Orange County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Gordon-Barbour Elementary	Fully Accredited	Distinguished	93.93
Lightfoot Elementary	Fully Accredited	Meets Expectations	89.01
Locust Grove Elementary	Fully Accredited	Approaching Expectations	84.09
Locust Grove Primary	Fully Accredited	Approaching Expectations	84.06
Orange Elementary	Fully Accredited	Approaching Expectations	85.59
Unionville Elementary	Fully Accredited	Meets Expectations	88.41
Middle Schools
Locust Grove Middle	Fully Accredited	Approaching Expectations	86.09
Prospect Heights Middle	Fully Accredited	Meets Expectations	84
High Schools
Orange County High	Fully Accredited	Distinguished	90.95

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	60	70	30	11	62	73	27	10	60	69	31
Female	11	60	70	30	12	62	74	26	11	59	70	30
Male	9	60	69	31	10	62	72	28	8	60	68	32
American Indian	<	<	<	<	<	<	<	<	9	36	45	55
Asian	19	62	81	19	23	68	91	9	23	69	92	8
Black	6	59	65	35	6	62	68	32	6	53	59	41
Hispanic	5	56	61	39	7	61	69	31	7	57	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	12	61	73	27	14	63	76	24	11	63	74	26
Multiple Races	7	58	65	35	9	58	66	34	8	54	62	38
Students with Disabilities	8	27	36	64	7	37	44	56	5	33	38	62
Students without Disabilities	10	65	75	25	12	66	78	22	10	65	75	25
Economically Disadvantaged	6	55	61	39	7	59	66	34	6	56	63	37
Not Economically Disadvantaged	13	64	77	23	14	64	78	22	12	62	74	26
English Learners	2	37	39	61	3	40	43	57	2	29	30	70
Homeless	9	45	55	45	-	33	33	67	-	50	50	50
Military Connected	11	62	73	27	11	62	73	27	5	71	76	24
Foster Care	9	55	64	36	<	<	<	<	18	18	36	64
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	57	67	33	10	60	70	30	6	55	61	39
Female	12	55	67	33	10	59	69	31	5	55	61	39
Male	9	59	68	32	9	61	71	29	7	54	61	39
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	10	55	64	36	5	69	74	26	2	37	39	61
Hispanic	6	55	60	40	5	55	60	40	5	51	56	44
White	11	59	71	29	12	62	73	27	6	61	66	34
Multiple Races	7	53	60	40	11	51	62	38	13	52	65	35
Students with Disabilities	9	28	37	63	7	38	45	55	-	34	34	66
Students without Disabilities	11	62	73	28	10	63	74	26	7	58	66	34
Economically Disadvantaged	7	55	63	38	8	57	65	35	5	48	54	46
Not Economically Disadvantaged	13	58	71	29	11	64	75	25	7	60	66	34
English Learners	4	48	52	48	-	41	41	59	-	33	33	67
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	50	50	50	13	60	73	27	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	59	69	31	15	61	76	24	13	60	73	27
Female	11	59	70	30	15	61	77	23	12	62	74	26
Male	10	59	69	31	14	61	75	25	13	58	72	28
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	2	56	58	42	10	66	76	24	8	68	75	25
Hispanic	8	50	58	42	7	64	71	29	9	54	63	37
Native Hawaiian	<	<	<	<					<	<	100	0
White	15	62	77	23	17	61	78	22	16	59	76	24
Multiple Races	2	55	57	43	10	61	71	29	9	60	69	31
Students with Disabilities	2	32	34	66	13	38	51	49	9	28	37	63
Students without Disabilities	12	63	75	25	15	66	81	19	13	65	78	22
Economically Disadvantaged	7	54	61	39	9	57	66	34	10	60	69	31
Not Economically Disadvantaged	14	64	78	22	18	64	81	19	16	60	76	24
English Learners	4	32	36	64	-	48	48	52	-	32	32	68
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	14	64	79	21	18	64	82	18	-	70	70	30
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	60	66	34	7	60	67	33	8	61	69	31
Female	7	58	65	35	8	56	64	36	9	63	72	28
Male	5	62	67	33	6	65	71	29	7	59	66	34
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	3	60	63	38	-	56	56	44	2	63	65	35
Hispanic	4	48	52	48	4	58	62	38	3	57	60	40
White	7	61	69	31	10	64	74	26	11	64	75	25
Multiple Races	4	63	67	33	3	53	55	45	5	50	55	45
Students with Disabilities	11	19	30	70	2	28	30	70	4	34	39	61
Students without Disabilities	5	66	71	29	8	66	73	27	9	67	76	24
Economically Disadvantaged	4	53	57	43	4	54	58	42	4	55	59	41
Not Economically Disadvantaged	7	66	74	26	9	66	76	24	11	64	75	25
English Learners	5	23	27	73	-	19	19	81	-	32	32	68
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	-	80	80	20	13	63	75	25	8	62	69	31
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	59	66	34	9	60	69	31	8	58	67	33
Female	11	55	67	33	9	61	70	30	8	58	66	34
Male	4	62	66	34	10	59	68	32	8	59	67	33
American Indian					<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	50	54	46	4	55	60	40	-	49	49	51
Hispanic	2	60	62	38	4	63	67	33	7	57	64	36
Native Hawaiian	<	<	<	<					<	<	100	0
White	10	62	71	29	12	59	71	29	12	62	74	26
Multiple Races	7	52	59	41	6	61	67	33	2	54	56	44
Students with Disabilities	8	30	38	62	7	30	37	63	-	26	26	74
Students without Disabilities	8	64	72	28	10	64	74	26	9	63	73	27
Economically Disadvantaged	4	53	57	43	5	58	63	37	5	57	61	39
Not Economically Disadvantaged	11	64	74	26	13	61	74	26	11	60	71	29
English Learners	-	42	42	58	7	27	33	67	-	15	15	85
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	14	64	79	21	8	62	69	31	6	71	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	62	66	34	11	63	74	26	5	65	70	30
Female	5	61	65	35	14	61	75	25	7	62	69	31
Male	4	63	66	34	9	65	73	27	4	67	71	29
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	77	77	23	12	55	67	33	-	57	57	43
Hispanic	-	59	59	41	7	61	69	31	4	71	75	25
White	5	61	66	34	13	65	78	22	6	67	74	26
Multiple Races	7	55	62	38	5	62	68	32	6	53	59	41
Students with Disabilities	5	27	32	68	9	30	39	61	2	37	38	62
Students without Disabilities	4	68	72	28	12	69	80	20	6	69	75	25
Economically Disadvantaged	2	55	56	44	6	60	66	34	2	63	65	35
Not Economically Disadvantaged	6	68	74	26	15	65	80	20	8	65	73	27
English Learners	-	39	39	61	8	31	38	62	-	31	31	69
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	54	54	46	20	50	70	30	-	80	80	20
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	60	70	30	8	63	71	29	9	61	70	30
Female	9	65	74	26	9	66	75	25	13	60	73	27
Male	11	55	66	34	8	60	67	33	5	62	67	33
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	5	63	68	33	2	68	70	30	7	51	59	41
Hispanic	2	60	62	38	3	62	65	35	10	53	64	36
Native Hawaiian									<	<	100	0
White	14	58	73	27	11	64	75	25	10	64	75	25
Multiple Races	3	68	71	29	9	53	62	38	3	67	70	30
Students with Disabilities	4	26	30	70	7	39	46	54	11	38	49	51
Students without Disabilities	11	65	76	24	9	67	75	25	9	65	74	26
Economically Disadvantaged	4	54	58	42	4	59	63	37	7	54	62	38
Not Economically Disadvantaged	15	65	79	21	12	66	78	22	11	65	75	25
English Learners	-	33	33	67	-	29	29	71	-	24	24	76
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	20	67	87	13	-	77	77	23	-	91	91	9
Foster Care	<	<	<	<					<	<	<	<
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	62	82	18	19	64	83	17	17	58	76	24
Female	22	64	85	15	19	66	85	15	23	54	78	22
Male	20	59	79	21	18	62	81	19	11	62	73	27
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	17	53	71	29	13	67	80	20	20	53	73	27
Hispanic	13	60	73	27	19	66	85	15	11	55	66	34
Native Hawaiian	<	<	100	0					<	<	100	0
White	22	64	86	14	19	64	83	17	17	63	79	21
Multiple Races	23	67	90	10	18	61	79	21	21	45	67	33
Students with Disabilities	17	29	46	54	-	57	57	43	8	34	42	58
Students without Disabilities	21	67	88	12	22	66	87	13	20	64	84	16
Economically Disadvantaged	14	60	74	26	13	68	81	19	12	57	69	31
Not Economically Disadvantaged	27	63	90	10	23	61	84	16	20	59	80	20
English Learners	-	44	44	56	9	59	69	31	11	26	37	63
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	7	57	64	36	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	54	62	38	7	50	57	43	1	27	28	72
Female	9	58	67	33	6	57	63	37	2	36	38	62
Male	7	49	56	44	8	42	50	50	-	21	21	79
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	2	45	47	53	3	46	49	51	-	24	24	76
Hispanic	3	53	56	44	3	35	38	62	-	50	50	50
White	11	57	68	32	9	57	65	35	2	19	21	79
Multiple Races	5	51	57	43	11	46	57	43	-	25	25	75
Students with Disabilities	-	15	15	85	-	12	12	88	-	10	10	90
Students without Disabilities	9	59	68	32	8	56	65	35	1	36	37	63
Economically Disadvantaged	4	49	53	47	3	46	50	50	-	23	23	77
Not Economically Disadvantaged	12	58	70	30	10	52	62	38	1	31	32	68
English Learners	-	39	39	61	-	3	3	97	-	58	58	42
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	47	53	47	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	54	62	38	7	50	57	43	1	27	28	72
Female	9	58	67	33	6	57	63	37	2	36	38	62
Male	7	49	56	44	8	42	50	50	-	21	21	79
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	2	45	47	53	3	46	49	51	-	24	24	76
Hispanic	3	53	56	44	3	35	38	62	-	50	50	50
White	11	57	68	32	9	57	65	35	2	19	21	79
Multiple Races	5	51	57	43	11	46	57	43	-	25	25	75
Students with Disabilities	-	15	15	85	-	12	12	88	-	10	10	90
Students without Disabilities	9	59	68	32	8	56	65	35	1	36	37	63
Economically Disadvantaged	4	49	53	47	3	46	50	50	-	23	23	77
Not Economically Disadvantaged	12	58	70	30	10	52	62	38	1	31	32	68
English Learners	-	39	39	61	-	3	3	97	-	58	58	42
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	47	53	47	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	61	67	33	7	65	71	29	7	62	69	31
Female	5	60	65	35	5	65	70	30	5	62	68	32
Male	7	61	68	32	8	65	73	27	8	62	70	30
American Indian	<	<	<	<	<	<	<	<	18	18	36	64
Asian	19	69	88	12	18	64	82	18	33	54	88	13
Black	2	58	60	40	4	61	65	35	4	56	60	40
Hispanic	3	55	58	42	2	64	66	34	3	62	65	35
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	8	63	71	29	9	67	76	24	8	65	73	27
Multiple Races	4	58	62	38	3	59	62	38	5	58	63	37
Students with Disabilities	4	36	40	60	4	39	43	57	1	38	39	61
Students without Disabilities	6	65	71	29	7	69	76	24	8	66	74	26
Economically Disadvantaged	3	55	58	42	4	59	63	37	4	59	62	38
Not Economically Disadvantaged	9	65	74	26	9	69	77	23	8	65	73	27
English Learners	2	40	42	58	1	50	51	49	1	48	48	52
Homeless	-	56	56	44	6	29	35	65	-	57	57	43
Military Connected	4	64	67	33	2	70	72	28	4	71	75	25
Foster Care	-	54	54	46	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	57	67	33	8	69	78	22	6	61	66	34
Female	8	56	65	35	7	67	74	26	3	59	62	38
Male	11	58	69	31	9	71	80	20	9	62	71	29
American Indian	<	<	<	<					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	2	60	62	38	2	76	78	22	-	53	53	47
Hispanic	5	53	58	42	3	61	65	35	2	57	58	42
White	13	58	71	29	12	72	84	16	7	64	72	28
Multiple Races	2	58	60	40	-	62	62	38	9	59	67	33
Students with Disabilities	7	28	35	65	7	36	43	57	-	36	36	64
Students without Disabilities	10	62	72	28	9	74	82	18	7	65	72	28
Economically Disadvantaged	7	53	61	39	6	65	72	28	5	54	58	42
Not Economically Disadvantaged	12	60	71	29	10	72	83	17	7	66	72	28
English Learners	4	41	44	56	-	58	58	42	-	48	48	52
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	-	40	40	60	7	73	80	20	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	59	67	33	11	64	75	25	10	63	73	27
Female	5	59	64	36	8	60	68	32	8	63	71	29
Male	12	58	71	29	13	67	80	20	11	64	75	25
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	4	49	53	47	7	61	68	32	3	58	60	40
Hispanic	2	56	57	43	3	63	66	34	4	61	65	35
Native Hawaiian	<	<	100	0					<	<	100	0
White	13	62	74	26	15	65	79	21	13	67	80	20
Multiple Races	2	56	58	42	5	62	67	33	9	57	66	34
Students with Disabilities	4	27	31	69	3	46	49	51	2	33	35	65
Students without Disabilities	9	64	73	27	12	67	80	20	11	68	79	21
Economically Disadvantaged	2	58	60	40	10	57	67	33	6	61	68	32
Not Economically Disadvantaged	15	59	74	26	12	67	79	21	13	65	78	22
English Learners	-	43	43	57	4	52	56	44	-	52	52	48
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	57	64	36	-	64	64	36	10	60	70	30
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	53	64	36	10	55	65	35	13	55	67	33
Female	7	51	59	41	5	54	60	40	10	57	67	33
Male	15	54	69	31	14	56	70	30	15	53	68	32
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	5	45	50	50	4	49	53	47	10	55	64	36
Hispanic	2	47	49	51	2	55	57	43	6	55	61	39
White	14	55	69	31	15	57	72	28	15	55	70	30
Multiple Races	12	51	63	37	-	53	53	47	8	55	63	38
Students with Disabilities	4	33	38	63	-	24	24	76	1	35	37	63
Students without Disabilities	12	55	67	33	11	60	71	29	16	59	75	25
Economically Disadvantaged	6	49	55	45	4	54	58	42	6	53	59	41
Not Economically Disadvantaged	15	56	71	29	15	56	70	30	17	55	72	28
English Learners	4	30	35	65	-	25	25	75	-	36	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	10	70	80	20	6	56	63	38	-	69	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	57	60	40	6	61	66	34	8	59	67	33
Female	5	55	60	40	4	61	65	35	4	58	63	37
Male	2	58	59	41	8	61	68	32	13	59	72	28
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	4	41	46	54	4	54	59	41	4	47	51	49
Hispanic	2	42	44	56	2	56	58	42	5	53	59	41
Native Hawaiian	<	<	<	<					<	<	100	0
White	4	63	67	33	8	64	72	28	11	63	75	25
Multiple Races	-	55	55	45	4	53	57	43	2	61	63	37
Students with Disabilities	7	25	32	68	9	26	34	66	-	22	22	78
Students without Disabilities	3	62	65	35	5	66	71	29	9	64	74	26
Economically Disadvantaged	1	46	47	53	3	54	57	43	4	59	64	36
Not Economically Disadvantaged	5	65	70	30	8	65	74	26	11	59	70	30
English Learners	-	17	17	83	6	24	29	71	-	15	15	85
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	8	77	85	15	-	71	71	29	6	71	76	24
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	53	54	46	1	60	60	40	-	46	46	54
Female	1	51	52	48	1	63	64	36	1	49	50	50
Male	-	56	56	44	1	56	57	43	-	42	42	58
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	58	58	42	3	58	60	40	-	44	44	56
Hispanic	-	54	54	46	-	54	54	46	-	52	52	48
White	1	54	55	45	-	66	66	34	1	46	46	54
Multiple Races	-	44	44	56	-	42	42	58	-	39	39	61
Students with Disabilities	2	25	27	73	4	32	36	64	-	20	20	80
Students without Disabilities	-	59	59	41	-	65	65	35	-	52	52	48
Economically Disadvantaged	1	48	49	51	1	53	54	46	-	44	44	56
Not Economically Disadvantaged	1	59	59	41	1	65	65	35	1	48	49	51
English Learners	-	52	52	48	-	15	15	85	-	36	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	50	50	50	-	70	70	30	-	50	50	50
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	59	65	35	5	59	64	36	1	61	62	38
Female	5	60	65	35	8	56	64	36	2	63	65	35
Male	6	59	65	35	3	61	64	36	1	59	60	40
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	68	68	32	4	56	60	40	-	52	52	48
Hispanic	7	48	55	45	-	56	56	44	-	57	57	43
Native Hawaiian									<	<	<	<
White	6	60	66	34	7	61	68	32	1	68	69	31
Multiple Races	3	65	68	32	2	56	58	42	3	39	42	58
Students with Disabilities	4	27	31	69	4	27	30	70	-	37	37	63
Students without Disabilities	6	64	70	30	5	64	70	30	1	65	66	34
Economically Disadvantaged	3	49	52	48	2	53	54	46	-	54	54	46
Not Economically Disadvantaged	7	67	75	25	8	64	71	29	2	65	67	33
English Learners	5	15	20	80	-	29	29	71	-	19	19	81
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	64	64	36	-	42	42	58	-	67	67	33
Foster Care	<	<	<	<					<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	79	82	18	6	81	87	13	6	79	86	14
Female	3	80	82	18	5	89	95	5	8	79	86	14
Male	4	78	82	18	7	75	82	18	5	80	85	15
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	77	77	23	4	81	85	15	7	74	81	19
Hispanic	3	76	79	21	4	85	90	10	2	85	88	12
White	4	80	84	16	7	81	87	13	7	79	86	14
Multiple Races	6	74	80	20	8	79	87	13	2	83	85	15
Students with Disabilities	-	71	71	29	2	75	77	23	3	75	78	22
Students without Disabilities	4	80	84	16	7	82	89	11	7	80	87	13
Economically Disadvantaged	1	74	75	25	4	78	82	18	3	79	82	18
Not Economically Disadvantaged	6	83	89	11	7	83	91	9	8	80	88	12
English Learners	-	65	65	35	-	83	83	17	4	86	89	11
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	-	90	90	10	-	100	100	0	7	93	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	76	83	17	5	75	79	21	5	69	74	26
Female	6	74	81	19	2	78	80	20	7	77	83	17
Male	7	78	84	16	7	71	78	22	4	64	68	32
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	-	36	36	64	<	<	<	<
Hispanic	-	73	73	27	-	79	79	21	-	62	62	38
White	10	77	88	13	7	81	88	12	4	72	77	23
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	7	79	86	14	5	76	81	19	6	74	80	20
Economically Disadvantaged	-	68	68	32	-	61	61	39	6	47	53	47
Not Economically Disadvantaged	9	80	89	11	7	80	87	13	5	75	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	100	0
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Female	<	<	100	0	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	<	<
Multiple Races	<	<	100	0
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
English Learners	<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	59	66	34	7	61	68	32	8	60	68	32
Female	4	62	65	35	5	61	66	34	7	59	66	34
Male	10	56	66	34	9	61	70	30	9	61	70	30
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	8	67	75	25	9	82	91	9	17	83	100	0
Black	1	55	57	43	4	57	60	40	6	47	53	47
Hispanic	3	54	57	43	4	53	57	43	4	59	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	9	62	70	30	9	65	74	26	10	64	73	27
Multiple Races	8	53	61	39	5	60	65	35	7	57	64	36
Students with Disabilities	3	37	39	61	3	29	32	68	7	33	40	60
Students without Disabilities	7	63	70	30	8	67	75	25	8	66	74	26
Economically Disadvantaged	3	52	55	45	4	55	60	40	4	53	57	43
Not Economically Disadvantaged	10	64	74	26	9	66	75	25	11	64	75	25
English Learners	3	37	39	61	3	24	27	73	4	35	39	61
Homeless	<	<	<	<	-	40	40	60	<	<	<	<
Military Connected	5	70	75	25	5	70	74	26	2	79	81	19
Foster Care	<	<	<	<	<	<	<	<	9	27	36	64
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	48	58	42	12	56	67	33	14	54	68	32
Female	6	47	52	48	6	55	61	39	11	53	65	35
Male	14	49	63	37	17	57	74	26	16	55	71	29
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	3	48	50	50	4	47	51	49	10	48	57	43
Hispanic	8	34	42	58	6	50	56	44	6	60	66	34
White	12	51	63	37	17	58	75	25	17	55	72	28
Multiple Races	12	45	57	43	3	62	65	35	10	48	58	43
Students with Disabilities	6	23	30	70	4	31	35	65	8	30	38	62
Students without Disabilities	11	51	62	38	13	60	73	27	15	60	75	25
Economically Disadvantaged	6	40	47	53	4	54	58	42	5	54	59	41
Not Economically Disadvantaged	13	54	67	33	18	58	76	24	19	54	73	27
English Learners	4	17	22	78	-	29	29	71	5	32	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	10	50	60	40	13	63	75	25	8	62	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	62	66	34	6	63	70	30	9	58	67	33
Female	1	64	65	35	5	63	69	31	10	56	66	34
Male	7	60	67	33	8	63	71	29	8	60	68	32
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	54	54	46	2	68	70	30	7	34	41	59
Hispanic	-	57	57	43	6	57	63	37	5	56	61	39
Native Hawaiian									<	<	100	0
White	6	66	72	28	7	65	72	28	11	63	74	27
Multiple Races	3	50	53	47	9	58	67	33	6	61	67	33
Students with Disabilities	5	35	40	60	5	25	31	69	10	42	52	48
Students without Disabilities	4	66	70	30	7	69	76	24	9	61	70	30
Economically Disadvantaged	1	51	53	47	4	54	58	42	5	50	54	46
Not Economically Disadvantaged	6	69	75	25	8	70	78	22	12	63	74	26
English Learners	-	32	32	68	-	24	24	76	-	28	28	72
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	80	80	20	-	85	85	15	-	91	91	9
Foster Care	<	<	<	<					<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	67	73	27	5	66	71	29	3	67	71	29
Female	4	72	76	24	4	67	71	29	3	68	70	30
Male	8	61	69	31	7	65	71	29	4	67	71	29
American Indian	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	58	58	42	6	61	67	33	2	57	58	42
Hispanic	3	71	74	26	1	59	61	39	2	63	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	7	67	74	26	6	71	77	23	4	71	75	25
Multiple Races	6	69	75	25	5	61	66	34	7	66	73	27
Students with Disabilities	-	43	43	57	1	33	35	65	2	35	37	63
Students without Disabilities	7	70	77	23	6	73	79	21	4	74	78	22
Economically Disadvantaged	2	61	64	36	5	64	69	31	3	55	58	42
Not Economically Disadvantaged	9	71	81	19	5	68	74	26	4	75	78	22
English Learners	4	63	67	33	10	25	35	65	2	43	45	55
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	6	75	81	19	<	<	<	<	-	84	84	16
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	100	0
Female	<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	100	0
Black					<	<	<	<
Hispanic					<	<	<	<
White	<	<	<	<					<	<	100	0
Students without Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Economically Disadvantaged					<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	100	0
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	60	66	34	3	57	60	40	-	46	46	54
Female	3	68	71	29	2	56	58	42	-	33	33	67
Male	9	52	61	39	4	57	61	39	-	57	57	43
American Indian									<	<	<	<
Asian					<	<	100	0
Black	4	57	61	39	-	45	45	55	-	40	40	60
Hispanic	-	43	43	57	3	40	43	57	<	<	<	<
White	9	66	74	26	4	63	67	33	-	57	57	43
Multiple Races	<	<	<	<	-	55	55	45	<	<	<	<
Students with Disabilities	-	32	32	68	-	23	23	77	-	13	13	88
Students without Disabilities	7	68	76	24	4	65	69	31	-	68	68	32
Economically Disadvantaged	-	59	59	41	1	43	45	55	-	48	48	52
Not Economically Disadvantaged	10	61	71	29	4	66	70	30	-	45	45	55
English Learners	-	30	30	70	-	19	19	81	<	<	<	<
Homeless					<	<	100	0
Military Connected	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	49	62	38	13	51	64	36	12	51	63	37
Female	10	49	59	41	9	52	60	40	11	48	59	41
Male	14	50	64	36	16	51	67	33	13	54	66	34
American Indian					<	<	<	<	<	<	<	<
Asian	31	62	92	8	<	<	<	<	20	70	90	10
Black	6	45	51	49	10	42	52	48	4	51	55	45
Hispanic	10	44	55	45	10	51	61	39	11	50	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	15	52	67	33	15	54	68	32	14	52	66	34
Multiple Races	8	44	52	48	8	46	55	45	11	47	57	43
Students with Disabilities	2	23	25	75	2	31	33	67	3	28	31	70
Students without Disabilities	14	54	68	32	15	55	70	30	13	55	69	31
Economically Disadvantaged	7	44	51	49	6	45	52	48	8	46	55	45
Not Economically Disadvantaged	17	54	71	29	17	55	72	28	14	54	68	32
English Learners	6	33	39	61	1	43	45	55	10	29	40	60
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	18	66	84	16	7	57	63	37	10	59	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	38	39	61	1	31	32	68	-	26	26	74
Female	-	35	35	65	-	31	31	69	-	21	21	79
Male	2	41	43	57	2	31	33	67	-	31	31	69
Asian					<	<	100	0
Black	-	50	50	50	-	29	29	71	-	25	25	75
Hispanic	-	20	20	80	-	63	63	38	-	20	20	80
White	2	37	39	61	2	24	25	75	-	28	28	72
Multiple Races	-	33	33	67	-	20	20	80	-	28	28	72
Students with Disabilities	3	18	21	79	-	23	23	77	-	12	12	88
Students without Disabilities	-	46	46	54	1	35	37	63	-	32	32	68
Economically Disadvantaged	-	34	34	66	-	21	21	79	-	22	22	78
Not Economically Disadvantaged	2	42	43	57	2	41	43	57	-	30	30	70
English Learners	<	<	<	<	<	<	<	<	-	15	15	85
Homeless									<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care									<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	49	54	46	5	59	64	36	9	59	68	32
Female	3	51	54	46	2	60	63	38	8	57	64	36
Male	8	48	56	44	8	58	65	35	9	62	71	29
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	41	44	56	2	46	49	51	5	61	66	34
Hispanic	3	42	45	55	6	52	58	42	8	62	70	30
White	6	52	58	42	5	64	70	30	9	59	68	32
Multiple Races	6	50	56	44	6	45	52	48	9	53	62	38
Students with Disabilities	-	17	17	83	-	31	31	69	5	32	37	63
Students without Disabilities	6	56	62	38	6	63	69	31	9	64	73	27
Economically Disadvantaged	2	41	43	57	1	48	49	51	6	49	56	44
Not Economically Disadvantaged	8	58	66	34	8	66	74	26	10	65	75	25
English Learners	-	42	42	58	-	47	47	53	16	32	48	52
Homeless	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	13	69	81	19	7	64	71	29
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	13	13	87	1	24	25	75	6	42	47	53
Female	-	-	-	100	-	14	14	86	6	28	34	66
Male	-	40	40	60	4	40	44	56	5	62	67	33
Asian	<	<	<	<
Black	<	<	<	<	5	-	5	95	-	54	54	46
Hispanic	<	<	<	<	-	50	50	50	-	50	50	50
White	-	7	7	93	-	33	33	67	11	33	44	56
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	12	12	88	2	25	27	73	6	44	50	50
Economically Disadvantaged	-	20	20	80	-	21	21	79	6	31	38	63
Not Economically Disadvantaged	-	7	7	93	3	26	28	72	5	46	51	49
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care									<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	<	<	8	75	83	17
Female					<	<	<	<	<	<	<	<
Male	<	<	100	0	<	<	<	<	<	<	100	0
Asian									<	<	100	0
Black					<	<	<	<	<	<	100	0
Hispanic					<	<	<	<	<	<	100	0
White	<	<	100	0					<	<	<	<
Multiple Races					<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	100	0
Students without Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged									<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	56	74	26	16	56	72	28	16	56	72	28
Female	17	60	77	23	11	59	70	30	19	53	72	28
Male	19	53	72	28	21	52	73	27	14	59	73	28
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	13	55	68	32	12	61	73	27	5	55	61	39
Hispanic	13	52	65	35	10	54	63	37	9	56	65	35
Native Hawaiian									<	<	100	0
White	21	59	79	21	19	56	75	25	21	56	77	23
Multiple Races	13	43	57	43	12	52	64	36	15	52	67	33
Students with Disabilities	3	31	33	67	2	37	38	62	-	45	45	55
Students without Disabilities	20	59	79	21	18	59	77	23	19	57	76	24
Economically Disadvantaged	10	53	64	36	7	53	60	40	8	58	66	34
Not Economically Disadvantaged	23	58	82	18	22	58	80	20	21	55	76	24
English Learners	6	33	39	61	-	30	30	70	7	33	40	60
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	27	60	87	13	8	54	62	38	20	60	80	20
Foster Care	<	<	<	<					<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	49	68	32	24	49	73	27	18	48	66	34
Female	17	47	64	36	19	51	71	29	13	52	65	35
Male	22	50	72	28	27	48	75	25	22	46	68	32
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	7	44	51	49	23	38	62	38	8	51	59	41
Hispanic	24	50	74	26	24	45	69	31	26	38	64	36
Native Hawaiian	<	<	<	<					<	<	100	0
White	23	51	74	26	25	52	78	22	19	51	70	30
Multiple Races	9	45	55	45	10	54	64	36	15	44	59	41
Students with Disabilities	2	27	30	70	6	36	42	58	5	21	26	74
Students without Disabilities	22	52	74	26	27	52	79	21	20	52	72	28
Economically Disadvantaged	13	44	58	42	16	48	64	36	16	48	64	36
Not Economically Disadvantaged	25	53	78	22	28	50	78	22	20	49	68	32
English Learners	21	43	64	36	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	14	71	86	14	-	73	73	27	10	50	60	40
< = 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

