Prince George County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
David A. Harrison Elementary	Fully Accredited	Meets Expectations	89.91
L.L. Beazley Elementary	Fully Accredited	Meets Expectations	93.01
Middle Road Elementary	Fully Accredited	Meets Expectations	89.77
North Elementary	Fully Accredited	Distinguished	90.35
South Elementary	Fully Accredited	Distinguished	94.44
Middle Schools
J.E.J. Moore Middle	Fully Accredited	Meets Expectations	87.3
High Schools
Prince George High	Fully Accredited	Distinguished	95.16

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	65	76	24	11	65	76	24	10	65	75	25
Female	11	67	78	22	12	66	78	22	12	66	78	22
Male	10	63	73	27	10	64	74	26	9	63	72	28
American Indian	<	<	<	<	14	64	79	21	10	70	80	20
Asian	33	57	90	10	26	63	89	11	20	68	89	11
Black	6	60	66	34	7	60	67	33	7	58	65	35
Hispanic	9	66	75	25	10	61	70	30	8	65	73	27
Native Hawaiian	10	81	90	10	9	70	78	22	12	76	88	12
White	14	68	82	18	14	70	84	16	13	69	82	18
Multiple Races	10	69	78	22	13	66	79	21	12	64	76	24
Students with Disabilities	4	41	45	55	4	40	44	56	2	41	43	57
Students without Disabilities	12	69	81	19	12	69	81	19	12	69	81	19
Economically Disadvantaged	7	62	69	31	7	63	70	30	7	62	69	31
Not Economically Disadvantaged	13	68	82	18	15	68	83	17	15	68	83	17
English Learners	2	38	40	60	1	19	20	80	1	16	17	83
Homeless	-	69	69	31	-	50	50	50	-	47	47	53
Military Connected	12	69	81	19	13	70	83	17	11	70	82	18
Foster Care	18	64	82	18	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	63	72	28	10	63	73	27	8	62	70	30
Female	11	62	73	27	10	68	78	22	9	63	73	27
Male	8	64	72	28	10	58	69	31	6	60	66	34
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	4	59	63	37	7	58	65	35	11	55	66	34
Hispanic	14	56	69	31	10	58	69	31	6	63	70	30
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	67	79	21	10	68	78	22	7	65	72	28
Multiple Races	3	69	72	28	18	65	83	18	2	60	62	38
Students with Disabilities	1	47	49	51	3	43	46	54	1	38	39	61
Students without Disabilities	11	66	77	23	11	66	78	22	9	67	76	24
Economically Disadvantaged	6	63	69	31	7	63	70	30	7	58	65	35
Not Economically Disadvantaged	13	63	76	24	14	63	76	24	9	68	77	23
English Learners	<	<	<	<	5	20	25	75	6	24	29	71
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	62	74	26	13	69	81	19	12	65	77	23
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	66	76	24	10	70	80	20	12	68	79	21
Female	10	70	79	21	12	70	82	18	17	67	84	16
Male	10	63	73	27	8	69	78	22	8	68	75	25
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	6	59	65	35	5	68	73	27	7	63	70	30
Hispanic	7	70	76	24	11	64	75	25	7	65	72	28
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	14	68	82	18	14	73	87	13	15	71	86	14
Multiple Races	10	69	79	21	5	72	77	23	14	71	86	14
Students with Disabilities	4	41	45	55	1	51	53	47	1	54	55	45
Students without Disabilities	11	71	82	18	12	73	85	15	14	70	84	16
Economically Disadvantaged	8	61	69	31	7	66	72	28	9	64	73	27
Not Economically Disadvantaged	12	71	83	17	15	74	88	12	17	74	91	9
English Learners	<	<	<	<	-	21	21	79	-	14	14	86
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	10	75	85	15	13	75	88	12	11	76	87	13
Foster Care					<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	67	74	26	5	68	73	27	9	69	78	22
Female	7	68	75	25	4	75	79	21	8	69	77	23
Male	7	66	73	27	7	62	68	32	9	69	78	22
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	5	54	59	41	4	54	58	42	4	62	66	34
Hispanic	6	73	80	20	3	65	68	32	5	70	75	25
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	73	83	17	7	79	86	14	12	73	86	14
Multiple Races	3	69	71	29	7	67	74	26	10	68	78	23
Students with Disabilities	3	46	49	51	1	36	38	62	-	55	55	45
Students without Disabilities	8	70	78	22	6	74	80	20	10	72	82	18
Economically Disadvantaged	5	58	63	37	4	64	68	32	6	66	72	28
Not Economically Disadvantaged	9	76	84	16	7	72	79	21	12	74	86	14
English Learners	<	<	<	<	-	27	27	73	-	20	20	80
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	70	78	22	8	71	79	21	8	73	80	20
Foster Care	<	<	100	0					<	<	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	64	76	24	9	63	72	28	7	67	74	26
Female	13	65	79	21	11	59	69	31	10	72	82	18
Male	11	62	73	27	7	68	74	26	5	63	67	33
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	8	60	68	32	4	53	57	43	3	60	63	37
Hispanic	10	59	69	31	10	59	68	32	6	63	70	30
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	17	67	84	16	10	72	82	18	9	75	84	16
Multiple Races	9	72	81	19	12	58	70	30	13	61	74	26
Students with Disabilities	7	38	45	55	6	36	42	58	1	37	38	62
