Montgomery County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Auburn Elementary	Accredited
Belview Elementary	Accredited
Christiansburg Elementary	Accredited
Christiansburg Primary	Accredited
Eastern Montgomery Elementary	Accredited
Falling Branch Elementary	Accredited
Gilbert Linkous Elementary	Accredited
Harding Avenue Elementary	Accredited
Kipps Elementary	Accredited
Margaret Beeks Elementary	Accredited
Prices Fork Elementary	Accredited
Middle Schools
Auburn Middle	Accredited with Conditions
Blacksburg Middle	Accredited
Christiansburg Middle	Accredited with Conditions
Shawsville Middle	Accredited with Conditions
High Schools
Auburn High	Accredited
Blacksburg High	Accredited
Christiansburg High	Accredited
Eastern Montgomery High	Accredited

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	59	76	24	17	58	76	24	17	59	75	25
Female	17	60	77	23	19	60	78	22	18	59	77	23
Male	17	57	74	26	16	57	73	27	15	58	74	26
American Indian	<	<	<	<	<	<	<	<	25	50	75	25
Asian	42	52	93	7	41	53	94	7	42	50	93	7
Black	10	54	64	36	9	45	54	46	9	43	52	48
Hispanic	10	58	68	32	9	57	65	35	11	53	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	17	59	76	24	17	59	77	23	17	61	77	23
Multiple Races	18	60	79	21	18	58	76	24	16	56	72	28
Students with Disabilities	5	29	34	66	5	28	34	66	5	30	35	65
Students without Disabilities	19	63	82	18	19	63	82	18	19	63	82	18
Economically Disadvantaged	6	53	59	41	7	51	58	42	7	52	59	41
Not Economically Disadvantaged	24	62	87	13	24	63	86	14	23	62	85	15
English Learners	1	40	40	60	1	37	38	62	4	36	40	60
Homeless	5	36	40	60	2	30	33	67	6	29	35	65
Military Connected	18	60	79	21	14	58	72	28	19	57	75	25
Foster Care	-	57	57	43	-	43	43	57	<	<	<	<
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	62	76	24	15	55	70	30	16	55	71	29
Female	15	65	80	20	18	57	75	25	18	54	72	28
Male	13	60	73	27	12	52	64	36	14	56	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	61	86	14	44	52	96	4	45	45	90	10
Black	13	54	67	33	12	38	50	50	-	46	46	54
Hispanic	11	65	76	24	5	52	57	43	15	46	61	39
White	14	63	76	24	15	56	72	28	16	57	73	27
Multiple Races	15	62	77	23	10	52	62	38	5	50	55	45
Students with Disabilities	4	37	40	60	9	19	28	72	6	36	42	58
Students without Disabilities	15	66	81	19	16	60	77	23	18	58	76	24
Economically Disadvantaged	7	55	62	38	6	40	46	54	7	49	56	44
Not Economically Disadvantaged	18	67	85	15	21	65	86	14	22	59	81	19
English Learners	-	61	61	39	2	41	43	57	5	42	47	53
Homeless	<	<	<	<	<	<	<	<	-	45	45	55
Military Connected	21	64	86	14	18	73	91	9	5	50	55	45
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	57	76	24	19	59	79	21	21	55	76	24
Female	23	55	78	22	22	59	81	19	23	57	80	20
Male	16	59	75	25	17	60	77	23	19	52	71	29
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	40	54	94	6	33	60	93	7	63	33	97	3
Black	23	42	65	35	8	65	73	27	11	56	67	33
Hispanic	13	56	69	31	12	63	74	26	13	48	61	39
Native Hawaiian	<	<	<	<	<	<	100	0
White	19	57	76	24	20	60	80	20	20	57	77	23
Multiple Races	15	73	88	12	18	50	68	32	18	56	74	26
Students with Disabilities	9	31	40	60	4	41	45	55	11	31	42	58
Students without Disabilities	21	60	81	19	22	62	84	16	23	59	83	17
Economically Disadvantaged	8	51	59	41	6	59	65	35	10	48	58	42
Not Economically Disadvantaged	26	60	85	15	28	60	87	13	27	58	85	15
English Learners	3	45	48	52	-	50	50	50	7	37	43	57
Homeless	9	27	36	64	<	<	<	<	<	<	<	<
Military Connected	13	60	73	27	12	76	88	12	<	<	<	<
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	14	61	76	24	14	66	79	21
Female	13	65	78	22	17	61	78	22	13	65	78	22
Male	12	65	77	23	11	62	73	27	14	66	80	20
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	36	64	100	0	43	54	97	3	32	59	91	9
Black	5	51	57	43	18	39	57	43	13	38	50	50
Hispanic	4	67	70	30	7	65	73	27	9	64	73	27
Native Hawaiian					<	<	<	<	<	<	100	0
White	13	66	80	20	13	62	75	25	13	68	81	19
Multiple Races	21	50	71	29	15	64	79	21	13	61	74	26
Students with Disabilities	6	28	33	67	7	29	36	64	2	30	32	68
Students without Disabilities	14	70	84	16	15	67	82	18	16	72	87	13
Economically Disadvantaged	4	57	61	39	7	50	57	43	4	63	67	33
Not Economically Disadvantaged	19	69	88	12	18	68	86	14	19	67	86	14
English Learners	-	41	41	59	-	35	35	65	-	38	38	62
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	69	81	19	25	44	69	31	7	79	86	14
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	55	69	31	15	57	71	29	15	55	70	30
Female	13	57	70	30	15	58	72	28	16	59	75	25
Male	14	54	68	33	14	57	70	30	14	51	66	34
American Indian					<	<	100	0	<	<	100	0
Asian	37	60	97	3	33	60	93	7	39	58	97	3
Black	6	42	48	52	9	25	34	66	10	31	41	59
Hispanic	14	40	54	46	7	54	61	39	7	57	63	37
White	13	56	69	31	15	59	74	26	14	56	70	30
Multiple Races	3	68	71	29	21	51	72	28	23	45	68	32
Students with Disabilities	2	16	18	82	3	23	26	74	7	24	31	69
Students without Disabilities	15	61	76	24	16	62	78	22	17	60	77	23
Economically Disadvantaged	3	47	50	50	5	46	51	49	4	46	50	50
Not Economically Disadvantaged	22	62	84	16	21	64	85	15	20	59	79	21
English Learners	-	12	12	88	-	35	35	65	9	27	36	64
Homeless	<	<	<	<	<	<	<	<	-	20	20	80
Military Connected	7	57	64	36	19	50	69	31	24	57	81	19
Foster Care					<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	61	73	27	13	57	70	30	12	60	72	28
Female	12	62	74	26	14	58	72	28	13	58	72	28
Male	12	60	71	29	12	56	69	32	10	62	72	28
Asian	32	61	94	6	48	48	97	3	36	57	93	7
Black	-	52	52	48	6	31	36	64	6	25	31	69
Hispanic	6	65	71	29	7	51	58	42	6	48	54	46
White	11	61	73	27	12	60	72	28	11	64	75	25
Multiple Races	30	56	85	15	12	65	76	24	19	55	74	26
Students with Disabilities	4	24	28	72	2	18	20	80	4	23	27	73
Students without Disabilities	14	68	81	19	14	63	77	23	13	66	79	21
Economically Disadvantaged	5	52	57	43	4	43	47	53	4	48	52	48
Not Economically Disadvantaged	18	68	85	15	18	66	84	16	17	67	84	16
English Learners	-	38	38	62	-	17	17	83	-	45	45	55
Homeless	<	<	<	<	-	27	27	73	<	<	<	<
Military Connected	13	73	87	13	-	31	31	69	13	60	73	27
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	59	73	27	13	62	75	25	13	61	74	26
Female	13	60	73	27	15	63	79	21	14	62	75	25
Male	15	59	74	26	11	61	72	28	12	61	72	28
American Indian	<	<	100	0	<	<	<	<
Asian	50	41	91	9	30	58	88	12	35	62	97	3
Black	3	68	71	29	3	60	63	37	9	41	50	50
Hispanic	4	66	70	30	7	58	65	35	7	52	59	41
Native Hawaiian	<	<	100	0	<	<	100	0
White	14	60	73	27	13	63	76	24	12	63	75	25
Multiple Races	19	52	70	30	17	63	80	20	9	66	75	25
Students with Disabilities	5	27	31	69	6	27	33	67	4	21	25	75
Students without Disabilities	15	65	81	19	14	68	83	17	14	66	80	20
Economically Disadvantaged	4	54	58	42	4	56	60	40	5	49	54	46
Not Economically Disadvantaged	22	63	85	15	18	65	84	16	17	68	84	16
English Learners	-	29	29	71	-	39	39	61	-	23	23	77
Homeless	<	<	<	<	<	<	<	<	15	15	31	69
Military Connected	27	55	82	18	8	67	75	25	14	57	71	29
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	51	85	15	31	56	88	12	28	59	86	14
Female	31	56	87	13	29	61	90	10	29	58	87	13
Male	36	47	83	17	33	52	85	15	25	60	85	15
Asian	69	25	94	6	48	41	89	11	45	40	85	15
Black	20	61	82	18	9	68	77	23	14	63	77	23
Hispanic	20	47	67	33	18	55	73	27	21	58	79	21
White	34	52	86	14	33	56	89	11	28	60	87	13
Multiple Races	28	59	87	13	30	63	93	7	26	61	87	13
Students with Disabilities	6	44	49	51	8	43	51	49	1	44	45	55
Students without Disabilities	37	52	89	11	34	58	92	8	31	60	91	9
Economically Disadvantaged	16	55	71	29	16	64	81	19	13	62	75	25
Not Economically Disadvantaged	43	49	92	8	40	52	91	9	35	57	92	8
English Learners	-	33	33	67	-	33	33	67	-	30	30	70
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	38	38	77	23	15	77	92	8	62	23	85	15
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	47	65	35	16	47	63	37	9	42	52	48
Female	18	50	67	33	19	51	70	30	7	53	60	40
Male	18	44	62	38	12	44	56	44	12	33	45	55
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	46	43	89	11	33	44	77	23	<	<	<	<
Black	8	41	49	51	4	35	39	61	10	40	50	50
Hispanic	12	42	54	46	6	40	46	54	6	44	50	50
Native Hawaiian	<	<	100	0	<	<	100	0
White	18	49	67	33	16	48	65	35	8	43	52	48
Multiple Races	17	41	58	42	14	56	70	30	<	<	<	<
Students with Disabilities	-	16	16	84	1	12	12	88	-	14	14	86
Students without Disabilities	20	51	72	28	18	53	71	29	13	52	65	35
Economically Disadvantaged	7	39	45	55	7	42	49	51	5	35	40	60
Not Economically Disadvantaged	23	51	75	25	22	51	72	28	14	49	62	38
English Learners	-	17	17	83	-	22	22	78	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	23	32	55	45	9	65	74	26	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	44	54	46	17	40	56	44
Female	10	46	56	44	21	43	64	36
Male	12	40	52	48	12	37	49	51
American Indian	<	<	100	0	<	<	100	0
Asian	32	59	91	9	38	41	78	22
Black	-	31	31	69	4	29	32	68
Hispanic	11	38	49	51	4	44	47	53
Native Hawaiian	<	<	100	0	<	<	100	0
White	10	45	55	45	17	39	56	44
Multiple Races	10	28	38	62	23	47	70	30
Students with Disabilities	-	7	7	93	1	8	9	91
Students without Disabilities	12	49	62	38	19	44	64	36
Economically Disadvantaged	2	29	31	69	4	34	38	62
Not Economically Disadvantaged	15	51	67	33	24	42	66	34
English Learners	-	17	17	83	-	21	21	79
Homeless	<	<	<	<	<	<	<	<
Military Connected	9	36	45	55	17	58	75	25
Foster Care	<	<	<	<	<	<	<	<
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	51	77	23	14	57	71	29	9	42	52	48
Female	27	53	81	19	16	60	77	23	7	53	60	40
Male	24	49	73	27	12	53	65	35	12	33	45	55
Asian	69	15	85	15	18	55	73	27	<	<	<	<
Black	13	48	61	39	6	44	50	50	10	40	50	50
Hispanic	13	48	60	40	9	36	44	56	6	44	50	50
White	27	53	79	21	15	59	74	26	8	43	52	48
Multiple Races	23	53	77	23	6	64	69	31	<	<	<	<
Students with Disabilities	-	29	29	71	-	16	16	84	-	14	14	86
Students without Disabilities	29	54	82	18	16	63	79	21	13	52	65	35
Economically Disadvantaged	12	51	63	37	10	49	59	41	5	35	40	60
Not Economically Disadvantaged	32	51	83	17	18	63	81	19	14	49	62	38
English Learners	-	17	17	83	-	24	24	76	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	36	27	64	36	-	73	73	27	<	<	<	<
Foster Care	<	<	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

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	59	73	27	15	60	76	24	16	60	76	24
Female	13	59	72	28	14	62	76	24	15	61	76	24
Male	15	58	74	26	17	59	75	25	17	58	75	25
American Indian	<	<	<	<	10	60	70	30	-	82	82	18
Asian	51	46	97	3	59	37	95	5	54	41	95	5
Black	5	51	55	45	7	42	49	51	5	48	52	48
Hispanic	10	57	66	34	7	60	67	33	9	56	65	35
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	14	60	73	27	14	63	77	23	15	62	77	23
Multiple Races	16	59	75	25	17	61	78	22	17	53	70	30
Students with Disabilities	2	33	35	65	4	34	38	62	2	37	40	60
Students without Disabilities	16	62	78	22	17	65	82	18	18	63	82	18
Economically Disadvantaged	4	51	55	45	5	53	58	42	5	55	60	40
Not Economically Disadvantaged	21	64	85	15	22	65	86	14	22	62	84	16
English Learners	6	49	55	45	6	52	58	42	7	49	55	45
Homeless	-	32	32	68	-	26	26	74	1	37	38	62
Military Connected	12	69	81	19	9	64	73	27	12	62	74	26
Foster Care	-	57	57	43	<	<	<	<	-	60	60	40
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	62	79	21	17	59	76	24	20	55	75	25
Female	15	62	78	22	18	58	76	24	17	56	73	27
Male	18	61	80	20	15	60	75	25	22	54	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	48	45	93	7	58	39	97	3	50	41	91	9
Black	4	67	71	29	12	42	54	46	4	48	52	48
Hispanic	11	64	76	24	2	62	64	36	10	51	61	39
White	16	63	79	21	16	61	77	23	20	57	77	23
Multiple Races	17	58	75	25	17	62	79	21	10	60	69	31
Students with Disabilities	7	30	37	63	6	32	39	61	2	44	45	55
Students without Disabilities	18	66	84	16	18	63	82	18	23	57	80	20
Economically Disadvantaged	3	61	64	36	6	52	58	42	6	56	61	39
Not Economically Disadvantaged	25	62	87	13	24	64	88	13	29	55	84	16
English Learners	14	64	79	21	2	62	64	36	6	56	62	38
Homeless	<	<	<	<	<	<	<	<	-	55	55	45
Military Connected	14	79	93	7	9	82	91	9	5	60	65	35
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	54	73	27	21	57	78	22	22	60	81	19
Female	18	54	72	28	16	61	77	23	22	62	84	16
Male	20	55	74	26	25	54	78	22	22	57	79	21
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	71	23	94	6	58	35	94	6	58	42	100	0
Black	19	46	65	35	15	50	65	35	4	59	63	37
Hispanic	10	56	66	34	7	68	75	25	14	57	71	29
Native Hawaiian	<	<	100	0	<	<	100	0
White	17	57	73	27	20	58	79	21	22	62	83	17
Multiple Races	21	52	74	26	14	54	68	32	18	55	73	28
Students with Disabilities	3	38	41	59	6	35	41	59	2	47	49	51
Students without Disabilities	21	57	78	22	23	61	84	16	26	62	88	12
Economically Disadvantaged	7	48	54	46	8	55	63	37	7	62	69	31
Not Economically Disadvantaged	25	58	83	17	28	59	87	13	29	59	88	12
English Learners	3	51	54	46	10	55	65	35	9	54	63	38
Homeless	-	27	27	73	<	<	<	<	<	<	<	<
Military Connected	13	67	80	20	6	71	76	24	<	<	<	<
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	54	75	25	19	57	76	24	21	56	77	23
Female	18	56	74	26	16	60	76	24	16	59	75	25
Male	22	53	75	25	21	55	76	24	26	53	78	22
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	53	47	100	0	71	26	97	3	63	31	94	6
Black	-	49	49	51	11	32	43	57	13	50	63	38
Hispanic	9	59	68	32	7	65	72	28	18	47	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	22	54	76	24	17	59	76	24	20	59	78	22
Multiple Races	21	53	74	26	21	66	87	13	19	47	66	34
Students with Disabilities	3	31	34	66	4	31	35	65	3	31	34	66
Students without Disabilities	23	57	80	20	21	61	82	18	24	60	84	16
Economically Disadvantaged	5	49	54	46	6	54	60	40	7	56	63	37
Not Economically Disadvantaged	30	58	87	13	26	59	85	15	29	55	84	16
English Learners	-	67	67	33	9	32	41	59	7	34	41	59
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	69	81	19	13	50	63	38	23	62	85	15
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	44	45	55	1	51	52	48	2	49	51	49
Female	-	44	44	56	1	49	50	50	2	55	57	43
Male	2	44	46	54	1	53	54	46	2	44	46	54
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	29	29	71	3	30	33	67	-	28	28	72
Hispanic	2	33	35	65	2	33	35	65	4	49	53	47
White	1	45	46	54	1	54	55	45	2	50	52	48
Multiple Races	-	46	46	54	3	63	67	33	-	47	47	53
Students with Disabilities	1	18	19	81	1	16	17	83	2	19	21	79
Students without Disabilities	1	50	51	49	1	59	60	40	2	57	59	41
Economically Disadvantaged	1	30	31	69	1	39	40	60	-	36	37	63
Not Economically Disadvantaged	2	63	65	35	1	66	68	32	3	58	61	39
English Learners	-	24	24	76	-	35	35	65	12	23	35	65
Homeless	<	<	<	<	<	<	<	<	-	10	10	90
Military Connected	-	67	67	33	-	58	58	42	-	58	58	42
Foster Care					<	<	<	<	<	<	100	0
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	50	58	42	9	52	61	39	12	51	64	36
Female	6	48	55	45	8	53	61	39	12	52	64	36
Male	9	51	61	39	9	51	61	39	13	50	64	36
American Indian	<	<	<	<	<	<	100	0
Asian	36	60	96	4	54	38	92	8	61	35	97	3
Black	-	29	29	71	-	26	26	74	6	22	28	72
Hispanic	6	43	49	51	2	49	51	49	3	46	49	51
White	7	51	58	42	8	54	63	37	11	55	66	34
Multiple Races	9	64	73	27	14	48	62	38	20	43	63	37
Students with Disabilities	-	17	17	83	1	18	19	81	4	19	23	77
Students without Disabilities	9	57	66	34	10	58	68	32	14	57	71	29
Economically Disadvantaged	3	34	37	63	1	36	37	63	3	37	40	60
Not Economically Disadvantaged	12	63	76	24	14	63	76	24	19	60	78	22
English Learners	-	40	40	60	-	33	33	67	4	31	35	65
Homeless	<	<	<	<	-	10	10	90	<	<	<	<
Military Connected	10	40	50	50	13	40	53	47	11	63	74	26
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	56	61	39	4	67	71	29	3	63	66	34
Female	5	53	59	41	4	70	74	26	2	63	65	35
Male	4	58	62	38	4	64	68	32	3	63	66	34
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	100	0	6	89	94	6	<	<	<	<
Black	3	45	48	52	-	46	46	54	-	32	32	68
Hispanic	10	59	69	31	6	65	71	29	4	53	57	43
White	4	55	59	41	4	68	72	28	3	66	68	32
Multiple Races	-	64	64	36	-	73	73	27	7	57	64	36
Students with Disabilities	1	29	30	70	3	26	29	71	2	23	25	75
Students without Disabilities	6	62	67	33	4	75	79	21	3	70	73	27
Economically Disadvantaged	3	44	47	53	2	52	54	46	2	49	51	49
Not Economically Disadvantaged	7	69	75	25	5	77	82	18	4	73	77	23
English Learners	5	42	47	53	10	52	62	38	3	48	52	48
Homeless	<	<	<	<	<	<	<	<	9	9	18	82
Military Connected	-	60	60	40	<	<	<	<	-	45	45	55
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	75	91	9	18	73	92	8	18	75	93	7
Female	14	80	94	6	18	75	92	8	20	74	94	6
Male	16	71	88	12	19	72	91	9	17	75	92	8
American Indian					<	<	100	0
Asian	55	41	97	3	68	32	100	0	50	47	97	3
Black	3	74	77	23	3	67	70	30	5	78	84	16
Hispanic	14	71	86	14	16	70	87	13	10	78	88	12
Native Hawaiian	<	<	100	0	<	<	100	0
White	14	77	92	8	17	76	93	7	17	76	93	7
Multiple Races	21	74	95	5	16	77	94	6	28	69	97	3
Students with Disabilities	-	73	73	27	1	74	75	25	2	73	75	25
Students without Disabilities	17	76	93	7	21	73	94	6	20	75	95	5
Economically Disadvantaged	4	80	84	16	7	77	85	15	9	77	87	13
Not Economically Disadvantaged	23	72	95	5	26	70	96	4	22	73	96	4
English Learners	16	44	60	40	12	67	79	21	7	73	80	20
Homeless	<	<	<	<	<	<	<	<	-	46	46	54
Military Connected	14	86	100	0	17	75	92	8	21	79	100	0
Foster Care	<	<	100	0	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	70	94	6	31	64	94	6	20	71	92	8
Female	23	72	95	5	29	67	96	4	18	73	91	9
Male	26	67	93	7	32	61	93	7	22	70	92	8
American Indian	<	<	100	0					<	<	100	0
Asian	56	44	100	0	68	29	96	4	57	39	96	4
Black	<	<	100	0	<	<	<	<	-	67	67	33
Hispanic	21	71	93	7	20	73	93	7	5	82	86	14
Native Hawaiian					<	<	100	0	<	<	100	0
White	21	73	94	6	27	68	95	5	19	75	93	7
Multiple Races	33	50	83	17	48	52	100	0	22	61	83	17
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	25	70	94	6	31	64	95	5	21	72	93	7
Economically Disadvantaged	9	80	88	12	8	69	77	23	3	80	83	17
Not Economically Disadvantaged	28	67	96	4	35	63	97	3	24	69	94	6
English Learners	<	<	100	0	<	<	<	<	8	54	62	38
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care									<	<	100	0
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	69	96	4	34	64	98	2	40	54	94	6
Female	31	64	95	5	25	74	99	1	37	62	99	1
Male	24	72	96	4	43	55	98	3	42	48	91	9
Asian	50	50	100	0	71	19	90	10	60	35	95	5
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	15	62	77	23	<	<	<	<	<	<	<	<
White	26	71	97	3	26	74	100	0	36	60	96	4
Multiple Races	<	<	100	0	<	<	100	0	60	40	100	0
Students without Disabilities	27	69	96	4	34	64	98	2	40	54	94	6
Economically Disadvantaged	5	85	90	10	21	71	93	7	8	92	100	0
Not Economically Disadvantaged	29	67	97	3	35	63	99	1	43	51	94	6
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless									<	<	100	0
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

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	55	66	34	13	58	70	30	12	60	72	28
Female	10	53	63	37	11	57	68	32	11	59	70	30
Male	12	57	69	31	15	58	72	28	14	60	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	34	56	90	10	34	56	90	10	39	49	88	12
Black	3	41	44	56	5	44	50	50	5	40	45	55
Hispanic	4	51	55	45	10	49	59	41	6	53	59	41
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	11	57	68	32	12	59	72	28	12	62	74	26
Multiple Races	14	54	68	32	15	57	72	28	14	54	68	32
Students with Disabilities	3	22	24	76	5	28	32	68	3	33	36	64
Students without Disabilities	13	61	73	27	14	62	76	24	14	64	78	22
Economically Disadvantaged	3	46	49	51	4	47	50	50	3	51	54	46
Not Economically Disadvantaged	17	62	79	21	18	64	83	17	17	64	82	18
English Learners	2	22	24	76	-	29	29	71	1	30	31	69
Homeless	-	23	23	77	4	31	35	65	2	40	42	58
Military Connected	9	64	73	27	13	53	66	34	10	58	69	31
Foster Care	-	33	33	67	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	51	70	30	24	48	72	28	27	49	76	24
Female	17	51	68	32	22	50	72	28	24	49	74	26
Male	21	51	72	28	26	47	73	27	29	48	78	22
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	40	53	93	7	47	44	92	8	69	17	86	14
Black	5	34	39	61	14	39	54	46	17	43	61	39
Hispanic	2	49	51	49	16	53	68	32	12	54	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	20	53	73	27	24	48	72	28	27	52	78	22
Multiple Races	29	33	62	38	26	46	72	28	22	37	59	41
Students with Disabilities	9	16	25	75	8	20	28	72	5	30	35	65
Students without Disabilities	20	56	76	24	26	53	79	21	31	52	83	17
Economically Disadvantaged	6	41	47	53	8	45	53	47	10	51	62	38
Not Economically Disadvantaged	27	57	84	16	33	50	83	17	36	48	83	17
English Learners	-	22	22	78	-	27	27	73	3	34	38	62
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	69	81	19	25	31	56	44	25	58	83	17
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	50	54	46	4	54	57	43	5	57	63	37
Female	2	46	48	52	2	52	54	46	5	54	59	41
Male	4	54	59	41	5	55	59	41	6	60	66	34
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	23	63	86	14	22	62	84	16	24	47	71	29
Black	2	34	36	64	-	26	26	74	-	19	19	81
Hispanic	1	45	46	54	-	35	35	65	3	38	41	59
White	3	51	54	46	3	57	60	40	5	62	67	33
Multiple Races	7	51	58	42	3	53	56	44	10	51	61	39
Students with Disabilities	1	18	20	80	3	14	17	83	2	22	24	76
Students without Disabilities	3	57	60	40	4	59	63	37	6	63	69	31
Economically Disadvantaged	1	35	36	64	1	28	29	71	1	40	41	59
Not Economically Disadvantaged	5	64	69	31	5	68	73	27	8	68	76	24
English Learners	-	21	21	79	-	14	14	86	-	26	26	74
Homeless	<	<	<	<	<	<	<	<	-	40	40	60
Military Connected	-	64	64	36	-	63	63	38	13	47	60	40
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	55	73	27	17	64	81	19	11	68	79	21
Female	17	53	70	30	14	66	80	20	10	68	77	23
Male	16	58	74	26	20	62	82	18	11	69	80	20
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	49	49	97	3	47	44	91	9	31	67	97	3
Black	6	52	58	42	-	65	65	35	6	58	64	36
Hispanic	3	55	58	42	18	60	78	22	7	61	68	32
Native Hawaiian									<	<	100	0
White	18	55	73	27	16	65	81	19	10	69	79	21
Multiple Races	8	64	72	28	19	65	84	16	14	70	84	16
Students with Disabilities	-	23	23	77	1	33	34	66	2	50	52	48
Students without Disabilities	19	59	78	22	19	67	86	14	12	71	83	17
Economically Disadvantaged	4	52	56	44	4	61	65	35	2	63	65	35
Not Economically Disadvantaged	25	58	83	17	24	65	90	10	15	71	86	14
English Learners	10	25	35	65	-	50	50	50	-	33	33	67
Homeless	<	<	<	<	<	<	100	0	-	50	50	50
Military Connected	21	47	68	32	23	46	69	31	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	70	90	10	<	<	<	<	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<					<	<	100	0
Black									<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<
Students without Disabilities	20	70	90	10	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	68	79	21	8	62	70	30	8	61	69	31
Female	9	69	78	22	6	59	66	34	5	62	67	33
Male	13	67	79	21	10	65	75	26	10	60	70	30
American Indian	<	<	100	0	<	<	<	<
Asian	27	59	86	14	22	70	92	8	28	61	89	11
Black	-	50	50	50	6	49	55	45	-	40	40	60
Hispanic	13	61	74	26	7	49	56	44	3	58	61	39
Native Hawaiian					<	<	100	0
White	10	70	80	20	8	64	72	28	8	63	70	30
Multiple Races	13	70	83	17	13	63	75	25	6	63	69	31
Students with Disabilities	-	35	35	65	2	35	38	62	-	24	24	76
Students without Disabilities	12	72	84	16	9	67	77	23	9	66	75	25
Economically Disadvantaged	3	66	69	31	2	49	52	48	2	47	49	51
Not Economically Disadvantaged	16	70	85	15	12	71	84	16	11	69	80	20
English Learners	-	23	23	77	-	31	31	69	-	26	26	74
Homeless	<	<	<	<	-	30	30	70	-	33	33	67
Military Connected	-	85	85	15	5	68	74	26	-	64	64	36
Foster Care	<	<	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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	49	72	28	30	46	76	24	30	45	76	24
Female	21	48	69	31	26	50	75	25	29	47	76	24
Male	24	50	74	26	34	43	76	24	31	44	75	25
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	59	37	96	4	48	47	95	5	61	35	97	3
Black	8	56	64	36	21	34	55	45	11	50	61	39
Hispanic	16	49	65	35	22	49	71	29	24	45	69	31
Native Hawaiian	<	<	100	0	<	<	100	0
White	23	49	72	28	30	47	77	23	31	45	76	24
Multiple Races	21	49	70	30	31	39	70	30	23	53	76	24
Students with Disabilities	3	24	28	72	9	27	36	64	2	32	34	66
Students without Disabilities	26	52	78	22	33	49	82	18	34	47	82	18
Economically Disadvantaged	9	45	54	46	11	45	56	44	13	46	58	42
Not Economically Disadvantaged	32	51	83	17	41	46	88	12	39	45	84	16
English Learners	6	35	41	59	11	47	57	43	15	33	48	52
Homeless	-	42	42	58	-	36	36	64	6	31	38	63
Military Connected	16	50	66	34	38	48	86	14	39	30	70	30
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	24	33	67	<	<	<	<	<	<	<	<
Female	10	25	35	65	<	<	<	<	<	<	<	<
Male	7	24	31	69	<	<	<	<	<	<	<	<
American Indian	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<					<	<	<	<
White	13	22	34	66	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<
Students with Disabilities	-	7	7	93	<	<	<	<	<	<	<	<
Students without Disabilities	11	31	43	57	<	<	<	<	<	<	<	<
Economically Disadvantaged	4	13	17	83	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	12	36	48	52	<	<	<	<	<	<	100	0
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	61	75	25	-	24	24	76	<	<	<	<
Female	11	59	71	29	<	<	<	<	<	<	<	<
Male	15	63	78	22	<	<	<	<	<	<	<	<
American Indian	<	<	<	<	<	<	<	<
Black	5	61	66	34
Hispanic	7	64	71	29
White	13	62	74	26	-	27	27	73	<	<	<	<
Multiple Races	9	63	72	28	<	<	<	<	<	<	<	<
Students with Disabilities	2	28	30	70	<	<	<	<	<	<	<	<
Students without Disabilities	14	65	80	20	-	36	36	64	<	<	<	<
Economically Disadvantaged	3	55	58	42	-	8	8	92	<	<	<	<
Not Economically Disadvantaged	20	65	85	15	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	43	53	47					<	<	100	0
Female	9	27	36	64
Male	11	53	63	37					<	<	100	0
Black	<	<	<	<
Hispanic	<	<	<	<
White	5	55	59	41					<	<	100	0
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	12	50	62	38					<	<	100	0
Economically Disadvantaged	<	<	<	<
Not Economically Disadvantaged	5	50	55	45					<	<	100	0
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	48	73	27	27	53	79	21	24	54	78	22
Female	20	50	70	30	22	58	80	20	21	57	79	21
Male	29	46	75	25	30	49	78	22	26	51	78	22
American Indian	<	<	100	0	<	<	100	0
Asian	68	27	95	5	44	47	91	9	54	40	94	6
Black	4	57	61	39	17	38	55	45	10	48	58	42
Hispanic	25	43	68	32	17	56	73	27	18	57	75	25
Native Hawaiian	<	<	100	0	<	<	100	0
White	24	49	73	27	26	54	80	20	24	54	79	21
Multiple Races	27	42	69	31	43	43	87	13	13	68	81	19
Students with Disabilities	1	27	28	72	7	29	36	64	-	30	30	70
Students without Disabilities	29	51	80	20	30	56	86	14	27	57	85	15
Economically Disadvantaged	11	47	58	42	10	51	61	39	11	52	63	37
Not Economically Disadvantaged	36	48	84	16	36	54	90	10	31	55	86	14
English Learners	6	39	44	56	-	59	59	41	4	39	43	57
Homeless	<	<	100	0	<	<	<	<	9	36	45	55
Military Connected	-	60	60	40	33	58	92	8	23	46	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	38	72	28	34	40	74	26	37	36	73	27
Female	35	35	70	30	30	43	73	27	37	37	74	26
Male	33	40	74	26	39	38	76	24	38	35	73	27
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	73	21	94	6	54	46	100	0	70	30	100	0
Black	21	54	75	25	27	31	58	42	13	50	63	38
Hispanic	21	46	67	33	29	39	68	32	30	34	64	36
Native Hawaiian	<	<	100	0	<	<	100	0
White	34	36	71	29	35	40	76	24	38	35	74	26
Multiple Races	24	46	71	29	24	37	61	39	32	42	74	26
Students with Disabilities	7	22	30	70	13	25	38	62	4	33	37	63
Students without Disabilities	37	40	77	23	38	42	80	20	43	37	79	21
Economically Disadvantaged	15	34	48	52	13	42	55	45	15	40	55	45
Not Economically Disadvantaged	44	40	83	17	48	38	86	14	49	34	83	17
English Learners	16	42	58	42	20	36	56	44	23	28	51	49
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	23	46	69	31	41	41	82	18	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	100	0
Male					<	<	100	0
Hispanic					<	<	100	0
Students without Disabilities					<	<	100	0
Economically Disadvantaged					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	11	8	19
State	4,006	4,460	6,361
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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	202	202	211
Kindergarten	670	628	633
Grade 1	701	688	635
Grade 2	666	722	678
Grade 3	701	684	733
Grade 4	744	712	673
Grade 5	715	765	716
Grade 6	748	734	777
Grade 7	721	748	749
Grade 8	751	722	752
Grade 9	880	808	763
Grade 10	741	847	789
Grade 11	779	730	803
Grade 12	685	740	679
Total Students	9,704	9,730	9,591

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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	2021-2022	2022-2023	2023-2024
All Students	9704	9730	9591
Female	4667	4666	4584
Male	5019	5027	4951
American Indian	17	21	19
Asian	353	402	408
Black	425	440	403
Hispanic	667	715	787
Native Hawaiian	7	7	6
White	7689	7591	7379
Multiple Races	546	554	589
Students with Disabilities	1087	1185	1237
Students without Disabilities	8617	8545	8354
Economically Disadvantaged	3508	3845	3519
Not Economically Disadvantaged	6196	5885	6072
English Learners	523	585	661
Not English Learners	9181	9145	8930
Homeless	32	52	80
Military Connected	171	181	157
Foster Care	31	30	17
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

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	423	262	11	3	25	7
	State	50340	39360	1868	906	4434	1716
Female	Division	216	105	2	1	8	1
	State	27397	17331	608	349	1644	700
Male	Division	203	154	9	2	17	6
	State	22883	21948	1258	556	2786	1013
Asian	Division	23	6	0	0	0	0
	State	6021	1445	96	16	68	37
Black	Division	9	6	0	0	3	1
	State	8112	10542	637	224	1119	708
Hispanic	Division	20	24	1	1	3	1
	State	7128	8364	268	133	1854	356
White	Division	345	209	9	1	19	5
	State	25863	16576	761	464	1211	504
Multiple Races	Division	26	17	1	1	0	0
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	8	58	11	0	3	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	73	149	8	2	13	6
	State	12777	21116	1106	493	2351	1207
English Learners	Division	8	11	1	0	3	0
	State	1583	4218	262	26	1426	145
Homeless	Division	4	13	3	0	0	1
	State	197	697	48	28	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	731	696	95	699	96	25	3
Female	333	323	97	324	97	8	2
Male	391	366	94	368	94	17	4
Asian	29	29	100	29	100	0	0
Black	19	15	79	15	79	3	16
Hispanic	50	45	90	46	92	3	6
White	588	563	96	564	96	19	3
Multiple Races	45	44	98	45	100	0	0
Students with Disabilities	80	77	96	77	96	3	4
Economically Disadvantaged	251	230	92	232	92	13	5
English Learners	23	20	87	20	87	3	13
Homeless	21	20	95	20	95	0	0
Military Connected	<	<	100	<	100	0	0
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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	630 / 20.44%	692 / 22.14%	503 / 16.58%
Advanced Placement Course Enrollment	722 / 23.43%	758 / 24.26%	559 / 18.42%
Dual Enrollment	975 / 31.64%	1,068 / 34.18%	1,066 / 35.14%
Governor's School Enrollment	13 / .42%	16 / .51%	16 / .53%
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

2019-2020 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.

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	621	461	26
	State	87,317	57,081	35
Female	Division	298	240	19
	State	43,705	31,577	28
Male	Division	323	221	32
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	31	30	3
	State	6,741	5,862	13
Black	Division	24	15	37
	State	18,624	10,601	43
Hispanic	Division	37	21	43
	State	12,110	6,622	45
White	Division	502	379	25
	State	45,098	30,844	32
Multiple Races	Division	26	15	42
	State	4,380	2,929	33
Students with Disabilities	Division	20	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	178	92	48
	State	30,335	14,987	51
English Learners	Division	23	14	39
	State	6,579	3,319	50
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
		2021-2022	2022-2023	2023-2024
Workplace Readiness	Division	393	407	447
	State	44,348	41,819	35,066
Total Credentials Earned	Division	393	407	731
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	393	407	639
	State	115,682	117,932	115,611
CTE Completers	Division	478	538	468
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
State Licensures	Division	-	-	8
	State	1,236	1,563	2,069
Industry Certification	Division	-	-	276
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.1	66	66.3

Per-Pupil Spending

2022-2023 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
2019-2020	Division	$5,367	$5,924	$761
	State	$6,770	$5,603	$867
2020-2021	Division	$5,684	$6,368	$1,295
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,596	$6,680	$1,428
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,873	$6,768	$1,408
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	7,779	1,639	7,643	1,735	7,795	1,477
Female	3,737	784	3,663	826	3,733	698
Male	4,025	847	3,949	895	4,025	765
American Indian	15	2	17	3	16	2
Asian	338	16	361	34	376	32
Black	299	110	294	110	266	107
Hispanic	520	134	534	160	616	152
Native Hawaiian	<	<	<	<	<	<
White	6,204	1,242	6,020	1,293	6,059	1,079
Multiple Races	398	133	412	133	458	103
Students with Disabilities	807	311	872	330	970	293
Economically Disadvantaged	3,351	1,218	2,645	1,121	2,681	968
English Learners	463	81	499	107	585	96
Homeless	33	53	25	51	72	82
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	1,016
Behaviors related to School Operations	942
Relationship Behaviors without Physical Harm	1,423
Behaviors of a Safety Concern	943
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	212
Behaviors used to determine Persistently Dangerous Schools	3

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.2	0.2		0.2	0.2
Asian	3.6	1	4.1	0.9	4.3	0.9
Black	4.4	9	4.5	12.5	4.2	9.8
Hispanic	6.9	5.2	7.3	5.3	8.2	7.1
Native Hawaiian	0.1	0.4	0.1		0.1
White	79.3	77.2	78	75.4	76.9	75
Multiple Races	5.6	7	5.7	5.9	6.1	7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2	14.3
Asian	3.6		4.1		4.3
Black	4.4		4.5	100	4.2
Hispanic	6.9		7.3		8.2	14.3
Native Hawaiian	0.1		0.1		0.1
White	79.3	33.3	78		76.9	71.4
Multiple Races	5.6	66.7	5.7		6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	3.6		4.1		4.3
Black	4.4	25	4.5	50	4.2
Hispanic	6.9	50	7.3		8.2
Native Hawaiian	0.1		0.1		0.1
White	79.3	25	78	50	76.9
Multiple Races	5.6		5.7		6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	36.8	41	44.6
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	44.9	34.3	41.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	71.7	65	65.1
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

10.7 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.12 : 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: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	39%	57%	2%	2%
2022-2023	39%	57%	1%	3%
2023-2024	39%	56%	2%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	76%	76%	79%	88%
Asian	90%	91%	91%	88%
Black	50%	57%	68%	88%
Hispanic	63%	65%	68%	88%
White	78%	77%	85%	88%
Multiple Races	74%	76%	83%	88%
Economically Disadvantaged	60%	59%	68%	88%
English Learners	57%	59%	60%	88%
Students with Disabilities	36%	35%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	75%	74%	74%	85%
Asian	96%	96%	90%	85%
Black	49%	51%	61%	85%
Hispanic	66%	66%	63%	85%
White	76%	75%	81%	85%
Multiple Races	71%	74%	77%	85%
Economically Disadvantaged	59%	56%	62%	85%
English Learners	70%	70%	58%	85%
Students with Disabilities	38%	34%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	72%
Asian	83%
Black	42%
Hispanic	55%
White	75%
Multiple Races	66%
Economically Disadvantaged	54%
English Learners	54%
Students with Disabilities	30%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	84%	84%
Asian	97%	90%	84%
Black	79%	83%	84%
Hispanic	85%	83%	84%
White	93%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	87%	82%	84%
English Learners	76%	77%	84%
Students with Disabilities	78%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	17%	18%	12%	10%
Asian	8%	8%	10%	10%
Black	30%	29%	12%	10%
Hispanic	21%	22%	12%	10%
White	16%	17%	12%	10%
Multiple Races	20%	22%	12%	10%
Economically Disadvantaged	29%	29%	13%	10%
English Learners	16%	17%	12%	10%
Students with Disabilities	25%	26%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	66%	54%	58%
English Learner Proficiency	19%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	198	298	66%
English Learner Proficiency	98	521	19%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	98%	2%
Asian	100%	-	100%	-	100%	-
Black	99%	1%	100%	-	100%	-
Hispanic	100%	-	100%	-	97%	3%
White	100%	-	99%	1%	98%	2%
Multiple Races	99%	1%	98%	2%	96%	4%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	98%	2%
Students with Disabilities	99%	1%	99%	1%	99%	1%
Students without Disabilities	100%	-	99%	1%	99%	1%
Female	100%	-	99%	1%	100%	-
Male	99%	1%	99%	1%	99%	1%
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	78%	79%
Asian	91%	98%
Black	56%	60%
Hispanic	67%	71%
White	80%	80%
Multiple Races	78%	74%
Economically Disadvantaged	65%	65%
English Learners	64%	74%
Students with Disabilities	45%	46%

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

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

Federal Designation

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

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

School Readiness

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

Montgomery County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality