Wise County Public Schools

Accreditation

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

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	13	73	86	14	13	76	89	11	14	76	89	11
Female	14	74	88	12	12	78	91	9	13	76	90	10
Male	13	72	85	15	14	73	87	13	14	75	89	11
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	6	74	81	19	8	78	86	14	4	76	80	20
Hispanic	14	75	89	11	10	81	92	8	10	76	86	14
Native Hawaiian	<	<	100	0	<	<	100	0	11	72	83	17
White	13	73	86	14	13	75	89	11	14	76	90	10
Multiple Races	11	73	84	16	7	82	88	12	10	73	83	17
Students with Disabilities	7	61	69	31	10	63	74	26	6	67	73	27
Students without Disabilities	15	75	89	11	14	78	92	8	15	77	93	7
Economically Disadvantaged	9	74	82	18	9	77	86	14	9	78	87	13
Not Economically Disadvantaged	22	71	94	6	21	73	94	6	21	72	94	6
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	11	64	75	25	4	72	76	24	7	66	73	27
Military Connected	9	83	91	9	17	74	91	9	24	76	100	0
Foster Care	9	61	70	30	-	64	64	36	<	<	<	<
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	14	69	82	18	15	72	86	14	10	76	86	14
Female	17	67	83	17	12	77	89	11	7	79	86	14
Male	11	71	81	19	18	66	84	16	14	73	87	13
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	13	68	82	18	16	71	86	14	11	76	87	13
Multiple Races	<	<	<	<	-	90	90	10	15	62	77	23
Students with Disabilities	8	52	60	40	16	52	68	32	3	62	64	36
Students without Disabilities	15	73	88	13	14	76	90	10	12	79	92	8
Economically Disadvantaged	9	68	77	23	9	73	82	18	10	73	83	17
Not Economically Disadvantaged	25	69	94	6	29	68	97	3	12	81	93	7
Homeless	13	40	53	47	-	70	70	30	-	67	67	33
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	75	91	9	14	78	92	8	13	77	90	10
Female	13	78	91	9	14	81	96	4	11	80	91	9
Male	19	73	91	9	13	75	88	12	14	74	88	12
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	16	76	91	9	14	78	92	8	13	78	91	9
Multiple Races	<	<	100	0	<	<	100	0	10	70	80	20
Students with Disabilities	13	68	81	19	10	68	78	22	5	69	74	26
Students without Disabilities	16	77	93	7	15	81	95	5	15	79	94	6
Economically Disadvantaged	12	76	88	12	11	78	89	11	8	80	87	13
Not Economically Disadvantaged	22	75	97	3	20	78	97	3	24	72	95	5
English Learners	<	<	100	0	<	<	100	0
Homeless	<	<	<	<	9	82	91	9	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	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	14	71	85	15	13	73	87	13	15	74	88	12
Female	14	72	86	14	11	73	85	15	16	73	88	12
Male	14	70	84	16	15	73	88	12	14	75	88	12
American Indian					<	<	100	0
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	14	71	85	15	14	72	86	14	15	74	88	12
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	6	65	71	29	13	66	79	21	8	71	78	22
Students without Disabilities	15	72	88	12	14	74	88	12	16	74	91	9
Economically Disadvantaged	10	72	82	18	6	77	83	17	11	76	87	13
Not Economically Disadvantaged	22	69	91	9	26	66	92	8	22	69	91	9
Homeless	<	<	100	0	<	<	<	<	7	53	60	40
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	66	86	14	18	71	88	12	20	69	88	12
Female	18	71	89	11	18	70	87	13	21	68	89	11
Male	21	62	83	17	17	71	89	11	19	69	88	12
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	<	<
White	20	66	86	14	18	70	88	12	20	68	89	11
Multiple Races	9	64	73	27	<	<	100	0	<	<	100	0
Students with Disabilities	6	68	75	25	9	64	72	28	13	59	71	29
Students without Disabilities	22	66	88	12	19	72	91	9	21	71	92	8
Economically Disadvantaged	10	71	81	19	10	74	84	16	12	72	84	16
Not Economically Disadvantaged	34	60	93	7	32	63	95	5	30	64	94	6
Homeless	<	<	<	<	-	70	70	30	20	73	93	7
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	7	66	73	27	7	78	86	14	5	78	83	18
Female	7	65	72	28	8	81	90	10	7	77	83	17
Male	8	66	74	26	6	76	82	18	3	78	82	18
Black	10	50	60	40	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	7	66	73	27	8	79	86	14	5	77	83	17
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	11	44	55	45	10	55	66	34	5	66	71	29
Students without Disabilities	6	71	78	23	7	84	90	10	5	81	86	14
Economically Disadvantaged	7	63	71	29	7	79	86	14	3	76	79	21
Not Economically Disadvantaged	7	72	79	21	7	78	85	15	10	81	90	10
Homeless	25	58	83	17	<	<	<	<	-	60	60	40
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	74	84	16	18	69	87	13	12	78	90	10
Female	12	74	86	14	15	75	90	10	13	79	91	9
Male	8	74	82	18	21	64	85	15	11	78	89	11
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	15	69	85	15	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	10	75	85	15	18	69	87	13	12	79	91	9
Multiple Races	10	60	70	30	<	<	<	<	-	70	70	30
Students with Disabilities	5	52	56	44	10	59	69	31	6	61	68	32
Students without Disabilities	11	79	89	11	19	71	90	10	13	81	94	6
Economically Disadvantaged	4	76	80	20	13	71	83	17	10	81	91	9
Not Economically Disadvantaged	19	71	90	10	26	67	93	7	16	73	89	11
Homeless	<	<	<	<	13	60	73	27	-	80	80	20
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	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	13	82	94	6	8	84	92	8	19	76	95	5
Female	15	81	96	4	9	85	95	5	19	76	95	6
Male	10	83	93	7	7	83	90	10	19	76	95	5
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	6	88	94	6
Hispanic	<	<	100	0	-	100	100	0	18	64	82	18
Native Hawaiian					<	<	100	0	<	<	<	<
White	13	81	94	6	9	84	93	7	19	76	96	4
Multiple Races	<	<	100	0	-	85	85	15	<	<	<	<
Students with Disabilities	-	89	89	11	2	79	81	19	2	87	89	11
Students without Disabilities	14	81	95	5	9	85	94	6	21	74	96	4
Economically Disadvantaged	8	85	92	8	4	86	90	10	10	83	92	8
Not Economically Disadvantaged	21	77	98	2	14	81	96	4	32	66	98	2
Homeless	8	76	84	16	<	<	<	<	8	77	85	15
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	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	-	94	94	6	-	65	65	35	-	91	91	9
Female	<	<	100	0	-	73	73	27	-	89	89	11
Male	-	91	91	9	<	<	<	<	-	92	92	8
Hispanic					<	<	100	0	<	<	100	0
Native Hawaiian					<	<	100	0	<	<	100	0
White	-	94	94	6	-	59	59	41	-	90	90	10
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities									<	<	<	<
Students without Disabilities	-	94	94	6	-	65	65	35	-	93	93	7
Economically Disadvantaged	-	90	90	10	-	64	64	36	-	89	89	11
Not Economically Disadvantaged	<	<	100	0	<	<	<	<	-	92	92	8
Homeless					<	<	<	<	<	<	100	0
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	14	83	97	3	8	90	98	2	13	86	99	1
Female	11	88	99	1	8	90	99	1	10	88	98	2
Male	17	78	95	5	8	90	98	2	16	84	100	0
Asian					<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
Native Hawaiian	<	<	100	0
White	15	82	97	3	9	89	98	2	13	85	99	1
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	14	83	97	3	8	90	98	2	13	86	99	1
Economically Disadvantaged	8	88	96	4	8	86	94	6	9	88	97	3
Not Economically Disadvantaged	17	81	98	2	8	92	100	0	15	85	100	0
Homeless	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

History Performance: All Students

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

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

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

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

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	299	374	392
Kindergarten	385	430	444
Grade 1	476	450	487
Grade 2	527	494	480
Grade 3	403	418	388
Grade 4	374	410	412
Grade 5	371	395	407
Grade 6	429	399	393
Grade 7	429	458	401
Grade 8	432	420	455
Grade 9	453	428	419
Grade 10	369	461	415
Grade 11	415	384	432
Grade 12	403	392	358
Total Students	5,765	5,913	5,883

< = 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	5765	5913	5883
Female	2798	2873	2884
Male	2967	3040	2999
American Indian	9	4	2
Asian	34	28	29
Black	146	154	154
Hispanic	85	123	124
Native Hawaiian	4	6	5
White	5352	5441	5390
Multiple Races	135	157	179
Students with Disabilities	811	824	893
Students without Disabilities	4954	5089	4990
Economically Disadvantaged	2578	3548	3751
Not Economically Disadvantaged	3187	2365	2132
English Learners	17	18	24
Not English Learners	5748	5895	5859
Homeless	161	153	162
Military Connected	25	34	33
Foster Care	42	20	23
< = 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	129	219	8	1	7	2
	State	50340	39360	1868	906	4434	1716
Female	Division	62	96	6	1	5	0
	State	27397	17331	608	349	1644	700
Male	Division	67	123	2	0	2	2
	State	22883	21948	1258	556	2786	1013
Asian	Division	<	<	<	<	0	<
	State	6021	1445	96	16	68	37
Black	Division	<	<	<	<	0	<
	State	8112	10542	637	224	1119	708
Hispanic	Division	<	<	<	<	0	<
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	122	200	8	0	7	2
	State	25863	16576	761	464	1211	504
Multiple Races	Division	1	9	0	0	0	0
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	1	58	8	0	0	0
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	55	165	5	1	6	2
	State	12777	21116	1106	493	2351	1207
Homeless	Division	3	8	0	0	0	0
	State	197	697	48	28	170	78
Military Connected	Division	<	<	<	<	0	<
	State	2525	1494	44	18	52	31
Foster Care	Division	<	<	<	<	<	<
	State	22	180	23	11	85	24
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	366	356	97	357	98	7	2
Female	170	164	97	165	97	5	3
Male	196	192	98	192	98	2	1
Asian	<	<	100	<	100	0	0
Black	<	<	100	<	100	0	0
Hispanic	<	<	<	<	<	0	0
Native Hawaiian	<	<	100	<	100	0	0
White	339	330	97	330	97	7	2
Multiple Races	10	10	100	10	100	0	0
Students with Disabilities	67	67	100	67	100	0	0
Economically Disadvantaged	234	225	96	226	97	6	3
Homeless	11	11	100	11	100	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	13 / .79%	-	1 / .06%
Advanced Placement Course Enrollment	23 / 1.4%	3 / .18%	1 / .06%
Dual Enrollment	302 / 18.41%	279 / 16.76%	297 / 18.29%
Governor's School Enrollment	109 / 6.65%	56 / 3.36%	11 / .68%
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	415	238	43
	State	87,317	57,081	35
Female	Division	210	138	34
	State	43,705	31,577	28
Male	Division	205	100	51
	State	43,612	25,504	42
Asian	Division	<	<	100
	State	6,741	5,862	13
Black	Division	<	<	100
	State	18,624	10,601	43
Hispanic	Division	<	<	100
	State	12,110	6,622	45
White	Division	399	231	42
	State	45,098	30,844	32
Multiple Races	Division	<	<	100
	State	4,380	2,929	33
Students with Disabilities	Division	42	10	76
	State	8,185	3,548	57
Economically Disadvantaged	Division	246	109	56
	State	30,335	14,987	51
English Learners	Division	<	<	100
	State	6,579	3,319	50
American Indian	Division	-	-	100
	State	232	130	44
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
State Licensures	Division	25	30	48
	State	1,236	1,563	2,069
Industry Certification	Division	814	679	744
	State	95,688	100,255	101,956
Total Credentials Earned	Division	839	797	911
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	673	615	704
	State	115,682	117,932	115,611
CTE Completers	Division	273	291	280
	State	45,094	46,028	48,643
NOCTI Assessments	Division	-	6	10
	State	2,590	3,844	3,577
Workplace Readiness	Division	-	82	109
	State	44,348	41,819	35,066
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	71.4	71.1	59.7

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	$2,254	$7,309	$1,168
	State	$6,770	$5,603	$867
2020-2021	Division	$2,025	$7,826	$1,778
	State	$6,669	$6,185	$1,352
2021-2022	Division	$1,515	$8,497	$2,073
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,634	$9,037	$2,833
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,400	1,003	4,878	556	4,871	569
Female	2,140	491	2,381	254	2,395	257
Male	2,260	512	2,497	302	2,476	312
American Indian	<	<	<	<	<	<
Asian	27	6	29	3	29	0
Black	137	9	144	8	144	8
Hispanic	62	16	95	12	112	8
Native Hawaiian	<	<	<	<	<	<
White	4,062	944	4,485	512	4,439	538
Multiple Races	102	26	116	21	140	15
Students with Disabilities	587	212	681	123	748	123
Economically Disadvantaged	2,506	852	2,938	499	3,047	489
English Learners	13	3	18	1	22	1
Homeless	102	58	112	39	134	36
< = 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	784
Behaviors related to School Operations	450
Relationship Behaviors without Physical Harm	835
Behaviors of a Safety Concern	714
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	115

< = 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	0.2	0.8	0.1		0
Asian	0.6		0.5	0.6	0.5
Black	2.5	7.5	2.6	5.8	2.6	5.6
Hispanic	1.5	0.8	2.1	1.3	2.1	1.3
Native Hawaiian	0.1		0.1		0.1
White	92.8	85.7	92	90.3	91.6	86.9
Multiple Races	2.3	5.3	2.7	1.9	3	6.3
< = 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	0.2		0.1		0
Asian	0.6		0.5		0.5
Black	2.5		2.6		2.6
Hispanic	1.5		2.1		2.1
Native Hawaiian	0.1		0.1		0.1
White	92.8	100	92	87.5	91.6	100
Multiple Races	2.3		2.7	12.5	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	0.2		0.1		0
Asian	0.6		0.5		0.5
Black	2.5		2.6		2.6
Hispanic	1.5		2.1		2.1
Native Hawaiian	0.1		0.1		0.1
White	92.8		92		91.6	100
Multiple Races	2.3		2.7		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	77.9	88.7	93.5
< = 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	42.2	42.1	43.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	73.4	64.8	67.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

5.78 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

10.9 : 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	58%	36%	2%	4%
2022-2023	57%	37%	1%	5%
2023-2024	57%	38%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	87%	86%	79%	88%
Asian	<	96%	91%	88%
Black	81%	81%	68%	88%
Hispanic	83%	82%	68%	88%
White	87%	86%	85%	88%
Multiple Races	86%	84%	83%	88%
Economically Disadvantaged	84%	82%	68%	88%
English Learners	<	<	60%	88%
Students with Disabilities	69%	66%	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	88%	88%	74%	85%
Asian	<	100%	90%	85%
Black	74%	81%	61%	85%
Hispanic	88%	88%	63%	85%
White	89%	88%	81%	85%
Multiple Races	81%	84%	77%	85%
Economically Disadvantaged	86%	85%	62%	85%
English Learners	<	<	58%	85%
Students with Disabilities	74%	72%	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	83%
Asian	<
Black	67%
Hispanic	81%
White	83%
Multiple Races	78%
Economically Disadvantaged	80%
English Learners	<
Students with Disabilities	60%

< = 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	95%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	<	83%	84%
White	95%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	94%	82%	84%
English Learners	-	77%	84%
Students with Disabilities	87%	74%	84%
Homeless	94%	-	-
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	18%	14%	12%	10%
Asian	7%	8%	10%	10%
Black	8%	7%	12%	10%
Hispanic	13%	12%	12%	10%
White	19%	15%	12%	10%
Multiple Races	17%	16%	12%	10%
Economically Disadvantaged	24%	19%	13%	10%
English Learners	4%	5%	12%	10%
Students with Disabilities	23%	19%	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	60%	54%	58%
English Learner Proficiency	13%	-	-

< = 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	6	10	60%
English Learner Proficiency	2	16	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	<	<	<	<	<	<
Black	100%	-	100%	-	95%	5%
Hispanic	98%	2%	100%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	<	<	<	<	<	<
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
Migrant	-	-	-	-	-	-

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

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

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	88%	91%
Asian	<	<
Black	85%	79%
Hispanic	85%	88%
White	88%	91%
Multiple Races	87%	89%
Economically Disadvantaged	86%	88%
English Learners	-	<
Students with Disabilities	75%	79%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 02	527	386	141	494	383	111	480	404	76
Grade 12	403	391	12	392	388	4	358	357	1
Grade 05	371	358	13	395	394	1	407	406	1
Grade 03	403	392	11	418	418	-	388	387	1
Grade 06	429	418	11	399	396	3	393	391	2
Grade KG	385	373	12	430	386	44	444	394	50
Grade 04	374	366	8	410	407	3	412	412	-
Grade 11	415	400	15	384	382	2	432	427	5
Grade 01	476	349	127	450	401	49	487	386	101
Grade 09	453	441	12	428	423	5	419	417	2
Grade 07	429	415	14	458	455	3	401	398	3
Grade 08	432	417	15	420	416	4	455	448	7
Grade 10	369	366	3	461	456	5	415	411	4
Grade PK	299	299	-	374	374	-	392	392	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	4400	1003	81.44	18.56	4666	557	89.34	10.66	4202	1002	80.75	19.25
Full-Time MOP Student	-	-	-	-	210	0	100	0	234	2	99.15	.85
Female
Not a Full-Time MOP Student	2140	491	81.34	18.66	2280	255	89.94	10.06	2044	484	80.85	19.15
Full-Time MOP Student	-	-	-	-	99	0	100	0	124	2	98.41	1.59
Male
Not a Full-Time MOP Student	2260	512	81.53	18.47	2386	302	88.76	11.24	2158	518	80.64	19.36
Full-Time MOP Student	-	-	-	-	111	0	100	0	110	0	100	0
Black
Not a Full-Time MOP Student	137	9	93.84	6.16	90	8	91.84	8.16	84	11	88.42	11.58
Full-Time MOP Student	-	-	-	-	53	0	100	0	56	1	98.25	1.75
Hispanic
Not a Full-Time MOP Student	62	16	79.49	20.51	74	12	86.05	13.95	72	15	82.76	17.24
Full-Time MOP Student	-	-	-	-	21	0	100	0	33	0	100	0
White
Not a Full-Time MOP Student	4062	944	81.14	18.86	4373	513	89.5	10.5	3920	947	80.54	19.46
Full-Time MOP Student	-	-	-	-	111	0	100	0	109	1	99.09	.91
Asian
Not a Full-Time MOP Student	27	6	81.82	18.18	17	3	85	15	16	2	88.89	11.11
Full-Time MOP Student	-	-	-	-	12	0	100	0	11	0	100	0
Multiple Races
Not a Full-Time MOP Student	102	26	79.69	20.31	104	21	83.2	16.8	104	27	79.39	20.61
Full-Time MOP Student	-	-	-	-	12	0	100	0	24	0	100	0
Students with Disabilities
Not a Full-Time MOP Student	638	222	74.19	25.81	722	130	84.74	15.26	703	212	76.83	23.17
Full-Time MOP Student	-	-	-	-	15	0	100	0	12	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	2506	852	74.63	25.37	2911	500	85.34	14.66	2559	856	74.93	25.07
Full-Time MOP Student	-	-	-	-	26	0	100	0	121	1	99.18	.82
English Learners
Not a Full-Time MOP Student	13	3	81.25	18.75	18	1	94.74	5.26	22	1	95.65	4.35
Full-Time MOP Student	-	-	-	-	-	-	-	-	-	-	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

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