Prince William County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
A. Henderson Elementary	Fully Accredited	On Track	89.2
Antietam Elementary	Fully Accredited	On Track	87.6
Ashland Elementary	Fully Accredited	On Track	88.4
Bel Air Elementary	Fully Accredited	On Track	82.6
Belmont Elementary	Fully Accredited	On Track	86
Bennett Elementary	Fully Accredited	On Track	87.9
Bristow Run Elementary	Fully Accredited	On Track	88.7
Buckland Mills Elementary	Fully Accredited	Off Track	87.2
C.A. Sinclair Elementary	Fully Accredited	On Track	85
Cedar Point Elementary	Fully Accredited	Distinguished	93.8
Chris Yung Elementary	Fully Accredited	On Track	85.9
Coles Elementary	Fully Accredited	On Track	86.4
Covington-Harper Elementary	Fully Accredited	On Track	84.6
Dale City Elementary	Fully Accredited	On Track	89.9
Dumfries Elementary	Fully Accredited	Needs Intensive Support	79.2
Elizabeth Vaughan Elementary	Fully Accredited	Off Track	80
Enterprise Elementary	Fully Accredited	On Track	82.9
Fannie W. Fitzgerald Elementary	Fully Accredited	On Track	86.2
Featherstone Elementary	Fully Accredited	On Track	87.6
George G. Tyler Elementary	Fully Accredited	On Track	84.9
George P. Mullen Elementary	Fully Accredited	Off Track	80.6
Glenkirk Elementary	Fully Accredited	Distinguished	92.7
Haymarket Elementary	Fully Accredited	Distinguished	92.8
Innovation Elementary	Fully Accredited	Off Track	83.4
J.W. Alvey Elementary	Fully Accredited	Distinguished	91.6
John D. Jenkins Elementary	Fully Accredited	Off Track	83.6
John F. Pattie Sr. Elementary	Fully Accredited	Distinguished	90.6
Kerrydale Elementary	Fully Accredited	On Track	82.6
Kyle R. Wilson Elementary	Fully Accredited	On Track	85.7
Lake Ridge Elementary	Fully Accredited	Off Track	86
Leesylvania Elementary	Fully Accredited	On Track	82.7
Loch Lomond Elementary	Fully Accredited	Off Track	80.3
Martin Luther King Jr. Elementary	Fully Accredited	On Track	84.4
Marumsco Hills Elementary	Fully Accredited	Needs Intensive Support	77.9
Mary G. Porter Traditional	Fully Accredited	Distinguished	95
Mary Williams Elementary	Fully Accredited	On Track	84.4
Minnieville Elementary	Fully Accredited	On Track	83.8
Montclair Elementary	Fully Accredited	On Track	83.3
Mountain View Elementary	Fully Accredited	Distinguished	91.3
Neabsco Elementary	Fully Accredited	On Track	88.3
Occoquan Elementary	Fully Accredited	On Track	84.5
Old Bridge Elementary	Fully Accredited	On Track	83.1
Pennington Traditional	Fully Accredited	Distinguished	96.7
Piney Branch Elementary	Fully Accredited	On Track	89.2
Potomac View Elementary	Fully Accredited	On Track	84.6
R. Dean Kilby Elementary	Fully Accredited	Needs Intensive Support	79.9
River Oaks Elementary	Fully Accredited	Needs Intensive Support	78.4
Rockledge Elementary	Fully Accredited	On Track	83.2
Rosa Parks Elementary	Fully Accredited	On Track	83.4
Samuel L. Gravely Jr. Elementary	Fully Accredited	Distinguished	91.8
Sharon C. McAuliffe Elementary	Fully Accredited	On Track	87.6
Signal Hill Elementary	Fully Accredited	On Track	87.8
Sonnie Penn Elementary	Fully Accredited	Distinguished	91.7
Springwoods Elementary	Fully Accredited	On Track	84.4
Sudley Elementary	Fully Accredited	Off Track	78.1
Suella G. Ellis Elementary	Fully Accredited	Needs Intensive Support	76.9
Swans Creek Elementary	Fully Accredited	On Track	88.2
T. Clay Wood Elementary	Fully Accredited	On Track	87.9
The Nokesville School	Fully Accredited	On Track	85.2
Thurgood Marshall Elementary	Fully Accredited	On Track	87.7
Triangle Elementary	Fully Accredited	Off Track	81
Victory Elementary	Fully Accredited	On Track	89.4
West Gate Elementary	Fully Accredited	Off Track	74.1
Westridge Elementary	Fully Accredited	Distinguished	91.1
Yorkshire Elementary	Fully Accredited	Off Track	78.5
Middle Schools
Bull Run Middle	Fully Accredited	On Track	84.9
E.H. Marsteller Middle	Fully Accredited	Distinguished	91.9
Fred M. Lynn Middle	Fully Accredited	On Track	80
Gainesville Middle	Fully Accredited	On Track	89.9
George M. Hampton Middle	Fully Accredited	Off Track	79.1
Graham Park Middle	Fully Accredited	On Track	81.3
Herbert J. Saunders Middle	Fully Accredited	On Track	89.8
Lake Ridge Middle	Fully Accredited	On Track	87.4
Louise A. Benton Middle	Fully Accredited	On Track	85.8
Parkside Middle	Fully Accredited	On Track	80.5
Potomac Middle	Fully Accredited	Off Track	79.3
Potomac Shores Middle	Fully Accredited	On Track	84.5
Rippon Middle	Fully Accredited	On Track	81.4
Ronald Wilson Reagan Middle	Fully Accredited	On Track	86.8
Stuart M. Beville Middle	Fully Accredited	Off Track	79.2
Unity Braxton Middle	Fully Accredited	Off Track	77.5
Woodbridge Middle	Fully Accredited	On Track	80
High Schools
Battlefield High	Conditionally Accredited	Distinguished	97.8
Brentsville District High	Conditionally Accredited	Distinguished	92.6
C.D. Hylton High	Conditionally Accredited	On Track	87
Charles J. Colgan Sr. High	Conditionally Accredited	Distinguished	91.5
Forest Park High	Conditionally Accredited	Distinguished	90.7
Freedom High	Conditionally Accredited	Off Track	76.5
Gainesville High	Conditionally Accredited	Distinguished	95.6
Gar-Field High	Conditionally Accredited	On Track	80.2
Osbourn Park High	Conditionally Accredited	Distinguished	91.4
Patriot High	Conditionally Accredited	Distinguished	95.8
Potomac High	Conditionally Accredited	On Track	85.6
Unity Reed High	Conditionally Accredited	Off Track	79.8
Woodbridge High	Conditionally Accredited	On Track	85.8

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

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

	2022-2023	2023-2024	2024-2025
Division	542	701	598
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	1,978	1,819	2,097
Kindergarten	6,014	5,731	5,613
Grade 1	6,609	6,422	6,137
Grade 2	6,474	6,703	6,570
Grade 3	6,593	6,588	6,828
Grade 4	6,796	6,727	6,673
Grade 5	6,868	6,901	6,844
Grade 6	6,656	6,802	6,910
Grade 7	6,779	6,647	6,915
Grade 8	6,989	6,797	6,716
Grade 9	7,890	7,863	7,527
Grade 10	7,869	7,609	7,614
Grade 11	6,894	7,061	6,927
Grade 12	6,771	6,984	7,258
Total Enrollment	91,180	90,654	90,629

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	91180	90654	90629
Female	44227	43988	43876
Male	46888	46585	46629
American Indian	130	130	126
Asian	9686	10189	10905
Black	17673	17309	16965
Hispanic	33390	33456	33635
Native Hawaiian	191	173	183
White	24507	23762	23169
Multiple Races	5603	5635	5646
Students with Disabilities	11952	12146	12934
Students without Disabilities	79228	78508	77695
Economically Disadvantaged	37794	35119	30830
Not Economically Disadvantaged	53386	55535	59799
English Learners	24563	25127	25872
Not English Learners	66617	65527	64757
Migrant	2	2	2
Homeless	433	525	615
Military Connected	4432	4576	4503
Foster Care	67	45	56
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	71,246	17,836	75,997	12,727	75,918	12,180
Female	34,384	8,896	36,707	6,346	36,850	5,972
Male	36,811	8,917	39,194	6,351	39,068	6,208
American Indian	100	33	102	26	97	20
Asian	7,768	1,765	8,749	1,335	9,226	1,410
Black	14,418	2,765	14,840	1,966	14,587	1,851
Hispanic	24,029	8,466	26,396	6,282	26,603	5,924
Native Hawaiian	160	30	159	15	163	19
White	20,267	3,804	20,917	2,441	20,349	2,318
Multiple Races	4,504	973	4,834	662	4,893	638
Students with Disabilities	8,300	2,762	9,337	2,136	9,869	2,225
Economically Disadvantaged	28,535	10,246	30,409	7,526	26,689	6,833
English Learners	19,172	5,694	21,459	4,111	21,882	4,174
Homeless	433	406	533	389	586	372
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	3620	3393	154	45	303	48
	State	51325	41797	1944	889	5197	1395
Female	Division	1934	1479	54	18	105	15
	State	27479	18568	644	302	1991	571
Male	Division	1685	1913	100	26	198	33
	State	23842	23219	1299	582	3204	824
American Indian	Division	8	7	0	0	1	0
	State	115	128	6	2	20	5
Asian	Division	503	243	10	1	11	4
	State	6138	1603	96	15	116	44
Black	Division	719	658	46	5	20	13
	State	8492	10859	649	192	1064	555
Hispanic	Division	982	1599	61	17	254	19
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	7	4	1	1	0	0
	State	89	54	4	1	7	3
White	Division	1168	714	30	18	12	9
	State	25572	16963	766	433	1201	364
Multiple Races	Division	233	168	6	3	5	3
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	70	660	154	10	35	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	836	1454	68	22	134	24
	State	12384	21564	1091	503	2612	961
English Learners	Division	157	874	61	4	219	0
	State	1822	5921	308	50	2224	183
Homeless	Division	9	41	2	0	17	2
	State	201	818	47	19	231	71
Military Connected	Division	174	119	6	0	2	0
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	0	<
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	7,563	7,167	95	7,212	95	303	4
Female	3,605	3,467	96	3,485	97	105	3
Male	3,955	3,698	94	3,724	94	198	5
American Indian	16	15	94	15	94	1	6
Asian	772	756	98	757	98	11	1
Black	1,461	1,423	97	1,428	98	20	1
Hispanic	2,932	2,642	90	2,659	91	254	9
Native Hawaiian	13	12	92	13	100	0	0
White	1,951	1,912	98	1,930	99	12	1
Multiple Races	418	407	97	410	98	5	1
Students with Disabilities	929	884	95	894	96	35	4
Economically Disadvantaged	2,538	2,358	93	2,380	94	134	5
English Learners	1,316	1,092	83	1,096	83	219	17
Homeless	71	52	73	52	73	17	24
Military Connected	301	299	99	299	99	2	1
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	5,531 / 18.81%	6,814 / 23.1%	7,433 / 25.36%
Advanced Placement Course Enrollment	6,133 / 20.85%	7,503 / 25.43%	8,316 / 28.37%
Dual Enrollment	2,423 / 8.24%	2,902 / 9.84%	3,136 / 10.7%
Governor's School Enrollment	137 / .47%	144 / .49%	131 / .45%
IB Course Enrollment	678 / 2.31%	1,103 / 3.74%	1,654 / 5.64%
Senior Enrolled in IB Program	34 / .12%	20 / .07%	26 / .09%

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	6,412	4,713	26
	State	87,947	58,787	33
Female	Division	3,236	2,553	21
	State	44,125	32,246	27
Male	Division	3,173	2,158	32
	State	43,771	26,522	39
American Indian	Division	10	<	100
	State	173	107	38
Asian	Division	696	610	12
	State	7,326	6,406	13
Black	Division	1,292	998	23
	State	18,153	10,957	40
Hispanic	Division	2,012	1,249	38
	State	12,866	7,348	43
Native Hawaiian	Division	<	<	100
	State	137	87	36
White	Division	2,005	1,561	22
	State	44,455	30,645	31
Multiple Races	Division	390	283	27
	State	4,837	3,237	33
Students with Disabilities	Division	625	323	48
	State	8,632	3,934	54
Economically Disadvantaged	Division	2,454	1,566	36
	State	30,889	16,128	48
English Learners	Division	947	564	40
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	1	1	-
	State	3,844	3,577	3,225
State Licensures	Division	34	48	63
	State	1,573	2,069	2,206
Industry Certification	Division	4,191	6,228	5,849
	State	100,965	101,956	105,973
Workplace Readiness	Division	2,615	674	235
	State	41,819	35,066	38,829
Total Credentials Earned	Division	6,841	6,951	6,147
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	5,708	6,148	5,381
	State	118,467	115,609	120,035
CTE Completers	Division	3,608	4,077	4,336
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	17	-
	State	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	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65	64.5	63.8

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	$6,038	$7,058	$1,314
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,417	$7,780	$1,781
	State	$7,803	$6,956	$1,918
2023-2024	Division	$7,474	$8,450	$1,052
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	11,717
Behaviors related to School Operations	8,210
Relationship Behaviors without Physical Harm	3,539
Behaviors of a Safety Concern	8,312
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,967
Behaviors used to determine Persistently Dangerous Schools	29

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	2,370	2,164	3,902
Out-of-School Suspension	5,423	5,314	5,158
Explusion and Alternative Placement	0	15	6
Referral to Law Enforcement	462	242	297
Bus Suspension	251	212	253

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	47.6	52.3	54.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	30.2	34.4	34
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	66.6	67.1	67.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

13.12 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

15.66 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	31%	65%	1%	3%
2023-2024	32%	64%	1%	3%
2024-2025	35%	61%	1%	3%
< = 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	77%	81%	88%
Asian	82%	91%	88%
Black	77%	73%	88%
Hispanic	65%	73%	88%
White	88%	86%	88%
Multiple Races	84%	84%	88%
Economically Disadvantaged	65%	73%	88%
English Learners	55%	67%	88%
Students with Disabilities	49%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	77%	76%	85%
Asian	84%	90%	85%
Black	75%	67%	85%
Hispanic	67%	68%	85%
White	87%	82%	85%
Multiple Races	83%	79%	85%
Economically Disadvantaged	66%	67%	85%
English Learners	61%	64%	85%
Students with Disabilities	49%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	74%
Asian	82%
Black	73%
Hispanic	63%
White	86%
Multiple Races	82%
Economically Disadvantaged	63%
English Learners	53%
Students with Disabilities	44%

< = 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	95%	90%	84%
Black	94%	83%	84%
Hispanic	83%	83%	84%
White	96%	86%	84%
Multiple Races	95%	89%	84%
Economically Disadvantaged	87%	83%	84%
English Learners	74%	80%	84%
Students with Disabilities	76%	79%	84%
Homeless	70%	-	-
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	55%	56%	58%
English Learner Proficiency	13%	-	-

< = 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	8022	14632	55%
English Learner Proficiency	2414	18737	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.9%	-	98.9%	-	98.5%	-
Asian	99.3%	-	99.1%	-	99.4%	-
Black	99%	-	98.9%	-	98.6%	-
Hispanic	98.8%	-	99.1%	-	98.4%	-
White	98.8%	-	98.6%	-	98.4%	-
Multiple Races	98.6%	-	98.4%	-	98.1%	-
Economically Disadvantaged	98.6%	-	98.7%	-	98%	-
Not Economically Disadvantaged	99%	-	99%	-	98.8%	-
English Learners	98.8%	-	99.1%	-	98.7%	-
Students with Disabilities	96.4%	-	96.4%	-	95.3%	-
Students without Disabilities	99.3%	-	99.3%	-	99%	-
Female	99%	-	99%	-	98.5%	-
Male	98.8%	-	98.8%	-	98.6%	-
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).

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act