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West Point Public Schools

General school information

Division: West Point Public Schools
Division Number: 207
Address: 329 6th Street West Point, VA 23181
Superintendent: Dr. Larry Frazier
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

Accreditation Status
Elementary Schools
West Point ElementaryAccredited
High Schools
West Point Middle/HighAccredited

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 67 86 14 20 63 84 16 17 65 83 17
Female 21 70 92 8 24 64 88 12 20 65 85 15
Male 15 64 79 21 16 63 79 21 15 65 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 75 100 0 < < 100 0 < < 100 0
Black 5 60 65 35 15 57 72 28 7 64 70 30
Hispanic 5 76 81 19 4 73 77 23 7 59 67 33
White 21 67 89 11 22 64 86 14 21 64 85 15
Multiple Races 19 65 84 16 16 60 76 24 3 84 88 13
Students with Disabilities 5 32 36 64 2 40 42 58 8 42 50 50
Students without Disabilities 20 72 92 8 23 66 89 11 19 68 87 13
Economically Disadvantaged 11 66 77 23 10 66 76 24 13 62 75 25
Not Economically Disadvantaged 23 68 92 8 28 61 89 11 20 67 87 13
English Learners < < < < < < < <
Military Connected 27 64 91 9 < < < < - 63 63 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 25 62 87 13 29 60 90 10 10 69 79 21
Female 29 61 90 10 29 65 94 6 9 75 84 16
Male 21 63 83 17 30 56 85 15 12 62 73 27
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 32 56 88 12 33 59 91 9 14 72 86 14
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 8 46 54 46
Students without Disabilities 30 67 98 2 33 63 96 4 11 76 87 13
Economically Disadvantaged 17 57 74 26 14 67 81 19 12 60 72 28
Not Economically Disadvantaged 31 66 97 3 38 57 95 5 9 76 85 15
English Learners < < < < < < 100 0
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 12 72 85 15 22 61 82 18 25 72 97 3
Female 20 66 86 14 25 54 79 21 21 73 94 6
Male 3 80 83 17 17 70 87 13 29 71 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 16 69 84 16 23 56 79 21 29 69 98 2
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 78 92 8 26 64 90 10 24 74 98 2
Economically Disadvantaged 3 79 83 17 9 61 70 30 14 76 90 10
Not Economically Disadvantaged 19 67 86 14 32 61 93 7 30 70 100 0
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 9 76 85 15 4 69 73 27 9 65 74 26
Female 3 90 94 6 5 72 77 23 13 61 74 26
Male 17 58 75 25 3 65 68 32 4 69 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 78 90 10 6 71 76 24 12 65 77 23
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 77 87 13 5 76 81 19 10 69 80 20
Economically Disadvantaged 7 78 85 15 - 63 63 37 5 55 59 41
Not Economically Disadvantaged 11 75 86 14 8 73 80 20 11 71 83 17
Military Connected < < 100 0 < < 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 27 58 85 15 12 68 80 20 9 61 70 30
Female 35 62 96 4 14 74 89 11 14 53 67 33
Male 18 55 73 27 8 60 68 32 3 70 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 33 58 92 8 11 73 84 16 8 61 69 31
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 60 89 11 12 68 81 19 10 68 77 23
Economically Disadvantaged 20 53 73 27 15 58 73 27 4 57 61 39
Not Economically Disadvantaged 30 61 91 9 9 76 85 15 12 63 76 24
English Learners < < < <
Military Connected < < < < < < < <
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 15 63 78 22 30 59 89 11 10 64 74 26
Female 20 80 100 0 32 64 96 4 14 70 84 16
Male 12 54 65 35 27 54 81 19 4 54 58 42
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 15 67 81 19 35 55 90 10 13 65 77 23
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 18 71 88 12 32 60 92 8 10 66 76 24
Economically Disadvantaged 9 65 74 26 10 71 81 19 14 57 71 29
Not Economically Disadvantaged 22 61 83 17 42 52 94 6 8 68 75 25
Military Connected < < 100 0 < < 100 0 < < < <
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 14 65 79 21 4 83 87 13 18 70 88 12
Female 20 64 84 16 6 94 100 0 23 73 96 4
Male 6 66 71 29 3 76 79 21 13 67 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 8 42 50 50 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 13 69 83 17 3 90 94 6 24 65 89 11
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 14 21 36 64 < < < < < < < <
Students without Disabilities 14 74 88 12 5 89 95 5 20 72 91 9
Economically Disadvantaged 14 50 64 36 4 78 83 17 10 75 85 15
Not Economically Disadvantaged 14 77 91 9 4 87 91 9 23 67 90 10
Military Connected < < < < < < 100 0 < < 100 0
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 71 100 0 39 49 87 13 42 56 98 2
Female 23 77 100 0 59 31 90 10 48 52 100 0
Male 34 66 100 0 24 61 85 15 35 61 97 3
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 25 42 67 33 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 28 72 100 0 41 49 90 10 49 51 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 30 70 100 0 43 51 93 7 45 55 100 0
Economically Disadvantaged 14 86 100 0 17 70 87 13 37 58 95 5
Not Economically Disadvantaged 33 67 100 0 49 38 87 13 44 56 100 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
All Students 15 51 66 34 19 52 71 29 37 48 85 15
Female 16 59 75 25 29 52 81 19 45 52 97 3
Male 14 42 55 45 13 51 64 36 30 45 75 25
American Indian < < 100 0 < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black - 23 23 77 11 33 44 56 < < < <
Hispanic < < < < < < < < < < < <
White 16 58 74 26 19 59 78 22 42 50 92 8
Multiple Races 20 40 60 40 < < < < < < < <
Students with Disabilities - 19 19 81 - 29 29 71 < < < <
Students without Disabilities 17 55 72 28 23 55 78 22 42 52 94 6
Economically Disadvantaged 8 41 49 51 12 47 59 41 35 43 78 22
Not Economically Disadvantaged 19 56 75 25 25 55 81 19 38 50 88 13
English Learners < < 100 0
Military Connected < < < < < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 38 48 52 9 41 50 50
Female 12 53 65 35 12 47 59 41
Male 8 19 28 72 7 37 44 56
American Indian < < < <
Asian < < < < < < < <
Black - 25 25 75 < < < <
Hispanic < < < < < < < <
White 12 49 61 39 7 54 61 39
Multiple Races < < < < < < < <
Students with Disabilities - 8 8 92 < < < <
Students without Disabilities 12 44 56 44 11 44 56 44
Economically Disadvantaged 9 29 37 63 13 22 35 65
Not Economically Disadvantaged 11 45 57 43 5 62 67 33
Military Connected < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10 26 58 84 16 37 48 85 15
Female 23 67 90 10 39 55 94 6 45 52 97 3
Male 21 69 90 10 16 60 77 23 30 45 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 17 50 67 33 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 22 67 89 11 25 62 87 13 42 50 92 8
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 68 91 9 29 62 91 9 42 52 94 6
Economically Disadvantaged 7 71 79 21 11 68 79 21 35 43 78 22
Not Economically Disadvantaged 27 67 93 7 35 52 87 13 38 50 88 13
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 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 10 71 82 18 12 72 85 15
Female 11 69 80 20 12 73 84 16 13 72 85 15
Male 12 60 72 28 9 70 79 21 12 73 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 67 92 8 < < < < < < 100 0
Black 4 49 53 47 5 59 63 37 4 64 68 32
Hispanic - 71 71 29 - 67 67 33 7 67 73 27
White 14 67 81 19 11 74 85 15 13 74 87 13
Multiple Races 6 64 69 31 13 70 83 17 15 76 91 9
Students with Disabilities - 47 47 53 2 38 40 60 9 59 67 33
Students without Disabilities 13 67 80 20 11 75 87 13 13 74 87 13
Economically Disadvantaged 9 58 67 33 8 68 76 24 8 71 80 20
Not Economically Disadvantaged 14 70 83 17 12 74 86 14 15 73 88 12
English Learners < < < < - 60 60 40
Military Connected 10 60 70 30 - 73 73 27 - 72 72 28
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 31 60 91 9 36 59 95 5 22 66 88 12
Female 32 58 90 10 32 58 90 10 16 69 84 16
Male 29 63 92 8 41 59 100 0 31 62 92 8
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 37 54 90 10 37 59 96 4 31 57 89 11
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 15 54 69 31
Students without Disabilities 37 63 100 0 39 59 98 2 24 69 93 7
Economically Disadvantaged 30 48 78 22 29 62 90 10 4 72 76 24
Not Economically Disadvantaged 31 69 100 0 41 57 97 3 36 61 97 3
English Learners < < 100 0 < < 100 0
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 9 72 81 19 12 78 90 10 37 60 97 3
Female 9 71 79 21 18 79 96 4 35 62 97 3
Male 10 73 83 17 4 78 83 17 39 57 96 4
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 11 80 91 9 13 79 92 8 40 58 98 2
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 10 71 81 19 14 83 98 2 38 58 96 4
Economically Disadvantaged 3 69 72 28 4 74 78 22 33 67 100 0
Not Economically Disadvantaged 14 74 89 11 18 82 100 0 39 56 95 5
English Learners < < < < < < < <
Military Connected < < 100 0 < < 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 20 58 78 22 10 64 74 26 9 81 89 11
Female 16 68 84 16 13 62 74 26 10 81 90 10
Male 25 46 71 29 6 68 74 26 8 81 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 26 57 83 17 10 73 82 18 7 84 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 21 58 79 21 11 71 82 18 8 88 96 4
Economically Disadvantaged 11 67 78 22 7 57 63 37 5 73 77 23
Not Economically Disadvantaged 29 50 79 21 13 70 83 18 11 86 97 3
Military Connected < < 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 - 45 45 55 - 46 46 54 - 47 47 53
Female - 73 73 27 - 52 52 48 - 44 44 56
Male - 19 19 81 - 38 38 63 - 50 50 50
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White - 50 50 50 - 50 50 50 - 51 51 49
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 50 50 50 - 50 50 50 - 53 53 47
Economically Disadvantaged - 38 38 62 - 50 50 50 - 38 38 63
Not Economically Disadvantaged - 50 50 50 - 43 43 57 - 56 56 44
English Learners < < < <
Military Connected < < < < < < < <
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 2 61 63 37 6 87 92 8 4 69 73 27
Female - 67 67 33 7 93 100 0 8 60 68 32
Male 4 56 60 40 4 81 85 15 - 79 79 21
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 3 65 68 32 8 88 95 5 3 73 76 24
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 64 67 33 6 90 96 4 4 72 76 24
Economically Disadvantaged 5 41 45 55 5 82 86 14 7 67 73 27
Not Economically Disadvantaged - 79 79 21 6 90 97 3 3 71 74 26
Military Connected < < < < < < 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 4 61 66 34 2 73 76 24 2 89 91 9
Female 6 67 72 28 5 80 85 15 4 96 100 0
Male 3 56 59 41 - 69 69 31 - 79 79 21
American Indian < < 100 0
Asian < < < < < < < <
Black - 36 36 64 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 2 72 74 26 3 78 81 19 3 91 94 6
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 21 21 79 < < < < < < < <
Students without Disabilities 5 71 77 23 3 83 85 15 2 93 95 5
Economically Disadvantaged 6 51 57 43 - 67 67 33 5 84 89 11
Not Economically Disadvantaged 3 71 74 26 4 80 84 16 - 92 92 8
Military Connected < < < < < < 100 0 < < 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 11 83 94 6 6 83 88 12 6 88 94 6
Female 11 82 93 7 7 86 93 7 8 86 95 5
Male 11 84 95 5 4 79 83 17 4 90 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < - 79 79 21
Hispanic < < 100 0 < < 100 0 < < < <
White 13 80 93 7 3 85 87 13 5 95 100 0
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < - 94 94 6
Students without Disabilities 13 80 93 8 6 84 90 10 7 87 94 6
Economically Disadvantaged - 82 82 18 17 78 94 6 2 90 93 7
Not Economically Disadvantaged 17 83 100 0 - 85 85 15 9 87 96 4
Military Connected < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 82 82 18 5 90 95 5 19 69 88 13
Female - 76 76 24 8 85 92 8 < < 100 0
Male - 88 88 13 < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < < <
White - 81 81 19 7 93 100 0 13 73 87 13
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 84 84 16 5 89 95 5 19 69 88 13
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged - 79 79 21 6 88 94 6 14 71 86 14
Military Connected < < 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 < < < < - 75 75 25 < < 100 0
Female < < < < < < < < < < 100 0
Male < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White < < < < - 70 70 30 < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < < < - 75 75 25 < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < < < - 70 70 30 < < 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 12 61 74 26 11 66 77 23 14 69 83 17
Female 12 66 78 22 11 69 80 20 15 69 84 16
Male 13 57 70 30 12 62 74 26 13 68 81 19
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 41 41 59 - 52 52 48 8 46 54 46
Hispanic - 64 64 36 - 80 80 20 < < < <
White 16 64 80 20 13 70 83 17 14 74 88 12
Multiple Races 8 75 83 17 13 50 63 38 24 65 88 12
Students with Disabilities 11 25 36 64 - 32 32 68 4 52 57 43
Students without Disabilities 13 67 80 20 13 71 84 16 15 71 86 14
Economically Disadvantaged 9 51 60 40 8 61 69 31 4 69 73 27
Not Economically Disadvantaged 15 69 84 16 14 69 83 17 21 68 89 11
Military Connected < < < < < < < < < < < <
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 24 51 75 25 14 64 79 21 23 60 82 18
Female 23 55 77 23 15 59 74 26 23 58 81 19
Male 25 46 71 29 13 71 84 16 23 62 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 29 49 78 22 16 67 82 18 23 60 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 25 52 77 23 16 69 85 15 24 63 88 12
Economically Disadvantaged 11 56 67 33 7 60 67 33 5 68 73 27
Not Economically Disadvantaged 36 46 82 18 20 68 88 13 34 54 89 11
Military Connected < < 100 0 < < 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 5 61 66 34 9 60 68 32 6 76 82 18
Female 5 68 73 27 6 67 72 28 4 80 84 16
Male 6 53 58 42 10 55 66 34 8 71 79 21
American Indian < < 100 0
Asian < < < < < < 100 0
Black - 46 46 54 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 6 65 71 29 6 71 77 23 8 83 92 8
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 13 27 73 < < < < < < < <
Students without Disabilities 3 72 75 25 10 64 74 26 7 78 84 16
Economically Disadvantaged 6 44 50 50 9 57 65 35 - 65 65 35
Not Economically Disadvantaged 5 75 80 20 8 63 71 29 10 83 93 7
Military Connected < < < < < < 100 0 < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 71 83 17 10 72 82 18 13 71 83 17
Female 10 80 90 10 8 81 89 11 15 72 87 13
Male 13 67 79 21 13 60 73 27 10 69 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 36 36 64 - 55 55 45 8 54 62 38
Hispanic < < 100 0 < < 100 0 < < < <
White 16 77 93 7 14 74 88 12 10 79 88 12
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 10 40 50 50 < < < < - 64 64 36
Students without Disabilities 12 78 90 10 12 78 90 10 15 72 87 13
Economically Disadvantaged 13 57 70 30 10 67 76 24 6 72 78 22
Not Economically Disadvantaged 11 81 92 8 11 74 85 15 17 70 87 13
Military Connected < < 100 0 < < < < < < < <
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
< = 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 24 52 76 24 28 51 78 22 26 57 84 16
Female 20 58 78 22 35 46 81 19 26 60 87 13
Male 28 46 73 27 21 55 76 24 26 53 80 20
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 11 44 56 44 13 29 42 58 15 40 55 45
Hispanic < < < < 13 56 69 31 17 50 67 33
Native Hawaiian < < < <
White 24 57 82 18 34 52 86 14 30 58 88 12
Multiple Races 33 39 72 28 14 64 79 21 13 80 93 7
Students with Disabilities 3 30 33 67 9 30 39 61 9 45 55 45
Students without Disabilities 27 56 84 16 32 55 87 13 28 59 87 13
Economically Disadvantaged 18 45 63 37 15 53 68 32 19 53 73 27
Not Economically Disadvantaged 29 58 87 13 39 48 88 12 31 60 90 10
English Learners < < < < < < < <
Military Connected < < < < < < < < < < < <
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 49 58 43 15 52 67 33 4 77 81 19
Female 7 56 63 37 18 53 71 29 4 89 93 7
Male 11 41 51 49 14 52 66 34 4 65 69 31
American Indian < < 100 0
Asian < < < < < < 100 0
Black 9 27 36 64 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 4 62 66 34 17 57 73 27 5 78 83 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 8 8 92 < < < < < < < <
Students without Disabilities 10 57 67 33 16 62 78 22 4 83 88 13
Economically Disadvantaged 6 29 35 65 8 50 58 42 - 65 65 35
Not Economically Disadvantaged 11 63 74 26 23 55 77 23 6 85 91 9
Military Connected < < < < < < < < < < 100 0
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 70 70 30 3 54 57 43 - 60 60 40
Female < < < < 5 53 58 42 < < < <
Male < < < < - 56 56 44 < < < <
Black < < < < < < < < < < < <
Hispanic < < < <
Native Hawaiian < < < <
White < < < < 5 70 75 25 < < < <
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 27 27 73 < < < <
Students without Disabilities < < < < 4 67 71 29 < < < <
Economically Disadvantaged < < < < - 50 50 50 - 60 60 40
Not Economically Disadvantaged < < 100 0 8 62 69 31 < < < <
Military Connected < < < <
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 28 58 85 15 27 64 91 9 18 63 81 19
Female 13 73 87 13 36 61 96 4 27 54 81 19
Male 36 48 84 16 19 67 85 15 4 76 80 20
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 26 63 89 11 35 60 95 5 23 67 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 30 64 94 6 29 65 94 6 19 63 81 19
Economically Disadvantaged 22 52 74 26 14 71 86 14 9 59 68 32
Not Economically Disadvantaged 35 65 100 0 35 59 94 6 23 65 88 13
English Learners < < < <
Military Connected < < 100 0 < < 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 44 50 94 6 59 31 90 10 62 34 97 3
Female 41 53 94 6 68 21 89 11 52 42 94 6
Male 47 47 93 7 48 43 91 9 75 25 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 52 43 95 5 62 31 92 8 65 31 96 4
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 48 48 97 3 67 29 95 5 67 33 100 0
Economically Disadvantaged 31 62 93 7 39 39 78 22 57 33 90 10
Not Economically Disadvantaged 54 40 94 6 75 25 100 0 65 35 100 0
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 < < < < < < < <
Female < < < < < < < <
Male < < < <
Asian < < 100 0
Hispanic < < < <
White < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < < < < < < <
Military Connected < < < < < < < <
World History II 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

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

2021-20222022-20232023-2024
Division--1
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten2629
Kindergarten5463
Grade 15959
Grade 25466
Grade 35955
Grade 45263
Grade 56654
Grade 66072
Grade 75463
Grade 84354
Grade 98649
Grade 106478
Grade 117161
Grade 126274
Total Students810840

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

Fall Membership by Subgroups

2023 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 2022-20232023-2024
All Students810840
Female419423
Male391417
American Indian55
Asian1716
Black93100
Hispanic4950
Native Hawaiian11
White573597
Multiple Races7271
Students with Disabilities100117
Students without Disabilities710723
Economically Disadvantaged332317
Not Economically Disadvantaged478523
English Learners615
Not English Learners804825
Homeless1-
Military Connected1724
< = 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 31 36 1 1 0 1
State 50354 39349 1875 907 4438 1716
Female Division 17 10 1 0 0 0
State 27408 17323 610 350 1645 701
Male Division 14 26 0 1 0 1
State 22886 21945 1263 556 2789 1012
Asian Division < < < < 0 <
State 6025 1443 97 16 68 35
Black Division 4 5 1 0 0 1
State 8111 10540 640 225 1119 707
Hispanic Division < < < < 0 <
State 7130 8367 270 133 1858 359
White Division 22 29 0 1 0 0
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division < < < < 0 <
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 7 15 1 1 0 1
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
< = 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 Students706897699900
Female28281002810000
Male424095419800
Asian<<100<10000
Black111091109100
Hispanic<<100<10000
White5251985210000
Multiple Races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged252392249600
English Learners<<100<10000
Homeless<<100<10000
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken2 / .73%13 / 4.59%9 / 3.44%
Advanced Placement Course Enrollment34 / 12.36%13 / 4.59%25 / 9.54%
Dual Enrollment111 / 40.36%93 / 32.86%83 / 31.68%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision694436
State87,31757,08135
FemaleDivision332524
State43,70531,57728
MaleDivision361947
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision553340
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Economically DisadvantagedDivision18<100
State30,33514,98751
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
Students with DisabilitiesDivision--100
State8,1853,54857
English LearnersDivision--100
State6,5793,31950
< = 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
2021-20222022-20232023-2024
NOCTI AssessmentsDivision3--
 State2,5903,8443,577
State LicensuresDivision1--
 State1,2361,5632,069
Industry CertificationDivision5517376
 State95,688100,255101,956
Workplace ReadinessDivision313
 State44,34841,81935,066
Total Credentials EarnedDivision6217479
 State143,862147,481142,668
Students Earning One or More CredentialsDivision567272
 State115,682117,932115,611
CTE CompletersDivision273839
 State45,09446,02848,643
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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

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
2019-2020Division$5,916$7,077$525
State$6,770$5,603$867
2020-2021Division$5,200$7,516$1,097
State$6,669$6,185$1,352
2021-2022Division$5,745$7,860$1,473
State$7,134$6,454$1,936
2022-2023Division$7,063$8,702$1,073
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 Students675123643141670143
Female337713307634268
Male338523136532875
American Indian<<<<<<
Asian201134142
Black901067247817
Hispanic261432143611
Native Hawaiian--<<<<
White480774798048397
Multiple Races552049165514
Students with Disabilities762178308520
Economically Disadvantaged246642467523871
English Learners7393142
Homeless<<<<<<
< = 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 11
Relationship Behaviors without Physical Harm 84
Behaviors of a Safety Concern 38
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 13

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.60.6
Asian2.62.62.12.31.9
Black12.528.911.518.611.9
Hispanic5.35.36146
Native Hawaiian--0.10.1
White70.252.670.755.871.1
Multiple Races8.710.58.99.38.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.60.6
Asian2.62.11.9
Black12.511.511.9
Hispanic5.366
Native Hawaiian0.10.1
White70.210070.771.1
Multiple Races8.78.98.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.60.60.6
Asian2.62.11.9
Black12.511.511.9
Hispanic5.366
Native Hawaiian--0.10.1
White70.270.771.1
Multiple Races8.78.98.5
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 33.236.838.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 61.342.648.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 77.16460.7
< = 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

11.47 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

8.19 : 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
2021-202240%55%3%2%
2022-202335%57%3%5%
2023-202445%51%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%84%79%88%
Asian<100%91%88%
Black66%71%68%88%
Hispanic63%74%68%88%
White84%87%85%88%
Multiple Races84%83%83%88%
Economically Disadvantaged73%76%68%88%
English Learners<46%60%88%
Students with Disabilities42%40%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%80%74%85%
Asian<92%90%85%
Black62%58%61%85%
Hispanic71%69%63%85%
White84%84%81%85%
Multiple Races84%77%77%85%
Economically Disadvantaged73%71%62%85%
English Learners<64%58%85%
Students with Disabilities50%43%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 GroupCurrent Rate
All Students84%
Asian<
Black55%
Hispanic<
White89%
Multiple Races79%
Economically Disadvantaged73%
English Learners<
Students with Disabilities48%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students93%84%84%
Asian<90%84%
Black82%83%84%
Hispanic<83%84%
White96%86%84%
Multiple Races<89%84%
Economically Disadvantaged85%82%84%
English Learners<77%84%
Students with Disabilities73%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%18%12%10%
Asian13%18%10%10%
Black19%23%12%10%
Hispanic26%28%12%10%
White17%16%12%10%
Multiple Races20%22%12%10%
Economically Disadvantaged24%24%13%10%
English Learners19%21%12%10%
Students with Disabilities22%25%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<54%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency1119%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%98%2%
Asian<<<<<<
Black98%2%100%-100%-
Hispanic100%-96%4%<<
White99%1%99%1%98%2%
Multiple Races94%6%94%6%93%7%
Economically Disadvantaged98%2%98%2%97%3%
Not Economically Disadvantaged100%-99%1%100%-
English Learners<<<<<<
Students with Disabilities96%4%96%4%91%9%
Students without Disabilities99%1%99%1%100%-
Female100%-99%1%100%-
Male98%2%98%2%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 GroupGrowth English ReadingGrowth Mathematics
All Students89%93%
Asian<<
Black<<
Hispanic<80%
White91%95%
Multiple Races<<
Economically Disadvantaged81%88%
English Learners<<
Students with Disabilities73%73%

< = 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.

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

West Point Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

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