Suffolk City Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Booker T. Washington Elementary	Accredited with Conditions
Creekside Elementary	Accredited
Elephant's Fork Elementary	Accredited
Florence Bowser Elementary	Accredited
Hillpoint Elementary	Accredited
Kilby Shores Elementary	Accredited
Mack Benn Jr. Elementary	Accredited with Conditions
Nansemond Parkway Elementary	Accredited
Northern Shores Elementary	Accredited
Oakland Elementary	Accredited
Southwestern Elementary	Accredited
Middle Schools
Colonel Fred Cherry Middle	Accredited
Forest Glen Middle	Accredited
John F. Kennedy Middle	Accredited with Conditions
John Yeates Middle	Accredited
King's Fork Middle	Accredited
High Schools
King's Fork High	Accredited with Conditions
Lakeland High	Accredited
Nansemond River High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Math Performance: All Students

select test

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

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

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

	2021-2022	2022-2023	2023-2024
Division	1	4	4
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	401	522	537
Kindergarten	999	1,006	1,027
Grade 1	981	1,115	1,073
Grade 2	997	1,027	1,121
Grade 3	945	1,044	1,051
Grade 4	1,024	990	1,063
Grade 5	1,034	1,046	1,015
Grade 6	1,059	1,086	1,070
Grade 7	1,070	1,073	1,076
Grade 8	1,116	1,103	1,073
Grade 9	1,516	1,498	1,228
Grade 10	1,073	1,146	1,178
Grade 11	970	996	1,013
Grade 12	863	838	995
Total Students	14,048	14,490	14,520

< = 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	2021-2022	2022-2023	2023-2024
All Students	14048	14490	14520
Female	6832	6996	7030
Male	7216	7494	7490
American Indian	39	37	39
Asian	212	209	203
Black	7758	7920	7971
Hispanic	975	1145	1198
Native Hawaiian	23	20	27
White	4133	4167	4015
Multiple Races	908	992	1067
Students with Disabilities	1674	1792	1863
Students without Disabilities	12374	12698	12657
Economically Disadvantaged	5127	5837	6495
Not Economically Disadvantaged	8921	8653	8025
English Learners	148	143	198
Not English Learners	13900	14347	14322
Homeless	51	48	23
Military Connected	881	1038	1020
Foster Care	17	10	4
< = 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	426	551	43	32	69	37
	State	50340	39360	1868	906	4434	1716
Female	Division	235	261	19	13	22	13
	State	27397	17331	608	349	1644	700
Male	Division	191	290	24	19	47	24
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	<	<
	State	108	117	5	4	10	3
Asian	Division	<	<	<	<	0	<
	State	6021	1445	96	16	68	37
Black	Division	245	343	28	18	41	26
	State	8112	10542	637	224	1119	708
Hispanic	Division	30	40	1	4	7	1
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	124	133	10	10	17	9
	State	25863	16576	761	464	1211	504
Multiple Races	Division	21	29	3	0	3	1
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	6	100	43	5	21	4
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	89	228	19	9	22	18
	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	9	9	0	0	1	0
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	0	<
	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 Students	1,158	1,020	88	1,052	91	69	6
Female	563	515	92	528	94	22	4
Male	595	505	85	524	88	47	8
American Indian	<	<	<	<	<	<	<
Asian	<	<	100	<	100	0	0
Black	701	616	88	634	90	41	6
Hispanic	83	71	86	75	90	7	8
Native Hawaiian	<	<	100	<	100	0	0
White	303	267	88	277	91	17	6
Multiple Races	57	53	93	53	93	3	5
Students with Disabilities	180	149	83	154	86	21	12
Economically Disadvantaged	385	336	87	345	90	22	6
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<
Military Connected	19	18	95	18	95	1	5
Foster Care	<	<	<	<	<	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	54 / 1.22%	30 / .67%	67 / 1.52%
Advanced Placement Course Enrollment	103 / 2.33%	294 / 6.57%	232 / 5.26%
Dual Enrollment	165 / 3.73%	202 / 4.51%	182 / 4.12%
Governor's School Enrollment	24 / .54%	27 / .6%	25 / .57%
IB Course Enrollment	50 / 1.13%	42 / .94%	33 / .75%
Senior Enrolled in IB Program	23 / .52%	22 / .49%	15 / .34%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	825	468	43
	State	87,317	57,081	35
Female	Division	430	264	39
	State	43,705	31,577	28
Male	Division	395	204	48
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	12	12	0
	State	6,741	5,862	13
Black	Division	478	264	45
	State	18,624	10,601	43
Hispanic	Division	42	22	48
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	256	147	43
	State	45,098	30,844	32
Multiple Races	Division	34	23	32
	State	4,380	2,929	33
Students with Disabilities	Division	67	24	64
	State	8,185	3,548	57
Economically Disadvantaged	Division	312	133	57
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	330	367	537
	State	2,590	3,844	3,577
Industry Certification	Division	1,662	1,615	1,966
	State	95,688	100,255	101,956
Workplace Readiness	Division	325	404	397
	State	44,348	41,819	35,066
Total Credentials Earned	Division	2,317	2,386	2,900
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,804	1,830	2,119
	State	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	Division	20	19	9
	State	761	962	1,022
CTE Completers	Division	612	670	740
	State	45,094	46,028	48,643
State Licensures	Division	-	-	-
	State	1,236	1,563	2,069

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.5	62.2	59.1

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$4,196	$6,307	$937
	State	$6,770	$5,603	$867
2020-2021	Division	$4,717	$6,944	$1,194
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,453	$7,072	$1,854
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,221	$7,493	$2,561
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	10,034	3,648	11,024	2,831	11,265	2,519
Female	4,823	1,834	5,280	1,417	5,453	1,211
Male	5,211	1,814	5,744	1,414	5,812	1,308
American Indian	27	11	33	5	34	9
Asian	171	30	188	21	179	20
Black	5,345	2,218	5,968	1,623	6,088	1,446
Hispanic	724	236	863	202	959	191
Native Hawaiian	17	6	17	3	27	5
White	3,067	936	3,187	799	3,162	661
Multiple Races	683	211	768	178	816	187
Students with Disabilities	1,229	629	1,276	479	1,323	415
Economically Disadvantaged	3,475	2,266	4,186	1,866	4,421	1,555
English Learners	130	49	144	29	185	32
Homeless	26	54	36	63	30	34
< = 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	786
Behaviors related to School Operations	1,057
Relationship Behaviors without Physical Harm	1,035
Behaviors of a Safety Concern	1,753
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	561
Behaviors used to determine Persistently Dangerous Schools	4

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.3	0.3	0.3	0.3
Asian	1.5	0.2	1.4	0.1	1.4	0.2
Black	55.2	70.2	54.7	74.2	54.9	75.8
Hispanic	6.9	4	7.9	4.2	8.3	5
Native Hawaiian	0.2		0.1		0.2
White	29.4	19.5	28.8	14.8	27.7	14
Multiple Races	6.5	5.8	6.8	6.5	7.3	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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3	1.2	0.3		0.3
Asian	1.5	0.6	1.4		1.4
Black	55.2	69.2	54.7	100	54.9	71.4
Hispanic	6.9	3.5	7.9		8.3
Native Hawaiian	0.2		0.1		0.2
White	29.4	20.3	28.8		27.7	14.3
Multiple Races	6.5	5.2	6.8		7.3	14.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3		0.3
Asian	1.5		1.4		1.4
Black	55.2		54.7		54.9
Hispanic	6.9		7.9		8.3	100
Native Hawaiian	0.2		0.1		0.2
White	29.4		28.8		27.7
Multiple Races	6.5		6.8		7.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	49.6	64.4	68.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	61.5	41.6	49.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	74.6	49.7	57
< = 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

13.78 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

13.85 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	41%	51%	1%	7%
2022-2023	42%	48%	2%	8%
2023-2024	42%	48%	1%	9%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	73%	72%	79%	88%
Asian	87%	89%	91%	88%
Black	66%	65%	68%	88%
Hispanic	76%	77%	68%	88%
White	83%	82%	85%	88%
Multiple Races	78%	77%	83%	88%
Economically Disadvantaged	61%	60%	68%	88%
English Learners	49%	59%	60%	88%
Students with Disabilities	40%	37%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	69%	67%	74%	85%
Asian	90%	88%	90%	85%
Black	61%	58%	61%	85%
Hispanic	73%	74%	63%	85%
White	80%	79%	81%	85%
Multiple Races	76%	73%	77%	85%
Economically Disadvantaged	57%	54%	62%	85%
English Learners	60%	67%	58%	85%
Students with Disabilities	41%	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 Group	Current Rate
All Students	65%
Asian	89%
Black	56%
Hispanic	71%
White	79%
Multiple Races	71%
Economically Disadvantaged	51%
English Learners	43%
Students with Disabilities	32%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	86%	84%	84%
Asian	<	90%	84%
Black	85%	83%	84%
Hispanic	81%	83%	84%
White	87%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	82%	82%	84%
English Learners	67%	77%	84%
Students with Disabilities	65%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	19%	20%	12%	10%
Asian	11%	10%	10%	10%
Black	20%	21%	12%	10%
Hispanic	17%	18%	12%	10%
White	18%	19%	12%	10%
Multiple Races	19%	19%	12%	10%
Economically Disadvantaged	27%	29%	13%	10%
English Learners	17%	17%	12%	10%
Students with Disabilities	25%	26%	14%	10%

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

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

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	44%	54%	58%
English Learner Proficiency	5%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	51	116	44%
English Learner Proficiency	10	187	5%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	99%	1%
Asian	100%	-	100%	-	100%	-
Black	99%	1%	99%	1%	98%	2%
Hispanic	99%	1%	99%	1%	99%	1%
White	99%	1%	99%	1%	99%	1%
Multiple Races	100%	-	99%	1%	99%	1%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	99%	1%	99%	1%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	99%	1%	98%	2%	97%	3%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	99%	1%	99%	1%	99%	1%
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	76%	75%
Asian	92%	92%
Black	70%	69%
Hispanic	81%	81%
White	86%	85%
Multiple Races	81%	80%
Economically Disadvantaged	68%	66%
English Learners	61%	68%
Students with Disabilities	49%	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.

Federal Designation

Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

Suffolk City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality