Richmond City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Barack Obama Elementary	Accredited
Bellevue Elementary	Accredited
Blackwell Elementary	Accredited with Conditions
Broad Rock Elementary	Accredited
Cardinal Elementary	Accredited
Chimborazo Elementary	Accredited
Elizabeth D. Redd Elementary	Accredited
Fairfield Court Elementary	Accredited with Conditions
Frances W. McClenney Elementary	Accredited with Conditions
G.H. Reid Elementary	Accredited
George W. Carver Elementary	Accredited with Conditions
Henry Marsh III Elementary	Accredited with Conditions
J.B. Fisher Elementary	Accredited
J.L. Francis Elementary	Accredited
Linwood Holton Elementary	Accredited
Lois Harrison-Jones Elementary	Accredited
Mary Munford Elementary	Accredited
Miles Jones Elementary	Accredited with Conditions
Oak Grove/Bellemeade Elementary	Accredited with Conditions
Overby-Sheppard Elementary	Accredited
Patrick Henry School Of Science And Arts	Accredited
Southampton Elementary	Accredited
Swansboro Elementary	Accredited with Conditions
Westover Hills Elementary	Accredited with Conditions
William Fox Elementary	Accredited
Woodville Elementary	Accredited with Conditions
Middle Schools
Albert Hill Middle	Accredited
Dogwood Middle	Accredited
Lucille M. Brown Middle	Accredited with Conditions
Martin Luther King Jr. Middle	Accredited with Conditions
River City Middle	Accredited with Conditions
Thomas C. Boushall Middle	Accredited with Conditions
Thomas H. Henderson Middle	Accredited with Conditions
High Schools
Armstrong High	Accredited with Conditions
Franklin Military Academy	Accredited
Huguenot High	Accredited with Conditions
John Marshall High	Accredited
Open High	Accredited
Richmond Alternative School	Accredited with Conditions
Richmond Career Education and Employment Charter School	Accredited
Richmond Community High	Accredited
Richmond High School for the Arts	Accredited with Conditions
Thomas Jefferson High	Accredited
Other Schools
Richmond Virtual Academy	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	6	41	47	53	7	40	47	53	8	42	50	50
Female	7	44	52	48	7	42	49	51	9	44	53	47
Male	6	37	43	57	7	38	45	55	7	41	48	52
American Indian	29	47	76	24	21	37	58	42	10	67	77	23
Asian	11	50	61	39	14	57	71	29	20	54	74	26
Black	4	41	45	55	3	39	42	58	4	43	47	53
Hispanic	3	35	38	62	3	36	39	61	4	35	39	61
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	31	54	85	15	33	53	86	14	36	51	86	14
Multiple Races	12	55	68	32	17	50	67	33	20	51	70	30
Students with Disabilities	4	19	23	77	5	21	26	74	6	24	30	70
Students without Disabilities	7	45	52	48	7	43	50	50	8	45	53	47
Economically Disadvantaged	3	40	43	57	3	38	41	59	4	42	46	54
Not Economically Disadvantaged	11	42	53	47	15	45	60	40	17	43	60	40
English Learners	1	22	23	77	1	29	30	70	2	30	32	68
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	4	30	34	66	2	36	38	62	2	38	40	60
Military Connected	4	59	63	37	11	63	74	26	8	63	70	30
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	38	44	56	6	34	41	59	8	38	47	53
Female	7	40	47	53	7	36	43	57	9	39	48	52
Male	5	36	40	60	6	33	39	61	8	37	45	55
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	3	39	42	58	2	32	34	66	3	39	42	58
Hispanic	2	25	27	73	2	30	32	68	4	28	32	68
Native Hawaiian					<	<	<	<	<	<	100	0
White	25	60	85	15	30	52	82	18	35	52	87	13
Multiple Races	15	50	65	35	17	44	61	39	19	49	68	32
Students with Disabilities	6	24	29	71	6	20	26	74	5	24	29	71
Students without Disabilities	6	40	46	54	6	36	43	57	9	41	49	51
Economically Disadvantaged	2	36	38	62	2	32	35	65	4	37	41	59
Not Economically Disadvantaged	10	41	51	49	14	39	53	47	18	41	59	41
English Learners	2	21	22	78	1	23	24	76	2	25	27	73
Homeless	3	20	23	78	-	25	25	75	2	34	36	64
Military Connected	<	<	<	<	-	55	55	45	-	69	69	31
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	7	37	44	56	8	40	48	52	9	44	53	47
Female	9	41	50	50	7	41	48	52	9	45	54	46
Male	6	34	40	60	8	39	47	53	9	42	51	49
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	4	36	40	60	5	41	46	54	5	44	49	51
Hispanic	3	34	37	63	4	30	34	66	4	38	42	58
White	35	46	81	19	30	56	86	14	33	50	83	17
Multiple Races	13	53	67	33	22	39	61	39	24	45	69	31
Students with Disabilities	5	17	22	78	8	29	38	62	7	22	29	71
Students without Disabilities	8	40	48	52	8	42	49	51	9	47	56	44
Economically Disadvantaged	4	36	39	61	4	38	42	58	5	43	48	52
Not Economically Disadvantaged	13	39	51	49	15	44	59	41	17	45	62	38
English Learners	1	29	30	70	3	24	27	73	3	33	36	64
Homeless	3	19	22	78	2	50	52	48	2	32	34	66
Military Connected	<	<	<	<	<	<	<	<	-	80	80	20
Foster Care					<	<	<	<
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	4	46	50	50	4	42	46	54	6	47	53	47
Female	5	50	55	45	5	45	50	50	6	49	55	45
Male	4	41	45	55	4	39	43	57	6	44	51	49
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	43	46	54	1	40	41	59	3	47	50	50
Hispanic	2	43	45	55	3	40	43	57	3	38	41	59
White	19	66	85	15	28	52	79	21	27	61	89	11
Multiple Races	6	72	78	22	11	61	72	28	13	55	68	33
Students with Disabilities	3	20	23	77	2	24	26	74	7	28	35	65
Students without Disabilities	4	50	55	45	5	45	50	50	6	50	56	44
Economically Disadvantaged	3	44	46	54	1	39	40	60	3	46	49	51
Not Economically Disadvantaged	6	48	55	45	12	48	60	40	13	48	61	39
English Learners	1	34	34	66	2	36	37	63	2	32	34	66
Homeless	3	40	43	57	-	42	42	58	2	46	48	52
Military Connected	<	<	<	<	10	80	90	10	<	<	<	<
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	5	35	40	60	6	36	42	58	6	36	42	58
Female	6	38	43	57	6	37	43	57	8	38	46	54
Male	4	32	37	63	6	36	41	59	4	34	38	62
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	2	34	36	64	3	33	37	63	1	36	38	62
Hispanic	2	31	33	67	3	35	39	61	3	32	35	65
White	32	47	79	21	28	54	82	18	41	41	82	18
Multiple Races	13	50	63	37	14	48	62	38	19	50	69	31
Students with Disabilities	5	14	19	81	6	16	22	78	4	19	23	77
Students without Disabilities	5	39	44	56	6	40	46	54	6	39	45	55
Economically Disadvantaged	2	34	36	64	3	34	37	63	2	36	38	62
Not Economically Disadvantaged	9	36	45	55	13	42	55	45	16	36	51	49
English Learners	-	16	16	84	2	30	32	68	1	30	31	69
Migrant					<	<	<	<
Homeless	2	30	32	68	-	18	18	82	-	33	33	67
Military Connected	<	<	<	<	<	<	<	<	9	45	55	45
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	5	39	44	56	5	38	43	57	5	40	45	55
Female	5	42	47	53	6	41	47	53	6	41	47	53
Male	6	36	41	59	5	35	40	60	5	39	44	56
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	3	36	40	60	3	36	39	61	3	38	41	59
Hispanic	2	36	39	61	2	35	37	63	1	38	39	61
White	25	62	87	13	32	54	86	14	31	54	86	14
Multiple Races	10	57	67	33	12	58	70	30	9	59	68	32
Students with Disabilities	4	12	16	84	5	17	22	78	8	18	26	74
Students without Disabilities	5	44	50	50	5	42	47	53	5	44	49	51
Economically Disadvantaged	3	37	39	61	3	35	37	63	3	39	41	59
Not Economically Disadvantaged	9	42	51	49	13	48	61	39	13	43	57	43
English Learners	1	11	12	89	1	31	32	68	1	31	33	67
Homeless	-	39	39	61	-	28	28	72	-	26	26	74
Military Connected					<	<	<	<	<	<	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	6	41	46	54	6	41	46	54	6	43	49	51
Female	7	45	52	48	5	44	49	51	6	45	51	49
Male	4	37	41	59	7	37	43	57	6	41	46	54
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	3	39	43	57	3	38	41	59	3	42	45	55
Hispanic	4	39	43	57	4	40	43	57	3	39	41	59
Native Hawaiian					<	<	<	<
White	29	57	86	14	28	65	93	7	31	61	92	8
Multiple Races	13	53	67	33	11	50	61	39	15	51	66	34
Students with Disabilities	5	15	20	80	3	14	17	83	5	24	29	71
Students without Disabilities	6	46	52	48	6	46	52	48	6	46	52	48
Economically Disadvantaged	3	39	42	58	3	37	40	60	3	41	45	55
Not Economically Disadvantaged	10	44	54	46	12	49	61	39	13	47	60	40
English Learners	1	21	22	78	-	32	33	67	1	35	36	64
Migrant					<	<	<	<
Homeless	9	11	20	80	4	30	35	65	-	46	46	54
Military Connected	<	<	<	<	<	<	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	11	50	62	38	13	50	63	37	15	48	63	37
Female	12	54	66	34	13	51	64	36	18	50	67	33
Male	11	46	57	43	12	49	61	39	12	47	58	42
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	7	56	63	37	6	54	60	40	9	54	63	37
Hispanic	7	35	42	58	6	46	52	48	12	35	47	53
Native Hawaiian	<	<	100	0	<	<	<	<
White	53	39	92	8	59	39	97	3	53	35	88	12
Multiple Races	13	67	80	20	38	52	90	10	41	48	90	10
Students with Disabilities	1	28	29	71	3	28	31	69	9	30	39	61
Students without Disabilities	13	55	68	32	14	54	68	32	16	51	67	33
Economically Disadvantaged	6	54	59	41	5	53	58	42	8	53	61	39
Not Economically Disadvantaged	17	47	64	36	23	47	69	31	26	40	66	34
English Learners	1	11	12	88	-	21	21	79	3	18	21	79
Migrant					<	<	<	<	<	<	<	<
Homeless	9	54	63	37	11	53	63	37	7	52	59	41
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	29	36	64	8	31	39	61	10	39	49	51
Female	8	34	41	59	10	34	43	57	13	43	57	43
Male	5	24	30	70	6	28	34	66	7	34	41	59
American Indian	30	30	60	40	<	<	<	<	<	<	100	0
Asian	29	29	57	43	<	<	<	<	<	<	100	0
Black	3	29	33	67	3	30	33	67	5	41	46	54
Hispanic	4	24	27	73	4	27	31	69	4	31	35	65
Native Hawaiian	<	<	100	0	<	<	<	<
White	40	40	80	20	39	50	89	11	43	39	82	18
Multiple Races	13	38	50	50	36	32	68	32	28	52	79	21
Students with Disabilities	-	7	8	92	-	6	6	94	-	19	19	81
Students without Disabilities	8	33	41	59	9	35	44	56	11	42	53	47
Economically Disadvantaged	3	28	30	70	3	27	30	70	3	41	44	56
Not Economically Disadvantaged	12	31	43	57	16	37	53	47	21	36	56	44
English Learners	1	12	13	87	-	15	15	85	1	11	11	89
Migrant					<	<	<	<	<	<	<	<
Homeless	-	21	21	79	3	23	26	74	-	27	27	73
Military Connected	9	36	45	55	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	5	21	26	74	5	24	28	72
Female	7	26	32	68	6	27	33	67
Male	3	17	21	79	4	20	24	76
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	3	19	21	79	2	20	22	78
Hispanic	4	21	26	74	3	20	23	77
Native Hawaiian					<	<	<	<
White	30	41	70	30	27	59	86	14
Multiple Races	11	36	46	54	14	32	46	54
Students with Disabilities	-	1	2	98	-	4	4	96
Students without Disabilities	6	25	31	69	6	27	33	67
Economically Disadvantaged	2	18	21	79	2	20	22	78
Not Economically Disadvantaged	9	26	35	65	12	33	46	54
English Learners	2	17	19	81	-	17	17	83
Migrant					<	<	<	<
Homeless	-	3	3	97	-	17	17	83
Military Connected	<	<	<	<	<	<	100	0
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	8	36	44	56	11	39	50	50	10	39	49	51
Female	8	41	49	51	14	40	54	46	13	43	57	43
Male	7	31	38	62	8	37	45	55	7	34	41	59
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	38	42	58	4	39	44	56	5	41	46	54
Hispanic	3	26	29	71	6	35	40	60	4	31	35	65
Native Hawaiian	<	<	100	0	<	<	<	<
White	47	39	86	14	50	42	92	8	43	39	82	18
Multiple Races	17	42	58	42	57	32	89	11	28	52	79	21
Students with Disabilities	-	12	12	88	1	8	9	91	-	19	19	81
Students without Disabilities	9	41	50	50	12	43	55	45	11	42	53	47
Economically Disadvantaged	3	37	40	60	4	38	42	58	3	41	44	56
Not Economically Disadvantaged	14	34	48	52	18	39	57	43	21	36	56	44
English Learners	-	8	8	92	-	12	12	88	1	11	11	89
Migrant					<	<	<	<	<	<	<	<
Homeless	-	41	41	59	8	33	42	58	-	27	27	73
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

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	3	34	37	63	4	40	44	56	4	43	47	53
Female	3	35	38	62	3	40	44	56	4	43	47	53
Male	3	33	36	64	4	40	44	56	5	42	47	53
American Indian	7	47	53	47	4	61	65	35	3	68	71	29
Asian	7	48	55	45	11	59	70	30	13	53	66	34
Black	1	30	31	69	1	37	38	62	1	40	41	59
Hispanic	2	34	36	64	2	41	43	57	2	42	45	55
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	59	77	23	21	57	78	22	25	57	82	18
Multiple Races	11	42	53	47	11	48	58	42	10	51	61	39
Students with Disabilities	2	17	19	81	2	25	27	73	3	26	29	71
Students without Disabilities	3	37	40	60	4	43	47	53	5	45	50	50
Economically Disadvantaged	1	30	31	69	2	37	39	61	2	41	42	58
Not Economically Disadvantaged	5	39	44	56	8	47	55	45	10	47	57	43
English Learners	1	26	27	73	2	37	38	62	1	39	41	59
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	1	24	25	75	-	30	30	70	1	32	33	67
Military Connected	-	48	48	52	7	60	67	33	5	53	58	42
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	4	34	38	62	6	36	42	58	7	39	46	54
Female	3	31	34	66	6	34	39	61	6	38	44	56
Male	5	36	41	59	6	39	45	55	8	39	47	53
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	29	31	69	2	31	33	67	2	35	37	63
Hispanic	3	32	35	65	3	39	42	58	3	38	41	59
Native Hawaiian					<	<	<	<	<	<	<	<
White	22	62	84	16	27	53	79	21	36	50	86	14
Multiple Races	9	45	55	45	22	44	67	33	11	51	62	38
Students with Disabilities	3	23	26	74	4	21	25	75	5	25	30	70
Students without Disabilities	4	35	39	61	6	38	45	55	7	41	48	52
Economically Disadvantaged	1	29	30	70	3	32	35	65	3	37	39	61
Not Economically Disadvantaged	8	40	48	52	13	45	57	43	16	43	59	41
English Learners	2	28	31	69	2	35	37	63	2	35	37	63
Homeless	-	23	23	77	-	19	19	81	-	30	30	70
Military Connected	<	<	<	<	10	50	60	40	6	56	63	38
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	4	31	35	65	5	41	46	54	6	43	49	51
Female	4	32	36	64	4	38	42	58	5	41	46	54
Male	4	30	34	66	6	44	50	50	6	44	51	49
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	26	27	73	1	39	40	60	1	40	42	58
Hispanic	2	34	35	65	4	40	44	56	4	41	45	55
White	22	53	75	25	26	55	81	19	27	53	80	20
Multiple Races	9	36	45	55	5	49	54	46	17	49	66	34
Students with Disabilities	1	14	15	85	2	27	29	71	3	21	24	76
Students without Disabilities	4	34	38	62	5	43	49	51	6	46	53	47
Economically Disadvantaged	1	25	27	73	2	39	41	59	2	42	43	57
Not Economically Disadvantaged	7	38	45	55	11	46	57	43	13	44	58	42
English Learners	1	30	30	70	2	36	38	62	2	39	41	59
Homeless	-	11	11	89	2	27	30	70	-	31	31	69
Military Connected	<	<	<	<	<	<	<	<	-	45	45	55
Foster Care					<	<	<	<
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	3	36	39	61	5	37	41	59	6	44	50	50
Female	3	36	40	60	5	37	42	58	4	44	49	51
Male	4	35	39	61	5	36	41	59	7	44	51	49
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	9	55	64	36
Black	1	29	30	70	2	30	32	68	1	43	44	56
Hispanic	2	44	46	54	4	44	47	53	5	43	48	52
Native Hawaiian					<	<	<	<
White	19	57	76	24	25	50	76	24	31	53	83	17
Multiple Races	11	42	53	47	8	53	61	39	7	46	54	46
Students with Disabilities	1	10	11	89	-	21	21	79	2	28	30	70
Students without Disabilities	4	40	44	56	5	39	45	55	6	47	53	47
Economically Disadvantaged	2	30	32	68	2	34	35	65	2	44	46	54
Not Economically Disadvantaged	6	43	49	51	11	43	54	46	13	45	58	42
English Learners	1	37	38	62	3	42	45	55	2	41	42	58
Homeless	-	22	22	78	-	36	36	64	-	32	32	68
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	3	24	27	73	4	24	28	72	4	25	28	72
Female	2	25	27	73	3	24	27	73	3	23	27	73
Male	4	23	27	73	4	25	30	70	4	26	30	70
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	<	<	10	50	60	40	<	<	<	<
Black	1	19	20	80	1	21	22	78	1	20	21	79
Hispanic	1	25	26	74	1	24	25	75	1	25	25	75
White	20	52	72	28	25	44	69	31	29	45	74	26
Multiple Races	13	38	51	49	10	43	52	48	9	54	63	37
Students with Disabilities	1	12	13	87	4	12	16	84	1	10	11	89
Students without Disabilities	3	26	29	71	4	27	30	70	4	27	31	69
Economically Disadvantaged	1	20	21	79	1	23	24	76	1	22	22	78
Not Economically Disadvantaged	6	29	35	65	9	29	38	62	10	32	42	58
English Learners	1	14	15	85	-	20	21	79	1	23	24	76
Migrant					<	<	<	<
Homeless	2	16	18	82	-	-	-	100	-	13	13	87
Military Connected	<	<	<	<	<	<	<	<	-	45	45	55
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	1	9	10	90	2	8	10	90	1	13	13	87
Female	-	10	10	90	2	5	7	93	-	12	12	88
Male	1	8	10	90	2	9	12	88	2	13	15	85
Black	1	10	11	89	2	9	11	89	1	15	16	84
Hispanic	<	<	<	<	-	3	3	97	-	7	7	93
White					<	<	<	<	-	32	32	68
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	2	20	21	79	7	20	27	73	3	17	20	80
Students without Disabilities	-	-	-	100	-	2	2	98	-	11	11	89
Economically Disadvantaged	-	5	5	95	3	6	9	91	1	13	14	86
Not Economically Disadvantaged	3	19	22	78	-	15	15	85	1	11	12	88
English Learners	<	<	<	<	-	4	4	96	-	2	2	98
Homeless					<	<	<	<	-	21	21	79
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	-	18	18	82	-	19	19	81	1	26	27	73
Female	-	18	18	82	-	19	19	81	-	26	26	74
Male	-	18	18	82	1	18	19	81	1	26	27	73
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	14	15	85	-	17	17	83	-	23	23	77
Hispanic	-	19	19	81	-	13	14	86	-	28	28	72
White	-	56	56	44	2	51	52	48	4	56	60	40
Multiple Races	-	31	31	69	3	46	49	51	7	21	29	71
Students with Disabilities	-	10	10	90	1	12	13	87	3	14	17	83
Students without Disabilities	-	20	20	80	-	20	20	80	-	28	28	72
Economically Disadvantaged	-	16	16	84	-	17	17	83	1	25	26	74
Not Economically Disadvantaged	-	21	21	79	1	24	25	75	1	28	29	71
English Learners	-	10	10	90	-	12	12	88	-	26	26	74
Homeless	-	13	13	87	-	24	24	76	-	21	21	79
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	2	53	55	45	2	59	61	39	3	66	70	30
Female	2	57	59	41	2	62	63	37	3	69	72	28
Male	2	50	52	48	2	57	59	41	4	64	68	32
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	18	47	65	35
Black	1	54	55	45	1	60	61	39	2	65	67	33
Hispanic	2	48	50	50	2	56	58	42	2	69	71	29
Native Hawaiian	<	<	<	<	<	<	<	<
White	16	61	77	23	13	73	86	14	19	69	88	12
Multiple Races	15	56	71	29	7	49	56	44	9	61	70	30
Students with Disabilities	1	34	35	65	-	41	41	59	1	51	51	49
Students without Disabilities	2	56	59	41	2	62	64	36	4	69	72	28
Economically Disadvantaged	1	57	58	42	1	59	60	40	2	66	67	33
Not Economically Disadvantaged	3	49	53	47	3	60	63	37	6	68	74	26
English Learners	1	37	37	63	1	52	54	46	1	67	69	31
Migrant	<	<	<	<	<	<	<	<
Homeless	2	50	52	48	-	47	47	53	3	56	60	40
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	59	65	35	6	51	57	43	5	61	66	34
Female	6	63	69	31	3	51	54	46	4	65	69	31
Male	6	53	59	41	10	50	60	40	7	56	62	38
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	57	58	42	2	42	44	56	1	48	49	51
Hispanic	3	50	53	47	2	50	52	48	2	65	67	33
Native Hawaiian	<	<	100	0
White	17	70	87	13	17	68	85	15	15	82	97	3
Multiple Races	25	50	75	25	18	50	68	32	16	63	79	21
Students with Disabilities	-	16	16	84	-	28	28	72	-	22	22	78
Students without Disabilities	6	62	68	32	6	51	58	42	5	64	69	31
Economically Disadvantaged	1	55	56	44	2	42	44	56	2	54	57	43
Not Economically Disadvantaged	9	62	71	29	10	59	70	30	8	68	76	24
English Learners	-	30	30	70	-	38	38	62	1	60	61	39
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected									<	<	<	<
Foster Care					<	<	<	<
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	5	48	53	47	4	53	58	42	2	46	48	52
Female	3	55	57	43	4	59	63	38	1	46	47	53
Male	7	40	47	53	5	45	51	49	4	46	49	51
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	1	46	47	53	-	45	45	55	-	47	47	53
Hispanic	3	42	45	55	-	43	43	57	1	34	34	66
White	17	64	81	19	15	77	92	8	14	66	80	20
Multiple Races	20	50	70	30	<	<	<	<	<	<	<	<
Students with Disabilities	-	6	6	94	<	<	<	<	-	26	26	74
Students without Disabilities	5	51	56	44	4	55	59	41	3	48	50	50
Economically Disadvantaged	2	42	43	57	-	46	46	54	-	43	44	56
Not Economically Disadvantaged	7	53	60	40	8	60	68	32	6	50	56	44
English Learners	-	19	19	81	-	10	10	90	-	28	28	72
Migrant	<	<	<	<					<	<	<	<
Homeless	<	<	100	0	<	<	100	0	-	23	23	77
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	3	29	32	68	3	32	35	65	5	41	46	54
Female	2	29	31	69	2	32	34	66	3	41	44	56
Male	3	30	33	67	3	32	35	65	6	41	47	53
American Indian	<	<	<	<	-	67	67	33	10	50	60	40
Asian	9	59	68	32	4	57	61	39	12	59	71	29
Black	1	26	27	73	1	29	30	70	2	40	42	58
Hispanic	1	25	26	74	2	27	29	71	3	34	36	64
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	16	64	80	20	18	63	81	19	25	60	86	14
Multiple Races	10	48	57	43	9	54	62	38	9	62	71	29
Students with Disabilities	2	10	12	88	1	16	17	83	4	25	29	71
Students without Disabilities	3	33	36	64	3	35	38	62	5	43	48	52
Economically Disadvantaged	1	25	26	74	1	29	30	70	2	40	42	58
Not Economically Disadvantaged	4	35	39	61	7	38	45	55	10	42	52	48
English Learners	1	13	14	86	1	21	22	78	2	27	29	71
Migrant	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	2	16	18	82	-	27	27	73	3	35	37	63
Military Connected	-	57	57	43	5	33	38	62	4	71	75	25
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	4	28	32	68	6	34	40	60	10	37	47	53
Female	3	27	30	70	5	34	38	62	7	38	45	55
Male	5	29	34	66	6	34	40	60	12	37	49	51
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	30	40	70	30
Black	2	24	25	75	2	30	32	68	4	37	41	59
Hispanic	2	27	29	71	5	36	41	59	7	35	42	58
White	23	55	78	22	28	50	78	22	46	39	85	15
Multiple Races	11	50	61	39	11	50	61	39	10	58	68	33
Students with Disabilities	3	11	14	86	2	18	20	80	5	21	27	73
Students without Disabilities	4	31	35	65	6	37	43	57	10	40	50	50
Economically Disadvantaged	2	24	26	74	2	31	33	67	5	38	43	57
Not Economically Disadvantaged	7	33	40	60	13	40	53	47	19	36	55	45
English Learners	2	21	23	77	4	32	36	64	5	32	37	63
Homeless	3	20	23	77	-	37	37	63	2	29	30	70
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
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	1	18	19	81	1	24	25	75	2	33	35	65
Female	-	15	16	84	1	22	23	77	2	30	32	68
Male	1	21	22	78	1	26	28	72	3	36	39	61
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	13	14	86	1	18	19	81	1	27	27	73
Hispanic	-	16	16	84	1	19	19	81	-	31	31	69
White	4	69	73	27	4	70	74	26	13	67	80	20
Multiple Races	3	35	38	62	5	56	61	39	10	52	62	38
Students with Disabilities	1	6	7	93	3	10	13	87	1	23	24	76
Students without Disabilities	1	21	21	79	1	27	27	73	2	34	36	64
Economically Disadvantaged	1	13	13	87	1	20	20	80	1	29	30	70
Not Economically Disadvantaged	1	25	26	74	2	35	38	62	5	41	46	54
English Learners	-	5	6	94	-	15	15	85	-	23	23	77
Homeless	2	6	8	92	-	10	10	90	-	17	17	83
Military Connected	<	<	<	<	<	<	<	<	<	<	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	3	36	40	60	3	36	39	61	2	48	50	50
Female	3	39	42	58	3	39	42	58	1	49	50	50
Male	3	34	38	62	2	33	36	64	3	46	49	51
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	<	<	100	0	10	60	70	30	<	<	<	<
Black	1	36	37	63	1	38	39	61	1	50	50	50
Hispanic	1	28	29	71	2	22	24	76	1	32	33	67
Native Hawaiian	<	<	<	<
White	22	64	85	15	19	62	81	19	13	79	92	8
Multiple Races	20	52	72	28	15	65	79	21	3	63	66	34
Students with Disabilities	1	10	11	89	-	21	21	79	1	27	28	72
Students without Disabilities	4	41	45	55	3	39	42	58	2	51	53	47
Economically Disadvantaged	1	35	36	64	1	36	36	64	1	47	47	53
Not Economically Disadvantaged	6	38	44	56	6	37	43	57	5	49	54	46
English Learners	-	9	9	91	-	12	13	87	-	20	20	80
Migrant					<	<	<	<
Homeless	-	25	25	75	-	39	39	61	-	52	52	48
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care					<	<	<	<	<	<	<	<
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	5	95	-	12	12	88
Female	-	14	14	86	-	6	6	94	-	12	12	88
Male	-	8	8	92	-	3	3	97	-	13	13	88
American Indian									<	<	<	<
Black	-	12	12	88	-	4	4	96	-	11	11	89
Hispanic	-	7	7	93	-	8	8	92	-	12	12	88
White	<	<	100	0	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	11	11	89	-	5	5	95	-	10	10	90
Economically Disadvantaged	-	13	13	87	-	2	2	98	-	12	12	88
Not Economically Disadvantaged	-	9	9	91	-	11	11	89	-	12	12	88
English Learners	-	5	5	95	-	11	11	89	-	21	21	79
Migrant									<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
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	2	51	53	47	2	32	34	66	4	47	50	50
Female	2	50	52	48	1	29	30	70	3	47	49	51
Male	3	52	54	46	2	35	38	62	5	47	51	49
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	46	47	53	-	26	26	74	-	45	46	54
Hispanic	2	50	52	48	1	31	32	68	2	39	40	60
Native Hawaiian					<	<	<	<
White	14	75	89	11	15	78	93	7	22	64	86	14
Multiple Races	10	62	71	29	4	42	46	54	15	74	89	11
Students with Disabilities	-	23	23	77	1	9	10	90	-	25	25	75
Students without Disabilities	3	54	57	43	2	36	38	62	4	48	52	48
Economically Disadvantaged	-	47	47	53	-	29	29	71	2	48	50	50
Not Economically Disadvantaged	6	57	62	38	5	40	45	55	7	44	52	48
English Learners	1	41	43	57	-	24	24	76	-	34	34	66
Migrant					<	<	<	<
Homeless	-	30	30	70	-	13	13	87	-	54	54	46
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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	31	34	66	5	34	39	61	6	37	43	57
Female	3	31	35	65	4	34	38	62	6	37	43	57
Male	4	30	34	66	6	35	40	60	7	36	43	57
American Indian	<	<	<	<	8	50	58	42	21	37	58	42
Asian	25	25	50	50	12	59	71	29	21	47	68	32
Black	2	29	31	69	3	33	36	64	3	38	41	59
Hispanic	2	25	27	73	3	28	31	69	3	29	32	68
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	21	56	76	24	27	54	81	19	31	49	80	20
Multiple Races	7	49	56	44	12	48	60	40	22	43	65	35
Students with Disabilities	-	12	12	88	1	16	17	83	2	22	23	77
Students without Disabilities	4	34	38	62	6	37	43	57	7	39	46	54
Economically Disadvantaged	1	28	29	71	2	32	35	65	3	36	40	60
Not Economically Disadvantaged	7	34	41	59	11	38	48	52	13	37	50	50
English Learners	1	16	17	83	2	22	24	76	2	24	26	74
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	1	17	17	83	3	30	33	67	1	36	36	64
Military Connected	-	39	39	61	6	63	69	31	-	33	33	67
Foster Care	<	<	100	0	<	<	<	<	<	<	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	4	16	21	79	3	22	25	75	2	29	31	69
Female	5	19	24	76	3	19	22	78	2	30	32	68
Male	4	14	18	82	3	24	27	73	3	27	30	70
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	<	<					<	<	100	0
Black	-	15	15	85	-	23	23	77	-	30	30	70
Hispanic	-	9	9	91	2	16	18	82	-	16	16	84
Native Hawaiian	<	<	100	0	<	<	100	0
White	41	50	91	9	26	43	70	30	22	50	72	28
Multiple Races	<	<	<	<	<	<	<	<	-	50	50	50
Students with Disabilities	-	2	2	98	-	14	14	86	-	13	13	87
Students without Disabilities	5	20	25	75	4	23	27	73	3	32	34	66
Economically Disadvantaged	-	12	12	88	-	21	21	79	-	29	29	71
Not Economically Disadvantaged	7	19	26	74	8	22	30	70	6	28	35	65
English Learners	-	4	4	96	-	8	8	92	-	9	9	91
Migrant	<	<	<	<					<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	25	25	75
Military Connected	<	<	<	<					<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
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	2	37	39	61	3	40	43	57	3	45	47	53
Female	2	38	39	61	3	41	44	56	3	45	48	52
Male	2	36	38	62	2	40	42	58	3	44	47	53
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	1	39	40	60	2	43	45	55	2	48	50	50
Hispanic	1	23	25	75	2	30	31	69	2	34	35	65
Native Hawaiian	<	<	100	0					<	<	<	<
White	12	69	81	19	19	65	84	16	14	72	85	15
Multiple Races	6	65	71	29	4	70	74	26	10	60	70	30
Students with Disabilities	-	17	17	83	1	22	23	77	2	32	34	66
Students without Disabilities	2	40	42	58	3	43	47	53	3	47	50	50
Economically Disadvantaged	1	38	39	61	2	40	42	58	2	45	47	53
Not Economically Disadvantaged	3	35	38	62	4	41	46	54	4	43	48	52
English Learners	-	12	12	88	1	22	23	77	1	26	27	73
Migrant	<	<	<	<
Homeless	7	20	27	73	5	37	42	58	-	42	42	58
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	26	27	73	1	32	33	67	4	38	42	58
Female	1	22	23	77	2	34	35	65	1	40	41	59
Male	1	29	30	70	-	30	31	69	6	36	42	58
American Indian	<	<	<	<	<	<	<	<
Asian					<	<	<	<	<	<	<	<
Black	1	19	20	80	-	31	31	69	2	39	41	59
Hispanic	-	27	27	73	1	21	22	78	1	23	24	76
White	5	64	69	31	6	52	58	42	15	69	84	16
Multiple Races	-	50	50	50	-	55	55	45	20	50	70	30
Students with Disabilities	-	12	12	88	-	14	14	86	2	25	27	73
Students without Disabilities	1	28	30	70	1	35	36	64	4	39	43	57
Economically Disadvantaged	-	17	17	83	-	29	29	71	2	34	36	64
Not Economically Disadvantaged	2	37	39	61	3	39	41	59	6	47	53	47
English Learners	-	14	14	86	-	12	12	88	2	17	18	82
Migrant					<	<	<	<
Homeless	-	7	7	93	-	43	43	57	9	45	55	45
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	100	0
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	71	71	29	-	61	61	39	18	53	71	29
Female	<	<	<	<	-	69	69	31	<	<	<	<
Male	-	67	67	33	-	57	57	43	<	<	<	<
American Indian					<	<	100	0
Asian									<	<	100	0
Black	<	<	<	<	-	44	44	56	-	64	64	36
Hispanic	<	<	<	<	-	60	60	40	<	<	<	<
Native Hawaiian	<	<	100	0
White	<	<	100	0	-	100	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	79	79	21	-	67	67	33	23	54	77	23
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	75	75	25	-	65	65	35	19	56	75	25
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
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	5	38	43	57	6	38	44	56	7	40	46	54
Female	6	40	46	54	4	40	44	56	7	43	49	51
Male	4	36	41	59	9	36	45	55	7	37	44	56
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	<	<	<	<	<	<	17	50	67	33
Black	3	37	40	60	4	36	39	61	2	41	44	56
Hispanic	3	35	38	62	4	37	40	60	5	32	37	63
Native Hawaiian					<	<	<	<
White	31	52	82	18	33	59	92	8	41	45	86	14
Multiple Races	7	59	66	34	14	43	57	43	21	46	67	33
Students with Disabilities	-	12	12	88	1	11	12	88	1	19	20	80
Students without Disabilities	6	43	49	51	7	43	50	50	8	43	50	50
Economically Disadvantaged	1	36	37	63	3	37	40	60	3	40	43	57
Not Economically Disadvantaged	11	42	52	48	15	40	56	44	16	39	55	45
English Learners	1	27	29	71	2	29	31	69	3	28	31	69
Migrant					<	<	100	0
Homeless	-	18	18	82	-	32	32	68	-	44	44	56
Military Connected	<	<	<	<	<	<	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	4	23	28	72	8	30	38	62	11	29	40	60
Female	3	23	27	73	6	27	33	67	10	27	37	63
Male	5	24	29	71	9	33	43	57	12	31	43	57
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	19	21	79	4	29	33	67	7	27	34	66
Hispanic	2	22	24	76	4	25	28	72	5	28	32	68
Native Hawaiian									<	<	<	<
White	22	49	71	29	34	48	81	19	39	36	75	25
Multiple Races	10	33	43	57	12	41	54	46	31	33	64	36
Students with Disabilities	1	9	10	90	4	17	21	79	2	16	18	82
Students without Disabilities	5	25	30	70	8	32	40	60	13	31	43	57
Economically Disadvantaged	1	20	21	79	3	27	31	69	6	28	34	66
Not Economically Disadvantaged	9	28	37	63	17	36	53	47	21	30	51	49
English Learners	1	17	18	82	3	23	26	74	4	24	28	72
Migrant									<	<	<	<
Homeless	-	17	17	83	5	23	27	73	-	21	21	79
Military Connected	<	<	<	<	<	<	<	<	-	45	45	55
Foster Care					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	13	20	56
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	1,341	1,122
Kindergarten	1,739	1,721
Grade 1	1,814	1,816
Grade 2	1,699	1,757
Grade 3	1,643	1,632
Grade 4	1,673	1,594
Grade 5	1,724	1,603
Grade 6	1,477	1,570
Grade 7	1,460	1,411
Grade 8	1,424	1,430
Grade 9	1,621	1,507
Grade 10	1,569	1,474
Grade 11	1,191	1,380
Grade 12	1,331	1,242
Total Students	21,706	21,259

< = 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	21706	21259
Female	10514	10326
Male	11181	10919
American Indian	47	50
Asian	168	192
Black	13132	12450
Hispanic	5437	5513
Native Hawaiian	10	12
White	2318	2443
Multiple Races	594	599
Students with Disabilities	2850	2815
Students without Disabilities	18856	18444
Economically Disadvantaged	14831	14143
Not Economically Disadvantaged	6875	7116
English Learners	4228	4374
Not English Learners	17478	16885
Migrant	5	4
Homeless	217	367
Military Connected	137	159
Foster Care	27	9
< = 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	509	518	23	9	241	45
	State	50354	39349	1875	907	4438	1716
Female	Division	296	229	8	3	98	11
	State	27408	17323	610	350	1645	701
Male	Division	213	288	15	6	143	34
	State	22886	21945	1263	556	2789	1012
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	272	342	17	8	90	36
	State	8111	10540	640	225	1119	707
Hispanic	Division	114	142	3	0	133	6
	State	7130	8367	270	133	1858	359
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	106	26	2	1	17	1
	State	25871	16565	763	464	1211	504
Multiple Races	Division	13	6	1	0	1	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	17	119	23	1	33	4
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	277	377	17	7	113	37
	State	12779	21123	1108	494	2352	1214
English Learners	Division	44	107	1	0	104	1
	State	1583	4224	267	26	1427	150
Homeless	Division	7	21	0	0	4	1
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = 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	1,345	1,050	78	1,059	79	241	18
Female	645	533	83	536	83	98	15
Male	699	516	74	522	75	143	21
Asian	<	<	<	<	<	0	0
Black	765	631	83	639	84	90	12
Hispanic	398	259	65	259	65	133	33
Native Hawaiian	<	<	100	<	100	0	0
White	153	134	88	135	88	17	11
Multiple Races	22	20	91	20	91	1	5
Students with Disabilities	197	159	81	160	81	33	17
Economically Disadvantaged	828	671	81	678	82	113	14
English Learners	257	152	59	152	59	104	41
Homeless	33	28	85	28	85	4	12
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = 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	596 / 10.73%	573 / 10.03%	510 / 9.1%
Advanced Placement Course Enrollment	691 / 12.44%	858 / 15.02%	1,149 / 20.51%
Dual Enrollment	100 / 1.8%	91 / 1.59%	91 / 1.62%
Governor's School Enrollment	285 / 5.13%	295 / 5.16%	313 / 5.59%
IB Course Enrollment	52 / .94%	42 / .74%	3 / .05%
Senior Enrolled in IB Program	52 / .94%	-	3 / .05%

< = 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	1,007	458	55
	State	87,317	57,081	35
Female	Division	559	284	49
	State	43,705	31,577	28
Male	Division	448	174	61
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	738	313	58
	State	18,624	10,601	43
Hispanic	Division	91	30	67
	State	12,110	6,622	45
White	Division	158	104	34
	State	45,098	30,844	32
Multiple Races	Division	12	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	136	34	75
	State	8,185	3,548	57
Economically Disadvantaged	Division	600	240	60
	State	30,335	14,987	51
English Learners	Division	49	10	80
	State	6,579	3,319	50
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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
Industry Certification	Division	712	830	1,060
	State	95,688	100,255	101,956
Workplace Readiness	Division	843	979	872
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,555	1,812	1,946
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,104	1,409	1,517
	State	115,682	117,932	115,611
CTE Completers	Division	511	732	717
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	-	-
	State	2,590	3,844	3,577
State Licensures	Division	-	3	14
	State	1,236	1,563	2,069
Armed Services Vocational Aptitude Battery Examination	Division	-	-	30
	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	62	59.2	59.4

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	$6,772	$5,420	$2,167
	State	$6,770	$5,603	$867
2020-2021	Division	$6,322	$5,440	$2,642
	State	$6,669	$6,185	$1,352
2021-2022	Division	$8,363	$7,514	$5,390
	State	$7,134	$6,454	$1,936
2022-2023	Division	$8,986	$7,227	$4,681
	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	14,616	5,595	15,051	5,088	15,505	4,448
Female	7,165	2,674	7,359	2,421	7,603	2,091
Male	7,450	2,921	7,683	2,665	7,892	2,353
American Indian	25	10	37	5	39	12
Asian	122	35	127	25	143	33
Black	8,213	4,149	8,289	3,572	8,323	3,129
Hispanic	3,904	1,072	4,129	1,137	4,337	996
Native Hawaiian	15	1	8	2	9	2
White	1,960	209	2,042	209	2,208	149
Multiple Races	377	119	419	138	446	127
Students with Disabilities	1,998	1,004	1,942	900	2,049	835
Economically Disadvantaged	9,253	4,781	10,021	4,382	10,207	3,831
English Learners	3,224	806	3,413	892	3,676	765
Homeless	223	317	281	349	328	357
< = 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	2,276
Behaviors related to School Operations	6,289
Relationship Behaviors without Physical Harm	2,718
Behaviors of a Safety Concern	5,409
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,795
Behaviors used to determine Persistently Dangerous Schools	10

< = 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	0.2	0.1	0.2	0.3
Asian	0.8	0.8	0.8	0.7	0.9	0.8
Black	62.9	85.3	60.5	80.5	58.6	80.1
Hispanic	22.9	10	25	14.5	25.9	14.2
Native Hawaiian	0.1	0.1	0	0.1	0.1	0
White	10.7	2.4	10.7	2.1	11.5	2.6
Multiple Races	2.5	1.2	2.7	1.9	2.8	2
< = 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		0.2		0.2	0.2
Asian	0.8		0.8	1	0.9	2.7
Black	62.9	82.6	60.5	86.3	58.6	78.6
Hispanic	22.9	12	25	10.5	25.9	15.9
Native Hawaiian	0.1		0		0.1	0.2
White	10.7	3.3	10.7	1	11.5	1.5
Multiple Races	2.5	2.2	2.7	1.2	2.8	0.7
< = 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		0.2		0.2
Asian	0.8		0.8		0.9
Black	62.9	100	60.5	20	58.6	93.3
Hispanic	22.9		25	80	25.9	6.7
Native Hawaiian	0.1		0		0.1
White	10.7		10.7		11.5
Multiple Races	2.5		2.7		2.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	100	100	100
< = 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	58.5	45.5	49.1
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	74.2	63.7	65.6
< = 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

12.1 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

6.16 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	38%	57%	2%	3%
2022-2023	37%	55%	2%	6%
2023-2024	39%	53%	2%	6%
< = 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	50%	48%	79%	88%
Asian	71%	66%	91%	88%
Black	47%	45%	68%	88%
Hispanic	39%	38%	68%	88%
White	87%	86%	85%	88%
Multiple Races	70%	69%	83%	88%
Economically Disadvantaged	46%	43%	68%	88%
English Learners	32%	28%	60%	88%
Students with Disabilities	30%	26%	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	47%	42%	74%	85%
Asian	78%	68%	90%	85%
Black	40%	35%	61%	85%
Hispanic	45%	41%	63%	85%
White	82%	80%	81%	85%
Multiple Races	62%	58%	77%	85%
Economically Disadvantaged	41%	36%	62%	85%
English Learners	42%	37%	58%	85%
Students with Disabilities	27%	22%	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	45%
Asian	77%
Black	38%
Hispanic	38%
White	84%
Multiple Races	68%
Economically Disadvantaged	38%
English Learners	31%
Students with Disabilities	26%

< = 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	75%	84%	84%
Asian	<	90%	84%
Black	80%	83%	84%
Hispanic	61%	83%	84%
White	86%	86%	84%
Multiple Races	82%	89%	84%
Economically Disadvantaged	78%	82%	84%
English Learners	52%	77%	84%
Students with Disabilities	66%	74%	84%
Homeless	88%	-	-
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	24%	25%	12%	10%
Asian	20%	18%	10%	10%
Black	30%	30%	12%	10%
Hispanic	19%	20%	12%	10%
White	7%	8%	12%	10%
Multiple Races	24%	24%	12%	10%
Economically Disadvantaged	29%	30%	13%	10%
English Learners	18%	19%	12%	10%
Students with Disabilities	31%	31%	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	41%	54%	58%
English Learner Proficiency	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 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	1182	2862	41%
English Learner Proficiency	179	3954	5%

ESSA Participation Rates

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

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	60%	59%
Asian	75%	83%
Black	58%	54%
Hispanic	52%	58%
White	87%	83%
Multiple Races	78%	70%
Economically Disadvantaged	57%	55%
English Learners	48%	56%
Students with Disabilities	44%	45%

< = 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

Richmond City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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