Virginia Beach City Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Alanton Elementary	Fully Accredited	Distinguished	97.3
Arrowhead Elementary	Fully Accredited	Distinguished	93.11
Bayside Elementary	Fully Accredited	Approaching Expectations	80.93
Birdneck Elementary	Fully Accredited	Approaching Expectations	81.72
Brookwood Elementary	Fully Accredited	Approaching Expectations	86.81
Centerville Elementary	Fully Accredited	Distinguished	97.93
Christopher Farms Elementary	Fully Accredited	Distinguished	90.13
College Park Elementary	Fully Accredited	Approaching Expectations	88.71
Corporate Landing Elementary	Fully Accredited	Approaching Expectations	87.78
Creeds Elementary	Fully Accredited	Distinguished	96.38
Diamond Springs Elementary	Fully Accredited	Needs Intensive Support	79.02
Fairfield Elementary	Fully Accredited	Approaching Expectations	89.25
Glenwood Elementary	Fully Accredited	Meets Expectations	92.92
Green Run Elementary	Fully Accredited	Approaching Expectations	84.53
Hermitage Elementary	Fully Accredited	Distinguished	90.47
Holland Elementary	Fully Accredited	Approaching Expectations	85.99
Indian Lakes Elementary	Fully Accredited	Meets Expectations	91.79
John B. Dey Elementary	Fully Accredited	Distinguished	98.53
Kempsville Elementary	Fully Accredited	Meets Expectations	88.47
Kempsville Meadows Elementary	Fully Accredited	Meets Expectations	87.42
King's Grant Elementary	Fully Accredited	Distinguished	91.78
Kingston Elementary	Fully Accredited	Distinguished	99.02
Landstown Elementary	Fully Accredited	Approaching Expectations	86.32
Linkhorn Park Elementary	Fully Accredited	Meets Expectations	92.4
Luxford Elementary	Fully Accredited	Approaching Expectations	88.17
Lynnhaven Elementary	Fully Accredited	Meets Expectations	88.92
Malibu Elementary	Fully Accredited	Approaching Expectations	86.78
New Castle Elementary	Fully Accredited	Distinguished	95.61
Newtown Elementary	Fully Accredited	Approaching Expectations	80.57
North Landing Elementary	Fully Accredited	Distinguished	98.38
Ocean Lakes Elementary	Fully Accredited	Distinguished	96.29
Parkway Elementary	Fully Accredited	Approaching Expectations	85.69
Pembroke Elementary	Fully Accredited	Meets Expectations	83.12
Pembroke Meadows Elementary	Fully Accredited	Meets Expectations	91.94
Point O' View Elementary	Fully Accredited	Needs Intensive Support	77.49
Princess Anne Elementary	Fully Accredited	Meets Expectations	98.23
Providence Elementary	Fully Accredited	Meets Expectations	91.24
Red Mill Elementary	Fully Accredited	Distinguished	97.77
Rosemont Elementary	Fully Accredited	Distinguished	90.93
Rosemont Forest Elementary	Fully Accredited	Meets Expectations	94.61
Salem Elementary	Fully Accredited	Meets Expectations	95.25
Seatack Elementary an Achievable Dream Academy	Fully Accredited	Meets Expectations	83.88
Shelton Park Elementary	Fully Accredited	Distinguished	93.69
Strawbridge Elementary	Fully Accredited	Distinguished	98.25
Tallwood Elementary	Fully Accredited	Meets Expectations	93.14
Thalia Elementary	Fully Accredited	Meets Expectations	88.58
Thoroughgood Elementary	Fully Accredited	Distinguished	100.13
Three Oaks Elementary	Fully Accredited	Distinguished	98.82
Trantwood Elementary	Fully Accredited	Distinguished	97.98
W.T. Cooke Elementary	Fully Accredited	Distinguished	91.85
White Oaks Elementary	Fully Accredited	Meets Expectations	89.23
Williams Elementary	Fully Accredited	Needs Intensive Support	79.05
Windsor Oaks Elementary	Fully Accredited	Approaching Expectations	88.39
Windsor Woods Elementary	Fully Accredited	Meets Expectations	92.07
Woodstock Elementary	Fully Accredited	Approaching Expectations	86.23
Middle Schools
Bayside Middle	Fully Accredited	Approaching Expectations	82.79
Brandon Middle	Fully Accredited	Meets Expectations	84.03
Corporate Landing Middle	Fully Accredited	Meets Expectations	88.87
Great Neck Middle	Fully Accredited	Distinguished	92.3
Independence Middle	Fully Accredited	Meets Expectations	87.35
Kempsville Middle	Fully Accredited	Meets Expectations	87.11
Landstown Middle	Fully Accredited	Meets Expectations	87.5
Larkspur Middle	Fully Accredited	Meets Expectations	85.8
Lynnhaven Middle	Fully Accredited	Distinguished	89.96
Old Donation School	Fully Accredited	Distinguished	106.71
Plaza Middle	Fully Accredited	Distinguished	89.6
Princess Anne Middle	Fully Accredited	Distinguished	98.5
Salem Middle	Fully Accredited	Meets Expectations	88.84
Virginia Beach Middle	Fully Accredited	Distinguished	91.41
High Schools
Bayside High	Fully Accredited	Meets Expectations	90.22
First Colonial High	Fully Accredited	Distinguished	91.13
Floyd Kellam High	Fully Accredited	Distinguished	103.36
Frank W. Cox High	Fully Accredited	Meets Expectations	98.01
Green Run Collegiate	Fully Accredited	Distinguished	102.65
Green Run High	Fully Accredited	Approaching Expectations	89.13
Kempsville High	Fully Accredited	Meets Expectations	96.04
Landstown High	Fully Accredited	Meets Expectations	91.2
Ocean Lakes High	Fully Accredited	Meets Expectations	94.5
Princess Anne High	Fully Accredited	Meets Expectations	90.13
Salem High	Fully Accredited	Distinguished	94.94
Tallwood High	Fully Accredited	Distinguished	98.33

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	66	82	18	16	65	82	18	17	65	82	18
Female	18	67	84	16	18	66	84	16	19	66	84	16
Male	15	65	79	21	15	65	79	21	15	65	80	20
American Indian	7	71	77	23	9	72	81	19	18	63	81	19
Asian	27	63	90	10	26	65	91	9	26	64	90	10
Black	7	59	66	34	7	60	67	33	7	60	67	33
Hispanic	13	65	78	22	12	63	75	25	13	63	76	24
Native Hawaiian	16	71	86	14	26	57	82	18	19	62	81	19
White	21	68	89	11	21	68	89	11	22	68	90	10
Multiple Races	15	69	84	16	15	69	84	16	16	68	84	16
Students with Disabilities	5	44	49	51	4	43	47	53	5	42	47	53
Students without Disabilities	18	69	87	13	18	69	87	13	19	69	87	13
Economically Disadvantaged	9	63	72	28	9	63	72	28	9	62	72	28
Not Economically Disadvantaged	22	67	89	11	21	67	88	12	22	67	88	12
English Learners	2	48	50	50	2	42	44	56	2	42	44	56
Homeless	5	52	57	43	4	51	55	45	5	50	55	45
Military Connected	18	69	87	13	18	68	87	13	19	69	87	13
Foster Care	5	53	58	42	13	57	70	30	4	63	67	33
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	62	77	23	11	64	75	25	12	64	76	24
Female	16	63	80	20	12	64	76	24	12	65	78	22
Male	14	61	74	26	10	63	74	26	11	63	74	26
American Indian	14	64	79	21	8	77	85	15	15	62	77	23
Asian	23	61	84	16	17	71	87	13	16	72	88	12
Black	5	55	60	40	4	53	57	43	5	54	59	41
Hispanic	10	61	71	29	9	57	66	34	9	60	69	31
Native Hawaiian	29	38	67	33	25	58	83	17	6	65	71	29
White	20	65	85	15	15	69	83	17	16	69	85	15
Multiple Races	14	66	80	20	11	69	80	20	9	69	77	23
Students with Disabilities	4	40	43	57	2	40	42	58	2	40	42	58
Students without Disabilities	17	66	83	17	13	67	80	20	13	69	82	18
Economically Disadvantaged	8	60	67	33	6	57	63	37	5	58	63	37
Not Economically Disadvantaged	21	64	85	15	15	68	83	17	16	68	84	16
English Learners	3	51	54	46	3	45	47	53	3	50	53	47
Homeless	7	46	53	47	2	44	45	55	-	51	51	49
Military Connected	17	65	82	18	14	67	81	19	15	65	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	65	83	17	16	64	80	20	15	65	81	19
Female	20	66	86	14	17	66	82	18	17	66	82	18
Male	16	64	80	20	15	62	78	22	14	65	79	21
American Indian	<	<	<	<	6	76	82	18	14	79	93	7
Asian	29	60	89	11	23	67	90	10	23	66	89	11
Black	9	58	68	32	6	58	64	36	6	60	66	34
Hispanic	14	64	78	22	11	61	72	28	10	64	74	26
Native Hawaiian	9	77	86	14	23	59	82	18	7	70	78	22
White	23	68	91	9	21	66	88	12	20	68	88	12
Multiple Races	15	70	85	15	15	70	85	15	18	66	84	16
Students with Disabilities	6	46	51	49	5	43	48	52	4	44	48	52
Students without Disabilities	20	68	88	12	18	68	85	15	17	69	86	14
Economically Disadvantaged	10	65	75	25	8	63	71	29	8	63	71	29
Not Economically Disadvantaged	25	65	90	10	21	65	86	14	20	67	87	13
English Learners	2	58	61	39	3	49	51	49	1	50	51	49
Homeless	12	56	67	33	6	50	56	44	5	56	61	39
Military Connected	20	68	88	12	19	67	85	15	17	70	87	13
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	80	20	12	67	79	21	12	67	79	21
Female	13	70	83	17	13	68	82	18	12	69	81	19
Male	10	67	77	23	11	66	77	23	12	65	77	23
American Indian	<	<	<	<	<	<	<	<	19	63	81	19
Asian	21	70	92	8	23	65	88	12	21	66	87	13
Black	4	59	63	37	5	58	63	37	4	58	62	38
Hispanic	9	67	77	23	10	63	72	28	8	64	73	27
Native Hawaiian	22	63	85	15	17	50	67	33	14	67	81	19
White	14	73	87	13	15	72	88	12	16	72	88	12
Multiple Races	11	73	84	16	13	68	81	19	11	70	81	19
Students with Disabilities	4	46	50	50	3	37	41	59	4	40	44	56
Students without Disabilities	13	72	85	15	14	72	86	14	14	72	86	14
Economically Disadvantaged	6	64	70	30	6	62	69	31	6	63	68	32
Not Economically Disadvantaged	16	72	88	12	16	70	87	13	16	70	86	14
English Learners	2	44	46	54	2	32	34	66	3	40	43	57
Homeless	-	46	46	54	2	43	45	55	3	48	51	49
Military Connected	14	72	86	14	14	72	86	14	14	71	85	15
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	65	81	19	14	66	80	20	17	65	82	18
Female	17	67	84	16	16	67	84	16	18	66	85	15
Male	14	64	78	22	12	65	77	23	15	64	79	21
American Indian	8	75	83	17	-	70	70	30	20	50	70	30
Asian	28	62	90	10	25	66	91	9	32	55	87	13
Black	6	59	65	35	5	57	62	38	7	59	66	34
Hispanic	12	63	75	25	12	64	76	24	14	63	76	24
Native Hawaiian	16	77	94	6	28	52	80	20	17	57	74	26
White	20	68	89	11	18	71	89	11	21	70	90	10
Multiple Races	13	69	83	17	15	68	83	17	14	69	83	17
Students with Disabilities	4	42	45	55	5	43	48	52	4	42	46	54
Students without Disabilities	17	69	86	14	16	70	86	14	19	69	87	13
Economically Disadvantaged	8	63	70	30	9	62	71	29	9	61	70	30
Not Economically Disadvantaged	22	67	89	11	19	69	87	13	21	68	89	11
English Learners	2	43	45	55	-	29	29	71	1	30	32	68
Homeless	5	57	61	39	5	50	55	45	5	41	46	54
Military Connected	16	71	88	12	17	69	87	13	19	71	89	11
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	71	82	18	14	68	82	18	11	69	81	19
Female	12	72	84	16	16	69	86	14	14	71	84	16
Male	11	70	81	19	12	66	79	21	9	68	77	23
American Indian	<	<	<	<	9	82	91	9	-	64	64	36
Asian	23	68	91	9	20	72	92	8	15	77	92	8
Black	4	63	67	33	6	60	67	33	4	59	64	36
Hispanic	8	71	79	21	11	65	76	24	9	66	75	25
Native Hawaiian	12	81	92	8	29	58	87	13	24	60	84	16
White	15	74	89	11	19	71	90	10	15	74	90	10
Multiple Races	9	73	82	18	10	74	84	16	11	72	83	17
Students with Disabilities	6	44	49	51	4	42	46	54	5	43	48	52
Students without Disabilities	12	75	87	13	16	72	87	13	12	74	86	14
Economically Disadvantaged	6	66	72	28	7	65	71	29	5	64	70	30
Not Economically Disadvantaged	16	74	90	10	20	70	90	10	15	73	88	12
English Learners	2	49	50	50	1	42	43	57	1	28	30	70
Homeless	7	59	65	35	2	54	57	43	9	39	48	52
Military Connected	14	75	89	11	17	71	88	12	12	75	87	13
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	66	79	21	14	69	83	17	16	66	82	18
Female	15	67	83	17	15	70	85	15	18	67	86	14
Male	12	64	77	23	13	68	81	19	14	65	79	21
American Indian	-	83	83	17	<	<	<	<	15	62	77	23
Asian	24	65	89	11	25	66	92	8	29	61	89	11
Black	6	57	62	38	5	63	68	32	7	62	69	31
Hispanic	10	68	78	22	9	70	79	21	11	64	74	26
Native Hawaiian	-	76	76	24	17	75	92	8	16	74	90	10
White	18	69	87	13	19	72	91	9	21	69	90	10
Multiple Races	15	68	83	17	12	72	84	16	15	70	85	15
Students with Disabilities	4	40	44	56	4	43	47	53	3	40	43	57
Students without Disabilities	15	69	85	15	15	72	88	12	18	70	88	12
Economically Disadvantaged	7	61	68	32	6	68	74	26	8	64	71	29
Not Economically Disadvantaged	19	69	89	11	19	70	89	11	21	68	89	11
English Learners	3	34	37	63	1	49	50	50	1	37	37	63
Homeless	-	58	58	42	-	50	50	50	6	42	48	52
Military Connected	19	69	88	12	17	72	88	12	20	69	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	63	90	10	30	61	91	9	34	59	92	8
Female	30	62	91	9	33	59	92	8	37	56	93	7
Male	25	64	88	12	27	63	90	10	30	61	91	9
American Indian	6	65	71	29	27	55	82	18	42	58	100	0
Asian	40	54	94	6	42	53	95	5	40	54	94	6
Black	14	65	79	21	16	68	84	16	16	69	85	15
Hispanic	23	63	86	14	21	64	85	15	29	59	89	11
Native Hawaiian	17	78	96	4	37	47	83	17	44	40	84	16
White	33	62	95	5	38	58	96	4	42	54	97	3
Multiple Races	30	63	93	7	31	62	93	7	35	59	94	6
Students with Disabilities	8	51	59	41	7	56	63	37	12	53	65	35
Students without Disabilities	29	64	93	7	32	62	94	6	36	59	95	5
Economically Disadvantaged	17	65	82	18	19	66	85	15	23	65	88	12
Not Economically Disadvantaged	33	61	94	6	36	58	94	6	40	55	95	5
English Learners	1	50	52	48	2	41	43	57	3	51	54	46
Homeless	7	49	56	44	15	74	88	12	5	75	80	20
Military Connected	31	61	93	7	36	59	95	5	39	58	97	3
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	57	81	19	28	56	83	17	31	52	83	17
Female	30	56	86	14	32	55	87	13	36	51	87	13
Male	19	58	77	23	23	57	80	20	26	53	79	21
American Indian	11	58	68	32	17	42	58	42	8	83	92	8
Asian	42	48	90	10	53	39	91	9	52	38	90	10
Black	12	53	65	35	13	57	70	30	12	58	70	30
Hispanic	19	55	74	26	21	58	79	21	25	54	79	21
Native Hawaiian	9	86	95	5	32	61	93	7	31	46	77	23
White	30	59	90	10	34	57	91	9	39	50	89	11
Multiple Races	26	60	87	13	28	57	85	15	33	53	86	14
Students with Disabilities	3	34	37	63	2	35	38	62	3	35	38	62
Students without Disabilities	27	59	86	14	30	58	88	12	34	54	87	13
Economically Disadvantaged	14	57	71	29	16	59	74	26	19	55	74	26
Not Economically Disadvantaged	31	57	88	12	34	54	89	11	37	50	88	12
English Learners	3	29	32	68	2	26	28	72	1	35	36	64
Homeless	6	42	48	52	9	60	69	31	4	62	66	34
Military Connected	28	58	86	14	33	55	89	11	36	52	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	57	81	19	28	56	83	17	31	52	83	17
Female	30	56	86	14	32	55	87	13	36	51	87	13
Male	19	58	77	23	23	57	80	20	26	53	79	21
American Indian	11	58	68	32	17	42	58	42	8	83	92	8
Asian	42	48	90	10	53	39	91	9	52	38	90	10
Black	12	53	65	35	13	57	70	30	12	58	70	30
Hispanic	19	55	74	26	21	58	79	21	25	54	79	21
Native Hawaiian	9	86	95	5	32	61	93	7	31	46	77	23
White	30	59	90	10	34	57	91	9	39	50	89	11
Multiple Races	26	60	87	13	28	57	85	15	33	53	86	14
Students with Disabilities	3	34	37	63	2	35	38	62	3	35	38	62
Students without Disabilities	27	59	86	14	30	58	88	12	34	54	87	13
Economically Disadvantaged	14	57	71	29	16	59	74	26	19	55	74	26
Not Economically Disadvantaged	31	57	88	12	34	54	89	11	37	50	88	12
English Learners	3	29	32	68	2	26	28	72	1	35	36	64
Homeless	6	42	48	52	9	60	69	31	4	62	66	34
Military Connected	28	58	86	14	33	55	89	11	36	52	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	12	67	79	21	12	66	78	22
Female	10	68	79	21	10	68	79	21	10	68	78	22
Male	13	65	78	22	13	65	79	21	13	65	78	22
American Indian	4	75	79	21	11	61	72	28	9	65	74	26
Asian	29	62	91	9	29	62	91	9	25	66	91	9
Black	3	58	62	38	3	59	62	38	3	57	60	40
Hispanic	7	66	73	27	7	66	74	26	8	65	72	28
Native Hawaiian	16	66	82	18	13	68	81	19	15	65	80	20
White	15	71	86	14	15	71	87	13	15	71	86	14
Multiple Races	11	69	80	20	11	69	80	20	11	69	79	21
Students with Disabilities	3	43	46	54	2	43	46	54	2	40	43	57
Students without Disabilities	13	70	83	17	13	70	84	16	13	70	83	17
Economically Disadvantaged	6	62	68	32	5	62	67	33	5	61	66	34
Not Economically Disadvantaged	17	70	87	13	16	70	86	14	16	70	86	14
English Learners	5	52	57	43	4	52	56	44	5	55	60	40
Homeless	2	46	48	52	2	48	50	50	2	45	48	52
Military Connected	14	70	84	16	14	71	85	15	14	70	84	16
Foster Care	-	44	44	56	6	56	61	39	15	33	48	52
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	63	76	24	13	66	79	21	12	67	79	21
Female	10	64	74	26	11	66	77	23	10	67	77	23
Male	16	61	78	22	15	65	81	19	15	66	81	19
American Indian	14	64	79	21	21	64	86	14	-	77	77	23
Asian	27	60	87	13	29	63	92	8	19	72	92	8
Black	3	52	55	45	4	56	60	40	4	57	61	39
Hispanic	7	62	68	32	8	64	72	28	10	64	74	26
Native Hawaiian	24	57	81	19	17	63	79	21	6	67	72	28
White	18	68	86	14	18	70	88	12	16	71	88	12
Multiple Races	13	65	78	22	11	71	82	18	10	69	79	21
Students with Disabilities	3	39	42	58	2	41	44	56	2	40	42	58
Students without Disabilities	15	67	81	19	15	69	84	16	14	72	86	14
Economically Disadvantaged	6	58	65	35	6	61	67	33	5	62	68	32
Not Economically Disadvantaged	18	67	85	15	18	69	87	13	17	70	87	13
English Learners	5	54	60	40	7	52	59	41	5	65	70	30
Homeless	3	49	53	47	2	51	53	47	3	57	59	41
Military Connected	13	67	80	20	15	69	85	15	14	70	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	61	77	23	15	63	77	23	14	63	77	23
Female	13	64	77	23	10	65	76	24	10	65	75	25
Male	18	59	77	23	19	60	79	21	18	62	79	21
American Indian	<	<	<	<	24	47	71	29	21	64	86	14
Asian	35	53	88	12	32	57	89	11	26	66	91	9
Black	3	54	58	42	3	54	57	43	3	52	55	45
Hispanic	10	59	69	31	8	64	72	28	7	62	69	31
Native Hawaiian	14	50	64	36	23	55	77	23	14	61	75	25
White	21	67	87	13	20	67	87	13	20	67	87	13
Multiple Races	14	62	76	24	17	63	80	20	11	70	82	18
Students with Disabilities	2	38	40	60	3	39	42	58	2	37	38	62
Students without Disabilities	18	65	83	17	17	66	83	17	16	68	84	16
Economically Disadvantaged	7	58	66	34	6	60	66	34	5	58	64	36
Not Economically Disadvantaged	22	64	86	14	21	64	85	15	19	66	85	15
English Learners	6	49	55	45	6	53	59	41	3	54	58	42
Homeless	2	47	49	51	2	46	48	52	2	39	41	59
Military Connected	17	65	83	17	16	66	83	17	15	67	83	17
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	60	76	24	18	61	79	21	17	60	78	22
Female	13	63	76	24	16	63	79	21	14	64	77	23
Male	17	58	75	25	21	59	80	20	21	57	78	22
American Indian	<	<	<	<	<	<	<	<	18	59	76	24
Asian	34	54	88	12	41	48	89	11	33	57	90	10
Black	3	52	56	44	5	55	60	40	4	52	57	43
Hispanic	10	59	69	31	12	62	75	25	11	63	74	26
Native Hawaiian	22	70	93	7	13	54	67	33	33	48	81	19
White	21	64	85	15	24	65	89	11	23	64	87	13
Multiple Races	16	67	83	18	18	62	80	20	18	62	80	20
Students with Disabilities	2	42	44	56	2	39	41	59	3	37	40	60
Students without Disabilities	18	63	81	19	21	65	86	14	20	65	85	15
Economically Disadvantaged	7	57	65	35	9	59	68	32	8	58	65	35
Not Economically Disadvantaged	22	63	85	15	25	62	87	13	23	62	85	15
English Learners	8	34	42	58	5	45	50	50	7	52	58	42
Homeless	2	32	34	66	5	32	37	63	3	39	42	58
Military Connected	20	63	83	17	21	65	86	14	22	62	84	16
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	66	72	28	3	65	68	32	4	67	70	30
Female	5	66	71	29	3	66	69	31	4	67	71	29
Male	6	66	72	28	4	63	67	33	4	67	70	30
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	9	75	85	15	3	80	83	17	9	72	82	18
Black	2	54	57	43	1	49	50	50	1	53	54	46
Hispanic	4	65	68	32	2	61	63	37	3	60	63	37
Native Hawaiian	6	72	78	22	7	86	93	7	-	65	65	35
White	8	73	81	19	5	73	78	22	5	77	82	18
Multiple Races	6	69	75	25	3	68	71	29	4	67	70	30
Students with Disabilities	3	38	42	58	2	38	40	60	2	36	38	62
Students without Disabilities	6	72	78	22	3	70	74	26	4	73	77	23
Economically Disadvantaged	3	59	62	38	2	56	57	43	2	57	59	41
Not Economically Disadvantaged	8	74	83	17	4	73	77	23	5	74	80	20
English Learners	1	48	49	51	2	43	44	56	2	43	44	56
Homeless	2	45	48	52	-	40	40	60	2	31	33	67
Military Connected	9	71	80	20	5	72	77	23	5	74	79	21
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	49	50	50	2	45	47	53	1	40	41	59
Female	1	51	52	48	1	48	49	51	1	43	44	56
Male	1	47	48	52	2	43	45	55	1	36	37	63
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	4	56	60	40	2	57	59	41	-	63	63	37
Black	-	42	42	58	2	39	40	60	1	27	28	72
Hispanic	-	45	45	55	2	41	43	57	1	39	40	60
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	57	59	41	1	53	54	46	1	51	52	48
Multiple Races	1	51	52	48	3	45	47	53	1	43	44	56
Students with Disabilities	2	34	36	64	3	26	29	71	2	24	26	74
Students without Disabilities	-	54	55	45	1	52	53	47	1	46	47	53
Economically Disadvantaged	1	46	47	53	1	41	42	58	1	32	33	67
Not Economically Disadvantaged	2	53	55	45	2	52	54	46	1	49	50	50
English Learners	1	30	31	69	-	31	31	69	-	30	30	70
Homeless	3	38	41	59	-	42	42	58	2	27	29	71
Military Connected	1	59	60	40	3	53	56	44	-	51	51	49
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	69	75	25	5	69	74	26	6	65	71	29
Female	6	72	77	23	5	71	75	25	5	69	73	27
Male	7	67	74	26	6	68	74	26	6	63	69	31
American Indian	-	70	70	30	-	60	60	40	7	53	60	40
Asian	17	73	91	9	18	71	89	11	18	68	86	14
Black	2	54	56	44	1	53	54	46	1	50	51	49
Hispanic	3	67	70	30	3	67	70	30	4	62	66	34
Native Hawaiian	8	78	86	14	-	85	85	15	8	63	71	29
White	8	76	84	16	7	77	84	16	6	74	80	20
Multiple Races	6	72	77	23	4	73	77	23	6	66	72	28
Students with Disabilities	1	36	37	63	1	40	41	59	1	33	34	66
Students without Disabilities	7	74	81	19	6	73	79	21	6	70	77	23
Economically Disadvantaged	3	60	63	37	3	60	63	37	2	55	57	43
Not Economically Disadvantaged	9	76	85	15	7	76	83	17	8	72	80	20
English Learners	3	44	48	52	2	48	49	51	4	47	51	49
Homeless	-	43	43	57	2	41	44	56	3	48	51	49
Military Connected	8	77	85	15	7	76	82	18	7	73	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	77	92	8	14	77	91	9	14	79	93	7
Female	16	77	93	7	14	78	92	8	15	79	94	6
Male	14	77	91	9	14	76	90	10	14	78	93	7
American Indian	-	93	93	7	7	71	79	21	<	<	<	<
Asian	41	58	99	1	33	64	97	3	32	67	98	2
Black	6	81	87	13	5	80	85	15	5	84	89	11
Hispanic	10	83	93	7	9	81	90	10	10	81	91	9
Native Hawaiian	18	77	95	5	18	80	98	3	20	77	97	3
White	18	75	94	6	18	77	95	5	19	76	95	5
Multiple Races	15	78	94	6	13	77	90	10	13	80	93	7
Students with Disabilities	2	78	80	20	4	76	79	21	3	82	85	15
Students without Disabilities	16	77	94	6	15	78	93	7	16	78	94	6
Economically Disadvantaged	8	80	88	12	7	79	86	14	7	82	89	11
Not Economically Disadvantaged	20	75	95	5	19	76	95	5	19	76	95	5
English Learners	6	82	87	13	5	76	80	20	7	79	85	15
Homeless	2	62	64	36	-	81	81	19	2	75	77	23
Military Connected	19	77	96	4	17	78	96	4	18	77	95	5
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	79	90	10	15	76	91	9	16	74	90	10
Female	10	81	91	9	15	76	91	9	16	75	91	9
Male	13	76	90	10	15	76	91	9	17	72	89	11
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	28	70	98	2	34	63	97	3	32	66	98	2
Black	4	74	78	22	4	77	81	19	7	73	80	20
Hispanic	7	80	87	13	8	82	91	9	11	73	84	16
Native Hawaiian	9	55	64	36	15	38	54	46	17	78	96	4
White	13	81	93	7	16	76	93	7	17	75	92	8
Multiple Races	9	82	91	9	14	76	90	10	14	75	90	10
Students with Disabilities	-	55	55	45	4	68	72	28	3	50	53	47
Students without Disabilities	12	79	91	9	15	76	91	9	17	74	91	9
Economically Disadvantaged	6	77	83	17	8	75	84	16	9	73	82	18
Not Economically Disadvantaged	14	79	93	7	17	76	93	7	18	74	92	8
English Learners	4	75	79	21	3	67	69	31	12	55	67	33
Homeless	-	83	83	17	<	<	<	<	<	<	<	<
Military Connected	13	77	90	10	16	77	93	7	15	77	92	8
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	70	94	6	21	76	96	4	22	73	95	5
Female	21	73	94	6	19	76	96	4	21	75	95	5
Male	27	68	95	5	22	75	97	3	23	72	95	5
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	44	55	98	2	38	61	99	1	41	59	100	0
Black	10	77	87	13	13	82	95	5	11	76	87	13
Hispanic	18	73	90	10	12	83	95	5	18	72	90	10
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	23	72	95	5	21	76	96	4	20	76	96	4
Multiple Races	22	75	96	4	17	79	96	4	22	72	94	6
Students with Disabilities	19	38	56	44	<	<	<	<	<	<	<	<
Students without Disabilities	24	71	95	5	21	76	96	4	22	73	95	5
Economically Disadvantaged	19	72	90	10	16	76	93	7	13	79	93	7
Not Economically Disadvantaged	26	70	96	4	22	75	97	3	24	72	96	4
English Learners	12	65	76	24	13	87	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<
Military Connected	23	71	94	6	19	79	98	3	20	70	90	10
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	67	78	22	12	69	81	19	12	68	80	20
Female	9	69	78	22	10	70	80	20	9	70	79	21
Male	13	65	78	22	14	67	81	19	15	66	81	19
American Indian	-	66	66	34	3	61	64	36	11	64	75	25
Asian	21	69	90	10	24	65	89	11	24	66	90	10
Black	3	55	58	42	4	58	62	38	4	57	61	39
Hispanic	8	66	74	26	9	67	76	24	8	66	75	25
Native Hawaiian	12	69	81	19	11	73	85	15	15	65	79	21
White	15	72	87	13	15	74	89	11	16	73	89	11
Multiple Races	11	71	82	18	11	72	83	17	12	69	81	19
Students with Disabilities	3	37	40	60	3	39	42	58	3	40	43	57
Students without Disabilities	12	71	83	17	13	72	85	15	13	71	85	15
Economically Disadvantaged	6	60	66	34	6	63	69	31	6	62	68	32
Not Economically Disadvantaged	15	72	87	13	15	72	88	12	16	71	87	13
English Learners	3	38	40	60	2	47	50	50	2	50	51	49
Homeless	1	46	47	53	4	41	45	55	2	47	49	51
Military Connected	16	71	86	14	15	72	87	13	15	71	86	14
Foster Care	-	40	40	60	-	46	46	54	6	61	67	33
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	52	72	28	17	56	73	27	19	53	72	28
Female	16	56	72	28	14	58	71	29	14	55	69	31
Male	23	50	72	28	21	55	75	25	23	51	75	25
American Indian	<	<	<	<	<	<	<	<	29	41	71	29
Asian	34	52	85	15	35	51	85	15	34	51	85	15
Black	6	44	50	50	5	46	51	49	6	44	50	50
Hispanic	15	53	68	32	11	55	66	34	12	55	67	33
Native Hawaiian	26	48	74	26	13	63	75	25	38	43	81	19
White	26	56	82	18	22	61	83	17	25	57	82	18
Multiple Races	18	58	76	24	17	59	76	24	18	55	73	27
Students with Disabilities	5	32	36	64	4	30	33	67	4	32	36	64
Students without Disabilities	22	56	78	22	19	60	80	20	21	57	78	22
Economically Disadvantaged	12	49	61	39	8	51	60	40	8	50	58	42
Not Economically Disadvantaged	26	55	82	18	23	59	82	18	25	55	80	20
English Learners	5	29	35	65	1	34	35	65	3	40	43	57
Homeless	3	31	34	66	5	24	29	71	2	36	38	62
Military Connected	26	56	82	18	21	61	82	18	21	58	79	21
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	67	74	26	9	70	79	21	8	67	75	25
Female	5	69	74	26	7	70	78	22	7	69	75	25
Male	9	65	74	26	10	69	80	20	9	66	75	25
American Indian	-	73	73	27	<	<	<	<	<	<	<	<
Asian	15	73	89	11	22	67	89	11	16	70	86	14
Black	1	48	50	50	3	55	57	43	2	54	56	44
Hispanic	5	63	68	32	5	70	75	25	6	62	68	32
Native Hawaiian	3	72	76	24	12	76	88	12	8	64	72	28
White	10	76	86	14	11	78	89	11	11	75	86	14
Multiple Races	7	73	80	20	8	71	79	21	7	69	75	25
Students with Disabilities	2	35	37	63	3	39	41	59	3	37	40	60
Students without Disabilities	8	72	79	21	10	74	83	17	9	72	80	20
Economically Disadvantaged	3	56	60	40	4	62	66	34	4	58	62	38
Not Economically Disadvantaged	10	76	86	14	12	75	87	13	11	73	84	16
English Learners	1	36	37	63	1	48	49	51	-	47	48	52
Homeless	-	44	44	56	-	38	38	62	2	49	51	49
Military Connected	9	76	85	15	11	77	88	12	11	72	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	77	82	18	7	77	84	16	9	75	84	16
Female	5	78	83	17	6	78	84	16	7	78	85	15
Male	6	76	81	19	8	76	84	16	12	72	84	16
American Indian	-	65	65	35	-	71	71	29	-	77	77	23
Asian	14	80	94	6	16	72	88	12	21	73	93	7
Black	1	67	68	32	4	68	72	28	3	66	69	31
Hispanic	4	73	77	23	7	75	82	18	6	74	80	20
Native Hawaiian	9	83	91	9	4	83	87	13	7	70	78	22
White	7	82	89	11	8	83	91	9	12	80	93	7
Multiple Races	6	80	86	14	7	80	87	13	11	76	87	13
Students with Disabilities	2	44	46	54	2	51	53	47	2	51	54	46
Students without Disabilities	6	80	86	14	8	79	87	13	10	78	88	12
Economically Disadvantaged	3	70	73	27	4	71	75	25	4	71	75	25
Not Economically Disadvantaged	8	81	89	11	9	80	89	11	13	77	90	10
English Learners	1	44	46	54	3	57	60	40	1	59	61	39
Homeless	-	63	63	38	7	64	70	30	2	54	57	43
Military Connected	8	80	88	12	9	80	89	11	12	80	92	8
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	46	51	49	8	53	61	39	16	62	79	21
Female	3	52	55	45	2	57	58	42	13	56	69	31
Male	7	40	47	53	13	50	63	37	21	73	94	6
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	29	31	69	5	38	43	57	8	42	50	50
Hispanic	4	52	57	43	-	72	72	28	23	69	92	8
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	7	52	59	41	11	55	66	34	21	63	84	16
Multiple Races	8	50	58	42	10	50	60	40	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	5	47	52	48	8	54	62	38	17	63	80	20
Economically Disadvantaged	4	32	36	64	8	21	29	71	7	53	60	40
Not Economically Disadvantaged	6	54	60	40	7	63	70	30	19	64	83	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<
Military Connected	3	70	73	27	3	67	69	31	22	63	85	15
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	74	92	8	18	75	93	7	14	82	96	4
Female	15	76	92	8	14	78	92	8	10	86	96	4
Male	21	71	92	8	21	72	93	7	18	79	97	3
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	28	68	96	4	28	70	98	2	28	71	99	1
Black	7	67	74	26	5	68	73	27	7	79	86	14
Hispanic	14	81	95	5	14	75	89	11	9	87	96	4
Native Hawaiian	<	<	100	0	18	71	88	12	10	86	95	5
White	21	74	96	4	21	76	98	2	15	84	99	1
Multiple Races	17	76	93	7	14	82	96	4	13	83	96	4
Students with Disabilities	5	49	54	46	6	36	42	58	6	57	63	37
Students without Disabilities	19	75	93	7	18	77	95	5	14	83	97	3
Economically Disadvantaged	11	73	84	16	11	73	84	16	9	83	92	8
Not Economically Disadvantaged	21	74	95	5	21	76	97	3	16	82	98	2
English Learners	4	52	56	44	5	67	71	29	<	<	100	0
Homeless	-	67	67	33	<	<	<	<	<	<	<	<
Military Connected	23	73	96	4	20	77	97	3	15	83	98	2
Foster Care	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	56	73	27	21	56	77	23	22	58	81	19
Female	15	58	72	28	18	58	76	24	19	61	81	19
Male	20	53	73	27	24	54	77	23	25	56	81	19
American Indian	11	54	65	35	12	46	58	42	14	64	78	22
Asian	31	59	90	10	37	54	91	9	34	59	92	8
Black	6	46	52	48	8	48	56	44	9	53	62	38
Hispanic	15	58	72	28	16	59	75	25	18	60	78	22
Native Hawaiian	16	60	76	24	18	57	75	25	30	53	83	17
White	23	59	82	18	27	58	85	15	28	60	88	12
Multiple Races	16	58	75	25	20	59	79	21	20	61	81	19
Students with Disabilities	3	34	38	62	3	34	37	63	5	38	42	58
Students without Disabilities	19	58	78	22	23	58	82	18	25	61	86	14
Economically Disadvantaged	9	51	60	40	12	52	64	36	11	57	68	32
Not Economically Disadvantaged	24	59	83	17	27	58	85	15	28	59	88	12
English Learners	3	40	44	56	4	47	50	50	4	51	55	45
Homeless	3	41	45	55	7	37	44	56	10	40	50	50
Military Connected	24	59	82	18	26	59	85	15	27	60	87	13
Foster Care	-	36	36	64	<	<	<	<	7	64	71	29
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	42	44	56	6	46	52	48	6	48	54	46
Female	2	40	42	58	6	46	52	48	6	50	56	44
Male	3	44	47	53	6	45	52	48	6	46	52	48
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	7	64	71	29	5	68	73	27	19	76	95	5
Black	1	30	31	69	3	36	39	61	2	33	34	66
Hispanic	1	34	35	65	6	39	44	56	3	51	54	46
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	4	53	58	43	10	54	64	36	7	56	63	37
Multiple Races	2	46	48	52	6	58	64	36	9	52	61	39
Students with Disabilities	-	15	15	85	-	17	17	83	1	15	17	83
Students without Disabilities	3	46	49	51	7	51	58	42	7	56	63	37
Economically Disadvantaged	1	33	34	66	3	37	39	61	1	38	38	62
Not Economically Disadvantaged	4	51	55	45	9	54	63	37	10	56	67	33
English Learners	-	22	22	78	2	40	43	57	-	40	40	60
Homeless	-	25	25	75	10	40	50	50	<	<	<	<
Military Connected	6	58	64	36	11	63	74	26	5	64	69	31
Foster Care	<	<	100	0					<	<	<	<
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	65	77	23	10	67	78	22	13	70	83	17
Female	9	67	76	24	7	70	77	23	9	71	80	20
Male	15	62	77	23	14	65	78	22	17	69	85	15
American Indian	20	70	90	10	<	<	<	<	<	<	<	<
Asian	34	60	94	6	20	74	94	6	25	64	90	10
Black	4	55	59	41	5	54	60	40	6	59	66	34
Hispanic	10	69	79	21	10	70	80	20	15	68	83	17
Native Hawaiian	23	46	69	31	<	<	<	<	<	<	<	<
White	14	70	83	17	12	72	84	16	14	75	90	10
Multiple Races	12	65	77	23	9	69	78	22	12	74	85	15
Students with Disabilities	5	43	48	52	2	43	45	55	5	53	57	43
Students without Disabilities	13	67	80	20	12	70	82	18	14	72	86	14
Economically Disadvantaged	8	59	67	33	6	60	66	34	8	63	71	29
Not Economically Disadvantaged	15	69	85	15	14	71	85	15	16	73	89	11
English Learners	3	55	58	42	3	55	58	42	2	54	56	44
Homeless	-	54	54	46	9	45	55	45	<	<	<	<
Military Connected	16	69	85	15	13	73	86	14	15	78	93	7
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	34	36	64	3	35	37	63	5	37	42	58
Female	1	31	32	68	1	31	32	68	1	35	36	64
Male	4	38	42	58	5	39	44	56	10	40	50	50
American Indian	<	<	<	<
Asian	-	71	71	29	-	45	45	55	<	<	<	<
Black	-	31	31	69	-	27	27	73	-	29	29	71
Hispanic	5	39	45	55	-	52	52	48	8	38	46	54
Native Hawaiian	<	<	<	<	<	<	<	<
White	4	34	37	63	6	35	42	58	7	42	48	52
Multiple Races	-	24	24	76	-	28	28	72	5	30	35	65
Students with Disabilities	6	6	11	89	-	12	12	88	-	18	18	82
Students without Disabilities	2	36	38	62	3	37	40	60	5	38	44	56
Economically Disadvantaged	1	27	28	72	1	23	24	76	2	25	27	73
Not Economically Disadvantaged	3	39	42	58	4	43	47	53	7	44	51	49
English Learners	-	60	60	40	7	29	36	64	15	31	46	54
Homeless	<	<	<	<	<	<	100	0
Military Connected	3	53	56	44	3	42	45	55	10	50	60	40
Foster Care	<	<	100	0
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	72	78	22	8	72	80	20	11	76	87	13
Female	4	74	77	23	6	75	81	19	7	80	87	13
Male	8	70	78	22	11	69	80	20	16	71	87	13
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	12	79	91	9	17	75	92	8	17	80	97	3
Black	2	54	55	45	3	54	57	43	3	64	67	33
Hispanic	4	73	77	23	6	77	83	17	7	77	84	16
Native Hawaiian	9	82	91	9	<	<	<	<	<	<	<	<
White	7	80	87	13	11	79	89	11	15	79	93	7
Multiple Races	6	72	78	22	10	75	85	15	8	80	88	12
Students with Disabilities	1	37	38	62	3	40	43	57	1	47	47	53
Students without Disabilities	6	75	82	18	9	75	83	17	12	78	90	10
Economically Disadvantaged	3	60	63	37	4	64	68	32	5	72	77	23
Not Economically Disadvantaged	8	80	88	12	11	76	87	13	14	78	92	8
English Learners	-	48	48	52	-	45	45	55	-	58	58	42
Homeless	6	44	50	50	-	64	64	36	-	50	50	50
Military Connected	8	79	87	13	11	78	88	12	13	79	92	8
Foster Care	<	<	<	<					<	<	<	<
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	56	81	19	27	56	82	18	28	55	83	17
Female	23	59	83	17	25	58	82	18	27	58	85	15
Male	27	52	79	21	29	54	83	17	28	53	81	19
American Indian	18	64	82	18	<	<	<	<	15	54	69	31
Asian	37	55	92	8	46	46	93	7	44	49	92	8
Black	11	52	63	37	11	53	65	35	13	55	68	32
Hispanic	22	57	79	21	21	60	80	20	19	58	77	23
Native Hawaiian	-	76	76	24	21	75	96	4	30	57	87	13
White	33	56	89	11	35	55	90	10	36	54	90	10
Multiple Races	23	61	85	15	23	62	85	15	26	59	86	14
Students with Disabilities	4	38	42	58	4	40	44	56	4	38	42	58
Students without Disabilities	28	58	86	14	30	57	87	13	31	57	88	12
Economically Disadvantaged	13	56	69	31	17	56	73	27	14	57	72	28
Not Economically Disadvantaged	35	55	90	10	33	55	89	11	36	54	90	10
English Learners	4	45	49	51	4	52	56	44	3	47	50	50
Homeless	6	52	57	43	5	45	50	50	16	42	58	42
Military Connected	32	56	89	11	31	57	89	11	33	56	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	47	69	31	28	46	74	26	26	52	78	22
Female	20	49	69	31	25	48	73	27	22	55	77	23
Male	25	45	70	30	31	44	75	25	29	49	79	21
American Indian	<	<	<	<	<	<	<	<	19	75	94	6
Asian	42	48	89	11	48	43	91	9	38	54	92	8
Black	7	38	45	55	11	40	51	49	9	48	57	43
Hispanic	19	50	70	30	22	49	71	29	22	56	77	23
Native Hawaiian	27	50	77	23	26	52	78	22	40	40	80	20
White	30	50	79	21	35	48	83	17	34	53	87	13
Multiple Races	20	51	71	29	27	47	74	26	23	53	76	24
Students with Disabilities	4	32	36	64	3	28	31	69	6	35	41	59
Students without Disabilities	25	49	75	25	32	49	81	19	29	55	85	15
Economically Disadvantaged	11	44	56	44	15	45	59	41	13	53	66	34
Not Economically Disadvantaged	32	49	81	19	37	47	84	16	34	52	86	14
English Learners	13	30	43	57	10	35	45	55	11	60	71	29
Homeless	4	32	35	65	10	15	26	74	8	40	48	52
Military Connected	30	49	79	21	34	49	83	17	32	52	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
Division	202	160	154
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	1,506	1,495	1,498
Kindergarten	4,476	4,307	4,247
Grade 1	4,759	4,706	4,472
Grade 2	4,939	4,809	4,675
Grade 3	4,726	4,967	4,790
Grade 4	4,906	4,803	4,988
Grade 5	4,789	4,951	4,851
Grade 6	4,799	4,814	4,921
Grade 7	4,769	4,789	4,789
Grade 8	4,921	4,837	4,789
Grade 9	5,333	5,195	5,094
Grade 10	5,317	5,187	4,994
Grade 11	4,872	5,008	4,915
Grade 12	4,966	4,955	4,946
Total Enrollment	65,078	64,823	63,969

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	65078	64823	63969
Female	31432	31292	30977
Male	33551	33439	32992
American Indian	142	155	165
Asian	3987	3984	3924
Black	14955	14967	14697
Hispanic	9157	9376	9369
Native Hawaiian	300	299	306
White	29344	28861	28432
Multiple Races	7193	7181	7076
Students with Disabilities	8737	8931	9084
Students without Disabilities	56341	55892	54885
Economically Disadvantaged	29798	29498	26759
Not Economically Disadvantaged	35280	35325	37210
English Learners	3230	3570	3663
Not English Learners	61848	61253	60306
Homeless	356	313	425
Military Connected	12731	12471	12284
Foster Care	26	97	9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	56,072	7,398	56,302	6,344	55,926	6,262
Female	27,209	3,545	27,282	3,124	27,109	3,097
Male	28,775	3,836	29,020	3,220	28,817	3,165
American Indian	117	22	126	19	133	18
Asian	3,707	223	3,726	192	3,702	172
Black	12,063	2,411	12,158	2,129	12,099	2,069
Hispanic	7,714	1,241	8,032	1,043	7,958	1,046
Native Hawaiian	271	27	268	25	260	38
White	26,110	2,578	25,815	2,218	25,610	2,204
Multiple Races	6,090	896	6,177	718	6,164	715
Students with Disabilities	6,640	1,457	6,801	1,313	7,003	1,347
Economically Disadvantaged	22,699	4,816	21,521	4,101	19,964	3,796
English Learners	3,026	373	3,229	369	3,339	346
Homeless	411	296	375	262	432	302
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

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

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

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

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

Status of the Students in the 2025-2026 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	2896	2038	121	27	106	27
	State	52034	41739	1845	730	4758	1126
Female	Division	1525	916	31	12	44	14
	State	28171	18456	601	259	1860	459
Male	Division	1371	1122	90	15	61	13
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	288	66	9	0	1	2
	State	6565	1702	100	12	90	43
Black	Division	479	685	46	8	44	11
	State	8816	10967	559	141	985	452
Hispanic	Division	333	299	13	2	19	3
	State	7967	9910	285	155	2363	212
Native Hawaiian	Division	19	10	1	0	0	0
	State	84	59	4	1	3	1
White	Division	1479	764	39	16	28	10
	State	25115	16553	775	367	1100	357
Multiple Races	Division	295	209	13	1	14	1
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	50	311	121	3	20	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	691	773	76	9	24	12
	State	12337	20894	1052	439	2243	735
English Learners	Division	56	100	8	0	3	0
	State	2260	6522	300	53	1921	83
Homeless	Division	18	35	5	1	6	0
	State	229	849	47	22	208	62
Military Connected	Division	401	226	9	0	3	3
	State	2682	1575	51	17	40	19
Foster Care	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	5,215	5,055	97	5,083	98	106	2
Female	2,542	2,472	97	2,485	98	44	2
Male	2,672	2,583	97	2,598	97	61	2
American Indian	<	<	100	<	100	0	0
Asian	366	363	99	363	99	1	0
Black	1,273	1,210	95	1,218	96	44	4
Hispanic	669	645	96	647	97	19	3
Native Hawaiian	30	30	100	30	100	0	0
White	2,336	2,282	98	2,299	98	28	1
Multiple Races	533	517	97	518	97	14	3
Students with Disabilities	510	482	95	485	95	20	4
Economically Disadvantaged	1,585	1,540	97	1,549	98	24	2
English Learners	167	164	98	164	98	3	2
Homeless	65	58	89	59	91	6	9
Military Connected	642	636	99	636	99	3	1
Foster Care	<	<	<	<	<	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	4,573 / 22.32%	5,167 / 25.4%	5,455 / 27.34%
Advanced Placement Course Enrollment	6,772 / 33.05%	7,169 / 35.24%	8,102 / 40.61%
Dual Enrollment	802 / 3.91%	2,451 / 12.05%	3,097 / 15.52%
Governor's School Enrollment	131 / .64%	146 / .72%	142 / .71%
IB Course Enrollment	838 / 4.09%	844 / 4.15%	567 / 2.84%
Senior Enrolled in IB Program	212 / 1.03%	202 / .99%	192 / .96%

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

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

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	4,725	3,008	36
	State	87,995	56,397	36
Female	Division	2,397	1,687	30
	State	43,825	30,968	29
Male	Division	2,317	1,316	43
	State	44,068	25,387	42
American Indian	Division	14	<	100
	State	230	127	45
Asian	Division	330	253	23
	State	7,252	6,271	14
Black	Division	1,096	617	44
	State	18,247	10,591	42
Hispanic	Division	547	309	44
	State	14,010	7,355	48
Native Hawaiian	Division	27	16	41
	State	157	94	40
White	Division	2,225	1,508	32
	State	43,094	28,736	33
Multiple Races	Division	486	297	39
	State	5,005	3,223	36
Students with Disabilities	Division	308	121	61
	State	8,536	3,616	58
Economically Disadvantaged	Division	1,529	800	48
	State	31,680	15,774	50
English Learners	Division	114	49	57
	State	7,379	3,573	52
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2023-2024	2024-2025	2025-2026
NOCTI Assessments	Division	191	167	160
	State	3,577	3,225	3,944
State Licensures	Division	26	35	23
	State	2,069	2,206	2,710
Industry Certification	Division	8,976	9,603	10,016
	State	101,956	105,973	106,014
Workplace Readiness	Division	4,006	3,264	4,257
	State	35,066	38,829	48,691
Total Credentials Earned	Division	13,199	13,069	14,456
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	9,383	9,116	9,888
	State	115,609	120,035	128,298
CTE Completers	Division	1,862	1,914	2,147
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	715	879
	State	1,022	15,327	18,011

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2022-2023	2023-2024	2024-2025
Percentage of fiscal year state operating expenditures for instructional costs	63.4	63.4	63.3
Percentage of fiscal year division operating expenditures for instructional costs	63.9	64.5	65.2

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$6,307	$6,322	$2,175
	State	$7,134	$6,454	$1,936
2022-2023	Division	$6,744	$6,829	$1,932
	State	$7,803	$6,956	$1,918
2023-2024	Division	$7,442	$7,122	$1,751
	State	$8,420	$7,464	$1,751
2024-2025	Division	$7,531	$7,647	$1,372
	State	$9,310	$8,078	$1,383

School Environment

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

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

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

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	11,474	12,008	15,344
Behaviors related to School Operations	14,396	19,870	19,509
Relationship Behaviors without Physical Harm	8,080	8,706	9,049
Behaviors of a Safety Concern	8,235	7,867	8,189
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	3,012	2,991	2,941
Behaviors used to determine Persistently Dangerous Schools	30	31	35

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	7,694	8,468	9,048
Out-of-School Suspension	7,543	6,930	6,659
Explusion and Alternative Placement	614	44	31
Referral to Law Enforcement	1,535	1,411	428
Bus Suspension	499	498	516

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	49.7	50.1	48.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	41.1	40.8	43.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	61.8	62.6	63.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

13.99 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

13.98 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	43%	52%	1%	4%
2024-2025	44%	52%	1%	3%
2025-2026	44%	51%	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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	82%	83%	88%
Asian	90%	91%	88%
Black	68%	78%	88%
Hispanic	75%	78%	88%
White	90%	87%	88%
Multiple Races	84%	85%	88%
Economically Disadvantaged	71%	78%	88%
English Learners	63%	74%	88%
Students with Disabilities	47%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	79%	79%	85%
Asian	91%	90%	85%
Black	62%	73%	85%
Hispanic	73%	73%	85%
White	87%	83%	85%
Multiple Races	80%	81%	85%
Economically Disadvantaged	66%	73%	85%
English Learners	71%	71%	85%
Students with Disabilities	42%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	79%
Asian	89%
Black	63%
Hispanic	73%
White	87%
Multiple Races	80%
Economically Disadvantaged	66%
English Learners	66%
Students with Disabilities	41%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	94%	84%	84%
Asian	97%	90%	84%
Black	91%	83%	84%
Hispanic	94%	84%	84%
White	96%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	92%	84%	84%
English Learners	89%	84%	84%
Students with Disabilities	71%	84%	84%
Homeless	81%	-	-
Foster Care	88%	-	-

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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	64%	58%	58%
English Learner Proficiency	22%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	1218	1892	64%
English Learner Proficiency	571	2622	22%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.7%	1.3%	98.5%	1.5%	97.9%	2.1%
Asian	99.5%	.5%	99.5%	.5%	99.1%	.9%
Black	98.3%	1.7%	98.2%	1.8%	97.3%	2.7%
Hispanic	98.8%	1.2%	98.7%	1.3%	98.3%	1.7%
White	98.9%	1.1%	98.5%	1.5%	98%	2%
Multiple Races	98.7%	1.3%	98.3%	1.7%	97.5%	2.5%
Economically Disadvantaged	98.3%	1.7%	98.2%	1.8%	97.1%	2.9%
Not Economically Disadvantaged	99%	1%	98.7%	1.3%	98.4%	1.6%
English Learners	99%	1%	98.6%	1.4%	98.6%	1.4%
Students with Disabilities	94.6%	5.4%	94.6%	5.4%	92.4%	7.6%
Students without Disabilities	99.4%	.6%	99.1%	.9%	98.7%	1.3%
Female	98.9%	1.1%	98.6%	1.4%	98.2%	1.8%
Male	98.6%	1.4%	98.4%	1.6%	97.6%	2.4%

< = 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).

Federal Designation

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

Virginia Beach City Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2025 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2026: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2024-2025 Grades K-7 Student Teacher Ratio

2024-2025 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

Every Student Succeeds Act