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Poquoson City Public Schools

General school information

Division: Poquoson City Public Schools
Division Number: 142
Address: 500 City Hall Ave Room 219 Poquoson, VA 23662
Superintendent: Arty C. Tillett
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

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

Accreditation Status Performance Level Framework Score
Elementary Schools
Poquoson ElementaryFully AccreditedOff Track84.7
Poquoson PrimaryFully AccreditedOff Track84.2
Middle Schools
Poquoson MiddleFully AccreditedOn Track87.9
High Schools
Poquoson HighFully AccreditedDistinguished99.1

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 16 71 87 13 16 69 85 15 16 70 86 14
Female 16 73 89 11 19 67 86 14 19 68 87 13
Male 16 69 85 15 13 71 84 16 13 71 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 17 67 83 17 15 69 85 15 13 79 92 8
Black 21 50 71 29 7 53 60 40 13 69 81 19
Hispanic 14 71 86 14 15 69 84 16 14 70 84 16
White 16 71 87 13 16 70 86 14 16 70 86 14
Multiple Races 21 69 90 10 22 64 87 13 18 64 81 19
Students with Disabilities 10 55 65 35 2 55 57 43 4 53 57 43
Students without Disabilities 17 73 90 10 18 71 88 12 18 72 89 11
Economically Disadvantaged 9 64 73 27 6 65 71 29 8 66 74 26
Not Economically Disadvantaged 18 73 91 9 19 70 89 11 18 71 89 11
English Learners < < < < < < < < < < < <
Military Connected 18 73 91 9 21 70 91 9 17 76 93 7
Foster Care < < 100 0 < < 100 0 < < 100 0
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 15 64 79 21 19 56 75 25 8 68 76 24
Female 15 68 82 18 25 46 71 29 12 67 79 21
Male 15 61 76 24 15 65 79 21 5 69 73 27
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 29 57 86 14 < < < < 7 64 71 29
White 12 65 77 23 20 55 75 25 9 67 76 24
Multiple Races < < 100 0 25 58 83 17 6 75 81 19
Students with Disabilities 11 39 50 50 - 45 45 55 10 35 45 55
Students without Disabilities 15 68 83 17 23 58 80 20 8 72 80 20
Economically Disadvantaged 8 62 69 31 9 59 67 33 4 65 70 30
Not Economically Disadvantaged 16 65 81 19 24 55 79 21 10 69 79 21
English Learners < < < < < < < <
Military Connected 21 59 79 21 19 62 81 19 8 79 87 13
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 67 85 15 25 63 88 12 22 58 80 20
Female 21 71 92 8 29 59 88 12 25 56 81 19
Male 15 64 78 22 21 67 88 13 18 60 78 22
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 9 64 73 27 50 42 92 8 8 75 83 17
White 18 70 88 12 23 64 87 13 23 57 80 20
Multiple Races 20 50 70 30 < < 100 0 23 46 69 31
Students with Disabilities 5 58 63 37 7 47 53 47 4 48 52 48
Students without Disabilities 20 69 88 12 27 65 92 8 25 60 85 15
Economically Disadvantaged 6 63 69 31 15 50 65 35 10 62 71 29
Not Economically Disadvantaged 21 69 90 10 27 66 93 7 27 56 83 17
English Learners < < < < < < 100 0
Military Connected 28 56 84 16 39 52 91 9 38 46 85 15
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 14 75 89 11 13 72 85 15 16 70 86 14
Female 13 75 88 12 17 70 87 13 18 68 85 15
Male 14 75 90 10 9 75 84 16 14 71 86 14
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 - 73 73 27 31 62 92 8
White 15 74 90 10 13 74 87 13 13 70 83 17
Multiple Races < < 100 0 25 63 88 13 < < 100 0
Students with Disabilities 19 44 63 38 5 50 55 45 - 53 53 47
Students without Disabilities 13 79 92 8 14 76 90 10 18 72 89 11
Economically Disadvantaged - 73 73 27 - 75 75 25 8 64 72 28
Not Economically Disadvantaged 17 76 93 7 16 72 88 12 18 71 88 12
Military Connected 17 81 97 3 16 71 87 13 20 73 93 7
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 11 75 86 14 17 76 94 6 17 66 83 17
Female 6 82 88 12 18 81 99 1 18 68 86 14
Male 16 67 83 17 16 72 88 12 16 64 80 20
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 < < < < < < 100 0
Hispanic 36 64 100 0 < < 100 0 15 46 62 38
White 9 74 84 16 19 74 93 7 14 71 86 14
Multiple Races < < < < < < 100 0 41 35 76 24
Students with Disabilities 13 63 75 25 - 64 64 36 - 61 61 39
Students without Disabilities 10 76 87 13 19 78 96 4 19 66 85 15
Economically Disadvantaged 5 59 65 35 6 79 85 15 6 61 67 33
Not Economically Disadvantaged 12 80 92 8 20 76 96 4 20 67 87 13
English Learners < < 100 0 < < < <
Military Connected 13 84 97 3 20 78 98 2 22 66 88 13
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 13 77 90 10 10 71 81 19 10 83 92 8
Female 11 77 88 12 10 70 79 21 8 87 95 5
Male 16 77 94 6 10 73 83 17 11 79 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < 8 83 92 8 < < 100 0
White 13 77 90 10 9 73 82 18 11 80 91 9
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 71 71 29 7 60 67 33
Students without Disabilities 14 76 91 9 11 71 82 18 10 85 95 5
Economically Disadvantaged 7 70 78 22 - 54 54 46 6 81 88 13
Not Economically Disadvantaged 15 79 94 6 13 76 89 11 11 83 94 6
English Learners < < < < < < 100 0 < < 100 0
Military Connected - 95 95 5 11 81 92 8 3 94 97 3
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 14 75 89 11 8 79 86 14 12 79 91 9
Female 12 74 86 14 10 81 90 10 15 74 90 10
Male 15 76 91 9 5 76 81 19 8 83 92 8
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < 10 90 100 0
White 15 75 90 10 6 81 87 13 13 78 91 9
Multiple Races < < 100 0 < < 100 0 - 70 70 30
Students with Disabilities < < < < < < < < - 67 67 33
Students without Disabilities 15 77 92 8 8 79 88 13 13 80 93 7
Economically Disadvantaged 3 74 76 24 7 74 81 19 3 75 78 22
Not Economically Disadvantaged 17 75 92 8 8 80 87 13 14 80 94 6
English Learners < < < < < < 100 0
Military Connected 25 65 90 10 8 83 92 8 9 91 100 0
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 64 93 7 22 66 87 13 28 65 93 7
Female 34 63 97 3 29 59 88 12 39 56 95 5
Male 23 65 88 12 15 71 87 13 20 72 92 8
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 29 64 92 8 23 65 88 12 29 65 94 6
Multiple Races < < 100 0 < < < < 10 80 90 10
Students with Disabilities 13 63 75 25 - 50 50 50 10 50 60 40
Students without Disabilities 30 64 94 6 24 67 91 9 29 66 95 5
Economically Disadvantaged 35 48 84 16 3 69 72 28 21 59 79 21
Not Economically Disadvantaged 27 68 95 5 26 65 90 10 30 66 96 4
Military Connected 25 70 95 5 32 64 96 4 26 74 100 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 25 54 79 21 19 64 83 17 29 60 89 11
Female 30 54 84 16 24 62 86 14 40 55 96 4
Male 22 53 75 25 14 66 80 20 21 63 84 16
Asian < < 100 0 < < < < < < 100 0
Hispanic 14 43 57 43 < < < < < < < <
White 26 54 81 19 20 63 83 17 30 59 89 11
Multiple Races 18 64 82 18 < < < < < < < <
Students with Disabilities 8 20 28 72 - 32 32 68 < < < <
Students without Disabilities 27 57 84 16 21 68 89 11 30 61 91 9
Economically Disadvantaged 22 38 60 40 - 68 68 32 11 59 70 30
Not Economically Disadvantaged 26 58 84 16 22 63 86 14 33 60 93 7
Military Connected 26 55 81 19 16 72 88 12 28 60 88 12
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 28 54 82 18 19 64 83 17 29 60 89 11
Female 33 57 90 10 24 62 86 14 40 55 96 4
Male 23 52 75 25 14 66 80 20 21 63 84 16
Asian < < 100 0 < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 28 55 83 17 20 63 83 17 30 59 89 11
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 24 35 65 - 32 32 68 < < < <
Students without Disabilities 30 58 87 13 21 68 89 11 30 61 91 9
Economically Disadvantaged 33 37 70 30 - 68 68 32 11 59 70 30
Not Economically Disadvantaged 26 58 85 15 22 63 86 14 33 60 93 7
Military Connected 14 76 90 10 16 72 88 12 28 60 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

2022-20232023-20242024-2025
Division---
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten303235
Kindergarten156122132
Grade 1152153128
Grade 2162155157
Grade 3140160173
Grade 4137139161
Grade 5167153141
Grade 6158177159
Grade 7136164171
Grade 8157146161
Grade 9190166160
Grade 10176182158
Grade 11154172172
Grade 12170149157
Post Graduate1--
Total Enrollment2,0862,0702,065

< = 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 2022-20232023-20242024-2025
All Students208620702065
Female991983980
Male109510871085
American Indian544
Asian253031
Black273028
Hispanic99111130
Native Hawaiian11-
White182217701733
Multiple Races107124139
Students with Disabilities249241249
Students without Disabilities183718291816
Economically Disadvantaged477455524
Not Economically Disadvantaged160916151541
English Learners131420
Not English Learners207320562045
Homeless256
Military Connected378387370
Foster Care211
< = 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 Students1,7243291,7802271,880172
Female81716085310590280
Male90716992712297892
American Indian<<<<<<
Asian221271340
Black1610224264
Hispanic971195101248
Native Hawaiian<<<<--
White1,4962941,5182031,565147
Multiple Races8713113912713
Students with Disabilities186581903320745
Economically Disadvantaged34013837111139585
English Learners132131270
Homeless<<<<<<
< = 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 101 57 3 5 1 3
State 51325 41797 1944 889 5197 1395
Female Division 49 30 1 1 1 0
State 27479 18568 644 302 1991 571
Male Division 52 27 2 4 0 3
State 23842 23219 1299 582 3204 824
American Indian Division < < < < 0 <
State 115 128 6 2 20 5
Asian Division < < < < 0 <
State 6138 1603 96 15 116 44
Black Division < < < < 0 <
State 8492 10859 649 192 1064 555
Hispanic Division < < < < 0 <
State 7732 9780 323 169 2618 361
White Division 85 54 3 4 1 2
State 25572 16963 766 433 1201 364
Multiple Races Division < < < < 0 <
State 3187 2410 100 77 171 63
Students with Disabilities Division 0 13 3 0 0 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 9 12 3 4 1 1
State 12384 21564 1091 503 2612 961
Homeless Division < < < < 0 <
State 201 818 47 19 231 71
Military Connected Division 18 4 0 0 0 0
State 2497 1577 51 17 49 13
< = 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 Students170161951669811
Female828098819911
Male888192859700
American Indian<<100<10000
Asian<<<<<00
Black<<100<10000
Hispanic<<100<10000
White149142951469811
Multiple Races<<<<<00
Students with Disabilities16161001610000
Economically Disadvantaged302480289313
Homeless<<100<10000
Military Connected22221002210000
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken92 / 13.33% - 172 / 26.58%
Advanced Placement Course Enrollment146 / 21.16%161 / 24.07%186 / 28.75%
Dual Enrollment110 / 15.94%106 / 15.84%102 / 15.77%
Governor's School Enrollment14 / 2.03%12 / 1.79%12 / 1.85%
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 StudentsDivision15910435
State87,94758,78733
FemaleDivision796222
State44,12532,24627
MaleDivision804247
State43,77126,52239
BlackDivision<<100
State18,15310,95740
HispanicDivision<<100
State12,8667,34843
Native HawaiianDivision<<100
State1378736
WhiteDivision1439236
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision<<100
State8,6323,93454
Economically DisadvantagedDivision281161
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
AsianDivision--100
State7,3266,40613
< = 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
2022-20232023-20242024-2025
NOCTI AssessmentsDivision1813
 State3,8443,5773,225
Industry CertificationDivision182173201
 State100,965101,956105,973
Workplace ReadinessDivision152166144
 State41,81935,06638,829
Total Credentials EarnedDivision335348358
 State148,201142,668150,233
Students Earning One or More CredentialsDivision303312311
 State118,467115,609120,035
CTE CompletersDivision817396
 State46,02848,64351,357
State LicensuresDivision-1-
 State1,5732,0692,206
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State9621,022-

< = 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

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
2021-2022Division$4,880$6,524$1,151
State$7,134$6,454$1,936
2022-2023Division$5,745$6,742$889
State$7,803$6,956$1,918
2023-2024Division$6,219$7,109$755
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 Progress161
Behaviors related to School Operations239
Relationship Behaviors without Physical Harm310
Behaviors of a Safety Concern416
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others124

< = 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
  2022-20232023-20242024-2025
In-School Suspension 196 251 255
Out-of-School Suspension 239 207 217
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 0 0 0
Bus Suspension 8 9 20

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 23.322.223.1
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 19.929.126.6
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 41.857.855
< = 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

13.9 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.57 : 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
2022-202341%53%2%4%
2023-202440%50%2%8%
2024-202544%48%1%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%81%88%
Asian92%91%88%
Black80%73%88%
Hispanic85%73%88%
White86%86%88%
Multiple Races81%84%88%
Economically Disadvantaged75%73%88%
English Learners77%67%88%
Students with Disabilities56%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students85%76%85%
Asian87%90%85%
Black68%67%85%
Hispanic83%68%85%
White85%82%85%
Multiple Races82%79%85%
Economically Disadvantaged70%67%85%
English Learners69%64%85%
Students with Disabilities51%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 GroupCurrent Rate
All Students85%
Asian<
Black<
Hispanic86%
White86%
Multiple Races83%
Economically Disadvantaged67%
English Learners<
Students with Disabilities53%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students93%84%84%
Asian<90%84%
Black<83%84%
Hispanic<83%84%
White94%86%84%
Multiple Races<89%84%
Economically Disadvantaged72%83%84%
English Learners<80%84%
Students with Disabilities86%79%84%

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress69%56%58%
English Learner Proficiency23%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress111669%
English Learner Proficiency52223%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.8%-98.2%-99.4%-
Asian96%-100%-90%-
Black94.1%-100%-<-
Hispanic100%-100%-100%-
White98.7%-97.8%-99.5%-
Multiple Races100%-100%-100%-
Economically Disadvantaged98.8%-99.6%-97.7%-
Not Economically Disadvantaged98.8%-97.8%-99.7%-
English Learners100%-100%-<-
Students with Disabilities94.2%-95.7%-97.9%-
Students without Disabilities99.4%-98.5%-99.5%-
Female98.9%-98.4%-99.6%-
Male98.7%-98%-99.2%-

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

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

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

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


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 08157157-146146-161161-
Grade 05167167-153153-141141-
Grade 09190190-166166-1601591
Grade 02162162-155155-157157-
Grade KG156156-122122-132132-
Grade 07136136-164164-171171-
Grade 12170170-149149-157157-
Grade 03140140-160160-173173-
Grade 04137137-139139-161161-
Grade 11154154-1721711172172-
Grade 10176176-182182-158158-
Grade 01152152-153153-128128-
Grade 06158158-177177-159159-
Grade PK3030-3232-3535-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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