Prince George County Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	77	23	12	65	76	24	10	65	76	24
Female	13	68	81	19	13	67	79	21	11	67	78	22
Male	10	64	74	26	10	63	73	27	10	63	73	27
American Indian	8	67	75	25	-	80	80	20	<	<	<	<
Asian	25	50	75	25	20	73	93	7	33	57	90	10
Black	7	63	70	30	7	63	70	30	6	60	66	34
Hispanic	11	67	78	22	10	66	76	24	9	66	75	25
Native Hawaiian	6	89	94	6	15	77	92	8	10	81	90	10
White	15	66	81	19	15	65	80	20	14	68	82	18
Multiple Races	9	73	82	18	13	65	78	22	10	69	78	22
Students with Disabilities	5	39	44	56	5	42	47	53	4	41	45	55
Students without Disabilities	13	70	83	17	13	69	81	19	12	69	81	19
Economically Disadvantaged	7	64	70	30	7	62	70	30	7	62	69	31
Not Economically Disadvantaged	17	69	85	15	16	68	84	16	13	68	82	18
English Learners	-	42	42	58	2	45	47	53	2	38	40	60
Homeless	-	46	46	54	9	43	52	48	-	69	69	31
Military Connected	15	69	83	17	12	65	78	22	12	69	81	19
Foster Care	<	<	<	<	10	40	50	50	18	64	82	18
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	63	72	28	9	63	72	28	10	63	72	28
Female	11	63	75	25	10	68	78	22	11	62	73	27
Male	7	63	70	30	8	58	67	33	8	64	72	28
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	5	58	63	37	6	60	66	34	4	59	63	37
Hispanic	8	63	71	29	4	67	71	29	14	56	69	31
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	12	65	77	23	12	63	75	25	12	67	79	21
Multiple Races	11	67	78	22	11	68	79	21	3	69	72	28
Students with Disabilities	-	51	51	49	3	46	49	51	1	47	49	51
Students without Disabilities	11	65	75	25	10	66	76	24	11	66	77	23
Economically Disadvantaged	6	59	65	35	7	61	68	32	6	63	69	31
Not Economically Disadvantaged	14	68	82	18	11	66	77	23	13	63	76	24
English Learners	-	73	73	27	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	12	65	77	23	10	66	76	24	13	62	74	26
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	13	63	76	24	10	66	76	24
Female	18	61	79	21	14	65	79	21	10	70	79	21
Male	11	64	75	25	13	61	74	26	10	63	73	27
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	10	59	68	32	6	61	67	33	6	59	65	35
Hispanic	17	57	74	26	15	66	81	19	7	70	76	24
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	18	65	83	17	17	63	80	20	14	68	82	18
Multiple Races	16	71	87	13	21	59	79	21	10	69	79	21
Students with Disabilities	7	45	52	48	5	43	48	52	4	41	45	55
Students without Disabilities	16	65	81	19	14	66	80	20	11	71	82	18
Economically Disadvantaged	8	66	74	26	10	59	68	32	8	61	69	31
Not Economically Disadvantaged	23	58	81	19	18	69	87	13	12	71	83	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	63	83	17	17	59	76	24	10	75	85	15
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	67	78	22	9	65	74	26	7	67	74	26
Female	11	73	84	16	9	67	76	24	7	68	75	25
Male	10	62	72	28	9	62	72	28	7	66	73	27
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	7	61	68	32	7	58	65	35	5	54	59	41
Hispanic	10	74	84	16	5	66	72	28	6	73	80	20
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	12	70	82	18	12	70	82	18	10	73	83	17
Multiple Races	3	73	77	23	11	57	68	32	3	69	71	29
Students with Disabilities	2	35	37	63	5	44	49	51	3	46	49	51
Students without Disabilities	11	72	83	17	10	69	79	21	8	70	78	22
Economically Disadvantaged	6	64	70	30	5	64	69	31	5	58	63	37
Not Economically Disadvantaged	14	71	86	14	15	66	80	20	9	76	84	16
English Learners	<	<	<	<	-	40	40	60	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	64	77	23	13	64	77	23	9	70	78	22
Foster Care									<	<	100	0
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	65	77	23	13	64	77	23	12	64	76	24
Female	10	70	81	19	12	68	81	19	13	65	79	21
Male	12	60	73	27	13	60	73	27	11	62	73	27
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	7	60	67	33	9	62	71	29	8	60	68	32
Hispanic	8	74	82	18	14	58	72	28	10	59	69	31
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	16	63	79	22	14	67	80	20	17	67	84	16
Multiple Races	11	78	89	11	10	70	80	20	9	72	81	19
Students with Disabilities	5	37	42	58	7	44	52	48	7	38	45	55
Students without Disabilities	12	70	83	17	13	67	80	20	13	69	82	18
Economically Disadvantaged	8	60	68	32	6	65	70	30	10	60	70	30
Not Economically Disadvantaged	15	71	86	14	20	64	84	16	14	68	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	16	72	88	12	14	64	78	22	16	70	86	14
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	70	77	23	9	70	79	21	11	70	81	19
Female	10	72	82	18	9	71	80	20	12	73	85	15
Male	5	67	72	28	9	68	77	23	9	68	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	73	77	23	4	68	72	28	6	67	73	27
Hispanic	12	59	71	29	10	76	86	14	10	74	84	16
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	10	71	80	20	11	67	79	21	14	71	84	16
Multiple Races	5	72	77	23	9	74	83	17	7	74	81	19
Students with Disabilities	3	32	35	65	5	41	46	54	5	42	47	53
Students without Disabilities	9	76	84	16	9	75	84	16	11	75	87	13
Economically Disadvantaged	4	65	70	30	7	65	73	27	5	69	74	26
Not Economically Disadvantaged	11	74	85	15	10	75	85	15	15	71	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	11	74	86	14	9	71	80	20	12	74	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	65	72	28	8	62	70	30	8	66	74	26
Female	8	64	72	28	10	61	71	29	7	72	79	21
Male	8	65	73	27	6	63	69	31	9	59	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	4	58	63	37	5	62	67	33	4	61	65	35
Hispanic	9	66	75	25	7	57	64	36	4	73	77	23
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	10	68	78	22	11	65	75	25	13	64	77	23
Multiple Races	7	72	79	21	3	62	64	36	6	76	82	18
Students with Disabilities	2	35	37	63	2	27	29	71	-	37	37	63
Students without Disabilities	9	69	78	22	9	67	76	24	9	70	79	21
Economically Disadvantaged	3	61	64	36	3	57	59	41	5	63	68	32
Not Economically Disadvantaged	14	69	83	17	14	68	82	18	10	68	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	70	83	17	10	61	71	29	11	66	78	22
Foster Care					<	<	<	<	<	<	100	0
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	70	90	10	20	68	88	12	16	62	78	22
Female	21	72	94	6	25	67	91	9	17	62	79	21
Male	18	67	86	14	14	69	83	17	16	62	78	22
Asian	<	<	<	<	<	<	<	<	42	50	92	8
Black	12	73	85	15	14	72	86	14	12	60	72	28
Hispanic	13	81	94	6	14	72	86	14	12	53	65	35
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	28	64	92	8	24	64	88	12	17	68	85	15
Multiple Races	13	77	90	10	25	67	92	8	36	48	84	16
Students with Disabilities	15	42	56	44	10	42	52	48	6	32	38	62
Students without Disabilities	21	75	95	5	22	72	94	6	18	65	83	17
Economically Disadvantaged	15	70	85	15	15	68	83	17	10	60	71	29
Not Economically Disadvantaged	25	69	94	6	24	67	91	9	21	63	84	16
English Learners	<	<	<	<	<	<	<	<	-	-	-	100
Military Connected	18	73	91	9	15	71	87	13	18	64	82	18
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	54	66	34	12	52	64	36	15	62	77	23
Female	16	57	73	27	16	58	74	26	15	65	80	20
Male	8	52	60	40	8	45	54	46	15	59	74	26
Asian	<	<	<	<	23	54	77	23	45	55	100	0
Black	8	48	56	44	6	52	58	42	6	63	69	31
Hispanic	9	53	61	39	8	45	53	47	11	57	68	32
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	17	57	74	26	17	53	70	30	19	64	83	17
Multiple Races	9	67	76	24	12	54	66	34	27	59	86	14
Students with Disabilities	3	19	22	78	-	24	24	76	4	41	44	56
Students without Disabilities	13	59	73	27	14	56	70	30	16	64	79	21
Economically Disadvantaged	7	49	56	44	6	45	50	50	8	63	71	29
Not Economically Disadvantaged	17	60	77	23	19	58	77	23	20	62	82	18
English Learners	<	<	<	<	-	-	-	100	-	-	-	100
Military Connected	16	57	73	27	14	54	68	32	15	67	81	19
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	14	66	80	20	15	62	77	23
Female	18	65	83	17	18	68	86	14	15	65	80	20
Male	11	60	71	29	10	64	74	26	15	59	74	26
Asian	<	<	<	<	<	<	<	<	45	55	100	0
Black	10	56	66	34	6	69	75	25	6	63	69	31
Hispanic	11	64	74	26	6	70	75	25	11	57	68	32
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	21	65	86	14	20	64	83	17	19	64	83	17
Multiple Races	8	73	81	19	22	65	86	14	27	59	86	14
Students with Disabilities	6	25	31	69	-	42	42	58	4	41	44	56
Students without Disabilities	16	68	84	16	17	70	86	14	16	64	79	21
Economically Disadvantaged	11	57	68	32	8	65	73	27	8	63	71	29
Not Economically Disadvantaged	18	67	86	14	19	67	86	14	20	62	82	18
English Learners	<	<	<	<	<	<	<	<	-	-	-	100
Military Connected	19	61	80	20	13	68	81	19	15	67	81	19
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
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

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	63	70	30	7	63	70	30	6	64	71	29
Female	6	65	71	29	6	66	72	28	5	67	72	28
Male	7	62	69	31	7	60	67	33	7	62	69	31
American Indian	8	69	77	23	14	57	71	29	-	82	82	18
Asian	17	67	83	17	21	67	88	13	27	63	90	10
Black	3	57	60	40	2	60	62	38	2	59	61	39
Hispanic	7	67	73	27	8	61	69	31	5	66	70	30
Native Hawaiian	5	86	91	9	21	68	89	11	22	67	89	11
White	9	66	76	24	9	66	75	25	10	67	77	23
Multiple Races	7	64	70	30	9	62	71	29	6	64	70	30
Students with Disabilities	2	37	39	61	2	37	39	61	1	39	40	60
Students without Disabilities	7	67	75	25	8	67	75	25	7	69	76	24
Economically Disadvantaged	4	58	62	38	3	58	61	39	3	61	64	36
Not Economically Disadvantaged	10	69	79	21	11	69	80	20	9	67	76	24
English Learners	4	42	46	54	3	41	43	57	-	48	48	52
Homeless	-	40	40	60	4	40	44	56	7	50	57	43
Military Connected	9	68	76	24	10	66	76	24	9	68	77	23
