Radford City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Belle Heth Elementary	Fully Accredited	On Track	86.1
McHarg Elementary	Fully Accredited	On Track	86.1
Middle Schools
John N. Dalton Intermediate	Fully Accredited	On Track	89.2
High Schools
Radford High	Fully Accredited	Distinguished	95.3
Other Schools
Radford City Virtual	Fully Accredited	Too Small

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	18	61	79	21	21	64	84	16
Female	16	64	80	20	21	61	82	18	23	65	87	13
Male	14	60	74	26	16	60	76	24	18	63	81	19
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	29	60	89	11	25	64	89	11	14	73	86	14
Black	9	56	64	36	10	58	68	32	15	65	79	21
Hispanic	15	65	80	20	16	63	79	21	21	65	86	14
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	17	63	80	20	21	61	82	18	23	63	86	14
Multiple Races	9	66	75	25	18	60	77	23	15	63	77	23
Students with Disabilities	2	43	45	55	3	39	43	57	5	46	51	49
Students without Disabilities	17	65	82	18	21	64	84	16	23	66	89	11
Economically Disadvantaged	8	62	69	31	11	57	68	32	14	64	78	22
Not Economically Disadvantaged	20	62	82	18	24	63	88	12	26	63	89	11
English Learners	-	50	50	50	-	46	46	54	4	50	54	46
Homeless	12	41	53	47	12	55	67	33	7	70	78	22
Military Connected	25	62	86	14	16	70	86	14	32	54	86	14
Foster Care					<	<	100	0	<	<	100	0
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	49	58	42	11	62	73	27	6	56	63	38
Female	9	51	60	40	10	64	74	26	8	53	61	39
Male	9	46	55	45	12	61	73	27	4	60	64	36
Asian	14	57	71	29	<	<	100	0	<	<	100	0
Black	7	32	39	61	10	40	50	50	-	27	27	73
Hispanic	12	62	73	27	-	80	80	20	<	<	<	<
White	10	54	64	36	13	63	76	24	8	60	68	32
Multiple Races	3	52	55	45	10	60	70	30	7	50	57	43
Students with Disabilities	2	27	30	70	-	39	39	61	-	33	33	67
Students without Disabilities	10	52	62	38	13	67	80	20	7	60	68	32
Economically Disadvantaged	5	46	52	48	-	51	51	49	5	50	55	45
Not Economically Disadvantaged	11	50	61	39	20	72	92	8	7	61	69	31
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	-	57	57	43	<	<	<	<	<	<	100	0
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	59	73	27	13	62	75	25	20	56	76	24
Female	14	64	78	22	11	64	75	25	23	55	77	23
Male	13	55	68	33	15	60	75	25	17	58	75	25
Asian	25	67	92	8	<	<	100	0	<	<	100	0
Black	2	56	58	42	8	53	61	39	8	50	58	42
Hispanic	14	43	57	43	7	71	79	21	20	60	80	20
White	18	63	80	20	17	62	79	21	23	57	80	20
Multiple Races	-	59	59	41	8	63	71	29	10	50	60	40
Students with Disabilities	-	32	32	68	7	46	54	46	5	35	40	60
Students without Disabilities	15	63	78	22	14	65	78	22	23	61	84	16
Economically Disadvantaged	10	56	66	34	7	57	64	36	10	52	62	38
Not Economically Disadvantaged	16	62	78	22	19	68	88	12	27	60	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care									<	<	100	0
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	68	76	24	13	55	69	31	14	66	81	19
Female	8	69	77	23	16	63	79	21	12	70	82	18
Male	8	67	75	25	11	49	60	40	17	63	79	21
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	70	70	30	8	54	62	38	-	68	68	32
Hispanic	15	75	90	10	14	57	71	29	<	<	<	<
White	9	66	75	25	14	57	71	29	17	67	85	15
Multiple Races	-	75	75	25	17	42	58	42	13	67	80	20
Students with Disabilities	-	50	50	50	3	24	28	72	-	43	43	57
Students without Disabilities	9	71	80	20	16	64	80	20	17	71	88	12
Economically Disadvantaged	2	71	73	27	6	58	63	37	9	68	77	23
Not Economically Disadvantaged	11	66	78	22	22	52	75	25	20	64	84	16
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	80	20	12	62	74	26	13	60	74	26
Female	20	60	81	19	16	57	73	27	17	70	88	13
Male	16	63	79	21	8	66	74	26	10	50	60	40
Asian	38	46	85	15					<	<	<	<
Black	15	53	68	33	-	65	65	35	<	<	<	<
Hispanic	15	68	82	18	27	45	73	27	15	46	62	38
White	19	63	82	18	14	63	78	22	13	65	79	21
Multiple Races	8	71	79	21	-	69	69	31	14	43	57	43
Students with Disabilities	-	37	37	63	-	39	39	61	-	41	41	59
Students without Disabilities	20	65	85	15	15	67	82	18	16	64	81	19
Economically Disadvantaged	9	56	65	35	3	61	64	36	11	54	65	35
Not Economically Disadvantaged	23	65	88	12	19	63	82	18	16	65	81	19
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	66	79	21	17	58	75	25	14	69	82	18
Female	15	65	80	20	20	56	76	24	18	69	87	13
Male	10	67	77	23	14	60	74	26	10	68	78	22
Black	3	63	66	34	13	38	50	50	6	82	88	12
Hispanic	10	76	86	14	18	53	71	29	25	75	100	0
Native Hawaiian									<	<	<	<
White	15	66	81	19	16	64	80	20	16	66	82	18
Multiple Races	7	73	80	20	19	56	75	25	-	71	71	29
Students with Disabilities	-	53	53	47	-	30	30	70	5	38	43	57
Students without Disabilities	14	67	82	18	20	64	84	16	15	75	90	10
Economically Disadvantaged	2	66	68	32	13	50	63	37	3	76	80	20
Not Economically Disadvantaged	19	66	85	15	19	65	84	16	22	63	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	71	81	19	13	62	75	25	19	62	81	19
Female	9	74	84	16	21	61	82	18	16	62	79	21
Male	11	66	77	23	5	62	67	33	21	62	82	18
Asian	8	92	100	0	<	<	<	<	<	<	100	0
Black	4	67	72	28	10	60	70	30	25	42	67	33
Hispanic	5	76	81	19	4	79	83	17	7	64	71	29
White	12	69	81	19	14	60	74	26	21	63	84	16
Multiple Races	13	75	88	13	18	59	76	24	17	61	78	22
Students with Disabilities	-	32	32	68	-	37	37	63	-	48	48	52
Students without Disabilities	11	74	86	14	15	64	79	21	22	64	86	14
Economically Disadvantaged	3	68	72	28	6	58	63	37	9	57	66	34
Not Economically Disadvantaged	15	72	88	13	18	64	82	18	26	65	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	18	64	82	18	<	<	100	0	<	<	100	0
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	64	92	8	28	61	89	11	28	66	93	7
Female	29	66	95	5	29	61	89	11	29	65	94	6
Male	26	62	88	12	28	61	89	11	26	66	92	8
American Indian					<	<	100	0	<	<	<	<
Asian	33	63	96	4	26	68	94	6	17	72	90	10
Black	21	66	87	13	14	65	78	22	20	70	90	10
Hispanic	26	62	87	13	29	57	86	14	27	71	98	2
Native Hawaiian					<	<	100	0	<	<	100	0
White	30	64	94	6	33	59	92	8	32	63	94	6
Multiple Races	24	70	94	6	29	62	91	9	21	70	91	9
Students with Disabilities	6	63	69	31	10	55	66	34	13	60	73	27
Students without Disabilities	31	64	95	5	30	61	91	9	29	66	95	5
Economically Disadvantaged	16	70	86	14	21	59	81	19	21	69	90	10
Not Economically Disadvantaged	34	62	95	5	32	62	94	6	33	63	96	4
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	33	50	83	17	10	81	90	10
Military Connected	48	52	100	0	38	56	94	6	39	56	94	6
Foster Care					<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	64	36	7	54	61	39	7	57	64	36
Female	7	57	64	36	6	55	61	39	6	55	61	39
Male	8	56	65	35	9	52	61	39	8	60	68	32
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	15	66	81	19	10	67	76	24	10	67	77	23
Black	3	42	45	55	3	45	48	52	1	52	53	47
Hispanic	9	53	62	38	10	57	67	33	1	67	68	32
White	9	61	70	30	8	57	65	35	10	58	67	33
Multiple Races	4	56	61	39	5	49	54	46	9	48	57	43
Students with Disabilities	-	37	37	63	-	29	29	71	-	39	39	61
Students without Disabilities	9	59	67	33	8	56	64	36	8	59	67	33
Economically Disadvantaged	2	50	52	48	3	45	48	52	3	50	53	47
Not Economically Disadvantaged	12	62	73	27	11	62	73	27	11	64	74	26
English Learners	-	27	27	73	-	38	38	63	-	38	38	63
Homeless	-	47	47	53	-	58	58	42	-	37	37	63
Military Connected	5	76	82	18	7	78	84	16	7	68	75	25
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	64	65	35	1	31	32	68	-	38	38	62
Female	3	65	68	32	1	29	30	70	-	37	37	63
Male	-	61	61	39	-	35	35	65	-	40	40	60
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	<	<	<	<	-	31	31	69	-	38	38	63
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	69	69	31	2	29	31	69	-	37	37	63
Multiple Races	<	<	<	<	<	<	<	<	-	36	36	64
Students with Disabilities	<	<	<	<	-	14	14	86	-	24	24	76
Students without Disabilities	2	67	69	31	1	33	34	66	-	41	41	59
Economically Disadvantaged	-	58	58	42	-	19	19	81	-	25	25	75
Not Economically Disadvantaged	3	68	71	29	2	46	48	52	-	57	57	43
English Learners					<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	61	77	23	12	61	73	27	8	50	58	42
Female	17	62	79	21	10	65	75	25	9	46	55	45
Male	15	60	75	25	15	56	70	30	6	54	60	40
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	18	41	59	41	-	41	41	59
Hispanic	<	<	<	<	8	58	67	33	-	68	68	32
White	20	63	83	17	12	62	74	26	12	51	63	37
Multiple Races	-	58	58	42	10	80	90	10	5	37	42	58
Students with Disabilities	-	50	50	50	-	29	29	71	-	18	18	82
Students without Disabilities	19	62	81	19	14	65	80	20	9	55	64	36
Economically Disadvantaged	2	59	61	39	8	52	59	41	2	41	43	57
Not Economically Disadvantaged	26	62	88	12	17	70	86	14	13	59	72	28
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	29	32	68	4	30	34	66	-	24	24	76
Female	2	32	34	66	-	25	25	75	-	23	23	77
Male	7	20	27	73	11	39	50	50	-	26	26	74
American Indian	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	7	7	93	-	8	8	92	-	15	15	85
Hispanic	<	<	<	<	<	<	<	<	-	36	36	64
White	3	35	39	61	9	43	52	48	-	25	25	75
Multiple Races	<	<	<	<	<	<	<	<	-	25	25	75
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	4	28	32	68	4	31	35	65	-	23	23	77
Economically Disadvantaged	-	18	18	82	-	21	21	79	-	18	18	82
Not Economically Disadvantaged	6	39	45	55	6	35	42	58	-	33	33	67
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Military Connected	<	<	<	<					<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	70	74	26	4	66	69	31	5	72	77	23
Female	4	67	71	29	3	67	69	31	5	71	76	24
Male	7	73	80	20	5	63	69	31	5	74	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	10	75	85	15	11	75	86	14	11	72	83	17
Black	1	50	51	49	-	61	61	39	-	66	66	34
Hispanic	7	72	79	21	9	64	72	28	-	79	79	21
White	5	75	79	21	3	68	71	29	6	75	81	19
Multiple Races	6	74	80	20	5	60	64	36	8	62	69	31
Students with Disabilities	-	58	58	42	-	47	47	53	-	61	61	39
Students without Disabilities	5	70	75	25	4	67	71	29	5	73	78	22
Economically Disadvantaged	2	59	61	39	2	57	59	41	2	69	72	28
Not Economically Disadvantaged	7	77	84	16	6	73	79	21	7	75	82	18
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	58	58	42
Military Connected	-	93	93	7	6	81	87	13	12	82	94	6
Foster Care									<	<	100	0
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	59	69	31	14	53	67	33	23	51	74	26
Female	11	64	75	25	15	56	71	29	17	50	67	33
Male	8	54	62	38	13	51	63	37	28	51	80	20
Asian	<	<	<	<					<	<	100	0
Black	3	55	58	42	-	64	64	36	17	50	67	33
Hispanic	10	52	62	38	11	67	78	22	7	57	64	36
White	9	63	73	27	18	50	68	32	25	49	74	26
Multiple Races	7	50	57	43	8	42	50	50	29	53	82	18
Students with Disabilities	-	33	33	67	-	13	13	88	-	43	43	57
Students without Disabilities	10	62	72	28	16	59	75	25	27	52	80	20
Economically Disadvantaged	4	55	59	41	3	52	55	45	12	53	66	34
Not Economically Disadvantaged	13	62	75	25	24	55	79	21	32	49	80	20
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	36	47	53	14	28	42	58
Female	11	33	44	56	13	38	50	50
Male	10	39	50	50	16	16	31	69
Asian	8	75	83	17	<	<	100	0
Black	4	29	33	67	10	15	25	75
Hispanic	14	19	33	67	27	27	55	45
White	13	39	52	48	14	36	50	50
Multiple Races	-	29	29	71	<	<	<	<
Students with Disabilities	-	17	17	83	<	<	<	<
Students without Disabilities	12	39	51	49	14	29	43	57
Economically Disadvantaged	2	34	36	64	3	15	18	82
Not Economically Disadvantaged	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

	2022-2023	2023-2024	2024-2025
Division	2	5	-
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	72	71	56
Kindergarten	125	103	97
Grade 1	103	126	106
Grade 2	111	95	137
Grade 3	362	109	99
Grade 4	256	207	112
Grade 5	257	130	141
Grade 6	265	144	127
Grade 7	185	138	128
Grade 8	283	181	139
Grade 9	464	495	531
Grade 10	470	525	574
Grade 11	400	492	590
Grade 12	337	391	496
Total Enrollment	3,690	3,207	3,333

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	3690	3207	3333
Female	1941	1767	1853
Male	1749	1439	1480
American Indian	3	2	5
Asian	173	119	136
Black	665	486	507
Hispanic	321	275	289
Native Hawaiian	14	5	4
White	2273	2010	2067
Multiple Races	241	310	325
Students with Disabilities	365	365	351
Students without Disabilities	3325	2842	2982
Economically Disadvantaged	1596	1258	1487
Not Economically Disadvantaged	2094	1949	1846
English Learners	18	17	50
Not English Learners	3672	3190	3283
Homeless	19	36	69
Military Connected	35	49	60
Foster Care	3	3	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,286	286	2,842	232	3,035	241
Female	1,754	136	1,584	108	1,714	115
Male	1,532	150	1,258	124	1,321	126
American Indian	<	<	<	<	<	<
Asian	160	3	112	2	131	5
Black	555	38	439	25	459	36
Hispanic	295	23	254	11	278	20
Native Hawaiian	<	<	<	<	<	<
White	1,974	182	1,761	166	1,881	144
Multiple Races	288	40	270	28	276	35
Students with Disabilities	307	62	314	46	311	46
Economically Disadvantaged	1,288	203	1,185	185	1,314	159
English Learners	14	6	30	5	41	8
Homeless	48	5	42	10	38	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

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

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

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

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

Status of the Students in the 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	210	306	2	1	34	8
	State	51325	41797	1944	889	5197	1395
Female	Division	127	176	2	1	19	4
	State	27479	18568	644	302	1991	571
Male	Division	83	130	0	0	15	4
	State	23842	23219	1299	582	3204	824
American Indian	Division	<	<	<	<	0	<
	State	115	128	6	2	20	5
Asian	Division	17	14	0	0	1	0
	State	6138	1603	96	15	116	44
Black	Division	27	55	0	0	6	4
	State	8492	10859	649	192	1064	555
Hispanic	Division	24	19	0	0	6	0
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	129	185	2	1	20	4
	State	25572	16963	766	433	1201	364
Multiple Races	Division	12	32	0	0	1	0
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	3	36	2	0	0	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	63	138	1	1	15	7
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	<	<
	State	1822	5921	308	50	2224	183
Homeless	Division	<	<	<	<	<	<
	State	201	818	47	19	231	71
Military Connected	Division	3	9	0	0	3	0
	State	2497	1577	51	17	49	13
< = 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	561	518	92	519	93	34	6
Female	329	305	93	306	93	19	6
Male	232	213	92	213	92	15	7
American Indian	<	<	100	<	100	0	0
Asian	32	31	97	31	97	1	3
Black	92	82	89	82	89	6	7
Hispanic	49	43	88	43	88	6	12
Native Hawaiian	<	<	100	<	100	0	0
White	341	316	93	317	93	20	6
Multiple Races	45	44	98	44	98	1	2
Students with Disabilities	41	41	100	41	100	0	0
Economically Disadvantaged	225	202	90	203	90	15	7
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	15	12	80	12	80	3	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	-	-	58 / 2.65%
Advanced Placement Course Enrollment	-	-	106 / 4.84%
Dual Enrollment	78 / 4.67%	149 / 7.83%	133 / 6.07%
Governor's School Enrollment	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

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	256	162	37
	State	87,947	58,787	33
Female	Division	147	99	33
	State	44,125	32,246	27
Male	Division	109	63	42
	State	43,771	26,522	39
American Indian	Division	<	<	100
	State	173	107	38
Asian	Division	12	<	100
	State	7,326	6,406	13
Black	Division	27	14	48
	State	18,153	10,957	40
Hispanic	Division	15	<	100
	State	12,866	7,348	43
White	Division	181	119	34
	State	44,455	30,645	31
Multiple Races	Division	20	12	40
	State	4,837	3,237	33
Students with Disabilities	Division	16	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	30	17	43
	State	30,889	16,128	48
English Learners	Division	<	<	100
	State	7,530	4,273	43
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
Workplace Readiness	Division	59	132	764
	State	41,819	35,066	38,829
Total Credentials Earned	Division	59	251	789
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	59	251	768
	State	118,467	115,609	120,035
CTE Completers	Division	70	51	73
	State	46,028	48,643	51,357
NOCTI Assessments	Division	-	-	-
	State	3,844	3,577	3,225
State Licensures	Division	-	-	-
	State	1,573	2,069	2,206
Industry Certification	Division	-	119	25
	State	100,965	101,956	105,973
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	962	1,022	-

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	47.7	39.2	77.8

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$4,446	$7,505	$1,369
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,394	$7,199	$947
	State	$7,803	$6,956	$1,918
2023-2024	Division	$2,904	$7,658	$932
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	93	269	199
Out-of-School Suspension	76	119	123
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	30	16	9
Bus Suspension	9	32	43

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	64.5	72.5	77
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	39.2	44.4	53.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	59.7	58.2	58.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

14.03 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

34.7 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	43%	54%	2%	1%
2023-2024	42%	55%	1%	2%
2024-2025	42%	55%	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	Annual Target	Long-Term Goal
All Students	85%	81%	88%
Asian	95%	91%	88%
Black	77%	73%	88%
Hispanic	83%	73%	88%
White	87%	86%	88%
Multiple Races	78%	84%	88%
Economically Disadvantaged	77%	73%	88%
English Learners	55%	67%	88%
Students with Disabilities	50%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	81%	76%	85%
Asian	85%	90%	85%
Black	71%	67%	85%
Hispanic	81%	68%	85%
White	84%	82%	85%
Multiple Races	78%	79%	85%
Economically Disadvantaged	75%	67%	85%
English Learners	61%	64%	85%
Students with Disabilities	48%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	78%
Asian	87%
Black	61%
Hispanic	76%
White	82%
Multiple Races	78%
Economically Disadvantaged	70%
English Learners	45%
Students with Disabilities	44%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	97%	90%	84%
Black	89%	83%	84%
Hispanic	88%	83%	84%
White	92%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	89%	83%	84%
English Learners	88%	80%	84%
Students with Disabilities	93%	79%	84%
Homeless	<	-	-
Foster Care	-	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	65%	56%	58%
English Learner Proficiency	7%	-	-

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

The Every Student Succeeds Act of 2015 requires states to 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	24	37	65%
English Learner Proficiency	3	45	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	-	97.8%	-	98.7%	-
Asian	100%	-	94.9%	-	100%	-
Black	98.2%	-	98.8%	-	100%	-
Hispanic	99%	-	97.1%	-	98.2%	-
White	99.2%	-	97.7%	-	98.1%	-
Multiple Races	98.5%	-	98.5%	-	100%	-
Economically Disadvantaged	99.1%	-	97.8%	-	97.8%	-
Not Economically Disadvantaged	98.9%	-	97.8%	-	99.3%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	97%	-	97%	-	95.2%	-
Students without Disabilities	99.3%	-	97.9%	-	99.1%	-
Female	99%	-	97.6%	-	98.8%	-
Male	99%	-	98%	-	98.5%	-

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

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

Federal Designation

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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	2022-2023			2023-2024			2024-2025
	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 KG	125	125	-	103	103	-	97	97	-
Grade 07	185	102	83	138	132	6	128	126	2
Grade 06	265	121	144	144	128	16	127	126	1
Grade 12	337	114	223	391	107	284	496	124	372
Grade 09	464	134	330	495	137	358	531	122	409
Grade 08	283	134	149	181	105	76	139	138	1
Grade PK	72	72	-	71	71	-	56	56	-
Grade 05	257	129	128	130	115	15	141	136	5
Grade 02	111	106	5	95	93	2	137	135	2
Grade 03	362	125	237	109	107	2	99	98	1
Grade 04	256	119	137	207	132	75	112	110	2
Grade 11	400	118	282	492	136	356	590	122	468
Grade 10	470	158	312	525	123	402	574	128	446
Grade 01	103	98	5	126	124	2	106	106	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2022-2023				2023-2024				2024-2025
	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	1270	280	81.94	18.06	1341	242	84.71	15.29	1325	250	84.13	15.87
Full-Time MOP Student	2013	7	99.65	.35	1489	2	99.87	.13	1699	2	99.88	.12
Female
Not a Full-Time MOP Student	616	132	82.35	17.65	655	114	85.18	14.82	648	122	84.16	15.84
Full-Time MOP Student	1136	5	99.56	.44	923	0	100	0	1058	1	99.91	.09
Male
Not a Full-Time MOP Student	654	148	81.55	18.45	686	128	84.28	15.72	677	128	84.1	15.9
Full-Time MOP Student	877	2	99.77	.23	566	2	99.65	.35	641	1	99.84	.16
Black
Not a Full-Time MOP Student	124	37	77.02	22.98	141	27	83.93	16.07	139	39	78.09	21.91
Full-Time MOP Student	431	0	100	0	295	1	99.66	.34	317	0	100	0
Hispanic
Not a Full-Time MOP Student	82	21	79.61	20.39	102	11	90.27	9.73	101	21	82.79	17.21
Full-Time MOP Student	213	2	99.07	.93	152	0	100	0	176	0	100	0
White
Not a Full-Time MOP Student	930	180	83.78	16.22	958	173	84.7	15.3	939	147	86.46	13.54
Full-Time MOP Student	1041	4	99.62	.38	795	1	99.87	.13	937	2	99.79	.21
Asian
Not a Full-Time MOP Student	11	3	78.57	21.43	11	2	84.62	15.38	10	5	66.67	33.33
Full-Time MOP Student	149	0	100	0	101	0	100	0	121	0	100	0
Multiple Races
Not a Full-Time MOP Student	119	39	75.32	24.68	127	29	81.41	18.59	134	37	78.36	21.64
Full-Time MOP Student	169	1	99.41	.59	142	0	100	0	140	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	157	60	72.35	27.65	187	51	78.57	21.43	191	50	79.25	20.75
Full-Time MOP Student	150	1	99.34	.66	121	1	99.18	.82	116	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	486	199	70.95	29.05	592	195	75.22	24.78	552	167	76.77	23.23
Full-Time MOP Student	801	4	99.5	.5	582	1	99.83	.17	753	1	99.87	.13
English Learners
Not a Full-Time MOP Student	13	6	68.42	31.58	29	5	85.29	14.71	30	8	78.95	21.05
Full-Time MOP Student	-	-	-	-	<	<	<	<	11	0	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act