Patrick County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Blue Ridge Elementary	Accredited
Meadows of Dan Elementary	Accredited
Patrick Springs Primary	Accredited
Stuart Elementary	Accredited
Woolwine Elementary	Accredited
Middle Schools
Hardin Reynolds Memorial School	Accredited
High Schools
Patrick County High	Accredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	58	72	28	15	65	81	19	22	67	90	10
Female	15	61	76	24	18	60	78	22	27	63	89	11
Male	13	54	67	33	13	70	83	17	18	72	90	10
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	5	58	63	37	8	54	62	38	<	<	100	0
Hispanic	5	62	68	32	15	55	70	30	17	78	94	6
White	15	58	73	27	16	67	83	17	24	66	90	10
Multiple Races	21	50	71	29	18	55	73	27	17	58	75	25
Students with Disabilities	-	24	24	76	-	45	45	55	<	<	<	<
Students without Disabilities	16	61	76	24	17	67	83	17	23	67	90	10
Economically Disadvantaged	10	52	63	37	10	62	72	28	18	65	83	17
Not Economically Disadvantaged	18	63	80	20	21	68	89	11	26	69	95	5
English Learners	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care					<	<	<	<	<	<	100	0
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	51	65	35	12	58	70	30	14	74	88	12
Female	13	59	72	28	14	51	66	34	14	82	95	5
Male	15	44	59	41	10	64	74	26	14	67	81	19
Black	-	70	70	30	-	60	60	40	<	<	100	0
Hispanic	5	63	68	32	<	<	<	<	<	<	100	0
White	15	50	65	35	14	60	74	26	17	72	89	11
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	21	21	79	-	23	23	77	<	<	100	0
Students without Disabilities	16	55	71	29	13	62	75	25	14	74	88	12
Economically Disadvantaged	11	45	55	45	8	53	60	40	16	68	84	16
Not Economically Disadvantaged	17	58	74	26	17	65	82	18	13	79	92	8
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected					<	<	<	<
Foster Care					<	<	<	<
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	65	79	21	19	72	91	9	25	65	90	10
Female	17	64	81	19	21	68	89	11	31	57	88	13
Male	11	65	76	24	16	77	93	7	19	74	93	7
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	6	61	67	33	27	64	91	9	21	71	93	7
White	16	66	82	18	18	74	91	9	26	64	90	10
Multiple Races	<	<	100	0	<	<	100	0	20	60	80	20
Students with Disabilities	-	30	30	70	<	<	<	<	<	<	<	<
Students without Disabilities	16	67	82	18	20	72	92	8	26	65	90	10
Economically Disadvantaged	10	61	71	29	12	74	86	14	18	65	83	17
Not Economically Disadvantaged	19	67	86	14	24	71	95	5	31	65	96	4
English Learners					<	<	100	0
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	69	82	18	12	69	81	19	11	73	83	17
Female	11	71	81	19	10	70	80	20	9	73	83	17
Male	14	68	82	18	14	68	82	18	12	72	84	16
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	2	68	70	30	2	67	69	31	-	70	70	30
Hispanic	9	77	85	15	13	71	84	16	8	72	80	20
White	13	69	82	18	13	69	82	18	11	73	84	16
Multiple Races	21	62	83	17	15	66	81	19	12	74	86	14
Students with Disabilities	8	49	57	43	6	48	54	46	4	53	57	43
Students without Disabilities	13	74	87	13	14	74	87	13	12	78	90	10
Economically Disadvantaged	8	67	76	24	9	67	76	24	6	72	78	22
Not Economically Disadvantaged	18	72	90	10	17	72	89	11	17	74	90	10
English Learners	-	73	73	27	-	67	67	33	-	67	67	33
Homeless	7	66	73	27	-	73	73	27	-	84	84	16
Military Connected	10	80	90	10	<	<	<	<	13	75	88	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	76	84	16	10	70	79	21	10	66	76	24
Female	8	81	89	11	7	71	79	21	8	64	72	28
Male	9	70	80	20	13	68	80	20	12	68	80	20
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	7	79	86	14	<	<	<	<	10	60	70	30
White	9	78	87	13	9	74	83	17	8	67	75	25
Multiple Races	<	<	<	<	<	<	<	<	33	50	83	17
Students with Disabilities	4	61	64	36	6	53	58	42	4	52	56	44
Students without Disabilities	10	79	89	11	11	75	87	13	13	72	85	15
Economically Disadvantaged	9	69	79	21	8	67	75	25	5	69	74	26
Not Economically Disadvantaged	8	84	92	8	14	75	89	11	17	62	78	22
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	80	20	8	72	80	20	9	68	77	23
Female	6	75	81	19	8	77	85	15	6	75	80	20
Male	16	64	80	20	8	68	76	24	12	62	74	26
Black	<	<	<	<	<	<	<	<	-	60	60	40
Hispanic	-	100	100	0	-	79	79	21	<	<	<	<
White	11	69	80	20	10	72	82	18	10	70	80	20
Multiple Races	<	<	<	<	<	<	<	<	-	73	73	27
Students with Disabilities	16	45	61	39	6	45	52	48	3	49	51	49
Students without Disabilities	9	76	85	15	9	80	89	11	11	75	87	13
Economically Disadvantaged	7	67	74	26	6	69	74	26	7	63	71	29
Not Economically Disadvantaged	18	73	91	9	12	78	90	10	12	78	90	10
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care					<	<	100	0	<	<	<	<
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	65	83	17	13	60	74	26	8	71	79	21
Female	17	66	83	17	9	59	68	32	9	72	82	18
Male	19	64	83	17	17	62	78	22	7	69	76	24
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	7	79	86	14	20	60	80	20	-	75	75	25
White	20	62	83	17	11	64	75	25	10	72	82	18
Multiple Races	18	73	91	9	<	<	<	<	<	<	<	<
Students with Disabilities	13	43	57	43	12	47	59	41	-	52	52	48
Students without Disabilities	19	70	89	11	14	65	78	22	10	77	87	13
Economically Disadvantaged	11	64	75	25	8	61	69	31	5	67	72	28
Not Economically Disadvantaged	26	67	92	8	22	60	82	18	13	77	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	79	21	20	59	79	21	19	63	83	17
Female	17	61	78	22	19	58	77	23	15	65	80	20
Male	18	62	80	20	21	60	80	20	23	62	85	15
Asian					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	17	75	92	8	14	64	79	21	10	80	90	10
White	18	61	79	21	21	56	77	23	20	63	84	16
Multiple Races	<	<	100	0	23	69	92	8	<	<	<	<
Students with Disabilities	3	47	50	50	8	32	40	60	15	44	59	41
Students without Disabilities	21	65	86	14	22	63	85	15	21	69	90	10
Economically Disadvantaged	14	60	74	26	13	56	69	31	10	70	80	20
Not Economically Disadvantaged	22	65	87	13	28	62	90	10	33	53	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	60	80	20	13	74	87	13	15	71	86	14
Female	15	63	78	22	9	77	85	15	15	72	87	13
Male	25	57	83	17	18	70	88	13	15	70	85	15
Black	10	80	90	10	<	<	100	0	<	<	<	<
Hispanic	<	<	<	<	7	79	86	14	15	54	69	31
White	21	59	80	20	14	73	86	14	15	72	87	13
Multiple Races	<	<	<	<	<	<	<	<	18	82	100	0
Students with Disabilities	17	38	54	46	-	53	53	47	-	39	39	61
Students without Disabilities	21	65	85	15	16	78	94	6	17	75	92	8
Economically Disadvantaged	11	63	74	26	11	74	85	15	10	67	77	23
Not Economically Disadvantaged	34	55	90	10	16	72	88	12	22	76	97	3
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	41	41	59	6	23	29	71	-	65	65	35
Female	-	38	38	63	5	32	36	64	-	57	57	43
Male	-	45	45	55	8	8	15	85	-	76	76	24
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	44	44	56	7	24	31	69	-	67	67	33
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	33	33	67	13	19	31	69	-	55	55	45
Students without Disabilities	-	45	45	55	-	26	26	74	-	78	78	22
Economically Disadvantaged	-	41	41	59	4	22	26	74	-	59	59	41
Not Economically Disadvantaged	-	43	43	57	<	<	<	<	-	77	77	23
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	80	91	9	13	83	96	4	10	86	97	3
Female	11	79	90	10	14	81	95	5	10	87	97	3
Male	11	82	92	8	12	85	97	3	11	86	96	4
Asian	<	<	100	0	<	<	100	0
Black	-	90	90	10	8	83	92	8	<	<	100	0
Hispanic	20	73	93	7	13	87	100	0	8	92	100	0
White	10	81	91	9	13	82	96	4	12	84	96	4
Multiple Races	9	82	91	9	<	<	100	0	<	<	100	0
Students with Disabilities	-	54	54	46	-	82	82	18	-	90	90	10
Students without Disabilities	13	85	98	2	14	83	97	3	12	86	98	2
Economically Disadvantaged	4	86	89	11	13	83	96	4	6	89	95	5
Not Economically Disadvantaged	18	76	93	7	14	82	96	4	16	83	99	1
English Learners	<	<	100	0	<	<	100	0
Homeless	<	<	100	0	-	82	82	18	<	<	100	0
Military Connected					<	<	100	0	<	<	100	0
Foster Care									<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	84	86	14	9	76	85	15	4	89	93	7
Female	3	82	85	15	6	79	84	16	4	88	92	8
Male	1	87	88	12	12	73	85	15	3	90	93	7
Asian	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	100	0
Hispanic	-	83	83	17	9	82	91	9	<	<	100	0
White	2	85	86	14	8	75	84	16	4	87	91	9
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	81	81	19	-	60	60	40	<	<	100	0
Students without Disabilities	2	85	87	13	9	77	87	13	4	89	93	7
Economically Disadvantaged	2	76	77	23	4	74	77	23	3	86	90	10
Not Economically Disadvantaged	3	91	94	6	13	78	90	10	4	92	96	4
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0					<	<	100	0
Female	<	<	100	0
Male									<	<	100	0
Asian									<	<	100	0
White	<	<	100	0					<	<	100	0
Students without Disabilities	<	<	100	0					<	<	100	0
Economically Disadvantaged	<	<	100	0
Not Economically Disadvantaged									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	68	78	22	10	70	80	20	10	72	81	19
Female	7	68	75	25	9	68	76	24	8	72	80	20
Male	14	67	81	19	12	72	84	16	12	71	83	17
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	3	66	69	31	4	42	46	54	5	68	74	26
Hispanic	7	68	75	25	7	74	81	19	2	84	86	14
White	11	67	78	22	11	72	83	17	11	70	81	19
Multiple Races	15	70	85	15	15	52	67	33	10	74	84	16
Students with Disabilities	6	49	56	44	16	37	53	47	5	49	54	46
Students without Disabilities	11	70	81	19	9	76	86	14	11	76	87	13
Economically Disadvantaged	9	62	70	30	6	67	73	27	9	65	74	26
Not Economically Disadvantaged	12	73	85	15	15	74	89	11	11	79	90	10
English Learners	-	36	36	64	<	<	<	<	-	45	45	55
Homeless	11	63	74	26	-	67	67	33	13	56	69	31
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	63	77	23	16	60	76	24	10	66	76	24
Female	7	65	72	28	15	56	71	29	12	62	74	26
Male	21	61	82	18	17	63	79	21	8	69	78	22
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	21	57	79	21	20	40	60	40	-	75	75	25
White	13	63	76	24	15	66	80	20	11	66	77	23
Multiple Races	27	64	91	9	<	<	<	<	<	<	<	<
Students with Disabilities	10	53	63	37	18	35	53	47	6	48	55	45
Students without Disabilities	15	65	80	20	15	67	83	17	11	70	82	18
Economically Disadvantaged	15	57	72	28	10	60	70	30	9	60	69	31
Not Economically Disadvantaged	14	69	83	17	25	60	85	15	12	73	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	67	74	26	10	65	75	25	9	69	78	22
Female	6	62	68	32	8	58	66	34	5	69	74	26
Male	8	72	80	20	12	72	84	16	14	69	83	18
Black	-	64	64	36	10	40	50	50	<	<	<	<
Hispanic	5	70	75	25	<	<	<	<	7	80	87	13
White	8	66	74	26	10	66	77	23	10	68	78	22
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	4	48	52	48	25	30	55	45	6	48	55	45
Students without Disabilities	7	70	77	23	8	71	78	22	10	74	84	16
Economically Disadvantaged	6	58	63	37	7	61	68	32	9	63	72	28
Not Economically Disadvantaged	8	76	84	16	14	71	85	15	9	76	85	15
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	81	19	4	78	82	18	6	78	85	15
Female	8	75	83	17	2	80	82	18	4	83	87	13
Male	15	64	78	22	5	77	82	18	9	74	83	17
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	70	70	30	<	<	<	<	<	<	100	0
Hispanic	-	73	73	27	-	88	88	13	-	90	90	10
White	14	69	82	18	5	81	85	15	7	76	83	17
Multiple Races	<	<	100	0	<	<	<	<	7	79	86	14
Students with Disabilities	-	57	57	43	3	47	50	50	-	50	50	50
Students without Disabilities	12	71	83	17	4	85	89	11	7	82	89	11
Economically Disadvantaged	5	70	75	25	-	77	77	23	7	69	76	24
Not Economically Disadvantaged	17	69	86	14	8	80	88	12	6	88	94	6
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<					<	<	100	0
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	100	0
Female	<	<	<	<	<	<	100	0
Male	<	<	<	<
Asian					<	<	100	0
White	<	<	<	<
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	100	0
Economically Disadvantaged	<	<	<	<	<	<	100	0
Not Economically Disadvantaged	<	<	<	<
English Learners					<	<	100	0
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	84	89	11	14	80	95	5	23	74	98	2
Female	4	77	81	19	10	81	90	10	24	76	100	0
Male	7	90	97	3	21	79	100	0	23	73	97	3
Asian	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	6	83	90	10	15	80	95	5	25	73	98	3
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	6	88	94	6	15	81	96	4	23	74	98	2
Economically Disadvantaged	8	77	85	15	10	76	86	14	19	75	94	6
Not Economically Disadvantaged	5	86	90	10	17	83	100	0	26	74	100	0
English Learners					<	<	<	<
Homeless	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

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

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

	2021-2022	2022-2023	2023-2024
Division	-	2	2
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	128	99	95
Kindergarten	234	241	185
Grade 1	321	232	256
Grade 2	220	291	244
Grade 3	142	138	164
Grade 4	153	148	145
Grade 5	167	147	146
Grade 6	161	173	144
Grade 7	145	162	170
Grade 8	178	157	164
Grade 9	177	183	148
Grade 10	186	180	177
Grade 11	167	178	162
Grade 12	159	153	179
Total Students	2,538	2,482	2,379

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	2538	2482	2379
Female	1225	1211	1170
Male	1313	1270	1207
American Indian	2	1	2
Asian	19	17	13
Black	183	169	153
Hispanic	212	203	206
White	1965	1943	1842
Multiple Races	157	148	163
Students with Disabilities	417	420	435
Students without Disabilities	2121	2062	1944
Economically Disadvantaged	1183	1201	1194
Not Economically Disadvantaged	1355	1281	1185
English Learners	61	55	55
Not English Learners	2477	2427	2324
Homeless	84	49	86
Military Connected	31	46	59
Foster Care	12	11	18
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	65	107	5	3	2	1
	State	50340	39360	1868	906	4434	1716
Female	Division	33	52	1	2	2	1
	State	27397	17331	608	349	1644	700
Male	Division	32	55	4	1	0	0
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	<	<	<	<	0	<
	State	6021	1445	96	16	68	37
Black	Division	<	<	<	<	0	<
	State	8112	10542	637	224	1119	708
Hispanic	Division	11	10	0	0	0	0
	State	7128	8364	268	133	1854	356
White	Division	46	90	4	2	2	1
	State	25863	16576	761	464	1211	504
Multiple Races	Division	<	<	<	<	0	<
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	3	17	5	0	0	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	18	74	4	3	2	1
	State	12777	21116	1106	493	2351	1207
English Learners	Division	<	<	<	<	0	<
	State	1583	4218	262	26	1426	145
Homeless	Division	6	7	0	0	1	0
	State	197	697	48	28	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	0	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	183	177	97	180	98	2	1
Female	91	86	95	88	97	2	2
Male	92	91	99	92	100	0	0
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	<	<	100	<	100	0	0
Hispanic	21	21	100	21	100	0	0
White	145	140	97	142	98	2	1
Multiple Races	<	<	<	<	<	0	0
Students with Disabilities	25	25	100	25	100	0	0
Economically Disadvantaged	102	96	94	99	97	2	2
English Learners	<	<	100	<	100	0	0
Homeless	14	13	93	13	93	1	7
Military Connected	<	<	100	<	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	11 / 1.6%	4 / .58%	2 / .3%
Advanced Placement Course Enrollment	12 / 1.74%	4 / .58%	3 / .45%
Dual Enrollment	95 / 13.79%	101 / 14.55%	106 / 15.92%
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

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	136	77	43
	State	87,317	57,081	35
Female	Division	68	45	34
	State	43,705	31,577	28
Male	Division	68	32	53
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	<	<	100
	State	18,624	10,601	43
Hispanic	Division	11	<	100
	State	12,110	6,622	45
White	Division	107	59	45
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	12	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	67	32	52
	State	30,335	14,987	51
English Learners	Division	10	<	100
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
CTE Completers	Division	127	119	148
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	1
	State	2,590	3,844	3,577
State Licensures	Division	-	12	19
	State	1,236	1,563	2,069
Industry Certification	Division	-	245	263
	State	95,688	100,255	101,956
Workplace Readiness	Division	-	-	1
	State	44,348	41,819	35,066
Total Credentials Earned	Division	-	257	284
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	-	213	217
	State	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	68.5	62.2	63.9

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$2,148	$7,668	$923
	State	$6,770	$5,603	$867
2020-2021	Division	$2,272	$7,786	$1,133
	State	$6,669	$6,185	$1,352
2021-2022	Division	$2,733	$8,104	$2,699
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,611	$8,533	$2,633
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,978	333	1,912	425	1,978	259
Female	943	160	924	215	971	125
Male	1,034	173	987	210	1,005	134
American Indian	<	<	<	<	<	<
Asian	16	2	19	0	11	2
Black	158	13	150	17	148	7
Hispanic	160	33	154	34	178	18
Native Hawaiian	-	-	<	<	-	-
White	1,520	267	1,466	357	1,504	220
Multiple Races	123	18	121	17	135	12
Students with Disabilities	320	70	321	104	345	65
Economically Disadvantaged	848	263	863	324	956	203
English Learners	45	13	48	7	56	8
Homeless	51	16	23	23	60	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	142
Behaviors related to School Operations	147
Relationship Behaviors without Physical Harm	197
Behaviors of a Safety Concern	238
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	45

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0		0.1
Asian	0.7		0.7		0.5
Black	7.2	5.8	6.8	8.2	6.4	5.7
Hispanic	8.4	4.7	8.2	4.1	8.7	4.5
Native Hawaiian	-	-	0		-	-
White	77.4	87.2	78.3	84.7	77.4	85.2
Multiple Races	6.2	2.3	6	3.1	6.9	4.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0		0.1
Asian	0.7		0.7		0.5
Black	7.2	100	6.8		6.4
Hispanic	8.4		8.2		8.7
Native Hawaiian			0
White	77.4		78.3	100	77.4	100
Multiple Races	6.2		6		6.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0		0.1
Asian	0.7		0.7		0.5
Black	7.2		6.8		6.4
Hispanic	8.4		8.2		8.7
Native Hawaiian	-	-	0		-	-
White	77.4		78.3		77.4
Multiple Races	6.2		6		6.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	69.1	81.6	85.2
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	70.7	64.6	69.1
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	77	72.9	74.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

13.76 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.12 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	52%	44%	1%	3%
2022-2023	54%	43%	1%	2%
2023-2024	52%	46%	0%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	82%	84%	79%	88%
Asian	<	<	91%	88%
Black	65%	65%	68%	88%
Hispanic	80%	83%	68%	88%
White	83%	85%	85%	88%
Multiple Races	88%	85%	83%	88%
Economically Disadvantaged	78%	80%	68%	88%
English Learners	64%	69%	60%	88%
Students with Disabilities	61%	59%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	82%	74%	85%
Asian	<	<	90%	85%
Black	63%	68%	61%	85%
Hispanic	77%	82%	63%	85%
White	82%	83%	81%	85%
Multiple Races	83%	82%	77%	85%
Economically Disadvantaged	76%	76%	62%	85%
English Learners	80%	79%	58%	85%
Students with Disabilities	57%	57%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	81%
Asian	<
Black	65%
Hispanic	83%
White	82%
Multiple Races	82%
Economically Disadvantaged	77%
English Learners	69%
Students with Disabilities	58%

< = 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	94%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	100%	83%	84%
White	94%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	90%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	80%	74%	84%
Homeless	<	-	-
Foster Care	-	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	14%	16%	12%	10%
Asian	15%	6%	10%	10%
Black	5%	8%	12%	10%
Hispanic	10%	14%	12%	10%
White	15%	18%	12%	10%
Multiple Races	9%	11%	12%	10%
Economically Disadvantaged	21%	24%	13%	10%
English Learners	13%	13%	12%	10%
Students with Disabilities	18%	21%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	40%	54%	58%
English Learner Proficiency	2%	-	-

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

The Every Student Succeeds Act of 2015 requires states to 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	12	30	40%
English Learner Proficiency	1	51	2%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	<	<	<	<	<	<
Black	100%	-	100%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	98%	2%	98%	2%	94%	6%
Economically Disadvantaged	99%	1%	100%	-	99%	1%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	100%	-	100%	-	100%	-
Female	99%	1%	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	87%	85%
Asian	<	<
Black	77%	73%
Hispanic	79%	76%
White	88%	86%
Multiple Races	89%	95%
Economically Disadvantaged	84%	80%
English Learners	70%	83%
Students with Disabilities	68%	62%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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	2021-2022			2022-2023			2023-2024
	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 12	159	159	-	153	153	-	179	179	-
Grade 09	177	177	-	183	183	-	148	148	-
Grade 11	167	166	1	178	178	-	162	162	-
Grade 10	186	186	-	180	180	-	177	177	-
Grade KG	234	161	73	241	159	82	185	131	54
Grade 01	321	161	160	232	157	75	256	165	91
Grade 02	220	144	76	291	153	138	244	155	89
Grade 06	161	160	1	173	173	-	144	144	-
Grade PK	128	128	-	99	99	-	95	95	-
Grade 08	178	177	1	157	157	-	164	164	-
Grade 03	142	142	-	138	138	-	164	164	-
Grade 05	167	166	1	147	147	-	146	146	-
Grade 07	145	145	-	162	162	-	170	170	-
Grade 04	153	153	-	148	148	-	145	145	-
< = 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.

Learning Climate

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	2021-2022				2022-2023				2023-2024
	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	1978	333	85.59	14.41	1627	425	79.29	20.71	1686	309	84.51	15.49
Full-Time MOP Student	-	-	-	-	285	0	100	0	242	0	100	0
Female
Not a Full-Time MOP Student	943	160	85.49	14.51	785	215	78.5	21.5	835	150	84.77	15.23
Full-Time MOP Student	-	-	-	-	139	0	100	0	111	0	100	0
Male
Not a Full-Time MOP Student	1034	173	85.67	14.33	841	210	80.02	19.98	849	159	84.23	15.77
Full-Time MOP Student	-	-	-	-	146	0	100	0	131	0	100	0
Black
Not a Full-Time MOP Student	158	13	92.4	7.6	70	17	80.46	19.54	67	8	89.33	10.67
Full-Time MOP Student	-	-	-	-	80	0	100	0	80	0	100	0
Hispanic
Not a Full-Time MOP Student	160	33	82.9	17.1	122	34	78.21	21.79	143	19	88.27	11.73
Full-Time MOP Student	-	-	-	-	32	0	100	0	34	0	100	0
White
Not a Full-Time MOP Student	1520	267	85.06	14.94	1342	357	78.99	21.01	1371	267	83.7	16.3
Full-Time MOP Student	-	-	-	-	124	0	100	0	86	0	100	0
Asian
Not a Full-Time MOP Student	16	2	88.89	11.11	<	<	<	<	<	<	<	<
Full-Time MOP Student	-	-	-	-	13	0	100	0	<	<	<	<
Multiple Races
Not a Full-Time MOP Student	123	18	87.23	12.77	86	17	83.5	16.5	100	13	88.5	11.5
Full-Time MOP Student	-	-	-	-	35	0	100	0	34	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	321	70	82.1	17.9	292	104	73.74	26.26	321	75	81.06	18.94
Full-Time MOP Student	-	-	-	-	29	0	100	0	15	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	848	263	76.33	23.67	861	324	72.66	27.34	907	242	78.94	21.06
Full-Time MOP Student	-	-	-	-	<	<	<	<	10	0	100	0
English Learners
Not a Full-Time MOP Student	45	13	77.59	22.41	42	7	85.71	14.29	47	8	85.45	14.55
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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality