Williamsburg-James City County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Clara Byrd Baker Elementary	Accredited
D.J. Montague Elementary	Accredited
J. Blaine Blayton Elementary	Accredited
James River Elementary	Accredited
Laurel Lane Elementary	Accredited
Matoaka Elementary	Accredited
Matthew Whaley Elementary	Accredited
Norge Elementary	Accredited
Stonehouse Elementary	Accredited
Middle Schools
Berkeley Middle	Accredited
James Blair Middle	Accredited
Lois Hornsby Middle	Accredited
Toano Middle	Accredited
High Schools
Jamestown High	Accredited
Lafayette High	Accredited
Warhill 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	17	60	77	23	17	60	77	23	16	61	78	22
Female	18	61	79	21	18	61	79	21	18	62	80	20
Male	16	59	76	24	16	59	74	26	15	60	76	24
American Indian	20	40	60	40	10	60	70	30	13	47	60	40
Asian	21	64	85	15	21	61	82	18	23	64	87	13
Black	8	51	59	41	6	52	58	42	6	54	61	39
Hispanic	9	53	62	38	9	53	63	37	9	54	64	36
Native Hawaiian	<	<	100	0	<	<	<	<	25	33	58	42
White	23	65	88	12	23	64	87	13	22	66	88	12
Multiple Races	14	62	76	24	12	59	71	29	14	62	76	24
Students with Disabilities	9	40	48	52	8	37	45	55	7	36	43	57
Students without Disabilities	19	64	83	17	19	64	83	17	18	66	85	15
Economically Disadvantaged	7	53	60	40	7	53	60	40	6	54	60	40
Not Economically Disadvantaged	23	65	88	12	23	63	86	14	22	65	88	12
English Learners	3	23	26	74	2	24	26	74	2	24	27	73
Homeless	3	39	42	58	5	42	47	53	4	38	43	57
Military Connected	17	68	86	14	19	66	85	15	18	68	86	14
Foster Care	<	<	<	<	<	<	<	<	27	36	64	36
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	11	60	71	29	9	61	70	30	13	55	68	32
Female	11	61	72	28	11	61	72	28	13	58	71	29
Male	10	60	70	30	7	61	68	32	12	53	66	34
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	17	63	79	21	5	59	64	36	9	82	91	9
Black	4	43	47	53	3	53	56	44	3	47	50	50
Hispanic	5	46	51	49	5	53	57	43	9	41	50	50
White	16	69	84	16	12	67	79	21	18	62	81	19
Multiple Races	4	70	74	26	10	58	68	33	8	58	66	34
Students with Disabilities	4	45	48	52	1	34	36	64	4	26	30	70
Students without Disabilities	12	64	76	24	11	67	78	22	15	62	76	24
Economically Disadvantaged	3	48	51	49	3	51	54	46	5	45	50	50
Not Economically Disadvantaged	16	69	85	15	12	66	79	21	19	63	81	19
English Learners	-	24	24	76	-	32	32	68	-	26	26	74
Homeless	<	<	<	<	-	46	46	54	-	22	22	78
Military Connected	7	72	80	20	8	73	81	19	19	67	86	14
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	16	58	74	26	21	58	79	21	16	62	78	22
Female	17	60	76	24	22	58	80	20	17	63	81	19
Male	15	57	72	28	20	58	78	22	15	60	75	25
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	24	57	81	19	27	54	81	19	23	59	82	18
Black	7	50	57	43	4	58	62	38	4	56	61	39
Hispanic	8	53	61	39	10	53	63	37	7	59	66	34
White	21	64	85	15	29	59	89	11	22	64	87	13
Multiple Races	14	54	68	32	19	59	78	22	14	63	78	22
Students with Disabilities	10	41	52	48	8	43	51	49	6	39	45	55
Students without Disabilities	17	62	78	22	24	61	85	15	18	68	86	14
Economically Disadvantaged	7	49	57	43	8	54	62	38	7	56	63	37
Not Economically Disadvantaged	22	65	87	13	29	60	90	10	20	65	85	15
English Learners	-	28	28	72	2	36	38	63	2	41	43	57
Homeless	<	<	<	<	<	<	<	<	7	41	48	52
Military Connected	17	67	84	16	28	62	90	10	17	69	86	14
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	12	63	75	25	11	64	75	25	13	64	77	23
Female	15	62	78	22	10	66	76	24	16	63	79	21
Male	10	63	73	27	13	62	75	25	11	65	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	27	59	86	14	12	68	80	20	13	74	87	13
Black	2	49	51	49	3	52	55	45	3	53	56	44
Hispanic	7	57	63	37	3	61	64	36	5	57	62	38
Native Hawaiian					<	<	<	<
White	17	69	86	14	17	69	86	14	19	68	87	13
Multiple Races	11	62	73	27	10	61	71	29	14	67	80	20
Students with Disabilities	6	37	43	57	6	37	43	57	3	41	44	56
Students without Disabilities	14	68	81	19	13	70	83	17	15	69	85	15
Economically Disadvantaged	4	52	56	44	4	55	58	42	3	55	58	42
Not Economically Disadvantaged	18	70	88	12	16	70	86	14	18	69	87	13
English Learners	2	27	30	70	-	30	30	70	-	20	20	80
Homeless	-	42	42	58	-	53	53	47	-	47	47	53
Military Connected	16	68	83	17	8	79	87	13	16	63	79	21
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	17	59	76	24	16	55	72	28	16	59	74	26
Female	17	59	75	25	18	58	75	25	16	59	76	24
Male	17	59	76	24	15	54	68	32	15	58	73	27
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	26	47	74	26	26	70	96	4	24	56	80	20
Black	9	48	57	43	4	43	46	54	9	43	52	48
Hispanic	8	54	61	39	11	48	59	41	6	57	63	37
White	21	66	87	13	22	62	84	16	20	66	86	14
Multiple Races	18	54	72	28	12	52	64	36	16	55	71	29
Students with Disabilities	10	41	51	49	10	29	39	61	7	36	43	57
Students without Disabilities	18	62	81	19	18	61	78	22	18	64	82	18
Economically Disadvantaged	8	54	61	39	5	48	53	47	6	48	54	46
Not Economically Disadvantaged	24	63	87	13	24	60	84	16	21	64	86	14
English Learners	4	8	12	88	5	21	26	74	3	13	16	84
Homeless	8	46	54	46	4	48	52	48	5	40	45	55
Military Connected	16	71	87	13	19	62	81	19	15	68	83	17
Foster Care	<	<	100	0	<	<	<	<
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	17	61	78	22	14	63	77	23	15	63	78	22
Female	19	61	81	19	14	65	79	21	18	63	82	18
Male	15	60	75	25	14	61	75	25	13	63	76	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	9	81	91	9	33	48	81	19	26	70	96	4
Black	7	52	59	41	9	56	65	35	6	53	59	41
Hispanic	7	52	59	41	4	54	58	42	10	58	68	32
Native Hawaiian					<	<	<	<
White	23	65	88	12	18	68	86	14	20	68	88	12
Multiple Races	12	57	69	31	8	66	75	25	11	63	75	25
Students with Disabilities	5	39	45	55	13	39	52	48	7	39	46	54
Students without Disabilities	19	65	84	16	14	67	81	19	17	68	85	15
Economically Disadvantaged	6	56	62	38	8	54	62	38	4	57	61	39
Not Economically Disadvantaged	23	63	86	14	18	69	87	13	21	67	88	12
English Learners	2	24	27	73	3	3	6	94	5	23	28	73
Homeless	-	33	33	67	5	11	16	84	4	50	54	46
Military Connected	15	69	84	16	15	72	86	14	21	64	85	15
Foster Care	<	<	<	<	<	<	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	16	62	79	21	17	61	78	22	15	65	80	20
Female	17	63	80	20	18	63	81	19	15	67	83	17
Male	16	62	77	23	16	59	75	25	15	62	77	23
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	14	76	90	10	15	67	82	18	22	61	83	17
Black	11	55	66	34	9	48	57	43	7	56	63	37
Hispanic	11	53	64	36	8	49	57	43	10	57	67	33
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	20	65	86	14	22	67	89	11	19	70	89	11
Multiple Races	16	67	84	16	10	56	65	35	14	66	79	21
Students with Disabilities	12	29	41	59	9	32	41	59	9	34	44	56
Students without Disabilities	17	68	85	15	18	65	83	17	16	70	86	14
Economically Disadvantaged	8	55	63	37	6	55	61	39	7	56	63	37
Not Economically Disadvantaged	22	67	90	10	23	64	87	13	20	70	90	10
English Learners	8	16	24	76	-	20	20	80	3	19	22	78
Homeless	7	36	43	57	6	50	56	44	9	32	41	59
Military Connected	19	70	89	11	22	61	83	17	13	79	92	8
Foster Care	<	<	100	0	<	<	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	30	59	88	12	29	56	85	15	26	61	87	13
Female	28	63	91	9	30	57	88	12	27	62	89	11
Male	31	54	85	15	27	56	82	18	25	60	85	15
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	38	50	88	13	29	61	89	11	40	55	95	5
Black	13	61	75	25	13	54	67	33	12	72	84	16
Hispanic	20	54	74	26	23	56	79	21	16	51	67	33
Native Hawaiian					<	<	100	0	<	<	100	0
White	37	58	95	5	36	57	93	7	33	61	94	6
Multiple Races	23	69	92	8	19	56	76	24	21	61	83	17
Students with Disabilities	14	48	63	38	13	42	55	45	15	39	54	46
Students without Disabilities	32	60	92	8	31	59	90	10	28	64	91	9
Economically Disadvantaged	13	61	75	25	15	57	72	28	13	61	74	26
Not Economically Disadvantaged	36	57	94	6	35	56	91	9	31	61	92	8
English Learners	10	23	33	67	5	10	14	86	4	21	25	75
Homeless	<	<	<	<	17	44	61	39	5	37	42	58
Military Connected	31	63	93	7	36	51	87	13	24	70	93	7
Foster Care					<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	12	63	75	25	12	65	76	24
Female	9	63	72	28	11	64	75	25	10	66	76	24
Male	11	61	73	27	13	62	75	25	13	63	77	23
American Indian	13	57	70	30	5	68	74	26	7	40	47	53
Asian	20	65	86	14	23	63	85	15	22	66	88	12
Black	4	48	51	49	3	51	54	46	3	54	57	43
Hispanic	5	51	55	45	4	57	61	39	4	59	63	37
Native Hawaiian	<	<	<	<	-	75	75	25	15	38	54	46
White	14	70	84	16	17	69	86	14	17	70	87	13
Multiple Races	8	63	71	29	10	66	75	25	11	66	76	24
Students with Disabilities	4	40	44	56	4	40	44	56	4	40	44	56
Students without Disabilities	11	66	77	23	13	68	81	19	13	70	83	17
Economically Disadvantaged	3	52	55	45	4	55	59	41	4	56	60	40
Not Economically Disadvantaged	15	69	84	16	17	68	85	15	16	70	86	14
English Learners	2	31	33	67	2	40	42	58	1	44	45	55
Homeless	1	26	27	73	1	46	48	52	1	38	39	61
Military Connected	10	73	83	17	13	73	85	15	13	73	86	14
Foster Care	<	<	<	<	20	40	60	40	17	58	75	25
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	13	61	74	26	13	63	76	24	14	59	74	26
Female	10	60	70	30	12	62	75	25	11	60	71	29
Male	17	61	78	22	14	63	78	22	18	59	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	23	62	85	15	21	54	75	25	33	50	83	17
Black	4	42	46	54	3	50	54	46	3	48	51	49
Hispanic	7	52	59	41	2	64	65	35	7	46	54	46
White	19	68	87	13	20	67	87	13	21	67	88	12
Multiple Races	6	68	74	26	13	65	77	23	10	65	75	25
Students with Disabilities	7	42	49	51	2	36	38	62	4	29	33	67
Students without Disabilities	15	65	79	21	16	69	84	16	16	66	82	18
Economically Disadvantaged	4	50	54	46	3	60	62	38	5	52	57	43
Not Economically Disadvantaged	20	68	88	12	19	65	84	16	21	65	86	14
English Learners	2	31	32	68	2	46	48	52	1	43	44	56
Homeless	<	<	<	<	-	50	50	50	-	30	30	70
Military Connected	13	68	81	19	11	74	85	15	14	75	89	11
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	53	71	29	22	56	79	21	16	62	78	22
Female	15	54	68	32	20	57	77	23	12	67	79	21
Male	21	52	74	26	24	55	80	20	20	57	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	29	54	83	17	35	54	88	12	23	54	77	23
Black	5	39	44	56	5	49	54	46	5	57	62	38
Hispanic	6	48	54	46	10	53	63	37	3	65	68	32
White	25	61	86	14	31	58	90	10	24	63	87	13
Multiple Races	18	47	65	35	19	63	82	18	17	63	79	21
Students with Disabilities	5	39	44	56	6	41	47	53	4	39	43	57
Students without Disabilities	21	56	76	24	26	60	86	14	20	68	87	13
Economically Disadvantaged	6	44	51	49	7	54	60	40	5	58	63	37
Not Economically Disadvantaged	26	59	85	15	33	58	90	10	22	64	86	14
English Learners	2	33	35	65	2	39	41	59	2	44	45	55
Homeless	-	30	30	70	<	<	<	<	3	43	47	53
Military Connected	16	67	83	17	24	64	87	13	16	76	91	9
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	7	60	67	33	7	62	68	32	9	65	74	26
Female	8	58	66	34	6	61	67	33	8	64	72	28
Male	7	62	68	32	7	62	69	31	10	66	76	24
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	21	58	79	21	21	58	79	21	24	62	86	14
Black	2	44	46	54	1	37	38	62	2	51	53	47
Hispanic	2	51	53	47	2	62	63	37	6	55	61	39
Native Hawaiian					<	<	<	<
White	10	70	80	20	9	72	81	19	13	74	87	13
Multiple Races	6	57	62	38	9	58	67	33	8	69	77	23
Students with Disabilities	3	30	33	67	1	35	36	64	3	45	48	52
Students without Disabilities	8	66	75	25	8	68	76	24	11	71	82	18
Economically Disadvantaged	2	48	50	50	3	45	48	52	5	56	61	39
Not Economically Disadvantaged	11	70	81	19	9	74	83	17	12	72	84	16
English Learners	-	27	27	73	-	40	40	60	-	23	23	77
Homeless	-	15	15	85	-	44	44	56	5	21	26	74
Military Connected	9	74	83	17	9	78	87	13	13	62	75	25
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	12	61	72	28	13	58	71	29	14	52	66	34
Female	11	61	73	28	12	58	70	30	12	52	64	36
Male	12	60	72	28	13	59	72	28	16	53	69	31
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	20	60	80	20	36	52	88	12	16	53	68	32
Black	6	39	45	55	3	47	49	51	3	40	43	57
Hispanic	3	54	57	43	5	47	52	48	1	48	48	52
White	16	70	86	14	17	66	83	17	24	57	81	19
Multiple Races	5	62	68	32	12	59	72	28	11	62	73	27
Students with Disabilities	5	43	48	52	5	35	40	60	4	31	35	65
Students without Disabilities	13	64	77	23	14	63	77	23	17	58	75	25
Economically Disadvantaged	3	52	56	44	5	48	53	47	3	44	47	53
Not Economically Disadvantaged	18	67	84	16	17	65	82	18	21	58	80	20
English Learners	-	27	27	73	2	27	29	71	2	22	24	76
Homeless	-	22	22	78	-	44	44	56	-	20	20	80
Military Connected	12	68	80	20	13	67	80	20	16	65	81	19
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	11	51	62	38	12	56	68	32	11	64	75	25
Female	9	56	65	35	10	59	69	31	10	67	77	23
Male	12	47	59	41	14	54	68	32	12	61	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	13	70	83	17	7	64	71	29	35	57	91	9
Black	3	40	43	58	6	42	48	52	2	55	57	43
Hispanic	4	34	38	62	4	56	60	40	4	62	66	34
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	16	62	78	22	19	61	80	20	16	69	85	15
Multiple Races	9	51	60	40	4	60	64	36	9	67	75	25
Students with Disabilities	3	31	34	66	5	40	45	55	5	38	43	57
Students without Disabilities	13	57	69	31	14	60	74	26	13	69	82	18
Economically Disadvantaged	2	43	45	55	3	52	54	46	3	55	59	41
Not Economically Disadvantaged	17	58	75	25	21	60	81	19	16	69	85	15
English Learners	-	31	31	69	-	34	34	66	2	44	46	54
Homeless	-	20	20	80	-	18	18	82	-	34	34	66
Military Connected	5	72	78	22	17	67	84	16	11	71	82	18
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	2	58	60	40	4	64	68	32	5	63	68	32
Female	2	61	63	37	5	66	70	30	4	66	70	30
Male	2	56	58	42	3	62	65	35	5	60	66	34
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	9	74	83	17	5	75	80	20	6	83	89	11
Black	-	45	45	55	2	47	48	52	2	44	46	54
Hispanic	-	39	39	61	3	50	53	47	2	51	53	47
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	4	70	74	26	6	73	80	20	6	77	83	17
Multiple Races	-	56	56	44	-	68	68	32	6	55	61	39
Students with Disabilities	1	33	34	66	3	35	38	62	3	31	34	66
Students without Disabilities	2	64	66	34	4	70	74	26	5	71	76	24
Economically Disadvantaged	1	42	43	57	1	52	53	47	2	48	50	50
Not Economically Disadvantaged	3	73	76	24	7	73	80	20	7	75	82	18
English Learners	-	19	19	81	-	26	26	74	-	20	20	80
Homeless	-	21	21	79	-	47	47	53	-	10	10	90
