72	81	19	8	60	67	33	5	68	73	27
Not Economically Disadvantaged	6	88	94	6	7	66	72	28	9	77	86	14
English Learners					<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
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									<	<	100	0
Female									<	<	100	0
Asian									<	<	100	0
Hispanic									<	<	100	0
Students without Disabilities									<	<	100	0
Economically Disadvantaged									<	<	100	0
Not Economically Disadvantaged									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	49	54	46	6	50	56	44	6	53	60	40
Female	4	49	53	47	4	49	54	46	4	53	57	43
Male	7	49	55	45	7	52	58	42	9	54	62	38
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	5	62	67	33	23	59	82	18	23	54	77	23
Black	2	35	37	63	2	40	42	58	3	43	46	54
Hispanic	7	44	51	49	3	51	54	46	4	47	51	49
Native Hawaiian	<	<	100	0					<	<	100	0
White	9	72	81	19	12	65	77	23	11	70	81	19
Multiple Races	6	44	50	50	4	50	54	46	7	53	60	40
Students with Disabilities	7	21	28	72	4	25	28	72	4	30	35	65
Students without Disabilities	5	53	58	42	6	54	60	40	7	56	63	37
Economically Disadvantaged	3	40	43	57	3	42	45	55	4	47	50	50
Not Economically Disadvantaged	9	63	72	28	10	64	74	26	10	63	73	27
English Learners	-	24	24	76	1	27	28	72	-	33	33	67
Homeless	-	22	22	78	-	22	22	78	3	24	28	72
Military Connected	-	48	48	52	4	74	78	22	-	60	60	40
Foster Care	6	29	34	66	-	48	48	52	-	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	9	43	52	48	11	43	54	46	11	41	52	48
Female	7	43	50	50	9	39	48	52	6	44	51	49
Male	11	43	54	46	13	46	58	42	15	39	54	46
Asian	<	<	<	<	<	<	<	<	42	33	75	25
Black	5	33	38	62	4	32	36	64	3	32	35	65
Hispanic	11	38	49	51	7	46	52	48	6	47	53	47
White	15	63	78	22	24	54	79	21	19	57	77	23
Multiple Races	9	42	51	49	6	56	62	38	19	35	54	46
Students with Disabilities	11	21	32	68	10	28	38	63	1	23	24	76
Students without Disabilities	9	46	55	45	11	45	56	44	13	45	57	43
Economically Disadvantaged	5	35	40	60	5	39	44	56	6	36	42	58
Not Economically Disadvantaged	17	58	75	25	23	50	74	26	18	51	69	31
English Learners	-	26	26	74	5	32	37	63	-	15	15	85
Homeless	-	31	31	69	-	5	5	95	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
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	4	39	43	57	2	43	45	55	3	44	47	53
Female	2	39	42	58	1	42	43	57	1	42	43	57
Male	6	39	45	55	2	45	47	53	5	46	51	49
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	23	24	76	-	28	28	72	1	31	31	69
Hispanic	5	30	36	64	-	42	42	58	3	29	33	67
White	8	72	80	20	5	65	70	30	6	68	75	25
Multiple Races	2	31	32	68	-	46	46	54	4	52	56	44
Students with Disabilities	6	19	25	75	-	19	19	81	6	25	31	69
Students without Disabilities	4	43	47	53	2	48	50	50	3	47	49	51
Economically Disadvantaged	2	27	29	71	1	32	33	67	1	33	34	66
Not Economically Disadvantaged	7	60	67	33	3	63	67	33	6	61	67	33
English Learners	-	16	16	84	-	25	25	75	-	19	19	81
Homeless	-	8	8	92	-	15	15	85	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	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	4	54	58	42	4	58	62	38	6	64	70	30
Female	3	55	59	41	3	59	62	38	6	61	67	33
Male	5	53	58	42	4	58	62	38	6	66	73	27
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	1	43	44	56	1	51	52	48	5	58	62	38
Hispanic	6	47	53	47	2	58	60	40	4	58	62	38
Native Hawaiian	<	<	100	0					<	<	100	0
White	7	71	78	22	7	71	78	22	10	76	85	15
Multiple Races	6	55	62	38	6	51	57	43	3	57	60	40
Students with Disabilities	4	18	21	79	2	26	28	72	8	33	42	58
Students without Disabilities	4	60	64	36	4	62	66	34	6	67	73	27
Economically Disadvantaged	1	50	51	49	2	50	52	48	4	61	65	35
Not Economically Disadvantaged	8	61	69	31	6	70	77	23	9	68	76	24
English Learners	-	31	31	69	-	21	21	79	-	53	53	47
Homeless	-	30	30	70	-	36	36	64	<	<	<	<
