Salem City Public Schools

Accreditation

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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	16	62	78	22	13	65	78	22	15	64	79	21
Female	17	62	80	20	14	66	81	19	15	66	81	19
Male	14	62	76	24	13	64	76	24	15	62	77	23
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	26	63	89	11	17	70	87	13	19	68	87	13
Black	5	59	65	35	4	61	66	34	7	61	68	32
Hispanic	8	59	67	33	6	63	69	31	6	60	67	33
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	19	63	83	17	18	66	84	16	19	65	83	17
Multiple Races	10	61	71	29	8	66	73	27	12	72	83	17
Students with Disabilities	6	42	49	51	8	40	48	52	4	39	43	57
Students without Disabilities	18	66	84	16	15	70	84	16	17	69	86	14
Economically Disadvantaged	9	57	66	34	8	62	69	31	8	61	69	31
Not Economically Disadvantaged	21	66	88	12	19	68	87	13	21	67	88	12
English Learners	2	41	42	58	1	44	46	54	1	42	43	57
Homeless	8	38	46	54	4	71	75	25	-	55	55	45
Military Connected	10	65	75	25	6	67	73	27	20	67	87	13
Foster Care	-	50	50	50	-	46	46	54	-	55	55	45
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	14	65	79	21	11	57	68	32	16	64	80	20
Female	16	65	81	19	13	60	73	27	14	65	79	21
Male	13	64	77	23	10	54	64	36	19	63	82	18
Asian	<	<	100	0	25	50	75	25	<	<	<	<
Black	8	63	71	29	3	57	59	41	-	74	74	26
Hispanic	7	59	67	33	-	55	55	45	10	61	71	29
White	16	68	84	16	15	59	74	26	22	62	83	17
Multiple Races	<	<	<	<	13	55	68	32	5	75	80	20
Students with Disabilities	5	50	55	45	3	32	35	65	5	41	46	54
Students without Disabilities	17	69	86	14	14	64	78	22	18	68	86	14
Economically Disadvantaged	11	59	70	30	8	52	61	39	8	64	72	28
Not Economically Disadvantaged	17	70	87	13	14	62	75	25	24	64	88	12
English Learners	-	50	50	50	5	45	50	50	-	59	59	41
Military Connected	<	<	<	<	-	59	59	41	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	79	21	19	60	80	20	16	59	75	25
Female	18	58	76	24	18	68	86	14	20	59	79	21
Male	20	61	81	19	21	54	75	25	12	58	70	30
Asian	<	<	100	0	27	64	91	9	15	69	85	15
Black	6	67	72	28	14	56	70	30	11	61	72	28
Hispanic	5	52	57	43	8	54	62	38	3	51	54	46
White	24	60	83	17	23	63	86	14	21	58	79	21
Multiple Races	<	<	<	<	6	56	61	39	14	64	79	21
Students with Disabilities	3	52	55	45	16	42	58	42	3	39	41	59
Students without Disabilities	24	62	86	14	20	65	86	14	20	64	84	16
Economically Disadvantaged	8	59	67	33	11	61	72	28	14	55	69	31
Not Economically Disadvantaged	28	60	88	12	27	60	88	13	18	62	80	20
English Learners	6	56	63	38	-	40	40	60	-	52	52	48
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	27	73	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	59	68	32	11	68	79	21	12	63	75	25
Female	9	62	71	29	11	62	73	27	14	62	76	24
Male	10	56	66	34	11	73	83	17	11	63	74	26
Asian	<	<	<	<	<	<	<	<	8	83	92	8
Black	-	44	44	56	5	64	68	32	4	47	51	49
Hispanic	4	69	73	27	3	73	77	23	2	48	50	50
Native Hawaiian	<	<	<	<					<	<	100	0
White	13	61	74	26	13	71	84	16	16	69	85	15
Multiple Races	7	53	60	40	7	29	36	64	14	64	79	21
Students with Disabilities	8	26	34	66	6	40	46	54	6	45	52	48
Students without Disabilities	10	66	76	24	12	73	85	15	14	67	80	20
Economically Disadvantaged	4	49	53	47	5	59	65	35	6	58	65	35
Not Economically Disadvantaged	15	69	84	16	15	74	89	11	18	66	85	15
English Learners	<	<	<	<	-	62	62	38	-	22	22	78
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	11	65	76	24	11	60	71	29	12	64	77	23
Female	15	65	80	20	11	62	73	27	12	65	77	23
Male	8	64	73	27	12	58	70	30	13	64	77	24
Asian	<	<	100	0	-	87	87	13	17	67	83	17
Black	4	58	62	38	2	42	44	56	3	64	67	33
Hispanic	7	56	63	37	8	65	73	28	6	64	70	30
White	13	68	81	19	16	61	78	22	16	65	80	20
Multiple Races	6	72	78	22	9	74	83	17	12	59	71	29
Students with Disabilities	13	36	49	51	2	26	28	72	2	35	37	63
Students without Disabilities	11	70	81	19	13	66	79	21	14	69	83	17
Economically Disadvantaged	6	57	64	36	6	54	60	40	4	58	62	38
Not Economically Disadvantaged	16	71	87	13	18	67	85	15	19	70	88	12
English Learners	<	<	<	<	-	31	31	69	-	50	50	50
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	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	12	67	79	21	11	71	82	18	9	68	77	23
Female	14	65	79	21	13	73	85	15	7	74	81	19
Male	10	68	78	22	9	69	78	22	12	62	74	26
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	6	88	94	6
Black	5	59	64	36	6	62	68	32	2	52	54	46
Hispanic	10	61	71	29	12	64	76	24	9	73	82	18
White	14	70	84	16	14	72	86	14	12	68	81	19
Multiple Races	-	73	73	27	-	78	78	22	7	79	86	14
Students with Disabilities	5	50	55	45	16	35	51	49	6	32	38	62
Students without Disabilities	13	70	83	17	10	76	86	14	10	74	84	16
Economically Disadvantaged	8	65	72	28	7	66	73	27	4	62	66	34
Not Economically Disadvantaged	16	68	84	16	16	76	92	8	15	75	90	10
English Learners	<	<	<	<	<	<	<	<	-	50	50	50
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	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	14	62	76	24	11	69	81	19	14	65	78	22
Female	16	62	78	22	10	73	83	17	14	70	84	16
Male	12	62	73	27	12	66	78	22	13	59	72	28
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	11	59	70	30	2	73	75	25	9	57	66	34
Hispanic	5	55	59	41	5	66	71	29	5	61	66	34
Native Hawaiian									<	<	<	<
White	14	64	78	22	16	69	85	15	16	66	82	18
Multiple Races	27	53	80	20	5	70	75	25	8	88	96	4
Students with Disabilities	4	26	30	70	2	53	55	45	-	31	31	69
Students without Disabilities	16	69	84	16	13	72	85	15	15	69	84	16
Economically Disadvantaged	7	57	63	37	5	68	74	26	7	57	64	36
Not Economically Disadvantaged	20	66	86	14	17	70	88	12	19	72	91	9
English Learners	<	<	<	<	<	<	<	<	-	13	13	87
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	10	80	90	10
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	59	89	11	19	70	90	10	26	65	91	9
Female	35	59	94	6	24	67	91	9	27	65	92	8
Male	26	60	86	14	14	74	88	12	25	65	90	10
Asian	<	<	100	0	18	82	100	0	50	50	100	0
Black	3	69	72	28	2	79	80	20	18	76	95	5
Hispanic	17	61	78	22	10	68	77	23	10	67	77	23
Native Hawaiian									<	<	100	0
White	38	55	93	7	26	66	92	8	29	63	91	9
Multiple Races	10	80	90	10	12	84	96	4	33	58	92	8
Students with Disabilities	12	59	71	29	12	56	68	32	2	50	52	48
Students without Disabilities	32	59	92	8	20	72	92	8	30	67	97	3
Economically Disadvantaged	21	56	78	22	11	73	84	16	13	76	89	11
Not Economically Disadvantaged	34	61	95	5	26	68	94	6	35	57	92	8
English Learners	<	<	<	<	<	<	<	<	8	54	62	38
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing 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