Foster Care	<	<	<	<	-	58	58	42	-	73	73	27
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	67	76	24	9	63	73	27	7	66	73	27
Female	8	65	72	28	10	67	76	24	4	66	70	30
Male	9	70	79	21	9	60	70	30	9	66	75	25
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	57	61	39	1	67	68	32	1	62	63	37
Hispanic	6	80	86	14	12	61	73	27	3	66	68	32
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	11	71	82	18	13	62	75	25	9	71	80	20
Multiple Races	11	61	72	28	18	58	76	24	8	64	72	28
Students with Disabilities	-	46	46	54	4	41	45	55	3	39	42	58
Students without Disabilities	9	70	79	21	10	67	78	22	8	71	79	21
Economically Disadvantaged	5	61	66	34	7	63	70	30	5	66	71	29
Not Economically Disadvantaged	12	75	87	13	13	64	77	23	9	66	75	25
English Learners	18	55	73	27	9	45	55	45	-	46	46	54
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	67	79	21	11	68	80	20	9	71	81	19
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	64	72	28	8	66	74	26	9	59	68	32
Female	8	65	73	27	6	67	73	27	7	60	67	33
Male	6	64	70	30	9	66	75	25	10	58	68	32
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	2	56	58	42	2	62	64	36	2	58	60	40
Hispanic	10	62	72	28	9	69	78	22	5	58	63	37
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	10	71	80	20	10	69	79	21	14	60	74	26
Multiple Races	13	71	84	16	15	64	79	21	10	57	67	33
Students with Disabilities	3	43	46	54	2	42	43	57	-	30	30	70
Students without Disabilities	8	68	76	24	9	70	79	21	11	65	75	25
Economically Disadvantaged	3	62	66	34	5	62	67	33	4	58	62	38
Not Economically Disadvantaged	12	67	79	21	12	72	84	16	14	60	73	27
English Learners	<	<	<	<	-	50	50	50	-	31	31	69
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	10	68	78	22	9	68	77	23	10	62	73	27
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	62	71	29	7	60	67	33	5	60	65	35
Female	7	63	71	29	8	62	70	30	4	58	62	38
Male	11	60	71	29	6	59	65	35	6	63	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	5	50	54	46	1	58	59	41	1	53	55	45
Hispanic	6	71	77	23	8	57	65	35	2	68	70	30
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	14	65	79	21	12	65	76	24	10	62	71	29
Multiple Races	-	57	57	43	11	48	59	41	3	57	60	40
Students with Disabilities	2	28	30	70	3	38	40	60	-	31	31	69
Students without Disabilities	10	66	76	24	8	65	73	27	6	64	70	30
Economically Disadvantaged	6	54	60	40	2	56	58	42	3	53	56	44
Not Economically Disadvantaged	13	69	82	18	14	66	80	20	8	67	74	26
English Learners	<	<	<	<	-	50	50	50	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	11	65	75	25	13	64	77	23	3	70	73	27
Foster Care									<	<	100	0
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	67	33	12	56	68	32	11	60	71	29
Female	8	62	69	31	11	61	72	28	9	63	72	28
Male	14	52	65	35	13	51	64	36	12	58	70	30
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	2	56	58	42	6	47	53	47	4	54	58	42
Hispanic	15	55	70	30	10	60	69	31	14	57	71	29
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	15	55	69	31	17	57	74	26	15	64	80	20
Multiple Races	8	72	81	19	7	70	77	23	3	75	78	22
Students with Disabilities	-	33	33	67	4	33	37	63	2	43	46	54
Students without Disabilities	13	61	73	27	13	59	72	28	12	64	76	24
Economically Disadvantaged	6	55	61	39	4	50	54	46	5	57	62	38
Not Economically Disadvantaged	17	59	75	25	20	62	83	17	16	63	79	21
English Learners	<	<	<	<	<	<	<	<	-	30	30	70
Military Connected	14	64	78	22	14	67	81	19	17	69	86	14
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	52	55	45	3	60	63	37	5	64	69	31
Female	1	57	58	42	2	64	66	34	4	67	71	29
Male	4	47	51	49	5	55	60	40	6	62	68	32
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	41	42	58	3	54	57	43	3	52	55	45
Hispanic	3	48	51	49	3	61	64	36	6	64	70	30
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	3	62	65	35	2	63	66	34	6	74	79	21
Multiple Races	-	54	54	46	3	68	71	29	11	56	67	33
Students with Disabilities	3	19	22	78	2	27	29	71	2	29	31	69
Students without Disabilities	2	59	61	39	3	66	69	31	6	70	76	24
Economically Disadvantaged	1	44	45	55	2	53	55	45	3	57	59	41
Not Economically Disadvantaged	3	61	65	35	5	69	74	26	7	71	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	2	59	61	39	5	66	72	28	10	65	75	25
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	58	59	41	1	45	46	54	1	55	57	43
Female	1	58	59	41	1	48	48	52	1	66	67	33
Male	2	59	60	40	1	43	44	56	2	44	46	54
Black	1	54	55	45	2	39	40	60	-	54	54	46
Hispanic	2	65	66	34	2	40	42	58	2	57	58	42
White	2	59	61	39	-	52	52	48	3	54	57	43
Multiple Races	-	57	57	43	-	45	45	55	-	62	62	38
Students with Disabilities	-	28	28	72	2	9	11	89	2	39	41	59
Students without Disabilities	2	64	65	35	1	52	52	48	1	58	60	40
Economically Disadvantaged	-	53	54	46	-	36	37	63	1	55	56	44
Not Economically Disadvantaged	3	65	68	32	1	59	60	40	2	55	57	43
English Learners	<	<	<	<	-	36	36	64	<	<	<	<
Military Connected	4	70	74	26	1	45	46	54	1	62	63	37
Foster Care					<	<	<	<	<	<	100	0
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	78	85	15	6	77	82	18	5	77	83	17
Female	9	78	88	12	5	79	84	16	6	81	87	13
Male	4	78	82	18	6	74	80	20	5	74	79	21
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	23	69	92	8
Black	4	77	81	19	2	76	79	21	3	75	78	22
Hispanic	5	88	93	7	11	70	81	19	4	81	85	15
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	7	78	85	15	5	80	85	15	8	77	85	15
Multiple Races	15	65	81	19	6	79	85	15	-	85	85	15
Students with Disabilities	-	63	63	37	1	53	54	46	-	60	60	40
Students without Disabilities	7	80	88	12	6	81	87	13	6	80	86	14
Economically Disadvantaged	4	75	79	21	3	74	77	23	3	76	78	22
Not Economically Disadvantaged	9	81	90	10	9	80	88	12	8	79	86	14
English Learners	<	<	<	<	-	50	50	50	-	74	74	26
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	8	83	91	9	11	75	86	14	11	75	86	14
Foster Care	<	<	100	0	<	<	100	0	<	<	100	0
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	65	70	30	5	76	81	19	2	72	73	27
Female	3	75	78	22	4	78	82	18	1	77	78	22
Male	7	55	61	39	7	72	79	21	2	66	68	32
American Indian	<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	-	59	59	41	-	61	61	39	-	55	55	45
Hispanic	5	79	84	16	<	<	<	<	-	74	74	26
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	8	65	72	28	7	80	86	14	2	85	86	14
Multiple Races	-	76	76	24	<	<	<	<	<	<	<	<
Students with Disabilities	-	27	27	73	<	<	<	<	<	<	<	<
Students without Disabilities	5	68	73	27	6	78	83	17	2	76	78	22
Economically Disadvantaged	3	59	62	38	-	71	71	29	-	72	72	28
Not Economically Disadvantaged	6	70	76	24	8	78	86	14	2	72	74	26
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	4	61	65	35	10	80	90	10	4	70	74	26
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	73	81	19	18	68	85	15	18	67	85	15
Female	9	82	91	9	15	67	81	19	20	80	100	0
Male	8	65	73	27	23	69	92	8	15	46	62	38
American Indian					<	<	100	0
Asian	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian	<	<	100	0
White	7	78	85	15	19	71	90	10	24	67	90	10
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities	9	74	83	17	18	68	85	15	19	68	87	13
Economically Disadvantaged	<	<	<	<	10	70	80	20	<	<	<	<
Not Economically Disadvantaged	10	71	81	19	20	67	87	13	20	68	88	12
English Learners	<	<	100	0
Military Connected	-	63	63	37	15	62	77	23	18	55	73	27
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	61	68	32	5	60	66	34	4	59	63	37
Female	6	61	67	33	5	61	66	34	3	59	62	38
Male	7	61	68	32	6	60	66	34	6	58	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	61	78	22	14	64	79	21	13	81	94	6
Black	2	48	50	50	2	53	55	45	2	48	50	50
Hispanic	4	65	69	31	5	62	67	33	1	61	63	37
Native Hawaiian	16	74	89	11	6	88	94	6	-	85	85	15
White	9	68	77	23	8	64	73	27	7	65	72	28
Multiple Races	6	68	75	25	7	59	66	34	5	59	64	36
Students with Disabilities	3	26	29	71	4	33	37	63	2	34	36	64
Students without Disabilities	7	66	73	27	6	64	70	30	5	62	67	33
Economically Disadvantaged	2	56	58	42	2	54	56	44	2	52	54	46
Not Economically Disadvantaged	11	67	77	23	9	67	76	24	6	64	70	30
English Learners	-	18	18	82	-	37	37	63	-	30	30	70
Homeless	-	29	29	71	-	53	53	47	<	<	<	<
Military Connected	7	67	74	26	9	63	72	28	4	67	71	29
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	52	63	37	9	52	62	38	12	51	64	36
Female	11	51	62	38	9	53	62	38	8	50	59	41
Male	11	52	63	37	10	52	62	38	16	52	69	31
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	5	38	43	57	3	48	51	49	5	44	49	51
Hispanic	7	59	66	34	11	53	64	36	6	56	62	38
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	17	55	72	28	14	56	69	31	18	56	74	26
Multiple Races	3	63	67	33	18	50	68	32	14	49	63	37
Students with Disabilities	2	21	23	77	7	31	38	62	3	41	44	56
Students without Disabilities	12	56	68	32	10	57	67	33	13	53	66	34
Economically Disadvantaged	4	47	51	49	4	50	54	46	7	46	53	47
Not Economically Disadvantaged	18	57	75	25	17	56	73	27	17	56	73	27
English Learners	<	<	<	<	-	20	20	80	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	10	60	70	30	15	55	70	30	13	59	72	28
Foster Care									<	<	100	0
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	54	57	43	4	55	59	41	2	56	58	42
Female	3	48	52	48	3	57	60	40	1	58	59	41
Male	3	60	63	37	6	52	58	42	3	54	57	43
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	1	37	38	62	1	43	44	56	1	43	44	56
Hispanic	-	55	55	45	3	52	55	45	-	62	62	38
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	5	65	70	30	7	64	71	29	4	61	65	35
Multiple Races	7	63	70	30	-	51	51	49	3	58	61	39
Students with Disabilities	-	23	23	77	2	18	20	80	2	26	28	72
Students without Disabilities	3	59	62	38	5	60	64	36	2	60	62	38
Economically Disadvantaged	-	45	46	54	1	43	44	56	1	47	48	52
Not Economically Disadvantaged	6	64	71	29	8	68	76	24	3	62	65	35
English Learners	<	<	<	<	-	25	25	75	<	<	<	<
Military Connected	2	67	69	31	6	57	63	38	-	67	67	33
Foster Care					<	<	<	<	<	<	100	0
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	68	73	27	4	63	67	33	1	78	79	21
Female	5	74	79	21	4	65	69	31	-	79	80	20
Male	7	60	67	33	3	62	65	35	1	76	78	22
American Indian	<	<	<	<					<	<	100	0
Asian	18	73	91	9	<	<	<	<	<	<	100	0
Black	1	51	52	48	-	57	57	43	-	70	70	30
Hispanic	2	82	84	16	-	76	76	24	-	74	74	26
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	8	73	81	19	6	65	70	30	2	82	84	16
Multiple Races	8	74	82	18	9	61	70	30	-	91	91	9
Students with Disabilities	-	20	20	80	-	33	33	67	-	50	50	50
Students without Disabilities	7	75	81	19	4	67	71	29	1	80	81	19
Economically Disadvantaged	2	63	65	35	1	58	60	40	-	75	75	25
Not Economically Disadvantaged	9	71	80	20	6	68	74	26	2	80	81	19
English Learners	<	<	<	<	-	80	80	20	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	5	67	72	28	6	72	78	22	1	86	87	13
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	79	79	21	-	19	19	81	-	22	22	78
Female	<	<	<	<	-	9	9	91	<	<	<	<
Male	<	<	100	0	-	30	30	70	<	<	<	<
Asian	<	<	100	0
Black	<	<	100	0	-	14	14	86	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0					<	<	<	<
Students with Disabilities									<	<	<	<
Students without Disabilities	-	79	79	21	-	19	19	81	-	24	24	76
Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	73	73	27	-	33	33	67	<	<	<	<
Military Connected	-	75	75	25	-	31	31	69	<	<	<	<
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	77	81	19	4	77	81	19	1	54	55	45
Female	4	76	81	19	1	77	79	21	1	53	54	46
Male	4	78	82	18	7	77	84	16	2	56	57	43
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	2	74	76	24	-	75	75	25	1	42	43	57
Hispanic	5	73	78	22	5	73	77	23	-	54	54	46
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	4	82	86	14	8	80	88	12	3	64	67	34
Multiple Races	6	71	76	24	-	84	84	16	-	54	54	46
Students with Disabilities	-	58	58	42	-	65	65	35	-	29	29	71
Students without Disabilities	5	79	84	16	4	78	83	17	1	60	61	39
Economically Disadvantaged	2	75	77	23	1	74	75	25	-	47	47	53
Not Economically Disadvantaged	7	79	86	14	8	81	89	11	2	60	62	38
English Learners	<	<	<	<	<	<	<	<	-	31	31	69
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	7	82	89	11	10	79	89	11	1	64	65	35
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	54	71	29	15	53	68	32	14	52	66	34
Female	16	54	70	30	15	52	66	34	12	54	66	34
Male	18	54	71	29	15	54	69	31	17	50	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	40	47	87	13	38	46	85	15	25	63	88	13
Black	11	49	60	40	7	49	56	44	8	47	54	46
Hispanic	17	55	72	28	13	54	67	33	9	54	64	36
Native Hawaiian	25	58	83	17	27	55	82	18	<	<	100	0
White	20	57	77	23	21	54	76	24	20	54	74	26
Multiple Races	19	53	72	28	14	58	72	28	15	55	70	30
Students with Disabilities	6	35	41	59	5	30	35	65	3	35	39	61
Students without Disabilities	18	56	75	25	16	56	72	28	16	54	70	30
Economically Disadvantaged	10	54	64	36	8	50	58	42	10	47	57	43
Not Economically Disadvantaged	24	54	78	22	24	56	80	20	18	56	74	26
English Learners	-	30	30	70	-	25	25	75	-	39	39	61
Homeless	-	38	38	62	-	47	47	53	<	<	<	<
Military Connected	20	57	77	23	19	56	75	25	16	58	74	26
Foster Care	<	<	100	0	8	50	58	42	<	<	<	<
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	56	58	42	1	58	59	41	-	35	35	65
Female	-	56	56	44	2	59	61	39	-	32	32	68
Male	3	56	58	42	-	57	57	43	-	40	40	60
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	-	40	40	60	-	43	43	57	-	30	30	70
Hispanic	-	75	75	25	-	69	69	31	-	37	37	63
Native Hawaiian									<	<	100	0
White	4	57	61	39	2	65	67	33	-	39	39	61
Multiple Races	<	<	100	0	-	73	73	27	<	<	<	<
Students with Disabilities	-	50	50	50	-	40	40	60	-	27	27	73
Students without Disabilities	2	57	60	40	1	62	63	37	-	37	37	63
Economically Disadvantaged	-	36	36	64	-	45	45	55	-	27	27	73
Not Economically Disadvantaged	4	79	83	17	2	72	74	26	-	43	43	57
English Learners	<	<	<	<	<	<	<	<	-	50	50	50
Homeless	<	<	<	<	<	<	<	<
Military Connected	4	71	75	25	3	61	64	36	-	61	61	39
Foster Care					<	<	<	<	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	60	78	22	12	58	70	30	12	60	72	28
Female	16	59	75	25	13	55	68	32	10	61	71	29
Male	18	61	80	20	11	62	73	27	14	59	72	28
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	12	56	68	32	3	55	58	42	6	52	58	42
Hispanic	17	62	79	21	14	56	70	30	12	61	73	27
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	19	65	84	16	16	63	79	21	15	65	80	20
Multiple Races	22	52	74	26	15	63	78	22	15	56	72	28
Students with Disabilities	5	42	47	53	3	26	29	71	2	43	45	55
Students without Disabilities	19	63	82	18	13	63	76	24	14	62	76	24
Economically Disadvantaged	11	63	73	27	5	54	59	41	8	52	60	40
Not Economically Disadvantaged	24	58	82	18	21	63	84	16	15	66	81	19
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	19	66	85	15	18	64	81	19	13	63	76	24
Foster Care	<	<	100	0	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	41	44	56	-	28	28	72	1	32	34	66
Female	2	49	51	49	-	24	24	76	-	29	29	71
Male	4	32	36	64	-	31	31	69	3	38	41	59
Asian	<	<	<	<
Black	-	40	40	60	-	28	28	72	-	19	19	81
Hispanic	6	29	35	65	-	50	50	50	-	33	33	67
Native Hawaiian					<	<	100	0	<	<	100	0
White	5	41	46	54	-	19	19	81	4	42	46	54
Multiple Races	-	50	50	50	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	3	42	45	55	-	28	28	72	1	34	35	65
Economically Disadvantaged	-	35	35	65	-	26	26	74	-	26	26	74
Not Economically Disadvantaged	4	46	50	50	-	30	30	70	3	40	43	57
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<
Military Connected	7	44	51	49	-	52	52	48	5	50	55	45
Foster Care					<	<	100	0
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	100	0	<	<	100	0
Female	<	<	100	0					<	<	100	0
Male	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0
Hispanic									<	<	100	0
White	<	<	100	0					<	<	100	0
Students without Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	57	74	26	13	59	72	28	12	59	71	29
Female	18	53	71	29	15	59	73	27	13	63	76	24
Male	17	61	78	22	11	60	71	29	12	53	65	35
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	9	54	63	37	8	55	63	37	5	57	62	38
Hispanic	18	62	80	20	10	61	70	30	8	65	73	28
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	24	57	81	19	18	61	79	21	18	56	74	26
Multiple Races	15	63	78	22	11	61	71	29	9	72	81	19
Students with Disabilities	4	33	37	63	2	25	27	73	4	41	45	55
Students without Disabilities	20	60	80	20	14	64	78	22	13	61	74	26
Economically Disadvantaged	8	57	65	35	6	56	62	38	7	56	63	37
Not Economically Disadvantaged	28	57	85	15	21	62	83	17	16	61	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	23	61	84	16	16	63	79	21	14	62	75	25
Foster Care					<	<	<	<	<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	47	68	32	26	43	69	31	25	45	70	30
Female	19	50	69	31	22	44	66	34	19	48	68	32
Male	23	43	66	34	29	42	72	28	29	42	71	29
American Indian	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	16	40	56	44	15	42	58	42	17	43	60	40
Hispanic	23	46	69	31	19	44	63	37	15	49	64	36
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	22	52	74	26	35	41	76	24	33	45	78	22
Multiple Races	32	45	77	23	23	54	77	23	24	44	68	32
Students with Disabilities	11	28	39	61	10	36	47	53	6	29	35	65
Students without Disabilities	23	49	72	28	28	44	72	28	28	48	76	24
Economically Disadvantaged	14	47	62	38	15	44	59	41	19	44	63	37
Not Economically Disadvantaged	29	46	75	25	40	42	82	18	31	45	76	24
English Learners	<	<	<	<	<	<	<	<	-	40	40	60
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	28	48	76	24	29	45	74	26	26	51	77	23
Foster Care					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	4	12	12
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2023-2024	2024-2025
Pre-kindergarten	166	207
Kindergarten	475	453
Grade 1	449	487
Grade 2	468	488
Grade 3	464	462
Grade 4	465	469
Grade 5	481	478
Grade 6	481	483
Grade 7	456	455
Grade 8	458	449
Grade 9	493	459
Grade 10	467	498
Grade 11	452	411
Grade 12	406	422
Total Students	6,181	6,221

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	6181	6221
Female	3050	3028
Male	3130	3193
American Indian	20	24
Asian	59	59
Black	1880	1869
Hispanic	937	1069
Native Hawaiian	37	44
White	2765	2677
Multiple Races	483	479
Students with Disabilities	889	902
Students without Disabilities	5292	5319
Economically Disadvantaged	3292	3467
Not Economically Disadvantaged	2889	2754
English Learners	165	215
Not English Learners	6016	6006
Homeless	29	21
Military Connected	1219	1766
Foster Care	14	18
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	184	223	18	3	34	10
	State	50354	39349	1875	907	4438	1716
Female	Division	116	103	8	1	15	4
	State	27408	17323	610	350	1645	701
Male	Division	68	120	10	2	19	6
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	43	74	11	2	6	6
	State	8111	10540	640	225	1119	707
Hispanic	Division	23	26	2	0	8	1
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	98	104	3	1	19	2
	State	25871	16565	763	464	1211	504
Multiple Races	Division	14	16	2	0	1	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	5	40	18	0	6	1
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	52	104	14	2	16	9
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	<	<
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	<	<
	State	197	699	48	29	170	78
Military Connected	Division	30	42	4	0	3	1
	State	2527	1493	44	18	52	30
< = 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	472	425	90	428	91	34	7
Female	247	227	92	228	92	15	6
Male	225	198	88	200	89	19	8
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	142	128	90	130	92	6	4
Hispanic	60	51	85	51	85	8	13
Native Hawaiian	<	<	100	<	100	0	0
White	227	205	90	206	91	19	8
Multiple Races	34	32	94	32	94	1	3
Students with Disabilities	70	63	90	63	90	6	9
Economically Disadvantaged	197	170	86	172	87	16	8
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	80	76	95	76	95	3	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	104 / 5.83%	78 / 4.34%	65 / 3.58%
Advanced Placement Course Enrollment	139 / 7.79%	123 / 6.85%	104 / 5.72%
Dual Enrollment	103 / 5.77%	113 / 6.29%	131 / 7.21%
Governor's School Enrollment	22 / 1.23%	20 / 1.11%	19 / 1.05%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	416	235	44
	State	87,317	57,081	35
Female	Division	217	142	35
	State	43,705	31,577	28
Male	Division	199	93	53
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	125	76	39
	State	18,624	10,601	43
Hispanic	Division	45	22	51
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	211	118	44
	State	45,098	30,844	32
Multiple Races	Division	26	13	50
	State	4,380	2,929	33
Students with Disabilities	Division	42	19	55
	State	8,185	3,548	57
Economically Disadvantaged	Division	158	73	54
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	93	46	58
	State	2,590	3,844	3,577
State Licensures	Division	6	11	13
	State	1,236	1,573	2,069
Industry Certification	Division	636	507	498
	State	95,688	100,965	101,956
Workplace Readiness	Division	197	115	126
	State	44,348	41,819	35,066
Total Credentials Earned	Division	932	679	695
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	728	563	524
	State	115,682	118,469	115,609
CTE Completers	Division	227	220	256
	State	45,094	46,028	48,643
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63
Percentage of fiscal year division operating expenditures for instructional costs	65.9	65	64.8

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$2,594	$7,809	$1,950
	State	$7,134	$6,454	$1,936
2022-2023	Division	$3,119	$8,444	$1,878
	State	$7,803	$6,956	$1,918
2023-2024	Division	$2,527	$9,544	$1,890
	State	$8,112	$7,772	$1,751

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,043	1,875	4,579	1,323	4,794	1,162
Female	2,040	898	2,302	643	2,368	567
Male	2,002	977	2,277	680	2,426	595
American Indian	10	10	16	2	13	3
Asian	48	14	46	6	51	7
Black	1,192	577	1,374	432	1,426	373
Hispanic	542	264	645	185	740	192
Native Hawaiian	24	11	30	9	27	10
White	1,923	864	2,120	587	2,176	484
Multiple Races	304	135	348	102	361	93
Students with Disabilities	495	316	570	260	599	215
Economically Disadvantaged	1,737	1,160	2,234	987	2,288	768
English Learners	82	43	103	43	132	52
Homeless	25	22	20	28	21	25
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	165
Behaviors related to School Operations	416
Relationship Behaviors without Physical Harm	674
Behaviors of a Safety Concern	1,268
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	287

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.5	0.3	0.8
Asian	0.9	0.3	1	0.3
Black	30.4	47.1	30.4	48.8
Hispanic	13.9	11	15.2	13.5
Native Hawaiian	0.7	0.3	0.6	0.2
White	46.3	31.8	44.7	30.5
Multiple Races	7.5	9	7.8	5.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.3
Asian	0.9		1
Black	30.4		30.4	42.9
Hispanic	13.9		15.2	14.3
Native Hawaiian	0.7		0.6
White	46.3		44.7	42.9
Multiple Races	7.5		7.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3
Asian	0.9		1
Black	30.4	100	30.4
Hispanic	13.9		15.2
Native Hawaiian	0.7		0.6
White	46.3		44.7
Multiple Races	7.5		7.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	45.8	52.4	52.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	51.7	41.1	47.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	75.6	64.1	66.4
< = 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

14.13 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.06 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	54%	40%	1%	5%
2022-2023	50%	46%	1%	3%
2023-2024	53%	42%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	78%	78%	79%	88%
Asian	92%	86%	91%	88%
Black	69%	70%	68%	88%
Hispanic	77%	78%	68%	88%
White	83%	82%	85%	88%
Multiple Races	80%	80%	83%	88%
Economically Disadvantaged	70%	70%	68%	88%
English Learners	60%	59%	60%	88%
Students with Disabilities	47%	46%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	70%	74%	85%
Asian	95%	86%	90%	85%
Black	62%	60%	61%	85%
Hispanic	71%	70%	63%	85%
White	78%	76%	81%	85%
Multiple Races	69%	70%	77%	85%
Economically Disadvantaged	64%	62%	62%	85%
English Learners	52%	51%	58%	85%
Students with Disabilities	41%	38%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	66%
Asian	100%
Black	52%
Hispanic	67%
White	74%
Multiple Races	69%
Economically Disadvantaged	57%
English Learners	48%
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	84%	83%	84%
Hispanic	83%	83%	84%
White	89%	86%	84%
Multiple Races	88%	89%	84%
Economically Disadvantaged	80%	82%	84%
English Learners	70%	77%	84%
Students with Disabilities	67%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	21%	22%	12%	10%
Asian	12%	12%	10%	10%
Black	22%	23%	12%	10%
Hispanic	22%	22%	12%	10%
White	20%	21%	12%	10%
Multiple Races	22%	22%	12%	10%
Economically Disadvantaged	27%	29%	13%	10%
English Learners	31%	30%	12%	10%
Students with Disabilities	28%	30%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	65%	54%	58%
English Learner Proficiency	21%	-	-

< = 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	57	88	65%
English Learner Proficiency	31	147	21%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	98%	2%	99%	1%
Asian	100%	-	92%	8%	100%	-
Black	99%	1%	98%	2%	99%	1%
Hispanic	100%	-	98%	2%	99%	1%
White	99%	1%	98%	2%	100%	-
Multiple Races	100%	-	98%	2%	100%	-
Economically Disadvantaged	99%	1%	98%	2%	99%	1%
Not Economically Disadvantaged	100%	-	98%	2%	100%	-
English Learners	100%	-	98%	2%	100%	-
Students with Disabilities	99%	1%	99%	1%	100%	-
Students without Disabilities	100%	-	98%	2%	100%	-
Female	99%	1%	98%	2%	100%	-
Male	99%	1%	98%	2%	99%	1%
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	81%	74%
Asian	92%	92%
Black	73%	67%
Hispanic	81%	74%
White	86%	79%
Multiple Races	82%	70%
Economically Disadvantaged	74%	67%
English Learners	66%	60%
Students with Disabilities	54%	47%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 08	504	504	-	476	476	-	458	458	-
Grade 01	470	470	-	447	447	-	449	449	-
Grade 02	457	457	-	462	462	-	468	468	-
Grade 03	479	479	-	444	444	-	464	464	-
Grade 11	376	376	-	422	422	-	452	452	-
Grade 12	431	431	-	386	386	-	406	406	-
Grade 10	505	505	-	499	499	-	467	467	-
Grade KG	466	466	-	448	448	-	475	475	-
Grade 09	474	474	-	489	489	-	493	493	-
Grade 07	456	456	-	444	444	-	456	456	-
Grade 05	455	455	-	471	471	-	481	481	-
Grade 04	474	474	-	487	487	-	465	465	-
Grade PK	139	139	-	158	158	-	166	166	-
Grade 06	455	455	-	473	473	-	481	481	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	4043	1875	68.32	31.68	4579	1323	77.58	22.42	4710	1245	79.09	20.91
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Female
Not a Full-Time MOP Student	2040	898	69.43	30.57	2302	643	78.17	21.83	2329	606	79.35	20.65
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Male
Not a Full-Time MOP Student	2002	977	67.2	32.8	2277	680	77	23	2381	639	78.84	21.16
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Black
Not a Full-Time MOP Student	1192	577	67.38	32.62	1374	432	76.08	23.92	1401	397	77.92	22.08
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Hispanic
Not a Full-Time MOP Student	542	264	67.25	32.75	645	185	77.71	22.29	726	206	77.9	22.1
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	1923	864	69	31	2120	587	78.32	21.68	2141	519	80.49	19.51
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Asian
Not a Full-Time MOP Student	48	14	77.42	22.58	46	6	88.46	11.54	51	7	87.93	12.07
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	304	135	69.25	30.75	348	102	77.33	22.67	353	101	77.75	22.25
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	495	316	61.04	38.96	570	260	68.67	31.33	584	229	71.83	28.17
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	1737	1160	59.96	40.04	2234	987	69.36	30.64	2227	829	72.87	27.13
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
English Learners
Not a Full-Time MOP Student	82	43	65.6	34.4	103	43	70.55	29.45	127	57	69.02	30.98
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality