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Sussex County Public Schools

General school information

Division: Sussex County Public Schools
Division Number: 91
Address: 21302 Sussex Drive Stony Creek, VA 23882-3751
Superintendent: Dr. Julius Hamlin
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Accreditation Status Performance Level Framework Score
Elementary Schools
Sussex Central ElementaryFully AccreditedOn Track82.5
Middle Schools
Sussex Central MiddleFully AccreditedOn Track84
High Schools
Sussex Central HighFully AccreditedDistinguished91.8

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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 62 70 30 7 63 70 30 8 66 73 27
Female 9 64 73 27 8 65 73 27 9 69 78 22
Male 7 61 68 32 5 61 67 33 6 62 69 31
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 7 59 67 33 5 63 68 32 8 61 69 31
Hispanic 11 62 73 27 2 63 66 34 5 61 66 34
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 10 66 76 24 10 62 72 28 8 76 84 16
Multiple Races - 88 88 13 11 83 94 6 11 78 89 11
Students with Disabilities 8 39 47 53 4 34 38 62 6 37 44 56
Students without Disabilities 8 65 73 27 7 68 75 25 8 70 78 22
Economically Disadvantaged 6 60 66 34 5 63 68 32 6 65 72 28
Not Economically Disadvantaged 12 68 81 19 12 64 76 24 11 66 77 23
English Learners - 45 45 55 4 50 54 46 - 48 48 52
Homeless < < 100 0 < < < < < < < <
Military Connected 15 62 77 23 13 69 81 19 10 76 86 14
Foster Care < < < < < < 100 0 < < 100 0
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 57 43 6 65 71 29 4 55 59 41
Female 3 53 56 44 3 54 57 43 8 53 61 39
Male - 57 57 43 10 77 87 13 - 57 57 43
Black - 52 52 48 4 71 76 24 2 48 50 50
Hispanic < < < < < < < < < < < <
White 6 53 59 41 7 53 60 40 6 82 88 12
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < - 40 40 60 - 29 29 71
Students without Disabilities 2 56 58 42 7 69 76 24 5 61 66 34
Economically Disadvantaged 3 47 50 50 5 65 71 29 5 54 59 41
Not Economically Disadvantaged - 68 68 32 10 60 70 30 - 58 58 42
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < < < < < <
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 70 30 6 62 68 32 8 70 78 22
Female 10 59 69 31 5 62 67 33 10 68 77 23
Male 11 60 70 30 6 63 69 31 6 72 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 59 67 33 - 60 60 40 5 76 81 19
Hispanic < < < < - 80 80 20 < < < <
White 19 63 81 19 15 55 70 30 14 71 86 14
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < 9 55 64 36
Students without Disabilities 10 60 70 30 6 65 71 29 8 73 81 19
Economically Disadvantaged 11 55 66 34 8 60 68 32 8 71 79 21
Not Economically Disadvantaged 10 71 81 19 - 67 67 33 9 64 73 27
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 67 70 30 6 64 70 30 3 73 75 25
Female 4 79 82 18 7 63 71 29 4 78 82 18
Male 3 58 61 39 4 65 69 31 - 66 66 34
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 2 59 61 39 5 64 69 31 - 66 66 34
Hispanic < < < < < < < < < < < <
White 7 87 93 7 - 68 68 32 - 78 78 22
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < - 38 38 62 < < < <
Students without Disabilities 2 68 70 30 7 68 75 25 3 76 79 21
Economically Disadvantaged 2 62 64 36 4 66 70 30 3 71 75 25
Not Economically Disadvantaged 5 79 84 16 11 58 68 32 - 79 79 21
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 60 65 35 4 55 59 41 4 72 76 24
Female 7 63 71 29 7 66 72 28 8 70 78 23
Male 3 58 60 40 3 48 50 50 - 74 74 26
Asian < < 100 0 < < 100 0
Black 5 57 63 38 4 52 57 43 6 69 74 26
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 5 65 70 30 7 57 64 36 - 85 85 15
Students with Disabilities 8 42 50 50 < < < < 7 36 43 57
Students without Disabilities 4 64 68 32 3 61 64 36 3 80 83 17
Economically Disadvantaged 4 55 58 42 - 55 55 45 3 71 74 26
Not Economically Disadvantaged 8 73 81 19 15 55 70 30 6 78 83 17
English Learners < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 77 80 20 4 64 68 32 3 57 59 41
Female 7 75 82 18 8 70 78 22 3 67 70 30
Male - 78 78 22 - 58 58 43 2 49 51 49
American Indian < < 100 0
Black - 76 76 24 4 63 67 33 4 47 51 49
Hispanic < < < < < < < < < < < <
White 6 81 88 13 6 63 69 31 - 75 75 25
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 36 36 64 8 25 33 67
Students without Disabilities 3 79 82 18 5 68 73 27 2 63 64 36
Economically Disadvantaged 2 73 76 24 - 63 63 37 2 58 60 40
Not Economically Disadvantaged 5 85 90 10 17 67 83 17 4 52 57 43
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 51 59 41 1 63 64 36 12 60 73 27
Female 15 45 61 39 3 68 71 29 21 59 79 21
Male 4 54 58 42 - 60 60 40 5 62 67 33
Black 6 52 58 42 - 55 55 45 13 54 67 33
Hispanic < < < < < < < < < < 100 0
White < < < < 6 72 78 22 13 69 81 19
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 8 15 23 77 - 30 30 70 < < < <
Students without Disabilities 9 57 66 34 2 68 70 30 14 63 77 23
Economically Disadvantaged 5 49 54 46 - 63 63 37 7 65 72 28
Not Economically Disadvantaged 17 54 71 29 5 63 68 32 26 47 74 26
Military Connected < < < < < < 100 0
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 87 13 18 68 86 14 18 71 90 10
Female 14 74 88 12 21 74 95 5 10 85 95 5
Male 23 62 85 15 15 63 78 22 26 59 85 15
Black 23 63 85 15 13 70 83 17 17 70 87 13
Hispanic < < 100 0 < < < < < < 100 0
White 21 57 79 21 33 60 93 7 24 71 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 13 38 50 50 20 40 60 40
Students without Disabilities 20 71 91 9 19 75 94 6 18 75 94 6
Economically Disadvantaged 12 73 85 15 17 66 83 17 19 67 85 15
Not Economically Disadvantaged 39 52 91 9 19 72 91 9 18 77 95 5
English Learners < < < < < < 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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 48 58 42 9 68 77 23 17 61 78 22
Female 10 58 68 32 15 76 90 10 16 62 78 22
Male 10 40 50 50 4 61 65 35 18 61 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 48 58 42 3 69 72 28 12 66 78 22
Hispanic < < < < < < 100 0 < < < <
White 13 42 54 46 19 63 81 19 38 50 88 13
Multiple Races - 70 70 30 < < 100 0 < < 100 0
Students with Disabilities - 4 4 96 - 17 17 83 < < < <
Students without Disabilities 11 55 66 34 10 76 86 14 18 64 83 17
Economically Disadvantaged 7 47 54 46 7 61 68 32 10 59 69 31
Not Economically Disadvantaged 16 52 68 32 12 79 91 9 26 65 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 55 62 38 9 68 77 23 17 61 78 22
Female 8 64 72 28 15 76 90 10 16 62 78 22
Male 6 47 53 47 4 61 65 35 18 61 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 56 63 37 3 69 72 28 12 66 78 22
Hispanic < < < < < < 100 0 < < < <
White 13 38 50 50 19 63 81 19 38 50 88 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - - - 100 - 17 17 83 < < < <
Students without Disabilities 8 62 70 30 10 76 86 14 18 64 83 17
Economically Disadvantaged 4 53 57 43 7 61 68 32 10 59 69 31
Not Economically Disadvantaged 12 61 73 27 12 79 91 9 26 65 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < < < 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

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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 55 58 42 5 60 65 35 3 64 67 33
Female 3 56 59 41 5 60 66 34 3 66 68 32
Male 3 54 57 43 4 61 65 35 3 62 65 35
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black 2 52 54 46 3 58 60 40 2 59 61 39
Hispanic 8 58 65 35 9 66 75 25 5 61 66 34
Native Hawaiian < < < < < < < < < < < <
White 3 64 67 33 9 65 74 26 4 77 82 18
Multiple Races - 67 67 33 6 72 78 22 - 74 74 26
Students with Disabilities 5 35 40 60 3 38 41 59 2 40 42 58
Students without Disabilities 3 58 60 40 5 64 69 31 3 68 71 29
Economically Disadvantaged 2 53 55 45 4 58 62 38 2 63 65 35
Not Economically Disadvantaged 5 61 66 34 7 68 75 25 5 66 71 29
English Learners 6 44 50 50 15 59 74 26 5 40 45 55
Homeless < < < < < < < < < < < <
Military Connected 7 79 86 14 - 81 81 19 - 82 82 18
Foster Care < < < < < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 75 25 14 65 79 21 1 67 68 32
Female 6 63 69 31 12 58 70 30 3 71 74 26
Male 4 79 82 18 17 73 90 10 - 63 63 37
Black 3 61 65 35 9 67 77 23 - 59 59 41
Hispanic < < < < < < 100 0 < < < <
White - 88 88 12 27 53 80 20 6 88 94 6
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 29 29 71
Students without Disabilities 5 71 76 24 15 70 85 15 2 76 78 22
Economically Disadvantaged - 71 71 29 15 62 77 23 - 72 72 28
Not Economically Disadvantaged 14 68 82 18 10 80 90 10 8 42 50 50
English Learners < < < < < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 57 58 42 8 69 77 23 6 73 79 21
Female 3 49 51 49 8 67 74 26 3 74 77 23
Male - 64 64 36 9 72 81 19 9 72 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black - 59 59 41 3 66 69 31 7 76 83 17
Hispanic < < < < 20 60 80 20 < < < <
White 6 63 69 31 10 80 90 10 7 71 79 21
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < 9 36 45 55
Students without Disabilities 1 56 57 43 10 70 79 21 6 81 87 13
Economically Disadvantaged 2 52 54 46 8 66 74 26 6 73 79 21
Not Economically Disadvantaged - 71 71 29 11 78 89 11 9 73 82 18
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 45 46 54 3 51 55 45 6 71 78 22
Female - 46 46 54 2 54 56 44 2 73 76 24
Male 3 43 46 54 4 49 53 47 13 69 81 19
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0
Black - 34 34 66 2 51 53 47 2 71 73 27
Hispanic < < < < < < < < < < < <
White - 67 67 33 5 58 63 37 11 74 84 16
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < - 23 23 77 < < < <
Students without Disabilities 2 47 48 52 4 56 60 40 7 76 84 16
Economically Disadvantaged - 38 38 62 3 55 58 42 5 71 76 24
Not Economically Disadvantaged 5 60 65 35 5 37 42 58 14 71 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 48 49 51 1 49 50 50 2 54 57 43
Female - 51 51 49 3 43 47 53 - 54 54 46
Male 2 44 46 54 - 53 53 48 5 55 60 40
Asian < < 100 0 < < 100 0
Black 2 48 50 50 2 35 37 63 - 55 55 45
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < <
White - 43 43 57 - 67 67 33 5 68 74 26
Students with Disabilities 8 8 17 83 < < < < - 38 38 62
Students without Disabilities - 54 54 46 - 52 52 48 3 57 60 40
Economically Disadvantaged 2 40 42 58 - 41 41 59 3 51 54 46
Not Economically Disadvantaged - 63 63 37 5 67 71 29 - 67 67 33
English Learners < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 25 25 75 - 40 40 60 3 28 32 68
Female - 21 21 79 - 44 44 56 7 29 36 64
Male - 28 28 72 - 38 38 63 - 28 28 72
American Indian < < < <
Black - 19 19 81 - 40 40 60 2 18 20 80
Hispanic < < < < < < < < < < < <
White < < < < - 50 50 50 < < < <
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 27 27 73 8 17 25 75
Students without Disabilities - 25 25 75 - 43 43 57 2 31 33 67
Economically Disadvantaged - 22 22 78 - 36 36 64 2 27 30 70
Not Economically Disadvantaged - 36 36 64 - 60 60 40 6 31 38 63
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0 < < < <
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 40 42 58 - 44 44 56 - 56 56 44
Female 3 36 39 61 - 44 44 56 - 61 61 39
Male 2 43 45 55 - 43 43 57 - 53 53 48
Black 2 33 34 66 - 38 38 62 - 50 50 50
Hispanic < < < < < < 100 0 < < < <
White 8 58 67 33 - 59 59 41 - 72 72 28
