Menu

Nelson County Public Schools

General school information

Division: Nelson County Public Schools
Division Number: 62
Address: 84 Courthouse Square Lovingston, VA 22949-0276
Superintendent: Dr. Amanda Hester
Region: 5
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
Rockfish River ElementaryFully AccreditedOn Track89
Tye River ElementaryFully AccreditedOff Track81.3
Middle Schools
Nelson MiddleFully AccreditedOn Track86.6
High Schools
Nelson County HighFully AccreditedDistinguished92.6

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 11 59 71 29 12 59 72 28 13 62 75 25
Female 13 61 74 26 12 59 71 29 14 63 78 22
Male 10 58 68 32 13 60 73 27 12 61 73 27
Asian < < < < < < < < < < 100 0
Black 4 51 55 45 5 49 54 46 5 54 59 41
Hispanic 9 60 69 31 6 69 74 26 8 66 74 26
White 14 61 74 26 15 60 75 25 16 62 78 22
Multiple Races 8 67 75 25 8 49 57 43 7 67 74 26
Students with Disabilities 3 33 36 64 6 32 38 62 5 32 37 63
Students without Disabilities 13 65 78 22 14 65 79 21 15 68 82 18
Economically Disadvantaged 7 56 63 37 8 55 63 37 8 56 64 36
Not Economically Disadvantaged 20 65 85 15 22 67 88 12 19 68 87 13
English Learners - 46 46 54 - 50 50 50 3 49 51 49
Migrant < < < <
Homeless 7 36 43 57 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care 8 50 58 42 < < < < < < < <
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 5 60 65 35 16 51 67 33 6 55 61 39
Female 4 60 64 36 13 63 76 24 7 60 67 33
Male 7 59 66 34 19 40 58 42 6 50 56 44
Black - 30 30 70 - 42 42 58 - 36 36 64
Hispanic 8 67 75 25 6 69 75 25 - 58 58 42
White 6 62 68 32 22 48 70 30 9 57 66 34
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 33 33 67 15 30 45 55 - 43 43 57
Students without Disabilities 6 65 71 29 16 57 73 27 7 57 64 36
Economically Disadvantaged 3 55 58 42 9 47 56 44 4 40 43 57
Not Economically Disadvantaged 10 70 80 20 30 60 90 10 10 74 83 17
English Learners < < < < < < < < < < < <
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 57 68 32 12 54 66 34 18 56 74 26
Female 16 60 76 24 15 45 60 40 21 63 83 17
Male 6 53 58 42 8 65 73 27 15 51 66 34
Black < < < < < < < < 8 58 67 33
Hispanic - 47 47 53 7 79 86 14 - 59 59 41
White 15 62 76 24 14 51 65 35 24 56 80 20
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 30 30 70 - 53 53 47 14 24 38 62
Students without Disabilities 13 61 73 27 14 55 68 32 19 65 84 16
Economically Disadvantaged 4 51 55 45 9 54 63 37 10 50 60 40
Not Economically Disadvantaged 23 67 90 10 18 55 73 27 27 63 90 10
English Learners < < < < < < < < - 40 40 60
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 12 63 75 25 10 58 68 32 8 64 72 28
Female 16 59 75 25 12 61 73 27 4 70 73 27
Male 8 67 75 25 7 55 62 38 13 58 71 29
Asian < < 100 0 < < 100 0
Black 9 64 73 27 - 40 40 60 < < < <
Hispanic 13 60 73 27 - 50 50 50 20 53 73 27
White 11 63 75 25 13 65 77 23 7 67 74 26
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 24 24 76 - 17 17 83 - 25 25 75
Students without Disabilities 14 70 83 17 11 65 76 24 9 72 81 19
Economically Disadvantaged 8 59 67 33 3 50 53 47 7 59 66 34
Not Economically Disadvantaged 18 71 89 11 23 74 97 3 10 71 81 19
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 56 69 31 8 68 76 24 7 68 76 24
Female 11 59 70 30 9 66 75 25 10 72 82 18
Male 14 53 67 33 8 69 77 23 5 64 68 32
Black - 23 23 77 5 65 70 30 < < < <
Hispanic < < 100 0 13 69 81 19 - 72 72 28
White 16 59 76 24 8 70 77 23 11 69 80 20
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 5 38 43 57 - 40 40 60 - 31 31 69
Students without Disabilities 14 61 75 25 9 72 81 19 9 74 83 17
Economically Disadvantaged 9 46 55 45 6 61 67 33 - 57 57 43
Not Economically Disadvantaged 18 74 92 8 12 81 93 7 15 79 94 6
English Learners < < < < < < < <
Migrant < < < <
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 13 46 59 41 12 58 70 30 12 66 78 23
Female 16 53 69 31 9 58 67 33 17 57 74 26
Male 10 40 50 50 15 58 73 27 8 73 80 20
Asian < < 100 0 < < 100 0
Black 6 39 44 56 - 25 25 75 6 75 81 19
Hispanic 13 56 69 31 < < < < 6 76 82 18
White 17 44 61 39 16 61 77 23 14 62 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 24 32 68 4 26 30 70 - 29 29 71
Students without Disabilities 14 52 66 34 14 67 80 20 14 72 85 15
Economically Disadvantaged 6 50 56 44 7 54 61 39 8 66 74 26
Not Economically Disadvantaged 27 38 65 35 21 67 87 13 16 66 81 19
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 61 69 31 8 63 71 29 11 64 76 24
Female 8 60 67 33 11 61 72 28 15 60 75 25
Male 10 61 71 29 5 64 70 30 7 69 76 24
Asian < < 100 0
Black - 53 53 47 12 53 65 35 - 45 45 55
Hispanic 13 50 63 38 - 69 69 31 < < < <
White 9 64 73 28 9 64 73 27 15 68 83 17
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 10 10 90 9 35 43 57 9 32 41 59
Students without Disabilities 11 71 82 18 8 70 78 22 12 73 85 15
Economically Disadvantaged 6 55 61 39 7 58 65 35 7 56 64 36
Not Economically Disadvantaged 14 73 86 14 10 72 82 18 15 73 88 12
English Learners < < < < < < < < < < < <
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 17 72 89 11 21 60 81 19 27 60 87 13
Female 19 76 95 5 15 57 72 28 27 61 88 13
Male 15 68 83 17 26 62 88 12 28 58 86 14
Black - 94 94 6 14 50 64 36 14 59 73 27
Hispanic < < < < < < < < 27 67 93 7
White 21 68 89 11 24 61 85 15 31 58 89 11
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 6 76 82 18 5 26 32 68 7 47 53 47
Students without Disabilities 19 71 90 10 24 66 90 10 30 61 92 8
Economically Disadvantaged 10 77 86 14 11 61 72 28 18 63 82 18
Not Economically Disadvantaged 29 64 93 7 35 59 94 6 33 57 90 10
English Learners < < < < < < < <
Migrant < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 9 50 59 41 < < < < < < < <
Male 7 46 53 47 < < < < < < < <
White 11 54 64 36 < < < < < < < <
Students with Disabilities - 11 11 89 < < < < < < < <
Students without Disabilities 11 55 66 34 < < 100 0
Economically Disadvantaged 4 47 51 49 < < < < < < < <
Not Economically Disadvantaged 19 55 74 26 < < 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 15 58 73 27 < < < < < < < <
Male 7 52 59 41 < < < < < < < <
White 16 67 82 18 < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 15 58 73 27 < < 100 0
Economically Disadvantaged 9 51 60 40 < < < < < < < <
Not Economically Disadvantaged 24 68 92 8 < < 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 73 27 9 67 76 24 10 69 79 21
Female 7 65 72 28 9 69 77 23 9 71 80 20
Male 9 66 75 25 10 65 74 26 11 68 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 55 57 43 - 64 64 36 1 63 64 36
Hispanic 12 63 75 25 7 67 74 26 9 65 73 27
White 9 68 76 24 11 68 79 21 12 71 83 17
Multiple Races 3 71 74 26 9 57 66 34 3 73 77 23
Students with Disabilities 2 37 40 60 5 37 42 58 3 47 50 50
Students without Disabilities 9 71 80 20 10 73 82 18 11 74 86 14
Economically Disadvantaged 6 60 66 34 6 63 70 30 6 66 72 28
Not Economically Disadvantaged 12 75 87 13 14 72 86 14 15 73 88 12
English Learners 8 58 65 35 - 57 57 43 - 60 60 40
Migrant < < < < < < < <
Homeless - 67 67 33 18 45 64 36 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care - 62 62 38 < < < < < < 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 8 61 69 31 20 59 79 21 7 65 72 28
Female 8 58 66 34 17 70 87 13 4 58 62 38
Male 9 64 73 27 23 48 71 29 10 71 80 20
Black - 80 80 20 - 50 50 50 - 50 50 50
Hispanic 17 50 67 33 6 75 81 19 8 54 62 38
White 9 60 69 31 28 56 84 16 9 69 78 22
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 33 33 67 15 45 60 40 - 64 64 36
Students without Disabilities 10 66 76 24 22 62 84 16 9 65 73 27
Economically Disadvantaged 6 58 64 36 14 56 70 30 6 57 62 38
Not Economically Disadvantaged 13 67 80 20 33 63 97 3 9 74 84 16
English Learners < < < < < < < < < < < <
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 6 67 73 27 3 65 68 32 15 55 70 30
Female 4 69 73 27 2 64 66 34 17 60 77 23
Male 8 64 72 28 4 67 71 29 13 51 64 36
Black < < < < < < < < - 33 33 67
Hispanic 7 67 73 27 7 60 67 33 6 76 82 18
White 7 71 78 22 3 64 66 34 20 54 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 - 33 33 67 10 38 48 52
Students without Disabilities 7 72 79 21 3 71 74 26 16 60 76 24
Economically Disadvantaged 2 57 59 41 1 67 69 31 6 54 60 40
Not Economically Disadvantaged 13 83 97 3 6 62 68 32 24 57 82 18
English Learners < < < < < < < < - 80 80 20
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 18 62 79 21 17 57 74 26 16 67 82 18
Female 16 63 79 21 14 59 73 27 11 72 82 18
Male 19 61 80 20 21 53 74 26 22 60 82 18
Asian < < 100 0 < < 100 0
Black 5 62 67 33 - 40 40 60 < < < <
Hispanic 27 53 80 20 12 53 65 35 19 56 75 25
White 18 63 81 19 19 63 82 18 16 68 85 15
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 6 41 47 53 - 25 25 75 13 25 38 63
Students without Disabilities 19 65 84 16 20 61 81 19 16 74 91 9
Economically Disadvantaged 13 63 76 24 8 52 61 39 14 64 78 22
Not Economically Disadvantaged 24 60 84 16 35 65 100 0 19 70 88 12
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 51 52 48 7 70 77 23 3 75 78 22
Female - 52 52 48 6 70 77 23 5 79 84 16
Male 3 49 51 49 8 69 77 23 - 69 69 31
Black - 15 15 85 - 79 79 21 < < < <
Hispanic < < < < - 54 54 46 - 76 76 24
White 2 58 60 40 11 70 81 19 4 78 82 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 25 25 75 13 20 33 67 - 38 38 62
Students without Disabilities 2 59 60 40 6 79 85 15 3 83 86 14
Economically Disadvantaged - 45 45 55 7 66 73 27 - 72 72 28
Not Economically Disadvantaged 4 64 68 32 7 79 86 14 7 79 86 14
English Learners < < < < < < < <
Migrant < < < < < < < <
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 6 49 56 44 11 45 55 45 11 64 75 25
Female 4 57 61 39 12 41 53 47 8 63 71 29
Male 9 42 51 49 10 48 58 42 14 65 79 21
Black - 39 39 61 - 25 25 75 - 83 83 17
Hispanic - 46 46 54 21 50 71 29 7 50 57 43
White 10 51 61 39 9 52 61 39 15 62 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities 4 31 35 65 - 18 18 82 - 29 29 71
Students without Disabilities 7 55 62 38 14 52 65 35 13 71 84 16
Economically Disadvantaged 5 44 49 51 7 40 47 53 2 65 67 33
Not Economically Disadvantaged 9 61 70 30 17 54 71 29 19 63 82 18
English Learners < < < < < < < < < < < <
Migrant < < < < < < < <
Foster Care < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 73 75 25 3 67 71 29 5 71 76 24
Female 2 63 65 35 4 75 79 21 5 76 81 19
Male 2 82 84 16 2 60 62 38 6 66 72 28
Black - 54 54 46 - 61 61 39 - 50 50 50
Hispanic - 79 79 21 < < < < - 67 67 33
White 3 73 76 24 5 67 72 28 8 82 90 10
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 32 32 68 - 43 43 57 - 48 48 52
Students without Disabilities 2 82 85 15 4 75 79 21 7 77 84 16
Economically Disadvantaged 3 66 69 31 4 61 66 34 6 58 63 37
Not Economically Disadvantaged - 90 90 10 - 82 82 18 5 86 91 9
English Learners < < < < < < < < < < < <
Migrant < < < <
Military Connected < < 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 9 85 95 5 6 88 94 6 9 81 90 10
Female 13 86 98 2 5 92 97 3 10 81 91 9
Male 7 85 92 8 7 85 92 8 8 80 89 11
Asian < < 100 0
Black 6 88 94 6 - 95 95 5 - 100 100 0
Hispanic 7 93 100 0 - 100 100 0 16 63 79 21
White 11 82 93 7 9 84 92 8 9 80 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 67 67 33 4 65 70 30 - 72 72 28
Students without Disabilities 11 89 100 0 6 93 99 1 12 83 94 6
Economically Disadvantaged 6 86 91 9 5 87 92 8 5 82 88 12
Not Economically Disadvantaged 14 85 98 2 9 89 98 2 14 79 93 7
English Learners < < 100 0 < < 100 0 < < < <
Migrant < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 76 79 21 4 85 89 11 7 93 100 0
Female - 74 74 26 10 85 95 5 < < 100 0
Male 9 82 91 9 - 85 85 15 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White - 85 85 15 6 88 94 6 7 93 100 0
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 3 78 81 19 4 87 91 9 7 93 100 0
Economically Disadvantaged 8 50 58 42 - 93 93 7 < < 100 0
Not Economically Disadvantaged - 91 91 9 6 81 87 13 8 92 100 0
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 77 100 0 14 83 97 3
Female < < 100 0 11 83 94 6
Male < < 100 0 18 82 100 0
Hispanic < < 100 0 < < 100 0
White 10 90 100 0 14 82 96 4
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 23 77 100 0 14 83 97 3
Economically Disadvantaged < < 100 0 - 90 90 10
Not Economically Disadvantaged 27 73 100 0 20 80 100 0
English Learners < < 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 12 62 74 26 9 60 69 31 8 65 72 28
Female 10 58 69 31 10 55 66 34 8 66 73 27
Male 14 65 79 21 7 65 73 27 8 64 72 28
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < < <
Black 5 50 55 45 - 42 42 58 - 46 46 54
Hispanic 21 52 72 28 8 58 65 35 6 55 61 39
White 12 65 77 23 10 66 76 24 9 70 80 20
Multiple Races 13 80 93 7 17 57 74 26 7 53 60 40
Students with Disabilities 3 30 33 67 - 38 38 63 - 31 31 69
Students without Disabilities 14 67 81 19 11 65 76 24 9 72 81 19
Economically Disadvantaged 8 58 66 34 5 54 59 41 4 59 63 37
Not Economically Disadvantaged 19 68 87 13 15 70 85 15 11 71 82 18
English Learners 23 31 54 46 - 29 29 71 - 33 33 67
Migrant < < < < < < < <
Homeless < < < < < < 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 29 46 76 24 23 45 67 33 19 52 71 29
Female 27 47 75 25 22 43 65 35 16 57 72 28
Male 31 45 77 23 23 47 70 30 23 45 68 32
Asian < < 100 0 < < < <
Black 14 50 64 36 - 30 30 70 < < < <
Hispanic 53 20 73 27 12 47 59 41 19 44 63 38
White 29 49 78 22 27 48 76 24 21 52 73 27
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 6 24 29 71 - 17 17 83 - 29 29 71
Students without Disabilities 33 50 83 17 26 49 75 25 22 56 79 21
Economically Disadvantaged 22 47 69 31 8 43 51 49 12 54 66 34
Not Economically Disadvantaged 42 44 87 13 52 48 100 0 28 49 77 23
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 68 33 5 59 63 37 1 55 56 44
Female 3 59 62 38 2 63 65 35 - 51 51 49
Male 6 66 73 27 7 54 61 39 2 59 61 39
Asian < < 100 0
Black - 53 53 47 - 29 29 71 - 8 8 92
Hispanic 5 62 67 33 < < < < - 46 46 54
White 6 63 69 31 5 65 71 29 2 70 72 28
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 17 17 83 - 39 39 61 - 26 26 74
Students without Disabilities 6 71 76 24 6 64 70 30 2 66 67 33
Economically Disadvantaged 2 61 64 36 4 53 57 43 - 49 49 51
Not Economically Disadvantaged 11 66 77 23 5 69 74 26 3 63 65 35
English Learners < < < < < < < < < < < <
Migrant < < < <
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 77 23 3 74 76 24 4 79 83 17
Female 6 62 68 32 6 65 71 29 5 81 85 15
Male 7 79 85 15 - 81 81 19 3 77 80 20
American Indian < < 100 0 < < < < < < 100 0
Black - 47 47 53 - 63 63 38 - 80 80 20
Hispanic 12 71 82 18 < < < < - 71 71 29
White 6 74 80 20 1 81 82 18 5 80 85 15
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 43 43 57 - 55 55 45 - 33 33 67
Students without Disabilities 7 75 83 17 3 78 81 19 4 86 90 10
Economically Disadvantaged 1 63 64 36 3 65 68 32 2 69 71 29
Not Economically Disadvantaged 11 79 90 10 2 86 88 12 5 86 92 8
English Learners < < < < < < < <
Migrant < < < <
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 77 79 21 8 61 69 31 7 70 77 23
Female - 75 75 25 14 45 59 41 9 73 82 18
Male 5 79 84 16 - 85 85 15 5 67 71 29
American Indian < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White - 89 89 11 12 65 76 24 9 83 91 9
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 82 85 15 10 69 79 21 8 74 82 18
Economically Disadvantaged - 67 67 33 4 58 62 38 - 65 65 35
Not Economically Disadvantaged 6 89 94 6 13 65 78 22 12 73 85 15
English Learners < < < < < < 100 0 < < < <
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 52 74 26 22 47 70 30 21 51 72 28
Female 18 51 69 31 19 51 69 31 21 51 72 28
Male 26 54 80 20 26 44 70 30 21 50 71 29
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < < <
Black 4 57 61 39 8 61 69 31 2 51 53 47
Hispanic 23 51 74 26 12 61 73 27 11 62 72 28
White 25 51 76 24 28 41 69 31 28 48 75 25
Multiple Races 20 73 93 7 15 60 75 25 9 68 77 23
Students with Disabilities 4 36 40 60 8 27 35 65 3 31 35 65
Students without Disabilities 25 55 81 19 25 52 77 23 25 55 80 20
Economically Disadvantaged 13 51 64 36 17 47 64 36 13 51 64 36
Not Economically Disadvantaged 36 54 90 10 33 47 80 20 29 50 79 21
English Learners - 43 43 57 5 47 53 47 7 45 52 48
Migrant < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 37 37 63 - 20 20 80 - 13 13 87
Female < < < < - 14 14 86 - 20 20 80
Male - 36 36 64 - 29 29 71 - 8 8 92
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White - 27 27 73 - 18 18 82 - 14 14 86
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < - 10 10 90 < < < <
Students without Disabilities - 31 31 69 - 24 24 76 - 21 21 79
Economically Disadvantaged - 21 21 79 - 11 11 89 - - - 100
Not Economically Disadvantaged < < < < < < < < - 27 27 73
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 19 61 80 20 17 63 81 19 10 59 70 30
Female 11 62 74 26 12 67 78 22 11 59 70 30
Male 25 60 85 15 23 61 83 17 10 60 69 31
American Indian < < < < < < < <
Asian < < < <
Black - 67 67 33 6 78 83 17 - 50 50 50
Hispanic 54 31 85 15 10 67 76 24 - 69 69 31
White 18 63 81 19 22 59 81 19 16 57 72 28
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 10 38 48 52 10 30 40 60 - 39 39 61
Students without Disabilities 21 65 86 14 19 70 89 11 13 64 76 24
Economically Disadvantaged 11 56 68 32 13 65 78 22 6 58 65 35
Not Economically Disadvantaged 28 67 95 5 24 61 86 14 14 60 75 25
English Learners < < < < 10 40 50 50 < < < <
Homeless < < 100 0 < < 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 < < < < < < < < < < < <
Female < < < < < < 100 0 < < < <
Male < < 100 0 < < < <
Black < < < <
White < < < < < < < < < < < <
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 75 25 30 42 72 28 25 54 79 21
Female 15 53 68 32 32 47 79 21 25 50 76 24
Male 25 56 80 20 29 38 66 34 25 58 82 18
Asian < < 100 0
Black 13 50 63 38 13 60 73 27 - 65 65 35
Hispanic 13 56 69 31 17 42 58 42 10 66 76 24
White 23 55 78 22 37 38 75 25 32 50 82 18
Multiple Races < < < < < < < < 18 55 73 27
Students with Disabilities - 33 33 67 5 35 40 60 3 33 36 64
Students without Disabilities 24 58 82 18 36 44 80 20 29 58 87 13
Economically Disadvantaged 16 55 71 29 24 42 65 35 16 57 73 27
Not Economically Disadvantaged 28 54 82 18 43 43 86 14 34 51 85 15
English Learners < < < < < < < < < < < <
Migrant < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
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 36 41 78 23 28 43 71 29 31 42 73 27
Female 36 39 75 25 22 49 71 29 29 50 79 21
Male 36 44 81 19 35 35 71 29 33 35 67 33
Asian < < 100 0
Black < < < < < < < < 8 42 50 50
Hispanic 13 67 80 20 14 79 93 7 24 59 82 18
White 47 33 80 20 35 30 65 35 38 38 75 25
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 30 30 70 13 27 40 60 10 35 45 55
Students without Disabilities 41 43 84 16 31 45 76 24 36 44 80 20
Economically Disadvantaged 16 50 66 34 21 49 70 30 18 45 63 37
Not Economically Disadvantaged 70 27 97 3 42 30 73 27 45 39 84 16
English Learners < < < < < < 100 0 20 60 80 20
Foster Care < < 100 0 < < < <
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
American Indian < < < <
Black < < < <
White < < 100 0
Students with Disabilities < < < <
Economically Disadvantaged < < < <
< = 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
Division163
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-kindergarten414849
Kindergarten108113105
Grade 179111110
Grade 29493114
Grade 3999794
Grade 48399100
Grade 511990106
Grade 610712495
Grade 7114113120
Grade 8119122114
Grade 9144131126
Grade 10145134132
Grade 11110111109
Grade 12118109119
Total Enrollment1,4801,4951,493

< = 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 Students148014951493
Female726734735
Male754761758
American Indian542
Asian745
Black201186177
Hispanic174190219
White102510391030
Multiple Races687160
Students with Disabilities245229263
Students without Disabilities123512661230
Economically Disadvantaged927924777
Not Economically Disadvantaged553571716
English Learners637597
Not English Learners141714201396
Migrant165
Homeless2114
Military Connected443
Foster Care986
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,0703601,2102111,256176
Female5531505989062884
Male51721061212162892
American Indian<<<<<<
Asian<<<<<<
Black149451532714920
Hispanic136261661319419
Native Hawaiian--<<--
White730264830158857126
Multiple Races48205610518
Students with Disabilities151881885218551
Economically Disadvantaged631281741165633135
English Learners557764919
Homeless97115<<
< = 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 41 68 7 1 6 2
State 51325 41797 1944 889 5197 1395
Female Division 17 30 2 1 3 1
State 27479 18568 644 302 1991 571
Male Division 24 38 5 0 3 1
State 23842 23219 1299 582 3204 824
Black Division 2 9 2 0 1 1
State 8492 10859 649 192 1064 555
Hispanic Division 1 8 1 0 1 0
State 7732 9780 323 169 2618 361
White Division 38 48 4 1 4 1
State 25572 16963 766 433 1201 364
Multiple Races Division < < < < 0 <
State 3187 2410 100 77 171 63
Students with Disabilities Division 1 9 7 0 2 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 8 38 7 1 4 1
State 12384 21564 1091 503 2612 961
English Learners Division < < < < 0 <
State 1822 5921 308 50 2224 183
Homeless Division < < < < 0 <
State 201 818 47 19 231 71
Foster Care Division < < < < 0 <
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 Students125116931189465
Female544991519436
Male716794679434
Black151387149317
Hispanic111091109119
White969094919544
Multiple Races<<100<10000
Students with Disabilities1917901790211
Economically Disadvantaged595390549247
English Learners<<100<10000
Homeless<<<<<00
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken38 / 7.35%51 / 10.52%50 / 10.29%
Advanced Placement Course Enrollment49 / 9.48%62 / 12.78%61 / 12.55%
Dual Enrollment64 / 12.38%66 / 13.61%67 / 13.79%
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 StudentsDivision1248035
State87,94758,78733
FemaleDivision604132
State44,12532,24627
MaleDivision643939
State43,77126,52239
BlackDivision15<100
State18,15310,95740
HispanicDivision<<100
State12,8667,34843
WhiteDivision956334
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision14<100
State8,6323,93454
Economically DisadvantagedDivision613051
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
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 LicensuresDivision81814
 State1,5732,0692,206
Industry CertificationDivision112154164
 State100,965101,956105,973
Workplace ReadinessDivision262621
 State41,81935,06638,829
Total Credentials EarnedDivision146198199
 State148,201142,668150,233
Students Earning One or More CredentialsDivision129160156
 State118,467115,609120,035
CTE CompletersDivision898483
 State46,02848,64351,357
NOCTI AssessmentsDivision---
 State3,8443,5773,225
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$10,298$6,062$2,190
State$7,134$6,454$1,936
2022-2023Division$12,450$6,464$3,676
State$7,803$6,956$1,918
2023-2024Division$12,977$5,621$3,168
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 Progress58
Behaviors related to School Operations84
Relationship Behaviors without Physical Harm235
Behaviors of a Safety Concern245
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others43

< = 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 343 242 143
Out-of-School Suspension 253 179 144
Explusion and Alternative Placement 2 26 1
Referral to Law Enforcement 30 7 4
Bus Suspension 30 52 21

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 77.982.684.7
< = 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 43.54445.1
< = 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 68.868.570.6
< = 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

10.59 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

9.09 : 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
2022-202336%59%1%4%
2023-202437%60%0%3%
2024-202538%58%0%4%
< = 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 Students74%81%88%
Asian<91%88%
Black57%73%88%
Hispanic69%73%88%
White78%86%88%
Multiple Races72%84%88%
Economically Disadvantaged63%73%88%
English Learners57%67%88%
Students with Disabilities34%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 Students79%76%85%
Asian<90%85%
Black62%67%85%
Hispanic74%68%85%
White84%82%85%
Multiple Races71%79%85%
Economically Disadvantaged72%67%85%
English Learners71%64%85%
Students with Disabilities50%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 Students70%
Asian<
Black34%
Hispanic62%
White78%
Multiple Races62%
Economically Disadvantaged61%
English Learners57%
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 Students87%84%84%
Asian-90%84%
Black73%83%84%
Hispanic90%83%84%
White89%86%84%
Multiple Races<89%84%
Economically Disadvantaged79%83%84%
English Learners<80%84%
Students with Disabilities53%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 Progress44%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 Progress255744%
English Learner Proficiency6808%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.2%-98.8%-99%-
Asian<-<-<-
Black100%-100%-100%-
Hispanic99%-100%-100%-
White99.2%-98.5%-98.6%-
Multiple Races100%-100%-100%-
Economically Disadvantaged99%-99%-99.4%-
Not Economically Disadvantaged99.4%-98.6%-98.6%-
English Learners100%-100%-100%-
Students with Disabilities95.2%-95.2%-96.7%-
Students without Disabilities100%-99.5%-99.6%-
Female99.2%-98.9%-100%-
Male99.2%-98.7%-98.1%-
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).

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

Nelson County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2024 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

Nelson County Public Schools to top