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Tazewell County Public Schools

General school information

Division: Tazewell County Public Schools
Division Number: 92
Address: 506 Jeffersonville Street Tazewell, VA 24651-5396
Superintendent: Dr. Christopher Stacy
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Accreditation Status Performance Level Framework Score
Elementary Schools
Abb's Valley-Boissevain ElementaryFully AccreditedOn Track87.6
Cedar Bluff ElementaryFully AccreditedOff Track77.6
Dudley PrimaryFully AccreditedOff Track77.6
Graham IntermediateFully AccreditedOff Track78.9
Richlands ElementaryFully AccreditedOff Track78.8
Tazewell IntermediateFully AccreditedOff Track79.7
Tazewell PrimaryFully AccreditedOff Track79.3
Middle Schools
Graham MiddleFully AccreditedOn Track87.3
Richlands MiddleFully AccreditedOn Track83.5
Tazewell MiddleFully AccreditedOn Track83
High Schools
Graham HighFully AccreditedDistinguished102.4
Richlands HighFully AccreditedDistinguished102.8
Tazewell HighFully AccreditedDistinguished102.6

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 13 69 82 18 12 70 82 18 13 69 81 19
Female 13 70 84 16 13 70 84 16 14 69 83 17
Male 13 67 80 20 11 69 80 20 11 68 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 23 62 85 15 < < < < < < 100 0
Black 6 67 73 27 10 57 67 33 8 58 67 33
Hispanic 10 63 73 27 - 68 68 32 21 55 76 24
White 13 69 82 18 12 71 83 17 12 69 82 18
Multiple Races 17 56 73 27 13 63 76 24 17 59 76 24
Students with Disabilities 6 47 53 47 2 51 53 47 3 52 55 45
Students without Disabilities 14 74 88 12 14 74 88 12 14 72 86 14
Economically Disadvantaged 10 67 77 23 8 68 76 24 8 67 75 25
Not Economically Disadvantaged 17 72 89 11 17 73 89 11 19 71 90 10
Homeless - 77 77 23 5 67 71 29 12 53 65 35
Military Connected - 83 83 17 19 63 81 19 14 79 93 7
Foster Care 7 57 64 36 - 61 61 39 11 63 74 26
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 13 69 81 19 10 72 81 19 7 70 78 22
Female 16 66 82 18 10 72 82 18 8 72 80 20
Male 10 71 81 19 9 71 81 19 6 69 75 25
Black 20 50 70 30 < < < < - 60 60 40
Hispanic < < < < < < 100 0 < < < <
White 13 69 83 17 10 72 82 18 7 71 78 22
Multiple Races - 69 69 31 - 77 77 23 10 70 80 20
Students with Disabilities 8 54 62 38 2 65 67 33 2 55 57 43
Students without Disabilities 14 72 86 14 11 73 84 16 8 73 81 19
Economically Disadvantaged 11 66 77 23 8 70 78 22 5 66 72 28
Not Economically Disadvantaged 16 76 92 8 12 75 87 13 10 77 87 13
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < < < < < 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 17 63 80 20 12 70 82 18 14 72 86 14
Female 17 67 83 17 14 69 82 18 15 75 89 11
Male 17 60 77 23 11 72 82 18 13 70 82 18
Black 7 53 60 40 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 17 64 81 19 13 70 83 17 13 73 86 14
Multiple Races 23 62 85 15 6 72 78 22 19 67 86 14
Students with Disabilities 14 51 65 35 4 57 62 38 6 59 65 35
Students without Disabilities 18 66 83 17 14 73 87 13 15 75 90 10
Economically Disadvantaged 15 62 77 23 9 68 77 23 12 68 81 19
Not Economically Disadvantaged 21 66 86 14 17 75 92 8 15 78 94 6
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < 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 8 74 83 17 9 68 77 23 8 68 76 24
Female 8 74 82 18 10 67 78 22 10 66 76 24
Male 9 75 83 17 8 69 76 24 6 70 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 12 47 59 41 < < < <
Hispanic < < 100 0 < < < < < < < <
White 8 74 83 17 8 70 78 22 7 69 76 24
Multiple Races 11 68 79 21 20 60 80 20 24 41 65 35
Students with Disabilities 4 54 58 42 - 54 54 46 1 55 57 43
Students without Disabilities 9 80 89 11 11 72 83 17 9 71 80 20
Economically Disadvantaged 7 74 81 19 5 66 71 29 5 65 70 30
Not Economically Disadvantaged 9 76 85 15 14 72 86 14 12 72 84 16
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 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 12 70 82 18 10 70 80 20 9 67 76 24
Female 12 71 83 17 9 72 81 19 13 69 82 18
Male 11 69 81 19 12 67 79 21 6 65 71 29
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < 6 53 59 41
Hispanic < < 100 0 < < 100 0 < < < <
White 12 71 83 17 10 70 81 19 9 68 77 23
Multiple Races 14 43 57 43 13 61 74 26 20 60 80 20
Students with Disabilities 3 43 46 54 6 38 44 56 1 55 57 43
Students without Disabilities 14 76 90 10 11 76 87 13 11 69 80 20
Economically Disadvantaged 7 68 75 25 7 70 77 23 7 63 70 30
Not Economically Disadvantaged 18 73 91 9 15 68 84 16 12 73 85 15
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 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 10 70 80 20 6 75 81 19 11 68 79 21
Female 10 71 81 19 7 76 83 17 9 70 78 22
Male 10 69 78 22 5 73 78 22 13 67 79 21
Black - 75 75 25 9 64 73 27 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 10 70 80 20 6 76 82 18 11 69 79 21
Multiple Races 7 57 64 36 8 50 58 42 13 61 74 26
Students with Disabilities 3 40 43 57 - 48 48 52 2 38 40 60
Students without Disabilities 11 76 87 13 7 80 87 13 12 74 87 13
Economically Disadvantaged 8 65 73 27 3 69 72 28 4 68 72 28
Not Economically Disadvantaged 12 78 89 11 10 81 91 9 20 69 89 11
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < 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 8 71 79 21 12 70 83 17 11 72 83 17
Female 7 78 85 15 15 72 86 14 13 71 84 16
Male 10 64 74 27 10 69 79 21 9 73 82 18
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 75 81 19 < < < < - 73 73 27
Hispanic < < < < < < < < < < 100 0
White 8 72 80 20 12 71 83 17 11 73 84 16
Multiple Races 23 38 62 38 14 57 71 29 13 47 60 40
Students with Disabilities 5 45 50 50 2 47 48 52 - 47 47 53
Students without Disabilities 9 75 84 16 14 75 90 10 13 77 90 10
Economically Disadvantaged 7 65 72 28 7 69 76 24 7 69 76 24
Not Economically Disadvantaged 10 77 88 12 19 72 92 8 16 77 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < < < < 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 22 65 87 13 23 65 88 12 29 62 91 9
Female 24 65 88 12 27 64 92 8 32 60 92 8
Male 21 64 86 14 20 64 84 16 26 64 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 79 86 14 18 55 73 27 40 30 70 30
Hispanic < < 100 0 < < < < < < < <
White 22 65 87 13 23 65 88 12 28 63 92 8
Multiple Races 46 46 92 8 38 54 92 8 < < 100 0
Students with Disabilities 8 41 49 51 3 47 50 50 13 55 68 32
Students without Disabilities 26 71 97 3 27 68 95 5 31 63 94 6
Economically Disadvantaged 15 68 83 17 21 63 84 16 17 69 86 14
Not Economically Disadvantaged 30 61 91 9 26 66 92 8 40 55 95 5
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
< = 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 17 60 77 23 24 64 88 12 24 66 90 10
Female 19 65 85 15 30 61 91 9 26 67 92 8
Male 14 54 69 31 17 67 84 16 22 66 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 58 63 38 < < < < < < 100 0
Hispanic 20 60 80 20 < < < < < < 100 0
White 17 60 78 23 24 64 88 12 25 64 89 11
Multiple Races 20 40 60 40 25 58 83 17 < < 100 0
Students with Disabilities - 24 24 76 - 24 24 76 18 53 71 29
Students without Disabilities 19 64 83 17 25 68 93 7 24 67 91 9
Economically Disadvantaged 9 62 71 29 19 61 80 20 15 68 83 17
Not Economically Disadvantaged 25 58 83 17 28 67 95 5 31 65 96 4
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 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 22 65 87 13 24 64 88 12 24 66 90 10
Female 22 71 92 8 30 61 91 9 26 67 92 8
Male 22 59 82 18 17 67 84 16 22 66 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 22 66 88 12 24 64 88 12 25 64 89 11
Multiple Races 25 42 67 33 25 58 83 17 < < 100 0
Students with Disabilities - 35 35 65 - 24 24 76 18 53 71 29
Students without Disabilities 23 67 90 10 25 68 93 7 24 67 91 9
Economically Disadvantaged 12 71 84 16 19 61 80 20 15 68 83 17
Not Economically Disadvantaged 29 60 90 10 28 67 95 5 31 65 96 4
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 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

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 10 72 82 18 9 74 83 17 7 72 79 21
Female 9 73 82 18 8 76 84 16 6 73 79 21
Male 11 71 81 19 10 72 82 18 7 72 79 21
American Indian < < < < < < 100 0 < < 100 0
Asian 38 54 92 8 < < < < < < < <
Black 6 63 70 30 5 71 77 23 3 61 64 36
Hispanic 3 70 73 27 10 67 77 23 - 82 82 18
White 10 73 83 17 9 74 83 17 7 73 79 21
Multiple Races 14 59 73 27 16 66 81 19 8 69 78 22
Students with Disabilities 4 52 56 44 3 53 56 44 2 50 52 48
Students without Disabilities 11 76 88 12 10 78 88 12 8 77 84 16
Economically Disadvantaged 7 70 77 23 6 72 78 22 3 70 74 26
Not Economically Disadvantaged 15 75 90 10 13 76 89 11 11 75 86 14
English Learners < < < < < < < < < < < <
Homeless - 85 85 15 16 64 80 20 - 47 47 53
Military Connected 8 77 85 15 - 86 86 14 - 86 86 14
Foster Care 8 50 58 42 6 44 50 50 5 58 63 37
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 10 74 84 16 11 73 85 15 4 73 77 23
Female 8 73 81 19 12 73 84 16 3 70 73 27
Male 12 75 87 13 11 74 85 15 6 75 81 19
Asian < < 100 0 < < 100 0
Black - 70 70 30 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 11 74 84 16 11 74 86 14 4 73 77 23
Multiple Races 6 75 81 19 14 57 71 29 - 60 60 40
Students with Disabilities - 60 60 40 5 59 64 36 4 43 46 54
Students without Disabilities 12 77 89 11 12 76 88 12 4 78 82 18
Economically Disadvantaged 8 71 80 20 8 74 82 18 3 68 70 30
Not Economically Disadvantaged 15 80 94 6 17 73 89 11 7 80 87 13
English Learners < < 100 0
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < < < < < 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 10 71 81 19 8 73 81 19 11 70 81 19
Female 7 72 80 20 6 74 80 20 10 72 82 19
Male 11 70 82 18 11 72 83 17 12 68 81 19
Asian < < 100 0 < < 100 0 < < < <
Black 7 40 47 53 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 9 74 83 17 9 72 81 19 12 71 82 18
Multiple Races 23 54 77 23 6 78 83 17 9 68 77 23
Students with Disabilities 7 54 61 39 3 51 54 46 6 52 59 41
Students without Disabilities 10 76 86 14 10 78 88 12 12 73 85 15
Economically Disadvantaged 6 71 77 23 5 71 76 24 6 72 78 22
Not Economically Disadvantaged 18 71 89 11 14 76 90 10 19 67 86 14
English Learners < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 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 8 74 82 18 10 67 77 23 5 63 68 32
Female 7 74 81 19 9 70 79 21 6 61 67 33
Male 10 74 83 17 10 65 75 25 5 64 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 6 53 59 41 < < < <
Hispanic < < 100 0 < < < < < < < <
White 8 75 83 17 9 69 78 22 5 63 68 32
Multiple Races 16 58 74 26 20 60 80 20 12 47 59 41
Students with Disabilities 6 51 56 44 3 51 53 47 - 41 41 59
Students without Disabilities 9 80 89 11 12 71 83 17 7 68 74 26
Economically Disadvantaged 7 72 79 21 7 67 74 26 2 60 62 38
Not Economically Disadvantaged 11 76 87 13 14 68 82 18 11 66 77 23
Homeless < < 100 0 < < 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 11 63 75 25 9 71 80 20 6 67 72 28
Female 12 64 76 24 8 71 79 21 6 69 75 25
Male 11 63 74 26 11 70 81 19 6 65 71 30
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < 6 38 44 56
Hispanic < < 100 0 < < 100 0 < < 100 0
White 12 65 76 24 9 71 80 20 6 67 73 27
Multiple Races 7 50 57 43 17 70 87 13 6 75 81 19
Students with Disabilities 1 37 38 62 5 44 49 51 2 39 41 59
Students without Disabilities 14 70 83 17 10 76 86 14 7 73 79 21
Economically Disadvantaged 7 59 65 35 5 74 79 21 1 64 65 35
Not Economically Disadvantaged 18 70 88 12 15 67 82 18 12 71 83 17
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
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 6 70 76 24 4 70 74 26 2 71 73 27
Female 5 72 78 22 4 72 76 24 1 70 71 29
Male 6 67 73 27 3 69 72 28 3 73 75 25
Asian < < < < < < 100 0
Black - 73 73 27 9 55 64 36 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 6 71 77 23 4 71 74 26 1 71 73 27
Multiple Races 8 50 58 42 - 73 73 27 6 71 76 24
Students with Disabilities 2 49 51 49 3 46 49 51 - 40 40 60
Students without Disabilities 7 74 81 19 4 77 80 20 2 79 81 19
Economically Disadvantaged 4 64 68 32 2 65 67 33 - 71 72 28
Not Economically Disadvantaged 9 78 87 13 6 80 86 14 4 72 76 24
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < <
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 13 72 85 15 10 76 86 14 8 74 82 18
Female 10 75 85 15 10 78 88 12 8 77 85 15
Male 14 70 84 16 10 74 84 16 8 71 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 7 71 79 21 < < 100 0 8 46 54 46
Hispanic < < < < < < < < < < 100 0
White 12 73 85 15 10 77 87 13 8 75 83 17
Multiple Races 29 43 71 29 31 46 77 23 10 80 90 10
Students with Disabilities 6 52 59 41 - 61 61 39 2 48 50 50
Students without Disabilities 14 76 90 10 12 78 91 9 9 79 89 11
Economically Disadvantaged 9 72 81 19 7 74 80 20 6 69 75 25
Not Economically Disadvantaged 18 72 90 10 15 78 93 7 11 81 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < < < < 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 10 76 86 14 9 82 90 10 9 85 93 7
Female 11 79 90 10 7 85 93 7 9 88 96 4
Male 10 72 82 18 10 79 88 12 9 82 90 10
Asian < < 100 0 < < 100 0
Black 14 71 86 14 - 88 88 13 - 92 92 8
Hispanic < < 100 0 < < 100 0 < < 100 0
White 10 76 86 14 8 82 90 10 9 84 93 7
Multiple Races 10 80 90 10 15 77 92 8 12 76 88 12
Students with Disabilities 3 60 63 37 - 63 63 37 2 86 87 13
Students without Disabilities 12 80 92 8 10 85 96 4 10 84 94 6
Economically Disadvantaged 7 76 83 17 6 80 86 14 5 87 92 8
Not Economically Disadvantaged 15 76 91 9 12 85 96 4 12 82 94 6
English Learners < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 73 93 7 13 77 90 10 17 78 94 6
Female 18 73 91 9 13 88 100 0 < < 100 0
Male 21 74 95 5 13 67 80 20 18 73 91 9
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
White 22 70 93 7 11 78 89 11 19 75 94 6
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 21 76 97 3 13 77 90 10 18 76 94 6
Economically Disadvantaged < < < < 25 67 92 8 < < < <
Not Economically Disadvantaged 24 72 96 4 5 84 89 11 20 80 100 0
Military Connected < < 100 0
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 8 90 98 2 8 92 100 0 7 93 100 0
Female 10 90 100 0 3 97 100 0 9 91 100 0
Male 7 90 97 3 13 88 100 0 4 96 100 0
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 8 90 98 2 6 94 100 0 7 93 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 8 90 98 2 8 92 100 0 7 93 100 0
Economically Disadvantaged < < 100 0 7 93 100 0 5 95 100 0
Not Economically Disadvantaged 7 91 98 2 8 92 100 0 7 93 100 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 8 66 74 26 10 66 76 24 5 71 76 24
Female 5 67 73 27 8 69 77 23 5 69 74 26
Male 11 64 74 26 12 64 76 24 6 72 78 22
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 3 55 58 43 5 64 69 31 3 61 63 37
Hispanic - 85 85 15 - 56 56 44 15 54 69 31
White 8 66 74 26 10 67 77 23 5 72 77 23
Multiple Races 11 65 76 24 18 55 73 28 12 54 66 34
Students with Disabilities 5 35 40 60 3 43 46 54 3 46 48 52
Students without Disabilities 9 73 81 19 12 71 83 17 6 76 82 18
Economically Disadvantaged 5 62 68 32 7 63 70 30 4 65 69 31
Not Economically Disadvantaged 11 70 81 19 14 71 86 14 8 78 86 14
Homeless < < < < 27 45 73 27 6 47 53 47
Military Connected < < 100 0 < < < < < < < <
Foster Care 10 40 50 50 9 45 55 45 < < < <
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 17 61 78 22 24 53 76 24 11 58 70 30
Female 11 62 73 27 20 56 76 24 10 55 65 35
Male 22 60 82 18 27 49 76 24 12 62 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 12 47 59 41 < < < <
Hispanic < < 100 0 < < < < < < < <
White 17 61 78 22 24 53 77 23 10 60 70 30
Multiple Races 16 58 74 26 38 50 88 13 24 47 71 29
Students with Disabilities 8 45 54 46 7 45 52 48 6 43 49 51
Students without Disabilities 19 65 84 16 28 55 82 18 12 62 74 26
Economically Disadvantaged 11 67 77 23 18 51 69 31 8 54 62 38
Not Economically Disadvantaged 28 51 80 20 31 55 86 14 16 65 81 19
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 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 68 72 28 5 68 73 27 2 73 75 25
Female 1 69 70 30 4 70 73 27 3 70 73 27
Male 7 66 73 27 6 66 72 28 2 75 77 23
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 47 47 53 < < < < - 57 57 43
Hispanic < < < < < < < < < < 100 0
White 4 69 72 28 5 69 74 26 3 74 77 23
Multiple Races 17 50 67 33 - 57 57 43 - 50 50 50
Students with Disabilities 7 31 37 63 - 39 39 61 - 38 38 63
Students without Disabilities 3 74 78 22 6 74 80 20 3 80 83 17
Economically Disadvantaged 4 59 62 38 2 63 65 35 - 65 65 35
Not Economically Disadvantaged 4 79 83 17 8 75 83 17 5 83 87 13
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < < < < 100 0
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 68 72 28 3 78 81 19 3 80 83 17
Female 4 70 74 26 2 80 82 18 2 81 83 17
Male 4 66 70 30 5 75 80 20 4 79 83 17
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 77 77 23 - 93 93 7 - 75 75 25
Hispanic < < < < < < < < < < < <
White 4 67 71 29 3 77 81 19 3 81 84 16
Multiple Races - 87 87 13 < < < < 12 65 76 24
Students with Disabilities - 30 30 70 - 46 46 54 2 59 61 39
Students without Disabilities 5 77 81 19 4 83 87 13 3 83 86 14
Economically Disadvantaged 2 61 63 37 2 73 75 25 3 76 78 22
Not Economically Disadvantaged 6 74 81 19 6 83 88 12 3 85 89 11
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
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 15 65 80 20 9 27 36 64 < < < <
Female < < 100 0 < < < < < < < <
Male 18 45 64 36 < < < < < < < <
Black < < < < < < < <
White 17 72 89 11 < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 67 83 17 < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 25 67 92 8 < < < < < < < <
Homeless < < < <
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 < < 100 0
Female < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 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

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 21 58 79 21 18 61 80 20 16 62 78 22
Female 18 59 77 23 15 61 76 24 13 61 74 26
Male 23 57 80 20 21 61 82 18 19 63 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 37 49 51 5 62 67 33 7 57 64 36
Hispanic 6 65 71 29 22 50 72 28 < < < <
White 21 59 80 20 19 62 81 19 17 62 79 21
Multiple Races 28 41 69 31 25 41 67 33 16 58 75 25
Students with Disabilities 8 42 50 50 4 49 53 47 5 49 54 46
Students without Disabilities 23 61 84 16 21 63 85 15 18 65 83 17
Economically Disadvantaged 18 54 72 28 13 59 73 27 11 60 71 29
Not Economically Disadvantaged 24 64 88 12 26 63 89 11 23 64 87 13
English Learners < < 100 0 < < < <
Homeless < < < < 8 46 54 46 9 73 82 18
Military Connected < < 100 0 < < < < < < < <
Foster Care 9 36 45 55 < < < < < < < <
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 - 29 29 71 - 45 45 55 - 27 27 73
Female - 25 25 75 < < < < < < < <
Male - 33 33 67 - 73 73 27 - 23 23 77
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0
White - 26 26 74 - 41 41 59 - 25 25 75
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 40 40 60 - 41 41 59 - 35 35 65
Economically Disadvantaged - 19 19 81 - 40 40 60 - 25 25 75
Not Economically Disadvantaged - 42 42 58 < < < < - 30 30 70
Homeless < < 100 0 < < 100 0
Foster Care < < < <
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 - 30 30 70 < < < < < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
Black < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Geography 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 5 73 78 22 3 70 73 27
Female 3 68 71 29 3 69 72 28 1 65 66 34
Male 7 72 79 21 7 77 84 16 5 75 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black - 40 40 60 - 57 57 43 < < < <
Hispanic < < < < < < < < < < < <
White 5 71 77 23 6 74 80 20 4 70 74 26
Multiple Races - 73 73 27 6 53 59 41 - 76 76 24
Students with Disabilities - 48 48 52 2 51 53 47 2 51 52 48
Students without Disabilities 6 74 80 20 6 76 82 18 4 74 77 23
Economically Disadvantaged 2 62 64 36 4 67 71 29 - 65 65 35
Not Economically Disadvantaged 9 81 89 11 8 79 87 13 7 77 84 16
English Learners < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < < <
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 21 62 83 17 23 62 85 15 16 68 85 15
Female 19 63 82 18 19 68 88 12 13 69 82 18
Male 23 60 84 16 26 57 83 17 20 67 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 47 65 35 < < 100 0 7 79 86 14
Hispanic < < < < < < < < < < 100 0
White 21 63 85 15 23 63 86 14 17 69 85 15
Multiple Races 23 38 62 38 36 29 64 36 20 40 60 40
Students with Disabilities 5 45 50 50 3 53 57 43 3 50 53 47
Students without Disabilities 24 65 89 11 26 64 91 9 19 72 91 9
Economically Disadvantaged 16 59 75 25 14 66 80 20 9 70 79 21
Not Economically Disadvantaged 27 66 93 7 35 58 92 8 26 66 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < < < < 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 42 41 83 17 30 48 79 21 31 51 81 19
Female 39 46 85 15 27 47 74 26 26 52 78 22
Male 45 37 82 18 34 49 83 17 35 49 85 15
Asian < < 100 0 < < 100 0
Black 20 27 47 53 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 43 42 85 15 30 49 79 21 31 51 82 18
Multiple Races 62 23 85 15 39 39 78 22 27 55 82 18
Students with Disabilities 18 40 58 42 7 44 51 49 11 49 60 40
Students without Disabilities 48 41 89 11 36 49 85 15 34 51 86 14
Economically Disadvantaged 37 44 81 19 24 47 71 29 25 50 75 25
Not Economically Disadvantaged 53 35 87 13 41 49 90 10 38 52 90 10
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 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 < < < < < < < <
Male < < < < < < < <
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < < < < < <
Homeless < < < <
Foster Care < < < <
< = 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
Division113
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-kindergarten151157166
Kindergarten411368324
Grade 1424420374
Grade 2400411398
Grade 3367390396
Grade 4360380384
Grade 5365363374
Grade 6403382379
Grade 7415397392
Grade 8418395392
Grade 9470442403
Grade 10422421399
Grade 11403378381
Grade 12413403377
Total Enrollment5,4225,3075,139

< = 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 Students542253075139
Female261425422472
Male280227602662
American Indian432
Asian322524
Black143146147
Hispanic616961
Native Hawaiian112
White498948754722
Multiple Races192188181
Students with Disabilities923852837
Students without Disabilities449944554302
Economically Disadvantaged321330412977
Not Economically Disadvantaged220922662162
English Learners7119
Not English Learners541552965130
Homeless143570
Military Connected252223
Foster Care403640
< = 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 Students3,5901,6193,6631,1413,4191,068
Female1,7477671,7595351,635503
Male1,8398501,9006051,784565
American Indian<<<<<<
Asian215204232
Black100341182210933
Hispanic431644143920
Native Hawaiian<<<<<<
White3,2861,5043,3341,0663,102986
Multiple Races136591433514327
Students with Disabilities572287568214530232
Economically Disadvantaged1,9701,2021,9468741,810787
English Learners<<<<82
Homeless111935222733
< = 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 91 261 13 3 14 3
State 51325 41797 1944 889 5197 1395
Female Division 49 125 5 2 5 2
State 27479 18568 644 302 1991 571
Male Division 42 136 8 1 9 1
State 23842 23219 1299 582 3204 824
Asian Division < < < < 0 <
State 6138 1603 96 15 116 44
Black Division 5 6 0 0 0 0
State 8492 10859 649 192 1064 555
Hispanic Division < < < < 0 <
State 7732 9780 323 169 2618 361
White Division 80 245 13 2 14 2
State 25572 16963 766 433 1201 364
Multiple Races Division 4 7 0 1 0 1
State 3187 2410 100 77 171 63
Students with Disabilities Division 1 38 13 0 0 0
State 1563 8067 1944 137 861 128
Economically Disadvantaged Division 27 146 11 3 12 2
State 12384 21564 1091 503 2612 961
Homeless Division < < < < 0 <
State 201 818 47 19 231 71
Military Connected Division < < < < 0 <
State 2497 1577 51 17 49 13
Foster Care Division < < < < < <
State 29 189 26 15 71 26
< = 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 Students3853659536896144
Female188179951819653
Male197186941879595
Asian<<100<10000
Black11111001110000
Hispanic<<100<10000
White3563389534096144
Multiple Races131185129200
Students with Disabilities52521005210000
Economically Disadvantaged2011849218793126
Homeless<<<<<00
Military Connected<<<<<00
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken33 / 1.93%9 / .55%18 / 1.15%
Advanced Placement Course Enrollment127 / 7.44%103 / 6.27%135 / 8.65%
Dual Enrollment263 / 15.4%302 / 18.37%253 / 16.22%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision35723335
State87,94758,78733
FemaleDivision16411927
State44,12532,24627
MaleDivision19311441
State43,77126,52239
AsianDivision<<100
State7,3266,40613
BlackDivision<<100
State18,15310,95740
WhiteDivision33421635
State44,45530,64531
Multiple RacesDivision<<100
State4,8373,23733
Students with DisabilitiesDivision341653
State8,6323,93454
Economically DisadvantagedDivision1729445
State30,88916,12848
English LearnersDivision<<100
State7,5304,27343
American IndianDivision--100
State17310738
HispanicDivision--100
State12,8667,34843
Native HawaiianDivision--100
State1378736
< = 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
NOCTI AssessmentsDivision856958
 State3,8443,5773,225
State LicensuresDivision89-
 State1,5732,0692,206
Industry CertificationDivision536583552
 State100,965101,956105,973
Workplace ReadinessDivision400318419
 State41,81935,06638,829
Total Credentials EarnedDivision1,0299791,029
 State148,201142,668150,233
Students Earning One or More CredentialsDivision789736748
 State118,467115,609120,035
Armed Services Vocational Aptitude Battery ExaminationDivision1114-
 State9621,022-
CTE CompletersDivision305305272
 State46,02848,64351,357

< = 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$2,623$8,061$1,310
State$7,134$6,454$1,936
2022-2023Division$3,121$8,929$1,744
State$7,803$6,956$1,918
2023-2024Division$2,339$9,581$5,283
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 Progress235
Behaviors related to School Operations274
Relationship Behaviors without Physical Harm275
Behaviors of a Safety Concern476
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others94

< = 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 744 512 509
Out-of-School Suspension 436 266 243
Explusion and Alternative Placement 1 0 0
Referral to Law Enforcement 56 37 11
Bus Suspension 59 63 68

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 8386.189
< = 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 42.34743.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 60.266.166.1
< = 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

13.3 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

11.52 : 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
2022-202354%41%1%4%
2023-202453%42%1%4%
2024-202552%43%1%4%
< = 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 Students82%81%88%
Asian<91%88%
Black68%73%88%
Hispanic80%73%88%
White82%86%88%
Multiple Races77%84%88%
Economically Disadvantaged76%73%88%
English Learners-67%88%
Students with Disabilities52%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 Students80%76%85%
Asian80%90%85%
Black65%67%85%
Hispanic84%68%85%
White80%82%85%
Multiple Races80%79%85%
Economically Disadvantaged74%67%85%
English Learners<64%85%
Students with Disabilities48%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 Students77%
Asian<
Black61%
Hispanic75%
White78%
Multiple Races69%
Economically Disadvantaged70%
English Learners-
Students with Disabilities46%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian<90%84%
Black100%83%84%
Hispanic<83%84%
White91%86%84%
Multiple Races85%89%84%
Economically Disadvantaged86%83%84%
English Learners-80%84%
Students with Disabilities75%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 Progress<56%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.3%-98.6%-98.3%-
Asian<-100%-<-
Black98.6%-98.6%-97.1%-
Hispanic96.7%-96.4%-100%-
White98.4%-98.7%-98.3%-
Multiple Races97.5%-98.3%-97.8%-
Economically Disadvantaged98%-98.4%-97.8%-
Not Economically Disadvantaged98.8%-99%-99%-
English Learners<-<-<-
Students with Disabilities94.8%-95%-93.5%-
Students without Disabilities99.1%-99.4%-99.3%-
Female98.5%-98.9%-99.1%-
Male98.2%-98.4%-97.6%-

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

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

Early Learning

Kindergarten Students' Public Preschool Experience

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

Multidivision Online Provider (MOP) Program

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

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

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


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Enrollment

Fall Membership by Grade

Grade level 2022-20232023-20242024-2025
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 0841840711395384113923866
Grade 0436034911380370103843831
Grade 02400399141140473983899
Grade 014244141042041553743722
Grade 03367358939038823963906
Grade KG411406536836533243213
Grade 1140339673783681038136021
Grade 05365360536335583743677
Grade 12413398154033752837734235
Grade 06403394938238023793718
Grade 074154051039739163923875
Grade 09470458124424311140338518
Grade 10422416642141563993909
Grade PK151151-157157-166166-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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