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Martinsville City Public Schools

General school information

Division: Martinsville City Public Schools
Division Number: 116
Address: 746 Indian Trail Martinsville, VA 24112-5548
Superintendent: Dr. Zebedee Talley
Region: 6
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Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

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Enrollment

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Finance

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School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

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

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 3 59 63 37 5 56 61 39 4 62 66 34
Female 3 59 63 37 6 58 63 37 4 64 68 32
Male 3 59 62 38 5 55 60 40 4 61 64 36
Asian < < < < < < < < < < < <
Black 2 56 58 42 3 55 58 42 2 59 62 38
Hispanic 5 66 71 29 7 54 61 39 6 62 69 31
Native Hawaiian < < < < < < < < < < < <
White 5 67 72 28 11 64 74 26 7 71 78 22
Multiple Races 2 50 52 48 5 50 55 45 2 67 69 31
Students with Disabilities 1 47 49 51 2 39 40 60 1 43 44 56
Students without Disabilities 4 61 65 35 6 59 65 35 4 65 70 30
Economically Disadvantaged 3 56 59 41 5 56 61 39 3 61 65 35
Not Economically Disadvantaged 4 70 74 26 7 57 64 36 5 65 70 30
English Learners 5 55 60 40 1 41 43 57 1 53 54 46
Homeless < < < < - 23 23 77 - 33 33 67
Military Connected 9 55 64 36 < < < < < < < <
Foster Care < < < < < < < < < < < <
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 5 53 58 43 3 51 54 46 2 63 65 35
Female 6 60 66 34 4 49 53 47 1 61 62 38
Male 4 44 47 53 3 53 55 45 2 66 68 32
Black 2 55 56 44 1 50 51 49 1 59 60 40
Hispanic 12 35 47 53 8 38 46 54 - 65 65 35
White 12 62 73 27 6 72 78 22 4 75 79 21
Multiple Races - 50 50 50 < < < < < < < <
Students with Disabilities 4 30 35 65 - 45 45 55 6 33 39 61
Students without Disabilities 5 58 63 37 4 52 56 44 1 68 69 31
Economically Disadvantaged 2 51 53 47 3 48 51 49 - 59 59 41
Not Economically Disadvantaged 20 60 80 20 3 62 66 34 5 73 78 23
English Learners 13 38 50 50 - 45 45 55 - 63 63 38
Homeless < < < < < < < <
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 50 55 45 5 47 52 48 5 55 60 40
Female 2 41 42 58 7 52 59 41 8 58 66 34
Male 8 60 68 32 3 40 43 57 3 53 56 44
Asian < < 100 0 < < 100 0
Black 3 49 52 48 5 38 42 58 3 49 51 49
Hispanic 9 50 59 41 - 47 47 53 13 50 63 38
White 8 62 69 31 13 63 77 23 5 79 84 16
Multiple Races < < < < - 54 54 46 < < < <
Students with Disabilities - 28 28 72 - 34 34 66 - 23 23 77
Students without Disabilities 6 54 60 40 7 50 57 43 6 63 69 31
Economically Disadvantaged 5 47 52 48 4 48 51 49 5 52 57 43
Not Economically Disadvantaged 5 68 74 26 13 42 54 46 5 63 68 32
English Learners 12 47 59 41 - 33 33 67 5 63 68 32
Foster Care < < < <
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 2 47 49 51 5 61 66 34 4 56 61 39
Female - 53 53 47 2 56 58 42 4 64 69 31
Male 4 40 44 56 8 65 73 27 4 46 50 50
Black - 40 40 60 1 59 60 40 2 50 52 48
Hispanic 5 65 70 30 5 76 81 19 - 65 65 35
Native Hawaiian < < < <
White 4 52 56 44 14 64 79 21 13 63 77 23
Multiple Races < < < < < < < < - 64 64 36
Students with Disabilities - 27 27 73 - 30 30 70 - 40 40 60
Students without Disabilities 2 50 52 48 6 67 73 27 5 60 65 35
Economically Disadvantaged 1 47 48 52 1 66 67 33 2 51 53 47
Not Economically Disadvantaged 4 48 52 48 21 38 58 42 11 74 85 15
English Learners - 50 50 50 9 55 64 36 - 46 46 54
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 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 6 58 64 36 8 51 59 41 8 63 70 30
Female 6 58 65 35 9 54 62 38 4 66 70 30
Male 6 58 64 36 7 48 56 44 11 59 70 30
Asian < < 100 0
Black 6 49 56 44 4 50 54 46 5 62 67 33
Hispanic 10 81 90 10 17 48 65 35 9 61 70 30
White 4 71 75 25 11 63 74 26 13 73 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 56 61 39 - 33 33 67 - 42 42 58
Students without Disabilities 6 59 65 35 9 54 63 37 9 66 75 25
Economically Disadvantaged 6 54 60 40 9 51 60 40 6 68 73 27
Not Economically Disadvantaged 4 77 81 19 4 54 58 42 13 47 60 40
English Learners < < < < - 30 30 70 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 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 - 23 23 77 - 35 35 65 - 23 23 77
Female - 22 22 78 - 39 39 61 - 22 22 78
Male - 23 23 77 - 33 33 67 - 24 24 76
Black - 19 19 81 - 33 33 67 - 24 24 76
Hispanic - 30 30 70 - 53 53 47 - 28 28 72
White - 35 35 65 - 33 33 67 - 14 14 86
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 18 18 82 - 31 31 69 - 38 38 63
Students without Disabilities - 24 24 76 - 36 36 64 - 21 21 79
Economically Disadvantaged - 19 19 81 - 34 34 66 - 23 23 77
Not Economically Disadvantaged - 50 50 50 - 42 42 58 - 24 24 76
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 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 3 83 86 14 7 71 78 22 6 80 86 14
Female 5 85 90 10 6 81 86 14 9 82 92 8
Male 1 81 83 17 7 65 72 28 3 77 81 19
Asian < < 100 0 < < 100 0
Black 1 83 84 16 4 77 81 19 4 80 84 16
Hispanic - 91 91 9 11 63 74 26 9 74 83 17
White 7 81 88 12 16 60 76 24 7 87 93 7
Multiple Races 10 60 70 30 - 60 60 40 8 75 83 17
Students with Disabilities - 77 77 23 - 50 50 50 - 67 67 33
Students without Disabilities 4 84 88 12 8 75 82 18 7 82 88 12
Economically Disadvantaged 3 83 86 14 6 71 77 23 7 79 86 14
Not Economically Disadvantaged 2 83 85 15 8 73 80 20 4 81 85 15
English Learners - 88 88 13 - 50 50 50 - 62 62 38
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 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 - 74 74 26 - 63 63 37 3 86 90 10
Female - 74 74 26 - 63 63 38 - 93 93 7
Male - 75 75 25 - 63 63 37 7 79 86 14
Asian < < 100 0 < < 100 0
Black - 70 70 30 - 65 65 35 - 92 92 8
Hispanic < < < < < < < < < < < <
White < < 100 0 < < < < 9 91 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 74 74 26 - 65 65 35 4 89 93 7
Economically Disadvantaged - 76 76 24 - 59 59 41 6 94 100 0
Not Economically Disadvantaged - 71 71 29 < < < < - 75 75 25
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 4 72 76 24 11 75 86 14 2 79 81 19
Female 3 75 78 22 13 70 83 17 4 81 84 16
Male 5 70 75 25 9 79 88 12 - 78 78 22
Asian < < 100 0 < < < < < < < <
Black 4 71 76 24 14 75 89 11 - 78 78 22
Hispanic - 75 75 25 - 60 60 40 11 89 100 0
White - 73 73 27 10 86 95 5 - 79 79 21
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 - 70 70 30
Students without Disabilities 4 74 78 22 11 74 85 15 2 80 82 18
Economically Disadvantaged 3 76 79 21 15 78 93 7 1 81 82 18
Not Economically Disadvantaged 6 61 67 33 5 68 73 27 3 76 79 21
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0
Military Connected < < 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
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 3 50 53 47 3 47 50 50 5 53 58 42
Female 2 52 55 45 1 47 48 52 7 52 59 41
Male 3 48 51 49 5 47 52 48 3 54 56 44
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 1 46 48 52 2 42 44 56 3 46 49 51
Hispanic 3 54 56 44 4 43 46 54 - 60 60 40
Native Hawaiian < < < <
White 5 56 61 39 8 67 74 26 14 64 78 22
Multiple Races - 57 57 43 - 46 46 54 9 55 64 36
Students with Disabilities 3 30 33 67 - 25 25 75 4 36 40 60
Students without Disabilities 2 54 56 44 4 51 54 46 5 56 61 39
Economically Disadvantaged 3 48 51 49 2 45 48 52 4 49 54 46
Not Economically Disadvantaged 2 55 58 42 6 53 58 42 6 62 67 33
English Learners 3 26 29 71 - 32 32 68 4 26 30 70
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 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 6 44 50 50 4 57 61 39 11 47 58 42
Female 6 46 51 49 - 54 54 46 16 45 61 39
Male 5 42 47 53 8 60 68 32 4 50 54 46
Black 4 36 40 60 1 56 57 43 5 47 53 47
Hispanic 10 55 65 35 10 62 71 29 - 53 53 47
Native Hawaiian < < < <
White 8 60 68 32 7 64 71 29 27 43 70 30
Multiple Races < < < < < < < < 20 50 70 30
Students with Disabilities 7 20 27 73 - 35 35 65 10 30 40 60
Students without Disabilities 6 47 53 47 5 62 67 33 11 51 62 38
Economically Disadvantaged 5 44 49 51 2 57 59 41 9 42 51 49
Not Economically Disadvantaged 8 44 52 48 13 58 71 29 19 63 81 19
English Learners 8 33 42 58 - 64 64 36 - 31 31 69
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 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 2 53 55 45 4 39 43 57 1 51 52 48
Female 2 49 51 49 2 41 42 58 - 53 53 47
Male 2 55 58 42 5 38 44 56 1 50 51 49
Black 1 47 48 52 3 31 34 66 1 39 40 60
Hispanic - 71 71 29 - 33 33 67 - 65 65 35
White 6 58 65 35 11 67 78 22 - 82 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 32 32 68 - - - 100 - 50 50 50
Students without Disabilities 3 57 60 40 4 43 48 53 1 52 53 47
Economically Disadvantaged 2 50 51 49 4 35 39 61 1 48 49 51
Not Economically Disadvantaged 3 65 68 32 4 58 63 38 - 59 59 41
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
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 1 51 52 48 3 80 83 17 4 67 71 29
Female - 59 59 41 4 71 75 25 4 67 71 29
Male 1 45 46 54 3 88 91 9 4 67 71 29
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 51 51 49 3 81 84 16 3 58 61 39
Hispanic - 42 42 58 < < < < - 88 88 13
White 3 54 56 44 7 93 100 0 11 79 89 11
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 32 32 68 < < < < - 23 23 77
Students without Disabilities 1 54 55 45 4 82 86 14 5 74 78 22
Economically Disadvantaged 1 50 51 49 2 81 84 16 4 65 70 30
Not Economically Disadvantaged - 54 54 46 6 76 82 18 3 71 74 26
English Learners - 13 13 88 < < < < < < < <
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 - 67 67 33 - 19 19 81 - 17 17 83
Female < < < < - 24 24 76 < < < <
Male < < < < - 16 16 84 - 18 18 82
Asian < < < <
Black < < < < - 16 16 84 < < < <
Hispanic < < < < - 8 8 92 < < < <
White - 40 40 60 < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities - 25 25 75 < < < <
Students without Disabilities - 67 67 33 - 18 18 82 - 19 19 81
Economically Disadvantaged - 70 70 30 - 18 18 82 - 17 17 83
Not Economically Disadvantaged < < < < - 23 23 77 < < < <
English Learners < < < < < < < < < < < <
Chemistry 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