Military Connected	<	<	<	<	-	80	80	20	<	<	100	0
Foster Care	-	31	31	69	<	<	<	<	<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	18	18	82	-	30	30	70	13	20	33	67
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	-	31	31	69	<	<	<	<
Asian	<	<	<	<					<	<	100	0
Black	<	<	<	<	-	46	46	54	<	<	<	<
Hispanic	<	<	100	0					<	<	<	<
White	<	<	100	0	-	10	10	90	<	<	<	<
Multiple Races									<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	-	18	18	82	-	32	32	68	14	21	36	64
Economically Disadvantaged	<	<	<	<	-	46	46	54	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	10	10	90	<	<	<	<
English Learners									<	<	100	0
Homeless	<	<	<	<
Foster Care					<	<	<	<
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	3	66	69	31	6	64	70	30	4	70	74	26
Female	3	63	66	34	5	62	67	33	2	72	74	26
Male	4	69	73	27	8	65	73	27	5	68	73	27
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	1	46	47	53	1	58	59	41	1	58	59	41
Hispanic	-	90	90	10	4	63	67	33	-	57	57	43
White	6	83	89	11	12	74	86	14	8	81	89	11
Multiple Races	6	55	61	39	3	47	50	50	-	81	81	19
Students with Disabilities	3	23	27	73	-	24	24	76	-	46	46	54
Students without Disabilities	3	71	74	26	7	67	74	26	4	72	76	24
Economically Disadvantaged	3	56	59	41	5	55	59	41	1	65	66	34
Not Economically Disadvantaged	4	75	79	21	8	74	82	18	6	76	82	18
English Learners					<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
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	12	43	55	45	11	39	50	50	7	44	52	48
Female	11	46	57	43	10	38	48	52	7	43	49	51
Male	12	40	53	47	12	40	52	48	8	46	54	46
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	31	50	81	19	39	48	87	13	15	64	79	21
Black	5	34	39	61	3	31	35	65	3	33	36	64
Hispanic	11	46	57	43	9	43	52	48	3	44	48	52
Native Hawaiian	<	<	100	0					<	<	<	<
White	23	55	79	21	23	51	74	26	16	62	78	22
Multiple Races	11	51	62	38	9	41	50	50	4	49	53	47
Students with Disabilities	2	18	20	80	2	19	21	79	2	22	24	76
Students without Disabilities	13	47	60	40	12	42	55	45	8	47	55	45
Economically Disadvantaged	6	39	45	55	5	34	40	60	4	38	42	58
Not Economically Disadvantaged	21	52	73	27	22	49	70	30	13	56	68	32
English Learners	-	30	30	70	4	35	38	62	-	33	33	68
Homeless	3	29	32	68	1	15	16	84	-	27	27	73
Military Connected	10	45	55	45	23	54	77	23	13	54	67	33
Foster Care	-	25	25	75	7	24	30	70	-	29	29	71
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	-	24	24	76	-	25	25	75	6	47	52	48
Female	-	29	29	71	-	30	30	70	9	38	47	53
Male	-	20	20	80	-	20	20	80	2	56	58	42
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	14	14	86	-	25	25	75	9	40	48	52
Hispanic	-	50	50	50	-	20	20	80	-	50	50	50
White	-	17	17	83	-	25	25	75	-	67	67	33
Multiple Races	-	60	60	40	-	33	33	67	-	50	50	50
Students with Disabilities	-	6	6	94	-	16	16	84	10	24	33	67
Students without Disabilities	-	27	27	73	-	27	27	73	5	50	55	45
Economically Disadvantaged	-	20	20	80	-	24	24	76	7	43	50	50
Not Economically Disadvantaged	-	33	33	67	-	26	26	74	3	53	56	44
English Learners	<	<	<	<	-	8	8	92	-	44	44	56
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
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	9	49	58	42	7	46	53	47	7	56	63	37
Female	8	53	60	40	8	43	50	50	6	56	62	38
Male	11	45	56	44	7	49	56	44	9	55	64	36
American Indian					<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	3	40	44	56	4	38	42	58	4	46	50	50
Hispanic	9	45	53	47	7	58	64	36	4	66	70	30
White	19	62	81	19	14	61	75	25	19	63	82	18
Multiple Races	7	54	61	39	8	38	46	54	-	75	75	25
Students with Disabilities	3	27	30	70	3	21	24	76	4	34	38	62
Students without Disabilities	10	52	62	38	8	50	58	42	8	59	67	33
Economically Disadvantaged	5	43	48	52	4	41	45	55	4	51	56	44
Not Economically Disadvantaged	17	60	77	23	13	56	69	31	13	64	76	24
English Learners	-	41	41	59	4	48	52	48	-	67	67	33
Homeless	-	60	60	40	-	15	15	85	-	50	50	50
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	-	13	13	87	-	8	8	92	7	23	29	71
Female	-	14	14	86	-	8	8	92	-	28	28	72
Male	-	11	11	89	-	8	8	92	14	17	31	69
Asian									<	<	<	<
Black	-	6	6	94	-	4	4	96	7	20	27	73
Hispanic	-	30	30	70	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	<	<
White	-	28	28	72	-	19	19	81	10	25	35	65
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	8	31	38	62
Students without Disabilities	-	12	12	88	-	9	9	91	6	22	28	72
Economically Disadvantaged	-	11	11	89	-	5	5	95	5	21	27	73
Not Economically Disadvantaged	-	16	16	84	-	17	17	83	8	25	33	67
English Learners	<	<	<	<					<	<	<	<
Homeless					<	<	<	<	<	<	<	<
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	22	72	93	7	12	83	95	5	4	44	48	52
Female	25	71	96	4	7	90	97	3	3	38	42	58
Male	18	73	91	9	17	78	94	6	5	50	55	45
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	7	79	86	14
Black	<	<	<	<	<	<	<	<	1	23	23	77
Hispanic					<	<	<	<	2	30	32	68
Native Hawaiian	<	<	100	0
White	18	76	94	6	11	87	98	2	10	71	81	19
Multiple Races	<	<	100	0	<	<	100	0	-	46	46	54
Students with Disabilities	<	<	<	<	<	<	<	<	-	19	19	81
Students without Disabilities	22	73	96	4	13	86	98	2	5	47	51	49
Economically Disadvantaged	25	58	83	17	17	67	83	17	1	31	32	68
Not Economically Disadvantaged	21	76	97	3	10	90	100	0	8	62	69	31
English Learners									-	26	26	74
Homeless	<	<	<	<					<	<	<	<
Military Connected	<	<	100	0					<	<	<	<
Foster Care									<	<	<	<
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	11	45	56	44	12	41	53	48	6	40	47	53
Female	10	48	58	42	10	40	50	50	6	42	48	52
Male	11	43	54	46	13	42	55	45	7	38	45	55
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	3	35	39	61	3	32	34	66	1	30	31	69
Hispanic	11	62	73	27	12	43	55	45	4	35	39	61
White	22	57	80	20	26	53	79	21	17	61	78	22
Multiple Races	14	45	59	41	9	42	52	48	7	38	45	55
Students with Disabilities	3	9	12	88	2	19	21	79	2	15	17	83
Students without Disabilities	12	51	63	37	13	44	57	43	7	43	50	50
Economically Disadvantaged	6	40	45	55	5	35	40	60	3	31	34	66
Not Economically Disadvantaged	21	55	76	24	24	52	76	24	13	56	69	31
English Learners	<	<	<	<	-	30	30	70	-	4	4	96
Homeless	<	<	<	<	3	19	23	77	-	10	10	90
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	10	20	30	70	<	<	<	<
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	18	43	61	39	14	36	51	49	12	42	54	46
Female	17	45	62	38	13	35	48	52	13	41	54	46
Male	20	40	60	40	16	38	54	46	12	42	54	46
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	44	44	89	11	<	<	100	0
Black	10	37	47	53	5	31	36	64	4	32	36	64
Hispanic	19	36	55	45	12	33	45	55	8	47	55	45
White	37	49	85	15	29	44	72	28	27	53	79	21
Multiple Races	11	57	69	31	11	41	52	48	10	41	51	49
Students with Disabilities	-	23	23	77	2	19	21	79	-	14	14	86
Students without Disabilities	20	45	65	35	16	39	55	45	14	46	60	40
Economically Disadvantaged	10	41	51	49	7	34	41	59	6	39	45	55
Not Economically Disadvantaged	34	46	80	20	29	41	70	30	24	46	70	30
English Learners	-	28	28	72	8	38	46	54	-	47	47	53
Homeless	8	31	38	62	-	9	9	91	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	5	21	26	74	<	<	<	<
< = 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	14	31	22
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	343	350	356
Kindergarten	621	574	516
Grade 1	581	627	583
Grade 2	567	572	613
Grade 3	582	547	577
Grade 4	563	586	539
Grade 5	563	560	553
Grade 6	550	546	557
Grade 7	554	540	539
Grade 8	581	556	537
Grade 9	636	657	618
Grade 10	675	594	600
Grade 11	540	576	568
Grade 12	547	510	547
Post Graduate	6	19	-
Total Enrollment	7,909	7,814	7,703

