Radford City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Belle Heth Elementary	Accredited
McHarg Elementary	Accredited
Middle Schools
John N. Dalton Intermediate	Accredited
High Schools
Radford High	Accredited
Other Schools
Radford City Virtual	Accredited with Conditions

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	57	71	29	15	62	77	23	18	61	79	21
Female	16	58	74	26	16	64	80	20	21	61	82	18
Male	13	56	69	31	14	60	74	26	16	60	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	25	52	78	22	29	60	89	11	25	64	89	11
Black	5	56	61	39	9	56	64	36	10	58	68	32
Hispanic	16	56	73	27	15	65	80	20	16	63	79	21
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	16	57	74	26	17	63	80	20	21	61	82	18
Multiple Races	16	56	72	28	9	66	75	25	18	60	77	23
Students with Disabilities	3	36	39	61	2	43	45	55	3	39	43	57
Students without Disabilities	16	59	75	25	17	65	82	18	21	64	84	16
Economically Disadvantaged	9	54	63	37	8	62	69	31	11	57	68	32
Not Economically Disadvantaged	19	59	78	22	20	62	82	18	24	63	88	12
English Learners	-	25	25	75	-	50	50	50	-	46	46	54
Homeless	7	44	51	49	12	41	53	47	12	55	67	33
Military Connected	12	76	88	12	25	62	86	14	16	70	86	14
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	48	57	43	9	49	58	42	11	62	73	27
Female	10	51	62	38	9	51	60	40	10	64	74	26
Male	8	45	53	47	9	46	55	45	12	61	73	27
American Indian					<	<	<	<
Asian	17	50	67	33	14	57	71	29	<	<	100	0
Black	2	47	49	51	7	32	39	61	10	40	50	50
Hispanic	5	32	36	64	12	62	73	27	-	80	80	20
Native Hawaiian	<	<	100	0	<	<	100	0
White	12	51	63	37	10	54	64	36	13	63	76	24
Multiple Races	-	47	47	53	3	52	55	45	10	60	70	30
Students with Disabilities	4	22	26	74	2	27	30	70	-	39	39	61
Students without Disabilities	10	51	60	40	10	52	62	38	13	67	80	20
Economically Disadvantaged	8	39	47	53	5	46	52	48	-	51	51	49
Not Economically Disadvantaged	11	57	67	33	11	50	61	39	20	72	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	18	18	82	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	57	57	43	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	51	63	37	13	59	73	27	13	62	75	25
Female	15	51	66	34	14	64	78	22	11	64	75	25
Male	8	51	59	41	13	55	68	33	15	60	75	25
Asian	<	<	<	<	25	67	92	8	<	<	100	0
Black	-	52	52	48	2	56	58	42	8	53	61	39
Hispanic	27	60	87	13	14	43	57	43	7	71	79	21
White	14	50	64	36	18	63	80	20	17	62	79	21
Multiple Races	9	50	59	41	-	59	59	41	8	63	71	29
Students with Disabilities	-	35	35	65	-	32	32	68	7	46	54	46
Students without Disabilities	13	54	67	33	15	63	78	22	14	65	78	22
Economically Disadvantaged	9	50	58	42	10	56	66	34	7	57	64	36
Not Economically Disadvantaged	14	53	67	33	16	62	78	22	19	68	88	12
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	90	90	10
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	61	74	26	8	68	76	24	13	55	69	31
Female	9	65	75	25	8	69	77	23	16	63	79	21
Male	16	57	73	27	8	67	75	25	11	49	60	40
Asian	36	45	82	18	<	<	<	<	<	<	<	<
Black	2	50	52	48	-	70	70	30	8	54	62	38
Hispanic	8	64	72	28	15	75	90	10	14	57	71	29
Native Hawaiian	<	<	<	<	<	<	100	0
White	16	63	79	21	9	66	75	25	14	57	71	29
Multiple Races	11	79	89	11	-	75	75	25	17	42	58	42
Students with Disabilities	4	39	43	57	-	50	50	50	3	24	28	72
Students without Disabilities	14	64	78	22	9	71	80	20	16	64	80	20
Economically Disadvantaged	5	63	67	33	2	71	73	27	6	58	63	37
Not Economically Disadvantaged	19	60	79	21	11	66	78	22	22	52	75	25
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	10	80	90	10	<	<	<	<	<	<	100	0
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	55	69	31	18	62	80	20	12	62	74	26
Female	20	53	73	27	20	60	81	19	16	57	73	27
Male	9	56	65	35	16	63	79	21	8	66	74	26
Asian	<	<	<	<	38	46	85	15
Black	8	55	63	38	15	53	68	33	-	65	65	35
Hispanic	14	52	67	33	15	68	82	18	27	45	73	27
Native Hawaiian					<	<	100	0	<	<	<	<
White	15	56	71	29	19	63	82	18	14	63	78	22
Multiple Races	11	63	74	26	8	71	79	21	-	69	69	31
Students with Disabilities	4	32	36	64	-	37	37	63	-	39	39	61
Students without Disabilities	16	58	73	27	20	65	85	15	15	67	82	18
Economically Disadvantaged	10	49	60	40	9	56	65	35	3	61	64	36
Not Economically Disadvantaged	18	59	76	24	23	65	88	12	19	63	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	58	73	27	13	66	79	21	17	58	75	25
Female	17	56	73	27	15	65	80	20	20	56	76	24
Male	14	60	74	26	10	67	77	23	14	60	74	26
Asian	-	70	70	30	<	<	<	<	<	<	<	<
Black	7	59	66	34	3	63	66	34	13	38	50	50
Hispanic	25	56	81	19	10	76	86	14	18	53	71	29
White	16	59	75	25	15	66	81	19	16	64	80	20
Multiple Races	35	41	76	24	7	73	80	20	19	56	75	25
Students with Disabilities	-	21	21	79	-	53	53	47	-	30	30	70
Students without Disabilities	17	61	78	22	14	67	82	18	20	64	84	16
Economically Disadvantaged	10	55	65	35	2	66	68	32	13	50	63	37
Not Economically Disadvantaged	21	60	81	19	19	66	85	15	19	65	84	16
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	17	67	83	17	<	<	100	0	<	<	100	0
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	62	73	27	10	71	81	19	13	62	75	25
Female	13	63	75	25	9	74	84	16	21	61	82	18
Male	9	61	70	30	11	66	77	23	5	62	67	33
Asian	<	<	<	<	8	92	100	0	<	<	<	<
Black	6	59	65	35	4	67	72	28	10	60	70	30
Hispanic	21	63	84	16	5	76	81	19	4	79	83	17
White	12	62	74	26	12	69	81	19	14	60	74	26
Multiple Races	4	67	71	29	13	75	88	13	18	59	76	24
Students with Disabilities	-	46	46	54	-	32	32	68	-	37	37	63
Students without Disabilities	12	64	75	25	11	74	86	14	15	64	79	21
Economically Disadvantaged	7	54	61	39	3	68	72	28	6	58	63	37
Not Economically Disadvantaged	13	67	81	19	15	72	88	13	18	64	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	7	73	80	20	18	64	82	18	<	<	100	0
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	62	92	8	28	64	92	8	28	61	89	11
Female	31	63	95	5	29	66	95	5	29	61	89	11
Male	28	60	89	11	26	62	88	12	28	61	89	11
Asian	54	46	100	0	33	63	96	4	26	68	94	6
Black	14	74	89	11	21	66	87	13	14	65	78	22
Hispanic	23	77	100	0	26	62	87	13	29	57	86	14
White	29	62	91	9	30	64	94	6	33	59	92	8
Multiple Races	50	39	89	11	24	70	94	6	29	62	91	9
Students with Disabilities	12	59	71	29	6	63	69	31	10	55	66	34
Students without Disabilities	31	62	94	6	31	64	95	5	30	61	91	9
Economically Disadvantaged	17	74	90	10	16	70	86	14	21	59	81	19
Not Economically Disadvantaged	38	55	93	7	34	62	95	5	32	62	94	6
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	33	50	83	17
Military Connected	<	<	<	<	48	52	100	0	38	56	94	6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	52	65	35	17	53	71	29	20	65	85	15
Female	16	55	71	29	21	58	79	21	21	65	86	14
Male	11	47	58	42	12	48	60	40	17	65	83	17
Asian	29	62	90	10	37	47	84	16	30	56	85	15
Black	14	46	59	41	11	46	56	44	10	69	79	21
Hispanic	7	64	71	29	18	51	69	31	22	65	87	13
White	13	53	66	34	17	56	74	26	22	65	87	13
Multiple Races	5	37	42	58	13	56	69	31	14	66	79	21
Students with Disabilities	-	22	22	78	2	25	26	74	9	59	68	32
Students without Disabilities	15	54	69	31	19	56	75	25	21	65	86	14
Economically Disadvantaged	9	47	56	44	10	43	53	47	20	60	80	20
Not Economically Disadvantaged	16	55	71	29	21	59	81	19	20	67	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	13	38	50	50	<	<	<	<	<	<	<	<
Military Connected	6	56	63	38	32	55	87	13	<	<	<	<
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	48	59	41	15	44	59	41
Female	11	53	64	36	20	51	72	28
Male	10	41	52	48	10	37	47	53
Asian	<	<	<	<	23	31	54	46
Black	14	25	39	61	9	33	42	58
Hispanic	5	63	68	32	14	38	52	48
White	12	52	63	37	17	48	65	35
Multiple Races	6	33	39	61	13	50	63	38
Students with Disabilities	-	13	13	88	-	8	8	92
Students without Disabilities	12	52	63	37	17	48	65	35
Economically Disadvantaged	8	39	47	53	6	35	41	59
Not Economically Disadvantaged	13	54	66	34	22	51	73	27
English Learners	<	<	<	<	<	<	<	<
Homeless	10	30	40	60	<	<	<	<
Military Connected	8	50	58	42	18	45	64	36
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	63	84	16	19	62	81	19	20	65	85	15
Female	27	61	88	13	22	63	84	16	21	65	86	14
Male	11	66	77	23	15	62	76	24	17	65	83	17
Asian	42	50	92	8	44	56	100	0	30	56	85	15
Black	13	78	91	9	12	57	69	31	10	69	79	21
Hispanic	<	<	<	<	20	60	80	20	22	65	87	13
White	18	59	77	23	18	65	84	16	22	65	87	13
Multiple Races	<	<	100	0	13	61	74	26	14	66	79	21
Students with Disabilities	<	<	100	0	4	39	43	57	9	59	68	32
Students without Disabilities	22	61	83	17	21	65	86	14	21	65	86	14
Economically Disadvantaged	14	68	81	19	16	53	69	31	20	60	80	20
Not Economically Disadvantaged	26	59	85	15	21	66	87	13	20	67	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	37	59	96	4	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	54	61	39	6	56	62	38	8	62	71	29
Female	6	53	59	41	5	56	61	39	8	63	71	29
Male	8	54	62	38	7	56	63	37	9	61	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	17	53	69	31	11	68	79	21	10	70	80	20
Black	1	43	45	55	1	44	45	55	3	60	63	37
Hispanic	6	53	59	41	5	59	63	37	6	63	69	31
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	8	57	65	35	8	59	67	33	11	62	73	27
Multiple Races	4	56	60	40	6	56	61	39	6	62	67	33
Students with Disabilities	3	22	25	75	1	31	32	68	1	43	44	57
Students without Disabilities	7	57	65	35	7	59	66	34	9	65	74	26
Economically Disadvantaged	3	48	51	49	2	49	51	49	4	58	61	39
Not Economically Disadvantaged	10	58	69	31	8	60	69	31	12	66	78	22
English Learners	-	19	19	81	-	35	35	65	-	44	44	56
Homeless	-	34	34	66	-	40	40	60	3	39	42	58
Military Connected	8	55	62	38	5	57	62	38	6	68	74	26
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	46	51	49	7	46	53	47	17	57	74	26
Female	6	48	54	46	5	48	53	47	16	61	76	24
Male	5	44	49	51	8	45	53	47	18	53	72	28
American Indian					<	<	<	<
Asian	8	58	67	33	7	64	71	29	<	<	100	0
Black	-	36	36	64	2	31	33	67	-	50	50	50
Hispanic	5	27	32	68	-	62	62	38	18	64	82	18
Native Hawaiian	<	<	<	<	<	<	100	0
White	7	53	60	40	9	50	59	41	20	58	78	22
Multiple Races	7	33	40	60	9	45	55	45	10	40	50	50
Students with Disabilities	-	26	26	74	2	27	30	70	6	28	33	67
Students without Disabilities	6	48	54	46	8	49	57	43	19	62	82	18
Economically Disadvantaged	4	37	41	59	6	40	46	54	8	45	53	47
Not Economically Disadvantaged	7	55	62	38	7	50	57	43	24	66	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	18	18	82	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	7	50	57	43	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	49	53	47	10	54	64	36	11	56	67	33
Female	4	48	52	48	8	54	62	38	8	59	67	33
Male	6	50	55	45	11	54	65	35	14	52	66	34
Asian	<	<	<	<	17	83	100	0	<	<	<	<
Black	-	40	40	60	-	42	42	58	3	38	41	59
Hispanic	-	53	53	47	14	48	62	38	6	38	44	56
White	7	49	56	44	12	56	68	32	13	61	75	25
Multiple Races	5	59	64	36	6	59	65	35	13	63	75	25
Students with Disabilities	3	18	21	79	-	34	34	66	4	36	39	61
Students without Disabilities	5	54	59	41	11	57	68	32	12	59	71	29
Economically Disadvantaged	-	48	48	52	3	52	55	45	5	54	58	42
Not Economically Disadvantaged	10	49	59	41	15	56	70	30	18	58	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	10	30	40	60
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	53	66	34	10	54	64	36	18	58	76	24
Female	8	53	60	40	11	54	66	34	22	59	81	19
Male	18	54	72	28	9	53	61	39	15	58	73	27
Asian	36	36	73	27	<	<	<	<	<	<	100	0
Black	5	39	43	57	-	51	51	49	14	64	79	21
Hispanic	12	56	68	32	14	62	76	24	21	71	93	7
Native Hawaiian	<	<	<	<	<	<	<	<
White	16	55	71	29	11	53	64	36	20	55	75	25
Multiple Races	-	79	79	21	15	60	75	25	9	55	64	36
Students with Disabilities	11	29	39	61	3	25	28	72	-	31	31	69
Students without Disabilities	13	56	70	30	11	58	69	31	23	65	89	11
Economically Disadvantaged	6	55	61	39	3	57	61	39	11	63	74	26
Not Economically Disadvantaged	19	52	70	30	13	52	65	35	27	53	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	48	55	45	8	59	68	32	10	61	72	28
Female	8	48	56	44	5	56	61	39	10	62	72	28
Male	6	48	54	46	11	63	74	26	10	61	71	29
Asian	<	<	<	<	15	62	77	23
Black	-	43	43	58	3	48	50	50	-	55	55	45
Hispanic	5	48	52	48	3	53	56	44	15	62	77	23
Native Hawaiian					<	<	100	0	<	<	100	0
White	9	50	60	40	12	63	74	26	12	62	74	26
Multiple Races	-	53	53	47	4	67	71	29	8	62	69	31
Students with Disabilities	4	16	20	80	-	30	30	70	-	32	32	68
Students without Disabilities	7	52	59	41	9	63	73	27	13	68	81	19
Economically Disadvantaged	2	43	45	55	2	48	50	50	3	59	62	38
Not Economically Disadvantaged	11	52	62	38	12	66	78	22	16	63	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	70	90	10	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	54	57	43	1	58	59	41	5	68	73	27
Female	4	53	57	43	-	56	56	44	4	72	76	24
Male	3	55	58	42	1	60	61	39	5	65	70	30
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	46	46	54	-	52	52	48	-	53	53	47
Hispanic	-	55	55	45	-	53	53	47	-	50	50	50
White	5	54	58	42	1	63	64	36	8	73	81	19
Multiple Races	7	53	60	40	-	46	46	54	-	75	75	25
Students with Disabilities	-	11	11	89	-	25	25	75	-	43	43	57
Students without Disabilities	4	58	62	38	1	62	63	38	6	73	79	21
Economically Disadvantaged	1	44	45	55	-	54	54	46	2	56	57	43
Not Economically Disadvantaged	6	65	72	28	1	60	61	39	7	79	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	58	64	36	3	56	59	41	3	56	59	41
Female	4	59	63	37	2	60	62	38	4	57	61	39
Male	7	58	65	35	3	52	55	45	1	55	57	43
Asian	<	<	<	<	9	55	64	36	<	<	<	<
Black	3	48	52	48	-	52	52	48	-	63	63	37
Hispanic	5	68	73	27	-	59	59	41	-	57	57	43
White	7	60	67	33	3	57	60	40	5	51	56	44
Multiple Races	-	54	54	46	-	64	64	36	-	73	73	27
Students with Disabilities	-	22	22	78	-	15	15	85	-	32	32	68
Students without Disabilities	6	62	68	32	3	62	65	35	3	60	64	36
Economically Disadvantaged	4	52	56	44	1	41	42	58	2	52	54	46
Not Economically Disadvantaged	7	63	70	30	4	69	73	27	4	60	64	36
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	55	55	45	<	<	<	<	<	<	<	<
Military Connected	7	40	47	53	<	<	<	<	<	<	100	0
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	63	73	27	5	67	73	27	5	69	74	26
Female	6	65	71	29	4	69	73	27	5	69	74	26
Male	12	62	74	26	7	66	73	27	6	68	74	26
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	10	76	86	14	8	76	84	16
Black	4	48	52	48	-	53	53	47	3	70	73	27
Hispanic	<	<	<	<	4	73	77	23	4	74	78	22
Native Hawaiian					<	<	100	0
White	9	68	77	23	7	69	76	24	7	67	74	26
Multiple Races	13	69	81	19	5	70	75	25	2	66	68	32
Students with Disabilities	-	40	40	60	-	59	59	41	-	64	64	36
Students without Disabilities	10	66	76	24	6	68	74	26	6	69	75	25
Economically Disadvantaged	3	57	60	40	2	61	63	38	2	66	68	32
Not Economically Disadvantaged	14	68	81	19	8	71	79	21	8	72	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	50	50	50
Military Connected	<	<	100	0	-	68	68	32	12	62	73	27
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	70	73	27	2	46	48	52	7	55	63	38
Female	7	52	59	41	2	43	46	54	7	52	59	41
Male	-	89	89	11	1	50	51	49	7	60	67	33
American Indian					<	<	<	<
Asian	<	<	100	0	-	80	80	20	15	62	77	23
Black	-	70	70	30	-	25	25	75	-	44	44	56
Hispanic	<	<	<	<	8	33	42	58	-	79	79	21
Native Hawaiian	<	<	100	0	<	<	<	<
White	3	76	78	22	2	57	58	42	7	55	62	38
Multiple Races	<	<	<	<	4	26	30	70	13	44	56	44
Students with Disabilities	<	<	<	<	-	21	21	79	<	<	<	<
Students without Disabilities	4	71	75	25	2	48	50	50	7	56	63	37
Economically Disadvantaged	-	64	64	36	-	31	31	69	-	39	39	61
Not Economically Disadvantaged	5	71	76	24	3	55	58	42	11	64	75	25
English Learners					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	58	58	42	-	79	79	21
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	87	97	3	8	54	63	37	8	58	65	35
Female	17	75	92	8	10	50	60	40	3	59	62	38
Male	5	95	100	0	5	63	68	32	17	56	72	28
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	9	64	73	27	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian	<	<	100	0
White	5	95	100	0	11	51	62	38	9	61	70	30
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	10	87	97	3	9	53	62	38	8	57	65	35
Economically Disadvantaged	-	100	100	0	-	47	47	53	9	45	55	45
Not Economically Disadvantaged	15	80	95	5	13	58	70	30	7	61	68	32
English Learners									<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

	2021-2022	2022-2023	2023-2024
Division	-	2	5
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2022-2023	2023-2024
Pre-kindergarten	72	71
Kindergarten	125	103
Grade 1	103	126
Grade 2	111	95
Grade 3	362	109
Grade 4	256	207
Grade 5	257	130
Grade 6	265	144
Grade 7	185	138
Grade 8	283	181
Grade 9	464	495
Grade 10	470	525
Grade 11	400	492
Grade 12	337	391
Total Students	3,690	3,207

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024
All Students	3690	3207
Female	1941	1767
Male	1749	1439
American Indian	3	2
Asian	173	119
Black	665	486
Hispanic	321	275
Native Hawaiian	14	5
White	2273	2010
Multiple Races	241	310
Students with Disabilities	365	365
Students without Disabilities	3325	2842
Economically Disadvantaged	1596	1258
Not Economically Disadvantaged	2094	1949
English Learners	18	17
Not English Learners	3672	3190
Homeless	19	36
Military Connected	35	49
Foster Care	3	3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	44	353	6	0	25	3
	State	50354	39349	1875	907	4438	1716
Female	Division	26	217	1	0	12	1
	State	27408	17323	610	350	1645	701
Male	Division	18	136	5	0	13	2
	State	22886	21945	1263	556	2789	1012
Asian	Division	0	24	0	0	1	0
	State	6025	1443	97	16	68	35
Black	Division	2	62	2	0	2	0
	State	8111	10540	640	225	1119	707
Hispanic	Division	1	29	0	0	4	1
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	40	207	4	0	17	2
	State	25871	16565	763	464	1211	504
Multiple Races	Division	1	30	0	0	1	0
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	3	37	6	0	2	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	5	139	6	0	9	1
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	0	<
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	<	<
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	<	<
	State	2527	1493	44	18	52	30
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	431	403	94	403	94	25	6
Female	257	244	95	244	95	12	5
Male	174	159	91	159	91	13	8
Asian	25	24	96	24	96	1	4
Black	68	66	97	66	97	2	3
Hispanic	35	30	86	30	86	4	11
Native Hawaiian	<	<	100	<	100	0	0
White	270	251	93	251	93	17	6
Multiple Races	32	31	97	31	97	1	3
Students with Disabilities	48	46	96	46	96	2	4
Economically Disadvantaged	160	150	94	150	94	9	6
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	-	-	-
Advanced Placement Course Enrollment	-	-	-
Dual Enrollment	94 / 11.34%	78 / 4.67%	149 / 7.83%
Governor's School Enrollment	6 / .72%	6 / .36%	3 / .16%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	123	88	28
	State	87,317	57,081	35
Female	Division	62	49	21
	State	43,705	31,577	28
Male	Division	61	39	36
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	17	<	100
	State	18,624	10,601	43
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	91	68	25
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	11	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	52	29	44
	State	30,335	14,987	51
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
English Learners	Division	-	-	100
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
Workplace Readiness	Division	102	59	132
	State	44,348	41,819	35,066
Total Credentials Earned	Division	102	59	251
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	102	59	251
	State	115,682	117,932	115,611
CTE Completers	Division	21	70	51
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
State Licensures	Division	-	-	-
	State	1,236	1,563	2,069
Industry Certification	Division	-	-	119
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	54.9	47.7	39.2

Per-Pupil Spending

2022-2023 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
2019-2020	Division	$3,804	$7,017	$957
	State	$6,770	$5,603	$867
2020-2021	Division	$5,121	$7,182	$878
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,446	$7,505	$1,369
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,394	$7,199	$947
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,383	222	3,286	286	2,842	232
Female	1,222	102	1,754	136	1,584	108
Male	1,161	119	1,532	150	1,258	124
American Indian	<	<	<	<	<	<
Asian	96	3	160	3	112	2
Black	351	40	555	38	439	25
Hispanic	166	16	295	23	254	11
Native Hawaiian	<	<	<	<	<	<
White	1,547	147	1,974	182	1,761	166
Multiple Races	211	16	288	40	270	28
Students with Disabilities	239	46	307	62	314	46
Economically Disadvantaged	571	165	1,288	203	1,185	185
English Learners	15	5	14	6	30	5
Homeless	13	9	48	5	42	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	381
Behaviors related to School Operations	204
Relationship Behaviors without Physical Harm	368
Behaviors of a Safety Concern	390
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	31

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2		0.1		0.1
Asian	3.8		4.7		3.7
Black	15	25.4	18	22.4	15.2	23.3
Hispanic	6.8	7	8.7	6.1	8.6	8.2
Native Hawaiian	0.2		0.4		0.2
White	65.2	56.3	61.6	46.9	62.7	56.2
Multiple Races	8.8	11.3	6.5	24.5	9.7	12.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.1		0.1
Asian	3.8		4.7		3.7
Black	15		18		15.2	50
Hispanic	6.8		8.7		8.6
Native Hawaiian	0.2		0.4		0.2
White	65.2		61.6		62.7	50
Multiple Races	8.8		6.5		9.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.1		0.1
Asian	3.8		4.7		3.7
Black	15		18		15.2
Hispanic	6.8		8.7		8.6
Native Hawaiian	0.2		0.4		0.2
White	65.2		61.6		62.7
Multiple Races	8.8		6.5		9.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	44.8	64.5	72.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	45.4	39.2	44.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	68.8	59.7	58.2
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

22.7 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

36.87 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	41%	54%	2%	3%
2022-2023	45%	52%	2%	1%
2023-2024	45%	52%	1%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	76%	79%	88%
Asian	92%	84%	91%	88%
Black	75%	65%	68%	88%
Hispanic	84%	79%	68%	88%
White	82%	79%	85%	88%
Multiple Races	77%	75%	83%	88%
Economically Disadvantaged	71%	67%	68%	88%
English Learners	60%	58%	60%	88%
Students with Disabilities	47%	42%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	65%	74%	85%
Asian	85%	76%	90%	85%
Black	61%	50%	61%	85%
Hispanic	71%	65%	63%	85%
White	74%	69%	81%	85%
Multiple Races	72%	67%	77%	85%
Economically Disadvantaged	64%	55%	62%	85%
English Learners	57%	48%	58%	85%
Students with Disabilities	39%	31%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	70%
Asian	95%
Black	61%
Hispanic	77%
White	71%
Multiple Races	60%
Economically Disadvantaged	62%
English Learners	58%
Students with Disabilities	33%

< = 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	96%	90%	84%
Black	94%	83%	84%
Hispanic	83%	83%	84%
White	90%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	87%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	79%	74%	84%
Homeless	<	-	-
Foster Care	-	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	8%	8%	12%	10%
Asian	2%	2%	10%	10%
Black	6%	6%	12%	10%
Hispanic	4%	6%	12%	10%
White	9%	9%	12%	10%
Multiple Races	10%	11%	12%	10%
Economically Disadvantaged	14%	14%	13%	10%
English Learners	14%	20%	12%	10%
Students with Disabilities	14%	16%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	48%	54%	58%
English Learner Proficiency	9%	-	-

< = 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	12	25	48%
English Learner Proficiency	4	45	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	98%	2%	97%	3%
Asian	100%	-	97%	3%	90%	10%
Black	99%	1%	97%	3%	95%	5%
Hispanic	100%	-	98%	2%	100%	-
White	100%	-	98%	2%	98%	2%
Multiple Races	100%	-	98%	2%	94%	6%
Economically Disadvantaged	99%	1%	98%	2%	98%	2%
Not Economically Disadvantaged	100%	-	97%	3%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	98%	2%	99%	1%	96%	4%
Students without Disabilities	100%	-	97%	3%	100%	-
Female	100%	-	97%	3%	100%	-
Male	100%	-	98%	2%	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	81%	83%
Asian	<	<
Black	77%	75%
Hispanic	80%	74%
White	83%	86%
Multiple Races	75%	82%
Economically Disadvantaged	73%	76%
English Learners	67%	65%
Students with Disabilities	59%	64%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 05	245	245	-	257	129	128	130	115	15
Grade 08	266	266	-	283	134	149	181	105	76
Grade 10	190	190	-	470	158	312	525	123	402
Grade 12	269	269	-	337	114	223	391	107	284
Grade 01	105	105	-	103	98	5	126	124	2
Grade 09	158	158	-	464	134	330	495	137	358
Grade PK	58	58	-	72	72	-	71	71	-
Grade 06	229	229	-	265	121	144	144	128	16
Grade KG	93	93	-	125	125	-	103	103	-
Grade 04	255	255	-	256	119	137	207	132	75
Grade 07	255	255	-	185	102	83	138	132	6
Grade 03	241	241	-	362	125	237	109	107	2
Grade 11	212	212	-	400	118	282	492	136	356
Grade 02	125	125	-	111	106	5	95	93	2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	1329	220	85.8	14.2	1270	280	81.94	18.06	1341	242	84.71	15.29
Full-Time MOP Student	1054	2	99.81	.19	2013	7	99.65	.35	1489	2	99.87	.13
Female
Not a Full-Time MOP Student	654	102	86.51	13.49	616	132	82.35	17.65	655	114	85.18	14.82
Full-Time MOP Student	568	0	100	0	1136	5	99.56	.44	923	0	100	0
Male
Not a Full-Time MOP Student	675	117	85.23	14.77	654	148	81.55	18.45	686	128	84.28	15.72
Full-Time MOP Student	486	2	99.59	.41	877	2	99.77	.23	566	2	99.65	.35
Black
Not a Full-Time MOP Student	120	40	75	25	124	37	77.02	22.98	141	27	83.93	16.07
Full-Time MOP Student	231	0	100	0	431	0	100	0	295	1	99.66	.34
Hispanic
Not a Full-Time MOP Student	73	16	82.02	17.98	82	21	79.61	20.39	102	11	90.27	9.73
Full-Time MOP Student	93	0	100	0	213	2	99.07	.93	152	0	100	0
White
Not a Full-Time MOP Student	985	145	87.17	12.83	930	180	83.78	16.22	958	173	84.7	15.3
Full-Time MOP Student	562	2	99.65	.35	1041	4	99.62	.38	795	1	99.87	.13
Asian
Not a Full-Time MOP Student	12	3	80	20	11	3	78.57	21.43	11	2	84.62	15.38
Full-Time MOP Student	84	0	100	0	149	0	100	0	101	0	100	0
Multiple Races
Not a Full-Time MOP Student	135	16	89.4	10.6	119	39	75.32	24.68	127	29	81.41	18.59
Full-Time MOP Student	76	0	100	0	169	1	99.41	.59	142	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	164	46	78.1	21.9	157	60	72.35	27.65	187	51	78.57	21.43
Full-Time MOP Student	75	0	100	0	150	1	99.34	.66	121	1	99.18	.82
Economically Disadvantaged
Not a Full-Time MOP Student	528	164	76.3	23.7	486	199	70.95	29.05	592	195	75.22	24.78
Full-Time MOP Student	43	1	97.73	2.27	801	4	99.5	.5	582	1	99.83	.17
English Learners
Not a Full-Time MOP Student	15	5	75	25	13	6	68.42	31.58	29	5	85.29	14.71
Full-Time MOP Student	-	-	-	-	-	-	-	-	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality