Portsmouth City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Brighton Elementary	Conditionally Accredited	Off Track	78.5
Churchland Academy Elementary	Fully Accredited	Needs Intensive Support	78.7
Churchland Elementary	Fully Accredited	On Track	82.2
Churchland Primary & Intermediate	Fully Accredited	Off Track	78.3
Cradock Elementary	Fully Accredited	Off Track	70.2
Douglass Park Elementary	Conditionally Accredited	Off Track	69.8
Hodges Manor Elementary	Fully Accredited	Needs Intensive Support	79.9
Lakeview Elementary	Fully Accredited	Off Track	73.9
Park View Elementary	Fully Accredited	On Track	84.2
Simonsdale Elementary	Fully Accredited	Needs Intensive Support	76.1
Victory Elementary	Fully Accredited	Needs Intensive Support	76.1
Waterview Elementary	Fully Accredited	Needs Intensive Support	72.8
Westhaven Elementary	Fully Accredited	Off Track	75.7
Middle Schools
Churchland Middle	Fully Accredited	Needs Intensive Support	78.9
Cradock Middle	Fully Accredited	Off Track	78.1
William E. Waters Middle	Fully Accredited	Off Track	77.1
High Schools
Churchland High	Fully Accredited	Distinguished	96.5
I.C. Norcom High	Fully Accredited	On Track	86.5
Manor High	Fully Accredited	On Track	85.3

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	53	60	40	7	54	61	39	7	53	60	40
Female	8	56	63	37	7	56	64	36	7	56	63	37
Male	7	51	58	42	7	52	59	41	7	50	57	43
American Indian	4	58	62	38	-	78	78	22	4	61	64	36
Asian	15	48	64	36	28	56	84	16	24	46	70	30
Black	5	50	56	44	6	51	57	43	6	51	57	43
Hispanic	8	56	64	36	8	55	63	37	9	52	61	39
Native Hawaiian	7	53	60	40	-	50	50	50	-	55	55	45
White	14	61	75	25	12	65	76	24	13	63	76	24
Multiple Races	11	62	73	27	9	60	69	31	7	55	63	37
Students with Disabilities	9	28	37	63	12	28	40	60	10	32	42	58
Students without Disabilities	7	56	63	37	6	58	64	36	7	56	63	37
Economically Disadvantaged	3	49	52	48	5	50	54	46	5	49	54	46
Not Economically Disadvantaged	15	61	75	25	13	64	76	24	12	61	74	26
English Learners	1	29	30	70	3	33	36	64	2	24	26	74
Homeless	<	<	<	<	1	43	43	57	1	48	49	51
Military Connected	14	62	75	25	13	65	78	22	10	64	74	26
Foster Care	<	<	100	0	-	36	36	64	-	39	39	61
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	7	47	54	46	7	49	56	44	5	45	50	50
Female	8	47	54	46	8	50	59	41	5	47	52	48
Male	7	47	54	46	6	47	53	47	6	42	48	52
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	6	42	48	52	5	46	52	48	5	42	47	53
Hispanic	8	55	63	37	14	44	58	43	10	39	48	52
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	11	58	70	30	12	61	73	27	7	62	69	31
Multiple Races	13	55	68	32	6	47	53	47	4	50	54	46
Students with Disabilities	12	35	46	54	10	27	37	63	12	32	44	56
Students without Disabilities	7	48	55	45	7	51	58	42	5	46	51	49
Economically Disadvantaged	3	44	48	52	5	46	51	49	4	40	44	56
Not Economically Disadvantaged	17	52	69	31	13	55	67	33	10	55	64	36
English Learners	-	32	32	68	5	26	32	68	-	13	13	88
Homeless					-	40	40	60	-	46	46	54
Military Connected	14	57	71	29	13	57	70	30	11	50	61	39
Foster Care					<	<	<	<	<	<	<	<
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	6	53	60	40	8	53	61	39	7	49	56	44
Female	7	56	63	37	7	57	64	36	6	54	60	40
Male	6	51	56	44	9	49	58	42	8	43	51	49
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	3	51	54	46	7	48	55	45	4	47	51	49
Hispanic	4	60	65	35	9	60	69	31	13	39	51	49
Native Hawaiian	<	<	<	<					<	<	100	0
White	18	59	78	22	9	67	76	24	15	60	75	25
Multiple Races	11	63	74	26	12	61	73	27	9	52	60	40
Students with Disabilities	6	33	40	60	21	23	44	56	10	29	38	62
Students without Disabilities	6	56	62	38	6	57	64	36	7	51	58	42
Economically Disadvantaged	4	50	54	46	6	49	56	44	5	45	49	51
Not Economically Disadvantaged	13	61	74	26	14	62	76	24	13	58	71	29
English Learners	7	50	57	43	-	32	32	68	-	30	30	70
Homeless	<	<	<	<	-	47	47	53	-	35	35	65
Military Connected	18	63	81	19	18	63	82	18	17	61	78	22
Foster Care					<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	49	55	45	4	49	54	46	5	49	54	46
Female	5	52	57	43	6	51	57	43	5	52	57	43
Male	6	46	52	48	3	47	51	49	6	46	52	48
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	4	46	51	49	3	44	47	53	5	43	49	51
Hispanic	12	46	58	42	3	58	61	39	4	57	61	39
White	7	60	67	33	9	65	74	26	4	67	71	29
Multiple Races	6	60	66	34	7	54	61	39	8	55	63	37
Students with Disabilities	10	24	33	67	9	34	43	57	11	30	41	59
Students without Disabilities	5	53	57	43	4	51	55	45	5	52	56	44
Economically Disadvantaged	3	45	47	53	3	44	47	53	3	42	46	54
Not Economically Disadvantaged	11	60	71	29	8	61	70	30	10	63	73	27
English Learners	-	38	38	62	-	41	41	59	-	26	26	74
Homeless					-	33	33	67	-	40	40	60
Military Connected	13	60	73	27	6	74	79	21	7	66	74	26
Foster Care					<	<	<	<	<	<	<	<
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	8	55	63	37	7	53	59	41	6	51	56	44
Female	8	59	67	33	7	54	61	39	7	55	62	38
Male	9	51	60	40	6	51	57	43	5	46	51	49
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	6	53	59	41	5	49	54	46	4	48	52	48
Hispanic	12	62	74	26	6	56	63	37	8	51	58	42
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	13	61	74	26	15	58	73	27	12	63	75	25
Multiple Races	17	52	69	31	3	69	72	28	7	54	61	39
Students with Disabilities	16	18	34	66	9	23	32	68	5	29	34	66
Students without Disabilities	7	60	67	33	6	56	63	37	6	53	59	41
Economically Disadvantaged	3	52	56	44	3	49	53	47	3	48	51	49
Not Economically Disadvantaged	19	61	80	20	15	60	75	25	11	56	66	34
English Learners	-	-	-	100	-	50	50	50	-	26	26	74
Homeless					-	43	43	57	6	56	61	39
Military Connected	19	60	79	21	19	58	78	22	7	67	74	26
Foster Care					<	<	<	<	<	<	<	<
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	5	51	57	43	4	53	58	42	6	55	60	40
Female	6	54	61	39	4	57	60	40	6	57	63	37
Male	4	49	53	47	5	50	55	45	5	52	57	43
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	4	48	51	49	4	49	53	47	5	51	55	45
Hispanic	7	46	52	48	3	57	60	40	7	68	75	25
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	10	65	75	25	5	66	71	29	10	68	78	22
Multiple Races	12	71	84	16	5	63	68	32	5	57	63	38
Students with Disabilities	6	25	31	69	14	16	30	70	5	27	32	68
Students without Disabilities	5	55	60	40	3	59	62	38	6	58	64	36
Economically Disadvantaged	3	47	50	50	3	48	50	50	4	52	56	44
Not Economically Disadvantaged	11	60	72	28	8	68	76	24	9	61	70	30
English Learners	<	<	<	<	-	18	18	82	<	<	<	<
Homeless					-	25	25	75	-	41	41	59
Military Connected	12	64	76	24	5	71	77	23	3	78	81	19
Foster Care					<	<	<	<	<	<	100	0
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	5	54	59	41	6	54	60	40	6	53	59	41
Female	4	58	61	39	6	57	64	36	7	54	60	40
Male	5	51	56	44	5	51	56	44	6	52	58	42
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	4	50	54	46	4	51	55	45	4	52	56	44
Hispanic	4	62	66	34	5	54	59	41	4	51	56	44
White	9	64	73	27	9	65	74	26	13	57	70	30
Multiple Races	3	74	76	24	16	69	84	16	9	59	69	31
Students with Disabilities	9	25	34	66	10	26	36	64	12	19	32	68
Students without Disabilities	4	59	63	37	5	58	63	37	5	58	63	37
Economically Disadvantaged	3	50	53	47	4	50	54	46	3	50	53	47
Not Economically Disadvantaged	9	63	72	28	11	65	76	24	13	60	73	27
English Learners	<	<	<	<	<	<	<	<	8	23	31	69
Homeless					-	60	60	40	-	59	59	41
Military Connected	7	64	71	29	16	64	80	20	9	61	70	30
Foster Care	<	<	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	15	63	77	23	13	69	82	18	15	72	87	13
Female	17	64	80	20	15	67	81	19	14	74	88	12
Male	13	61	74	26	12	71	83	17	16	70	86	14
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	40	60	100	0
Black	12	63	75	25	11	68	79	21	11	74	85	15
Hispanic	14	55	69	31	17	67	83	17	19	70	89	11
White	26	62	88	12	24	71	95	5	31	64	95	5
Multiple Races	18	64	82	18	21	67	88	13	11	68	80	20
Students with Disabilities	7	34	41	59	6	56	62	38	12	57	69	31
Students without Disabilities	15	66	81	19	14	70	85	15	15	74	89	11
Economically Disadvantaged	7	60	67	33	10	67	77	23	12	72	84	16
Not Economically Disadvantaged	19	64	83	17	18	70	88	12	18	73	90	10
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	5	73	77	23	12	79	91	9	12	81	92	8
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	5	41	45	55	6	55	61	39	7	60	67	33
Female	7	46	52	48	7	59	66	34	8	65	74	26
Male	3	36	38	62	4	52	56	44	6	54	61	39
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	8	46	54	46	<	<	100	0	10	80	90	10
Black	4	38	42	58	4	50	55	45	6	58	64	36
Hispanic	6	34	40	60	7	52	59	41	6	67	72	28
White	7	52	60	40	10	73	83	17	17	64	81	19
Multiple Races	9	51	60	40	11	71	82	18	5	65	70	30
Students with Disabilities	-	11	11	89	1	20	21	79	1	33	34	66
Students without Disabilities	5	44	50	50	6	59	65	35	8	63	71	29
Economically Disadvantaged	3	36	38	62	3	51	54	46	5	63	68	32
Not Economically Disadvantaged	9	53	62	38	9	61	70	30	8	59	67	33
English Learners	-	-	-	100	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	3	54	56	44	10	64	74	26	10	71	82	18
Foster Care	<	<	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	6	52	58	42	6	55	61	39	7	60	67	33
Female	8	57	65	35	7	59	66	34	8	65	74	26
Male	3	48	51	49	4	52	56	44	6	54	61	39
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	10	80	90	10
Black	5	50	54	46	4	50	55	45	6	58	64	36
Hispanic	6	44	50	50	7	52	59	41	6	67	72	28
White	8	65	73	27	10	73	83	17	17	64	81	19
Multiple Races	13	59	72	28	11	71	82	18	5	65	70	30
Students with Disabilities	-	19	19	81	1	20	21	79	1	33	34	66
Students without Disabilities	6	56	62	38	6	59	65	35	8	63	71	29
Economically Disadvantaged	3	48	51	49	3	51	54	46	5	63	68	32
Not Economically Disadvantaged	12	65	77	23	9	61	70	30	8	59	67	33
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	4	57	61	39	10	64	74	26	10	71	82	18
Foster Care	<	<	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	3	50	53	47	3	52	56	44	4	55	58	42
Female	3	50	53	47	3	52	56	44	3	56	59	41
Male	4	49	53	47	3	52	56	44	4	53	58	42
American Indian	-	55	55	45	-	61	61	39	-	52	52	48
Asian	22	57	78	22	11	75	86	14	12	62	74	26
Black	2	47	49	51	2	49	51	49	3	52	55	45
Hispanic	3	55	58	42	4	53	57	43	5	58	63	37
Native Hawaiian	-	50	50	50	6	44	50	50	13	38	50	50
White	6	61	67	33	6	63	69	31	7	65	73	27
Multiple Races	7	52	59	41	5	60	65	35	5	56	62	38
Students with Disabilities	5	31	36	64	4	37	41	59	5	36	41	59
Students without Disabilities	3	52	55	45	3	54	58	42	4	57	61	39
Economically Disadvantaged	1	44	46	54	2	48	49	51	2	49	52	48
Not Economically Disadvantaged	7	62	68	32	6	64	70	30	7	65	72	28
English Learners	1	32	33	67	1	32	33	67	2	41	43	57
Homeless	<	<	<	<	1	36	37	63	1	42	43	57
Military Connected	8	62	70	30	7	66	73	27	6	67	73	27
Foster Care	<	<	100	0	-	33	33	67	-	47	47	53
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	6	45	51	49	5	50	55	45	4	53	57	43
Female	7	42	49	51	4	48	52	48	3	53	56	44
Male	6	48	54	46	5	53	58	42	5	53	58	42
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	4	42	46	54	3	45	48	52	2	50	52	48
Hispanic	3	54	57	43	4	63	66	34	4	58	61	39
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	12	54	66	34	10	62	72	28	10	62	72	28
Multiple Races	12	59	71	29	6	57	63	37	9	56	64	36
Students with Disabilities	8	34	41	59	8	34	42	58	11	30	41	59
Students without Disabilities	6	47	53	47	4	52	56	44	3	55	58	42
Economically Disadvantaged	3	42	44	56	2	48	50	50	2	47	49	51
Not Economically Disadvantaged	14	55	68	32	12	56	68	32	8	65	73	27
English Learners	5	19	24	76	-	32	32	68	-	33	33	67
Homeless					-	30	30	70	-	38	38	62
Military Connected	14	56	70	30	12	62	74	26	7	63	70	30
Foster Care					-	40	40	60	<	<	<	<
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	3	47	51	49	5	51	55	45	3	48	52	48
Female	2	49	51	49	4	53	57	43	2	48	49	51
Male	4	46	50	50	6	48	54	46	5	49	54	46
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	2	42	44	56	4	46	50	50	2	45	47	53
Hispanic	1	57	58	42	5	48	53	47	7	45	52	48
Native Hawaiian	<	<	<	<					<	<	<	<
White	7	67	75	25	7	63	70	30	6	63	70	30
Multiple Races	7	46	53	47	6	70	76	24	5	52	57	43
Students with Disabilities	1	28	28	72	5	39	44	56	1	29	30	70
Students without Disabilities	4	50	53	47	5	52	57	43	4	51	54	46
Economically Disadvantaged	2	41	43	57	2	46	49	51	2	44	46	54
Not Economically Disadvantaged	6	61	67	33	11	62	73	27	6	59	65	35
English Learners	-	61	61	39	-	27	27	73	-	29	29	71
Homeless	<	<	<	<	-	26	26	74	-	35	35	65
Military Connected	7	68	75	25	9	68	78	22	8	64	72	28
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	3	43	46	54	3	42	45	55	5	50	55	45
Female	2	44	46	54	3	41	45	55	4	51	55	45
Male	4	42	46	54	3	43	46	54	6	50	55	45
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	40	42	58	1	38	39	61	4	48	52	48
Hispanic	2	46	48	52	4	39	44	56	6	55	61	39
White	8	55	63	38	10	61	70	30	10	58	68	32
Multiple Races	7	44	51	49	5	43	48	52	4	55	59	41
Students with Disabilities	4	25	28	72	1	34	35	65	1	39	40	60
Students without Disabilities	3	45	48	52	4	43	47	53	6	52	58	42
Economically Disadvantaged	1	36	37	63	2	37	39	61	3	47	49	51
Not Economically Disadvantaged	8	58	66	34	7	55	62	38	11	59	69	31
English Learners	-	21	21	79	4	21	25	75	-	36	36	64
Homeless					-	37	37	63	5	30	35	65
Military Connected	10	63	73	27	7	56	63	38	12	59	71	29
Foster Care					<	<	<	<	<	<	<	<
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	5	47	52	48	4	47	50	50	4	50	55	45
Female	3	47	50	50	4	47	51	49	5	52	57	43
Male	6	47	53	47	3	46	50	50	4	49	53	47
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	4	44	48	52	3	45	48	52	3	47	50	50
Hispanic	3	65	68	32	5	38	43	57	9	54	63	37
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	8	53	60	40	4	54	58	42	9	65	73	27
Multiple Races	10	44	54	46	6	57	63	37	3	56	59	41
Students with Disabilities	15	18	33	67	5	23	28	72	1	28	29	71
Students without Disabilities	4	51	54	46	4	50	53	47	5	53	58	42
Economically Disadvantaged	2	43	45	55	2	43	45	55	3	45	49	51
Not Economically Disadvantaged	12	55	67	33	8	57	65	35	7	61	69	31
English Learners	-	25	25	75	-	39	39	61	-	33	33	67
Homeless					5	40	45	55	-	50	50	50
Military Connected	9	60	68	32	8	64	71	29	3	82	85	15
Foster Care					<	<	<	<	<	<	<	<
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	1	24	25	75	2	23	25	75	2	26	27	73
Female	1	23	24	76	1	24	25	75	2	26	29	71
Male	1	24	25	75	3	22	25	75	1	25	26	74
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	1	22	23	77	2	20	22	78	2	20	22	78
Hispanic	-	28	28	72	-	29	29	71	3	28	31	69
Native Hawaiian	<	<	<	<					<	<	<	<
White	2	31	32	68	3	35	37	63	-	53	53	47
Multiple Races	-	36	36	64	3	28	31	69	7	37	43	57
Students with Disabilities	4	17	21	79	7	21	29	71	2	22	24	76
Students without Disabilities	-	25	26	74	-	24	24	76	2	26	28	72
Economically Disadvantaged	-	20	20	80	2	21	23	77	2	22	24	76
Not Economically Disadvantaged	3	36	39	61	1	33	34	66	2	34	36	64
English Learners	<	<	<	<	-	17	17	83	<	<	<	<
Homeless					-	18	18	82	-	25	25	75
Military Connected	-	35	35	65	4	40	44	56	-	50	50	50
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	40	41	59	1	43	44	56	3	45	48	52
Female	1	41	42	58	1	44	45	55	3	48	51	49
Male	1	40	41	59	1	43	43	57	4	42	45	55
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	38	38	62	1	39	39	61	3	43	46	54
Hispanic	2	35	37	63	2	53	56	44	4	51	55	45
White	3	51	53	47	1	61	62	38	3	55	58	42
Multiple Races	-	57	57	43	-	57	57	43	3	46	49	51
Students with Disabilities	2	22	24	76	3	29	32	68	12	22	34	66
Students without Disabilities	1	44	45	55	-	46	46	54	2	48	50	50
Economically Disadvantaged	-	34	34	66	-	38	39	61	2	41	43	57
Not Economically Disadvantaged	3	57	59	41	2	60	62	38	7	53	60	40
English Learners	<	<	<	<	<	<	<	<	7	50	57	43
Homeless					-	29	29	71	-	56	56	44
Military Connected	6	51	57	43	2	67	69	31	-	54	54	46
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	78	80	20	4	80	84	16	5	79	84	16
Female	2	80	82	18	4	82	86	14	5	83	88	12
Male	2	77	79	21	3	79	82	18	5	76	80	20
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	1	79	80	20	3	81	84	16	3	79	82	18
Hispanic	8	78	86	14	3	76	78	22	6	84	89	11
Native Hawaiian					<	<	100	0	<	<	<	<
White	4	75	78	22	4	80	85	15	11	76	87	13
Multiple Races	5	75	80	20	11	84	96	4	9	79	88	13
Students with Disabilities	1	63	64	36	1	65	66	34	2	70	72	28
Students without Disabilities	2	81	83	17	4	83	87	13	5	81	86	14
Economically Disadvantaged	2	76	78	22	3	79	82	18	3	77	80	20
Not Economically Disadvantaged	3	81	85	15	5	83	88	12	7	83	90	10
English Learners	<	<	<	<	<	<	100	0	9	77	86	14
Homeless					-	64	64	36	4	48	52	48
Military Connected	7	80	87	13	5	87	92	8	9	83	92	8
Foster Care					<	<	<	<	<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	64	64	36	1	73	75	25	2	75	77	23
Female	1	63	64	36	2	75	76	24	2	72	73	27
Male	1	64	64	36	1	72	73	27	2	78	80	20
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	58	58	42	-	70	71	29	1	72	74	26
Hispanic	4	72	76	24	6	71	76	24	3	73	77	23
Native Hawaiian	<	<	<	<	<	<	100	0
White	1	85	87	13	5	80	85	15	3	86	89	11
Multiple Races	<	<	<	<	-	80	80	20	-	67	67	33
Students with Disabilities	-	48	48	52	-	53	53	47	<	<	<	<
Students without Disabilities	1	64	65	35	1	74	76	24	2	76	77	23
Economically Disadvantaged	1	61	61	39	-	72	73	27	2	73	75	25
Not Economically Disadvantaged	1	66	67	33	3	75	78	23	2	77	78	22
English Learners									<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected	-	62	62	38	4	77	81	19	4	78	81	19
Foster Care					<	<	<	<	<	<	<	<
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	4	73	77	23	7	72	79	21	4	80	83	17
Female	1	78	80	20	7	67	74	26	3	80	82	18
Male	7	67	74	26	4	82	86	14	5	80	85	15
American Indian					<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	3	72	75	25	4	72	76	24	4	82	87	13
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	6	81	86	14	11	67	78	22	3	75	78	22
Multiple Races	<	<	<	<	<	<	100	0	-	80	80	20
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	4	73	77	23	6	73	78	22	3	80	83	17
Economically Disadvantaged	-	63	63	37	6	72	78	22	-	79	79	21
Not Economically Disadvantaged	6	76	82	18	7	73	79	21	6	81	87	13
Military Connected	<	<	<	<	-	82	82	18	-	77	77	23
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	5	47	52	48	4	51	54	46	4	52	56	44
Female	4	47	50	50	3	51	54	46	4	51	54	46
Male	5	48	54	46	4	50	54	46	5	53	57	43
American Indian	<	<	<	<	<	<	<	<	8	67	75	25
Asian	9	45	55	45	11	68	79	21	22	61	83	17
Black	3	44	47	53	2	47	49	51	4	49	53	47
Hispanic	7	48	55	45	1	57	58	42	4	53	57	43
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	10	61	71	29	10	64	75	25	6	64	70	30
Multiple Races	7	59	65	35	5	58	64	36	5	51	56	44
Students with Disabilities	7	24	31	69	4	35	39	61	9	28	37	63
Students without Disabilities	4	51	55	45	4	53	56	44	4	55	59	41
Economically Disadvantaged	3	41	43	57	2	43	45	55	3	45	47	53
Not Economically Disadvantaged	8	58	66	34	6	66	72	28	7	63	70	30
English Learners	5	14	18	82	-	34	34	66	4	31	35	65
Homeless					-	37	37	63	-	34	34	66
Military Connected	11	62	73	27	9	63	72	28	6	65	71	29
Foster Care	<	<	100	0	<	<	<	<	-	12	12	88
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	8	40	48	52	7	36	44	56	6	38	44	56
Female	7	39	46	54	6	37	44	56	4	38	42	58
Male	10	41	50	50	8	36	44	56	7	39	46	54
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	6	37	44	56	5	32	37	63	4	35	39	61
Hispanic	13	29	42	58	1	47	49	51	7	43	51	49
White	13	50	63	37	19	46	65	35	8	53	61	39
Multiple Races	13	56	69	31	10	46	56	44	11	39	50	50
Students with Disabilities	8	18	25	75	3	25	29	71	8	22	30	70
Students without Disabilities	8	42	51	49	8	38	46	54	5	41	46	54
Economically Disadvantaged	4	35	39	61	5	31	36	64	3	33	36	64
Not Economically Disadvantaged	17	51	68	32	14	50	63	37	10	51	62	38
English Learners	7	7	14	86	-	25	25	75	-	28	28	72
Homeless					-	30	30	70	-	30	30	70
Military Connected	24	54	79	21	17	58	75	25	12	53	65	35
Foster Care					<	<	<	<	<	<	<	<
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	3	42	45	55	2	43	45	55	2	44	46	54
Female	-	41	42	58	1	42	44	56	2	43	45	55
Male	5	43	48	52	2	43	45	55	3	45	48	52
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	35	37	63	1	37	38	62	2	40	42	58
Hispanic	7	54	61	39	-	50	50	50	3	54	56	44
White	5	65	71	29	4	64	68	32	5	55	59	41
Multiple Races	-	57	57	43	2	63	65	35	2	43	45	55
Students with Disabilities	9	16	25	75	9	20	29	71	11	12	23	77
Students without Disabilities	2	47	48	52	1	46	47	53	1	48	50	50
Economically Disadvantaged	1	34	35	65	1	37	38	62	1	39	40	60
Not Economically Disadvantaged	6	60	66	34	3	58	61	39	6	53	59	41
English Learners	<	<	<	<	<	<	<	<	-	27	27	73
Homeless					-	42	42	58	-	35	35	65
Military Connected	-	67	67	33	-	67	67	33	2	61	63	37
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	64	67	33	1	72	73	27	5	69	74	26
Female	4	61	65	35	1	71	72	28	5	68	73	27
Male	2	66	69	31	1	73	75	25	4	70	74	26
American Indian					<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	1	63	63	37	1	68	69	31	5	66	71	29
Hispanic	2	61	63	37	-	78	78	22	2	64	66	34
Native Hawaiian	<	<	100	0					<	<	100	0
White	14	68	82	18	4	86	90	10	5	80	84	16
Multiple Races	4	67	70	30	3	74	77	23	2	76	78	22
Students with Disabilities	1	44	46	54	1	58	58	42	8	45	53	47
Students without Disabilities	3	66	69	31	1	74	75	25	4	72	77	23
Economically Disadvantaged	2	61	63	37	1	65	65	35	4	63	67	33
Not Economically Disadvantaged	4	66	70	30	3	82	85	15	6	75	81	19
English Learners					<	<	100	0	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	-	77	77	23	7	67	74	26	4	79	82	18
Foster Care									<	<	<	<
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	31	31	69	-	15	15	85	-	14	14	86
Female	-	36	36	64	<	<	<	<	-	10	10	90
Male	-	20	20	80	<	<	<	<	<	<	<	<
Black	-	22	22	78	-	17	17	83	-	15	15	85
Hispanic	<	<	100	0	<	<	<	<
White	<	<	<	<
Multiple Races	<	<	100	0					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	-	32	32	68	-	17	17	83	-	14	14	86
Economically Disadvantaged	-	21	21	79	<	<	<	<	-	17	17	83
Not Economically Disadvantaged	-	39	39	61	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
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	1	43	44	56	5	46	51	49	2	57	58	42
Female	1	47	48	52	3	45	48	52	4	65	69	31
Male	1	39	40	60	7	47	55	45	-	50	50	50
Asian	<	<	<	<	<	<	<	<
Black	1	38	39	61	-	48	48	52	2	51	53	47
Hispanic	-	45	45	55	<	<	<	<	<	<	<	<
White	3	65	68	32	27	47	73	27	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	33	33	67	-	29	29	71	-	18	18	82
Students without Disabilities	1	44	45	55	6	50	56	44	2	65	67	33
Economically Disadvantaged	1	45	46	54	-	41	41	59	3	46	49	51
Not Economically Disadvantaged	1	41	42	58	15	55	70	30	-	72	72	28
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	8	67	75	25	<	<	100	0
Foster Care									<	<	<	<
< = 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	7	47	54	46	8	47	55	45	11	55	66	34
Female	7	46	54	46	8	46	53	47	11	57	68	32
Male	7	48	55	45	8	48	56	44	11	54	65	35
American Indian	<	<	<	<	-	42	42	58	25	50	75	25
Asian	17	50	67	33	22	67	89	11	33	56	89	11
Black	5	44	50	50	6	45	51	49	9	55	64	36
Hispanic	9	47	56	44	12	42	54	46	14	55	69	31
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	14	59	73	27	15	56	71	29	18	58	75	25
Multiple Races	10	52	62	38	12	57	69	31	15	50	65	35
Students with Disabilities	2	22	25	75	3	29	32	68	6	38	44	56
Students without Disabilities	8	50	58	42	9	49	58	42	12	57	69	31
Economically Disadvantaged	5	44	49	51	5	43	48	52	8	50	58	42
Not Economically Disadvantaged	10	52	62	38	14	56	70	30	16	63	80	20
English Learners	17	17	35	65	3	30	33	67	7	40	47	53
Homeless					4	28	31	69	3	41	45	55
Military Connected	17	60	77	23	16	55	72	28	20	62	82	18
Foster Care					<	<	<	<	-	43	43	57
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	-	39	39	61	1	38	39	61	-	35	35	65
Female	-	33	33	67	1	31	32	68	-	36	36	64
Male	-	45	45	55	1	45	46	54	-	34	34	66
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	-	33	33	67	-	37	37	63	-	38	38	62
Hispanic	-	21	21	79	-	38	38	62	<	<	<	<
White	-	73	73	27	10	52	62	38	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	39	39	61	-	27	27	73	-	13	13	88
Students without Disabilities	-	39	39	61	1	39	40	60	-	48	48	52
Economically Disadvantaged	-	36	36	64	1	34	34	66	-	30	30	70
Not Economically Disadvantaged	-	41	41	59	2	45	47	53	-	46	46	54
English Learners					<	<	100	0	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	-	67	67	33	<	<	<	<	<	<	<	<
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	4	53	57	43	11	59	70	30	14	73	87	13
Female	4	50	55	45	10	60	70	30	14	75	88	12
Male	4	55	60	40	12	58	69	31	14	72	86	14
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	4	50	54	46	9	59	68	32	11	75	86	14
Hispanic	7	54	61	39	14	52	65	35	13	69	82	18
Native Hawaiian					<	<	<	<	<	<	<	<
White	8	67	75	25	22	55	77	23	22	72	94	6
Multiple Races	3	43	45	55	7	83	90	10	25	68	93	7
Students with Disabilities	2	27	29	71	6	42	48	52	12	67	79	21
Students without Disabilities	5	57	61	39	12	61	73	27	14	74	88	12
Economically Disadvantaged	3	49	52	48	7	56	64	36	11	72	83	17
Not Economically Disadvantaged	6	56	62	38	18	63	81	19	17	75	92	8
English Learners					<	<	<	<	16	47	63	37
Homeless					7	50	57	43	-	71	71	29
Military Connected	3	73	75	25	18	67	86	14	23	75	99	1
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	1	36	38	63	3	20	24	76	-	11	11	89
Female	-	42	42	58	-	16	16	84	-	8	8	92
Male	3	29	31	69	9	27	36	64	<	<	<	<
American Indian					<	<	<	<
Asian	<	<	<	<					<	<	100	0
Black	-	33	33	67	3	21	24	76	-	7	7	93
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	7	53	60	40	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	1	38	39	61	4	20	24	76	-	13	13	87
Economically Disadvantaged	-	42	42	58	3	20	23	77	-	-	-	100
Not Economically Disadvantaged	2	31	33	67	6	22	28	72	<	<	<	<
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	8	52	61	39	5	50	55	45	9	47	55	45
Female	8	54	62	38	5	49	55	45	9	48	58	42
Male	9	51	59	41	4	50	55	45	8	45	53	47
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	7	50	56	44	4	45	49	51	7	44	51	49
Hispanic	11	45	57	43	8	50	58	42	13	51	63	37
White	14	64	78	22	5	66	70	30	14	51	65	35
Multiple Races	12	67	79	21	12	66	78	22	8	54	62	38
Students with Disabilities	3	22	25	75	1	25	26	74	2	12	14	86
Students without Disabilities	9	57	66	34	5	53	58	42	10	51	60	40
Economically Disadvantaged	5	49	55	45	4	45	49	51	6	44	50	50
Not Economically Disadvantaged	16	59	75	25	7	62	69	31	15	52	67	33
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					-	26	26	74	6	35	41	59
Military Connected	25	50	75	25	5	60	64	36	13	64	78	22
Foster Care					<	<	<	<	<	<	<	<
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	11	40	51	49	10	35	45	55	10	38	47	53
Female	12	40	51	49	10	34	44	56	9	38	47	53
Male	11	40	50	50	10	36	46	54	10	37	47	53
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	8	37	45	55	7	32	39	61	7	35	42	58
Hispanic	11	50	61	39	16	32	48	52	16	43	59	41
Native Hawaiian	<	<	<	<					<	<	<	<
White	23	44	68	33	18	49	67	33	16	48	64	36
Multiple Races	16	50	66	34	17	37	54	46	14	35	48	52
Students with Disabilities	4	9	14	86	2	16	18	82	-	18	18	82
Students without Disabilities	12	43	55	45	11	37	48	52	11	40	51	49
Economically Disadvantaged	8	37	45	55	7	31	37	63	6	33	39	61
Not Economically Disadvantaged	18	47	65	35	20	46	66	34	17	50	67	33
English Learners	18	24	41	59	5	14	19	81	-	35	35	65
Homeless					5	16	21	79	6	18	24	76
Military Connected	25	57	82	18	23	48	71	29	20	50	70	30
Foster Care					<	<	<	<	<	<	<	<
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	6	17	4
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	561	535	491
Kindergarten	1,004	1,028	971
Grade 1	1,058	1,039	1,034
Grade 2	997	1,071	1,029
Grade 3	1,005	986	1,027
Grade 4	1,038	963	944
Grade 5	1,009	1,023	932
Grade 6	1,028	943	1,005
Grade 7	991	986	908
Grade 8	966	942	957
Grade 9	1,160	1,137	1,054
Grade 10	927	913	929
Grade 11	789	803	813
Grade 12	838	793	817
Total Enrollment	13,371	13,162	12,911

< = 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	13371	13162	12911
Female	6541	6432	6375
Male	6830	6729	6530
American Indian	49	54	55
Asian	76	81	75
Black	9450	9210	8964
Hispanic	819	886	990
Native Hawaiian	29	30	33
White	2203	2073	1908
Multiple Races	745	828	886
Students with Disabilities	1587	1573	1437
Students without Disabilities	11784	11589	11474
Economically Disadvantaged	8975	9006	8780
Not Economically Disadvantaged	4396	4156	4131
English Learners	193	212	356
Not English Learners	13178	12950	12555
Homeless	96	109	113
Military Connected	972	1096	1082
Foster Care	73	74	68
< = 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	8,730	3,835	10,089	2,262	10,548	1,835
Female	4,282	1,897	4,934	1,134	5,252	863
Male	4,448	1,938	5,153	1,127	5,296	972
American Indian	28	14	32	15	39	8
Asian	61	12	70	9	79	1
Black	6,110	2,755	6,997	1,584	7,297	1,323
Hispanic	554	233	714	148	811	121
Native Hawaiian	15	11	21	7	22	7
White	1,446	582	1,599	349	1,584	230
Multiple Races	516	228	656	150	716	145
Students with Disabilities	1,011	551	1,141	341	1,274	258
Economically Disadvantaged	5,495	3,173	6,864	1,910	7,006	1,536
English Learners	125	70	216	58	321	69
Homeless	87	146	143	96	166	87
< = 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	332	447	29	16	77	11
	State	51325	41797	1944	889	5197	1395
Female	Division	191	212	5	8	35	4
	State	27479	18568	644	302	1991	571
Male	Division	141	235	24	8	42	7
	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	234	332	23	10	60	9
	State	8492	10859	649	192	1064	555
Hispanic	Division	19	25	2	1	5	2
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	<	<
	State	89	54	4	1	7	3
White	Division	57	72	2	4	8	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	20	14	2	0	3	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	2	70	29	1	25	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	148	309	19	12	58	11
	State	12384	21564	1091	503	2612	961
English Learners	Division	2	12	1	0	3	0
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	23	18	3	1	0	0
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	0	<
	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	912	808	89	824	90	77	8
Female	455	408	90	416	91	35	8
Male	457	400	88	408	89	42	9
American Indian	<	<	<	<	<	0	0
Asian	<	<	100	<	100	0	0
Black	668	589	88	599	90	60	9
Hispanic	54	46	85	47	87	5	9
Native Hawaiian	<	<	<	<	<	<	<
White	143	131	92	135	94	8	6
Multiple Races	39	36	92	36	92	3	8
Students with Disabilities	127	101	80	102	80	25	20
Economically Disadvantaged	557	476	86	488	88	58	10
English Learners	18	15	83	15	83	3	17
Homeless	<	<	<	<	<	<	<
Military Connected	45	44	98	45	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	-	77 / 2.11%	111 / 3.07%
Advanced Placement Course Enrollment	123 / 3.31%	109 / 2.99%	111 / 3.07%
Dual Enrollment	230 / 6.19%	235 / 6.45%	370 / 10.24%
Governor's School Enrollment	18 / .48%	21 / .58%	25 / .69%
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	755	343	55
	State	87,947	58,787	33
Female	Division	378	206	46
	State	44,125	32,246	27
Male	Division	377	137	64
	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	541	266	51
	State	18,153	10,957	40
Hispanic	Division	27	10	63
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	140	50	64
	State	44,455	30,645	31
Multiple Races	Division	33	12	64
	State	4,837	3,237	33
Students with Disabilities	Division	82	18	78
	State	8,632	3,934	54
Economically Disadvantaged	Division	400	153	62
	State	30,889	16,128	48
English Learners	Division	14	<	100
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	17	13	6
	State	3,844	3,577	3,225
State Licensures	Division	14	10	18
	State	1,573	2,069	2,206
Industry Certification	Division	795	657	598
	State	100,965	101,956	105,973
Workplace Readiness	Division	731	772	798
	State	41,819	35,066	38,829
Total Credentials Earned	Division	1,557	1,452	1,420
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	1,351	1,313	1,271
	State	118,467	115,609	120,035
Armed Services Vocational Aptitude Battery Examination	Division	36	9	-
	State	962	1,022	-
CTE Completers	Division	579	584	607
	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	60.7	56.7	53.9

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	$3,677	$8,270	$1,860
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,363	$9,439	$2,580
	State	$7,803	$6,956	$1,918
2023-2024	Division	$3,144	$10,277	$4,163
	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	507
Behaviors related to School Operations	410
Relationship Behaviors without Physical Harm	943
Behaviors of a Safety Concern	2,180
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	546
Behaviors used to determine Persistently Dangerous Schools	3

< = 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	487	645	607
Out-of-School Suspension	3,064	3,492	3,588
Explusion and Alternative Placement	2	16	9
Referral to Law Enforcement	21	15	12
Bus Suspension	160	150	99

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	100	100	100
< = 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	47.5	52.6	54.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	59.6	70.9	67.9
< = 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

16.15 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.39 : 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	39%	49%	2%	10%
2023-2024	42%	46%	2%	10%
2024-2025	39%	45%	3%	13%
< = 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	60%	81%	88%
Asian	65%	91%	88%
Black	56%	73%	88%
Hispanic	61%	73%	88%
White	77%	86%	88%
Multiple Races	65%	84%	88%
Economically Disadvantaged	54%	73%	88%
English Learners	30%	67%	88%
Students with Disabilities	39%	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	59%	76%	85%
Asian	73%	90%	85%
Black	55%	67%	85%
Hispanic	64%	68%	85%
White	73%	82%	85%
Multiple Races	64%	79%	85%
Economically Disadvantaged	53%	67%	85%
English Learners	41%	64%	85%
Students with Disabilities	39%	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	58%
Asian	75%
Black	55%
Hispanic	63%
White	71%
Multiple Races	59%
Economically Disadvantaged	51%
English Learners	43%
Students with Disabilities	35%

< = 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	87%	84%	84%
Asian	<	90%	84%
Black	86%	83%	84%
Hispanic	81%	83%	84%
White	92%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	83%	83%	84%
English Learners	82%	80%	84%
Students with Disabilities	61%	79%	84%
Homeless	71%	-	-
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	40%	56%	58%
English Learner Proficiency	6%	-	-

< = 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	76	192	40%
English Learner Proficiency	22	350	6%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97.6%	-	97.7%	-	97.4%	-
Asian	100%	-	100%	-	100%	-
Black	97.6%	-	97.9%	-	97.6%	-
Hispanic	97.7%	-	98%	-	96.4%	-
White	97.2%	-	96.8%	-	97.2%	-
Multiple Races	98.5%	-	97.7%	-	98.3%	-
Economically Disadvantaged	97.5%	-	97.7%	-	97.3%	-
Not Economically Disadvantaged	97.9%	-	97.7%	-	97.7%	-
English Learners	97.1%	-	97.7%	-	97.5%	-
Students with Disabilities	91.9%	-	92.8%	-	93.8%	-
Students without Disabilities	98.4%	-	98.4%	-	98%	-
Female	98.1%	-	98.2%	-	97.7%	-
Male	97.1%	-	97.2%	-	97.2%	-

< = 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).

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

Portsmouth City 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