Military Connected	2	77	78	22	4	67	71	29	8	75	84	16
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	9	72	82	18	9	70	79	21	11	74	85	15
Female	10	74	84	16	9	74	82	18	13	74	87	13
Male	8	71	80	20	10	66	76	24	10	74	84	16
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	19	73	92	8	25	67	92	8	24	76	100	0
Black	4	72	76	24	1	68	69	31	4	73	77	23
Hispanic	7	59	66	34	3	62	65	35	4	75	79	21
Native Hawaiian					<	<	<	<	<	<	100	0
White	11	75	86	14	14	73	88	12	17	74	90	10
Multiple Races	9	78	88	12	3	75	78	22	10	74	84	16
Students with Disabilities	1	57	58	42	1	59	60	40	2	62	65	35
Students without Disabilities	11	74	85	15	11	72	82	18	13	75	88	12
Economically Disadvantaged	3	68	71	29	3	65	69	31	3	72	75	25
Not Economically Disadvantaged	13	75	88	12	13	73	86	14	17	74	91	9
English Learners	5	44	49	51	1	53	54	46	1	76	77	23
Homeless	8	31	38	62	3	53	56	44	-	83	83	17
Military Connected	8	84	92	8	9	82	90	10	17	75	92	8
Foster Care	<	<	<	<	<	<	<	<	<	<	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	9	73	81	19	10	78	88	12	8	76	85	15
Female	9	74	82	18	11	78	89	11	6	80	85	15
Male	9	72	81	19	10	77	87	13	11	73	84	16
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	29	67	95	5	6	88	94	6	10	90	100	0
Black	2	62	64	36	2	74	75	25	-	64	64	36
Hispanic	6	71	77	23	4	70	74	26	4	67	71	29
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	9	75	84	16	13	79	92	8	11	80	91	9
Multiple Races	11	71	83	17	10	77	87	13	3	71	74	26
Students with Disabilities	-	58	58	42	-	65	65	35	-	57	57	43
Students without Disabilities	9	73	83	17	10	78	88	12	9	77	86	14
Economically Disadvantaged	4	67	71	29	2	76	78	22	1	60	61	39
Not Economically Disadvantaged	11	75	85	15	13	78	91	9	10	81	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	8	72	80	20	8	85	93	7	5	86	91	9
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	8	82	90	10	20	72	92	8	19	78	96	4
Female	6	80	86	14	23	71	94	6	20	75	95	5
Male	10	83	93	7	18	73	91	9	18	79	97	3
American Indian	<	<	100	0
Asian	<	<	100	0	40	60	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	7	60	67	33	9	82	91	9	<	<	100	0
White	9	83	91	9	19	72	92	8	16	80	96	4
Multiple Races	8	85	92	8	20	80	100	0	38	63	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	100	0
Students without Disabilities	8	82	90	10	21	72	93	7	19	77	96	4
Economically Disadvantaged	-	76	76	24	10	75	85	15	9	82	91	9
Not Economically Disadvantaged	9	83	92	8	21	72	93	7	19	77	97	3
English Learners					<	<	<	<
Homeless	<	<	100	0	<	<	100	0
Military Connected	18	65	82	18	11	79	89	11	30	70	100	0
Foster Care					<	<	<	<
< = 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	59	71	29	13	59	72	28	13	62	75	25
Female	11	60	71	29	10	61	72	28	11	62	73	27
Male	14	57	71	29	15	57	73	27	15	61	76	24
American Indian	13	53	67	33	-	70	70	30	10	40	50	50
Asian	20	62	81	19	14	66	80	20	18	68	85	15
Black	4	42	46	54	5	44	49	51	4	50	54	46
Hispanic	6	49	55	45	5	50	54	46	7	48	55	45
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	16	66	82	18	18	66	84	16	18	69	87	13
Multiple Races	10	60	70	30	13	63	76	24	13	61	74	26
Students with Disabilities	7	33	40	60	6	35	40	60	6	39	45	55
Students without Disabilities	13	63	76	24	14	63	77	23	14	65	80	20
Economically Disadvantaged	5	46	51	49	5	48	52	48	5	53	58	42
Not Economically Disadvantaged	16	66	83	17	18	66	84	16	18	66	84	16
English Learners	4	14	18	82	2	19	21	79	1	19	20	80
Homeless	2	24	25	75	3	32	35	65	3	27	30	70
Military Connected	12	70	82	18	13	68	81	19	15	64	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	17	47	64	36	18	51	69	31	24	51	75	25
Female	19	46	64	36	14	51	65	35	21	50	71	29
Male	16	49	65	35	22	51	73	27	26	52	78	22
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	22	43	65	35	21	58	79	21	24	56	80	20
Black	3	33	36	64	7	37	44	56	6	41	48	52
Hispanic	6	44	51	49	5	48	53	47	13	45	58	42
Native Hawaiian					<	<	<	<
White	25	53	79	21	26	56	81	19	34	54	88	12
Multiple Races	14	45	59	41	15	54	69	31	17	62	79	21
Students with Disabilities	8	26	34	66	5	36	40	60	10	34	44	56
Students without Disabilities	19	51	70	30	21	54	75	25	27	55	82	18
Economically Disadvantaged	6	37	43	57	8	40	48	52	8	49	57	43
Not Economically Disadvantaged	25	54	79	21	24	58	82	18	32	53	85	15
English Learners	2	15	17	83	-	29	29	71	-	16	16	84
Homeless	-	23	23	77	-	40	40	60	10	24	33	67
Military Connected	18	63	80	20	20	59	79	21	29	45	74	26
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	11	60	71	29	13	57	71	29	13	61	73	27
Female	9	61	70	30	9	62	71	29	11	63	74	26
Male	13	60	73	27	17	53	70	30	14	59	73	27
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	21	69	90	10	6	74	79	21	29	54	83	17
Black	7	44	51	49	6	39	45	55	4	47	51	49
Hispanic	5	43	49	51	6	39	45	55	7	48	55	45
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	14	69	83	17	18	66	84	16	17	70	86	14
Multiple Races	9	69	78	22	16	53	69	31	9	61	71	29
Students with Disabilities	7	31	38	62	6	30	36	64	6	37	43	57
Students without Disabilities	11	65	77	23	15	62	76	24	14	65	79	21
Economically Disadvantaged	5	46	51	49	5	44	48	52	5	52	57	43
Not Economically Disadvantaged	15	71	86	14	18	65	83	17	18	66	84	16
English Learners	5	16	20	80	-	11	11	89	-	22	22	78
Homeless	6	24	29	71	7	27	33	67	-	25	25	75
Military Connected	6	78	84	16	15	62	77	23	13	70	84	16
Foster Care	<	<	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	10	64	74	26	12	65	76	24	8	73	81	19
Female	8	67	75	25	11	68	79	21	8	74	81	19
Male	13	61	73	27	12	62	74	26	9	72	81	19
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	19	67	86	14	9	77	86	14	9	82	91	9
Black	1	53	53	47	4	52	56	44	4	63	67	33
Hispanic	6	51	57	43	4	58	62	38	4	62	65	35
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	14	71	85	15	17	69	86	14	10	80	90	10
Multiple Races	9	62	71	29	10	71	81	19	14	62	76	24
Students with Disabilities	2	37	39	61	6	41	47	53	1	47	48	52
Students without Disabilities	12	68	79	21	12	68	80	20	9	76	85	15
Economically Disadvantaged	4	52	57	43	3	56	60	40	4	62	66	34
Not Economically Disadvantaged	14	70	84	16	16	70	85	15	10	78	88	12
English Learners	-	12	12	88	4	19	23	77	4	25	29	71
Homeless	-	20	20	80	-	44	44	56	-	33	33	67
Military Connected	16	72	88	12	9	77	86	14	7	77	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	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	11	58	68	32	18	43	61	39	7	26	33	67
Female	<	<	<	<	<	<	<	<	6	13	19	81
Male	18	64	82	18	16	42	58	42	9	45	55	45
American Indian					<	<	100	0
Asian					<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	9	73	82	18	31	38	69	31	8	42	50	50
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	11	58	68	32	19	44	63	37	8	27	35	65
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	17	50	67	33	25	50	75	25	9	27	36	64
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	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	8	65	73	27	5	66	71	29	6	58	64	36
Female	4	68	72	28	3	66	69	31	4	58	61	39
Male	10	63	73	27	7	67	74	26	8	59	67	33
American Indian					<	<	<	<	<	<	<	<
Asian	<	<	<	<	26	53	79	21	8	83	92	8
Black	-	39	39	61	2	46	48	52	3	42	44	56
Hispanic	4	65	69	31	1	52	53	47	2	34	36	64
Native Hawaiian	<	<	100	0	<	<	<	<
White	11	72	83	17	6	78	84	16	9	74	82	18
Multiple Races	7	64	70	30	9	78	87	13	6	63	69	31
Students with Disabilities	3	42	45	55	-	32	32	68	4	35	39	61
Students without Disabilities	8	69	77	23	6	72	77	23	6	62	68	32
Economically Disadvantaged	4	51	55	45	2	52	54	46	2	44	46	54
Not Economically Disadvantaged	9	73	83	17	7	77	84	16	9	67	76	24
English Learners	-	14	14	86	-	10	10	90	-	12	12	88
Homeless	<	<	<	<	-	14	14	86	-	29	29	71
Military Connected	5	73	77	23	4	77	81	19	3	68	70	30
Foster Care					<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	46	69	31	22	48	70	30	23	48	71	29
Female	20	48	68	32	21	47	68	32	20	50	70	30
Male	27	44	71	29	23	49	72	28	26	47	72	28
American Indian	25	50	75	25	<	<	<	<	<	<	<	<
Asian	40	46	86	14	33	55	88	12	36	48	84	16
Black	11	38	49	51	11	40	51	49	10	42	52	48
Hispanic	12	41	53	47	10	41	51	49	9	44	54	46
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	30	49	80	20	30	53	83	17	31	52	83	17
Multiple Races	21	50	70	30	20	47	67	33	23	46	69	31
Students with Disabilities	7	27	35	65	6	32	38	62	8	30	37	63
Students without Disabilities	26	49	75	25	25	51	76	24	25	52	77	23
Economically Disadvantaged	10	40	50	50	9	43	52	48	10	43	53	47
Not Economically Disadvantaged	32	50	82	18	31	51	82	18	30	51	81	19
English Learners	3	18	21	79	1	25	26	74	-	25	25	75
Homeless	3	27	30	70	2	37	38	62	4	26	30	70
Military Connected	29	54	82	18	29	55	84	16	27	53	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	1	44	45	55	3	32	35	65	1	26	27	73
Female	3	33	36	64	3	31	34	66	1	25	26	74
Male	-	52	52	48	3	33	37	63	1	25	27	73
American Indian					<	<	<	<
Asian					<	<	<	<	<	<	<	<
Black	-	20	20	80	-	34	34	66	-	33	33	67
Hispanic	-	19	19	81	-	15	15	85	-	14	14	86
Native Hawaiian					<	<	100	0
White	3	65	68	33	7	41	48	52	2	37	39	61
Multiple Races	<	<	<	<	8	23	31	69	8	8	17	83
Students with Disabilities	-	8	8	92	-	8	8	92	-	17	17	83
Students without Disabilities	1	50	51	49	4	41	45	55	2	28	29	71
Economically Disadvantaged	-	20	20	80	-	28	28	72	1	22	23	77
Not Economically Disadvantaged	2	62	64	36	8	38	46	54	2	30	32	68
English Learners	-	-	-	100	-	27	27	73	-	3	3	97
Homeless	<	<	<	<	<	<	<	<	-	18	18	82
Military Connected	10	80	90	10	<	<	<	<	-	20	20	80
Foster Care					<	<	<	<	<	<	100	0
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	7	59	66	34	4	60	64	36	5	55	61	39
Female	4	64	68	32	3	58	60	40	5	56	62	38
Male	10	54	64	36	6	61	67	33	6	54	60	40
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	100	0	27	55	82	18	<	<	<	<
Black	2	47	48	52	1	45	47	53	1	42	43	57
Hispanic	10	50	60	40	1	47	49	51	2	36	38	62
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	8	65	73	27	6	74	81	19	8	65	74	26
Multiple Races	3	55	58	42	-	48	48	52	6	61	67	33
Students with Disabilities	7	28	34	66	-	32	32	68	4	27	31	69
Students without Disabilities	7	65	73	27	5	67	72	28	6	60	65	35
Economically Disadvantaged	4	48	52	48	3	48	51	49	6	38	44	56
Not Economically Disadvantaged	10	67	77	23	6	72	77	23	5	69	74	26
English Learners	-	40	40	60	-	27	27	73	-	15	15	85
Homeless	<	<	<	<	-	41	41	59	-	25	25	75
Military Connected	6	75	81	19	5	82	87	13	6	69	75	25
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	11	53	64	36	13	52	65	35	11	60	71	29
Female	6	50	56	44	10	49	59	41	6	60	66	34
Male	16	54	70	30	16	55	72	28	16	59	75	25
American Indian	<	<	<	<	<	<	<	<
Asian	12	71	82	18	17	70	87	13	9	64	73	27
Black	-	30	30	70	11	32	43	57	1	49	50	50
Hispanic	11	40	51	49	5	30	35	65	3	44	48	52
Native Hawaiian	<	<	<	<	<	<	<	<
White	14	58	72	28	15	60	75	25	15	67	82	18
Multiple Races	11	54	66	34	13	62	75	25	12	38	50	50
Students with Disabilities	8	29	37	63	6	30	36	64	3	50	53	47
Students without Disabilities	12	54	66	34	13	53	66	34	12	60	72	28
Economically Disadvantaged	4	41	45	55	4	38	42	58	-	40	40	60
Not Economically Disadvantaged	14	57	72	28	17	58	75	25	14	65	79	21
English Learners	<	<	<	<	-	14	14	86	-	9	9	91
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	16	44	60	40	16	58	74	26	7	59	66	34
Foster Care					<	<	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	3	48	51	49	1	52	53	47	1	53	53	47
Female	1	51	52	48	1	47	48	52	-	55	55	45
Male	5	45	50	50	1	57	58	42	1	50	51	49
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	29	29	71	-	42	42	58	-	32	32	68
Hispanic	2	34	36	64	1	30	31	69	-	38	38	63
Native Hawaiian					<	<	<	<	<	<	100	0
White	5	65	70	30	1	72	73	27	2	79	80	20
Multiple Races	6	50	56	44	4	42	46	54	-	60	60	40
Students with Disabilities	-	14	14	86	2	22	24	76	-	22	22	78
Students without Disabilities	4	55	59	41	1	57	58	42	1	63	63	37
Economically Disadvantaged	-	33	33	67	-	37	37	63	-	42	42	58
Not Economically Disadvantaged	7	64	71	29	2	66	68	32	1	61	62	38
English Learners	-	10	10	90	-	15	15	85	-	26	26	74
Homeless	<	<	<	<	-	15	15	85	-	17	17	83
Military Connected	6	72	78	22	-	85	85	15	6	61	67	33
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	36	43	79	21	35	47	82	18	34	47	82	18
Female	32	47	78	22	36	48	84	16	33	48	81	19
Male	40	40	79	21	34	45	80	20	35	47	82	18
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	66	24	90	10	29	61	89	11	61	39	100	0
Black	19	48	67	33	19	45	64	36	17	46	63	37
Hispanic	16	39	55	45	17	56	73	27	17	59	76	24
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	47	42	89	11	44	45	90	10	43	47	89	11
Multiple Races	30	49	80	20	31	45	76	24	35	45	80	20
Students with Disabilities	6	32	38	62	7	39	47	53	8	35	43	57
Students without Disabilities	40	45	85	15	39	48	87	13	38	49	88	12
Economically Disadvantaged	17	44	61	39	16	49	66	34	17	51	68	32
Not Economically Disadvantaged	48	43	91	9	46	46	91	9	44	45	90	10
English Learners	6	10	16	84	-	14	14	86	-	31	31	69
Homeless	8	25	33	67	-	62	62	38	14	36	50	50
Military Connected	39	54	93	7	42	47	89	11	35	59	94	6
Foster Care	<	<	100	0	<	<	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	34	38	73	27	36	42	78	22	35	42	77	23
Female	30	40	70	30	36	42	78	22	31	46	77	23
Male	38	37	76	24	37	42	79	21	39	38	77	23
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	45	45	90	10	64	32	95	5	60	30	90	10
Black	17	33	50	50	16	38	54	46	18	40	58	42
Hispanic	18	47	65	35	21	48	69	31	19	52	70	30
Native Hawaiian	<	<	100	0	<	<	<	<
White	45	37	82	18	46	43	89	11	45	39	85	15
Multiple Races	27	46	73	27	29	42	71	29	29	47	77	23
Students with Disabilities	13	29	42	58	11	36	47	53	13	27	40	60
Students without Disabilities	38	40	78	22	42	43	85	15	41	46	86	14
Economically Disadvantaged	15	36	50	50	15	46	61	39	16	46	62	38
Not Economically Disadvantaged	47	40	87	13	49	40	89	11	44	40	84	16
English Learners	4	43	48	52	3	53	56	44	-	56	56	44
Homeless	<	<	<	<	<	<	<	<	8	35	42	58
Military Connected	42	45	87	13	43	42	86	14	43	41	84	16
Foster Care	<	<	<	<					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	25	29	68
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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	304	334	370
Kindergarten	763	786	733
Grade 1	724	846	824
Grade 2	803	779	850
Grade 3	772	814	780
Grade 4	784	825	834
Grade 5	879	822	832
Grade 6	836	922	835
Grade 7	851	870	961
Grade 8	898	874	896
Grade 9	1,015	1,036	957
Grade 10	932	991	992
Grade 11	833	886	928
Grade 12	928	857	902
Total Students	11,322	11,642	11,694

< = 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	2021-2022	2022-2023	2023-2024
All Students	11322	11642	11694
Female	5477	5566	5582
Male	5836	6064	6099
American Indian	34	33	34
Asian	300	327	313
Black	2039	2095	2115
Hispanic	1694	1773	1898
Native Hawaiian	15	17	20
White	6224	6330	6249
Multiple Races	1016	1067	1065
Students with Disabilities	1816	1857	2048
Students without Disabilities	9506	9785	9646
Economically Disadvantaged	4000	4081	4085
Not Economically Disadvantaged	7322	7561	7609
English Learners	717	836	880
Not English Learners	10605	10806	10814
Homeless	145	162	263
Military Connected	1313	1368	1351
Foster Care	22	11	21
< = 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	493	395	20	27	16	2
	State	50340	39360	1868	906	4434	1716
Female	Division	270	174	9	15	6	0
	State	27397	17331	608	349	1644	700
Male	Division	222	218	11	12	10	2
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	21	5	0	1	0	0
	State	6021	1445	96	16	68	37
Black	Division	49	95	11	5	1	0
	State	8112	10542	637	224	1119	708
Hispanic	Division	68	65	4	2	11	0
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	322	192	5	15	3	0
	State	25863	16576	761	464	1211	504
Multiple Races	Division	32	31	0	4	1	2
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	22	88	20	2	1	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	80	173	12	20	9	2
	State	12777	21116	1106	493	2351	1207
English Learners	Division	9	21	3	0	6	0
	State	1583	4218	262	26	1426	145
Homeless	Division	2	16	1	3	5	0
	State	197	697	48	28	170	78
Military Connected	Division	53	31	1	0	0	0
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	0	<
	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	953	908	95	935	98	16	2
Female	474	453	96	468	99	6	1
Male	475	451	95	463	98	10	2
American Indian	<	<	100	<	100	0	0
Asian	27	26	96	27	100	0	0
Black	161	155	96	160	99	1	1
Hispanic	150	137	91	139	93	11	7
Native Hawaiian	<	<	100	<	100	0	0
White	537	519	97	534	99	3	1
Multiple Races	70	63	90	67	96	1	1
Students with Disabilities	133	130	98	132	99	1	1
Economically Disadvantaged	296	265	90	285	96	9	3
English Learners	39	33	85	33	85	6	15
Homeless	27	19	70	22	82	5	19
Military Connected	85	85	100	85	100	0	0
Foster Care	<	<	<	<	<	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	623 / 16.8%	561 / 14.88%	837 / 22.15%
Advanced Placement Course Enrollment	1,341 / 36.17%	1,189 / 31.54%	1,238 / 32.76%
Dual Enrollment	174 / 4.69%	111 / 2.94%	109 / 2.88%
Governor's School Enrollment	29 / .78%	32 / .85%	30 / .79%
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	898	600	33
	State	87,317	57,081	35
Female	Division	450	327	27
	State	43,705	31,577	28
Male	Division	448	273	39
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	28	25	11
	State	6,741	5,862	13
Black	Division	141	74	48
	State	18,624	10,601	43
Hispanic	Division	100	50	50
	State	12,110	6,622	45
White	Division	566	408	28
	State	45,098	30,844	32
Multiple Races	Division	62	43	31
	State	4,380	2,929	33
Students with Disabilities	Division	82	39	52
	State	8,185	3,548	57
Economically Disadvantaged	Division	203	90	56
	State	30,335	14,987	51
English Learners	Division	36	13	64
	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	59	71	67
	State	2,590	3,844	3,577
State Licensures	Division	1	-	5
	State	1,236	1,563	2,069
Industry Certification	Division	1,139	1,236	1,223
	State	95,688	100,255	101,956
Workplace Readiness	Division	597	600	526
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,796	1,907	1,821
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,466	1,542	1,482
	State	115,682	117,932	115,611
CTE Completers	Division	252	271	343
	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	64.5	64.7	64.2

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	$7,624	$4,316	$512
	State	$6,770	$5,603	$867
2020-2021	Division	$7,730	$5,055	$956
	State	$6,669	$6,185	$1,352
2021-2022	Division	$7,851	$5,219	$1,734
	State	$7,134	$6,454	$1,936
2022-2023	Division	$7,988	$5,710	$1,204
	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	9,307	1,678	9,461	1,825	10,078	1,198
Female	4,479	828	4,527	884	4,839	551
Male	4,817	847	4,921	941	5,228	645
American Indian	23	9	27	7	30	3
Asian	280	22	288	19	299	7
Black	1,521	427	1,542	483	1,669	335
Hispanic	1,323	321	1,372	352	1,619	229
Native Hawaiian	9	3	14	5	14	4
White	5,345	732	5,420	748	5,563	472
Multiple Races	806	164	798	211	884	148
Students with Disabilities	1,392	363	1,376	414	1,482	343
Economically Disadvantaged	3,192	1,069	3,192	1,176	3,390	793
English Learners	626	138	689	160	840	92
Homeless	99	75	134	146	237	117
< = 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	673
Behaviors related to School Operations	1,611
Relationship Behaviors without Physical Harm	1,049
Behaviors of a Safety Concern	1,168
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	285

< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.2	0.3	0.3	0.3	0.4
Asian	2.7	0.4	2.9	0.6	2.7	0.9
Black	18.4	38.9	18.4	38.8	18.5	40
Hispanic	15.3	17.6	15.6	15.9	16.6	14.3
Native Hawaiian	0.1		0.1	0.3	0.2	0.6
White	56.1	31	55.6	33.2	54.7	31.8
Multiple Races	9.2	11.9	9.4	10.9	9.3	12
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.3		0.3
Asian	2.7		2.9		2.7
Black	18.4	42.4	18.4	43.1	18.5	100
Hispanic	15.3	15.2	15.6	16.9	16.6
Native Hawaiian	0.1		0.1		0.2
White	56.1	30.3	55.6	23.1	54.7
Multiple Races	9.2	12.1	9.4	16.9	9.3
< = 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
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3		0.3
Asian	2.7		2.9		2.7
Black	18.4		18.4		18.5	100
Hispanic	15.3		15.6		16.6
Native Hawaiian	0.1		0.1		0.2
White	56.1		55.6		54.7
Multiple Races	9.2		9.4		9.3
< = 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	32.9	41.9	46.2
< = 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	34.1	31.7	36.3
< = 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	64.8	54.6	54.5
< = 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

12.83 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

15.2 : 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	31%	63%	1%	5%
2022-2023	32%	61%	1%	6%
2023-2024	29%	57%	4%	10%
< = 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	78%	78%	79%	88%
Asian	88%	85%	91%	88%
Black	60%	60%	68%	88%
Hispanic	66%	64%	68%	88%
White	88%	87%	85%	88%
Multiple Races	77%	75%	83%	88%
Economically Disadvantaged	61%	61%	68%	88%
English Learners	44%	44%	60%	88%
Students with Disabilities	45%	46%	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	76%	75%	74%	85%
Asian	85%	85%	90%	85%
Black	56%	53%	61%	85%
Hispanic	63%	61%	63%	85%
White	86%	86%	81%	85%
Multiple Races	76%	74%	77%	85%
Economically Disadvantaged	60%	58%	62%	85%
English Learners	52%	50%	58%	85%
Students with Disabilities	41%	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 Group	Current Rate
All Students	76%
Asian	86%
Black	53%
Hispanic	61%
White	87%
Multiple Races	75%
Economically Disadvantaged	58%
English Learners	41%
Students with Disabilities	44%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	84%	84%
Asian	96%	90%	84%
Black	87%	83%	84%
Hispanic	88%	83%	84%
White	96%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	84%	82%	84%
English Learners	73%	77%	84%
Students with Disabilities	80%	74%	84%
Homeless	50%	-	-
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	11%	14%	12%	10%
Asian	3%	4%	10%	10%
Black	18%	21%	12%	10%
Hispanic	13%	17%	12%	10%
White	8%	10%	12%	10%
Multiple Races	15%	18%	12%	10%
Economically Disadvantaged	20%	24%	13%	10%
English Learners	10%	14%	12%	10%
Students with Disabilities	20%	21%	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	55%	54%	58%
English Learner Proficiency	11%	-	-

< = 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	288	524	55%
English Learner Proficiency	82	744	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	98%	2%
Asian	99%	1%	99%	1%	100%	-
Black	98%	2%	98%	2%	96%	4%
Hispanic	99%	1%	99%	1%	98%	2%
White	99%	1%	99%	1%	98%	2%
Multiple Races	99%	1%	99%	1%	97%	3%
Economically Disadvantaged	98%	2%	99%	1%	96%	4%
Not Economically Disadvantaged	100%	-	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	99%	1%
Students with Disabilities	98%	2%	98%	2%	94%	6%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	99%	1%
Male	99%	1%	99%	1%	99%	1%
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	82%	81%
Asian	85%	88%
Black	67%	66%
Hispanic	74%	71%
White	90%	89%
Multiple Races	81%	81%
Economically Disadvantaged	68%	68%
English Learners	59%	64%
Students with Disabilities	56%	54%

< = 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

Williamsburg-James City County 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.

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

2023 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