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Mecklenburg County Public Schools

General school information

Division: Mecklenburg County Public Schools
Division Number: 58
Address: 175 Mayfield Drive Boydton, VA 23917
Superintendent: Dr. Scott Worner
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

Accreditation Status Performance Level Framework Score
Elementary Schools
Chase City ElementaryFully AccreditedOff Track78.2
Clarksville ElementaryFully AccreditedOn Track87.6
LaCrosse Elementary Fully AccreditedOn Track86.7
South Hill ElementaryFully AccreditedOn Track80.8
Middle Schools
Mecklenburg County MiddleFully AccreditedOn Track83.1
High Schools
Mecklenburg County HighFully AccreditedDistinguished103.9

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 49 57 43 10 63 73 27 11 60 71 29
Female 10 55 65 35 10 70 79 21 15 60 76 24
Male 6 42 48 52 10 58 68 32 7 59 67 33
Asian < < < < < < 100 0
Black 2 41 43 57 6 54 60 40 3 58 61 39
Hispanic 6 66 72 28 24 65 88 12 - 67 67 33
White 14 53 67 33 12 71 83 17 19 58 77 23
Multiple Races - 52 52 48 < < < < 8 77 85 15
Students with Disabilities - 13 13 87 - 37 37 63 - 17 17 83
Students without Disabilities 9 52 61 39 11 67 78 22 13 66 79 21
Economically Disadvantaged 4 44 47 53 5 60 65 35 3 60 63 37
Not Economically Disadvantaged 13 55 69 31 15 66 82 18 18 59 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 67 33 10 63 73 27 11 60 71 29
Female 13 62 75 25 10 70 79 21 15 60 76 24
Male 7 53 59 41 10 58 68 32 7 59 67 33
Asian < < 100 0 < < 100 0
Black 3 56 58 42 6 54 60 40 3 58 61 39
Hispanic 11 74 84 16 24 65 88 12 - 67 67 33
White 17 54 70 30 12 71 83 17 19 58 77 23
Multiple Races - 75 75 25 < < < < 8 77 85 15
Students with Disabilities - 18 18 82 - 37 37 63 - 17 17 83
Students without Disabilities 11 60 71 29 11 67 78 22 13 66 79 21
Economically Disadvantaged 5 55 59 41 5 60 65 35 3 60 63 37
Not Economically Disadvantaged 16 60 76 24 15 66 82 18 18 59 78 22
English Learners < < < < < < < <
Homeless < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

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

2022-20232023-20242024-2025
Division2911
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-kindergarten217213186
Kindergarten342295318
Grade 1281326282
Grade 2290285312
Grade 3273288299
Grade 4281272287
Grade 5251287264
Grade 6279253291
Grade 7280278257
Grade 8315285271
Grade 9311330287
Grade 10302293319
Grade 11277257280
Grade 12274276254
Total Enrollment3,9733,9383,907

< = 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 Students397339383907
Female192319111893
Male205020272014
American Indian424
Asian353038
Black164816651606
Hispanic208253281
Native Hawaiian22-
White183317371719
Multiple Races243249259
Students with Disabilities472482492
Students without Disabilities350134563415
Economically Disadvantaged247824722087
Not Economically Disadvantaged149514661820
English Learners508492
Not English Learners392338543815
Homeless223626
Military Connected267
Foster Care71111
< = 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 Students2,5871,0932,5271,0923,029603
Female1,2795151,2435201,465299
Male1,3085781,2845721,564304
American Indian<<<<<<
Asian286237303
Black1,0594591,0344641,194277
Hispanic144531756722743
Native Hawaiian<<<<--
White1,2074901,1594641,393229
Multiple Races147831348818448
Students with Disabilities23712827316235593
Economically Disadvantaged1,5368071,5158091,598440
English Learners681463259220
Homeless181520252013
< = 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 79 157 1 1 62 14
State 51325 41797 1944 889 5197 1395
Female Division 38 66 0 1 32 5
State 27479 18568 644 302 1991 571
Male Division 41 91 1 0 30 9
State 23842 23219 1299 582 3204 824
American Indian Division < < < < < <
State 115 128 6 2 20 5
Asian Division < < < < < <
State 6138 1603 96 15 116 44
Black Division 26 78 0 0 23 7
State 8492 10859 649 192 1064 555
Hispanic Division 10 4 0 0 2 0
State 7732 9780 323 169 2618 361
White Division 38 72 1 1 26 7
State 25572 16963 766 433 1201 364
Multiple Races Division 5 3 0 0 4 0
State 3187 2410 100 77 171 63
Students with Disabilities Division 1 28 1 0 3 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 21 81 0 1 16 6
State 12384 21564 1091 503 2612 961
English Learners Division < < < < < <
State 1822 5921 308 50 2224 183
Homeless Division < < < < < <
State 201 818 47 19 231 71
Military Connected Division < < < < < <
State 2497 1577 51 17 49 13
Foster Care Division < < < < < <
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 Students31423776238766220
Female14210473105743223
Male17213377133773017
American Indian<<<<<<<
Asian<<<<<<<
Black13410478104782317
Hispanic1614881488213
White14511177112772618
Multiple Races12867867433
Students with Disabilities333091309139
Economically Disadvantaged12510282103821613
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<<<<<<
Foster Care<<<<<<<
< = 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 Enrollment - - -
Dual Enrollment243 / 20.89%282 / 24.42%248 / 21.75%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision27112952
State87,94758,78733
FemaleDivision1388340
State44,12532,24627
MaleDivision1334665
State43,77126,52239
American IndianDivision<<100
State17310738
BlackDivision1155750
State18,15310,95740
HispanicDivision13<100
State12,8667,34843
WhiteDivision1306352
State44,45530,64531
Multiple RacesDivision12<100
State4,8373,23733
Students with DisabilitiesDivision21<100
State8,6323,93454
Economically DisadvantagedDivision1475960
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
AsianDivision--100
State7,3266,40613
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 LicensuresDivision11417
 State1,5732,0692,206
Industry CertificationDivision571423544
 State100,965101,956105,973
Total Credentials EarnedDivision582427561
 State148,201142,668150,233
Students Earning One or More CredentialsDivision390330454
 State118,467115,609120,035
CTE CompletersDivision192221209
 State46,02848,64351,357
NOCTI AssessmentsDivision---
 State3,8443,5773,225
Workplace ReadinessDivision---
 State41,81935,06638,829
Armed Services Vocational Aptitude Battery ExaminationDivision-13-
 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$5,002$7,155$2,367
State$7,134$6,454$1,936
2022-2023Division$5,481$7,648$3,342
State$7,803$6,956$1,918
2023-2024Division$5,764$8,517$2,331
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 Progress482
Behaviors related to School Operations943
Relationship Behaviors without Physical Harm508
Behaviors of a Safety Concern728
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others129
Behaviors used to determine Persistently Dangerous Schools1

< = 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
  2022-20232023-20242024-2025
In-School Suspension 671 693 601
Out-of-School Suspension 1,030 973 822
Explusion and Alternative Placement 7 3 26
Referral to Law Enforcement 99 132 211
Bus Suspension 145 89 74

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 87.794.394.5
< = 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 45.644.744.2
< = 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 60.96364
< = 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

10.15 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.92 : 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
2022-202353%42%1%4%
2023-202454%40%2%4%
2024-202553%38%1%8%
< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students75%81%88%
Asian100%91%88%
Black64%73%88%
Hispanic75%73%88%
White83%86%88%
Multiple Races75%84%88%
Economically Disadvantaged67%73%88%
English Learners60%67%88%
Students with Disabilities38%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students73%76%85%
Asian100%90%85%
Black63%67%85%
Hispanic70%68%85%
White81%82%85%
Multiple Races75%79%85%
Economically Disadvantaged65%67%85%
English Learners58%64%85%
Students with Disabilities40%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 GroupCurrent Rate
All Students69%
Asian<
Black58%
Hispanic63%
White79%
Multiple Races73%
Economically Disadvantaged59%
English Learners46%
Students with Disabilities32%

< = 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 Students74%84%84%
Asian<90%84%
Black77%83%84%
Hispanic88%83%84%
White75%86%84%
Multiple Races67%89%84%
Economically Disadvantaged80%83%84%
English Learners92%80%84%
Students with Disabilities81%79%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.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%56%58%
English Learner Proficiency8%--

< = 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 Progress346453%
English Learner Proficiency81048%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.1%-98.9%-99.1%-
Asian100%-100%-<-
Black99.3%-99.2%-99.4%-
Hispanic99.3%-98.6%-100%-
White98.9%-98.7%-98.8%-
Multiple Races98.3%-98.3%-98.3%-
Economically Disadvantaged99.2%-98.8%-99%-
Not Economically Disadvantaged98.9%-99%-99.2%-
English Learners100%-100%-100%-
Students with Disabilities95.8%-96.7%-96%-
Students without Disabilities99.6%-99.2%-99.6%-
Female99.2%-98.8%-99.2%-
Male99%-99%-99%-

< = 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).

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

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 02290290-285285-312312-
Grade 01281281-326326-282282-
Grade 03273273-288288-299299-
Grade 04281281-272272-287287-
Grade 05251251-287287-264264-
Grade 07280280-278278-2572543
Grade KG342342-295295-318318-
Grade 06279279-253253-2912901
Grade 08315315-285285-2712683
Grade 12274274-276276-2542531
Grade PK217217-213213-186186-
Grade 09311311-330330-2872852
Grade 10302302-293293-3193154
Grade 11277277-257257-2802782
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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.

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.
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