Salem City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
East Salem Elementary	Accredited
G.W. Carver Elementary	Accredited
South Salem Elementary	Accredited
West Salem Elementary	Accredited
Middle Schools
Andrew Lewis Middle	Accredited
High Schools
Salem High	Accredited
Other Schools
Virginia Virtual Academy at Salem	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Science Performance: All Students

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

Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	63	76	24	13	63	76	24	8	65	73	27
Female	13	63	76	24	10	66	77	23	6	64	70	30
Male	13	64	76	24	16	60	76	24	10	66	76	24
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	22	56	78	22	16	73	89	11	15	64	79	21
Black	4	52	55	45	4	58	61	39	3	62	65	35
Hispanic	5	60	65	35	8	61	69	31	3	54	57	43
Native Hawaiian					<	<	<	<	<	<	100	0
White	16	66	82	18	16	64	80	20	10	69	79	21
Multiple Races	8	75	83	17	11	65	75	25	6	52	58	42
Students with Disabilities	7	42	48	52	7	31	39	61	4	47	50	50
Students without Disabilities	14	67	81	19	14	68	83	17	9	69	78	22
Economically Disadvantaged	8	56	63	37	7	58	65	35	3	61	64	36
Not Economically Disadvantaged	16	68	85	15	18	67	85	15	13	69	82	18
English Learners	-	30	30	70	3	42	45	55	2	38	40	60
Homeless	<	<	<	<	<	<	<	<	-	67	67	33
Military Connected	13	63	75	25	<	<	<	<	5	55	60	40
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	49	68	32	18	49	67	33	20	51	71	29
Female	19	48	67	33	14	50	64	36	13	51	65	35
Male	20	50	70	30	23	47	70	30	26	50	77	23
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	4	37	41	59	5	29	34	66	7	52	59	41
Hispanic	15	52	67	33	14	64	79	21	6	45	52	48
Native Hawaiian					<	<	<	<
White	23	51	74	26	23	50	73	27	26	53	78	22
Multiple Races	25	58	83	17	13	53	67	33	8	31	38	62
Students with Disabilities	12	35	47	53	14	20	34	66	10	38	48	52
Students without Disabilities	21	51	72	28	19	55	74	26	23	53	76	24
Economically Disadvantaged	12	41	53	47	10	42	52	48	11	47	58	42
Not Economically Disadvantaged	26	55	81	19	27	55	82	18	28	53	81	19
English Learners	-	36	36	64	9	27	36	64	7	14	21	79
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	64	72	28	8	59	68	32	6	65	71	29
Female	7	64	71	29	6	62	69	31	6	63	68	32
Male	10	64	74	26	10	57	67	33	6	66	73	27
American Indian					<	<	<	<
Asian	36	36	73	27	<	<	100	0	<	<	<	<
Black	2	62	64	36	2	52	54	46	-	56	56	44
Hispanic	-	50	50	50	-	57	57	43	5	58	63	38
White	10	67	77	23	10	63	73	27	8	70	78	22
Multiple Races	<	<	<	<	21	36	57	43	-	50	50	50
Students with Disabilities	2	28	30	70	2	15	17	83	2	53	55	45
Students without Disabilities	10	70	80	20	10	68	77	23	7	67	73	27
Economically Disadvantaged	5	56	61	39	4	52	56	44	2	57	59	41
Not Economically Disadvantaged	11	70	80	20	12	66	78	22	10	72	82	18
English Learners	-	25	25	75	<	<	<	<	-	33	33	67
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	59	75	25	17	68	85	15	3	75	79	21
Female	18	61	79	21	13	74	87	13	4	75	79	21
Male	14	58	72	28	20	63	83	17	2	75	78	22
American Indian					<	<	100	0
Asian	<	<	<	<	27	73	100	0	7	79	86	14
Black	7	33	40	60	2	64	66	34	3	70	72	28
Hispanic	4	56	59	41	13	59	72	28	-	59	59	41
Native Hawaiian									<	<	100	0
White	20	64	84	16	20	69	89	11	3	80	83	17
Multiple Races	6	72	78	22	7	78	85	15	14	64	77	23
Students with Disabilities	3	44	46	54	11	40	51	49	-	42	42	58
Students without Disabilities	18	61	79	21	17	71	89	11	4	79	83	17
Economically Disadvantaged	11	46	57	43	9	67	76	24	1	73	74	26
Not Economically Disadvantaged	19	67	85	15	21	69	90	10	6	78	83	17
English Learners	-	20	20	80	<	<	<	<	-	50	50	50
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	76	99	1	<	<	100	0	13	40	53	47
Female	24	73	97	3	<	<	100	0	13	40	53	47
Male	21	79	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black									<	<	<	<
Hispanic	<	<	100	0
White	24	75	98	2	<	<	100	0	9	45	55	45
Multiple Races	<	<	100	0					<	<	<	<
Students with Disabilities	<	<	100	0					<	<	<	<
Students without Disabilities	23	75	99	1	<	<	100	0	14	43	57	43
Economically Disadvantaged	20	80	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	23	76	98	2	<	<	100	0	20	30	50	50
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	81	84	16	4	78	83	17	2	72	74	26
Female	3	78	82	18	3	80	83	17	1	65	66	34
Male	2	84	86	14	5	77	82	18	3	77	81	19
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	72	72	28	9	82	91	9	2	69	71	29
Hispanic	-	83	83	17	-	64	64	36	-	56	56	44
Native Hawaiian					<	<	100	0
White	5	82	87	13	4	79	83	17	3	76	79	21
Multiple Races	-	86	86	14	<	<	<	<	-	60	60	40
Students with Disabilities	4	58	62	38	-	61	61	39	2	55	57	43
Students without Disabilities	2	86	88	12	5	83	88	12	3	77	80	20
Economically Disadvantaged	1	79	80	20	4	76	80	20	2	66	67	33
Not Economically Disadvantaged	5	83	87	13	5	82	87	13	4	80	84	16
English Learners	<	<	<	<	-	58	58	42	-	55	55	45
Homeless	<	<	<	<					<	<	<	<
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

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	49	66	34	17	51	68	32	17	52	68	32
Female	16	50	66	34	15	48	63	37	13	54	67	33
Male	17	49	66	34	19	53	72	28	20	49	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	24	48	72	28	16	58	74	26	24	62	85	15
Black	6	38	44	56	8	44	52	48	6	48	54	46
Hispanic	10	41	51	49	11	46	57	43	6	60	66	34
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	20	54	74	26	21	53	74	26	22	51	73	27
Multiple Races	13	36	49	51	9	47	56	44	9	49	58	42
Students with Disabilities	7	22	29	71	4	32	36	64	7	33	40	60
Students without Disabilities	19	54	72	28	20	54	74	26	18	55	73	27
Economically Disadvantaged	9	41	49	51	8	46	54	46	9	48	57	43
Not Economically Disadvantaged	24	56	80	20	26	55	80	20	26	56	82	18
English Learners	-	27	27	73	3	31	34	66	4	52	56	44
Homeless	<	<	<	<	<	<	<	<	5	45	50	50
Military Connected	<	<	<	<	18	55	73	27	13	58	71	29
Foster Care	<	<	<	<	-	50	50	50	-	30	30	70
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	42	53	47	9	35	43	57	-	42	42	58
Female	17	42	58	42	14	36	50	50	-	29	29	71
Male	<	<	<	<	<	<	<	<	-	56	56	44
Asian	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	18	45	64	36	<	<	<	<	-	57	57	43
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	13	50	63	38	11	37	47	53	-	43	43	57
Economically Disadvantaged	<	<	<	<	9	18	27	73	-	42	42	58
Not Economically Disadvantaged	17	33	50	50	8	50	58	42	<	<	<	<
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	36	36	64	3	44	47	53	2	60	62	38
Female	<	<	<	<	-	44	44	56	2	66	68	32
Male	-	25	25	75	6	44	50	50	2	54	56	44
Asian									<	<	100	0
Black	<	<	<	<	<	<	<	<	-	54	54	46
Hispanic	<	<	<	<	<	<	<	<	-	54	54	46
Native Hawaiian									<	<	100	0
White	<	<	<	<	7	40	47	53	3	63	66	34
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	-	44	44	56
Students without Disabilities	-	44	44	56	4	46	50	50	3	64	67	33