Students with Disabilities 8 8 17 83 - 10 10 90 < < < <
Students without Disabilities 1 45 46 54 - 49 49 51 - 58 58 42
Economically Disadvantaged 2 37 39 61 - 41 41 59 - 52 52 48
Not Economically Disadvantaged 4 46 50 50 - 53 53 47 - 65 65 35
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 87 95 5 7 86 93 7 3 86 88 12
Female 7 93 100 0 11 89 100 0 5 82 87 13
Male 10 79 90 10 4 84 88 12 - 90 90 10
Asian < < 100 0 < < 100 0
Black 7 87 93 7 3 87 90 10 4 80 84 16
Hispanic < < 100 0 9 91 100 0 < < 100 0
White 8 92 100 0 25 75 100 0 - 100 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 - 75 75 25 - 82 82 18
Students without Disabilities 9 86 95 5 8 88 96 4 3 87 90 10
Economically Disadvantaged 6 88 94 6 6 86 92 8 - 87 87 13
Not Economically Disadvantaged 17 83 100 0 10 87 97 3 9 83 91 9
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 57 57 43 < < < < < < < <
Female < < < < < < < < < < < <
Male < < < < < < 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic < < < <
White < < < < < < < < < < < <
Multiple Races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities - 54 54 46 < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0 < < < <
English Learners < < < <
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 65 65 35 6 78 83 17 - 81 81 19
Female - 75 75 25 < < 100 0 - 91 91 9
Male - 58 58 42 9 64 73 27 - 70 70 30
Black - 72 72 28 - 85 85 15 < < < <
Hispanic < < < < < < < < < < 100 0
White - 57 57 43 < < 100 0 < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities - 74 74 26 6 78 83 17 - 81 81 19
Economically Disadvantaged - 67 67 33 - 75 75 25 - 64 64 36
Not Economically Disadvantaged - 62 62 38 < < 100 0 - 100 100 0
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 53 57 43 4 61 66 34 3 64 68 32
Female 4 55 59 41 2 63 66 34 1 68 69 31
Male 4 51 55 45 6 60 66 34 6 61 67 33
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 50 52 48 2 61 64 36 2 60 62 38
Hispanic 17 42 58 42 5 59 64 36 5 76 81 19
White 8 65 73 27 10 59 69 31 4 74 78 22
Multiple Races < < < < < < < < 8 77 85 15
Students with Disabilities 6 20 26 74 3 44 46 54 3 50 53 47
Students without Disabilities 4 57 61 39 5 64 68 32 3 67 70 30
Economically Disadvantaged 2 51 53 47 3 57 61 39 3 64 67 33
Not Economically Disadvantaged 10 59 70 30 7 72 78 22 4 66 70 30
English Learners < < < < 8 54 62 38 < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 40 46 54 10 52 62 38 5 71 77 23
Female 11 29 39 61 5 54 59 41 2 73 76 24
Male 3 49 51 49 13 51 64 36 9 69 78 22
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black - 34 34 66 5 49 55 45 - 66 66 34
Hispanic < < < < < < < < < < < <
White 20 53 73 27 16 58 74 26 11 83 94 6
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < - 45 45 55 < < < <
Students without Disabilities 7 40 47 53 11 53 64 36 6 74 79 21
Economically Disadvantaged 2 40 42 58 9 50 59 41 5 71 76 24
Not Economically Disadvantaged 15 40 55 45 13 63 75 25 7 71 79 21
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 53 48 1 51 52 48 1 55 57 43
Female 3 50 53 47 3 44 47 53 - 58 58 42
Male 4 48 52 48 - 56 56 44 3 53 55 45
Black 3 46 49 51 - 47 47 53 2 52 54 46
Hispanic < < < < < < < < < < < <
White < < < < 6 59 65 35 - 63 63 38
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 8 17 83 < < < < < < < <
Students without Disabilities 3 56 59 41 2 55 56 44 2 59 61 39
Economically Disadvantaged 2 42 44 56 - 46 46 54 2 56 58 42
Not Economically Disadvantaged 10 67 76 24 5 63 68 32 - 54 54 46
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 63 66 34 4 73 76 24 4 70 73 27
Female - 79 79 21 - 79 79 21 - 71 71 29
Male 5 50 55 45 8 65 73 27 6 69 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black - 65 65 35 1 74 75 25 3 69 72 28
Hispanic < < < < < < < < < < 100 0
White 7 60 67 33 11 67 78 22 - 67 67 33
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 50 50 50 - 75 75 25
Students without Disabilities 3 69 72 28 4 75 79 21 4 69 73 27
Economically Disadvantaged 4 63 67 33 1 70 72 28 4 68 72 28
Not Economically Disadvantaged - 65 65 35 8 77 85 15 4 73 77 23
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Male < < < < < < < <
Black < < < <
White < < < <
Students without Disabilities < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 60 63 38 - 70 70 30 - 56 56 44
Female 3 59 62 38 - 67 67 33 - 68 68 32
Male 3 61 64 36 - 71 71 29 - 45 45 55
Black 2 55 57 43 - 71 71 29 - 42 42 58
Hispanic < < < < < < < < < < < <
White - 85 85 15 < < < < < < < <
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 64 67 33 - 71 71 29 - 63 63 37
Economically Disadvantaged 2 56 57 43 - 63 63 37 - 50 50 50
Not Economically Disadvantaged < < 100 0 - 85 85 15 - 67 67 33
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 59 73 27 13 58 72 28 21 55 76 24
Female 11 61 72 28 11 60 72 28 23 59 81 19
Male 16 57 74 26 15 57 72 28 19 52 71 29
Asian < < 100 0 < < 100 0 < < < <
Black 12 59 71 29 10 59 68 32 24 51 75 25
Hispanic 27 40 67 33 23 55 77 23 6 47 53 47
White 19 60 79 21 22 51 73 27 13 70 83 17
Multiple Races < < < < - 100 100 0 < < 100 0
Students with Disabilities 3 38 41 59 3 42 44 56 9 46 54 46
Students without Disabilities 15 62 77 23 15 61 76 24 23 57 79 21
Economically Disadvantaged 12 58 70 30 12 58 70 30 21 55 77 23
Not Economically Disadvantaged 18 62 79 21 18 59 77 23 19 54 74 26
English Learners < < < < 25 42 67 33 < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 40 40 60 6 56 61 39 - 40 40 60
Female - 43 43 57 < < < < < < < <
Male - 36 36 64 - 64 64 36 < < < <
Asian < < 100 0
Black - 37 37 63 - 63 63 38 - 40 40 60
Hispanic < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 41 41 59 8 58 67 33 - 30 30 70
Economically Disadvantaged - 44 44 56 - 45 45 55 - 30 30 70
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
Military Connected < < 100 0
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 12 60 71 29 11 65 76 24
Female 2 86 88 12 8 64 72 28 10 70 80 20
Male 11 61 73 27 15 56 71 29 13 60 73 28
Asian < < 100 0 < < < <
Black 3 77 80 20 10 62 71 29 10 62 72 28
Hispanic < < < < < < < < < < < <
White 22 56 78 22 20 30 50 50 17 72 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 42 42 58 - 45 45 55
Students without Disabilities 8 77 84 16 13 62 76 24 13 68 81 19
Economically Disadvantaged 5 71 75 25 10 61 71 29 12 65 76 24
Not Economically Disadvantaged 14 81 95 5 16 56 72 28 10 66 76 24
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < 100 0
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < 100 0
Male < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
White < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Military Connected < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 7 63 70 30 13 65 78 22
Female 12 58 70 30 9 58 67 33 18 70 88 12
Male 7 67 73 27 5 67 72 28 8 62 69 31
Asian < < 100 0
Black 8 63 71 29 4 58 63 38 18 54 72 28
Hispanic < < < < < < < < < < < <
White < < < < 12 71 82 18 - 94 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 27 27 73 < < < < < < < <
Students without Disabilities 10 69 79 21 7 67 75 25 14 66 80 20
Economically Disadvantaged 5 65 71 29 4 67 70 30 8 69 77 23
Not Economically Disadvantaged 17 57 74 26 16 53 68 32 25 55 80 20
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 48 77 23 27 54 80 20 48 35 83 17
Female 23 46 69 31 18 62 79 21 48 35 84 16
Male 34 49 83 17 38 44 81 19 47 34 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 30 44 74 26 23 51 74 26 55 38 93 7
Hispanic < < < < 30 50 80 20 < < < <
White 31 63 94 6 35 50 85 15 29 43 71 29
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < 27 27 55 45
Students without Disabilities 31 48 79 21 29 54 83 17 52 37 88 12
Economically Disadvantaged 29 43 72 28 26 49 75 25 48 37 85 15
Not Economically Disadvantaged 29 62 90 10 28 67 94 6 45 27 73 27
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0 < < 100 0
Black < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
Division---
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten303840
Kindergarten626368
Grade 1716979
Grade 2646774
Grade 3646175
Grade 4866364
Grade 5668778
Grade 6806986
Grade 7697775
Grade 8877977
Grade 91008887
Grade 10768382
Grade 11818387
Grade 12626775
Total Enrollment9989941,047

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students9989941047
Female469470513
Male529524534
American Indian415
Asian699
Black676682695
Hispanic626476
Native Hawaiian335
White218202217
Multiple Races293340
Students with Disabilities127116161
Students without Disabilities871878886
Economically Disadvantaged710737752
Not Economically Disadvantaged288257295
English Learners243334
Not English Learners9749611013
Homeless2213
Military Connected222230
Foster Care466
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students669293752215826158
Female3171323639640376
Male35216138911942382
American Indian--<<<<
Asian<<110<<
Black449217494157549114
Hispanic4410559608
Native Hawaiian<<<<<<
White149561594217324
Multiple Races18102872710
Students with Disabilities74411013812034
Economically Disadvantaged457267542198611141
English Learners204332325
Homeless19<<86
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: 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 2024-2025 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 30 44 1 0 6 3
State 51325 41797 1944 889 5197 1395
Female Division 19 16 0 0 1 1
State 27479 18568 644 302 1991 571
Male Division 11 28 1 0 5 2
State 23842 23219 1299 582 3204 824
American Indian Division < < < < 0 <
State 115 128 6 2 20 5
Asian Division < < < < 0 <
State 6138 1603 96 15 116 44
Black Division 20 35 1 0 3 2
State 8492 10859 649 192 1064 555
Hispanic Division < < < < < <
State 7732 9780 323 169 2618 361
White Division 6 7 0 0 2 0
State 25572 16963 766 433 1201 364
Multiple Races Division < < < < 0 <
State 3187 2410 100 77 171 63
Students with Disabilities Division 0 9 1 0 1 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 16 31 1 0 5 2
State 12384 21564 1091 503 2612 961
English Learners Division < < < < < <
State 1822 5921 308 50 2224 183
< = 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 Students847589758967
Female373595359513
Male4740854085511
American Indian<<100<10000
Asian<<100<10000
Black615692569235
Hispanic<<<<<<<
White1513871387213
Multiple Races<<100<10000
Students with Disabilities111091109119
Economically Disadvantaged554887488759
English Learners<<<<<<<
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken3 / .94% - -
Advanced Placement Course Enrollment16 / 5.02%16 / 4.98%17 / 5.14%
Dual Enrollment6 / 1.88%8 / 2.49%24 / 7.25%
Governor's School Enrollment10 / 3.13%10 / 3.12%7 / 2.11%
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

2021-2022 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.
2021-2022 FGI cohort year (students entering high school in 2018)
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 StudentsDivision693943
State87,94758,78733
FemaleDivision402440
State44,12532,24627
MaleDivision291548
State43,77126,52239
BlackDivision513237
State18,15310,95740
HispanicDivision<<100
State12,8667,34843
WhiteDivision13<100
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision<<100
State8,6323,93454
Economically DisadvantagedDivision351557
State30,88916,12848
American IndianDivision--100
State17310738
AsianDivision--100
State7,3266,40613
Native HawaiianDivision--100
State1378736
English LearnersDivision--100
State7,5304,27343
< = 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
2022-20232023-20242024-2025
Industry CertificationDivision83119
 State100,965101,956105,973
Workplace ReadinessDivision675521
 State41,81935,06638,829
Total Credentials EarnedDivision1507930
 State148,201142,668150,233
Students Earning One or More CredentialsDivision1385930
 State118,467115,609120,035
Armed Services Vocational Aptitude Battery ExaminationDivision3--
 State9621,022-
CTE CompletersDivision626164
 State46,02848,64351,357
NOCTI AssessmentsDivision-10-
 State3,8443,5773,225
State LicensuresDivision-3-
 State1,5732,0692,206

< = 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

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2021-2022Division$8,136$10,014$4,136
State$7,134$6,454$1,936
2022-2023Division$9,895$10,475$5,060
State$7,803$6,956$1,918
2023-2024Division$9,485$10,740$4,986
State$8,420$7,464$1,751

School Environment

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

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

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

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

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress116
Behaviors related to School Operations45
Relationship Behaviors without Physical Harm172
Behaviors of a Safety Concern220
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others38

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 57 70 93
Out-of-School Suspension 402 354 267
Explusion and Alternative Placement 7 49 36
Referral to Law Enforcement 3 0 0
Bus Suspension 45 26 48

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 100100100
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 62.664.268.3
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 77.478.579.7
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

9.64 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

8.76 : 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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202344%47%4%5%
2023-202440%48%2%10%
2024-202542%44%2%12%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students74%81%88%
Asian<91%88%
Black70%73%88%
Hispanic63%73%88%
White84%86%88%
Multiple Races89%84%88%
Economically Disadvantaged73%73%88%
English Learners43%67%88%
Students with Disabilities45%64%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students69%76%85%
Asian<90%85%
Black64%67%85%
Hispanic67%68%85%
White83%82%85%
Multiple Races76%79%85%
Economically Disadvantaged68%67%85%
English Learners48%64%85%
Students with Disabilities39%61%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 Students70%
Asian<
Black65%
Hispanic88%
White79%
Multiple Races<
Economically Disadvantaged69%
English Learners<
Students with Disabilities50%

< = 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 Students89%84%84%
Asian<90%84%
Black92%83%84%
Hispanic<83%84%
White87%86%84%
Multiple Races<89%84%
Economically Disadvantaged85%83%84%
English Learners<80%84%
Students with Disabilities<79%84%
Homeless<--
Foster Care---

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress43%56%58%
English Learner Proficiency3%--

< = 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 Progress122843%
English Learner Proficiency1333%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.4%-99.4%-100%-
Asian<-<-<-
Black99.7%-99.7%-100%-
Hispanic97.6%-100%-100%-
White99.1%-98.3%-100%-
Multiple Races100%-100%-<-
Economically Disadvantaged99.3%-99.3%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners95.5%-100%-<-
Students with Disabilities98.7%-97.4%-100%-
Students without Disabilities99.6%-99.8%-100%-
Female98.8%-99.2%-100%-
Male100%-99.6%-100%-

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

Sussex County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2024 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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