Washington County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Abingdon Elementary	Fully Accredited	Distinguished	96.68
Greendale Elementary	Fully Accredited	Distinguished	97.05
High Point Elementary	Fully Accredited	Distinguished	92.68
Meadowview Elementary	Fully Accredited	Distinguished	93.59
Rhea Valley Elementary	Fully Accredited	Distinguished	91.71
Valley Institute Elementary	Fully Accredited	Distinguished	95.52
Watauga Elementary	Fully Accredited	Distinguished	98.32
Middle Schools
Damascus Middle	Fully Accredited	Distinguished	92.69
E.B. Stanley Middle	Fully Accredited	Distinguished	93.58
Glade Spring Middle	Fully Accredited	Meets Expectations	88.58
Wallace Middle	Fully Accredited	Distinguished	92.39
High Schools
Abingdon High	Fully Accredited	Meets Expectations	113.81
Holston High	Fully Accredited	Distinguished	117.69
John S. Battle High	Fully Accredited	Distinguished	114.14
Patrick Henry High	Fully Accredited	Distinguished	110.78
Other Schools
Washington County Virtual School	Fully Accredited	Too Small

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

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

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

	2023-2024	2024-2025	2025-2026
Division	-	-	-
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	250	247	234
Kindergarten	422	500	469
Grade 1	470	675	576
Grade 2	497	669	510
Grade 3	472	531	478
Grade 4	450	489	515
Grade 5	494	471	492
Grade 6	511	514	472
Grade 7	455	525	525
Grade 8	521	479	529
Grade 9	540	536	504
Grade 10	540	552	544
Grade 11	567	534	541
Grade 12	524	562	531
Total Enrollment	6,713	7,284	6,920

< = 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	6713	7284	6920
Female	3252	3503	3321
Male	3457	3778	3599
American Indian	7	10	6
Asian	59	75	75
Black	79	239	146
Hispanic	244	337	318
Native Hawaiian	2	4	3
White	6116	6336	6128
Multiple Races	206	283	244
Students with Disabilities	1191	1272	1262
Students without Disabilities	5522	6012	5658
Economically Disadvantaged	3442	2750	2623
Not Economically Disadvantaged	3271	4534	4297
English Learners	112	126	130
Not English Learners	6601	7158	6790
Homeless	62	51	67
Military Connected	76	115	98
Foster Care	71	67	74
< = 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	5,379	944	5,897	945	5,824	735
Female	2,591	457	2,877	437	2,797	341
Male	2,785	486	3,020	508	3,027	394
American Indian	<	<	<	<	<	<
Asian	55	2	68	4	69	5
Black	57	17	213	19	137	13
Hispanic	193	43	276	52	270	42
Native Hawaiian	<	<	<	<	<	<
White	4,908	854	5,108	830	5,136	648
Multiple Races	158	28	219	40	200	27
Students with Disabilities	876	233	945	248	1,000	212
Economically Disadvantaged	2,562	710	2,097	586	2,140	455
English Learners	108	15	116	19	115	18
Homeless	47	20	43	17	52	19
< = 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	227	263	24	4	14	3
	State	52034	41739	1845	730	4758	1126
Female	Division	145	115	9	1	7	1
	State	28171	18456	601	259	1860	459
Male	Division	82	148	15	3	7	2
	State	23863	23283	1244	471	2895	667
American Indian	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	Division	<	<	<	<	0	<
	State	6565	1702	100	12	90	43
Black	Division	0	7	2	0	1	0
	State	8816	10967	559	141	985	452
Hispanic	Division	5	18	1	0	0	0
	State	7967	9910	285	155	2363	212
White	Division	215	221	20	4	12	3
	State	25115	16553	775	367	1100	357
Multiple Races	Division	1	15	1	0	1	0
	State	3368	2437	118	53	207	58
Students with Disabilities	Division	4	52	24	0	4	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	Division	32	114	16	4	8	3
	State	12337	20894	1052	439	2243	735
English Learners	Division	<	<	<	<	0	<
	State	2260	6522	300	53	1921	83
Homeless	Division	<	<	<	<	<	<
	State	229	849	47	22	208	62
Military Connected	Division	<	<	<	<	0	<
	State	2682	1575	51	17	40	19
Foster Care	Division	0	6	2	0	1	1
	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	535	514	96	518	97	14	3
Female	278	269	97	270	97	7	3
Male	257	245	95	248	97	7	3
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	10	9	90	9	90	1	10
Hispanic	24	24	100	24	100	0	0
White	475	456	96	460	97	12	3
Multiple Races	18	17	94	17	94	1	6
Students with Disabilities	84	80	95	80	95	4	5
Economically Disadvantaged	177	162	92	166	94	8	5
English Learners	<	<	100	<	100	0	0
Homeless	<	<	<	<	<	<	<
Military Connected	<	<	100	<	100	0	0
Foster Care	10	8	80	8	80	1	10
< = 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	129 / 5.95%	140 / 6.44%	135 / 6.41%
Advanced Placement Course Enrollment	139 / 6.41%	154 / 7.08%	178 / 8.45%
Dual Enrollment	453 / 20.89%	539 / 24.79%	557 / 26.44%
Governor's School Enrollment	93 / 4.29%	-	-
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

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	469	277	41
	State	87,995	56,397	36
Female	Division	248	165	33
	State	43,825	30,968	29
Male	Division	221	112	49
	State	44,068	25,387	42
American Indian	Division	<	<	100
	State	230	127	45
Asian	Division	<	<	100
	State	7,252	6,271	14
Black	Division	<	<	100
	State	18,247	10,591	42
Hispanic	Division	<	<	100
	State	14,010	7,355	48
White	Division	434	256	41
	State	43,094	28,736	33
Multiple Races	Division	14	<	100
	State	5,005	3,223	36
Students with Disabilities	Division	76	24	68
	State	8,536	3,616	58
Economically Disadvantaged	Division	212	95	55
	State	31,680	15,774	50
English Learners	Division	<	<	100
	State	7,379	3,573	52
Native Hawaiian	Division	-	-	100
	State	157	94	40
< = 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	122	163	147
	State	3,577	3,225	3,944
State Licensures	Division	30	50	41
	State	2,069	2,206	2,710
Industry Certification	Division	634	594	548
	State	101,956	105,973	106,014
Workplace Readiness	Division	441	479	541
	State	35,066	38,829	48,691
Total Credentials Earned	Division	1,227	1,286	1,277
	State	142,668	150,233	161,359
Students Earning One or More Credentials	Division	897	961	959
	State	115,609	120,035	128,298
CTE Completers	Division	410	464	440
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	Division	-	1	323
	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	68.1	66.9	67.4

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	$4,847	$7,048	$1,814
	State	$7,134	$6,454	$1,936
2022-2023	Division	$4,618	$7,844	$1,978
	State	$7,803	$6,956	$1,918
2023-2024	Division	$4,550	$8,585	$1,842
	State	$8,420	$7,464	$1,751
2024-2025	Division	$4,442	$9,663	$1,545
	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	504	574	572
Behaviors related to School Operations	537	532	602
Relationship Behaviors without Physical Harm	853	696	722
Behaviors of a Safety Concern	668	633	691
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	127	117	129
Behaviors used to determine Persistently Dangerous Schools			1

< = 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	826	828	1,091
Out-of-School Suspension	378	456	470
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	29	0	7
Bus Suspension	44	54	69

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	73.7	75	75
< = 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	41.5	46.1
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	61.7	60.4	61.9
< = 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

13.54 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

10.83 : 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	48%	48%	1%	3%
2024-2025	48%	48%	1%	3%
2025-2026	49%	46%	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	83%	83%	88%
Asian	94%	91%	88%
Black	67%	78%	88%
Hispanic	70%	78%	88%
White	84%	87%	88%
Multiple Races	80%	85%	88%
Economically Disadvantaged	74%	78%	88%
English Learners	55%	74%	88%
Students with Disabilities	51%	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	83%	79%	85%
Asian	94%	90%	85%
Black	72%	73%	85%
Hispanic	78%	73%	85%
White	84%	83%	85%
Multiple Races	82%	81%	85%
Economically Disadvantaged	73%	73%	85%
English Learners	72%	71%	85%
Students with Disabilities	49%	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	81%
Asian	88%
Black	67%
Hispanic	62%
White	82%
Multiple Races	73%
Economically Disadvantaged	68%
English Learners	39%
Students with Disabilities	44%

< = 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	92%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	92%	84%	84%
White	92%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	83%	84%	84%
English Learners	90%	84%	84%
Students with Disabilities	67%	84%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	66%	58%	58%
English Learner Proficiency	24%	-	-

< = 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	37	56	66%
English Learner Proficiency	20	84	24%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.9%	1.1%	98.9%	1.1%	98.8%	1.2%
Asian	100%	-	100%	-	94.1%	5.9%
Black	97.6%	2.4%	97.6%	2.4%	95.2%	4.8%
Hispanic	99.3%	.7%	99.3%	.7%	94%	6%
White	98.9%	1.1%	98.8%	1.2%	99.1%	.9%
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	98.2%	1.8%	98%	2%	98.6%	1.4%
Not Economically Disadvantaged	99.4%	.6%	99.4%	.6%	98.9%	1.1%
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	95.1%	4.9%	95.2%	4.8%	95.3%	4.7%
Students without Disabilities	99.9%	.1%	99.7%	.3%	99.7%	.3%
Female	99.3%	.7%	99.4%	.6%	99.2%	.8%
Male	98.5%	1.5%	98.4%	1.6%	98.5%	1.5%

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

The Every Student Succeeds Act of 2015 requires states to 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

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

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2023-2024			2024-2025			2025-2026
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 09	540	530	10	536	525	11	504	492	12
Grade 12	524	505	19	562	543	19	531	502	29
Grade 02	497	493	4	669	468	201	510	447	63
Grade 01	470	469	1	675	427	248	576	438	138
Grade 07	455	450	5	525	518	7	525	518	7
Grade 08	521	510	11	479	468	11	529	516	13
Grade 03	472	467	5	531	509	22	478	476	2
Grade 11	567	553	14	534	510	24	541	518	23
Grade 05	494	487	7	471	466	5	492	489	3
Grade KG	422	416	6	500	425	75	469	414	55
Grade 04	450	445	5	489	486	3	515	512	3
Grade PK	250	250	-	247	247	-	234	234	-
Grade 10	540	530	10	552	524	28	544	529	15
Grade 06	511	507	4	514	507	7	472	467	5
< = 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.

Student Subgroup	2023-2024				2024-2025				2025-2026
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	5218	1031	83.5	16.5	5246	1025	83.65	16.35	5306	868	85.94	14.06
Full-Time MOP Student	72	0	100	0	567	1	99.82	.18	385	0	100	0
Female
Not a Full-Time MOP Student	2516	494	83.59	16.41	2544	476	84.24	15.76	2532	407	86.15	13.85
Full-Time MOP Student	36	0	100	0	291	1	99.66	.34	199	0	100	0
Male
Not a Full-Time MOP Student	2699	536	83.43	16.57	2702	549	83.11	16.89	2774	461	85.75	14.25
Full-Time MOP Student	36	0	100	0	276	0	100	0	186	0	100	0
Black
Not a Full-Time MOP Student	54	20	72.97	27.03	65	23	73.86	26.14	54	17	76.06	23.94
Full-Time MOP Student	-	-	-	-	144	0	100	0	79	0	100	0
Hispanic
Not a Full-Time MOP Student	188	46	80.34	19.66	202	55	78.6	21.4	222	48	82.22	17.78
Full-Time MOP Student	<	<	<	<	71	0	100	0	42	0	100	0
White
Not a Full-Time MOP Student	4761	932	83.63	16.37	4777	900	84.15	15.85	4812	768	86.24	13.76
Full-Time MOP Student	67	0	100	0	258	1	99.61	.39	204	0	100	0
Asian
Not a Full-Time MOP Student	55	2	96.49	3.51	50	5	90.91	9.09	58	5	92.06	7.94
Full-Time MOP Student	-	-	-	-	17	0	100	0	11	0	100	0
Multiple Races
Not a Full-Time MOP Student	153	30	83.61	16.39	146	42	77.66	22.34	154	30	83.7	16.3
Full-Time MOP Student	<	<	<	<	70	0	100	0	43	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	916	277	76.78	23.22	935	280	76.95	23.05	961	263	78.51	21.49
Full-Time MOP Student	<	<	<	<	46	1	97.87	2.13	43	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	2446	778	75.87	24.13	1910	631	75.17	24.83	1904	537	78	22
Full-Time MOP Student	46	0	100	0	140	1	99.29	.71	154	0	100	0
English Learners
Not a Full-Time MOP Student	107	16	86.99	13.01	96	21	82.05	17.95	99	20	83.19	16.81
Full-Time MOP Student	-	-	-	-	18	0	100	0	14	0	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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