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	12	67	79	21	11	67	78	22	14	64	78	22
Female	11	69	79	21	10	70	80	20	12	66	78	22
Male	13	66	79	21	12	65	77	23	16	62	78	22
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	22	78	100	0	15	73	88	12	12	70	82	18
Black	5	64	69	31	3	65	68	32	5	60	64	36
Hispanic	8	68	76	24	6	69	75	25	8	63	71	29
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	14	68	82	18	13	68	81	19	18	65	83	17
Multiple Races	13	65	77	23	9	65	75	25	12	68	79	21
Students with Disabilities	6	43	49	51	4	45	50	50	4	43	47	53
Students without Disabilities	13	72	86	14	12	72	84	16	16	68	84	16
Economically Disadvantaged	6	64	70	30	5	65	70	30	8	62	69	31
Not Economically Disadvantaged	17	70	87	13	16	69	86	14	20	66	86	14
English Learners	2	61	63	37	1	64	65	35	3	58	61	39
Homeless	17	50	67	33	3	58	61	39	5	35	40	60
Military Connected	9	77	86	14	7	65	72	28	13	66	79	21
Foster Care	-	39	39	61	6	38	44	56	8	38	46	54
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	18	64	83	17	14	56	70	30	18	66	84	16
Female	14	67	81	19	17	56	73	27	13	68	81	19
Male	22	62	84	16	12	55	67	33	23	65	88	12
Asian	<	<	100	0	23	54	77	23	<	<	<	<
Black	11	63	74	26	3	52	55	45	3	59	62	38
Hispanic	4	68	71	29	-	63	63	37	3	81	84	16
White	23	63	86	14	21	56	76	24	23	64	87	13
Multiple Races	<	<	<	<	13	55	68	32	18	68	86	14
Students with Disabilities	11	45	56	44	6	29	35	65	3	50	53	47
Students without Disabilities	21	70	91	9	16	63	79	21	20	69	89	11
Economically Disadvantaged	10	63	73	27	8	52	61	39	11	66	77	23
Not Economically Disadvantaged	27	65	92	8	19	59	78	22	24	66	91	9
English Learners	-	60	60	40	-	50	50	50	-	78	78	22
Military Connected	<	<	<	<	12	59	71	29	<	<	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	13	66	78	22	16	62	78	22	19	52	71	29
Female	6	70	76	24	12	67	79	21	21	48	69	31
Male	18	63	81	19	20	58	78	22	18	55	73	28
Asian	<	<	100	0	15	69	85	15	31	62	92	8
Black	-	61	61	39	9	70	79	21	6	48	55	45
Hispanic	5	62	67	33	5	63	68	32	5	54	59	41
White	16	68	84	16	20	62	81	19	24	52	77	23
Multiple Races	<	<	<	<	6	50	56	44	29	46	75	25
Students with Disabilities	5	41	47	53	9	45	54	46	4	26	30	70
Students without Disabilities	15	73	88	12	18	67	85	15	23	58	82	18
Economically Disadvantaged	6	60	66	34	8	61	69	31	11	51	62	38
Not Economically Disadvantaged	18	70	88	12	23	64	87	13	26	52	78	22
English Learners	6	56	63	38	-	57	57	43	-	58	58	42
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	9	91	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	61	76	24	15	63	78	22	21	56	77	23
Female	13	64	78	22	12	65	77	23	16	58	75	25
Male	18	57	75	25	18	61	79	21	25	54	79	21
Asian	<	<	100	0	<	<	<	<	8	67	75	25
Black	-	60	60	40	7	66	73	27	8	47	55	45
Hispanic	19	69	88	12	6	74	81	19	6	52	58	42
Native Hawaiian	<	<	<	<					<	<	100	0
White	19	58	77	23	19	60	80	20	28	58	86	14
Multiple Races	13	67	80	20	8	54	62	38	14	64	79	21
Students with Disabilities	8	28	36	64	4	40	44	56	10	45	55	45
Students without Disabilities	18	68	85	15	18	67	85	15	23	58	82	18
Economically Disadvantaged	9	56	65	35	3	66	69	31	9	58	67	33
Not Economically Disadvantaged	23	65	88	12	25	60	85	15	31	54	85	15
English Learners	9	73	82	18	-	71	71	29	4	44	48	52
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	16	58	74	26	13	64	76	24	15	62	76	24
Female	16	58	74	26	10	67	77	23	12	65	76	24
Male	16	58	74	26	15	60	75	25	17	59	76	24
Asian	<	<	100	0	21	71	93	7	8	46	54	46
Black	9	49	58	42	3	48	52	48	3	67	70	30
Hispanic	11	59	70	30	15	62	77	23	6	62	68	32
White	18	59	78	22	15	67	82	18	20	61	81	19
Multiple Races	6	72	78	22	9	74	83	17	6	59	65	35
Students with Disabilities	8	39	47	53	4	43	47	53	-	44	44	56
Students without Disabilities	17	61	78	22	14	67	81	19	17	64	82	18
Economically Disadvantaged	7	55	62	38	7	58	65	35	5	61	66	34
Not Economically Disadvantaged	23	61	84	16	19	71	90	10	22	62	84	16
English Learners	<	<	<	<	7	50	57	43	-	31	31	69
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	68	73	27	3	74	77	23	4	62	66	34
Female	2	69	71	29	2	79	81	19	3	66	68	32
Male	7	66	73	27	3	68	72	28	6	58	64	36
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	5	60	65	35	-	65	65	35	4	47	51	49
Hispanic	4	63	67	33	-	86	86	14	3	62	64	36
White	5	71	77	23	3	74	77	23	5	65	69	31
Multiple Races	<	<	<	<	10	75	85	15	8	69	77	23
Students with Disabilities	3	46	49	51	6	39	44	56	2	38	40	60
Students without Disabilities	5	73	78	22	2	80	82	18	5	67	72	28
Economically Disadvantaged	4	64	69	31	3	68	70	30	5	52	57	43
Not Economically Disadvantaged	6	72	78	22	3	83	85	15	3	76	79	21
English Learners	<	<	<	<	-	83	83	17	-	47	47	53
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	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	1	59	60	40	1	65	66	34	1	62	63	37
Female	-	64	64	36	1	71	72	28	1	67	68	32
Male	1	55	56	44	1	60	61	39	1	57	58	42
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	56	56	44	-	56	56	44	-	63	63	37
Hispanic	-	79	79	21	5	64	68	32	4	48	52	48
White	1	56	57	43	1	67	68	32	1	63	63	37
Multiple Races	<	<	<	<	-	73	73	27	-	73	73	27
Students with Disabilities	2	31	33	67	2	55	57	43	-	26	26	74
Students without Disabilities	-	72	72	28	1	68	69	31	1	70	71	29
Economically Disadvantaged	1	58	59	41	1	61	62	38	-	58	58	42
Not Economically Disadvantaged	-	61	61	39	1	74	75	25	2	68	71	29
English Learners	<	<	100	0	-	60	60	40	-	53	53	47
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	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	9	82	91	9	8	78	87	13	13	78	91	9
Female	12	80	92	8	9	79	88	12	11	81	92	8
Male	7	83	90	10	8	78	86	14	15	75	91	9
Asian	27	73	100	0	<	<	100	0	<	<	100	0
Black	5	85	91	9	1	88	89	11	6	76	82	18
Hispanic	6	78	83	17	7	78	85	15	15	76	90	10
White	10	82	92	8	11	75	86	14	16	77	93	7
Multiple Races	10	70	80	20	-	89	89	11	-	95	95	5
Students with Disabilities	2	73	76	24	-	66	66	34	6	72	77	23
Students without Disabilities	10	83	93	7	10	81	91	9	15	79	94	6
Economically Disadvantaged	4	84	88	13	3	82	85	15	10	79	89	11
Not Economically Disadvantaged	13	80	93	7	14	74	88	12	16	77	93	7
English Learners	-	81	81	19	-	88	88	13	13	87	100	0
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	75	89	11	8	80	88	12	16	78	94	6
Female	14	73	87	13	10	78	89	11	17	79	96	4
Male	14	77	90	10	7	81	88	12	15	78	93	7
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	10	76	86	14	4	78	83	17	5	90	95	5
Hispanic	7	71	79	21	7	71	79	21	26	74	100	0
White	13	77	89	11	8	82	90	10	17	77	94	6
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	14	75	89	11	8	80	89	11	16	79	95	5
Economically Disadvantaged	7	70	77	23	2	81	83	17	9	83	92	8
Not Economically Disadvantaged	17	77	94	6	11	80	90	10	19	76	95	5
English Learners	<	<	<	<					<	<	100	0
Homeless					<	<	<	<
Military Connected	<	<	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	12	81	93	7	14	77	91	9	15	83	98	2
Female	17	74	90	10	10	77	87	13	13	88	100	0
Male	6	91	97	3	19	77	96	4	16	80	96	4
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	8	85	93	7	14	82	95	5	12	85	97	3
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities									<	<	100	0
Students without Disabilities	12	81	93	7	14	77	91	9	15	83	98	3
Economically Disadvantaged	14	79	93	7	-	92	92	8	12	82	94	6
Not Economically Disadvantaged	12	82	93	7	17	74	91	9	15	83	98	2
English Learners									<	<	100	0
Military Connected	<	<	100	0	<	<	<	<
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	13	63	76	24	8	65	73	27	9	66	75	25
Female	10	66	77	23	6	64	70	30	8	65	73	27
Male	16	60	76	24	10	66	76	24	10	66	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	16	73	89	11	15	64	79	21	7	78	85	15
Black	4	58	61	39	3	62	65	35	2	52	54	46
Hispanic	8	61	69	31	3	54	57	43	4	56	60	40
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	16	64	80	20	10	69	79	21	12	71	82	18
Multiple Races	11	65	75	25	6	52	58	42	10	65	75	25
Students with Disabilities	7	31	39	61	4	47	50	50	3	44	47	53
Students without Disabilities	14	68	83	17	9	69	78	22	10	69	80	20
Economically Disadvantaged	7	58	65	35	3	61	64	36	5	59	64	36
Not Economically Disadvantaged	18	67	85	15	13	69	82	18	13	71	84	16
English Learners	3	42	45	55	2	38	40	60	1	40	42	58
Homeless	<	<	<	<	-	67	67	33	<	<	<	<
Military Connected	<	<	<	<	5	55	60	40	11	50	61	39
Foster Care	<	<	<	<	<	<	<	<	-	70	70	30
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	49	67	33	20	51	71	29	18	51	69	31
Female	14	50	64	36	13	51	65	35	14	52	66	34
Male	23	47	70	30	26	50	77	23	21	50	71	29
Asian	<	<	<	<	<	<	<	<	-	92	92	8
Black	5	29	34	66	7	52	59	41	4	37	41	59
Hispanic	14	64	79	21	6	45	52	48	8	35	44	56
Native Hawaiian	<	<	<	<					<	<	100	0
White	23	50	73	27	26	53	78	22	24	55	79	21
Multiple Races	13	53	67	33	8	31	38	62	14	57	71	29
Students with Disabilities	14	20	34	66	10	38	48	52	6	37	44	56
Students without Disabilities	19	55	74	26	23	53	76	24	20	54	74	26
Economically Disadvantaged	10	42	52	48	11	47	58	42	9	48	57	43
Not Economically Disadvantaged	27	55	82	18	28	53	81	19	26	54	80	20
English Learners	9	27	36	64	7	14	21	79	4	28	32	68
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	8	59	68	32	6	65	71	29	6	64	70	30
Female	6	62	69	31	6	63	68	32	5	66	72	28
Male	10	57	67	33	6	66	73	27	7	61	68	32
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	2	52	54	46	-	56	56	44	2	52	54	46
Hispanic	-	57	57	43	5	58	63	38	-	54	54	46
White	10	63	73	27	8	70	78	22	8	68	76	24
Multiple Races	21	36	57	43	-	50	50	50	4	67	71	29
Students with Disabilities	2	15	17	83	2	53	55	45	-	23	23	77
Students without Disabilities	10	68	77	23	7	67	73	27	7	69	76	24
Economically Disadvantaged	4	52	56	44	2	57	59	41	4	52	57	43
Not Economically Disadvantaged	12	66	78	22	10	72	82	18	8	74	82	18
English Learners	<	<	<	<	-	33	33	67	-	13	13	87
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	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	17	68	85	15	3	75	79	21	7	78	85	15
Female	13	74	87	13	4	75	79	21	9	78	86	14
Male	20	63	83	17	2	75	78	22	6	78	84	16
American Indian	<	<	100	0					<	<	100	0
Asian	27	73	100	0	7	79	86	14	<	<	<	<
Black	2	64	66	34	3	70	72	28	2	69	71	29
Hispanic	13	59	72	28	-	59	59	41	5	72	77	23
White	20	69	89	11	3	80	83	17	8	82	90	10
Multiple Races	7	78	85	15	14	64	77	23	17	67	83	17
Students with Disabilities	11	40	51	49	-	42	42	58	2	55	57	43
Students without Disabilities	17	71	89	11	4	79	83	17	8	81	90	10
Economically Disadvantaged	9	67	76	24	1	73	74	26	4	71	76	24
Not Economically Disadvantaged	21	69	90	10	6	78	83	17	10	82	92	8
English Learners	<	<	<	<	-	50	50	50	-	73	73	27
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	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	<	<	100	0	13	40	53	47	<	<	<	<
Female	<	<	100	0	13	40	53	47	<	<	<	<
Male									<	<	<	<
Asian	<	<	100	0	<	<	100	0
Black					<	<	<	<	<	<	<	<
Hispanic									<	<	<	<
White	<	<	100	0	9	45	55	45	<	<	<	<
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities					<	<	<	<
Students without Disabilities	<	<	100	0	14	43	57	43	<	<	<	<
Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	100	0	20	30	50	50	<	<	<	<
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	4	78	83	17	2	72	74	26	1	76	77	23
Female	3	80	83	17	1	65	66	34	-	68	68	32
Male	5	77	82	18	3	77	81	19	2	84	86	14
American Indian					<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	9	82	91	9	2	69	71	29	-	53	53	47
Hispanic	-	64	64	36	-	56	56	44	-	77	77	23
White	4	79	83	17	3	76	79	21	2	86	88	12
Multiple Races	<	<	<	<	-	60	60	40	<	<	<	<
Students with Disabilities	-	61	61	39	2	55	57	43	-	64	64	36
Students without Disabilities	5	83	88	12	3	77	80	20	1	79	81	19
Economically Disadvantaged	4	76	80	20	2	66	67	33	1	71	72	28
Not Economically Disadvantaged	5	82	87	13	4	80	84	16	1	83	84	16
English Learners	-	58	58	42	-	55	55	45	-	63	63	38
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	100	0					<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

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

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

	2022-2023	2023-2024	2024-2025
Division	4	13	8
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	82	101	80
Kindergarten	231	318	199
Grade 1	240	308	222
Grade 2	249	323	229
Grade 3	273	372	260
Grade 4	264	328	339
Grade 5	289	312	350
Grade 6	282	348	347
Grade 7	271	319	359
Grade 8	342	340	359
Grade 9	304	352	317
Grade 10	329	309	331
Grade 11	295	306	296
Grade 12	299	282	296
Post Graduate	1	4	-
Total Enrollment	3,751	4,322	3,984

< = 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	3751	4322	3984
Female	1803	2102	1943
Male	1948	2220	2041
American Indian	2	7	4
Asian	92	122	112
Black	557	722	649
Hispanic	350	455	457
Native Hawaiian	4	5	2
White	2558	2731	2528
Multiple Races	188	280	232
Students with Disabilities	643	666	631
Students without Disabilities	3108	3656	3353
Economically Disadvantaged	1707	1916	1796
Not Economically Disadvantaged	2044	2406	2188
English Learners	272	218	234
Not English Learners	3479	4104	3750
Homeless	16	39	35
Military Connected	48	127	63
Foster Care	32	27	29
< = 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	3,050	602	3,747	484	3,441	412
Female	1,483	280	1,818	234	1,683	198
Male	1,567	322	1,929	250	1,758	214
American Indian	<	<	<	<	<	<
Asian	79	7	120	8	109	4
Black	433	108	581	111	528	104
Hispanic	277	65	394	54	389	51
Native Hawaiian	<	<	<	<	<	<
White	2,103	384	2,391	273	2,221	215
Multiple Races	156	34	252	37	190	37
Students with Disabilities	476	129	539	101	493	99
Economically Disadvantaged	1,306	402	1,644	363	1,552	325
English Learners	231	34	203	32	240	18
Homeless	9	5	23	13	19	8
< = 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 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	154	123	7	1	8	4
	State	50354	39349	1875	907	4438	1716
Female	Division	75	48	2	0	3	2
	State	27408	17323	610	350	1645	701
Male	Division	79	75	5	1	5	2
	State	22886	21945	1263	556	2789	1012
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	7	25	1	1	3	0
	State	8111	10540	640	225	1119	707
Hispanic	Division	10	9	1	0	2	0
	State	7130	8367	270	133	1858	359
White	Division	126	77	5	0	3	3
	State	25871	16565	763	464	1211	504
Multiple Races	Division	6	11	0	0	0	1
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	3	23	7	0	2	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	30	66	6	1	7	2
	State	12779	21123	1108	494	2352	1214
English Learners	Division	3	8	0	0	2	0
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	0	<
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	297	284	96	285	96	8	3
Female	130	125	96	125	96	3	2
Male	167	159	95	160	96	5	3
Asian	<	<	100	<	100	0	0
Black	37	33	89	34	92	3	8
Hispanic	22	20	91	20	91	2	9
White	214	208	97	208	97	3	1
Multiple Races	18	17	94	17	94	0	0
Students with Disabilities	35	33	94	33	94	2	6
Economically Disadvantaged	112	102	91	103	92	7	6
English Learners	13	11	85	11	85	2	15
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	325 / 26.49%	394 / 31.55%	481 / 38.79%
Advanced Placement Course Enrollment	327 / 26.65%	394 / 31.55%	481 / 38.79%
Dual Enrollment	429 / 34.96%	337 / 26.98%	338 / 27.26%
Governor's School Enrollment	16 / 1.3%	16 / 1.28%	12 / .97%
IB Course Enrollment	46 / 3.75%	2 / .16%	-
Senior Enrolled in IB Program	4 / .33%	-	-

< = 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	285	200	30
	State	87,947	58,787	33
Female	Division	139	102	27
	State	44,125	32,246	27
Male	Division	146	98	33
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	32	17	47
	State	18,153	10,957	40
Hispanic	Division	21	14	33
	State	12,866	7,348	43
White	Division	217	157	28
	State	44,455	30,645	31
Multiple Races	Division	10	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	24	<	100
	State	8,632	3,934	54
Economically Disadvantaged	Division	92	45	51
	State	30,889	16,128	48
English Learners	Division	12	10	17
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
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
NOCTI Assessments	Division	19	-	-
	State	3,844	3,577	3,225
Industry Certification	Division	385	345	372
	State	100,965	101,956	105,973
Workplace Readiness	Division	48	49	87
	State	41,819	35,066	38,829
Total Credentials Earned	Division	452	401	472
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	373	346	380
	State	118,467	115,609	120,035
CTE Completers	Division	107	112	145
	State	46,028	48,643	51,126
State Licensures	Division	-	7	13
	State	1,573	2,069	2,206
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	70.2	67.8	64.6

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	$5,420	$6,836	$2,138
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,598	$7,012	$1,899
	State	$7,803	$6,956	$1,918
2023-2024	Division	$5,551	$7,647	$1,189
	State	$8,112	$7,772	$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	543
Behaviors related to School Operations	212
Relationship Behaviors without Physical Harm	362
Behaviors of a Safety Concern	236
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	90
Behaviors used to determine Persistently Dangerous Schools	1

< = 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
In-School Suspension	15	148
Out-of-School Suspension	406	155
Explusion and Alternative Placement	0	13
Referral to Law Enforcement	30	30
Bus Suspension	2	24

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	49.1	51.3	49.8
< = 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	32.7	35.8	37.2
< = 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	65.8	67	71.4
< = 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

14.79 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

13.41 : 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	37%	60%	1%	2%
2023-2024	40%	57%	1%	2%
2024-2025	41%	54%	0%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	79%	78%	79%	88%
Asian	85%	85%	91%	88%
Black	66%	66%	68%	88%
Hispanic	69%	69%	68%	88%
White	85%	82%	85%	88%
Multiple Races	72%	70%	83%	88%
Economically Disadvantaged	70%	67%	68%	88%
English Learners	57%	56%	60%	88%
Students with Disabilities	48%	47%	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	78%	78%	74%	85%
Asian	88%	92%	90%	85%
Black	65%	65%	61%	85%
Hispanic	75%	74%	63%	85%
White	82%	81%	81%	85%
Multiple Races	73%	71%	77%	85%
Economically Disadvantaged	69%	67%	62%	85%
English Learners	71%	71%	58%	85%
Students with Disabilities	48%	46%	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	73%
Asian	74%
Black	54%
Hispanic	60%
White	80%
Multiple Races	53%
Economically Disadvantaged	60%
English Learners	40%
Students with Disabilities	52%

< = 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	<	90%	84%
Black	89%	83%	84%
Hispanic	76%	83%	84%
White	94%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	84%	82%	84%
English Learners	81%	77%	84%
Students with Disabilities	74%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	12%	14%	12%	10%
Asian	6%	7%	10%	10%
Black	16%	18%	12%	10%
Hispanic	12%	15%	12%	10%
White	11%	13%	12%	10%
Multiple Races	13%	15%	12%	10%
Economically Disadvantaged	18%	21%	13%	10%
English Learners	14%	13%	12%	10%
Students with Disabilities	16%	18%	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	64%	54%	58%
English Learner Proficiency	15%	-	-

< = 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	94	148	64%
English Learner Proficiency	31	201	15%

ESSA Participation Rates

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

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	83%	86%
Asian	86%	100%
Black	71%	81%
Hispanic	76%	83%
White	87%	88%
Multiple Races	72%	84%
Economically Disadvantaged	75%	79%
English Learners	66%	77%
Students with Disabilities	61%	63%

< = 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 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 04	264	264	-	328	283	45	339	244	95
Grade PK	82	82	-	101	101	-	80	80	-
Grade 06	282	282	-	348	296	52	347	270	77
Grade 11	295	295	-	306	295	11	296	285	11
Grade 08	342	342	-	340	274	66	359	277	82
Grade 02	249	249	-	323	246	77	229	229	-
Grade 07	271	271	-	319	278	41	359	292	67
Grade 03	273	273	-	372	255	117	260	260	-
Grade 05	289	289	-	312	258	54	350	294	56
Grade 01	240	240	-	308	226	82	222	222	-
Grade KG	231	231	-	318	221	97	199	199	-
Grade 10	329	329	-	309	295	14	331	314	17
Grade 09	304	304	-	352	332	20	317	310	7
Grade 12	299	299	-	282	271	11	296	282	14
< = 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	3041	598	83.57	16.43	3053	462	86.86	13.14	3044	415	88	12
Full-Time MOP Student	9	4	69.23	30.77	681	27	96.19	3.81	380	8	97.94	2.06
Female
Not a Full-Time MOP Student	1477	278	84.16	15.84	1466	221	86.9	13.1	1479	195	88.35	11.65
Full-Time MOP Student	<	<	<	<	345	16	95.57	4.43	198	5	97.54	2.46
Male
Not a Full-Time MOP Student	1564	320	83.01	16.99	1587	241	86.82	13.18	1565	220	87.68	12.32
Full-Time MOP Student	<	<	<	<	336	11	96.83	3.17	182	3	98.38	1.62
Black
Not a Full-Time MOP Student	433	107	80.19	19.81	429	108	79.89	20.11	446	103	81.24	18.76
Full-Time MOP Student	<	<	<	<	147	5	96.71	3.29	80	1	98.77	1.23
Hispanic
Not a Full-Time MOP Student	275	65	80.88	19.12	309	50	86.07	13.93	355	49	87.87	12.13
Full-Time MOP Student	<	<	<	<	85	3	96.59	3.41	33	3	91.67	8.33
White
Not a Full-Time MOP Student	2096	381	84.62	15.38	2063	262	88.73	11.27	2008	221	90.09	9.91
Full-Time MOP Student	7	3	70	30	320	15	95.52	4.48	201	3	98.53	1.47
Asian
Not a Full-Time MOP Student	79	7	91.86	8.14	78	7	91.76	8.24	79	4	95.18	4.82
Full-Time MOP Student	-	-	-	-	42	1	97.67	2.33	30	0	100	0
Multiple Races
Not a Full-Time MOP Student	156	34	82.11	17.89	170	34	83.33	16.67	152	37	80.42	19.58
Full-Time MOP Student	-	-	-	-	82	3	96.47	3.53	36	1	97.3	2.7
Students with Disabilities
Not a Full-Time MOP Student	474	129	78.61	21.39	480	93	83.77	16.23	452	99	82.03	17.97
Full-Time MOP Student	<	<	<	<	59	5	92.19	7.81	39	2	95.12	4.88
Economically Disadvantaged
Not a Full-Time MOP Student	1304	400	76.53	23.47	1370	347	79.79	20.21	1355	323	80.75	19.25
Full-Time MOP Student	<	<	<	<	267	18	93.68	6.32	187	6	96.89	3.11
English Learners
Not a Full-Time MOP Student	230	34	87.12	12.88	203	32	86.38	13.62	230	18	92.74	7.26
Full-Time MOP Student	<	<	<	<	-	-	-	-	10	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

Accreditation

Accreditation

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

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 Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

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

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