Economically Disadvantaged	-	29	29	71	5	40	45	55	2	59	61	39
Not Economically Disadvantaged	<	<	<	<	-	50	50	50	4	62	65	35
English Learners	<	<	100	0	<	<	<	<	-	75	75	25
Homeless	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	56	56	44	-	30	30	70	-	36	36	64
Female	-	71	71	29	-	23	23	77	-	27	27	73
Male	-	43	43	57	-	39	39	61	-	46	46	54
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	<	<	-	27	27	73	-	36	36	64
Hispanic	<	<	<	<	-	39	39	61	-	50	50	50
Native Hawaiian					<	<	<	<
White	-	69	69	31	-	27	27	73	-	30	30	70
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	10	10	90	-	17	17	83	-	18	18	82
Students without Disabilities	-	67	67	33	-	34	34	66	-	43	43	57
Economically Disadvantaged	-	46	46	54	-	24	24	76	-	29	29	71
Not Economically Disadvantaged	-	64	64	36	-	44	44	56	-	55	55	45
English Learners	<	<	<	<	-	33	33	67	<	<	<	<
Homeless	<	<	<	<					<	<	<	<
Military Connected					<	<	<	<
Foster Care									<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	59	64	36	5	62	67	33	6	65	70	30
Female	7	55	62	38	5	59	64	36	4	64	68	32
Male	3	62	65	35	6	65	71	29	7	65	73	27
American Indian					<	<	<	<
Asian	9	45	55	45	<	<	<	<	<	<	<	<
Black	2	47	49	51	7	45	53	47	-	50	50	50
Hispanic	-	36	36	64	-	52	52	48	3	62	65	35
Native Hawaiian	<	<	<	<					<	<	100	0
White	6	66	72	28	5	68	73	27	8	68	76	24
Multiple Races	<	<	<	<	7	50	57	43	-	56	56	44
Students with Disabilities	-	28	28	72	-	22	22	78	-	48	48	52
Students without Disabilities	5	64	69	31	6	69	75	25	7	67	74	26
Economically Disadvantaged	1	45	45	55	1	53	54	46	1	55	56	44
Not Economically Disadvantaged	7	70	77	23	9	70	79	21	10	74	84	16
English Learners	-	19	19	81	<	<	<	<	-	36	36	64
Homeless					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	49	71	29	27	52	79	21	21	53	74	26
Female	23	49	72	28	27	50	77	23	17	61	77	23
Male	22	48	70	30	27	54	81	19	26	44	70	30
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	17	43	60	40	14	49	63	37	10	54	64	36
Hispanic	8	42	50	50	28	52	79	21	17	60	77	23
White	24	53	76	24	29	54	83	17	26	50	75	25
Multiple Races	27	27	53	47	27	45	73	27	13	67	79	21
Students with Disabilities	2	22	24	76	7	43	50	50	-	17	17	83
Students without Disabilities	25	53	78	22	31	54	84	16	23	56	78	22
Economically Disadvantaged	13	42	55	45	17	54	71	29	11	51	63	38
Not Economically Disadvantaged	29	54	83	17	36	50	86	14	31	55	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	18	64	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	39	68	32	32	44	76	24	36	41	76	24
Female	21	40	61	39	27	45	72	28	29	46	76	24
Male	36	38	75	25	37	43	80	20	42	36	77	23
Asian	<	<	100	0	<	<	100	0	55	18	73	27
Black	-	28	28	73	9	59	68	32	17	41	59	41
Hispanic	38	46	85	15	17	50	67	33	8	77	85	15
White	35	41	76	24	39	41	81	19	44	38	82	18
Multiple Races	17	42	58	42	<	<	<	<	16	26	42	58
Students with Disabilities	23	23	45	55	8	37	45	55	21	34	55	45
Students without Disabilities	30	42	72	28	39	46	85	15	39	42	81	19
Economically Disadvantaged	14	35	49	51	14	46	59	41	23	44	67	33
Not Economically Disadvantaged	42	43	85	15	47	43	90	10	48	38	85	15
English Learners					<	<	<	<	9	73	82	18
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
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

	2021-2022	2022-2023	2023-2024
Division	2	4	13
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2022-2023	2023-2024
Pre-kindergarten	82	101
Kindergarten	231	318
Grade 1	240	308
Grade 2	249	323
Grade 3	273	372
Grade 4	264	328
Grade 5	289	312
Grade 6	282	348
Grade 7	271	319
Grade 8	342	340
Grade 9	304	352
Grade 10	329	309
Grade 11	295	306
Grade 12	299	282
Post Graduate	1	4
Total Students	3,751	4,322

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024
All Students	3751	4322
Female	1803	2102
Male	1948	2220
American Indian	2	7
Asian	92	122
Black	557	722
Hispanic	350	455
Native Hawaiian	4	5
White	2558	2731
Multiple Races	188	280
Students with Disabilities	643	666
Students without Disabilities	3108	3656
Economically Disadvantaged	1707	1916
Not Economically Disadvantaged	2044	2406
English Learners	272	218
Not English Learners	3479	4104
Homeless	16	39
Military Connected	48	127
Foster Care	32	27
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	157 / 12.57%	325 / 26.49%	394 / 31.55%
Advanced Placement Course Enrollment	157 / 12.57%	327 / 26.65%	394 / 31.55%
Dual Enrollment	399 / 31.95%	429 / 34.96%	337 / 26.98%
Governor's School Enrollment	-	16 / 1.3%	16 / 1.28%
IB Course Enrollment	155 / 12.41%	46 / 3.75%	2 / .16%
Senior Enrolled in IB Program	2 / .16%	4 / .33%	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	273	189	31
	State	87,317	57,081	35
Female	Division	136	101	26
	State	43,705	31,577	28
Male	Division	137	88	36
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	25	20	20
	State	18,624	10,601	43
Hispanic	Division	13	<	100
	State	12,110	6,622	45
White	Division	219	150	32
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	30	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	79	36	54
	State	30,335	14,987	51
English Learners	Division	10	<	100
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
Workplace Readiness	Division	5	48	49
	State	44,348	41,819	35,066
Total Credentials Earned	Division	5	452	401
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	5	373	346
	State	115,682	117,932	115,611
CTE Completers	Division	106	107	112
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	19	-
	State	2,590	3,844	3,577
State Licensures	Division	-	-	7
	State	1,236	1,563	2,069
Industry Certification	Division	-	385	345
	State	95,688	100,255	101,956
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	69.7	70.2	67.8

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$5,029	$5,782	$760
	State	$6,770	$5,603	$867
2020-2021	Division	$4,797	$6,410	$1,183
	State	$6,669	$6,185	$1,352
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	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,997	695	3,050	602	3,747	484
Female	1,426	329	1,483	280	1,818	234
Male	1,571	366	1,567	322	1,929	250
American Indian	<	<	<	<	<	<
Asian	80	8	79	7	120	8
Black	415	101	433	108	581	111
Hispanic	236	77	277	65	394	54
Native Hawaiian	<	<	<	<	<	<
White	2,145	447	2,103	384	2,391	273
Multiple Races	119	59	156	34	252	37
Students with Disabilities	450	151	476	129	539	101
Economically Disadvantaged	1,120	474	1,306	402	1,644	363
English Learners	202	39	231	34	203	32
Homeless	8	3	9	5	23	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1	0.6	0.1	0.4	0.2
Asian	2.5	1.1	2.5	0.4	2.8	0.9
Black	14.2	27.7	14.8	31.7	16.7	22.7
Hispanic	8.5	7.3	9.3	10.4	10.5	9.1
Native Hawaiian	0.1		0.1		0.1
White	69.9	56.5	68.2	49.8	63.2	58.2
Multiple Races	4.7	6.8	5	7.2	6.5	9.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1		0.2
Asian	2.5		2.5		2.8
Black	14.2		14.8		16.7	18.2
Hispanic	8.5		9.3		10.5
Native Hawaiian	0.1		0.1		0.1
White	69.9	100	68.2		63.2	63.6
Multiple Races	4.7		5		6.5	18.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1		0.2
Asian	2.5		2.5		2.8
Black	14.2		14.8		16.7
Hispanic	8.5		9.3		10.5
Native Hawaiian	0.1		0.1		0.1
White	69.9		68.2		63.2	100
Multiple Races	4.7		5		6.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	38.1	49.1	51.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	39.1	32.7	35.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	73.5	65.8	67
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

11.91 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.48 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	36%	61%	1%	2%
2022-2023	37%	60%	1%	2%
2023-2024	41%	56%	0%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	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 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade PK	82	82	-	82	82	-	101	101	-
Grade 03	267	267	-	273	273	-	372	255	117
Grade 04	273	273	-	264	264	-	328	283	45
Grade 02	276	276	-	249	249	-	323	246	77
Grade 06	264	264	-	282	282	-	348	296	52
Grade 12	275	275	-	299	299	-	282	271	11
Grade 09	333	333	-	304	304	-	352	332	20
Grade 10	324	324	-	329	329	-	309	295	14
Grade 07	331	331	-	271	271	-	319	278	41
Grade 08	292	292	-	342	342	-	340	274	66
Grade KG	235	235	-	231	231	-	318	221	97
Grade 05	282	282	-	289	289	-	312	258	54
Grade 01	248	248	-	240	240	-	308	226	82
Grade 11	317	317	-	295	295	-	306	295	11
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	2997	695	81.18	18.82	3041	598	83.57	16.43	3053	462	86.86	13.14
Full-Time MOP Student	-	-	-	-	9	4	69.23	30.77	681	27	96.19	3.81
Female
Not a Full-Time MOP Student	1426	329	81.25	18.75	1477	278	84.16	15.84	1466	221	86.9	13.1
Full-Time MOP Student	-	-	-	-	<	<	<	<	345	16	95.57	4.43
Male
Not a Full-Time MOP Student	1571	366	81.1	18.9	1564	320	83.01	16.99	1587	241	86.82	13.18
Full-Time MOP Student	-	-	-	-	<	<	<	<	336	11	96.83	3.17
Black
Not a Full-Time MOP Student	415	101	80.43	19.57	433	107	80.19	19.81	429	108	79.89	20.11
Full-Time MOP Student	-	-	-	-	<	<	<	<	147	5	96.71	3.29
Hispanic
Not a Full-Time MOP Student	236	77	75.4	24.6	275	65	80.88	19.12	309	50	86.07	13.93
Full-Time MOP Student	-	-	-	-	<	<	<	<	85	3	96.59	3.41
White
Not a Full-Time MOP Student	2145	447	82.75	17.25	2096	381	84.62	15.38	2063	262	88.73	11.27
Full-Time MOP Student	-	-	-	-	7	3	70	30	320	15	95.52	4.48
Asian
Not a Full-Time MOP Student	80	8	90.91	9.09	79	7	91.86	8.14	78	7	91.76	8.24
Full-Time MOP Student	-	-	-	-	-	-	-	-	42	1	97.67	2.33
Multiple Races
Not a Full-Time MOP Student	119	59	66.85	33.15	156	34	82.11	17.89	170	34	83.33	16.67
Full-Time MOP Student	-	-	-	-	-	-	-	-	82	3	96.47	3.53
Students with Disabilities
Not a Full-Time MOP Student	450	151	74.88	25.12	474	129	78.61	21.39	480	93	83.77	16.23
Full-Time MOP Student	-	-	-	-	<	<	<	<	59	5	92.19	7.81
Economically Disadvantaged
Not a Full-Time MOP Student	1120	474	70.26	29.74	1304	400	76.53	23.47	1370	347	79.79	20.21
Full-Time MOP Student	-	-	-	-	<	<	<	<	267	18	93.68	6.32
English Learners
Not a Full-Time MOP Student	202	39	83.82	16.18	230	34	87.12	12.88	203	32	86.38	13.62
Full-Time MOP Student	-	-	-	-	<	<	<	<	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality