Pittsylvania County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Brosville Elementary	Fully Accredited	On Track	81.6
Chatham Elementary	Fully Accredited	On Track	85.5
Gretna Elementary	Fully Accredited	On Track	83.1
John L. Hurt Elementary	Fully Accredited	On Track	89.7
Kentuck Elementary	Fully Accredited	On Track	87.8
Mount Airy Elementary	Fully Accredited	Distinguished	91.3
Southside Elementary	Fully Accredited	Distinguished	92.1
Stony Mill Elementary	Fully Accredited	Off Track	76.1
Twin Springs Elementary	Fully Accredited	On Track	83.1
Union Hall Elementary	Fully Accredited	Distinguished	99.4
Middle Schools
Chatham Middle	Fully Accredited	On Track	89.3
Dan River Middle	Fully Accredited	On Track	85.3
Gretna Middle	Fully Accredited	On Track	85.5
Tunstall Middle	Fully Accredited	On Track	82.5
High Schools
Chatham High	Fully Accredited	Distinguished	107.3
Dan River High	Fully Accredited	Distinguished	104.1
Gretna High	Fully Accredited	Distinguished	97.9
Tunstall High	Fully Accredited	Distinguished	112.4

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	1	8	2
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	301	327	339
Kindergarten	501	481	529
Grade 1	527	522	495
Grade 2	504	533	543
Grade 3	492	500	556
Grade 4	549	503	510
Grade 5	569	575	521
Grade 6	599	605	596
Grade 7	578	623	619
Grade 8	644	596	624
Grade 9	770	732	669
Grade 10	669	670	661
Grade 11	594	552	582
Grade 12	622	642	587
Total Enrollment	7,919	7,861	7,831

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	7919	7861	7831
Female	3906	3892	3898
Male	4013	3969	3933
American Indian	7	7	6
Asian	43	38	36
Black	1884	1908	1866
Hispanic	464	466	504
Native Hawaiian	4	6	4
White	5268	5172	5112
Multiple Races	249	264	303
Students with Disabilities	909	947	980
Students without Disabilities	7010	6914	6851
Economically Disadvantaged	3646	3222	2820
Not Economically Disadvantaged	4273	4639	5011
English Learners	202	196	239
Not English Learners	7717	7665	7592
Homeless	15	19	13
Military Connected	17	13	90
Foster Care	32	20	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 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	5,816	1,730	6,318	1,103	6,309	1,054
Female	2,892	833	3,105	543	3,146	524
Male	2,923	897	3,213	560	3,163	530
American Indian	<	<	<	<	<	<
Asian	33	9	39	1	37	2
Black	1,431	380	1,533	280	1,488	265
Hispanic	354	95	397	62	420	67
Native Hawaiian	<	<	<	<	<	<
White	3,799	1,184	4,118	715	4,116	670
Multiple Races	188	62	221	41	240	48
Students with Disabilities	688	277	820	179	866	202
Economically Disadvantaged	2,520	1,034	2,523	615	2,213	555
English Learners	171	36	184	24	189	32
Homeless	14	13	14	4	13	9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	247	328	10	2	25	5
	State	51325	41797	1944	889	5197	1395
Female	Division	157	158	0	0	11	1
	State	27479	18568	644	302	1991	571
Male	Division	90	170	10	2	14	4
	State	23842	23219	1299	582	3204	824
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	59	84	9	0	9	3
	State	8492	10859	649	192	1064	555
Hispanic	Division	16	21	0	0	2	0
	State	7732	9780	323	169	2618	361
White	Division	163	218	1	2	12	2
	State	25572	16963	766	433	1201	364
Multiple Races	Division	8	4	0	0	2	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	0	54	10	0	6	1
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	76	167	3	1	19	2
	State	12384	21564	1091	503	2612	961
English Learners	Division	0	9	0	0	1	0
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	<	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	617	585	95	587	95	25	4
Female	327	315	96	315	96	11	3
Male	290	270	93	272	94	14	5
Asian	<	<	100	<	100	0	0
Black	164	152	93	152	93	9	6
Hispanic	39	37	95	37	95	2	5
White	398	382	96	384	97	12	3
Multiple Races	14	12	86	12	86	2	14
Students with Disabilities	71	64	90	64	90	6	9
Economically Disadvantaged	268	246	92	247	92	19	7
English Learners	10	9	90	9	90	1	10
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	50 / 1.88%	86 / 3.31%	200 / 8%
Advanced Placement Course Enrollment	229 / 8.63%	207 / 7.98%	284 / 11.36%
Dual Enrollment	677 / 25.51%	745 / 28.71%	689 / 27.57%
Governor's School Enrollment	51 / 1.92%	30 / 1.16%	50 / 2%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	593	353	40
	State	87,947	58,787	33
Female	Division	286	207	28
	State	44,125	32,246	27
Male	Division	307	146	52
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	125	72	42
	State	18,153	10,957	40
Hispanic	Division	31	19	39
	State	12,866	7,348	43
White	Division	422	252	40
	State	44,455	30,645	31
Multiple Races	Division	<	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	61	20	67
	State	8,632	3,934	54
Economically Disadvantaged	Division	250	126	50
	State	30,889	16,128	48
English Learners	Division	14	<	100
	State	7,530	4,273	43
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	54	76	45
	State	3,844	3,577	3,225
State Licensures	Division	47	42	43
	State	1,573	2,069	2,206
Industry Certification	Division	1,093	1,022	600
	State	100,965	101,956	105,973
Workplace Readiness	Division	169	151	215
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,363	1,291	903
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	928	962	699
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	7	21	-
	State	962	1,022	-
CTE Completers	Division	468	532	483
	State	46,028	48,643	51,357

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.7	64.5	63.1

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$2,349	$8,910	$1,655
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,283	$9,041	$2,567
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,059	$9,723	$2,801
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	2,034
Behaviors related to School Operations	1,162
Relationship Behaviors without Physical Harm	1,378
Behaviors of a Safety Concern	725
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	112

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	2,738	2,966	3,095
Out-of-School Suspension	1,582	1,437	1,487
Explusion and Alternative Placement	83	52	3
Referral to Law Enforcement	25	18	0
Bus Suspension	233	168	194

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	81	86	86.4
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	51.8	54.5	54.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	74.4	77.4	78
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

11.18 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.21 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	53%	43%	1%	3%
2023-2024	55%	40%	1%	4%
2024-2025	55%	40%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	82%	81%	88%
Asian	89%	91%	88%
Black	73%	73%	88%
Hispanic	76%	73%	88%
White	86%	86%	88%
Multiple Races	81%	84%	88%
Economically Disadvantaged	78%	73%	88%
English Learners	66%	67%	88%
Students with Disabilities	56%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	82%	76%	85%
Asian	94%	90%	85%
Black	74%	67%	85%
Hispanic	75%	68%	85%
White	85%	82%	85%
Multiple Races	79%	79%	85%
Economically Disadvantaged	79%	67%	85%
English Learners	70%	64%	85%
Students with Disabilities	52%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	80%
Asian	91%
Black	69%
Hispanic	76%
White	85%
Multiple Races	81%
Economically Disadvantaged	76%
English Learners	60%
Students with Disabilities	52%

< = 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	88%	83%	84%
Hispanic	95%	83%	84%
White	95%	86%	84%
Multiple Races	80%	89%	84%
Economically Disadvantaged	90%	83%	84%
English Learners	92%	80%	84%
Students with Disabilities	74%	79%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	56%	56%	58%
English Learner Proficiency	11%	-	-

< = 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	72	128	56%
English Learner Proficiency	18	170	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.1%	-	98.7%	-	98.9%	-
Asian	100%	-	100%	-	100%	-
Black	99.1%	-	99%	-	98.6%	-
Hispanic	99.2%	-	99.6%	-	99.1%	-
White	99%	-	98.4%	-	98.9%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	98.5%	-	98.3%	-	98.2%	-
Not Economically Disadvantaged	99.5%	-	99%	-	99.5%	-
English Learners	98.3%	-	100%	-	97.7%	-
Students with Disabilities	96.9%	-	96.9%	-	96.8%	-
Students without Disabilities	99.4%	-	99%	-	99.2%	-
Female	99%	-	98.7%	-	99%	-
Male	99.1%	-	98.7%	-	98.8%	-

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act