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Scott County Public Schools

General school information

Division: Scott County Public Schools
Division Number: 84
Address: 340 E Jackson St Gate City, VA 24251
Superintendent: Mr. Jason Smith
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Accreditation Status Performance Level Framework Score
Elementary Schools
Duffield-Pattonsville PrimaryFully AccreditedMeets Expectations87.63
Dungannon ElementaryFully AccreditedMeets Expectations87.34
Hilton ElementaryFully AccreditedDistinguished95.07
Nickelsville ElementaryFully AccreditedDistinguished90.03
Shoemaker ElementaryFully AccreditedMeets Expectations90.66
Weber City ElementaryFully AccreditedDistinguished98.03
Yuma ElementaryFully AccreditedDistinguished99.94
Middle Schools
Gate City MiddleFully AccreditedApproaching Expectations87.3
Rye Cove IntermediateFully AccreditedDistinguished89.64
High Schools
Gate City HighFully AccreditedMeets Expectations103.24
Rye Cove HighFully AccreditedDistinguished90.32
Twin Springs HighFully AccreditedDistinguished94.47
Secondary Schools
Virginia Connections AcademyFully AccreditedNeeds Intensive Support71.65

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 76 24 10 67 78 22 11 64 75 25
Female 11 69 79 21 11 68 79 21 12 65 77 23
Male 10 64 73 27 10 66 76 24 10 63 73 27
American Indian < < < < < < < < < < 100 0
Asian - 64 64 36 24 47 71 29 17 56 72 28
Black 2 47 50 50 3 58 60 40 4 50 54 46
Hispanic 6 66 71 29 9 61 70 30 11 50 61 39
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 11 68 79 21 11 68 79 21 11 66 78 22
Multiple Races 7 59 66 34 8 67 75 25 12 56 68 32
Students with Disabilities 8 45 53 47 5 45 50 50 3 43 46 54
Students without Disabilities 11 71 82 18 12 73 85 15 13 70 83 17
Economically Disadvantaged 7 66 73 27 7 69 76 24 9 65 74 26
Not Economically Disadvantaged 14 67 81 19 13 66 79 21 13 63 76 24
English Learners - 40 40 60 - 65 65 35 9 27 36 64
Homeless < < < < < < < < < < < <
Military Connected 8 68 76 24 12 70 82 18 10 73 83 17
Foster Care 16 53 68 32 - 71 71 29 < < < <
Grade 3 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 75 25 8 73 81 19 8 64 72 28
Female 14 62 76 24 8 74 82 18 8 64 72 28
Male 8 67 74 26 8 72 80 20 8 64 72 28
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic 10 80 90 10 < < < < < < < <
White 11 64 75 25 8 73 81 19 9 65 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 51 57 43 2 61 63 38 2 47 49 51
Students without Disabilities 12 70 83 17 10 77 87 13 11 69 80 20
Economically Disadvantaged 7 67 74 26 7 78 85 15 6 63 70 30
Not Economically Disadvantaged 17 61 78 22 9 69 78 22 10 64 74 26
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Grade 4 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 71 85 15 13 71 83 17 11 74 86 14
Female 11 73 84 16 15 72 88 13 11 78 89 11
Male 17 70 87 13 11 70 80 20 12 71 83 17
Black < < 100 0 < < < <
Hispanic < < < < 18 73 91 9 < < < <
White 14 72 86 14 13 70 83 17 11 76 86 14
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 12 50 62 38 6 55 61 39 3 63 66 34
Students without Disabilities 15 79 94 6 15 77 92 8 14 79 93 7
Economically Disadvantaged 12 74 85 15 10 74 83 17 12 74 87 13
Not Economically Disadvantaged 17 68 85 15 16 68 84 16 11 74 85 15
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 79 21 7 70 77 23 10 65 75 25
Female 6 75 82 18 7 68 75 25 12 66 78 22
Male 9 67 76 24 8 73 80 20 8 64 73 27
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < < 36 36 73 27
White 8 71 79 21 7 72 79 21 9 67 76 24
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 8 48 56 44 6 38 45 55 6 39 45 55
Students without Disabilities 7 79 87 13 7 83 91 9 11 75 86 14
Economically Disadvantaged 7 74 80 20 7 70 77 23 11 62 73 27
Not Economically Disadvantaged 9 67 76 24 7 70 78 22 9 68 77 23
