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Staunton City Public Schools

General school information

Division: Staunton City Public Schools
Division Number: 126
Address: 116 W. Beverley Street Staunton, VA 24401-4203
Superintendent: Dr. Garett M. Smith
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

Accreditation Status
Elementary Schools
Arthur R. Ware ElementaryAccredited
Bessie Weller ElementaryAccredited
Thomas C. McSwain ElementaryAccredited
Middle Schools
Shelburne MiddleAccredited
High Schools
Staunton HighAccredited

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 56 81 19 32 56 89 11 26 55 82 18
Female 28 60 88 12 34 54 89 11 28 59 87 13
Male 23 52 75 25 31 57 89 11 25 51 76 24
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 63 67 33 7 79 86 14 - 60 60 40
Hispanic 18 73 91 9 < < 100 0 21 57 79 21
White 30 53 83 17 37 52 88 12 35 51 86 14
Multiple Races 28 56 83 17 24 71 94 6 15 70 85 15
Students with Disabilities - 8 8 92 < < < < 33 33 67 33
Students without Disabilities 28 60 87 13 34 56 91 9 26 57 83 17
Economically Disadvantaged 13 56 69 31 24 57 80 20 15 61 75 25
Not Economically Disadvantaged 32 56 88 12 36 56 92 8 34 52 86 14
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 56 82 18 32 56 89 11 26 55 82 18
Female 28 60 88 12 34 54 89 11 28 59 87 13
Male 24 53 76 24 31 57 89 11 25 51 76 24
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 65 70 30 7 79 86 14 - 60 60 40
Hispanic 18 73 91 9 < < 100 0 21 57 79 21
White 30 54 83 17 37 52 88 12 35 51 86 14
Multiple Races 28 56 83 17 24 71 94 6 15 70 85 15
Students with Disabilities - 9 9 91 < < < < 33 33 67 33
Students without Disabilities 28 60 87 13 34 56 91 9 26 57 83 17
Economically Disadvantaged 13 57 70 30 24 57 80 20 15 61 75 25
Not Economically Disadvantaged 32 56 89 11 36 56 92 8 34 52 86 14
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 8 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

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 52 62 38 12 47 58 42 11 47 58 42
Female 7 54 61 39 12 48 60 40 12 42 54 46
Male 11 51 62 38 11 45 56 44 10 51 61 39
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 2 31 33 67 2 38 40 60 2 44 47 53
Hispanic 12 40 52 48 8 48 56 44 13 47 60 40
White 10 61 72 28 16 50 66 34 13 49 62 38
Multiple Races 9 50 59 41 8 43 50 50 8 41 49 51
Students with Disabilities 3 20 23 78 - 27 27 73 - 17 17 83
Students without Disabilities 11 58 68 32 14 50 64 36 13 52 65 35
Economically Disadvantaged 4 47 51 49 4 40 43 57 4 39 44 56
Not Economically Disadvantaged 13 56 69 31 18 52 70 30 17 53 70 30
English Learners < < < < - 25 25 75 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 37 37 63 3 27 30 70 - 18 18 82
Female - 39 39 61 6 33 39 61 < < < <
Male - 33 33 67 - 20 20 80 < < < <
Asian < < < <
Black < < < < - 27 27 73 < < < <
Hispanic < < < < < < < < < < < <
White - 47 47 53 8 31 38 62 < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 43 43 57 4 32 36 64 < < < <
Economically Disadvantaged - 36 36 64 - 22 22 78 < < < <
Not Economically Disadvantaged - 38 38 63 7 33 40 60 < < < <
English Learners < < < < < < < <
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 12 60 71 29 14 55 69 31 14 56 71 29
Female 9 60 69 31 14 57 71 29 16 50 66 34
Male 14 59 73 27 14 52 66 34 13 62 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 3 42 45 55 3 48 50 50 3 53 56 44
Hispanic 16 47 63 37 11 56 67 33 15 54 69 31
White 13 67 80 20 19 57 76 24 16 59 75 25
Multiple Races 11 56 67 33 10 50 60 40 11 54 64 36
Students with Disabilities 4 30 35 65 - 33 33 67 - 27 27 73
Students without Disabilities 13 63 76 24 17 58 75 25 16 60 76 24
Economically Disadvantaged 5 57 62 38 5 48 53 47 6 54 60 40
Not Economically Disadvantaged 16 61 77 23 21 59 80 20 20 58 78 22
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 27 30 70 - 9 9 91 - 10 10 90
Female - 20 20 80 - 5 5 95 - 6 6 94
Male 5 30 35 65 - 17 17 83 - 14 14 86
Asian < < 100 0
Black - 10 10 90 < < < < - 25 25 75
Hispanic < < < < < < < < < < < <
White 7 47 53 47 - 6 6 94 - - - 100
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 33 38 63 - 10 10 90 - 12 12 88
Economically Disadvantaged - 18 18 82 - 7 7 93 - 4 4 96
Not Economically Disadvantaged 8 38 46 54 - 12 12 88 - 21 21 79
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Male < < < <
White < < < <
Students with Disabilities < < < <
Economically Disadvantaged < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies 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

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

2021-20222022-20232023-2024
Division455
State4,0064,4606,361
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 2021-20222022-20232023-2024
Pre-kindergarten114134143
Kindergarten209175201
Grade 1187211185
Grade 2209190215
Grade 3183212177
Grade 4191193202
Grade 5208181196
Grade 6176203179
Grade 7191181223
Grade 8232192187
Grade 9192224190
Grade 10217181215
Grade 11224206175
Grade 12207212210
Total Students2,7402,6952,698

< = 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 2021-20222022-20232023-2024
All Students274026952698
Female132113011280
Male141913911415
American Indian13119
Asian433642
Black401358342
Hispanic196233242
Native Hawaiian211
White172516911686
Multiple Races360365376
Students with Disabilities340372380
Students without Disabilities240023232318
Economically Disadvantaged9727941312
Not Economically Disadvantaged176819011386
English Learners97119135
Not English Learners264325762563
Homeless374318
Military Connected283327
Foster Care171612
< = 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 100 93 7 2 7 6
State 50340 39360 1868 906 4434 1716
Female Division 48 39 6 0 2 3
State 27397 17331 608 349 1644 700
Male Division 52 54 1 2 5 3
State 22883 21948 1258 556 2786 1013
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6021 1445 96 16 68 37
Black Division 4 22 1 1 2 0
State 8112 10542 637 224 1119 708
Hispanic Division 7 8 0 0 1 0
State 7128 8364 268 133 1854 356
White Division 78 47 6 1 4 6
State 25863 16576 761 464 1211 504
Multiple Races Division 9 12 0 0 0 0
State 3011 2255 98 62 170 106
Students with Disabilities Division 4 14 7 0 5 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 35 45 4 2 7 5
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < < <
State 1583 4218 262 26 1426 145
Homeless Division < < < < < <
State 197 697 48 28 170 78
Military Connected Division < < < < 0 <
State 2525 1494 44 18 52 31
Foster Care Division < < < < < <
State 22 180 23 11 85 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students215200932029473
Female989395939522
Male117107921099354
American Indian<<100<10000
Asian<<100<10000
Black302790289327
Hispanic161594159416
White142131921329343
Multiple Races21211002110000
Students with Disabilities3025832583517
Economically Disadvantaged988486868877
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken66 / 7.86%3 / .36%73 / 9.24%
Advanced Placement Course Enrollment69 / 8.21% - 74 / 9.37%
Dual Enrollment78 / 9.29%47 / 5.71%17 / 2.15%
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

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 StudentsDivision1879748
State87,31757,08135
FemaleDivision955344
State43,70531,57728
MaleDivision924452
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision311552
State18,62410,60143
HispanicDivision13<100
State12,1106,62245
WhiteDivision1226448
State45,09830,84432
Multiple RacesDivision18<100
State4,3802,92933
Students with DisabilitiesDivision14<100
State8,1853,54857
Economically DisadvantagedDivision733158
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2021-20222022-20232023-2024
Workplace ReadinessDivision14615132
 State44,34841,81935,066
Total Credentials EarnedDivision146326197
 State143,862147,481142,668
Students Earning One or More CredentialsDivision146280151
 State115,682117,932115,611
CTE CompletersDivision106130129
 State45,09446,02848,643
NOCTI AssessmentsDivision-15-
 State2,5903,8443,577
State LicensuresDivision-6-
 State1,2361,5632,069
Industry CertificationDivision-154165
 State95,688100,255101,956
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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

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
2019-2020Division$4,346$6,254$1,303
State$6,770$5,603$867
2020-2021Division$4,195$7,107$2,005
State$6,669$6,185$1,352
2021-2022Division$4,484$6,987$3,080
State$7,134$6,454$1,936
2022-2023Division$5,470$7,609$2,524
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 Students1,7978202,0554752,133391
Female8773999812371,035181
Male9204211,0712381,095210
American Indian4755<<
Asian372292372
Black2421352736427355
Hispanic115761694520626
Native Hawaiian<<<<<<
White1,2044571,3132731,355221
Multiple Races1941432658625485
Students with Disabilities20214124211726296
Economically Disadvantaged5414189753411,066294
English Learners77241001512413
Homeless183833182311
< = 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 720
Relationship Behaviors without Physical Harm 721
Behaviors of a Safety Concern 711
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 109

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.510.40.40.30.5
Asian1.61.31.60.5
Black14.620.813.327.312.725.9
Hispanic7.28.98.610.295.4
Native Hawaiian0.100
White635162.744.962.548.1
Multiple Races13.118.213.517.213.919.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.40.3
Asian1.61.31.6
Black14.613.312.766.7
Hispanic7.28.69
Native Hawaiian0.100
White6310062.710062.533.3
Multiple Races13.113.513.9
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.50.40.3
Asian1.61.31.6
Black14.613.312.7
Hispanic7.28.69
Native Hawaiian0.100
White6362.762.5
Multiple Races13.113.513.9
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 57.998.680
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 65.155.555.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 78.563.665.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

11.3 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.6 : 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
2021-202247%51%0%2%
2022-202347%49%0%4%
2023-202445%49%0%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 RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%73%79%88%
Asian73%81%91%88%
Black61%57%68%88%
Hispanic62%62%68%88%
White81%78%85%88%
Multiple Races69%69%83%88%
Economically Disadvantaged64%62%68%88%
English Learners44%48%60%88%
Students with Disabilities48%45%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students68%68%74%85%
Asian85%90%90%85%
Black56%52%61%85%
Hispanic63%63%63%85%
White73%73%81%85%
Multiple Races53%58%77%85%
Economically Disadvantaged57%58%62%85%
English Learners54%54%58%85%
Students with Disabilities39%35%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 GroupCurrent Rate
All Students78%
Asian91%
Black56%
Hispanic78%
White81%
Multiple Races82%
Economically Disadvantaged73%
English Learners65%
Students with Disabilities53%

< = 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 Students91%84%84%
Asian<90%84%
Black89%83%84%
Hispanic94%83%84%
White90%86%84%
Multiple Races100%89%84%
Economically Disadvantaged84%82%84%
English Learners<77%84%
Students with Disabilities68%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%17%12%10%
Asian5%6%10%10%
Black17%18%12%10%
Hispanic11%16%12%10%
White14%16%12%10%
Multiple Races25%25%12%10%
Economically Disadvantaged22%24%13%10%
English Learners9%11%12%10%
Students with Disabilities27%30%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%54%58%
English Learner Proficiency9%--

< = 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 Progress459348%
English Learner Proficiency101139%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%96%4%98%2%
Asian100%-91%9%100%-
Black99%1%98%2%99%1%
Hispanic99%1%97%3%100%-
White99%1%96%4%97%3%
Multiple Races98%2%95%5%98%2%
Economically Disadvantaged99%1%96%4%97%3%
Not Economically Disadvantaged100%-96%4%100%-
English Learners100%-99%1%100%-
Students with Disabilities99%1%98%2%99%1%
Students without Disabilities99%1%96%4%100%-
Female99%1%97%3%99%1%
Male99%1%96%4%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 GroupGrowth English ReadingGrowth Mathematics
All Students77%74%
Asian93%100%
Black63%63%
Hispanic66%69%
White83%80%
Multiple Races69%62%
Economically Disadvantaged69%65%
English Learners54%59%
Students with Disabilities53%51%

< = 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.

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

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 2021-20222022-20232023-2024
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 10217217-181181-215215-
Grade 12207207-212212-210210-
Grade 01187187-211211-185185-
Grade 02209209-190190-215215-
Grade KG209209-175175-201201-
Grade 08232232-192192-187187-
Grade 03183183-212212-177177-
Grade 11224224-206206-175175-
Grade 07191191-181181-2232221
Grade 04191191-193193-202202-
Grade 06176176-203203-179179-
Grade 09192192-224224-190190-
Grade PK114114-134134-143143-
Grade 05208208-181181-196196-
< = 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.
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