Students without Disabilities	13	69	82	18	9	68	77	23	8	73	81	19
Economically Disadvantaged	10	60	70	30	7	56	63	37	6	63	69	31
Not Economically Disadvantaged	14	68	82	18	10	70	81	19	8	73	81	19
English Learners	<	<	<	<	<	<	<	<	-	17	17	83
Homeless									<	<	100	0
Military Connected	16	70	86	14	8	67	75	25	10	76	87	13
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	10	67	77	23	6	65	71	29
Female	12	73	85	15	10	69	79	21	7	64	70	30
Male	9	68	77	23	9	66	74	26	6	66	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	6	67	73	27	9	61	70	30	4	53	57	43
Hispanic	10	74	84	16	7	66	73	27	2	71	73	27
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	14	71	84	16	11	73	85	15	10	69	79	21
Multiple Races	7	74	81	19	6	71	77	23	3	74	77	23
Students with Disabilities	5	42	47	53	7	33	39	61	3	38	41	59
Students without Disabilities	11	75	87	13	10	74	84	16	7	70	77	23
Economically Disadvantaged	5	69	74	26	7	65	71	29	4	61	65	35
Not Economically Disadvantaged	15	71	87	13	13	70	83	17	9	71	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	12	74	86	14	12	72	85	15	9	70	79	21
Foster Care	<	<	<	<					<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	66	74	26	12	63	75	25	10	62	72	28
Female	7	72	79	21	14	67	80	20	9	69	77	23
Male	9	59	68	32	11	59	70	30	12	55	67	33
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	61	65	35	4	61	65	35	11	51	62	38
Hispanic	4	73	77	23	12	58	70	30	9	63	72	28
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	13	64	77	23	17	66	83	17	10	68	78	22
Multiple Races	6	76	82	18	23	62	85	15	3	71	74	26
Students with Disabilities	-	37	37	63	5	39	44	56	3	26	29	71
Students without Disabilities	9	70	79	21	13	66	80	20	11	68	79	21
Economically Disadvantaged	5	63	68	32	8	60	68	32	8	59	66	34
Not Economically Disadvantaged	10	68	78	22	17	66	83	17	14	67	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	11	66	78	22	15	68	83	17	13	67	80	20
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	62	78	22	20	61	81	19	22	60	82	18
Female	17	62	79	21	22	57	79	21	25	59	84	16
Male	16	62	78	22	19	64	83	17	18	61	79	21
American Indian					<	<	<	<	<	<	<	<
Asian	42	50	92	8	<	<	100	0	<	<	<	<
Black	12	60	72	28	13	65	78	22	10	64	75	25
Hispanic	12	53	65	35	15	54	69	31	17	62	78	22
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	17	68	85	15	27	59	86	14	30	59	89	11
Multiple Races	36	48	84	16	25	68	93	7	35	48	83	18
Students with Disabilities	6	32	38	62	2	42	44	56	6	37	43	57
Students without Disabilities	18	65	83	17	23	63	86	14	24	63	87	13
Economically Disadvantaged	10	60	71	29	10	64	74	26	11	66	77	23
Not Economically Disadvantaged	21	63	84	16	30	58	88	12	33	54	87	13
English Learners	-	-	-	100	-	20	20	80	-	9	9	91
Homeless									<	<	<	<
Military Connected	18	64	82	18	27	64	91	9	16	65	81	19
< = 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	13	57	70	30	14	57	70	30
Female	15	65	80	20	18	56	74	26	16	59	75	25
Male	15	59	74	26	9	57	66	34	11	54	65	35
American Indian					<	<	<	<	<	<	100	0
Asian	45	55	100	0	<	<	100	0	<	<	<	<
Black	6	63	69	31	6	57	62	38	8	52	60	40
Hispanic	11	57	68	32	9	44	53	47	14	49	63	38
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	19	64	83	17	19	61	80	20	17	61	79	21
Multiple Races	27	59	86	14	16	68	84	16	14	62	76	24
Students with Disabilities	4	41	44	56	2	21	23	77	-	21	21	79
Students without Disabilities	16	64	79	21	15	61	75	25	15	61	76	24
Economically Disadvantaged	8	63	71	29	3	57	61	39	6	55	61	39
Not Economically Disadvantaged	20	62	82	18	22	56	79	21	21	58	80	20
English Learners	-	-	-	100	-	-	-	100	<	<	<	<
Military Connected	15	67	81	19	17	67	84	16	17	56	73	27
Foster Care									<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	13	57	70	30	14	57	70	30
Female	15	65	80	20	18	56	74	26	16	59	75	25
Male	15	59	74	26	9	57	66	34	11	54	65	35
American Indian					<	<	<	<	<	<	100	0
Asian	45	55	100	0	<	<	100	0	<	<	<	<
Black	6	63	69	31	6	57	62	38	8	52	60	40
Hispanic	11	57	68	32	9	44	53	47	14	49	63	38
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	19	64	83	17	19	61	80	20	17	61	79	21
Multiple Races	27	59	86	14	16	68	84	16	14	62	76	24
Students with Disabilities	4	41	44	56	2	21	23	77	-	21	21	79
Students without Disabilities	16	64	79	21	15	61	75	25	15	61	76	24
Economically Disadvantaged	8	63	71	29	3	57	61	39	6	55	61	39
Not Economically Disadvantaged	20	62	82	18	22	56	79	21	21	58	80	20
English Learners	-	-	-	100	-	-	-	100	<	<	<	<
Military Connected	15	67	81	19	17	67	84	16	17	56	73	27
Foster Care									<	<	<	<
< = 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	64	71	29	8	67	75	25	7	67	74	26
Female	5	67	72	28	7	70	77	23	7	68	75	25
Male	7	62	69	31	9	64	73	27	8	66	74	26
American Indian	-	82	82	18	9	64	73	27	10	60	70	30
Asian	27	63	90	10	32	57	89	11	24	67	92	8
Black	2	59	61	39	3	62	66	34	4	62	66	34
Hispanic	5	66	70	30	6	65	71	29	6	67	73	27
Native Hawaiian	22	67	89	11	19	62	81	19	17	67	83	17
White	10	67	77	23	12	71	83	17	9	71	80	20
Multiple Races	6	64	70	30	9	66	75	25	5	69	74	26
Students with Disabilities	1	39	40	60	2	44	46	54	2	42	44	56
Students without Disabilities	7	69	76	24	9	71	80	20	8	72	80	20
Economically Disadvantaged	3	61	64	36	6	63	69	31	5	63	68	32
Not Economically Disadvantaged	9	67	76	24	11	70	81	19	10	74	84	16
English Learners	-	48	48	52	1	42	43	57	1	40	41	59
Homeless	7	50	57	43	8	42	50	50	-	45	45	55
Military Connected	9	68	77	23	10	71	81	19	9	73	82	18
Foster Care	-	73	73	27	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	66	73	27	11	66	76	24	8	70	78	22
Female	4	66	70	30	10	68	78	22	7	70	77	23
Male	9	66	75	25	12	64	76	24	10	70	80	20
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	1	62	63	37	4	63	67	33	7	65	72	28
Hispanic	3	66	68	32	11	60	71	29	6	72	78	22
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	9	71	80	20	13	70	83	18	10	71	81	19
Multiple Races	8	64	72	28	13	73	85	15	4	78	82	18
Students with Disabilities	3	39	42	58	4	40	44	56	1	43	44	56
Students without Disabilities	8	71	79	21	12	70	82	18	10	76	85	15
Economically Disadvantaged	5	66	71	29	8	66	73	27	7	66	72	28
Not Economically Disadvantaged	9	66	75	25	15	66	80	20	11	78	89	11
English Learners	-	46	46	54	-	36	36	64	5	47	53	47
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	71	81	19	14	70	84	16	8	80	88	12
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	59	68	32	11	67	77	23	8	66	73	27
Female	7	60	67	33	8	68	76	24	9	68	78	22
Male	10	58	68	32	13	66	78	22	6	64	70	30
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	2	58	60	40	3	66	69	31	3	63	66	34
Hispanic	5	58	63	37	6	70	76	24	7	56	63	37
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	14	60	74	26	17	69	86	14	11	71	82	18
Multiple Races	10	57	67	33	3	59	62	38	2	79	81	19
Students with Disabilities	-	30	30	70	3	46	49	51	3	40	43	57
Students without Disabilities	11	65	75	25	12	70	82	18	9	71	80	20
Economically Disadvantaged	4	58	62	38	7	63	70	30	5	61	66	34
Not Economically Disadvantaged	14	60	73	27	14	70	85	15	12	75	87	13
English Learners	-	31	31	69	-	28	28	72	-	14	14	86
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	10	62	73	27	16	67	83	17	8	73	82	18
Foster Care					<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	60	65	35	9	64	73	27	10	71	80	20
Female	4	58	62	38	6	72	78	22	9	69	78	22
Male	6	63	69	31	11	56	68	32	10	72	83	17
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	1	53	55	45	3	62	65	35	4	68	72	28
Hispanic	2	68	70	30	7	63	69	31	9	71	80	20
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	10	62	71	29	14	66	80	20	15	72	87	13
Multiple Races	3	57	60	40	10	62	71	29	5	70	75	25
Students with Disabilities	-	31	31	69	-	39	39	61	2	45	47	53
Students without Disabilities	6	64	70	30	10	69	79	21	11	75	86	14
Economically Disadvantaged	3	53	56	44	5	62	67	33	7	68	74	26
Not Economically Disadvantaged	8	67	74	26	13	66	79	21	14	75	90	10
English Learners	<	<	<	<	-	22	22	78	-	50	50	50
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	3	70	73	27	12	69	81	19	13	71	85	15
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	60	71	29	9	61	71	29	8	55	63	37
Female	9	63	72	28	8	60	69	31	8	59	67	33
Male	12	58	70	30	11	62	73	27	8	51	59	41
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	54	58	42	4	55	58	42	3	52	54	46
Hispanic	14	57	71	29	4	64	68	32	9	51	59	41
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	15	64	80	20	15	65	80	20	12	59	70	30
Multiple Races	3	75	78	22	12	58	70	30	5	55	61	39
Students with Disabilities	2	43	46	54	-	41	41	59	1	29	31	69
Students without Disabilities	12	64	76	24	11	65	76	24	10	59	69	31
Economically Disadvantaged	5	57	62	38	8	57	64	36	6	47	53	47
Not Economically Disadvantaged	16	63	79	21	11	66	77	23	12	64	76	24
English Learners	-	30	30	70	<	<	<	<	-	17	17	83
Homeless									<	<	<	<
Military Connected	17	69	86	14	6	69	75	25	11	64	76	24
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	64	69	31	4	62	67	33	2	61	63	37
Female	4	67	71	29	4	65	69	31	2	57	59	41
Male	6	62	68	32	5	60	64	36	3	65	68	32
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	3	52	55	45	3	55	58	42	1	47	48	52
Hispanic	6	64	70	30	3	57	60	40	2	65	67	33
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	6	74	79	21	5	70	76	24	4	69	73	27
Multiple Races	11	56	67	33	3	66	69	31	-	57	57	43
Students with Disabilities	2	29	31	69	4	27	32	68	-	33	33	67
Students without Disabilities	6	70	76	24	4	69	74	26	3	66	69	31
Economically Disadvantaged	3	57	59	41	4	55	59	41	1	55	56	44
Not Economically Disadvantaged	7	71	78	22	4	71	75	25	4	70	74	26
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	10	65	75	25	4	70	74	26	3	71	74	26
Foster Care	<	<	<	<					<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	55	57	43	3	63	66	34	1	63	64	36
Female	1	66	67	33	3	69	72	28	1	63	64	36
Male	2	44	46	54	3	57	60	40	1	63	64	36
American Indian					<	<	100	0	<	<	<	<
Asian					<	<	100	0	<	<	<	<
Black	-	54	54	46	1	52	53	47	2	57	58	42
Hispanic	2	57	58	42	3	58	61	39	-	70	70	30
Native Hawaiian					<	<	<	<	<	<	100	0
White	3	54	57	43	5	75	80	20	-	64	64	36
Multiple Races	-	62	62	38	11	68	79	21	-	70	70	30
Students with Disabilities	2	39	41	59	-	48	48	52	2	26	28	72
Students without Disabilities	1	58	60	40	4	66	70	30	1	70	70	30
Economically Disadvantaged	1	55	56	44	4	59	63	37	1	56	58	42
Not Economically Disadvantaged	2	55	57	43	2	68	70	30	-	74	74	26
English Learners	<	<	<	<	-	30	30	70	<	<	<	<
Homeless									<	<	<	<
Military Connected	1	62	63	37	5	71	75	25	-	69	69	31
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	77	83	17	10	80	90	10	10	82	93	7
Female	6	81	87	13	10	81	92	8	8	86	94	6
Male	5	74	79	21	10	79	89	11	13	79	91	9
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	23	69	92	8	<	<	<	<	<	<	100	0
Black	3	75	78	22	5	84	89	11	9	80	90	10
Hispanic	4	81	85	15	10	79	89	11	6	87	93	7
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	8	77	85	15	12	81	93	7	11	85	96	4
Multiple Races	-	85	85	15	19	67	86	14	23	65	88	12
Students with Disabilities	-	60	60	40	3	71	74	26	3	76	79	21
Students without Disabilities	6	80	86	14	11	82	93	7	12	83	95	5
Economically Disadvantaged	3	76	78	22	7	81	89	11	9	83	92	8
Not Economically Disadvantaged	8	79	86	14	13	79	92	8	13	81	94	6
English Learners	-	74	74	26	5	80	85	15	-	85	85	15
Homeless	<	<	100	0					<	<	100	0
Military Connected	11	75	86	14	16	76	93	7	15	80	95	5
Foster Care	<	<	100	0					<	<	100	0
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	72	73	27	6	66	71	29	8	71	79	21
Female	1	77	78	22	8	70	78	22	6	74	80	20
Male	2	66	68	32	4	61	65	35	10	67	78	22
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	55	55	45	4	58	62	38	4	56	59	41
Hispanic	-	74	74	26	-	59	59	41	11	61	72	28
Native Hawaiian	<	<	100	0	<	<	<	<
White	2	85	86	14	9	70	79	21	11	76	87	13
Multiple Races	<	<	<	<	-	100	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	2	76	78	22	6	68	74	26	8	73	81	19
Economically Disadvantaged	-	72	72	28	2	56	58	42	2	59	61	39
Not Economically Disadvantaged	2	72	74	26	8	72	80	20	11	76	88	12
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	4	70	74	26	6	71	76	24	6	67	72	28
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	67	85	15	4	82	86	14	11	68	78	22
Female	20	80	100	0	-	88	88	12	-	84	84	16
Male	15	46	62	38	9	73	82	18	22	50	72	28
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	18	45	64	36
White	24	67	90	10	-	100	100	0	-	81	81	19
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0
Students without Disabilities	19	68	87	13	4	81	85	15	11	68	78	22
Economically Disadvantaged	<	<	<	<	9	64	73	27	7	60	67	33
Not Economically Disadvantaged	20	68	88	12	-	94	94	6	14	73	86	14
Military Connected	18	55	73	27	-	73	73	27	11	67	78	22
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	59	63	37	5	61	66	34	8	62	70	30
Female	3	59	62	38	3	65	68	32	6	63	70	30
Male	6	58	64	36	7	57	64	36	10	61	71	29
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	81	94	6	6	94	100	0	24	62	86	14
Black	2	48	50	50	2	50	52	48	4	56	60	40
Hispanic	1	61	63	37	6	59	65	35	7	63	69	31
Native Hawaiian	-	85	85	15	21	64	86	14	<	<	<	<
White	7	65	72	28	6	69	75	25	12	66	77	23
Multiple Races	5	59	64	36	7	65	73	27	6	69	75	25
Students with Disabilities	2	34	36	64	1	34	35	65	3	34	37	63
Students without Disabilities	5	62	67	33	6	65	71	29	9	66	75	25
Economically Disadvantaged	2	52	54	46	3	55	58	42	6	57	63	37
Not Economically Disadvantaged	6	64	70	30	7	67	74	26	11	69	80	20
English Learners	-	30	30	70	-	38	38	63	2	40	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	4	67	71	29	7	67	75	25	13	63	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	51	64	36	12	56	68	32	18	56	75	25
Female	8	50	59	41	8	63	70	30	13	57	71	29
Male	16	52	69	31	15	50	66	34	24	55	79	21
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	5	44	49	51	3	50	53	47	10	52	62	38
Hispanic	6	56	62	38	14	49	64	36	18	59	78	22
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	18	56	74	26	15	64	79	21	24	58	82	18
Multiple Races	14	49	63	37	14	55	69	31	10	58	68	33
Students with Disabilities	3	41	44	56	-	29	29	71	6	39	45	55
Students without Disabilities	13	53	66	34	14	61	75	25	20	59	80	20
Economically Disadvantaged	7	46	53	47	9	53	62	38	14	52	66	34
Not Economically Disadvantaged	17	56	73	27	15	59	74	26	25	63	88	12
English Learners	<	<	<	<	-	17	17	83	6	38	44	56
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	13	59	72	28	17	61	78	22	27	55	81	19
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	56	58	42	5	58	63	37	6	57	63	37
Female	1	58	59	41	3	62	65	35	5	58	64	36
Male	3	54	57	43	7	54	62	38	7	56	63	37
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	1	43	44	56	3	46	49	51	4	51	55	45
Hispanic	-	62	62	38	5	52	57	43	3	57	60	40
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	4	61	65	35	7	69	76	24	8	61	69	31
Multiple Races	3	58	61	39	4	64	68	32	3	66	69	31
Students with Disabilities	2	26	28	72	2	33	34	66	2	30	31	69
Students without Disabilities	2	60	62	38	5	62	68	32	6	61	68	32
Economically Disadvantaged	1	47	48	52	3	50	52	48	4	51	55	45
Not Economically Disadvantaged	3	62	65	35	7	67	75	25	8	66	74	26
English Learners	<	<	<	<	-	10	10	90	<	<	<	<
Homeless									<	<	<	<
Military Connected	-	67	67	33	6	66	72	28	10	58	68	32
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	78	79	21	3	65	67	33	4	72	76	24
Female	-	79	80	20	1	66	67	33	3	76	79	21
Male	1	76	78	22	4	63	67	33	5	68	74	26
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	70	70	30	2	51	53	47	1	63	64	36
Hispanic	-	74	74	26	4	65	69	31	4	72	75	25
Native Hawaiian	<	<	100	0	<	<	100	0
White	2	82	84	16	2	72	73	27	7	76	83	17
Multiple Races	-	91	91	9	7	69	76	24	6	83	89	11
Students with Disabilities	-	50	50	50	-	29	29	71	2	31	33	67
Students without Disabilities	1	80	81	19	3	69	72	28	5	77	82	18
Economically Disadvantaged	-	75	75	25	1	55	56	44	2	69	70	30
Not Economically Disadvantaged	2	80	81	19	4	74	78	22	7	76	82	18
English Learners	<	<	<	<	-	58	58	42	-	75	75	25
Homeless									<	<	100	0
Military Connected	1	86	87	13	3	70	73	27	7	73	81	19
Foster Care	<	<	<	<					<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	22	22	78	-	32	32	68	-	52	52	48
Female	<	<	<	<	-	36	36	64	-	42	42	58
Male	<	<	<	<	<	<	<	<	<	<	<	<
American Indian					<	<	<	<
Asian									<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian									<	<	100	0
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	-	24	24	76	-	33	33	67	-	52	52	48
Economically Disadvantaged	<	<	<	<	-	18	18	82	-	43	43	57
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	-	77	77	23
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	54	55	45	1	66	67	33	3	63	65	35
Female	1	53	54	46	1	72	72	28	3	62	65	35
Male	2	56	57	43	1	61	61	39	2	63	65	35
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	<	<	<	<	100	0
Black	1	42	43	57	-	57	57	43	2	60	61	39
Hispanic	-	54	54	46	-	69	69	31	2	57	59	41
Native Hawaiian	<	<	<	<					<	<	<	<
White	3	64	67	34	1	70	72	28	5	66	71	29
Multiple Races	-	54	54	46	-	74	74	26	6	76	82	18
Students with Disabilities	-	29	29	71	2	46	48	52	-	36	36	64
Students without Disabilities	1	60	61	39	-	70	70	30	3	68	71	29
Economically Disadvantaged	-	47	47	53	-	65	65	35	3	59	61	39
Not Economically Disadvantaged	2	60	62	38	1	67	69	31	3	69	72	28
English Learners	-	31	31	69	-	53	53	47	-	10	10	90
Homeless	<	<	<	<
Military Connected	1	64	65	35	-	76	76	24	4	73	77	23
Foster Care	<	<	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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	52	66	34	18	50	68	32	13	58	71	29
Female	12	54	66	34	16	52	68	32	11	60	71	29
Male	17	50	66	34	21	48	69	31	15	56	71	29
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	25	63	88	13	54	38	92	8	32	52	84	16
Black	8	47	54	46	12	45	57	43	7	53	60	40
Hispanic	9	54	64	36	15	54	69	31	11	60	71	29
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	20	54	74	26	24	52	76	24	18	60	79	21
Multiple Races	15	55	70	30	14	61	75	25	13	65	79	21
Students with Disabilities	3	35	39	61	9	37	46	54	4	34	38	62
Students without Disabilities	16	54	70	30	19	52	72	28	15	62	77	23
Economically Disadvantaged	10	47	57	43	13	48	62	38	9	57	66	34
Not Economically Disadvantaged	18	56	74	26	23	52	76	24	19	60	79	21
English Learners	-	39	39	61	-	38	38	63	3	47	50	50
Homeless	<	<	<	<	<	<	<	<	10	50	60	40
Military Connected	16	58	74	26	21	57	78	22	15	64	78	22
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	35	35	65	1	34	35	65	2	44	46	54
Female	-	32	32	68	1	33	34	66	1	44	45	55
Male	-	40	40	60	-	35	35	65	3	44	47	53
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	30	30	70	2	27	29	71	2	35	37	63
Hispanic	-	37	37	63	-	41	41	59	-	67	67	33
Native Hawaiian	<	<	100	0					<	<	100	0
White	-	39	39	61	-	32	32	68	3	41	44	56
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	27	27	73	-	18	18	82	-	8	8	92
Students without Disabilities	-	37	37	63	1	38	39	61	2	51	54	46
Economically Disadvantaged	-	27	27	73	1	25	26	74	-	48	48	52
Not Economically Disadvantaged	-	43	43	57	-	48	48	52	6	37	43	57
English Learners	-	50	50	50	-	30	30	70	-	92	92	8
Homeless									<	<	100	0
Military Connected	-	61	61	39	-	69	69	31	-	43	43	57
Foster Care	<	<	<	<					<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	60	72	28	15	61	75	25	15	62	77	23
Female	10	61	71	29	13	64	77	23	12	67	79	21
Male	14	59	72	28	16	57	74	26	18	58	76	24
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	6	52	58	42	11	56	67	33	6	64	71	29
Hispanic	12	61	73	27	12	69	81	19	11	65	76	24
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	15	65	80	20	19	59	78	22	22	60	83	17
Multiple Races	15	56	72	28	9	70	79	21	19	57	76	24
Students with Disabilities	2	43	45	55	4	43	47	53	2	45	47	53
Students without Disabilities	14	62	76	24	16	63	79	21	17	65	82	18
Economically Disadvantaged	8	52	60	40	10	61	71	29	10	62	72	28
Not Economically Disadvantaged	15	66	81	19	20	61	81	19	22	63	85	15
English Learners	<	<	<	<	-	73	73	27	<	<	<	<
Homeless	<	<	<	<
Military Connected	13	63	76	24	15	68	83	17	20	64	84	16
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	32	34	66	2	26	28	72	2	38	39	61
Female	-	29	29	71	1	25	27	73	-	39	39	61
Male	3	38	41	59	3	27	30	70	3	36	39	61
American Indian					<	<	<	<
Asian									<	<	<	<
Black	-	19	19	81	-	15	15	85	-	23	23	77
Hispanic	-	33	33	67	4	43	48	52	-	64	64	36
Native Hawaiian	<	<	100	0					<	<	<	<
White	4	42	46	54	3	19	22	78	-	43	43	57
Multiple Races	<	<	<	<	-	55	55	45	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	1	34	35	65	2	26	28	72	2	40	41	59
Economically Disadvantaged	-	26	26	74	-	24	24	76	-	39	39	61
Not Economically Disadvantaged	3	40	43	57	4	28	33	67	4	35	39	61
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	100	0
Military Connected	5	50	55	45	3	38	41	59	-	75	75	25
Geography Performance	2023-2024				2024-2025				2025-2026
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
Hispanic	<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Multiple Races									<	<	100	0
Students without Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Economically Disadvantaged									<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	71	29	18	52	70	30	12	63	74	26
Female	13	63	76	24	18	54	72	28	12	62	74	26
Male	12	53	65	35	19	50	69	31	12	63	75	25
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	5	57	62	38	12	48	59	41	12	54	66	34
Hispanic	8	65	73	28	16	46	63	38	9	69	78	22
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	18	56	74	26	22	57	79	21	13	65	78	22
Multiple Races	9	72	81	19	29	54	83	17	6	79	85	15
Students with Disabilities	4	41	45	55	10	37	46	54	-	35	35	65
Students without Disabilities	13	61	74	26	20	54	74	26	13	67	80	20
Economically Disadvantaged	7	56	63	37	14	50	65	35	9	59	69	31
Not Economically Disadvantaged	16	61	77	23	23	54	76	24	15	68	83	17
English Learners	<	<	<	<	-	10	10	90	<	<	<	<
Homeless									<	<	100	0
Military Connected	14	62	75	25	25	52	77	23	13	71	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	45	70	30	30	49	79	21	18	57	75	25
Female	19	48	68	32	25	53	78	22	16	59	75	25
Male	29	42	71	29	35	45	81	19	21	55	75	25
American Indian					<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	17	43	60	40	23	47	70	30	8	53	61	39
Hispanic	15	49	64	36	27	53	80	20	19	45	64	36
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	33	45	78	22	38	49	87	13	24	61	85	15
Multiple Races	24	44	68	32	15	56	72	28	17	71	88	12
Students with Disabilities	6	29	35	65	16	42	58	42	10	36	46	54
Students without Disabilities	28	48	76	24	33	50	83	17	20	61	81	19
Economically Disadvantaged	19	44	63	37	24	49	73	27	14	56	69	31
Not Economically Disadvantaged	31	45	76	24	37	49	86	14	26	59	85	15
English Learners	-	40	40	60	<	<	<	<	9	9	18	82
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	26	51	77	23	31	54	85	15	18	61	79	21
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

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

	2023-2024	2024-2025	2025-2026
Division	12	7	5
State	6,361	4,559	1,714
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	2025-2026
Pre-kindergarten	166	207	191
Kindergarten	475	453	466
Grade 1	449	487	455
Grade 2	468	488	491
Grade 3	464	462	492
Grade 4	465	469	465
Grade 5	481	478	467
Grade 6	481	483	477
Grade 7	456	455	461
Grade 8	458	449	460
Grade 9	493	459	460
Grade 10	467	498	431
Grade 11	452	411	450
Grade 12	406	422	410
Total Enrollment	6,181	6,221	6,176

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	6181	6221	6176
Female	3050	3028	3021
Male	3130	3193	3155
American Indian	20	24	23
Asian	59	59	73
Black	1880	1869	1868
Hispanic	937	1069	1058
Native Hawaiian	37	44	44
White	2765	2677	2595
Multiple Races	483	479	515
Students with Disabilities	889	902	910
Students without Disabilities	5292	5319	5266
Economically Disadvantaged	3292	3467	3556
Not Economically Disadvantaged	2889	2754	2620
English Learners	165	215	253
Not English Learners	6016	6006	5923
Homeless	29	21	23
Military Connected	1219	1766	1796
Foster Care	14	18	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,794	1,162	4,854	1,125	4,915	954
Female	2,368	567	2,357	544	2,402	464
Male	2,426	595	2,497	581	2,513	490
American Indian	13	3	11	12	15	5
Asian	51	7	54	6	65	6
Black	1,426	373	1,427	356	1,440	316
Hispanic	740	192	815	206	848	150
Native Hawaiian	27	10	37	4	34	5
White	2,176	484	2,131	456	2,097	389
Multiple Races	361	93	379	85	416	83
Students with Disabilities	599	215	633	200	663	189
Economically Disadvantaged	2,288	768	2,645	833	2,770	711
English Learners	132	52	180	50	209	45
Homeless	21	25	29	25	22	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: 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 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	169	239	3	3	26	4
	State	52034	41739	1845	730	4758	1126
Female	Division	104	101	1	1	11	1
	State	28171	18456	601	259	1860	459
Male	Division	65	138	2	2	15	3
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	43	85	1	0	8	1
	State	8816	10967	559	141	985	452
Hispanic	Division	25	42	1	0	8	2
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	85	97	1	3	9	1
	State	25115	16553	775	367	1100	357
Multiple Races	Division	12	12	0	0	1	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	2	36	3	0	2	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	59	142	0	2	19	3
	State	12337	20894	1052	439	2243	735
English Learners	Division	1	9	0	0	7	1
	State	2260	6522	300	53	1921	83
Military Connected	Division	33	37	0	1	0	0
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = 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	444	411	93	414	93	26	6
Female	219	206	94	207	95	11	5
Male	225	205	91	207	92	15	7
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	138	129	94	129	94	8	6
Hispanic	78	68	87	68	87	8	10
Native Hawaiian	<	<	100	<	100	0	0
White	196	183	93	186	95	9	5
Multiple Races	25	24	96	24	96	1	4
Students with Disabilities	43	41	95	41	95	2	5
Economically Disadvantaged	225	201	89	203	90	19	8
English Learners	18	10	56	10	56	7	39
Military Connected	71	70	99	71	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	65 / 3.58%	41 / 2.29%	40 / 2.28%
Advanced Placement Course Enrollment	104 / 5.72%	78 / 4.36%	64 / 3.66%
Dual Enrollment	131 / 7.21%	167 / 9.33%	189 / 10.79%
Governor's School Enrollment	19 / 1.05%	19 / 1.06%	20 / 1.14%
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

2022-2023 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.

2022-2023 FGI cohort year (students entering high school in 2019)
	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	371	212	43
	State	87,995	56,397	36
Female	Division	192	131	32
	State	43,825	30,968	29
Male	Division	179	81	55
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	127	78	39
	State	18,247	10,591	42
Hispanic	Division	44	22	50
	State	14,010	7,355	48
Native Hawaiian	Division	<	<	100
	State	157	94	40
White	Division	159	91	43
	State	43,094	28,736	33
Multiple Races	Division	34	18	47
	State	5,005	3,223	36
Students with Disabilities	Division	42	15	64
	State	8,536	3,616	58
Economically Disadvantaged	Division	180	96	47
	State	31,680	15,774	50
English Learners	Division	11	<	100
	State	7,379	3,573	52
< = 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
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	58	38	37
	State	3,577	3,225	3,944
State Licensures	Division	13	8	11
	State	2,069	2,206	2,710
Industry Certification	Division	498	434	388
	State	101,956	105,973	106,014
Workplace Readiness	Division	126	166	229
	State	35,066	38,829	48,691
Total Credentials Earned	Division	695	646	665
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	524	529	557
	State	115,609	120,035	128,298
CTE Completers	Division	256	308	307
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	47	103
	State	1,022	15,327	18,011

< = 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
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	65	65	66.2

Per-Pupil Spending

2024-2025 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	$2,825	$9,245	$1,890
	State	$8,420	$7,464	$1,751
2024-2025	Division	$2,903	$10,105	$1,621
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	165	204	247
Behaviors related to School Operations	416	1,007	1,038
Relationship Behaviors without Physical Harm	674	590	441
Behaviors of a Safety Concern	1,268	1,371	1,003
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	287	317	270
Behaviors used to determine Persistently Dangerous Schools			3

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	834	847	790
Out-of-School Suspension	1,054	1,087	932
Explusion and Alternative Placement	0	30	47
Referral to Law Enforcement	18	0	5
Bus Suspension	140	213	132

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	52.5	57.2	59.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	47.9	47.7	49.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	66.4	68.3	67.5
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

13.16 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.16 : 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	52%	43%	2%	3%
2024-2025	52%	45%	2%	1%
2025-2026	53%	45%	1%	1%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	76%	83%	88%
Asian	93%	91%	88%
Black	66%	78%	88%
Hispanic	73%	78%	88%
White	82%	87%	88%
Multiple Races	77%	85%	88%
Economically Disadvantaged	70%	78%	88%
English Learners	44%	74%	88%
Students with Disabilities	44%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	75%	79%	85%
Asian	93%	90%	85%
Black	67%	73%	85%
Hispanic	73%	73%	85%
White	81%	83%	85%
Multiple Races	75%	81%	85%
Economically Disadvantaged	68%	73%	85%
English Learners	55%	71%	85%
Students with Disabilities	42%	69%	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	72%
Asian	79%
Black	63%
Hispanic	70%
White	79%
Multiple Races	74%
Economically Disadvantaged	64%
English Learners	54%
Students with Disabilities	41%

< = 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	91%	84%	84%
Asian	<	90%	84%
Black	91%	83%	84%
Hispanic	87%	84%	84%
White	92%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	87%	84%	84%
English Learners	58%	84%	84%
Students with Disabilities	82%	84%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	86%	58%	58%
English Learner Proficiency	28%	-	-

< = 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	118	137	86%
English Learner Proficiency	51	185	28%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.5%	1.5%	98.2%	1.8%	97.5%	2.5%
Asian	100%	-	100%	-	100%	-
Black	98.6%	1.4%	98.1%	1.9%	97.5%	2.5%
Hispanic	98.7%	1.3%	98.9%	1.1%	98.1%	1.9%
White	98.2%	1.8%	98.1%	1.9%	97.2%	2.8%
Multiple Races	98.8%	1.2%	97.7%	2.3%	97.9%	2.1%
Economically Disadvantaged	98.4%	1.6%	98%	2%	96.8%	3.2%
Not Economically Disadvantaged	98.6%	1.4%	98.5%	1.5%	98.6%	1.4%
English Learners	96.3%	3.7%	99.3%	.7%	98.1%	1.9%
Students with Disabilities	95.5%	4.5%	94.7%	5.3%	93.5%	6.5%
Students without Disabilities	99%	1%	98.9%	1.1%	98.1%	1.9%
Female	98.4%	1.6%	98%	2%	97.8%	2.2%
Male	98.6%	1.4%	98.5%	1.5%	97.3%	2.7%

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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	2023-2024			2024-2025			2025-2026
	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 PK	166	166	-	207	207	-	191	191	-
Grade 05	481	481	-	478	478	-	467	467	-
Grade 02	468	468	-	488	488	-	491	491	-
Grade KG	475	475	-	453	453	-	466	466	-
Grade 06	481	481	-	483	483	-	477	477	-
Grade 08	458	458	-	449	448	1	460	458	2
Grade 09	493	493	-	459	456	3	460	458	2
Grade 01	449	449	-	487	487	-	455	455	-
Grade 03	464	464	-	462	462	-	492	492	-
Grade 10	467	467	-	498	496	2	431	430	1
Grade 04	465	465	-	469	469	-	465	465	-
Grade 11	452	452	-	411	411	-	450	449	1
Grade 12	406	406	-	422	421	1	410	410	-
Grade 07	456	456	-	455	453	2	461	460	1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2023-2024				2024-2025				2025-2026
	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	4710	1245	79.09	20.91	4825	1157	80.66	19.34	4887	981	83.28	16.72
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Female
Not a Full-Time MOP Student	2329	606	79.35	20.65	2347	554	80.9	19.1	2392	473	83.49	16.51
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
Male
Not a Full-Time MOP Student	2381	639	78.84	21.16	2478	603	80.43	19.57	2495	508	83.08	16.92
Full-Time MOP Student	<	<	<	<	<	<	<	<	<	<	<	<
Black
Not a Full-Time MOP Student	1401	397	77.92	22.08	1412	373	79.1	20.9	1430	326	81.44	18.56
Full-Time MOP Student	<	<	<	<	-	-	-	-	<	<	<	<
Hispanic
Not a Full-Time MOP Student	726	206	77.9	22.1	810	211	79.33	20.67	842	156	84.37	15.63
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
White
Not a Full-Time MOP Student	2141	519	80.49	19.51	2124	462	82.13	17.87	2088	397	84.02	15.98
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
Asian
Not a Full-Time MOP Student	51	7	87.93	12.07	54	6	90	10	64	7	90.14	9.86
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	353	101	77.75	22.25	377	89	80.9	19.1	414	85	82.97	17.03
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Students with Disabilities
Not a Full-Time MOP Student	584	229	71.83	28.17	623	211	74.7	25.3	655	196	76.97	23.03
Full-Time MOP Student	<	<	<	<	-	-	-	-	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	2227	829	72.87	27.13	2621	860	75.29	24.71	2749	732	78.97	21.03
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
English Learners
Not a Full-Time MOP Student	127	57	69.02	30.98	176	54	76.52	23.48	206	48	81.1	18.9
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

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: 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

2022-2023 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

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act