Washington County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Abingdon Elementary	Accredited
Greendale Elementary	Accredited
High Point Elementary	Accredited
Meadowview Elementary	Accredited
Rhea Valley Elementary	Accredited
Valley Institute Elementary	Accredited
Watauga Elementary	Accredited
Middle Schools
Damascus Middle	Accredited
E.B. Stanley Middle	Accredited
Glade Spring Middle	Accredited
Wallace Middle	Accredited
High Schools
Abingdon High	Accredited
Holston High	Accredited
John S. Battle High	Accredited
Patrick Henry High	Accredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	65	83	17	18	66	84	16	19	65	84	16
Female	19	65	85	15	20	66	85	15	20	66	86	14
Male	17	65	82	18	16	66	82	18	17	65	82	18
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	22	65	86	14	26	71	97	3	26	63	89	11
Black	6	65	71	29	15	59	74	26	9	60	70	30
Hispanic	6	68	74	26	8	70	78	22	10	69	78	22
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	19	65	84	16	18	65	84	16	19	65	84	16
Multiple Races	13	70	84	16	14	72	86	14	13	71	84	16
Students with Disabilities	10	46	56	44	9	49	59	41	9	48	57	43
Students without Disabilities	20	69	89	11	20	70	89	11	21	70	90	10
Economically Disadvantaged	11	65	76	24	11	66	77	23	13	64	77	23
Not Economically Disadvantaged	26	65	91	9	25	66	91	9	25	66	91	9
English Learners	-	40	40	60	4	54	57	43	4	44	48	52
Homeless	6	68	74	26	3	60	63	37	10	66	76	24
Military Connected	16	68	84	16	24	59	83	17	15	77	92	8
Foster Care	7	63	70	30	7	63	70	30	2	60	62	38
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	66	82	18	13	69	83	17	17	65	82	18
Female	19	66	85	15	12	73	85	15	21	62	84	16
Male	14	66	80	20	14	66	81	19	14	67	82	18
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	-	57	57	43	7	67	73	27	12	47	59	41
White	17	66	83	17	14	69	83	17	18	66	84	16
Multiple Races	9	73	82	18	8	85	92	8	18	55	73	27
Students with Disabilities	11	41	52	48	9	52	61	39	7	50	57	43
Students without Disabilities	17	71	88	12	15	74	89	11	20	69	89	11
Economically Disadvantaged	9	65	74	26	9	68	76	24	11	65	75	25
Not Economically Disadvantaged	24	67	91	9	19	71	89	11	25	66	91	9
English Learners	-	55	55	45	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	-	92	92	8
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	61	82	18	21	64	86	14	22	62	84	16
Female	20	63	83	17	24	62	86	14	21	66	87	13
Male	23	59	82	18	19	66	85	15	22	60	82	18
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	6	76	82	18	13	75	88	13	20	67	87	13
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	22	60	82	18	22	64	86	14	22	62	84	16
Multiple Races	11	72	83	17	23	62	85	15	13	80	93	7
Students with Disabilities	12	45	57	43	10	53	63	37	12	48	60	40
Students without Disabilities	23	64	88	12	24	67	91	9	24	66	90	10
Economically Disadvantaged	14	62	75	25	11	70	81	19	17	61	78	22
Not Economically Disadvantaged	31	60	91	9	33	58	91	9	26	64	91	9
English Learners	<	<	<	<	-	70	70	30	<	<	<	<
Homeless	<	<	<	<	-	82	82	18	<	<	<	<
Military Connected	<	<	<	<	8	62	69	31	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	70	84	16	13	66	79	21	14	71	86	14
Female	15	72	86	14	13	68	81	19	14	74	88	12
Male	14	68	82	18	13	64	77	23	15	69	84	16
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	10	80	90	10	-	56	56	44	13	69	81	19
Native Hawaiian									<	<	100	0
White	15	69	84	16	13	66	79	21	15	71	86	14
Multiple Races	-	100	100	0	-	77	77	23	19	63	81	19
Students with Disabilities	6	55	62	38	7	48	55	45	6	52	58	42
Students without Disabilities	16	73	89	11	14	70	84	16	16	76	92	8
Economically Disadvantaged	8	70	78	22	9	61	70	30	6	72	79	21
Not Economically Disadvantaged	21	70	91	9	18	71	89	11	23	71	93	7
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	8	77	85	15
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	68	84	16	17	67	84	16	17	65	82	18
Female	19	65	83	17	20	67	87	13	17	69	86	14
Male	14	70	84	16	14	66	81	19	18	61	79	21
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	11	67	78	22	-	90	90	10	14	52	67	33
White	16	68	84	16	18	65	83	17	18	65	83	17
Multiple Races	24	65	88	12	7	93	100	0	-	85	85	15
Students with Disabilities	9	49	58	42	10	44	54	46	10	45	55	45
Students without Disabilities	18	72	90	10	19	72	91	9	19	71	90	10
Economically Disadvantaged	11	66	77	23	9	66	75	25	14	61	75	25
Not Economically Disadvantaged	22	70	91	9	25	67	92	8	20	70	90	10
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	67	79	21	14	69	83	17	10	70	80	20
Female	11	67	78	22	16	69	85	15	13	70	83	17
Male	12	68	80	20	13	69	82	18	7	71	77	23
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	68	68	32	6	83	89	11	-	92	92	8
White	12	68	80	20	14	69	83	17	11	70	81	19
Multiple Races	<	<	<	<	16	68	84	16	-	79	79	21
Students with Disabilities	5	41	46	54	9	51	60	40	4	46	51	49
Students without Disabilities	13	72	85	15	16	74	89	11	11	77	88	12
Economically Disadvantaged	5	67	72	28	9	69	78	22	5	67	71	29
Not Economically Disadvantaged	20	68	88	12	20	70	90	10	15	74	89	11
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	64	81	19	15	68	83	17	17	67	84	16
Female	20	66	86	14	18	67	85	15	18	67	86	14
Male	15	62	77	23	13	69	82	18	15	67	82	18
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	8	58	67	33	6	71	76	24	5	89	95	5
White	18	64	83	17	15	68	84	16	17	66	83	17
Multiple Races	7	67	73	27	23	46	69	31	17	78	94	6
Students with Disabilities	9	38	46	54	6	46	52	48	12	47	59	41
Students without Disabilities	19	69	88	12	17	72	89	11	18	72	89	11
Economically Disadvantaged	10	61	71	29	9	65	74	26	10	66	76	24
Not Economically Disadvantaged	25	67	92	8	23	71	94	6	23	68	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	60	90	10	30	58	88	12	31	56	87	13
Female	30	59	89	11	31	57	88	12	35	52	87	13
Male	28	62	90	10	28	60	88	12	27	60	88	12
Asian	20	60	80	20	<	<	100	0	<	<	<	<
Black	9	64	73	27	<	<	<	<	8	77	85	15
Hispanic	8	69	77	23	21	58	79	21	4	71	75	25
White	31	60	91	9	30	58	88	12	33	55	88	12
Multiple Races	11	72	83	17	23	69	92	8	23	54	77	23
Students with Disabilities	17	53	70	30	13	51	64	36	11	47	58	42
Students without Disabilities	32	62	94	6	33	60	93	7	36	58	94	6
Economically Disadvantaged	23	63	86	14	23	60	84	16	24	58	82	18
Not Economically Disadvantaged	35	58	93	7	36	57	92	8	38	55	93	7
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	8	69	77	23	<	<	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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2021-2022				2022-2023				2023-2024
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

Math Performance: All Students

select test

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

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

Science Performance: All Students

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

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

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	55	78	22	24	56	80	20	23	56	79	21
Female	20	56	76	24	22	55	78	22	19	57	77	23
Male	27	53	80	20	26	56	83	17	27	54	81	19
Asian	47	53	100	0	36	64	100	0	40	60	100	0
Black	13	53	67	33	13	53	67	33	7	67	73	27
Hispanic	22	45	67	33	11	66	77	23	12	73	84	16
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	23	55	78	22	25	56	81	19	24	55	78	22
Multiple Races	17	47	64	36	28	44	72	28	26	52	78	22
Students with Disabilities	8	31	39	61	6	42	48	52	7	39	46	54
Students without Disabilities	26	59	85	15	28	59	87	13	27	59	86	14
Economically Disadvantaged	13	55	68	32	16	56	72	28	14	56	69	31
Not Economically Disadvantaged	34	54	88	12	34	56	90	10	33	55	88	12
English Learners	<	<	<	<	10	70	80	20	10	70	80	20
Homeless	14	50	64	36	17	50	67	33	8	46	54	46
Military Connected	21	63	84	16	19	77	96	4	20	75	95	5
Foster Care	6	33	39	61	18	41	59	41	5	53	58	42
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	35	38	62	3	53	55	45	-	44	44	56
Female	-	29	29	71	4	44	48	52	-	31	31	69
Male	5	40	45	55	-	67	67	33	-	64	64	36
Asian					<	<	100	0
Black	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	3	39	42	58	3	58	61	39	-	48	48	52
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	7	7	13	87	-	23	23	77	<	<	<	<
Students without Disabilities	-	55	55	45	4	67	70	30	-	63	63	37
Economically Disadvantaged	4	28	32	68	-	44	44	56	-	29	29	71
Not Economically Disadvantaged	-	50	50	50	7	67	73	27	-	70	70	30
English Learners									<	<	<	<
Military Connected									<	<	100	0
Foster Care									<	<	<	<
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	56	65	35	12	76	88	12	-	50	50	50
Female	13	52	65	35	<	<	<	<	<	<	<	<
Male	-	64	64	36	<	<	100	0	<	<	<	<
Black									<	<	100	0
Hispanic	<	<	<	<	<	<	<	<
White	6	59	66	34	13	80	93	7	-	42	42	58
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0
Students without Disabilities	11	64	75	25	13	73	87	13	-	50	50	50
Economically Disadvantaged	7	57	64	36	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	10	55	65	35	20	80	100	0	<	<	<	<
Homeless									<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	-	44	44	56	<	<	<	<
Female	<	<	<	<	-	60	60	40	<	<	<	<
Male	<	<	<	<	<	<	<	<	<	<	<	<
Asian									<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	-	42	42	58	<	<	<	<
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	<	<	-	70	70	30	<	<	<	<
Economically Disadvantaged					<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	65	76	24	9	66	75	25	14	65	80	20
Female	9	67	76	24	6	65	72	28	12	62	75	25
Male	13	63	76	24	12	67	79	21	16	68	84	16
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	7	47	53	47	5	70	75	25	-	88	88	12
White	12	66	78	22	9	67	76	24	15	64	79	21
Multiple Races	-	50	50	50	21	47	68	32	22	50	72	28
Students with Disabilities	1	31	32	68	2	38	40	60	2	45	47	53
Students without Disabilities	13	72	85	15	11	71	82	18	17	70	86	14
Economically Disadvantaged	4	56	61	39	5	59	65	35	6	66	72	28
Not Economically Disadvantaged	17	73	90	10	15	75	90	10	22	65	88	12
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	58	79	21	26	56	82	18	19	58	78	22
Female	17	60	77	23	26	55	81	19	18	62	80	20
Male	25	57	82	18	26	56	82	18	21	55	76	24
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	25	63	88	13	18	71	88	12	27	64	91	9
Native Hawaiian	<	<	100	0
White	20	58	78	22	26	56	82	18	20	58	77	23
Multiple Races	<	<	<	<	26	47	74	26	7	71	79	21
Students with Disabilities	7	37	44	56	3	44	48	52	5	38	43	57
Students without Disabilities	23	62	85	15	31	58	89	11	23	63	86	14
Economically Disadvantaged	9	64	72	28	18	58	76	24	11	59	70	30
Not Economically Disadvantaged	33	53	86	14	34	54	88	13	27	58	85	15
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	42	41	82	18	44	44	88	12	40	42	82	18
Female	37	42	79	21	41	44	86	14	32	49	81	19
Male	46	39	85	15	47	43	90	10	47	36	83	17
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	38	31	69	31	19	75	94	6	25	58	83	17
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	42	41	83	17	45	43	88	12	40	42	82	18
Multiple Races	24	47	71	29	46	38	85	15	53	33	87	13
Students with Disabilities	16	32	48	52	16	48	63	37	16	38	54	46
Students without Disabilities	46	42	89	11	50	43	93	7	46	43	89	11
Economically Disadvantaged	26	48	74	26	30	50	80	20	27	44	71	29
Not Economically Disadvantaged	59	32	92	8	60	36	96	4	54	39	93	7
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	15	77	92	8	<	<	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

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

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2023-2024	2024-2025
Pre-kindergarten	250	247
Kindergarten	422	500
Grade 1	470	675
Grade 2	497	669
Grade 3	472	531
Grade 4	450	489
Grade 5	494	471
Grade 6	511	514
Grade 7	455	525
Grade 8	521	479
Grade 9	540	536
Grade 10	540	552
Grade 11	567	534
Grade 12	524	562
Total Students	6,713	7,284

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

.

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025
All Students	6713	7284
Female	3252	3503
Male	3457	3778
American Indian	7	10
Asian	59	75
Black	79	239
Hispanic	244	337
Native Hawaiian	2	4
White	6116	6336
Multiple Races	206	283
Students with Disabilities	1191	1272
Students without Disabilities	5522	6012
Economically Disadvantaged	3442	2750
Not Economically Disadvantaged	3271	4534
English Learners	112	126
Not English Learners	6601	7158
Homeless	62	51
Military Connected	76	115
Foster Care	71	67
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	220	265	18	1	26	5
	State	50354	39349	1875	907	4438	1716
Female	Division	133	123	3	0	17	1
	State	27408	17323	610	350	1645	701
Male	Division	87	141	15	1	9	4
	State	22886	21945	1263	556	2789	1012
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	<	<	<	<	0	<
	State	6025	1443	97	16	68	35
Black	Division	<	<	<	<	<	<
	State	8111	10540	640	225	1119	707
Hispanic	Division	3	14	0	0	3	0
	State	7130	8367	270	133	1858	359
White	Division	207	238	17	1	20	5
	State	25871	16565	763	464	1211	504
Multiple Races	Division	5	8	0	0	2	0
	State	3012	2256	97	62	170	106
Students with Disabilities	Division	3	56	18	0	4	0
	State	1430	7462	1875	125	868	115
Economically Disadvantaged	Division	66	165	15	1	21	3
	State	12779	21123	1108	494	2352	1214
English Learners	Division	<	<	<	<	0	<
	State	1583	4224	267	26	1427	150
Homeless	Division	<	<	<	<	0	<
	State	197	699	48	29	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2527	1493	44	18	52	30
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	535	503	94	504	94	26	5
Female	277	259	94	259	94	17	6
Male	257	243	95	244	95	9	4
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	<	<	<	<	<	<	<
Hispanic	20	17	85	17	85	3	15
White	488	462	95	463	95	20	4
Multiple Races	15	13	87	13	87	2	13
Students with Disabilities	81	77	95	77	95	4	5
Economically Disadvantaged	271	246	91	247	91	21	8
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	149 / 6.82%	134 / 6.26%	129 / 5.95%
Advanced Placement Course Enrollment	182 / 8.33%	149 / 6.96%	139 / 6.41%
Dual Enrollment	409 / 18.73%	422 / 19.71%	453 / 20.89%
Governor's School Enrollment	33 / 1.51%	62 / 2.9%	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

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	540	324	40
	State	87,317	57,081	35
Female	Division	274	190	31
	State	43,705	31,577	28
Male	Division	266	134	50
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	<	<	100
	State	18,624	10,601	43
Hispanic	Division	14	<	100
	State	12,110	6,622	45
White	Division	505	302	40
	State	45,098	30,844	32
Multiple Races	Division	10	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	72	20	72
	State	8,185	3,548	57
Economically Disadvantaged	Division	248	106	57
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	108	128	122
	State	2,590	3,844	3,577
State Licensures	Division	12	32	30
	State	1,236	1,573	2,069
Industry Certification	Division	627	602	634
	State	95,688	100,965	101,956
Workplace Readiness	Division	501	571	441
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,248	1,333	1,227
	State	143,862	148,201	142,668
Students Earning One or More Credentials	Division	810	956	897
	State	115,682	118,469	115,609
CTE Completers	Division	385	416	410
	State	45,094	46,028	48,643
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	761	962	1,022

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	67.5	68.6	68.1

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$3,815	$6,237	$999
	State	$6,770	$5,603	$867
2020-2021	Division	$3,970	$6,914	$1,325
	State	$6,669	$6,185	$1,352
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	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,988	1,320	5,003	1,354	5,379	944
Female	2,432	630	2,422	627	2,591	457
Male	2,555	690	2,578	725	2,785	486
American Indian	<	<	<	<	<	<
Asian	55	4	51	7	55	2
Black	49	19	55	19	57	17
Hispanic	147	42	155	52	193	43
Native Hawaiian	<	<	<	<	<	<
White	4,613	1,209	4,596	1,228	4,908	854
Multiple Races	115	44	138	46	158	28
Students with Disabilities	703	292	769	329	876	233
Economically Disadvantaged	2,285	998	2,366	1,015	2,562	710
English Learners	63	7	77	14	108	15
Homeless	35	15	40	36	47	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	504
Behaviors related to School Operations	537
Relationship Behaviors without Physical Harm	853
Behaviors of a Safety Concern	668
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	127

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.1
Asian	0.9		0.9	0.7
Black	1.2	4	1.2	2.4
Hispanic	3.2	2.8	3.6	4.1
Native Hawaiian	0		0
White	91.6	89	91.2	87.2
Multiple Races	2.8	4.2	3.1	5.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1
Asian	0.9		0.9
Black	1.2		1.2
Hispanic	3.2		3.6
Native Hawaiian	0		0
White	91.6		91.2	100
Multiple Races	2.8		3.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1
Asian	0.9		0.9
Black	1.2		1.2
Hispanic	3.2		3.6
Native Hawaiian	0		0
White	91.6		91.2	100
Multiple Races	2.8		3.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	54.9	70.7	73.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	48.3	41.6	41
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	72.7	59.5	61.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

12.04 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

10.78 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	48%	48%	1%	3%
2022-2023	48%	47%	1%	4%
2023-2024	50%	46%	1%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	85%	84%	79%	88%
Asian	90%	92%	91%	88%
Black	67%	71%	68%	88%
Hispanic	81%	80%	68%	88%
White	85%	84%	85%	88%
Multiple Races	86%	87%	83%	88%
Economically Disadvantaged	78%	77%	68%	88%
English Learners	64%	67%	60%	88%
Students with Disabilities	58%	58%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	85%	85%	74%	85%
Asian	94%	98%	90%	85%
Black	76%	74%	61%	85%
Hispanic	83%	84%	63%	85%
White	85%	85%	81%	85%
Multiple Races	86%	83%	77%	85%
Economically Disadvantaged	79%	78%	62%	85%
English Learners	82%	82%	58%	85%
Students with Disabilities	59%	56%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	82%
Asian	100%
Black	82%
Hispanic	80%
White	82%
Multiple Races	80%
Economically Disadvantaged	74%
English Learners	83%
Students with Disabilities	48%

< = 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	90%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	94%	83%	84%
White	91%	86%	84%
Multiple Races	87%	89%	84%
Economically Disadvantaged	85%	82%	84%
English Learners	<	77%	84%
Students with Disabilities	70%	74%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	16%	19%	12%	10%
Asian	4%	8%	10%	10%
Black	27%	26%	12%	10%
Hispanic	19%	22%	12%	10%
White	16%	19%	12%	10%
Multiple Races	16%	21%	12%	10%
Economically Disadvantaged	24%	27%	13%	10%
English Learners	13%	14%	12%	10%
Students with Disabilities	23%	27%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	58%	54%	58%
English Learner Proficiency	19%	-	-

< = 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	21	36	58%
English Learner Proficiency	15	80	19%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	92%	8%
Hispanic	100%	-	100%	-	98%	2%
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	96%	4%
Students with Disabilities	100%	-	100%	-	99%	1%
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	86%	89%
Asian	90%	100%
Black	73%	82%
Hispanic	87%	89%
White	86%	89%
Multiple Races	87%	96%
Economically Disadvantaged	80%	83%
English Learners	75%	87%
Students with Disabilities	64%	67%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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	2021-2022			2022-2023			2023-2024
	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 07	516	492	24	517	509	8	455	450	5
Grade 09	570	559	11	531	524	7	540	530	10
Grade 05	442	431	11	506	502	4	494	487	7
Grade 02	443	426	17	464	460	4	497	493	4
Grade 01	447	433	14	489	484	5	470	469	1
Grade 11	526	507	19	540	526	14	567	553	14
Grade 04	497	474	23	485	479	6	450	445	5
Grade KG	467	457	10	458	454	4	422	416	6
Grade 10	546	526	20	566	557	9	540	530	10
Grade 08	527	509	18	528	517	11	521	510	11
Grade 12	543	531	12	507	495	12	524	505	19
Grade 03	469	449	20	454	450	4	472	467	5
Grade 06	509	494	15	449	446	3	511	507	4
Grade PK	233	233	-	251	251	-	250	250	-
< = 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.

Learning Climate

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	2021-2022				2022-2023				2023-2024
	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	4988	1320	79.07	20.93	4933	1354	78.46	21.54	5218	1031	83.5	16.5
Full-Time MOP Student	-	-	-	-	70	0	100	0	72	0	100	0
Female
Not a Full-Time MOP Student	2432	630	79.43	20.57	2392	627	79.23	20.77	2516	494	83.59	16.41
Full-Time MOP Student	-	-	-	-	30	0	100	0	36	0	100	0
Male
Not a Full-Time MOP Student	2555	690	78.74	21.26	2538	725	77.78	22.22	2699	536	83.43	16.57
Full-Time MOP Student	-	-	-	-	40	0	100	0	36	0	100	0
Black
Not a Full-Time MOP Student	49	19	72.06	27.94	54	19	73.97	26.03	54	20	72.97	27.03
Full-Time MOP Student	-	-	-	-	<	<	<	<	-	-	-	-
Hispanic
Not a Full-Time MOP Student	147	42	77.78	22.22	152	52	74.51	25.49	188	46	80.34	19.66
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
White
Not a Full-Time MOP Student	4613	1209	79.23	20.77	4531	1228	78.68	21.32	4761	932	83.63	16.37
Full-Time MOP Student	-	-	-	-	65	0	100	0	67	0	100	0
Asian
Not a Full-Time MOP Student	55	4	93.22	6.78	51	7	87.93	12.07	55	2	96.49	3.51
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
Multiple Races
Not a Full-Time MOP Student	115	44	72.33	27.67	137	46	74.86	25.14	153	30	83.61	16.39
Full-Time MOP Student	-	-	-	-	<	<	<	<	<	<	<	<
Students with Disabilities
Not a Full-Time MOP Student	767	312	71.08	28.92	817	343	70.43	29.57	916	277	76.78	23.22
Full-Time MOP Student	-	-	-	-	10	0	100	0	<	<	<	<
Economically Disadvantaged
Not a Full-Time MOP Student	2285	998	69.6	30.4	2323	1015	69.59	30.41	2446	778	75.87	24.13
Full-Time MOP Student	-	-	-	-	43	0	100	0	46	0	100	0
English Learners
Not a Full-Time MOP Student	63	7	90	10	77	14	84.62	15.38	107	16	86.99	13.01
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality