Salem City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
East Salem Elementary	Fully Accredited	Meets Expectations	88.41
G.W. Carver Elementary	Fully Accredited	Distinguished	92.58
South Salem Elementary	Fully Accredited	Meets Expectations	94.85
West Salem Elementary	Fully Accredited	Distinguished	94.49
Middle Schools
Andrew Lewis Middle	Fully Accredited	Distinguished	90.13
High Schools
Salem High	Fully Accredited	Meets Expectations	93.99
Other Schools
Virginia Virtual Academy at Salem	Fully Accredited	Too Small

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	15	64	79	21	16	63	79	21
Female	14	66	81	19	15	66	81	19	17	63	80	20
Male	13	64	76	24	15	62	77	23	14	64	78	22
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	17	70	87	13	19	68	87	13	16	73	89	11
Black	4	61	66	34	7	61	68	32	7	59	66	34
Hispanic	6	63	69	31	6	60	67	33	4	60	64	36
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	18	66	84	16	19	65	83	17	20	65	85	15
Multiple Races	8	66	73	27	12	72	83	17	15	63	78	22
Students with Disabilities	8	40	48	52	4	39	43	57	2	43	45	55
Students without Disabilities	15	70	84	16	17	69	86	14	18	67	84	16
Economically Disadvantaged	8	62	69	31	8	61	69	31	9	61	70	30
Not Economically Disadvantaged	19	68	87	13	21	67	88	12	20	65	84	16
English Learners	1	44	46	54	1	42	43	57	2	37	39	61
Homeless	4	71	75	25	-	55	55	45	-	65	65	35
Military Connected	6	67	73	27	20	67	87	13	16	70	86	14
Foster Care	-	46	46	54	-	55	55	45	6	59	65	35
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	68	32	16	64	80	20	9	64	73	27
Female	13	60	73	27	14	65	79	21	10	63	74	26
Male	10	54	64	36	19	63	82	18	8	65	73	27
Asian	25	50	75	25	<	<	<	<	<	<	100	0
Black	3	57	59	41	-	74	74	26	2	49	51	49
Hispanic	-	55	55	45	10	61	71	29	2	58	60	40
White	15	59	74	26	22	62	83	17	15	68	83	17
Multiple Races	13	55	68	32	5	75	80	20	-	67	67	33
Students with Disabilities	3	32	35	65	5	41	46	54	2	43	45	55
Students without Disabilities	14	64	78	22	18	68	86	14	11	68	79	21
Economically Disadvantaged	8	52	61	39	8	64	72	28	8	62	70	30
Not Economically Disadvantaged	14	62	75	25	24	64	88	12	11	65	76	24
English Learners	5	45	50	50	-	59	59	41	-	42	42	58
Homeless	<	<	<	<					<	<	<	<
Military Connected	-	59	59	41	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	80	20	16	59	75	25	18	63	81	19
Female	18	68	86	14	20	59	79	21	21	61	82	18
Male	21	54	75	25	12	58	70	30	15	65	80	20
Asian	27	64	91	9	15	69	85	15	9	82	91	9
Black	14	56	70	30	11	61	72	28	4	71	75	25
Hispanic	8	54	62	38	3	51	54	46	-	74	74	26
White	23	63	86	14	21	58	79	21	25	59	84	16
Multiple Races	6	56	61	39	14	64	79	21	11	66	77	23
Students with Disabilities	16	42	58	42	3	39	41	59	4	38	42	58
Students without Disabilities	20	65	86	14	20	64	84	16	21	68	88	12
Economically Disadvantaged	11	61	72	28	14	55	69	31	9	68	78	22
Not Economically Disadvantaged	27	60	88	13	18	62	80	20	23	60	83	17
English Learners	-	40	40	60	-	52	52	48	4	64	68	32
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	27	73	100	0	23	62	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	68	79	21	12	63	75	25	11	65	76	24
Female	11	62	73	27	14	62	76	24	11	67	78	22
Male	11	73	83	17	11	63	74	26	11	63	74	26
Asian	<	<	<	<	8	83	92	8	<	<	<	<
Black	5	64	68	32	4	47	51	49	7	60	67	33
Hispanic	3	73	77	23	2	48	50	50	2	46	49	51
Native Hawaiian					<	<	100	0	<	<	100	0
White	13	71	84	16	16	69	85	15	14	70	84	16
Multiple Races	7	29	36	64	14	64	79	21	20	65	85	15
Students with Disabilities	6	40	46	54	6	45	52	48	-	42	42	58
Students without Disabilities	12	73	85	15	14	67	80	20	13	70	83	17
Economically Disadvantaged	5	59	65	35	6	58	65	35	10	63	73	27
Not Economically Disadvantaged	15	74	89	11	18	66	85	15	12	67	79	21
English Learners	-	62	62	38	-	22	22	78	7	21	29	71
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	60	71	29	12	64	77	23	17	62	79	21
Female	11	62	73	27	12	65	77	23	18	60	78	22
Male	12	58	70	30	13	64	77	24	16	63	79	21
American Indian									<	<	100	0
Asian	-	87	87	13	17	67	83	17	27	64	91	9
Black	2	42	44	56	3	64	67	33	6	57	63	38
Hispanic	8	65	73	28	6	64	70	30	5	56	62	38
Native Hawaiian	<	<	<	<					<	<	100	0
White	16	61	78	22	16	65	80	20	21	65	86	14
Multiple Races	9	74	83	17	12	59	71	29	17	55	72	28
Students with Disabilities	2	26	28	72	2	35	37	63	6	42	48	52
Students without Disabilities	13	66	79	21	14	69	83	17	19	65	84	16
Economically Disadvantaged	6	54	60	40	4	58	62	38	11	58	68	32
Not Economically Disadvantaged	18	67	85	15	19	70	88	12	21	64	85	15
English Learners	-	31	31	69	-	50	50	50	-	13	13	88
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	9	91	100	0
Foster Care					<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	71	82	18	9	68	77	23	11	67	78	22
Female	13	73	85	15	7	74	81	19	12	63	76	24
Male	9	69	78	22	12	62	74	26	10	70	80	20
American Indian					<	<	100	0	<	<	<	<
Asian	<	<	100	0	6	88	94	6	14	64	79	21
Black	6	62	68	32	2	52	54	46	3	67	70	30
Hispanic	12	64	76	24	9	73	82	18	4	61	65	35
White	14	72	86	14	12	68	81	19	15	68	83	17
Multiple Races	-	78	78	22	7	79	86	14	6	76	82	18
Students with Disabilities	16	35	51	49	6	32	38	62	-	43	43	57
Students without Disabilities	10	76	86	14	10	74	84	16	13	70	83	17
Economically Disadvantaged	7	66	73	27	4	62	66	34	3	60	63	37
Not Economically Disadvantaged	16	76	92	8	15	75	90	10	16	71	87	13
English Learners	<	<	<	<	-	50	50	50	-	26	26	74
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	-	100	100	0
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	81	19	14	65	78	22	13	62	75	25
Female	10	73	83	17	14	70	84	16	11	69	80	20
Male	12	66	78	22	13	59	72	28	15	55	70	30
Asian	<	<	<	<	<	<	<	<	15	75	90	10
Black	2	73	75	25	9	57	66	34	7	49	56	44
Hispanic	5	66	71	29	5	61	66	34	9	59	69	31
White	16	69	85	15	16	66	82	18	15	64	79	21
Multiple Races	5	70	75	25	8	88	96	4	18	67	85	15
Students with Disabilities	2	53	55	45	-	31	31	69	2	42	43	57
Students without Disabilities	13	72	85	15	15	69	84	16	15	65	80	20
Economically Disadvantaged	5	68	74	26	7	57	64	36	7	51	58	42
Not Economically Disadvantaged	17	70	88	12	19	72	91	9	17	68	86	14
English Learners	<	<	<	<	-	13	13	87	4	33	38	63
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	10	80	90	10	18	73	91	9
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	70	90	10	26	65	91	9	30	60	91	9
Female	24	67	91	9	27	65	92	8	38	53	91	9
Male	14	74	88	12	25	65	90	10	23	67	90	10
American Indian	<	<	100	0					<	<	100	0
Asian	18	82	100	0	50	50	100	0	<	<	100	0
Black	2	79	80	20	18	76	95	5	24	61	86	14
Hispanic	10	68	77	23	10	67	77	23	7	69	76	24
White	26	66	92	8	29	63	91	9	33	60	93	7
Multiple Races	12	84	96	4	33	58	92	8	55	36	91	9
Students with Disabilities	12	56	68	32	2	50	52	48	-	55	55	45
Students without Disabilities	20	72	92	8	30	67	97	3	34	61	95	5
Economically Disadvantaged	11	73	84	16	13	76	89	11	19	68	88	13
Not Economically Disadvantaged	26	68	94	6	35	57	92	8	36	57	92	8
English Learners	<	<	<	<	8	54	62	38	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	67	78	22	14	64	78	22	13	63	76	24
Female	10	70	80	20	12	66	78	22	11	64	75	25
Male	12	65	77	23	16	62	78	22	15	61	76	24
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	15	73	88	12	12	70	82	18	20	65	85	15
Black	3	65	68	32	5	60	64	36	4	57	61	39
Hispanic	6	69	75	25	8	63	71	29	7	60	67	33
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	13	68	81	19	18	65	83	17	17	65	82	18
Multiple Races	9	65	75	25	12	68	79	21	11	61	71	29
Students with Disabilities	4	45	50	50	4	43	47	53	3	43	46	54
Students without Disabilities	12	72	84	16	16	68	84	16	15	66	81	19
Economically Disadvantaged	5	65	70	30	8	62	69	31	8	62	70	30
Not Economically Disadvantaged	16	69	86	14	20	66	86	14	17	63	79	21
English Learners	1	64	65	35	3	58	61	39	2	57	59	41
Homeless	3	58	61	39	5	35	40	60	4	48	52	48
Military Connected	7	65	72	28	13	66	79	21	9	69	78	22
Foster Care	6	38	44	56	8	38	46	54	-	53	53	47
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	56	70	30	18	66	84	16	12	64	76	24
Female	17	56	73	27	13	68	81	19	10	66	75	25
Male	12	55	67	33	23	65	88	12	14	63	77	23
Asian	23	54	77	23	<	<	<	<	20	70	90	10
Black	3	52	55	45	3	59	62	38	4	56	60	40
Hispanic	-	63	63	37	3	81	84	16	7	58	64	36
White	21	56	76	24	23	64	87	13	15	71	86	14
Multiple Races	13	55	68	32	18	68	86	14	12	46	58	42
Students with Disabilities	6	29	35	65	3	50	53	47	4	38	43	57
Students without Disabilities	16	63	79	21	20	69	89	11	13	69	82	18
Economically Disadvantaged	8	52	61	39	11	66	77	23	10	65	74	26
Not Economically Disadvantaged	19	59	78	22	24	66	91	9	14	64	78	22
English Learners	-	50	50	50	-	78	78	22	-	65	65	35
Homeless	<	<	<	<					<	<	<	<
Military Connected	12	59	71	29	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<					<	<	100	0
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	62	78	22	19	52	71	29	16	61	77	23
Female	12	67	79	21	21	48	69	31	14	64	78	22
Male	20	58	78	22	18	55	73	28	18	58	76	24
Asian	15	69	85	15	31	62	92	8	18	64	82	18
Black	9	70	79	21	6	48	55	45	-	60	60	40
Hispanic	5	63	68	32	5	54	59	41	5	68	73	28
White	20	62	81	19	24	52	77	23	22	59	81	19
Multiple Races	6	50	56	44	29	46	75	25	12	65	76	24
Students with Disabilities	9	45	54	46	4	26	30	70	2	35	36	64
Students without Disabilities	18	67	85	15	23	58	82	18	19	66	84	16
Economically Disadvantaged	8	61	69	31	11	51	62	38	12	67	79	21
Not Economically Disadvantaged	23	64	87	13	26	52	78	22	18	57	75	25
English Learners	-	57	57	43	-	58	58	42	12	58	69	31
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	9	91	100	0	15	54	69	31
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	63	78	22	21	56	77	23	19	56	75	25
Female	12	65	77	23	16	58	75	25	18	61	79	21
Male	18	61	79	21	25	54	79	21	21	51	71	29
Asian	<	<	<	<	8	67	75	25	<	<	<	<
Black	7	66	73	27	8	47	55	45	5	53	58	42
Hispanic	6	74	81	19	6	52	58	42	7	59	66	34
Native Hawaiian					<	<	100	0	<	<	100	0
White	19	60	80	20	28	58	86	14	26	57	83	17
Multiple Races	8	54	62	38	14	64	79	21	20	60	80	20
Students with Disabilities	4	40	44	56	10	45	55	45	2	40	42	58
Students without Disabilities	18	67	85	15	23	58	82	18	22	60	82	18
Economically Disadvantaged	3	66	69	31	9	58	67	33	14	57	71	29
Not Economically Disadvantaged	25	60	85	15	31	54	85	15	23	56	79	21
English Learners	-	71	71	29	4	44	48	52	-	57	57	43
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	64	76	24	15	62	76	24	15	53	68	32
Female	10	67	77	23	12	65	76	24	11	52	63	37
Male	15	60	75	25	17	59	76	24	18	54	72	28
American Indian									<	<	100	0
Asian	21	71	93	7	8	46	54	46	18	64	82	18
Black	3	48	52	48	3	67	70	30	5	44	49	51
Hispanic	15	62	77	23	6	62	68	32	9	44	53	47
Native Hawaiian									<	<	100	0
White	15	67	82	18	20	61	81	19	18	57	75	25
Multiple Races	9	74	83	17	6	59	65	35	11	52	63	37
Students with Disabilities	4	43	47	53	-	44	44	56	8	35	43	57
Students without Disabilities	14	67	81	19	17	64	82	18	16	56	72	28
Economically Disadvantaged	7	58	65	35	5	61	66	34	6	53	60	40
Not Economically Disadvantaged	19	71	90	10	22	62	84	16	20	53	73	27
English Learners	7	50	57	43	-	31	31	69	-	35	35	65
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	-	91	91	9
Foster Care					<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	74	77	23	4	62	66	34	3	67	70	30
Female	2	79	81	19	3	66	68	32	2	66	68	32
Male	3	68	72	28	6	58	64	36	4	68	72	28
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	100	0	<	<	<	<	-	80	80	20
Black	-	65	65	35	4	47	51	49	4	65	68	32
Hispanic	-	86	86	14	3	62	64	36	2	59	61	39
White	3	74	77	23	5	65	69	31	4	70	74	26
Multiple Races	10	75	85	15	8	69	77	23	-	65	65	35
Students with Disabilities	6	39	44	56	2	38	40	60	-	38	38	62
Students without Disabilities	2	80	82	18	5	67	72	28	4	72	76	24
Economically Disadvantaged	3	68	70	30	5	52	57	43	1	63	64	36
Not Economically Disadvantaged	3	83	85	15	3	76	79	21	5	69	75	25
English Learners	-	83	83	17	-	47	47	53	-	53	53	47
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	65	66	34	1	62	63	37	1	52	53	47
Female	1	71	72	28	1	67	68	32	2	51	53	47
Male	1	60	61	39	1	57	58	42	-	53	53	47
Asian	<	<	100	0	<	<	<	<	-	77	77	23
Black	-	56	56	44	-	63	63	37	-	39	39	61
Hispanic	5	64	68	32	4	48	52	48	-	51	51	49
White	1	67	68	32	1	63	63	37	2	55	57	43
Multiple Races	-	73	73	27	-	73	73	27	-	53	53	47
Students with Disabilities	2	55	57	43	-	26	26	74	-	38	38	62
Students without Disabilities	1	68	69	31	1	70	71	29	1	56	57	43
Economically Disadvantaged	1	61	62	38	-	58	58	42	-	45	45	55
Not Economically Disadvantaged	1	74	75	25	2	68	71	29	2	58	59	41
English Learners	-	60	60	40	-	53	53	47	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	78	87	13	13	78	91	9	16	75	91	9
Female	9	79	88	12	11	81	92	8	13	78	91	9
Male	8	78	86	14	15	75	91	9	19	72	92	8
Asian	<	<	100	0	<	<	100	0	50	50	100	0
Black	1	88	89	11	6	76	82	18	5	80	85	15
Hispanic	7	78	85	15	15	76	90	10	9	82	91	9
White	11	75	86	14	16	77	93	7	19	75	94	6
Multiple Races	-	89	89	11	-	95	95	5	23	59	82	18
Students with Disabilities	-	66	66	34	6	72	77	23	2	78	80	20
Students without Disabilities	10	81	91	9	15	79	94	6	18	75	93	7
Economically Disadvantaged	3	82	85	15	10	79	89	11	7	80	87	13
Not Economically Disadvantaged	14	74	88	12	16	77	93	7	22	72	94	6
English Learners	-	88	88	13	13	87	100	0	-	77	77	23
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	100	0
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	80	88	12	16	78	94	6	15	81	96	4
Female	10	78	89	11	17	79	96	4	7	87	94	6
Male	7	81	88	12	15	78	93	7	21	76	97	3
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	4	78	83	17	5	90	95	5	-	90	90	10
Hispanic	7	71	79	21	26	74	100	0	23	62	85	15
White	8	82	90	10	17	77	94	6	16	82	97	3
Multiple Races	<	<	<	<	<	<	<	<	-	100	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	8	80	89	11	16	79	95	5	15	82	96	4
Economically Disadvantaged	2	81	83	17	9	83	92	8	13	76	89	11
Not Economically Disadvantaged	11	80	90	10	19	76	95	5	15	83	98	2
English Learners					<	<	100	0	<	<	<	<
Homeless	<	<	<	<					<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care	<	<	100	0
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	77	91	9	15	83	98	2	32	68	100	0
Female	10	77	87	13	13	88	100	0	35	65	100	0
Male	19	77	96	4	16	80	96	4	29	71	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	14	82	95	5	12	85	97	3	32	68	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities					<	<	100	0
Students without Disabilities	14	77	91	9	15	83	98	3	32	68	100	0
Economically Disadvantaged	-	92	92	8	12	82	94	6	36	64	100	0
Not Economically Disadvantaged	17	74	91	9	15	83	98	2	32	68	100	0
English Learners					<	<	100	0	<	<	100	0
Military Connected	<	<	<	<
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	65	73	27	9	66	75	25	13	58	71	29
Female	6	64	70	30	8	65	73	27	12	56	68	32
Male	10	66	76	24	10	66	76	24	14	60	74	26
Asian	15	64	79	21	7	78	85	15	12	59	71	29
Black	3	62	65	35	2	52	54	46	4	47	51	49
Hispanic	3	54	57	43	4	56	60	40	7	50	57	43
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	10	69	79	21	12	71	82	18	17	62	79	21
Multiple Races	6	52	58	42	10	65	75	25	14	64	78	22
Students with Disabilities	4	47	50	50	3	44	47	53	2	38	40	60
Students without Disabilities	9	69	78	22	10	69	80	20	15	61	76	24
Economically Disadvantaged	3	61	64	36	5	59	64	36	8	50	59	41
Not Economically Disadvantaged	13	69	82	18	13	71	84	16	16	63	79	21
English Learners	2	38	40	60	1	40	42	58	2	32	34	66
Homeless	-	67	67	33	<	<	<	<	<	<	<	<
Military Connected	5	55	60	40	11	50	61	39	14	67	81	19
Foster Care	<	<	<	<	-	70	70	30	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	51	71	29	18	51	69	31	21	47	69	31
Female	13	51	65	35	14	52	66	34	21	46	67	33
Male	26	50	77	23	21	50	71	29	22	49	71	29
Asian	<	<	<	<	-	92	92	8	<	<	<	<
Black	7	52	59	41	4	37	41	59	12	40	52	48
Hispanic	6	45	52	48	8	35	44	56	10	37	46	54
Native Hawaiian					<	<	100	0	<	<	100	0
White	26	53	78	22	24	55	79	21	26	53	79	21
Multiple Races	8	31	38	62	14	57	71	29	25	50	75	25
Students with Disabilities	10	38	48	52	6	37	44	56	2	31	33	67
Students without Disabilities	23	53	76	24	20	54	74	26	25	51	76	24
Economically Disadvantaged	11	47	58	42	9	48	57	43	16	46	62	38
Not Economically Disadvantaged	28	53	81	19	26	54	80	20	25	49	74	26
English Learners	7	14	21	79	4	28	32	68	7	29	36	64
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	65	71	29	6	64	70	30	7	60	67	33
Female	6	63	68	32	5	66	72	28	6	57	63	37
Male	6	66	73	27	7	61	68	32	7	63	70	30
Asian	<	<	<	<	<	<	<	<	-	75	75	25
Black	-	56	56	44	2	52	54	46	1	42	43	57
Hispanic	5	58	63	38	-	54	54	46	7	54	61	39
White	8	70	78	22	8	68	76	24	9	65	74	26
Multiple Races	-	50	50	50	4	67	71	29	9	67	76	24
Students with Disabilities	2	53	55	45	-	23	23	77	2	41	42	58
Students without Disabilities	7	67	73	27	7	69	76	24	8	63	71	29
Economically Disadvantaged	2	57	59	41	4	52	57	43	3	49	52	48
Not Economically Disadvantaged	10	72	82	18	8	74	82	18	9	67	76	24
English Learners	-	33	33	67	-	13	13	87	-	26	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	20	60	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	75	79	21	7	78	85	15	14	67	80	20
Female	4	75	79	21	9	78	86	14	12	66	78	22
Male	2	75	78	22	6	78	84	16	16	67	83	17
Asian	7	79	86	14	<	<	<	<	<	<	<	<
Black	3	70	72	28	2	69	71	29	-	67	67	33
Hispanic	-	59	59	41	5	72	77	23	6	62	68	32
White	3	80	83	17	8	82	90	10	18	67	86	14
Multiple Races	14	64	77	23	17	67	83	17	13	73	87	13
Students with Disabilities	-	42	42	58	2	55	57	43	3	41	43	57
Students without Disabilities	4	79	83	17	8	81	90	10	16	71	86	14
Economically Disadvantaged	1	73	74	26	4	71	76	24	7	60	67	33
Not Economically Disadvantaged	6	78	83	17	10	82	92	8	18	71	89	11
English Learners	-	50	50	50	-	73	73	27	-	50	50	50
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	100	0	<	<	100	0
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	40	53	47	<	<	<	<	<	<	<	<