	2023-2024	2024-2025	2025-2026
Division	7	7	2
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	208	207	236
Kindergarten	392	339	295
Grade 1	406	399	341
Grade 2	357	409	395
Grade 3	370	352	402
Grade 4	374	375	348
Grade 5	383	365	371
Grade 6	378	383	375
Grade 7	396	359	400
Grade 8	354	410	352
Grade 9	403	396	398
Grade 10	379	363	374
Grade 11	349	356	328
Grade 12	333	367	366
Total Enrollment	5,082	5,080	4,981

< = 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	2023-2024	2024-2025	2025-2026
All Students	5082	5080	4981
Female	2525	2508	2470
Male	2552	2567	2511
American Indian	12	14	20
Asian	42	39	41
Black	677	665	628
Hispanic	742	838	889
Native Hawaiian	17	14	11
White	3051	2941	2825
Multiple Races	541	569	567
Students with Disabilities	694	732	738
Students without Disabilities	4388	4348	4243
Economically Disadvantaged	2448	2220	1946
Not Economically Disadvantaged	2634	2860	3035
English Learners	336	350	372
Not English Learners	4746	4730	4609
Homeless	36	28	34
Military Connected	156	151	156
Foster Care	18	22	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,926	934	3,961	889	3,937	787
Female	1,941	464	1,961	434	1,953	403
Male	1,983	466	2,000	455	1,984	384
American Indian	10	1	10	6	14	4
Asian	35	5	30	7	28	10
Black	517	110	526	103	497	93
Hispanic	581	132	634	166	694	135
Native Hawaiian	10	6	8	5	7	4
White	2,390	558	2,332	489	2,272	433
Multiple Races	383	122	421	113	425	108
Students with Disabilities	526	163	564	162	582	164
Economically Disadvantaged	1,690	633	1,576	535	1,510	467
English Learners	277	54	288	67	318	50
Homeless	32	14	23	20	20	24
< = 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 2026: 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 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	181	163	3	2	11	7
	State	52034	41739	1845	730	4758	1126
Female	Division	103	85	2	0	2	5
	State	28171	18456	601	259	1860	459
Male	Division	78	78	1	2	9	2
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	21	20	0	1	1	4
	State	8816	10967	559	141	985	452
Hispanic	Division	39	28	0	0	6	0
	State	7967	9910	285	155	2363	212
White	Division	105	98	2	1	4	3
	State	25115	16553	775	367	1100	357
Multiple Races	Division	13	15	1	0	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	10	34	3	0	4	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	58	68	2	2	8	7
	State	12337	20894	1052	439	2243	735
English Learners	Division	7	12	0	0	6	0
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	0	<
	State	229	849	47	22	208	62
Military Connected	Division	6	5	0	0	0	0
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = 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	367	347	95	349	95	11	3
Female	197	190	96	190	96	2	1
Male	170	157	92	159	94	9	5
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	47	41	87	42	89	1	2
Hispanic	73	67	92	67	92	6	8
White	213	205	96	206	97	4	2
Multiple Races	29	29	100	29	100	0	0
Students with Disabilities	52	47	90	47	90	4	8
Economically Disadvantaged	145	128	88	130	90	8	6
English Learners	25	19	76	19	76	6	24
Homeless	<	<	<	<	<	0	0
Military Connected	11	11	100	11	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	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	2 / .14%	102 / 6.89%	115 / 7.84%
Advanced Placement Course Enrollment	18 / 1.23%	130 / 8.78%	245 / 16.71%
Dual Enrollment	140 / 9.57%	175 / 11.82%	169 / 11.53%
Governor's School Enrollment	2 / .14%	-	-
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

2022-2023 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.

2022-2023 FGI cohort year (students entering high school in 2019)
	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	314	173	45
	State	87,995	56,397	36
Female	Division	182	113	38
	State	43,825	30,968	29
Male	Division	131	59	55
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	28	13	54
	State	18,247	10,591	42
Hispanic	Division	38	22	42
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	221	121	45
	State	43,094	28,736	33
Multiple Races	Division	20	13	35
	State	5,005	3,223	36
Students with Disabilities	Division	30	<	100
	State	8,536	3,616	58
Economically Disadvantaged	Division	119	55	54
	State	31,680	15,774	50
English Learners	Division	<	<	100
	State	7,379	3,573	52
< = 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
		2023-2024	2024-2025	2025-2026
State Licensures	Division	34	12	42
	State	2,069	2,206	2,710
Industry Certification	Division	225	322	144
	State	101,956	105,973	106,014
Workplace Readiness	Division	283	193	99
	State	35,066	38,829	48,691
Total Credentials Earned	Division	542	527	285
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	478	456	253
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	Division	20	51	19
	State	1,022	15,327	18,011
CTE Completers	Division	216	289	245
	State	48,643	51,371	52,173
NOCTI Assessments	Division	-	-	-
	State	3,577	3,225	3,944

< = 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
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	59.8	59.9	62.1

Per-Pupil Spending

2024-2025 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	$4,123	$6,649	$2,112
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,527	$7,133	$2,156
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,644	$7,871	$1,797
	State	$8,420	$7,464	$1,751
2024-2025	Division	$5,685	$7,687	$1,849
	State	$9,310	$8,078	$1,383

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	2024-2025	2025-2026
Behaviors that Impede Academic Progress	728	1,182	579
Behaviors related to School Operations	444	2,109	1,255
Relationship Behaviors without Physical Harm	967	1,422	1,257
Behaviors of a Safety Concern	868	790	805
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	162	198	195
Behaviors used to determine Persistently Dangerous Schools	1	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
	2023-2024	2024-2025	2025-2026
In-School Suspension	534	790	935
Out-of-School Suspension	555	706	629
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	62	45	17
Bus Suspension	118	79	98

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67.6	70.4	70.4
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	52.2	49.8	48.5
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	66.4	69	67.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

12.23 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

16.24 : 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	50%	42%	1%	7%
2024-2025	54%	42%	1%	3%
2025-2026	54%	37%	1%	8%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	72%	83%	88%
Asian	95%	91%	88%
Black	61%	78%	88%
Hispanic	69%	78%	88%
White	76%	87%	88%
Multiple Races	66%	85%	88%
Economically Disadvantaged	66%	78%	88%
English Learners	53%	74%	88%
Students with Disabilities	42%	72%	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	71%	79%	85%
Asian	87%	90%	85%
Black	62%	73%	85%
Hispanic	67%	73%	85%
White	75%	83%	85%
Multiple Races	64%	81%	85%
Economically Disadvantaged	65%	73%	85%
English Learners	59%	71%	85%
Students with Disabilities	40%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	72%
Asian	100%
Black	58%
Hispanic	71%
White	76%
Multiple Races	68%
Economically Disadvantaged	63%
English Learners	52%
Students with Disabilities	46%

< = 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	<	90%	84%
Black	87%	83%	84%
Hispanic	92%	84%	84%
White	95%	86%	84%
Multiple Races	97%	89%	84%
Economically Disadvantaged	87%	84%	84%
English Learners	82%	84%	84%
Students with Disabilities	83%	84%	84%
Homeless	<	-	-
Foster Care	<	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	58%	58%	58%
English Learner Proficiency	17%	-	-

< = 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	129	223	58%
English Learner Proficiency	44	265	17%

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%	1.3%	98.5%	1.5%	98.2%	1.8%
Asian	100%	-	100%	-	100%	-
Black	98.5%	1.5%	98.5%	1.5%	94.7%	5.3%
Hispanic	98.9%	1.1%	98.6%	1.4%	99.5%	.5%
White	98.7%	1.3%	98.5%	1.5%	98.3%	1.7%
Multiple Races	98.5%	1.5%	98.2%	1.8%	100%	-
Economically Disadvantaged	98.4%	1.6%	98.1%	1.9%	97.3%	2.7%
Not Economically Disadvantaged	98.9%	1.1%	98.9%	1.1%	98.8%	1.2%
English Learners	99.5%	.5%	99.1%	.9%	98.9%	1.1%
Students with Disabilities	95%	5%	94.3%	5.7%	93.3%	6.7%
Students without Disabilities	99.4%	.6%	99.3%	.7%	99.2%	.8%
Female	99.2%	.8%	98.9%	1.1%	98.6%	1.4%
Male	98.2%	1.8%	98.1%	1.9%	97.9%	2.1%

< = 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

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	2023-2024			2024-2025			2025-2026
	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 03	370	370	-	352	352	-	402	402	-
Grade 08	354	350	4	410	409	1	352	352	-
Grade 02	357	357	-	409	409	-	395	395	-
Grade PK	208	208	-	207	207	-	236	236	-
Grade 04	374	374	-	375	375	-	348	348	-
Grade 11	349	346	3	356	352	4	328	327	1
Grade 10	379	373	6	363	360	3	374	374	-
Grade 06	378	377	1	383	383	-	375	375	-
Grade 01	406	406	-	399	399	-	341	341	-
Grade 12	333	326	7	367	365	2	366	365	1
Grade 09	403	398	5	396	393	3	398	398	-
Grade KG	392	392	-	339	339	-	295	295	-
Grade 05	383	383	-	365	365	-	371	371	-
Grade 07	396	391	5	359	359	-	400	400	-
< = 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	2023-2024				2024-2025				2025-2026
	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	3872	967	80.02	19.98	3896	943	80.51	19.49	3905	803	82.94	17.06
Full-Time MOP Student	6	14	30	70	4	7	36.36	63.64	4	13	23.53	76.47
Female
Not a Full-Time MOP Student	1912	485	79.77	20.23	1933	457	80.88	19.12	1932	418	82.21	17.79
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Male
Not a Full-Time MOP Student	1958	478	80.38	19.62	1963	486	80.16	19.84	1973	385	83.67	16.33
Full-Time MOP Student	5	7	41.67	58.33	<	<	<	<	0	11	0	100
Black
Not a Full-Time MOP Student	514	109	82.5	17.5	516	110	82.43	17.57	492	95	83.82	16.18
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic
Not a Full-Time MOP Student	573	140	80.36	19.64	620	180	77.5	22.5	689	138	83.31	16.69
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
White
Not a Full-Time MOP Student	2355	578	80.29	19.71	2299	515	81.7	18.3	2257	438	83.75	16.25
Full-Time MOP Student	5	10	33.33	66.67	<	<	<	<	2	8	20	80
Asian
Not a Full-Time MOP Student	34	5	87.18	12.82	30	7	81.08	18.92	28	10	73.68	26.32
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	376	128	74.6	25.4	415	118	77.86	22.14	418	114	78.57	21.43
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	515	168	75.4	24.6	542	180	75.07	24.93	578	163	78	22
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	1661	646	72	28	1539	563	73.22	26.78	1488	477	75.73	24.27
Full-Time MOP Student	3	13	18.75	81.25	<	<	<	<	3	10	23.08	76.92
English Learners
Not a Full-Time MOP Student	271	59	82.12	17.88	281	74	79.15	20.85	314	53	85.56	14.44
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 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: 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

2022-2023 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

2024-2025 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

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act