< = 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	7909	7814	7703
Female	3817	3763	3768
Male	4092	4051	3935
American Indian	19	18	15
Asian	103	125	107
Black	3890	3816	3757
Hispanic	632	692	761
Native Hawaiian	2	1	2
White	2477	2367	2274
Multiple Races	786	795	787
Students with Disabilities	1128	1088	1146
Students without Disabilities	6781	6726	6557
Economically Disadvantaged	4984	5088	5106
Not Economically Disadvantaged	2925	2726	2597
English Learners	288	342	418
Not English Learners	7621	7472	7285
Homeless	118	124	111
Military Connected	98	84	74
Foster Care	146	113	55
< = 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	5,625	1,859	5,727	1,677	5,309	1,966
Female	2,705	916	2,766	805	2,577	976
Male	2,920	943	2,961	872	2,732	990
American Indian	9	5	9	9	7	7
Asian	95	12	95	17	89	10
Black	2,680	972	2,673	902	2,420	1,076
Hispanic	435	188	523	153	532	197
Native Hawaiian	<	<	<	<	<	<
White	1,874	474	1,875	401	1,757	433
Multiple Races	531	207	551	195	501	243
Students with Disabilities	670	324	700	301	700	334
Economically Disadvantaged	3,344	1,485	3,392	1,334	2,988	1,570
English Learners	226	71	301	60	320	113
Homeless	83	102	80	96	61	78
< = 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 2025: 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 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	215	269	11	27	43	42
	State	51325	41797	1944	889	5197	1395
Female	Division	103	133	1	10	12	18
	State	27479	18568	644	302	1991	571
Male	Division	112	136	10	17	31	24
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	9	2	0	0	1	0
	State	6138	1603	96	15	116	44
Black	Division	61	161	5	12	23	30
	State	8492	10859	649	192	1064	555
Hispanic	Division	24	28	2	1	6	4
	State	7732	9780	323	169	2618	361
White	Division	101	58	3	12	11	5
	State	25572	16963	766	433	1201	364
Multiple Races	Division	20	19	1	2	2	3
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	1	30	11	3	14	8
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	61	177	4	22	26	27
	State	12384	21564	1091	503	2612	961
English Learners	Division	5	16	0	0	4	2
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	0	<
	State	201	818	47	19	231	71
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
Foster Care	Division	1	2	0	1	5	2
	State	29	189	26	15	71	26
< = 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	607	495	82	535	88	43	7
Female	277	237	86	253	91	12	4
Male	330	258	78	282	86	31	9
American Indian	<	<	100	<	100	0	0
Asian	12	11	92	11	92	1	8
Black	292	227	78	248	85	23	8
Hispanic	65	54	83	57	88	6	9
White	190	162	85	174	92	11	6
Multiple Races	47	40	85	44	94	2	4
Students with Disabilities	67	42	63	50	75	14	21
Economically Disadvantaged	317	242	76	274	86	26	8
English Learners	27	21	78	23	85	4	15
Homeless	<	<	<	<	<	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	11	3	27	4	36	5	46
< = 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	494 / 20.6%	552 / 23.62%	559 / 23.96%
Advanced Placement Course Enrollment	494 / 20.6%	552 / 23.62%	559 / 23.96%
Dual Enrollment	217 / 9.05%	128 / 5.48%	126 / 5.4%
Governor's School Enrollment	56 / 2.34%	55 / 2.35%	52 / 2.23%
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 Students	Division	476	302	37
	State	87,947	58,787	33
Female	Division	252	167	34
	State	44,125	32,246	27
Male	Division	224	135	40
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	210	124	41
	State	18,153	10,957	40
Hispanic	Division	28	14	50
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	186	129	31
	State	44,455	30,645	31
Multiple Races	Division	40	26	35
	State	4,837	3,237	33
Students with Disabilities	Division	36	15	58
	State	8,632	3,934	54
Economically Disadvantaged	Division	223	111	50
	State	30,889	16,128	48
English Learners	Division	13	<	100
	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	60	34	24
	State	3,844	3,577	3,225
State Licensures	Division	17	11	14
	State	1,573	2,069	2,206
Industry Certification	Division	704	624	482
	State	100,965	101,956	105,973
Workplace Readiness	Division	105	32	52
	State	41,819	35,066	38,829
Total Credentials Earned	Division	886	701	572
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	797	583	519
	State	118,467	115,609	120,035
CTE Completers	Division	113	116	93
	State	46,028	48,643	51,357
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

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	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	58.3	55.1	58.3

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	$5,114	$7,694	$2,605
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,050	$8,486	$3,620
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,798	$9,030	$4,196
	State	$8,420	$7,464	$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	2,732
Behaviors related to School Operations	2,652
Relationship Behaviors without Physical Harm	2,849
Behaviors of a Safety Concern	1,887
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	421
Behaviors used to determine Persistently Dangerous Schools	4

< = 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	2024-2025
In-School Suspension	3,503	2,805	3,077
Out-of-School Suspension	2,217	2,173	645
Explusion and Alternative Placement	1	0	0
Referral to Law Enforcement	275	114	142
Bus Suspension	13	57	23

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	98.7	100	100
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	38	44.2	45.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	64.2	67.6	67.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

10.58 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.83 : 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	47%	46%	1%	6%
2023-2024	43%	46%	1%	10%
2024-2025	40%	44%	1%	15%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	59%	81%	88%
Asian	83%	91%	88%
Black	46%	73%	88%
Hispanic	54%	73%	88%
White	81%	86%	88%
Multiple Races	61%	84%	88%
Economically Disadvantaged	50%	73%	88%
English Learners	36%	67%	88%
Students with Disabilities	32%	64%	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	Annual Target	Long-Term Goal
All Students	56%	76%	85%
Asian	82%	90%	85%
Black	42%	67%	85%
Hispanic	55%	68%	85%
White	76%	82%	85%
Multiple Races	55%	79%	85%
Economically Disadvantaged	46%	67%	85%
English Learners	46%	64%	85%
Students with Disabilities	29%	61%	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	58%
Asian	77%
Black	43%
Hispanic	53%
White	81%
Multiple Races	61%
Economically Disadvantaged	46%
English Learners	31%
Students with Disabilities	30%

< = 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	79%	84%	84%
Asian	100%	90%	84%
Black	76%	83%	84%
Hispanic	78%	83%	84%
White	83%	86%	84%
Multiple Races	83%	89%	84%
Economically Disadvantaged	76%	83%	84%
English Learners	77%	80%	84%
Students with Disabilities	46%	79%	84%
Homeless	<	-	-
Foster Care	38%	-	-

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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	46%	56%	58%
English Learner Proficiency	12%	-	-

< = 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	112	243	46%
English Learner Proficiency	44	353	12%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97.3%	-	97.5%	-	95.9%	-
Asian	98.1%	-	98.2%	-	100%	-
Black	97.4%	-	97.5%	-	95.1%	-
Hispanic	98.4%	-	98.2%	-	97%	-
White	96.5%	-	97.2%	-	96.4%	-
Multiple Races	97.6%	-	97.4%	-	96.7%	-
Economically Disadvantaged	97.4%	-	97.5%	-	95.5%	-
Not Economically Disadvantaged	97%	-	97.4%	-	96.5%	-
English Learners	98.7%	-	99.2%	-	97%	-
Students with Disabilities	92.6%	-	93.1%	-	89.9%	-
Students without Disabilities	98%	-	98.2%	-	96.8%	-
Female	98.2%	-	98.3%	-	96.9%	-
Male	96.3%	-	96.7%	-	95%	-

< = 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).

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

Lynchburg City 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

Summary

Summary

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

Summary

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 2025: 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