Norton City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Norton Elementary	Fully Accredited	On Track	85.3
High Schools
J.I. Burton High	Fully Accredited	Distinguished	95.3

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

	2022-2023	2023-2024	2024-2025
Division	-	1	-
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	32	33	42
Kindergarten	56	62	66
Grade 1	67	53	62
Grade 2	51	64	61
Grade 3	66	53	62
Grade 4	64	60	54
Grade 5	57	63	65
Grade 6	46	56	58
Grade 7	63	47	57
Grade 8	66	66	57
Grade 9	62	68	68
Grade 10	68	62	65
Grade 11	49	70	63
Grade 12	68	50	75
Total Enrollment	815	807	855

< = 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	815	807	855
Female	433	418	452
Male	380	389	403
American Indian	1	1	1
Asian	2	2	5
Black	37	35	30
Hispanic	18	22	21
White	711	688	738
Multiple Races	46	58	60
Students with Disabilities	142	131	141
Students without Disabilities	673	676	714
Economically Disadvantaged	441	533	472
Not Economically Disadvantaged	374	274	383
English Learners	8	9	9
Not English Learners	807	798	846
Homeless	18	19	19
Military Connected	4	7	6
Foster Care	10	16	16
< = 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	574	201	710	65	725	88
Female	292	123	358	39	373	56
Male	282	78	352	26	352	32
American Indian	<	<	<	<	<	<
Asian	<	<	<	<	<	<
Black	25	9	32	2	26	5
Hispanic	11	6	18	3	18	1
Native Hawaiian	-	-	<	<	-	-
White	513	166	611	52	627	73
Multiple Races	23	19	46	7	50	8
Students with Disabilities	104	45	134	19	149	14
Economically Disadvantaged	302	129	463	55	414	57
English Learners	<	<	7	3	<	<
Homeless	12	5	15	3	13	6
< = 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	37	37	1	0	1	0
	State	51325	41797	1944	889	5197	1395
Female	Division	21	18	1	0	1	0
	State	27479	18568	644	302	1991	571
Male	Division	16	19	0	0	0	0
	State	23842	23219	1299	582	3204	824
Black	Division	<	<	<	<	0	<
	State	8492	10859	649	192	1064	555
Hispanic	Division	<	<	<	<	0	<
	State	7732	9780	323	169	2618	361
White	Division	32	30	1	0	1	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	<	<	<	<	0	<
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	2	8	1	0	0	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	13	18	0	0	0	0
	State	12384	21564	1091	503	2612	961
Homeless	Division	<	<	<	<	0	<
	State	201	818	47	19	231	71
< = 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	76	75	99	75	99	1	1
Female	41	40	98	40	98	1	2
Male	35	35	100	35	100	0	0
Black	<	<	100	<	100	0	0
Hispanic	<	<	100	<	100	0	0
White	64	63	98	63	98	1	2
Multiple Races	<	<	100	<	100	0	0
Students with Disabilities	11	11	100	11	100	0	0
Economically Disadvantaged	31	31	100	31	100	0	0
Homeless	<	<	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 / .4%	-
Advanced Placement Course Enrollment	-	1 / .4%	-
Dual Enrollment	85 / 34.41%	162 / 64.8%	146 / 53.87%
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 Students	Division	76	48	37
	State	87,947	58,787	33
Female	Division	35	28	20
	State	44,125	32,246	27
Male	Division	41	20	51
	State	43,771	26,522	39
Black	Division	<	<	100
	State	18,153	10,957	40
White	Division	57	37	35
	State	44,455	30,645	31
Multiple Races	Division	10	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	<	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	46	24	48
	State	30,889	16,128	48
American Indian	Division	-	-	100
	State	173	107	38
Asian	Division	-	-	100
	State	7,326	6,406	13
Hispanic	Division	-	-	100
	State	12,866	7,348	43
Native Hawaiian	Division	-	-	100
	State	137	87	36
English Learners	Division	-	-	100
	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
Industry Certification	Division	60	101	79
	State	100,965	101,956	105,973
Workplace Readiness	Division	2	-	2
	State	41,819	35,066	38,829
Total Credentials Earned	Division	62	106	91
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	57	98	81
	State	118,467	115,609	120,035
CTE Completers	Division	61	48	70
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	5
	State	3,844	3,577	3,225
State Licensures	Division	-	5	5
	State	1,573	2,069	2,206
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	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	64.1	58.6	56

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	$2,104	$8,661	$3,353
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,539	$10,233	$2,413
	State	$7,803	$6,956	$1,918
2023-2024	Division	$3,695	$9,717	$2,866
	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	4
Behaviors related to School Operations	4
Relationship Behaviors without Physical Harm	13
Behaviors of a Safety Concern	16
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	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	18	23	26
Out-of-School Suspension	25	10	22
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	21	16	10
Bus Suspension	2	0	0

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	96.2	99.1	99.2
< = 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	50.1	60	58.1
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	73.7	77.9	82.7
< = 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

10.74 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.59 : 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	61%	34%	1%	4%
2023-2024	55%	41%	1%	3%
2024-2025	45%	47%	1%	7%
< = 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	80%	81%	88%
Asian	<	91%	88%
Black	65%	73%	88%
Hispanic	<	73%	88%
White	81%	86%	88%
Multiple Races	83%	84%	88%
Economically Disadvantaged	78%	73%	88%
English Learners	<	67%	88%
Students with Disabilities	54%	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	80%	76%	85%
Asian	<	90%	85%
Black	70%	67%	85%
Hispanic	<	68%	85%
White	82%	82%	85%
Multiple Races	68%	79%	85%
Economically Disadvantaged	75%	67%	85%
English Learners	<	64%	85%
Students with Disabilities	56%	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	81%
Asian	-
Black	70%
Hispanic	<
White	80%
Multiple Races	92%
Economically Disadvantaged	76%
English Learners	<
Students with Disabilities	53%

< = 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	97%	84%	84%
Asian	-	90%	84%
Black	<	83%	84%
Hispanic	<	83%	84%
White	97%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	100%	83%	84%
English Learners	-	80%	84%
Students with Disabilities	91%	79%	84%

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	<	56%	58%
English Learner Proficiency	<	-	-

< = 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	<	<	<
English Learner Proficiency	<	<	<

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.8%	-	98.3%	-	100%	-
Asian	<	-	<	-	<	-
Black	100%	-	100%	-	100%	-
Hispanic	<	-	<	-	<	-
White	98.6%	-	98.1%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	98.5%	-	98.1%	-	100%	-
Not Economically Disadvantaged	99.4%	-	98.8%	-	100%	-
English Learners	<	-	<	-	<	-
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	98.5%	-	97.9%	-	100%	-
Female	99.6%	-	98.7%	-	100%	-
Male	98%	-	98%	-	100%	-

< = 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

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

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

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

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2022-2023			2023-2024			2024-2025
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 11	49	49	-	70	70	-	63	63	-
Grade 02	51	50	1	64	64	-	61	60	1
Grade 10	68	68	-	62	61	1	65	64	1
Grade 08	66	65	1	66	66	-	57	57	-
Grade 01	67	67	-	53	52	1	62	62	-
Grade 05	57	57	-	63	63	-	65	65	-
Grade 12	68	68	-	50	50	-	75	75	-
Grade 03	66	64	2	53	52	1	62	62	-
Grade 07	63	63	-	47	47	-	57	57	-
Grade KG	56	55	1	62	61	1	66	65	1
Grade PK	32	32	-	33	33	-	42	42	-
Grade 09	62	62	-	68	67	1	68	68	-
Grade 04	64	64	-	60	59	1	54	53	1
Grade 06	46	46	-	56	56	-	58	58	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2022-2023				2023-2024				2024-2025
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	568	200	73.96	26.04	701	69	91.04	8.96	704	104	87.13	12.87
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Female
Not a Full-Time MOP Student	287	122	70.17	29.83	352	41	89.57	10.43	360	67	84.31	15.69
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Male
Not a Full-Time MOP Student	281	78	78.27	21.73	349	28	92.57	7.43	344	37	90.29	9.71
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Black
Not a Full-Time MOP Student	25	9	73.53	26.47	32	2	94.12	5.88	25	5	83.33	16.67
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Hispanic
Not a Full-Time MOP Student	11	6	64.71	35.29	18	3	85.71	14.29	17	2	89.47	10.53
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	507	165	75.45	24.55	602	56	91.49	8.51	614	83	88.09	11.91
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Asian
Not a Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	23	19	54.76	45.24	46	7	86.79	13.21	45	12	78.95	21.05
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	103	45	69.59	30.41	133	19	87.5	12.5	145	18	88.96	11.04
Full-Time MOP Student	<	<	<	<	<	<	<	<	-	-	-	-
Economically Disadvantaged
Not a Full-Time MOP Student	300	129	69.93	30.07	457	58	88.74	11.26	402	67	85.71	14.29
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
English Learners
Not a Full-Time MOP Student	<	<	<	<	7	3	70	30	<	<	<	<
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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