Female	13	40	53	47	<	<	<	<	<	<	<	<
Male					<	<	<	<	<	<	100	0
Asian	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic					<	<	<	<	<	<	<	<
White	9	45	55	45	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<
Students without Disabilities	14	43	57	43	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	20	30	50	50	<	<	<	<	<	<	<	<
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	72	74	26	1	76	77	23	-	57	57	43
Female	1	65	66	34	-	68	68	32	-	60	60	40
Male	3	77	81	19	2	84	86	14	<	<	<	<
Asian	<	<	100	0	<	<	100	0
Black	2	69	71	29	-	53	53	47	<	<	<	<
Hispanic	-	56	56	44	-	77	77	23	<	<	<	<
White	3	76	79	21	2	86	88	12	<	<	100	0
Multiple Races	-	60	60	40	<	<	<	<	<	<	100	0
Students with Disabilities	2	55	57	43	-	64	64	36	<	<	<	<
Students without Disabilities	3	77	80	20	1	79	81	19	-	57	57	43
Economically Disadvantaged	2	66	67	33	1	71	72	28	-	45	45	55
Not Economically Disadvantaged	4	80	84	16	1	83	84	16	-	67	67	33
English Learners	-	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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	52	68	32	17	48	65	35	18	50	68	32
Female	13	54	67	33	15	49	65	35	14	52	66	34
Male	20	49	69	31	18	46	65	35	23	48	71	29
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	24	62	85	15	20	53	73	27	19	54	73	27
Black	6	48	54	46	7	40	47	53	10	44	54	46
Hispanic	6	60	66	34	13	45	59	41	7	53	60	40
White	22	51	73	27	20	51	71	29	23	50	73	27
Multiple Races	9	49	58	42	18	43	61	39	12	56	68	32
Students with Disabilities	7	33	40	60	4	26	30	70	4	23	27	73
Students without Disabilities	18	55	73	27	19	52	71	29	21	55	75	25
Economically Disadvantaged	9	48	57	43	10	43	53	47	11	47	58	42
Not Economically Disadvantaged	26	56	82	18	24	52	76	24	22	52	74	26
English Learners	4	52	56	44	3	31	33	67	3	37	40	60
Homeless	5	45	50	50	<	<	<	<	<	<	<	<
Military Connected	13	58	71	29	12	72	84	16	15	54	69	31
Foster Care	-	30	30	70	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	42	42	58	-	38	38	62	-	29	29	71
Female	-	29	29	71	<	<	<	<	<	<	<	<
Male	-	56	56	44	<	<	<	<	<	<	<	<
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	-	57	57	43	<	<	<	<	-	25	25	75
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	43	43	57	-	36	36	64	<	<	<	<
Economically Disadvantaged	-	42	42	58	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	50	50	50	<	<	<	<
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	60	62	38	-	21	21	79	-	9	9	91
Female	2	66	68	32	<	<	<	<	<	<	<	<
Male	2	54	56	44	<	<	<	<	<	<	<	<
Asian	<	<	100	0
Black	-	54	54	46	<	<	<	<	<	<	<	<
Hispanic	-	54	54	46					<	<	<	<
White	3	63	66	34	-	10	10	90	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	44	44	56	<	<	<	<	<	<	<	<
Students without Disabilities	3	64	67	33	<	<	<	<	<	<	<	<
Economically Disadvantaged	2	59	61	39	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	4	62	65	35	<	<	<	<	<	<	<	<
English Learners	-	75	75	25					<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	36	36	64	<	<	<	<	5	32	37	63
Female	-	27	27	73	<	<	<	<	<	<	<	<
Male	-	46	46	54	<	<	<	<	10	40	50	50
Asian	<	<	100	0					<	<	100	0
Black	-	36	36	64	<	<	<	<	<	<	<	<
Hispanic	-	50	50	50	<	<	<	<	<	<	<	<
White	-	30	30	70	<	<	<	<	-	36	36	64
Multiple Races	<	<	<	<					<	<	<	<
Students with Disabilities	-	18	18	82	<	<	<	<	<	<	<	<
Students without Disabilities	-	43	43	57	<	<	<	<	6	35	41	59
Economically Disadvantaged	-	29	29	71	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	55	55	45	<	<	<	<	9	55	64	36
English Learners	<	<	<	<
Homeless	<	<	<	<
Foster Care	<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	65	70	30	4	61	65	35	<	<	<	<
Female	4	64	68	32	4	61	64	36	<	<	<	<
Male	7	65	73	27	4	61	65	35	<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	-	50	50	50	-	47	47	53	<	<	<	<
Hispanic	3	62	65	35	4	43	46	54
White	8	68	76	24	6	67	72	28	<	<	<	<
Multiple Races	-	56	56	44	-	63	63	38	<	<	<	<
Students with Disabilities	-	48	48	52	-	15	15	85	<	<	<	<
Students without Disabilities	7	67	74	26	5	66	70	30	<	<	<	<
Economically Disadvantaged	1	55	56	44	2	47	50	50	<	<	<	<
Not Economically Disadvantaged	10	74	84	16	6	72	78	22	<	<	<	<
English Learners	-	36	36	64	-	15	15	85	<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Foster Care	<	<	<	<	<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	53	74	26	15	53	68	32	14	56	70	30
Female	17	61	77	23	10	57	67	33	9	58	68	32
Male	26	44	70	30	20	49	69	31	17	54	71	29
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	7	67	73	27	14	71	86	14
Black	10	54	64	36	-	40	40	60	10	43	53	47
Hispanic	17	60	77	23	13	55	68	32	7	54	61	39
White	26	50	75	25	20	55	75	25	17	58	75	25
Multiple Races	13	67	79	21	17	59	76	24	6	67	72	28
Students with Disabilities	-	17	17	83	3	31	34	66	2	29	31	69
Students without Disabilities	23	56	78	22	17	57	74	26	15	60	75	25
Economically Disadvantaged	11	51	63	38	8	46	54	46	5	49	54	46
Not Economically Disadvantaged	31	55	87	13	23	61	83	17	19	60	79	21
English Learners	<	<	<	<	-	31	31	69	-	26	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	18	64	82	18	10	70	80	20	15	54	69	31
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	36	41	76	24	32	33	65	35	25	47	73	27
Female	29	46	76	24	33	35	68	32	20	51	71	29
Male	42	36	77	23	32	30	62	38	32	43	74	26
Asian	55	18	73	27	42	33	75	25	<	<	<	<
Black	17	41	59	41	19	34	53	47	11	52	63	37
Hispanic	8	77	85	15	26	33	59	41	7	61	68	32
White	44	38	82	18	38	35	72	28	32	44	76	24
Multiple Races	16	26	42	58	29	18	46	54	17	57	74	26
Students with Disabilities	21	34	55	45	6	29	35	65	7	20	28	72
Students without Disabilities	39	42	81	19	39	34	73	27	29	52	81	19
Economically Disadvantaged	23	44	67	33	20	37	58	42	21	51	72	28
Not Economically Disadvantaged	48	38	85	15	43	29	72	28	28	45	73	27
English Learners	9	73	82	18	10	50	60	40	10	80	90	10
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	18	64	82	18	15	54	69	31
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

	2023-2024	2024-2025	2025-2026
Division	13	8	3
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	101	80	110
Kindergarten	318	199	227
Grade 1	308	222	219
Grade 2	323	229	228
Grade 3	372	260	295
Grade 4	328	339	376
Grade 5	312	350	314
Grade 6	348	347	459
Grade 7	319	359	378
Grade 8	340	359	411
Grade 9	352	317	310
Grade 10	309	331	306
Grade 11	306	296	310
Grade 12	282	296	278
Post Graduate	4	-	-
Total Enrollment	4,322	3,984	4,221

< = 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	2023-2024	2024-2025	2025-2026
All Students	4322	3984	4221
Female	2102	1943	2077
Male	2220	2041	2144
American Indian	7	4	5
Asian	122	112	136
Black	722	649	684
Hispanic	455	457	525
Native Hawaiian	5	2	4
White	2731	2528	2599
Multiple Races	280	232	268
Students with Disabilities	666	631	635
Students without Disabilities	3656	3353	3586
Economically Disadvantaged	1916	1796	1719
Not Economically Disadvantaged	2406	2188	2502
English Learners	218	234	275
Not English Learners	4104	3750	3946
Homeless	39	35	30
Military Connected	127	63	94
Foster Care	27	29	33
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	3,747	484	3,441	412	3,715	343
Female	1,818	234	1,683	198	1,832	182
Male	1,929	250	1,758	214	1,883	161
American Indian	<	<	<	<	<	<
Asian	120	8	109	4	128	3
Black	581	111	528	104	570	85
Hispanic	394	54	389	51	451	59
Native Hawaiian	<	<	<	<	<	<
White	2,391	273	2,221	215	2,322	168
Multiple Races	252	37	190	37	236	26
Students with Disabilities	539	101	493	99	519	91
Economically Disadvantaged	1,644	363	1,552	325	1,461	278
English Learners	203	32	240	18	271	33
Homeless	23	13	19	8	19	12
< = 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 2026: 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 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	160	112	12	1	12	2
	State	52034	41739	1845	730	4758	1126
Female	Division	83	55	1	1	7	1
	State	28171	18456	601	259	1860	459
Male	Division	77	57	11	0	5	1
	State	23863	23283	1244	471	2895	667
Asian	Division	8	4	0	0	0	0
	State	6565	1702	100	12	90	43
Black	Division	28	17	1	0	1	1
	State	8816	10967	559	141	985	452
Hispanic	Division	15	12	1	0	4	0
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	<	<	<	<	0	<
	State	84	59	4	1	3	1
White	Division	103	72	9	1	7	1
	State	25115	16553	775	367	1100	357
Multiple Races	Division	6	6	1	0	0	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	5	20	12	0	4	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	50	59	10	0	7	2
	State	12337	20894	1052	439	2243	735
English Learners	Division	8	8	0	0	3	0
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	<	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = 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	299	284	95	285	95	12	4
Female	148	139	94	140	95	7	5
Male	151	145	96	145	96	5	3
Asian	12	12	100	12	100	0	0
Black	48	46	96	46	96	1	2
Hispanic	32	28	88	28	88	4	13
Native Hawaiian	<	<	100	<	100	0	0
White	193	184	95	185	96	7	4
Multiple Races	13	13	100	13	100	0	0
Students with Disabilities	41	37	90	37	90	4	10
Economically Disadvantaged	128	119	93	119	93	7	6
English Learners	19	16	84	16	84	3	16
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	394 / 31.55%	481 / 38.79%	403 / 33.47%
Advanced Placement Course Enrollment	394 / 31.55%	481 / 38.79%	464 / 38.54%
Dual Enrollment	337 / 26.98%	338 / 27.26%	124 / 10.3%
Governor's School Enrollment	16 / 1.28%	12 / .97%	8 / .66%
IB Course Enrollment	2 / .16%	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 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.

2022-2023 FGI cohort year (students entering high school in 2019)
	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	296	197	33
	State	87,995	56,397	36
Female	Division	145	110	24
	State	43,825	30,968	29
Male	Division	151	87	42
	State	44,068	25,387	42
Asian	Division	11	11	0
	State	7,252	6,271	14
Black	Division	31	21	32
	State	18,247	10,591	42
Hispanic	Division	24	12	50
	State	14,010	7,355	48
White	Division	217	150	31
	State	43,094	28,736	33
Multiple Races	Division	13	<	100
	State	5,005	3,223	36
Students with Disabilities	Division	31	14	55
	State	8,536	3,616	58
Economically Disadvantaged	Division	95	44	54
	State	31,680	15,774	50
English Learners	Division	21	14	33
	State	7,379	3,573	52
American Indian	Division	-	-	100
	State	230	127	45
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = 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
		2023-2024	2024-2025	2025-2026
State Licensures	Division	7	13	12
	State	2,069	2,206	2,710
Industry Certification	Division	345	372	290
	State	101,956	105,973	106,014
Workplace Readiness	Division	49	87	187
	State	35,066	38,829	48,691
Total Credentials Earned	Division	401	472	489
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	346	380	275
	State	115,609	120,035	128,298
CTE Completers	Division	112	145	121
	State	48,643	51,371	52,173
NOCTI Assessments	Division	-	-	-
	State	3,577	3,225	3,944
Armed Services Vocational Aptitude Battery Examination	Division	-	14	238
	State	1,022	15,327	18,011

< = 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
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	67.8	64.6	64.6

Per-Pupil Spending

2024-2025 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	$5,798	$7,400	$1,189
	State	$8,420	$7,464	$1,751
2024-2025	Division	$6,399	$8,806	$869
	State	$9,310	$8,078	$1,383

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	2024-2025	2025-2026
Behaviors that Impede Academic Progress	543	230	441
Behaviors related to School Operations	212	331	434
Relationship Behaviors without Physical Harm	362	358	350
Behaviors of a Safety Concern	236	264	382
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	90	109	122
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
	2023-2024	2024-2025	2025-2026
In-School Suspension	148	100	663
Out-of-School Suspension	155	201	408
Explusion and Alternative Placement	13	12	11
Referral to Law Enforcement	30	14	0
Bus Suspension	24	15	21

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	51.3	49.8	50.1
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	35.8	37.2	42.1
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	67	71.4	70.1
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

14.04 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

12.8 : 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	39%	58%	1%	2%
2024-2025	41%	55%	0%	4%
2025-2026	43%	53%	0%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	80%	83%	88%
Asian	90%	91%	88%
Black	68%	78%	88%
Hispanic	67%	78%	88%
White	85%	87%	88%
Multiple Races	80%	85%	88%
Economically Disadvantaged	71%	78%	88%
English Learners	54%	74%	88%
Students with Disabilities	46%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	77%	79%	85%
Asian	86%	90%	85%
Black	64%	73%	85%
Hispanic	69%	73%	85%
White	82%	83%	85%
Multiple Races	72%	81%	85%
Economically Disadvantaged	72%	73%	85%
English Learners	69%	71%	85%
Students with Disabilities	46%	69%	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	59%
Hispanic	61%
White	80%
Multiple Races	78%
Economically Disadvantaged	63%
English Learners	46%
Students with Disabilities	43%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	91%	84%	84%
Asian	100%	90%	84%
Black	94%	83%	84%
Hispanic	84%	84%	84%
White	91%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	86%	84%	84%
English Learners	90%	84%	84%
Students with Disabilities	63%	84%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	63%	58%	58%
English Learner Proficiency	20%	-	-

< = 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	114	180	63%
English Learner Proficiency	44	222	20%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.3%	1.7%	98.5%	1.5%	98.1%	1.9%
Asian	100%	-	100%	-	100%	-
Black	98.6%	1.4%	98.8%	1.2%	98.9%	1.1%
Hispanic	98.5%	1.5%	98.5%	1.5%	99.2%	.8%
White	98.2%	1.8%	98.5%	1.5%	98.2%	1.8%
Multiple Races	97.3%	2.7%	97.3%	2.7%	93%	7%
Economically Disadvantaged	97.5%	2.5%	97.8%	2.2%	96.3%	3.7%
Not Economically Disadvantaged	98.9%	1.1%	99%	1%	99.5%	.5%
English Learners	99%	1%	99%	1%	100%	-
Students with Disabilities	94.9%	5.1%	95.2%	4.8%	92.3%	7.7%
Students without Disabilities	98.9%	1.1%	99.1%	.9%	99.2%	.8%
Female	98.7%	1.3%	99.1%	.9%	99.2%	.8%
Male	97.9%	2.1%	97.9%	2.1%	97%	3%

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

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

Federal Designation

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	2023-2024			2024-2025			2025-2026
	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 12	282	271	11	296	282	14	278	265	13
Grade 10	309	295	14	331	314	17	306	295	11
Grade PK	101	101	-	80	80	-	110	110	-
Grade 02	323	246	77	229	229	-	228	228	-
Grade 03	372	255	117	260	260	-	295	243	52
Grade 01	308	226	82	222	222	-	219	219	-
Grade 04	328	283	45	339	244	95	376	268	108
Grade 09	352	332	20	317	310	7	310	302	8
Grade 06	348	296	52	347	270	77	459	298	161
Grade 05	312	258	54	350	294	56	314	260	54
Grade 07	319	278	41	359	292	67	378	281	97
Grade 11	306	295	11	296	285	11	310	294	16
Grade KG	318	221	97	199	199	-	227	227	-
Grade 08	340	274	66	359	277	82	411	303	108
< = 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	2023-2024				2024-2025				2025-2026
	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	3053	462	86.86	13.14	3044	415	88	12	3070	383	88.91	11.09
Full-Time MOP Student	681	27	96.19	3.81	380	8	97.94	2.06	595	7	98.84	1.16
Female
Not a Full-Time MOP Student	1466	221	86.9	13.1	1479	195	88.35	11.65	1505	202	88.17	11.83
Full-Time MOP Student	345	16	95.57	4.43	198	5	97.54	2.46	302	3	99.02	.98
Male
Not a Full-Time MOP Student	1587	241	86.82	13.18	1565	220	87.68	12.32	1565	181	89.63	10.37
Full-Time MOP Student	336	11	96.83	3.17	182	3	98.38	1.62	293	4	98.65	1.35
Black
Not a Full-Time MOP Student	429	108	79.89	20.11	446	103	81.24	18.76	454	95	82.7	17.3
Full-Time MOP Student	147	5	96.71	3.29	80	1	98.77	1.23	104	1	99.05	.95
Hispanic
Not a Full-Time MOP Student	309	50	86.07	13.93	355	49	87.87	12.13	367	64	85.15	14.85
Full-Time MOP Student	85	3	96.59	3.41	33	3	91.67	8.33	79	0	100	0
White
Not a Full-Time MOP Student	2063	262	88.73	11.27	2008	221	90.09	9.91	2002	191	91.29	8.71
Full-Time MOP Student	320	15	95.52	4.48	201	3	98.53	1.47	289	6	97.97	2.03
Asian
Not a Full-Time MOP Student	78	7	91.76	8.24	79	4	95.18	4.82	86	2	97.73	2.27
Full-Time MOP Student	42	1	97.67	2.33	30	0	100	0	43	0	100	0
Multiple Races
Not a Full-Time MOP Student	170	34	83.33	16.67	152	37	80.42	19.58	156	29	84.32	15.68
Full-Time MOP Student	82	3	96.47	3.53	36	1	97.3	2.7	77	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	480	93	83.77	16.23	452	99	82.03	17.97	450	96	82.42	17.58
Full-Time MOP Student	59	5	92.19	7.81	39	2	95.12	4.88	64	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	1370	347	79.79	20.21	1355	323	80.75	19.25	1306	306	81.02	18.98
Full-Time MOP Student	267	18	93.68	6.32	187	6	96.89	3.11	121	5	96.03	3.97
English Learners
Not a Full-Time MOP Student	203	32	86.38	13.62	230	18	92.74	7.26	260	33	88.74	11.26
Full-Time MOP Student	-	-	-	-	10	0	100	0	11	0	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: 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

2022-2023 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

2024-2025 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

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act