English Learners < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < 100 0
Grade 6 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21 11 65 75 25 10 66 76 24
Female 9 72 81 19 9 66 76 24 10 68 77 23
Male 9 67 77 23 12 63 75 25 10 64 74 26
Asian < < 100 0 < < 100 0
Black 4 44 48 52 6 53 59 41 5 42 47 53
Hispanic 5 55 59 41 12 47 59 41 < < < <
White 10 75 84 16 11 67 78 22 11 68 79 21
Multiple Races 17 50 67 33 8 62 69 31 < < < <
Students with Disabilities 14 56 70 30 5 45 51 49 - 40 40 60
Students without Disabilities 8 73 81 19 12 71 83 17 13 75 88 12
Economically Disadvantaged 8 68 75 25 9 65 73 27 9 62 71 29
Not Economically Disadvantaged 11 74 85 15 13 65 77 23 11 70 80 20
Homeless < < < < < < < <
Military Connected 5 74 79 21 < < < < < < < <
Foster Care < < 100 0 < < < < < < < <
Grade 7 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 66 71 29 8 64 73 27 5 61 66 34
Female 7 69 76 24 9 68 76 24 7 61 68 32
Male 4 63 67 33 8 61 70 30 4 60 64 36
Asian < < < < < < 100 0 < < < <
Black 5 48 52 48 5 43 48 52 - 43 43 57
Hispanic 3 71 74 26 10 67 77 23 - 54 54 46
White 6 67 73 27 8 68 76 24 6 65 71 29
Multiple Races - 78 78 22 - 63 63 37 5 50 55 45
Students with Disabilities 4 39 43 57 4 42 46 54 1 38 40 60
Students without Disabilities 6 72 77 23 9 69 78 22 6 67 73 27
Economically Disadvantaged 3 62 65 35 4 65 69 31 6 65 71 29
Not Economically Disadvantaged 8 70 78 22 12 64 76 24 4 57 62 38
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 3 66 69 31 - 73 73 27 8 69 77 23
Grade 8 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 59 67 33 6 65 71 29 7 62 69 31
Female 8 63 71 29 8 67 75 25 9 62 70 30
Male 8 54 62 38 5 63 68 32 5 63 67 33
American Indian < < < < < < < < < < 100 0
Asian < < < < < < < < < < < <
Black - 42 42 58 - 63 63 37 4 47 51 49
Hispanic 7 62 69 31 3 64 67 33 6 51 57 43
White 9 63 72 28 8 65 73 27 7 67 73 27
Multiple Races 4 43 46 54 7 69 76 24 8 58 67 33
Students with Disabilities 12 22 33 67 1 31 32 68 4 39 42 58
Students without Disabilities 7 66 73 27 8 72 80 20 7 68 75 25
Economically Disadvantaged 4 56 60 40 4 62 65 35 2 62 64 36
Not Economically Disadvantaged 12 62 74 26 8 66 74 26 10 62 72 28
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 14 57 71 29 - 84 84 16 5 81 86 14
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 67 90 10 21 67 88 13 25 61 87 13
Female 23 68 91 9 22 66 88 13 27 61 88 12
Male 22 65 87 13 19 68 88 13 24 62 85 15
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black - 64 64 36 - 80 80 20 10 70 80 20
Hispanic 18 73 91 9 13 67 80 20 25 55 80 20
Native Hawaiian < < 100 0 < < 100 0
White 24 67 91 9 22 67 89 11 27 61 88 12
Multiple Races < < 100 0 18 73 91 9 31 46 77 23
Students with Disabilities - 59 59 41 9 51 60 40 4 40 44 56
Students without Disabilities 25 67 92 8 22 70 92 8 28 64 93 7
Economically Disadvantaged 16 68 84 16 11 76 87 13 18 69 87 13
Not Economically Disadvantaged 29 66 94 6 27 61 88 12 30 57 87 13
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < 27 64 91 9 < < < <
Foster Care < < < < < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 60 69 31 11 58 69 31 7 57 64 36
Female 8 60 67 33 9 58 67 33 7 56 63 37
Male 11 60 71 29 12 58 70 30 7 58 65 35
American Indian < < < < < < < < < < < <
Asian - 63 63 38 8 58 65 35 13 30 43 57
Black 1 27 27 73 1 21 23 77 1 14 15 85
Hispanic 3 54 57 43 4 49 52 48 4 32 36 64
White 11 64 75 25 12 63 75 25 8 64 72 28
Multiple Races 2 47 49 51 3 42 46 54 2 40 42 58
Students with Disabilities 5 46 51 49 3 47 50 50 1 44 45 55
Students without Disabilities 10 63 74 26 12 61 73 27 9 61 69 31
Economically Disadvantaged 6 60 66 34 9 66 75 25 4 63 67 33
Not Economically Disadvantaged 13 60 73 27 12 52 64 36 9 53 62 38
English Learners - 71 71 29 - 46 46 54 7 50 57 43
Homeless - 15 15 85 - 30 30 70 < < < <
Military Connected 10 53 63 37 4 60 64 36 2 65 66 34
Foster Care 14 57 71 29 6 65 71 29 < < < <
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 10 76 86 14 7 69 76 24
Female 8 68 76 24 7 83 91 9 10 64 74 26
Male 6 77 84 16 13 69 82 18 6 71 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic - 82 82 18 < < < < < < < <
White 8 73 80 20 10 76 86 14 7 69 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 4 57 62 38 2 63 64 36 2 46 47 53
Students without Disabilities 8 79 88 12 13 80 93 7 9 77 86 14
Economically Disadvantaged 7 70 77 23 8 80 88 12 3 66 69 31
Not Economically Disadvantaged 8 78 85 15 12 72 84 16 10 71 81 19
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Grade 4 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 83 17 16 68 84 16 8 78 86 14
Female 7 74 81 19 17 64 81 19 6 82 87 13
Male 15 70 86 14 15 72 87 13 10 75 86 14
Black < < 100 0 < < < <
Hispanic < < < < 18 64 82 18 < < 100 0
White 11 72 83 17 16 68 84 16 7 79 86 14
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 2 57 58 42 5 59 64 36 2 64 66 34
Students without Disabilities 14 78 92 8 20 72 92 8 10 83 93 7
Economically Disadvantaged 6 79 85 15 14 70 84 16 4 84 88 12
Not Economically Disadvantaged 18 62 80 20 19 66 85 15 11 74 85 15
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 84 16 15 69 85 15 16 70 86 14
Female 12 72 84 16 12 73 84 16 17 67 84 16
Male 18 66 84 16 20 66 86 14 16 72 87 13
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < < 20 70 90 10
White 15 69 84 16 16 70 85 15 17 70 87 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 52 59 41 3 54 57 43 3 56 59 41
Students without Disabilities 18 74 93 7 20 76 96 4 21 75 96 4
Economically Disadvantaged 13 70 83 17 10 80 90 10 10 74 84 16
Not Economically Disadvantaged 20 66 85 15 21 58 80 20 22 66 87 13
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 6 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 62 74 26 12 57 69 31 9 60 69 31
Female 8 64 72 28 10 57 67 33 7 60 68 32
Male 15 61 75 25 14 56 70 30 11 60 71 29
Asian < < 100 0 < < 100 0 < < < <
Black 4 32 36 64 - 18 18 82 - 16 16 84
Hispanic - 52 52 48 12 41 53 47 < < < <
White 13 67 80 20 14 61 74 26 10 66 76 24
Multiple Races 9 45 55 45 - 45 45 55 < < < <
Students with Disabilities 9 59 69 31 7 45 52 48 - 51 51 49
Students without Disabilities 12 63 75 25 14 60 75 25 12 64 76 24
Economically Disadvantaged 7 64 70 30 10 60 70 30 4 62 66 34
Not Economically Disadvantaged 20 61 80 20 15 53 68 32 15 58 73 27
Homeless < < < < < < < <
Military Connected 11 53 63 37 < < < < < < < <
Foster Care < < < < < < 100 0
Grade 7 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 52 58 42 9 50 59 41 5 51 56 44
Female 5 51 56 44 9 47 56 44 5 52 56 44
Male 7 53 60 40 10 52 62 38 5 51 56 44
Asian < < < < < < < < < < < <
Black - 21 21 79 2 17 19 81 - 11 11 89
Hispanic - 55 55 45 - 52 52 48 4 21 25 75
White 9 58 67 33 12 56 67 33 6 60 66 34
Multiple Races - 35 35 65 5 35 40 60 - 35 35 65
Students with Disabilities 1 34 36 64 3 33 36 64 1 37 38 62
Students without Disabilities 7 56 64 36 11 53 64 36 6 55 61 39
Economically Disadvantaged 4 53 57 43 5 60 65 35 3 57 61 39
Not Economically Disadvantaged 9 51 60 40 13 41 55 45 6 46 52 48
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 4 54 57 43 - 60 60 40 - 62 62 38
Grade 8 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 49 60 40 8 46 53 47 2 46 48 52
Female 10 49 59 41 7 44 51 49 2 45 47 53
Male 12 50 61 39 8 47 55 45 1 48 49 51
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black - 22 22 78 - 11 11 89 - 13 13 87
Hispanic 7 41 48 52 - 41 41 59 - 30 30 70
White 13 54 68 32 10 53 63 37 2 56 58 42
Multiple Races - 35 35 65 4 21 25 75 - 33 33 67
Students with Disabilities 11 27 39 61 - 37 37 63 - 27 27 73
Students without Disabilities 11 53 64 36 9 48 57 43 2 51 53 47
Economically Disadvantaged 8 46 54 46 8 53 61 39 1 50 51 49
Not Economically Disadvantaged 14 53 67 33 7 42 49 51 2 43 45 55
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 23 31 54 46 - 63 63 37 - 58 58 42
Foster Care < < < < < < < < < < < <
Algebra I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 9 57 65 35 7 57 64 36
Female 6 62 67 33 8 56 64 36 7 59 66 34
Male 8 64 72 28 10 57 67 33 7 56 62 38
American Indian < < < < < < < <
Asian < < 100 0 9 55 64 36 < < < <
Black - 36 36 64 - 30 30 70 3 18 21 79
Hispanic - 57 57 43 3 47 50 50 - 41 41 59
White 8 66 74 26 11 63 74 26 8 65 73 27
Multiple Races 7 79 86 14 - 47 47 53 7 33 40 60
Students with Disabilities 2 42 44 56 2 40 42 58 - 43 43 57
Students without Disabilities 8 66 74 26 9 59 68 32 9 60 69 31
Economically Disadvantaged 4 58 62 38 8 69 77 23 4 62 67 33
Not Economically Disadvantaged 10 68 78 22 9 50 58 42 8 54 63 37
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected - 62 62 38 6 59 65 35 - 58 58 42
Foster Care < < < < < < < < < < 100 0
Geometry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 21 21 79 - 57 57 43 1 12 13 87
Female - 32 32 68 - 55 55 45 - 13 13 88
Male - 11 11 89 < < < < 2 11 14 86
American Indian < < < <
Asian < < < < < < 100 0 < < < <
Black - - - 100 < < < < - - - 100
Hispanic < < < < < < 100 0 - 7 7 93
White - 23 23 77 < < < < - 17 17 83
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 10 10 90
Students without Disabilities - 22 22 78 - 62 62 38 1 12 13 87
Economically Disadvantaged - 5 5 95 < < < < - 20 20 80
Not Economically Disadvantaged - 41 41 59 - 58 58 42 1 11 12 88
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < < <
Algebra II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 9 9 91 < < 100 0 4 30 35 65
Female - - - 100 < < 100 0 10 20 30 70
Male < < 100 0 - 38 38 62
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < <
White < < < < < < 100 0 - 33 33 67
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 9 9 91 < < 100 0 5 33 38 62
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 5 27 32 68
Military Connected < < < <
Substitute Math Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 61 68 32 6 62 68 32 6 55 61 39
Female 5 60 65 35 4 62 66 34 5 53 58 42
Male 8 63 71 29 9 62 70 30 8 57 64 36
American Indian < < < < < < < < < < < <
Asian - 40 40 60 - 57 57 43 12 29 41 59
Black - 32 32 68 1 29 30 70 2 27 29 71
Hispanic 5 55 60 40 - 50 50 50 3 55 59 41
Native Hawaiian < < < < < < 100 0
White 7 65 72 28 7 66 74 26 7 59 66 34
Multiple Races 2 49 51 49 2 56 58 42 - 60 60 40
Students with Disabilities 3 42 45 55 3 37 39 61 1 31 33 67
Students without Disabilities 7 65 73 27 7 67 74 26 7 60 67 33
Economically Disadvantaged 6 55 61 39 6 65 71 29 5 55 60 40
Not Economically Disadvantaged 7 68 75 25 6 60 66 34 7 55 62 38
English Learners < < < < < < < < - 20 20 80
Homeless < < < < < < < < < < < <
Military Connected 9 67 76 24 - 72 72 28 3 63 65 35
Foster Care < < < < 10 50 60 40 < < < <
Grade 5 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 56 77 23 17 60 77 23 17 55 72 28
Female 16 57 74 26 10 61 71 29 15 49 64 36
Male 25 54 79 21 24 59 83 17 19 59 79 21
Asian < < < < < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < < < < < 30 40 70 30
White 21 57 78 22 17 60 77 23 17 55 73 27
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 45 52 48 8 38 46 54 5 42 47 53
Students without Disabilities 26 59 86 14 20 69 89 11 22 59 82 18
Economically Disadvantaged 20 55 75 25 14 65 79 21 15 51 66 34
Not Economically Disadvantaged 23 56 79 21 20 55 75 25 20 58 78 22
English Learners < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < < < < < 100 0
Grade 8 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 58 61 39 4 56 59 41 2 51 54 46
Female 3 56 59 41 2 54 56 44 1 47 48 52
Male 3 62 65 35 5 57 62 38 4 55 59 41
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black - 27 27 73 - 27 27 73 2 25 27 73
Hispanic - 52 52 48 - 52 52 48 - 47 47 53
White 4 65 69 31 5 62 67 33 2 57 59 41
Multiple Races - 42 42 58 - 40 40 60 - 52 52 48
Students with Disabilities 3 39 42 58 - 38 38 62 - 25 25 75
Students without Disabilities 3 62 65 35 4 59 64 36 3 57 60 40
Economically Disadvantaged 1 52 53 47 3 57 60 40 1 48 49 51
Not Economically Disadvantaged 5 66 71 29 4 55 59 41 3 54 57 43
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected - 53 53 47 - 75 75 25 - 65 65 35
Foster Care < < < < < < < < < < < <
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 69 71 29 3 71 74 26 5 59 63 37
Female 2 66 68 32 2 72 74 26 5 59 64 36
Male 2 72 74 26 4 70 74 26 5 58 63 37
American Indian < < 100 0 < < < <
Asian < < < < < < < < - 27 27 73
Black - 41 41 59 - 36 36 64 2 30 32 68
Hispanic 5 62 67 33 - 61 61 39 - 64 64 36
Native Hawaiian < < < <
White 2 72 75 25 3 75 78 22 6 63 69 31
Multiple Races - 60 60 40 8 83 92 8 - 60 60 40
Students with Disabilities - 41 41 59 - 33 33 67 - 31 31 69
Students without Disabilities 3 74 77 23 3 76 80 20 6 63 69 31
Economically Disadvantaged 1 60 61 39 3 72 75 25 3 64 67 33
Not Economically Disadvantaged 3 77 81 19 3 71 74 26 6 56 62 38
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < < 6 59 65 35
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 7 7 93 < < 100 0 - 6 6 94
Female - 9 9 91 < < < <
Male < < < < < < 100 0 - 9 9 91
Asian < < 100 0
Black < < < < < < < <
White - 10 10 90 < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 7 7 93 < < 100 0 - 7 7 93
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged < < < < - 7 7 93
Earth Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 74 26 5 51 56 44 3 64 67 33
Female 3 78 81 19 3 48 50 50 - 68 68 33
Male 7 57 64 36 9 55 64 36 7 59 67 33
Asian < < < <
Black < < < < - 10 10 90 - 50 50 50
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 4 70 73 27 7 63 70 30 4 65 69 31
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 - 36 36 64 < < < <
Students without Disabilities 5 75 80 20 6 53 60 40 3 69 73 27
Economically Disadvantaged 4 70 74 26 7 57 64 36 4 64 68 32
Not Economically Disadvantaged 5 69 74 26 4 47 51 49 2 64 67 33
English Learners < < < < < < < <
Military Connected < < 100 0 < < < < < < 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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 54 66 34 13 49 62 38 10 52 62 38
Female 9 53 61 39 8 52 61 39 9 51 59 41
Male 15 55 70 30 18 46 64 36 12 53 65 35
American Indian < < < < < < < < < < < <
Asian < < < < 18 59 76 24 - 69 69 31
Black - 33 33 67 2 27 28 72 3 22 25 75
Hispanic 1 53 54 46 7 46 53 47 5 48 53 47
White 14 56 70 30 15 52 68 32 12 56 68 32
Multiple Races 13 56 69 31 2 53 56 44 7 50 57 43
Students with Disabilities 3 37 40 60 5 28 33 67 5 36 41 59
Students without Disabilities 13 57 71 29 15 54 69 31 12 56 68 32
Economically Disadvantaged 8 50 58 42 9 52 61 39 8 55 63 37
Not Economically Disadvantaged 16 58 74 26 16 47 63 37 11 50 61 39
English Learners < < < < < < < < 8 50 58 42
Homeless < < < < < < < < < < < <
Military Connected 8 58 66 34 3 62 65 35 11 72 83 17
Foster Care < < < < < < < < < < < <
VA & US History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 48 48 52 - 21 21 79 3 22 24 76
Female - 44 44 56 - 21 21 79 2 20 23 77
Male - 55 55 45 - 20 20 80 3 24 26 74
Asian < < 100 0
Black < < < < - 25 25 75 5 5 10 90
Hispanic < < 100 0 < < < < < < < <
White - 42 42 58 - 18 18 82 2 26 28 72
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 13 13 88 9 - 9 91
Students without Disabilities - 49 49 51 - 24 24 76 1 25 27 73
Economically Disadvantaged - 37 37 63 - 20 20 80 - 26 26 74
Not Economically Disadvantaged - 63 63 38 - 21 21 79 3 20 24 76
Homeless < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < <
World History I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 35 39 61 2 39 41 59 5 41 46 54
Female 4 31 35 65 2 41 43 57 5 40 45 55
Male 3 43 46 54 1 36 38 62 5 42 47 53
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black - 27 27 73 - 34 34 66 - 30 30 70
Hispanic - 40 40 60 - 52 52 48 8 46 54 46
White 3 36 40 60 2 30 33 67 7 44 51 49
Multiple Races 30 40 70 30 - 71 71 29 - 40 40 60
Students with Disabilities - 15 15 85 - 5 5 95 3 25 28 72
Students without Disabilities 4 38 43 57 2 44 46 54 5 44 49 51
Economically Disadvantaged 1 25 26 74 2 33 36 64 - 38 38 62
Not Economically Disadvantaged 7 49 56 44 2 41 43 57 6 42 48 52
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < < < < < <
World History II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 32 32 68 - 9 9 91 3 28 31 69
Female - 23 23 77 - 12 12 88 4 25 29 71
Male - 45 45 55 - 5 5 95 < < < <
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - - - 100 - 13 13 87 < < < <
Hispanic < < < < < < < < 10 10 20 80
White - 46 46 54 - 4 4 96 - 38 38 63
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 38 38 62 - 11 11 89 3 29 31 69
Economically Disadvantaged - 18 18 82 < < < < < < < <
Not Economically Disadvantaged - 42 42 58 - 10 10 90 3 32 35 65
English Learners < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < < < < < < <
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 73 77 23 8 72 80 20 4 69 73 27
Female 3 73 75 25 1 77 79 21 4 62 65 35
Male 6 73 79 21 14 66 80 20 4 76 80 20
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < < - 91 91 9
White 4 74 78 22 8 73 81 19 4 68 72 28
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 46 46 54 - 36 36 64 2 38 39 61
Students without Disabilities 5 77 82 18 9 76 85 15 4 78 83 17
Economically Disadvantaged 2 66 68 32 3 65 68 32 3 64 67 33
Not Economically Disadvantaged 6 81 87 13 12 78 90 10 4 74 78 22
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < < < < < < <
Civics & Econ Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 56 68 32 14 49 63 37 9 53 62 38
Female 11 55 66 34 12 48 61 39 5 56 61 39
Male 14 56 70 30 16 49 65 35 12 50 62 38
Asian < < < < < < < < < < 100 0
Black - 43 43 57 5 21 26 74 - 23 23 77
Hispanic 3 67 69 31 7 45 52 48 - 50 50 50
White 16 56 73 27 17 54 71 29 11 56 67 33
Multiple Races 11 57 68 32 - 39 39 61 - 58 58 42
Students with Disabilities 4 41 45 55 3 29 32 68 2 37 40 60
Students without Disabilities 15 59 73 27 17 53 69 31 11 57 68 32
Economically Disadvantaged 8 55 63 37 7 53 60 40 8 56 64 36
Not Economically Disadvantaged 18 56 74 26 20 45 65 35 10 51 60 40
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 3 66 69 31 - 67 67 33 31 54 85 15
VA Studies Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 48 82 18 31 44 75 25 30 52 82 18
Female 24 56 79 21 21 53 75 25 29 55 84 16
Male 45 40 85 15 39 36 75 25 31 49 80 20
Asian < < 100 0
Black < < 100 0 < < < <
Hispanic < < < < 30 50 80 20 < < < <
White 35 48 83 17 31 43 75 25 29 53 82 18
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 40 46 54 13 39 52 48 14 44 58 42
Students without Disabilities 42 51 93 7 38 46 84 16 36 55 90 10
Economically Disadvantaged 25 53 78 22 22 50 72 28 22 58 81 19
Not Economically Disadvantaged 47 41 88 12 42 37 79 21 36 47 83 17
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2023-20242024-20252025-2026
Division-2-
State6,3614,5591,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade
2023-20242024-20252025-2026
Pre-kindergarten245253207
Kindergarten246259238
Grade 1264239245
Grade 2237240224
Grade 3247225239
Grade 4229246235
Grade 5240227245
Grade 6317313297
Grade 7408394377
Grade 8482421468
Grade 9438429402
Grade 10380391450
Grade 11298337381
Grade 12243207247
Total Enrollment4,2744,1814,255

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2023-20242024-20252025-2026
All Students427441814255
Female207719982041
Male219721832214
American Indian995
Asian212831
Black205192226
Hispanic207200224
White368635903595
Multiple Races146162172
Students with Disabilities850789852
Students without Disabilities342433923403
Economically Disadvantaged219419021886
Not Economically Disadvantaged208022792369
English Learners404551
Not English Learners423441364204
Homeless132112
Military Connected137101111
Foster Care313224
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2023-2024 2024-2025 2025-2026
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,5324313,4674073,585379
Female1,7202091,6581881,734177
Male1,8122221,8092191,851202
American Indian110<<<<
Asian241281321
Black184618322155
Hispanic177171722119614
Native Hawaiian----<<
White3,0183912,9503692,980352
Multiple Races11816125141557
Students with Disabilities705103700117733114
Economically Disadvantaged1,8583271,5912941,547253
English Learners464463530
Homeless143131<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

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

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

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

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

Status of the Students in the 2025-2026 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 77 160 7 0 51 0
State 52034 41739 1845 730 4758 1126
Female Division 42 71 0 0 24 0
State 28171 18456 601 259 1860 459
Male Division 35 89 7 0 27 0
State 23863 23283 1244 471 2895 667
Asian Division < < < < 0 <
State 6565 1702 100 12 90 43
Black Division < < < < < <
State 8816 10967 559 141 985 452
Hispanic Division 2 9 0 0 6 0
State 7967 9910 285 155 2363 212
White Division 71 148 7 0 29 0
State 25115 16553 775 367 1100 357
Multiple Races Division 4 1 0 0 9 0
State 3368 2437 118 53 207 58
Students with Disabilities Division 0 37 7 0 8 0
State 1679 7998 1845 107 861 101
Economically Disadvantaged Division 28 94 7 0 19 0
State 12337 20894 1052 439 2243 735
English Learners Division < < < < < <
State 2260 6522 300 53 1921 83
Homeless Division < < < < < <
State 229 849 47 22 208 62
Military Connected Division < < < < < <
State 2682 1575 51 17 40 19
Foster Care Division < < < < 0 <
State 27 182 29 13 82 19
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students29524483244835117
Female13711383113832418
Male15813183131832717
Asian<<100<10000
Black<<<<<<<
Hispanic1711651165635
White25522689226892911
Multiple Races14536536964
Students with Disabilities5244854485815
Economically Disadvantaged14812987129871913
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<<<<<<
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2023-20242024-20252025-2026
Advanced Placement Test Taken2 / .15% - 2 / .14%
Advanced Placement Course Enrollment2 / .15% - 34 / 2.3%
Dual Enrollment309 / 22.84%242 / 17.94%218 / 14.77%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2022-2023 FGI cohort year (students entering high school in 2019)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision22412644
State87,99556,39736
FemaleDivision1077233
State43,82530,96829
MaleDivision1175454
State44,06825,38742
BlackDivision<<100
State18,24710,59142
HispanicDivision<<100
State14,0107,35548
WhiteDivision21612044
State43,09428,73633
Multiple RacesDivision<<100
State5,0053,22336
Students with DisabilitiesDivision20<100
State8,5363,61658
Economically DisadvantagedDivision1235952
State31,68015,77450
English LearnersDivision<<100
State7,3793,57352
American IndianDivision--100
State23012745
AsianDivision--100
State7,2526,27114
Native HawaiianDivision--100
State1579440
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2023-20242024-20252025-2026
State LicensuresDivision261523
 State2,0692,2062,710
Industry CertificationDivision233246209
 State101,956105,973106,014
Workplace ReadinessDivision1-120
 State35,06638,82948,691
Total Credentials EarnedDivision260261352
 State142,668150,233161,359
Students Earning One or More CredentialsDivision234243330
 State115,609120,035128,298
CTE CompletersDivision198171209
 State48,64351,37152,173
NOCTI AssessmentsDivision---
 State3,5773,2253,944
Armed Services Vocational Aptitude Battery ExaminationDivision-350227
 State1,02215,32718,011

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$1,521$9,062$3,036
State$7,134$6,454$1,936
2022-2023Division$2,286$10,647$1,625
State$7,803$6,956$1,918
2023-2024Division$2,775$11,824$1,882
State$8,420$7,464$1,751
2024-2025Division$3,326$13,242$1,764
State$9,310$8,078$1,383

School Environment

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress362262
Behaviors related to School Operations12110298
Relationship Behaviors without Physical Harm326190187
Behaviors of a Safety Concern209171225
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others462217
Behaviors used to determine Persistently Dangerous Schools1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2023-20242024-20252025-2026
In-School Suspension 539 362 397
Out-of-School Suspension 159 117 132
Explusion and Alternative Placement 14 14 15
Referral to Law Enforcement 25 11 7
Bus Suspension 6 3 10

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 78.478.476.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 44.343.644.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 72.17070.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

9.43 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

14.2 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2023-202454%41%1%4%
2024-202558%36%1%5%
2025-202659%34%1%6%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students75%83%88%
Asian69%91%88%
Black50%78%88%
Hispanic63%78%88%
White78%87%88%
Multiple Races69%85%88%
Economically Disadvantaged74%78%88%
English Learners42%74%88%
Students with Disabilities47%72%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students72%79%85%
Asian62%90%85%
Black18%73%85%
Hispanic45%73%85%
White78%83%85%
Multiple Races52%81%85%
Economically Disadvantaged72%73%85%
English Learners67%71%85%
Students with Disabilities50%69%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students68%
Asian<
Black29%
Hispanic60%
White71%
Multiple Races61%
Economically Disadvantaged63%
English Learners<
Students with Disabilities39%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students80%84%84%
Asian<90%84%
Black<83%84%
Hispanic65%84%84%
White86%86%84%
Multiple Races36%89%84%
Economically Disadvantaged82%84%84%
English Learners<84%84%
Students with Disabilities70%84%84%
Homeless---
Foster Care<--

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%58%58%
English Learner Proficiency21%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress153148%
English Learner Proficiency83821%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students97.1%2.9%97.5%2.5%96.4%3.6%
Asian100%-100%-<<
Black96.7%3.3%95.9%4.1%96.7%3.3%
Hispanic94.2%5.8%93.1%6.9%95%5%
White97.4%2.6%98%2%96.7%3.3%
Multiple Races94.7%5.3%94.7%5.3%91.4%8.6%
Economically Disadvantaged96.3%3.7%96.7%3.3%94.9%5.1%
Not Economically Disadvantaged97.8%2.2%98.2%1.8%97.8%2.2%
English Learners100%-100%-100%-
Students with Disabilities93.2%6.8%94%6%91.5%8.5%
Students without Disabilities98.3%1.7%98.6%1.4%97.7%2.3%
Female97.2%2.8%97.3%2.7%96.7%3.3%
Male97%3%97.7%2.3%96.2%3.8%

< = 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).

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

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

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

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


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2023-20242024-20252025-2026
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 07408237171394261133377258119
Grade 04229229-246246-235235-
Grade 02237237-240240-224224-
Grade 03247247-225225-239239-
Grade KG246246-259259-238238-
Grade 112982356333725879381277104
Grade 09438290148429273156402237165
Grade 12243243-207207-247247-
Grade 05240240-227227-245245-
Grade PK245245-253253-207207-
Grade 06317258593132407329723661
Grade 10380267113391284107450293157
Grade 08482301181421241180468286182
Grade 01264264-239239-245245-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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