Newport News City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Achievable Dream Academy	Fully Accredited	Off Track	79
B.C. Charles Elementary	Fully Accredited	Off Track	79.8
Carver Elementary	Fully Accredited	Off Track	75.2
David A. Dutrow Elementary	Fully Accredited	On Track	81.5
Deer Park Elementary	Fully Accredited	Distinguished	99.7
Discovery STEM Academy	Fully Accredited	Needs Intensive Support	73.7
General Stanford Elementary	Fully Accredited	Distinguished	92.4
George J. McIntosh Elementary	Fully Accredited	Needs Intensive Support	78.2
Hidenwood Elementary	Fully Accredited	On Track	80.5
Hilton Elementary	Fully Accredited	Distinguished	92
Joseph H. Saunders Elementary	Fully Accredited	Needs Intensive Support	74.3
Katherine Johnson Elementary	Fully Accredited	Off Track	79.9
Kiln Creek Elementary	Fully Accredited	On Track	80.3
Knollwood Meadows Elementary	Fully Accredited	On Track	80.1
L.F. Palmer Elementary	Fully Accredited	On Track	81.7
Newsome Park Elementary	Fully Accredited	Off Track	73.2
Oliver C. Greenwood Elementary	Fully Accredited	On Track	82.3
Richard T. Yates Elementary	Fully Accredited	On Track	82.5
Richneck Elementary	Fully Accredited	Off Track	78.1
Riverside Elementary	Fully Accredited	Needs Intensive Support	74.6
Sedgefield Elementary	Fully Accredited	Off Track	77.4
Stoney Run Elementary	Fully Accredited	Needs Intensive Support	76.1
T. Ryland Sanford Elementary	Fully Accredited	Needs Intensive Support	78.5
Willis A. Jenkins Elementary	Fully Accredited	Needs Intensive Support	74.2
Middle Schools
B.T. Washington Middle	Fully Accredited	On Track	88.5
Crittenden Middle	Fully Accredited	Off Track	77.1
Ella J. Fitzgerald Middle	Fully Accredited	Off Track	79.7
Ethel M. Gildersleeve Middle	Fully Accredited	Off Track	79.8
Homer L. Hines Middle	Fully Accredited	On Track	80.9
Huntington Middle	Fully Accredited	Off Track	68.1
Mary Passage Middle	Fully Accredited	Off Track	78
High Schools
Achievable Dream Middle/High	Fully Accredited	On Track	88.8
Denbigh High	Fully Accredited	On Track	84
Heritage High	Fully Accredited	On Track	82.7
Menchville High	Fully Accredited	On Track	86
Warwick High	Fully Accredited	On Track	82.9
Woodside High	Fully Accredited	On Track	85.1
Prekindergarten Schools
John Marshall Early Childhood Center	Fully Accredited	Too Small

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

Science Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	75	107	69
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


Student Group	Below Basic	Basic	Proficient	Advanced	Virginia Students at or Above Proficient	Nation at or Above Proficient

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	985	973	982
Kindergarten	1,913	1,897	1,882
Grade 1	2,049	1,985	1,963
Grade 2	1,958	2,025	1,968
Grade 3	2,035	1,921	2,007
Grade 4	1,973	2,014	1,883
Grade 5	1,980	1,953	1,954
Grade 6	1,934	1,899	1,916
Grade 7	1,935	1,875	1,837
Grade 8	1,966	1,922	1,867
Grade 9	2,311	2,266	2,345
Grade 10	2,159	2,069	1,970
Grade 11	1,690	1,800	1,719
Grade 12	1,674	1,620	1,640
Total Enrollment	26,562	26,219	25,933

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	26562	26219	25933
Female	12897	12754	12623
Male	13638	13431	13262
American Indian	91	86	83
Asian	489	464	476
Black	14087	13881	13639
Hispanic	4356	4517	4698
Native Hawaiian	78	75	63
White	5290	5030	4793
Multiple Races	2171	2166	2181
Students with Disabilities	3480	3551	3603
Students without Disabilities	23082	22668	22330
Economically Disadvantaged	16923	15626	14976
Not Economically Disadvantaged	9639	10593	10957
English Learners	2159	2349	2556
Not English Learners	24403	23870	23377
Homeless	293	322	387
Military Connected	2625	2581	2471
Foster Care	28	31	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	19,339	5,917	19,561	5,512	20,003	4,541
Female	9,457	2,826	9,587	2,658	9,853	2,143
Male	9,855	3,081	9,938	2,841	10,150	2,398
American Indian	66	21	59	24	58	17
Asian	425	40	424	33	408	45
Black	9,840	3,531	9,957	3,286	10,126	2,726
Hispanic	3,197	983	3,431	952	3,686	805
Native Hawaiian	60	14	62	12	50	12
White	4,148	875	4,009	776	3,997	564
Multiple Races	1,603	453	1,619	429	1,678	372
Students with Disabilities	2,354	1,093	2,490	1,089	2,634	986
Economically Disadvantaged	11,879	4,783	11,642	4,361	11,439	3,540
English Learners	1,732	477	1,981	457	2,202	423
Homeless	369	442	429	429	437	449
< = 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	804	842	55	19	10	19
	State	51325	41797	1944	889	5197	1395
Female	Division	459	383	12	6	4	9
	State	27479	18568	644	302	1991	571
Male	Division	345	459	43	13	6	10
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	31	8	1	0	0	0
	State	6138	1603	96	15	116	44
Black	Division	378	490	36	8	5	15
	State	8492	10859	649	192	1064	555
Hispanic	Division	125	127	8	1	1	1
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	212	159	5	8	1	2
	State	25572	16963	766	433	1201	364
Multiple Races	Division	55	57	5	1	3	1
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	16	119	55	2	6	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	330	513	34	3	1	13
	State	12384	21564	1091	503	2612	961
English Learners	Division	20	82	4	0	1	0
	State	1822	5921	308	50	2224	183
Homeless	Division	9	29	3	0	1	3
	State	201	818	47	19	231	71
Military Connected	Division	65	58	1	0	0	0
	State	2497	1577	51	17	49	13
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 Students	1,749	1,701	97	1,720	98	10	1
Female	873	854	98	860	99	4	1
Male	876	847	97	860	98	6	1
American Indian	<	<	<	<	<	0	0
Asian	40	40	100	40	100	0	0
Black	932	904	97	912	98	5	1
Hispanic	263	260	99	261	99	1	0
Native Hawaiian	<	<	100	<	100	0	0
White	387	376	97	384	99	1	0
Multiple Races	122	117	96	118	97	3	3
Students with Disabilities	198	190	96	192	97	6	3
Economically Disadvantaged	894	877	98	880	98	1	0
English Learners	107	106	99	106	99	1	1
Homeless	45	41	91	41	91	1	2
Military Connected	124	124	100	124	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	1,631 / 20.82%	1,544 / 19.91%	1,541 / 20.08%
Advanced Placement Course Enrollment	1,728 / 22.06%	1,651 / 21.29%	1,645 / 21.44%
Dual Enrollment	238 / 3.04%	123 / 1.59%	85 / 1.11%
Governor's School Enrollment	15 / .19%	16 / .21%	13 / .17%
IB Course Enrollment	132 / 1.69%	123 / 1.59%	98 / 1.28%
Senior Enrolled in IB Program	33 / .42%	48 / .62%	37 / .48%

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,531	740	52
	State	87,947	58,787	33
Female	Division	835	467	44
	State	44,125	32,246	27
Male	Division	693	272	61
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	56	38	32
	State	7,326	6,406	13
Black	Division	798	368	54
	State	18,153	10,957	40
Hispanic	Division	192	83	57
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	401	212	47
	State	44,455	30,645	31
Multiple Races	Division	74	37	50
	State	4,837	3,237	33
Students with Disabilities	Division	177	48	73
	State	8,632	3,934	54
Economically Disadvantaged	Division	759	289	62
	State	30,889	16,128	48
English Learners	Division	58	27	53
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	68	91	133
	State	3,844	3,577	3,225
Industry Certification	Division	2,590	2,424	2,296
	State	100,965	101,956	105,973
Workplace Readiness	Division	503	512	592
	State	41,819	35,066	38,829
Total Credentials Earned	Division	3,161	3,037	3,035
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	2,632	2,552	2,580
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	63	33	-
	State	962	1,022	-
CTE Completers	Division	699	726	704
	State	46,028	48,643	51,357
State Licensures	Division	-	10	14
	State	1,573	2,069	2,206

< = 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

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	54.9	55.6	54.4

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$4,492	$8,326	$2,924
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,485	$9,270	$3,574
	State	$7,803	$6,956	$1,918
2023-2024	Division	$5,076	$10,013	$4,123
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

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

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	3,819
Behaviors related to School Operations	4,680
Relationship Behaviors without Physical Harm	5,083
Behaviors of a Safety Concern	5,020
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,225
Behaviors used to determine Persistently Dangerous Schools	1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	4,303	4,486	4,553
Out-of-School Suspension	6,711	6,295	6,921
Explusion and Alternative Placement	286	297	416
Referral to Law Enforcement	135	92	94
Bus Suspension	581	408	401

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	91.1	98.2	100
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	49	52	55.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	62.1	65.6	71.9
< = 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

15.3 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.83 : 1

Teacher Quality

Teacher Quality All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	37%	50%	1%	12%
2023-2024	36%	53%	2%	9%
2024-2025	35%	49%	1%	15%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	62%	81%	88%
Asian	76%	91%	88%
Black	56%	73%	88%
Hispanic	55%	73%	88%
White	77%	86%	88%
Multiple Races	72%	84%	88%
Economically Disadvantaged	53%	73%	88%
English Learners	36%	67%	88%
Students with Disabilities	32%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	62%	76%	85%
Asian	80%	90%	85%
Black	56%	67%	85%
Hispanic	59%	68%	85%
White	78%	82%	85%
Multiple Races	71%	79%	85%
Economically Disadvantaged	55%	67%	85%
English Learners	48%	64%	85%
Students with Disabilities	34%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	64%
Asian	83%
Black	58%
Hispanic	62%
White	78%
Multiple Races	75%
Economically Disadvantaged	56%
English Learners	44%
Students with Disabilities	34%

< = 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	98%	90%	84%
Black	93%	83%	84%
Hispanic	93%	83%	84%
White	94%	86%	84%
Multiple Races	93%	89%	84%
Economically Disadvantaged	93%	83%	84%
English Learners	91%	80%	84%
Students with Disabilities	64%	79%	84%
Homeless	73%	-	-
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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	52%	56%	58%
English Learner Proficiency	9%	-	-

< = 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	852	1624	52%
English Learner Proficiency	193	2252	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.7%	-	98.4%	-	98.5%	-
Asian	99.2%	-	98.1%	-	98.3%	-
Black	98.8%	-	98.3%	-	98.6%	-
Hispanic	98.9%	-	98.8%	-	98.5%	-
White	98.3%	-	98.1%	-	98%	-
Multiple Races	98.7%	-	98.4%	-	98.9%	-
Economically Disadvantaged	98.7%	-	98.3%	-	98.4%	-
Not Economically Disadvantaged	98.8%	-	98.5%	-	98.6%	-
English Learners	99.4%	-	99.2%	-	99.1%	-
Students with Disabilities	95%	-	95%	-	95%	-
Students without Disabilities	99.4%	-	99%	-	99.1%	-
Female	99%	-	98.7%	-	98.8%	-
Male	98.4%	-	98.1%	-	98.2%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

Early Learning

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act