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 10 43 53 47 12 39 51 49 8 51 60 40
Female 9 47 56 44 10 37 46 54 9 50 60 40
Male 11 40 50 50 15 41 55 45 7 52 59 41
Black 7 41 47 53 8 37 45 55 8 47 55 45
Hispanic 18 48 65 35 13 49 62 38 9 51 60 40
Native Hawaiian < < < <
White 16 47 62 38 27 39 65 35 11 60 72 28
Multiple Races - 43 43 57 10 33 43 57 - 61 61 39
Students with Disabilities 4 20 24 76 2 21 23 77 3 27 30 70
Students without Disabilities 11 47 58 42 14 42 56 44 9 55 64 36
Economically Disadvantaged 9 43 52 48 11 38 49 51 5 51 56 44
Not Economically Disadvantaged 15 43 57 43 18 40 58 42 18 51 69 31
English Learners 17 33 50 50 11 32 42 58 - 26 26 74
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < < < < < <
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 - 6 6 94 - 6 6 94 - - - 100
Female - 9 9 91 < < < < < < < <
Male - 4 4 96 - 10 10 90 < < < <
Black - - - 100 < < < < < < < <
Hispanic < < < < < < < < < < < <
White < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 8 8 92 - 9 9 91 < < < <
Economically Disadvantaged - 7 7 93 - 7 7 93 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < < < < < < < < < <
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 < < < < - - - 100 < < < <
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < <
White < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
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 10 57 68 32 14 43 58 42 9 63 72 28
Female 13 55 67 33 14 42 56 44 10 62 72 28
Male 9 59 68 32 15 44 59 41 8 65 72 28
Black 8 55 63 37 6 41 47 53 8 56 64 36
Hispanic 7 67 73 27 7 60 67 33 14 73 86 14
White 17 59 76 24 43 39 82 18 9 77 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 - 15 15 85 10 40 50 50
Students without Disabilities 12 61 74 26 16 46 62 38 9 66 74 26
Economically Disadvantaged 8 58 67 33 13 42 55 45 5 62 67 33
Not Economically Disadvantaged 18 54 71 29 20 48 68 32 18 68 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 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 13 39 53 47 13 42 55 45 9 43 52 48
Female 8 48 56 44 7 36 42 58 10 43 52 48
Male 19 29 48 52 19 48 67 33 8 43 51 49
Black 7 37 44 56 11 38 49 51 9 40 49 51
Hispanic 32 42 74 26 19 48 67 33 6 35 41 59
Native Hawaiian < < < <
White 21 47 68 32 7 57 64 36 15 50 65 35
Multiple Races < < < < < < < < - 55 55 45
Students with Disabilities 17 8 25 75 5 35 40 60 - 24 24 76
Students without Disabilities 13 43 56 44 14 43 58 42 11 46 57 43
Economically Disadvantaged 12 39 51 49 11 42 53 47 5 42 47 53
Not Economically Disadvantaged 17 42 58 42 21 42 63 38 24 44 68 32
English Learners 25 33 58 42 18 36 55 45 - 31 31 69
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < <
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
Black < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
Geography 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

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

2022-20232023-20242024-2025
Division391
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-kindergarten107114110
Kindergarten115123132
Grade 1131116127
Grade 2137137119
Grade 3120129136
Grade 4118121121
Grade 5125120121
Grade 6132121121
Grade 7127135124
Grade 8134133142
Grade 9156142143
Grade 10159144122
Grade 11130147133
Grade 12119125142
Total Enrollment1,8101,8071,793

< = 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 Students181018071793
Female879870869
Male931937924
American Indian455
Asian181712
Black105610761031
Hispanic269267313
Native Hawaiian311
White347329334
Multiple Races11311297
Students with Disabilities219242247
Students without Disabilities159115651546
Economically Disadvantaged137213371252
Not Economically Disadvantaged438470541
English Learners176161185
Not English Learners163416461608
Homeless8129
Military Connected121111
Foster Care10108
< = 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 Students1,4033031,3453551,412259
Female694136650168693124
Male709167695187719135
American Indian<<<<<<
Asian162143101
Black814170793216806148
Hispanic210382153526035
Native Hawaiian<<<<<<
White267692437126059
Multiple Races912376297215
Students with Disabilities172541854818743
Economically Disadvantaged1,0802561,010306962210
English Learners150201442516617
Homeless5161521179
< = 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 56 60 4 0 13 4
State 50354 39349 1875 907 4438 1716
Female Division 34 27 0 0 6 0
State 27408 17323 610 350 1645 701
Male Division 22 33 4 0 7 4
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 32 42 2 0 3 3
State 8111 10540 640 225 1119 707
Hispanic Division 6 9 0 0 5 0
State 7130 8367 270 133 1858 359
White Division 16 5 1 0 4 1
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < < <
State 3012 2256 97 62 170 106
Students with Disabilities Division 0 7 4 0 2 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 30 48 2 0 5 3
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < < <
State 1583 4224 267 26 1427 150
Homeless Division < < < < 0 <
State 197 699 48 29 170 78
< = 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 Students13712088120881310
Female676191619169
Male7059845984710
American Indian<<100<10000
Asian<<100<10000
Black827693769334
Hispanic2015751575525
White2722822282415
Multiple Races<<<<<<<
Students with Disabilities1311851185215
Economically Disadvantaged888091809156
English Learners<<<<<<<
Homeless<<<<<00
< = 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 Taken - - -
Advanced Placement Course Enrollment161 / 28.55%245 / 43.91%124 / 22.96%
Dual Enrollment95 / 16.84%108 / 19.35%106 / 19.63%
Governor's School Enrollment21 / 3.72%25 / 4.48%23 / 4.26%
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 StudentsDivision1188231
State87,94758,78733
FemaleDivision564225
State44,12532,24627
MaleDivision624035
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision755231
State18,15310,95740
HispanicDivision13<100
State12,8667,34843
WhiteDivision201715
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision<<100
State8,6323,93454
Economically DisadvantagedDivision885933
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
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 LicensuresDivision214
 State1,5732,0692,206
Industry CertificationDivision14765135
 State100,965101,956105,973
Workplace ReadinessDivision128133110
 State41,81935,06638,829
Total Credentials EarnedDivision277199249
 State148,201142,668150,233
Students Earning One or More CredentialsDivision214170196
 State118,467115,609120,035
CTE CompletersDivision118120105
 State46,02848,64351,126
NOCTI AssessmentsDivision---
 State3,8443,5773,225
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

< = 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

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$2,811$9,667$3,370
State$7,134$6,454$1,936
2022-2023Division$3,229$10,678$4,063
State$7,803$6,956$1,918
2023-2024Division$3,285$12,010$4,571
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 Progress17
Behaviors related to School Operations135
Relationship Behaviors without Physical Harm143
Behaviors of a Safety Concern160
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others29
Behaviors used to determine Persistently Dangerous Schools2

< = 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 269 146
Out-of-School Suspension 289 269
Explusion and Alternative Placement 0 12
Referral to Law Enforcement 0 9
Bus Suspension 24 16

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 100100100
< = 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 5558.760.3
< = 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 71.97778.8
< = 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

11.19 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

10.7 : 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
2022-202347%45%1%7%
2023-202448%44%1%7%
2024-202551%43%1%5%
< = 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 Students64%63%79%88%
Asian<83%91%88%
Black59%57%68%88%
Hispanic65%66%68%88%
White81%79%85%88%
Multiple Races64%62%83%88%
Economically Disadvantaged62%61%68%88%
English Learners53%58%60%88%
Students with Disabilities40%38%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 Students60%61%74%85%
Asian<82%90%85%
Black55%55%61%85%
Hispanic64%70%63%85%
White76%73%81%85%
Multiple Races54%56%77%85%
Economically Disadvantaged58%58%62%85%
English Learners61%67%58%85%
Students with Disabilities44%41%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 Students47%
Asian<
Black40%
Hispanic47%
White74%
Multiple Races39%
Economically Disadvantaged44%
English Learners57%
Students with Disabilities25%

< = 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 Students83%84%84%
Asian<90%84%
Black89%83%84%
Hispanic75%83%84%
White75%86%84%
Multiple Races<89%84%
Economically Disadvantaged87%82%84%
English Learners58%77%84%
Students with Disabilities47%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 Students21%19%12%10%
Asian18%14%10%10%
Black21%19%12%10%
Hispanic14%15%12%10%
White23%22%12%10%
Multiple Races28%24%12%10%
Economically Disadvantaged23%21%13%10%
English Learners15%13%12%10%
Students with Disabilities21%22%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 Progress60%54%58%
English Learner Proficiency7%--

< = 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 Progress549060%
English Learner Proficiency91307%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian<<<<<<
Black99%1%100%-100%-
Hispanic100%-100%-98%2%
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-97%3%
Students with Disabilities100%-100%-100%-
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male99%1%100%-100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students71%74%
Asian<<
Black65%71%
Hispanic79%81%
White81%81%
Multiple Races76%70%
Economically Disadvantaged70%74%
English Learners71%76%
Students with Disabilities54%54%

< = 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

Martinsville 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.

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