Wise County Public Schools

Summary

	Accreditation Status	Performance Level	Framework Score
Elementary Schools
Coeburn Primary	Fully Accredited	Distinguished	91.7
J.W. Adams Combined	Fully Accredited	On Track	87.7
St. Paul Elementary	Fully Accredited	Distinguished	90.6
Union Primary	Fully Accredited	Distinguished	94
Wise Primary	Fully Accredited	On Track	83
Middle Schools
Coeburn Middle	Fully Accredited	On Track	88.1
L.F. Addington Middle	Fully Accredited	Distinguished	90.6
Union Middle	Fully Accredited	On Track	83.8
High Schools
Central High	Fully Accredited	Distinguished	116.9
Eastside High	Fully Accredited	Distinguished	116.8
Union High	Fully Accredited	Distinguished	104.1

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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	70	85	15	17	70	87	13	17	71	88	12
Female	15	71	86	14	18	70	88	12	17	72	89	11
Male	16	69	84	16	17	69	86	14	16	71	87	13
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	58	33	92	8
Black	11	67	78	22	10	70	80	20	10	71	80	20
Hispanic	15	71	85	15	9	76	84	16	16	64	80	20
Native Hawaiian	<	<	100	0	15	75	90	10	23	77	100	0
White	15	70	86	14	18	69	87	13	16	71	88	12
Multiple Races	17	62	79	21	11	72	82	18	16	77	94	6
Students with Disabilities	12	55	67	33	10	57	68	32	9	60	69	31
Students without Disabilities	16	73	89	11	19	72	91	9	18	74	92	8
Economically Disadvantaged	12	70	82	18	12	71	84	16	13	72	85	15
Not Economically Disadvantaged	22	69	92	8	26	67	92	8	24	69	93	7
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	8	69	77	23	6	74	80	20	7	74	81	19
Military Connected	32	64	95	5	32	68	100	0	16	84	100	0
Foster Care	-	69	69	31	10	60	70	30	<	<	<	<
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	72	83	17	12	73	85	15	13	75	87	13
Female	11	76	86	14	13	72	85	15	12	75	87	13
Male	12	69	80	20	11	74	85	15	14	74	88	12
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	11	73	84	16	12	73	85	15	13	75	88	12
Multiple Races	10	70	80	20	15	69	85	15	-	92	92	8
Students with Disabilities	8	55	63	37	5	60	65	35	5	66	71	29
Students without Disabilities	12	76	88	12	14	76	90	10	14	77	91	9
Economically Disadvantaged	9	70	79	21	8	74	82	18	10	73	83	17
Not Economically Disadvantaged	17	78	95	5	20	72	92	8	18	77	95	5
Homeless	-	60	60	40	8	75	83	17	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0	<	<	<	<	<	<	100	0
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	70	89	11	17	72	89	11	18	73	91	9
Female	19	71	91	9	17	74	91	9	18	75	93	7
Male	17	69	86	14	18	70	88	12	18	72	89	11
American Indian									<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	18	70	88	12	18	72	90	10	18	73	92	8
Multiple Races	<	<	<	<	9	91	100	0	23	77	100	0
Students with Disabilities	9	62	71	29	12	67	79	21	11	67	77	23
Students without Disabilities	21	72	93	7	19	73	92	8	20	75	95	5
Economically Disadvantaged	16	71	87	13	13	74	87	13	14	76	91	9
Not Economically Disadvantaged	23	69	92	8	27	69	96	4	26	68	93	7
Homeless	9	82	91	9	<	<	<	<	10	80	90	10
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	70	83	17	9	74	84	16	12	72	84	16
Female	12	68	80	20	11	74	85	15	13	74	87	13
Male	13	72	85	15	7	74	82	18	10	70	80	20
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	13	70	83	17	9	75	84	16	11	73	84	16
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	10	55	65	35	5	58	63	37	11	53	64	36
Students without Disabilities	13	73	86	14	10	78	89	11	12	77	89	11
Economically Disadvantaged	7	70	77	23	8	73	81	19	9	72	82	18
Not Economically Disadvantaged	21	71	92	8	13	76	89	11	17	72	88	12
Homeless	<	<	100	0	7	53	60	40	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	76	87	13	18	69	87	13	16	71	87	13
Female	13	76	88	12	17	71	88	13	14	72	86	14
Male	10	75	86	14	20	67	87	13	18	70	88	12
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	11	76	87	13	19	68	87	13	15	72	87	13
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	9	59	68	32	15	52	66	34	9	58	68	32
Students without Disabilities	12	79	91	9	19	72	91	9	17	74	92	8
Economically Disadvantaged	9	74	84	16	11	72	83	17	12	73	84	16
Not Economically Disadvantaged	16	78	94	6	28	64	93	7	23	69	92	8
Homeless	10	70	80	20	7	87	93	7	-	82	82	18
Military Connected					<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	68	85	15	10	76	85	15	15	74	89	11
Female	18	68	86	14	12	74	86	14	18	71	89	11
Male	15	68	84	16	8	77	85	15	13	77	90	10
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	17	68	85	15	9	76	86	14	15	74	89	11
Multiple Races	9	55	64	36	<	<	<	<	<	<	100	0
Students with Disabilities	22	46	68	32	8	62	70	30	8	65	73	27
Students without Disabilities	16	72	88	12	10	79	88	12	17	75	92	8
Economically Disadvantaged	13	68	81	19	6	76	82	18	12	74	86	14
Not Economically Disadvantaged	21	69	90	10	16	76	92	8	21	74	95	5
Homeless	<	<	<	<	-	91	91	9	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	73	84	16	19	67	85	15	14	73	87	13
Female	9	75	84	16	19	70	89	11	18	71	89	11
Male	13	72	85	15	18	64	82	18	11	74	85	15
Asian					<	<	100	0	<	<	100	0
Black	-	64	64	36	20	60	80	20	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	12	74	86	14	19	66	85	15	14	73	87	13
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	12	60	72	28	20	47	67	33	13	54	67	33
Students without Disabilities	11	76	87	13	18	70	88	12	15	76	91	9
Economically Disadvantaged	8	73	82	18	17	67	83	17	12	73	84	16
Not Economically Disadvantaged	16	73	90	10	21	66	88	12	20	73	93	7
Homeless	7	73	80	20	<	<	<	<	-	75	75	25
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	58	86	14	33	58	91	9	28	61	90	10
Female	25	62	87	13	34	57	90	10	30	61	91	9
Male	30	55	85	15	32	59	91	9	26	62	88	12
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	40	40	80	20	-	82	82	18	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	27	59	86	14	34	57	91	9	29	61	90	10
Multiple Races	<	<	<	<	<	<	<	<	27	64	91	9
Students with Disabilities	15	48	63	37	10	52	61	39	7	55	62	38
Students without Disabilities	31	61	91	9	36	59	96	4	32	62	94	6
Economically Disadvantaged	19	64	84	16	22	64	87	13	21	66	87	13
Not Economically Disadvantaged	42	48	90	10	48	49	97	3	39	55	94	6
English Learners									<	<	<	<
Homeless	18	55	73	27	6	75	81	19	27	60	87	13
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	60	81	19	29	64	93	7	23	71	94	6
Female	23	67	90	10	32	63	95	5	29	68	97	3
Male	19	54	73	27	25	66	91	9	16	74	90	10
Asian	<	<	100	0					<	<	100	0
Black	29	36	64	36	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	21	61	81	19	29	64	94	6	25	70	95	5
Multiple Races	23	62	85	15	<	<	<	<	10	80	90	10
Students with Disabilities	4	33	37	63	<	<	<	<	-	63	63	38
Students without Disabilities	23	63	85	15	29	64	93	7	25	71	96	4
Economically Disadvantaged	14	60	74	26	31	59	90	10	17	75	92	8
Not Economically Disadvantaged	31	60	91	9	28	66	94	6	30	66	96	4
Homeless	11	47	58	42	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0					<	<	100	0
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	64	95	5	29	64	93	7	23	71	94	6
Female	30	66	96	4	32	63	95	5	29	68	97	3
Male	34	61	95	5	25	66	91	9	16	74	90	10
Asian	<	<	100	0					<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	31	64	96	4	29	64	94	6	25	70	95	5
Multiple Races	<	<	<	<	<	<	<	<	10	80	90	10
Students with Disabilities	<	<	<	<	<	<	<	<	-	63	63	38
Students without Disabilities	32	64	96	4	29	64	93	7	25	71	96	4
Economically Disadvantaged	21	72	93	7	31	59	90	10	17	75	92	8
Not Economically Disadvantaged	44	54	98	2	28	66	94	6	30	66	96	4
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
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

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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	76	89	11	14	76	89	11	14	76	89	11
Female	12	78	91	9	13	76	90	10	13	76	89	11
Male	14	73	87	13	14	75	89	11	15	75	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	47	53	100	0
Black	8	78	86	14	4	76	80	20	5	77	82	18
Hispanic	10	81	92	8	10	76	86	14	16	67	84	16
Native Hawaiian	<	<	100	0	11	72	83	17	18	64	82	18
White	13	75	89	11	14	76	90	10	14	76	90	10
Multiple Races	7	82	88	12	10	73	83	17	14	72	86	14
Students with Disabilities	10	63	74	26	6	67	73	27	8	66	74	26
Students without Disabilities	14	78	92	8	15	77	93	7	15	77	92	8
Economically Disadvantaged	9	77	86	14	9	78	87	13	10	76	86	14
Not Economically Disadvantaged	21	73	94	6	21	72	94	6	20	74	94	6
Homeless	4	72	76	24	7	66	73	27	6	73	79	21
Military Connected	17	74	91	9	24	76	100	0	28	72	100	0
Foster Care	-	64	64	36	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	72	86	14	10	76	86	14	12	79	91	9
Female	12	77	89	11	7	79	86	14	8	81	89	11
Male	18	66	84	16	14	73	87	13	16	77	94	6
Asian	<	<	100	0					<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	16	71	86	14	11	76	87	13	11	81	92	8
Multiple Races	-	90	90	10	15	62	77	23	18	64	82	18
Students with Disabilities	16	52	68	32	3	62	64	36	7	69	76	24
Students without Disabilities	14	76	90	10	12	79	92	8	13	82	94	6
Economically Disadvantaged	9	73	82	18	10	73	83	17	9	79	88	12
Not Economically Disadvantaged	29	68	97	3	12	81	93	7	16	80	96	4
Homeless	-	70	70	30	-	67	67	33	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	78	92	8	13	77	90	10	21	70	91	9
Female	14	81	96	4	11	80	91	9	15	78	92	8
Male	13	75	88	12	14	74	88	12	27	63	89	11
American Indian					<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	14	78	92	8	13	78	91	9	21	71	92	8
Multiple Races	<	<	100	0	10	70	80	20	23	77	100	0
Students with Disabilities	10	68	78	22	5	69	74	26	15	59	73	27
Students without Disabilities	15	81	95	5	15	79	94	6	22	73	95	5
Economically Disadvantaged	11	78	89	11	8	80	87	13	17	74	91	9
Not Economically Disadvantaged	20	78	97	3	24	72	95	5	30	62	91	9
Homeless	9	82	91	9	<	<	<	<	20	70	90	10
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	73	87	13	15	74	88	12	12	69	81	19
Female	11	73	85	15	16	73	88	12	13	67	80	20
Male	15	73	88	12	14	75	88	12	12	71	83	17
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	14	72	86	14	15	74	88	12	12	69	81	19
Multiple Races	<	<	100	0	<	<	<	<	10	60	70	30
Students with Disabilities	13	66	79	21	8	71	78	22	4	59	63	37
Students without Disabilities	14	74	88	12	16	74	91	9	15	72	86	14
Economically Disadvantaged	6	77	83	17	11	76	87	13	9	68	77	23
Not Economically Disadvantaged	26	66	92	8	22	69	91	9	21	72	93	8
Homeless	<	<	<	<	7	53	60	40	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	71	88	12	20	69	88	12	20	70	90	10
Female	18	70	87	13	21	68	89	11	21	68	89	11
Male	17	71	89	11	19	69	88	12	19	72	90	10
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	18	70	88	12	20	68	89	11	20	70	89	11
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	9	64	72	28	13	59	71	29	13	64	77	23
Students without Disabilities	19	72	91	9	21	71	92	8	21	71	93	7
Economically Disadvantaged	10	74	84	16	12	72	84	16	15	72	87	13
Not Economically Disadvantaged	32	63	95	5	30	64	94	6	28	66	94	6
Homeless	-	70	70	30	20	73	93	7	9	73	82	18
Military Connected					<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	78	86	14	5	78	83	18	6	82	88	12
Female	8	81	90	10	7	77	83	17	9	78	87	13
Male	6	76	82	18	3	78	82	18	2	86	88	12
American Indian									<	<	100	0
Asian									<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian					<	<	100	0	<	<	<	<
White	8	79	86	14	5	77	83	17	6	82	88	12
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	10	55	66	34	5	66	71	29	10	73	83	17
Students without Disabilities	7	84	90	10	5	81	86	14	5	84	89	11
Economically Disadvantaged	7	79	86	14	3	76	79	21	4	82	86	14
Not Economically Disadvantaged	7	78	85	15	10	81	90	10	9	82	91	9
Homeless	<	<	<	<	-	60	60	40	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	69	87	13	12	78	90	10	12	78	90	10
Female	15	75	90	10	13	79	91	9	11	80	91	9
Male	21	64	85	15	11	78	89	11	13	76	89	11
Black	15	69	85	15	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
Native Hawaiian					<	<	100	0	<	<	100	0
White	18	69	87	13	12	79	91	9	13	78	90	10
Multiple Races	<	<	<	<	-	70	70	30	<	<	<	<
Students with Disabilities	10	59	69	31	6	61	68	32	2	73	75	25
Students without Disabilities	19	71	90	10	13	81	94	6	14	79	93	7
Economically Disadvantaged	13	71	83	17	10	81	91	9	6	80	86	14
Not Economically Disadvantaged	26	67	93	7	16	73	89	11	23	73	97	3
Homeless	13	60	73	27	-	80	80	20	-	75	75	25
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	84	92	8	19	76	95	5	13	80	93	7
Female	9	85	95	5	19	76	95	6	14	80	94	6
Male	7	83	90	10	19	76	95	5	13	80	93	7
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	6	88	94	6	<	<	<	<
Hispanic	-	100	100	0	18	64	82	18	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	9	84	93	7	19	76	96	4	13	81	94	6
Multiple Races	-	85	85	15	<	<	<	<	-	85	85	15
Students with Disabilities	2	79	81	19	2	87	89	11	2	80	82	18
Students without Disabilities	9	85	94	6	21	74	96	4	14	80	95	5
Economically Disadvantaged	4	86	90	10	10	83	92	8	9	82	91	9
Not Economically Disadvantaged	14	81	96	4	32	66	98	2	22	76	97	3
Homeless	<	<	<	<	8	77	85	15	-	75	75	25
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	100	0					<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	65	65	35	-	91	91	9	9	82	91	9
Female	-	73	73	27	-	89	89	11	11	74	84	16
Male	<	<	<	<	-	92	92	8	8	88	96	4
Asian									<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	100	0
White	-	59	59	41	-	90	90	10	8	84	92	8
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities	-	65	65	35	-	93	93	7	9	81	91	9
Economically Disadvantaged	-	64	64	36	-	89	89	11	7	79	86	14
Not Economically Disadvantaged	<	<	<	<	-	92	92	8	10	83	93	7
Homeless	<	<	<	<	<	<	100	0
Military Connected					<	<	100	0	<	<	100	0
Foster Care									<	<	<	<
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	90	98	2	13	86	99	1	5	88	94	6
Female	8	90	99	1	10	88	98	2	2	93	95	5
Male	8	90	98	2	16	84	100	0	8	85	92	8
Asian	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	9	89	98	2	13	85	99	1	6	88	93	7
Multiple Races	<	<	100	0	<	<	100	0
Students with Disabilities									<	<	100	0
Students without Disabilities	8	90	98	2	13	86	99	1	5	88	94	6
Economically Disadvantaged	8	86	94	6	9	88	97	3	-	88	88	12
Not Economically Disadvantaged	8	92	100	0	15	85	100	0	7	89	96	4
Military Connected	<	<	100	0
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	70	83	17	10	72	82	18	12	72	84	16
Female	10	72	82	18	9	73	82	18	10	74	84	16
Male	16	68	84	16	12	70	82	18	13	70	84	16
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	6	53	59	41	5	59	64	36	12	72	84	16
Hispanic	6	56	61	39	8	69	77	23	8	71	79	21
Native Hawaiian	<	<	100	0	-	54	54	46	<	<	<	<
White	13	70	84	16	11	72	83	17	12	72	84	16
Multiple Races	12	68	80	20	11	68	79	21	4	73	77	23
Students with Disabilities	10	52	63	37	8	49	57	43	8	50	58	42
Students without Disabilities	14	73	87	13	11	76	87	13	13	76	89	11
Economically Disadvantaged	7	70	78	22	8	70	78	22	10	71	80	20
Not Economically Disadvantaged	22	69	91	9	14	74	88	12	16	75	91	9
English Learners					<	<	<	<	<	<	<	<
Homeless	4	74	79	21	3	53	56	44	5	59	64	36
Military Connected	36	55	91	9	20	70	90	10	20	80	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	61	83	17	19	60	79	22	19	64	83	17
Female	17	63	80	20	15	61	77	23	15	68	82	18
Male	27	59	86	14	23	57	81	19	25	60	84	16
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	22	61	83	17	19	60	79	21	20	64	83	17
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	17	48	65	35	5	51	56	44	12	46	58	42
Students without Disabilities	23	64	87	13	22	62	84	16	21	69	90	10
Economically Disadvantaged	12	65	78	22	16	60	76	24	16	65	81	19
Not Economically Disadvantaged	39	54	93	7	26	58	83	17	28	63	90	10
Homeless	<	<	<	<	7	40	47	53	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	74	81	19	8	74	82	18	13	70	83	17
Female	4	76	80	20	7	76	83	17	12	67	79	21
Male	9	72	81	19	9	72	82	18	14	72	86	14
Asian					<	<	100	0	<	<	100	0
Black	8	50	58	42	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
Native Hawaiian					<	<	<	<	<	<	100	0
White	7	75	82	18	8	75	83	17	13	70	82	18
Multiple Races	<	<	<	<	10	50	60	40	<	<	<	<
Students with Disabilities	12	51	63	37	15	45	60	40	5	55	60	40
Students without Disabilities	6	78	84	16	7	79	86	14	15	73	87	13
Economically Disadvantaged	4	71	76	24	7	72	79	21	10	69	79	21
Not Economically Disadvantaged	12	78	90	10	10	76	86	14	19	71	90	10
Homeless	7	60	67	33	-	50	50	50	17	50	67	33
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	75	86	14	4	83	87	13	4	83	87	13
Female	9	78	87	13	4	85	89	11	3	87	89	11
Male	13	72	85	15	5	81	85	15	4	80	84	16
Asian					<	<	<	<	<	<	<	<
Black	-	50	50	50	<	<	<	<	6	75	81	19
Hispanic	<	<	<	<	-	70	70	30	<	<	<	<
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	11	76	87	13	4	84	88	12	4	84	88	12
Multiple Races	10	60	70	30	-	91	91	9	-	73	73	27
Students with Disabilities	-	61	61	39	-	57	57	43	-	58	58	42
Students without Disabilities	13	77	90	10	5	87	92	8	4	86	90	10
Economically Disadvantaged	6	76	82	18	2	81	83	17	3	80	83	17
Not Economically Disadvantaged	18	74	93	7	7	86	93	7	5	89	93	7
English Learners					<	<	<	<	<	<	<	<
Homeless	-	90	90	10	<	<	<	<	-	68	68	32
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	100	0	<	<	<	<
Female	<	<	<	<	<	<	100	0
Male									<	<	<	<
Hispanic	<	<	<	<
White					<	<	100	0	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	100	0
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	50	50	50	-	41	41	59	-	40	40	60
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	<	<	<	<
Military Connected	<	<	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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	58	83	17	27	56	82	18	27	55	81	19
Female	22	62	84	16	24	56	80	20	22	58	80	20
Male	30	53	83	17	29	55	85	15	31	51	83	17
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	41	32	73	27	26	56	81	19	22	48	70	30
Hispanic	28	56	84	16	28	56	84	16	29	57	86	14
Native Hawaiian					<	<	<	<	<	<	<	<
White	26	58	84	16	27	55	82	18	27	55	82	18
Multiple Races	15	58	73	27	15	70	85	15	32	43	75	25
Students with Disabilities	5	54	58	42	14	47	61	39	15	47	61	39
Students without Disabilities	30	58	88	12	29	57	86	14	29	56	85	15
Economically Disadvantaged	21	58	79	21	23	56	79	21	22	55	77	23
Not Economically Disadvantaged	33	57	90	10	33	56	89	11	35	53	89	11
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Homeless	10	62	72	28	9	56	65	35	13	57	70	30
Military Connected	31	62	92	8	40	50	90	10	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	41	41	59	5	17	22	78	-	24	24	76
Female	-	48	48	52	-	17	17	83	-	27	27	73
Male	-	35	35	65	10	16	26	74	-	19	19	81
Black					<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian					<	<	<	<	<	<	<	<
White	-	41	41	59	6	12	18	82	-	24	24	76
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	-	31	31	69	-	6	6	94	-	25	25	75
Students without Disabilities	-	45	45	55	7	21	29	71	-	23	23	77
Economically Disadvantaged	-	30	30	70	2	20	22	78	-	20	20	80
Not Economically Disadvantaged	-	69	69	31	11	11	21	79	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	68	81	19	10	69	79	21	13	63	76	24
Female	10	70	80	20	7	67	74	26	11	64	75	25
Male	18	65	82	18	12	72	84	16	15	62	77	23
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	23	62	85	15	<	<	<	<
Hispanic	9	73	82	18	17	75	92	8	<	<	<	<
Native Hawaiian					<	<	<	<	<	<	<	<
White	14	68	81	19	10	70	79	21	13	63	76	24
Multiple Races	7	79	86	14	<	<	<	<	<	<	<	<
Students with Disabilities	-	55	55	45	4	52	55	45	5	52	57	43
Students without Disabilities	16	70	86	14	11	72	83	17	14	64	78	22
Economically Disadvantaged	11	63	74	26	7	67	74	26	7	61	68	32
Not Economically Disadvantaged	17	74	92	8	14	74	88	12	21	65	87	13
English Learners					<	<	100	0	<	<	100	0
Homeless	-	64	64	36	7	57	64	36	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0					<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	-	50	50	50	-	52	52	48
Female	<	<	100	0	<	<	<	<	-	38	38	62
Male	<	<	100	0	<	<	<	<	-	70	70	30
Black									<	<	<	<
Hispanic					<	<	<	<
White	<	<	100	0	<	<	<	<	-	60	60	40
Multiple Races									<	<	<	<
Students with Disabilities									<	<	<	<
Students without Disabilities	<	<	100	0	-	50	50	50	-	57	57	43
Economically Disadvantaged	<	<	100	0	<	<	<	<	-	59	59	41
Not Economically Disadvantaged	<	<	100	0	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	57	84	16	21	66	87	13	28	61	89	11
Female	23	62	86	14	19	67	86	14	21	66	88	13
Male	30	52	82	18	24	65	88	12	35	56	91	9
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	26	59	85	16	22	64	86	14	28	61	89	11
Multiple Races	10	50	60	40	<	<	100	0	<	<	100	0
Students with Disabilities	4	48	52	48	7	53	60	40	6	63	69	31
Students without Disabilities	30	58	88	12	24	68	92	8	32	61	92	8
Economically Disadvantaged	20	62	82	18	16	68	83	17	21	64	86	14
Not Economically Disadvantaged	35	51	87	13	33	61	94	6	39	56	95	5
Homeless	<	<	<	<	-	64	64	36	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	41	48	90	10	53	38	91	9	46	41	87	13
Female	37	54	91	9	48	42	90	10	40	48	87	13
Male	46	43	89	11	58	33	91	9	52	36	87	13
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	42	49	90	10	53	38	91	9	46	41	88	12
Multiple Races	<	<	<	<	40	50	90	10	58	25	83	17
Students with Disabilities	10	60	70	30	31	48	79	21	29	38	67	33
Students without Disabilities	49	46	94	6	58	35	94	6	50	42	92	8
Economically Disadvantaged	35	53	88	12	48	40	89	11	41	45	86	14
Not Economically Disadvantaged	54	40	94	6	63	33	96	4	57	33	90	10
Homeless	27	45	73	27	<	<	<	<	30	60	90	10
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	100	0
Female					<	<	<	<	<	<	100	0
Black					<	<	<	<
White									<	<	100	0
Students without Disabilities					<	<	<	<	<	<	100	0
Economically Disadvantaged					<	<	<	<	<	<	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

	2022-2023	2023-2024	2024-2025
Division	-	-	-
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	374	392	363
Kindergarten	430	444	521
Grade 1	450	487	424
Grade 2	494	480	448
Grade 3	418	388	392
Grade 4	410	412	376
Grade 5	395	407	401
Grade 6	399	393	410
Grade 7	458	401	393
Grade 8	420	455	393
Grade 9	428	419	434
Grade 10	461	415	417
Grade 11	384	432	391
Grade 12	392	358	416
Total Enrollment	5,913	5,883	5,779

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	5913	5883	5779
Female	2873	2884	2843
Male	3040	2999	2936
American Indian	4	2	5
Asian	28	29	34
Black	154	154	157
Hispanic	123	124	128
Native Hawaiian	6	5	4
White	5441	5390	5267
Multiple Races	157	179	184
Students with Disabilities	824	893	911
Students without Disabilities	5089	4990	4868
Economically Disadvantaged	3548	3751	3740
Not Economically Disadvantaged	2365	2132	2039
English Learners	18	24	23
Not English Learners	5895	5859	5756
Homeless	153	162	170
Military Connected	34	33	30
Foster Care	20	23	17
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,878	556	4,871	569	4,932	426
Female	2,381	254	2,395	257	2,429	197
Male	2,497	302	2,476	312	2,503	229
American Indian	<	<	<	<	<	<
Asian	29	3	29	0	33	0
Black	144	8	144	8	151	7
Hispanic	95	12	112	8	104	15
Native Hawaiian	<	<	<	<	<	<
White	4,485	512	4,439	538	4,481	394
Multiple Races	116	21	140	15	153	10
Students with Disabilities	681	123	748	123	795	87
Economically Disadvantaged	2,938	499	3,047	489	3,196	382
English Learners	18	1	22	1	19	1
Homeless	112	39	134	36	141	33
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion

Class of 2025: 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 2024-2025 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	152	263	5	1	6	0
	State	51325	41797	1944	889	5197	1395
Female	Division	85	113	3	1	3	0
	State	27479	18568	644	302	1991	571
Male	Division	67	150	2	0	3	0
	State	23842	23219	1299	582	3204	824
Asian	Division	<	<	<	<	0	<
	State	6138	1603	96	15	116	44
Black	Division	3	8	1	0	0	0
	State	8492	10859	649	192	1064	555
Hispanic	Division	<	<	<	<	<	<
	State	7732	9780	323	169	2618	361
Native Hawaiian	Division	<	<	<	<	0	<
	State	89	54	4	1	7	3
White	Division	146	244	4	1	5	0
	State	25572	16963	766	433	1201	364
Multiple Races	Division	<	<	<	<	0	<
	State	3187	2410	100	77	171	63
Students with Disabilities	Division	2	53	5	0	2	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	Division	57	196	5	0	4	0
	State	12384	21564	1091	503	2612	961
English Learners	Division	<	<	<	<	0	<
	State	1822	5921	308	50	2224	183
Homeless	Division	2	18	0	0	0	0
	State	201	818	47	19	231	71
Military Connected	Division	<	<	<	<	0	<
	State	2497	1577	51	17	49	13
Foster Care	Division	<	<	<	<	0	<
	State	29	189	26	15	71	26
< = 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	427	420	98	421	99	6	1
Female	205	201	98	202	99	3	2
Male	222	219	99	219	99	3	1
Asian	<	<	100	<	100	0	0
Black	12	12	100	12	100	0	0
Hispanic	<	<	<	<	<	<	<
Native Hawaiian	<	<	100	<	100	0	0
White	400	394	99	395	99	5	1
Multiple Races	<	<	100	<	100	0	0
Students with Disabilities	62	60	97	60	97	2	3
Economically Disadvantaged	262	258	99	258	99	4	2
English Learners	<	<	100	<	100	0	0
Homeless	20	20	100	20	100	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	100	<	100	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	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	-	1 / .06%	-
Advanced Placement Course Enrollment	3 / .18%	1 / .06%	-
Dual Enrollment	279 / 16.76%	297 / 18.29%	338 / 20.39%
Governor's School Enrollment	56 / 3.36%	11 / .68%	18 / 1.09%
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

2021-2022 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.

2021-2022 FGI cohort year (students entering high school in 2018)
	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	372	241	35
	State	87,947	58,787	33
Female	Division	175	130	26
	State	44,125	32,246	27
Male	Division	197	111	44
	State	43,771	26,522	39
Asian	Division	<	<	100
	State	7,326	6,406	13
Black	Division	<	<	100
	State	18,153	10,957	40
Hispanic	Division	<	<	100
	State	12,866	7,348	43
White	Division	353	227	36
	State	44,455	30,645	31
Multiple Races	Division	<	<	100
	State	4,837	3,237	33
Students with Disabilities	Division	42	16	62
	State	8,632	3,934	54
Economically Disadvantaged	Division	212	112	47
	State	30,889	16,128	48
English Learners	Division	<	<	100
	State	7,530	4,273	43
American Indian	Division	-	-	100
	State	173	107	38
Native Hawaiian	Division	-	-	100
	State	137	87	36
< = 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
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	Division	6	10	12
	State	3,844	3,577	3,225
State Licensures	Division	30	48	41
	State	1,573	2,069	2,206
Industry Certification	Division	679	744	716
	State	100,965	101,956	105,973
Workplace Readiness	Division	82	109	125
	State	41,819	35,066	38,829
Total Credentials Earned	Division	797	911	894
	State	148,201	142,668	150,233
Students Earning One or More Credentials	Division	615	704	707
	State	118,467	115,609	120,035
CTE Completers	Division	291	280	340
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	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
	2021-2022	2022-2023	2023-2024
Percentage of fiscal year state operating expenditures for instructional costs	64.7	63.4	63.4
Percentage of fiscal year division operating expenditures for instructional costs	71.1	59.7	68.3

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2021-2022	Division	$1,515	$8,497	$2,073
	State	$7,134	$6,454	$1,936
2022-2023	Division	$2,634	$9,037	$2,833
	State	$7,803	$6,956	$1,918
2023-2024	Division	$3,887	$8,113	$2,245
	State	$8,420	$7,464	$1,751

School Environment

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

No additional explanation available.

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

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

No additional explanation available.

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

Student Behavior

Number of Events by Behavior Category
	2023-2024
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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	1,241	1,101	935
Out-of-School Suspension	220	219	206
Explusion and Alternative Placement	13	4	14
Referral to Law Enforcement	42	30	40
Bus Suspension	47	37	22

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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	88.7	93.5	95.4
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	42.1	43.1	42.1
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	64.8	67.8	68.8
< = 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

2023-2024 Grades K-7 Student Teacher Ratio

9.67 : 1

2023-2024 Grades 8-12 Student Teacher Ratio

12.06 : 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: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	55%	39%	1%	5%
2023-2024	55%	40%	1%	4%
2024-2025	55%	40%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	89%	81%	88%
Asian	96%	91%	88%
Black	80%	73%	88%
Hispanic	84%	73%	88%
White	89%	86%	88%
Multiple Races	92%	84%	88%
Economically Disadvantaged	85%	73%	88%
English Learners	<	67%	88%
Students with Disabilities	70%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	90%	76%	85%
Asian	100%	90%	85%
Black	82%	67%	85%
Hispanic	89%	68%	85%
White	90%	82%	85%
Multiple Races	89%	79%	85%
Economically Disadvantaged	88%	67%	85%
English Learners	<	64%	85%
Students with Disabilities	76%	61%	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	87%
Asian	<
Black	80%
Hispanic	86%
White	87%
Multiple Races	89%
Economically Disadvantaged	83%
English Learners	<
Students with Disabilities	61%

< = 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	97%	84%	84%
Asian	<	90%	84%
Black	100%	83%	84%
Hispanic	<	83%	84%
White	98%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	97%	83%	84%
English Learners	<	80%	84%
Students with Disabilities	90%	79%	84%
Homeless	100%	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	45%	56%	58%
English Learner Proficiency	14%	-	-

< = 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	5	11	45%
English Learner Proficiency	3	21	14%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.8%	-	98.7%	-	99.3%	-
Asian	92.3%	-	100%	-	<	-
Black	93.6%	-	93.6%	-	90.9%	-
Hispanic	97.8%	-	97.8%	-	100%	-
White	99%	-	98.8%	-	99.5%	-
Multiple Races	93.8%	-	96.8%	-	100%	-
Economically Disadvantaged	98.5%	-	98.5%	-	99.1%	-
Not Economically Disadvantaged	99.2%	-	99.1%	-	99.7%	-
English Learners	<	-	<	-	<	-
Students with Disabilities	96.9%	-	96.5%	-	98.1%	-
Students without Disabilities	99.2%	-	99.2%	-	99.6%	-
Female	98.9%	-	99%	-	99.3%	-
Male	98.6%	-	98.4%	-	99.3%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Multidivision Online Provider (MOP) Program

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

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

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

Student Achievement by Proficiency Level

English Reading

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


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

Writing

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


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

Mathematics

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


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

Science

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


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

History

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


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

Enrollment

Fall Membership by Grade

Grade level	2022-2023			2023-2024			2024-2025
	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 04	410	407	3	412	412	-	376	374	2
Grade 10	461	456	5	415	411	4	417	407	10
Grade 12	392	388	4	358	357	1	416	410	6
Grade KG	430	386	44	444	394	50	521	381	140
Grade 05	395	394	1	407	406	1	401	399	2
Grade PK	374	374	-	392	392	-	363	363	-
Grade 09	428	423	5	419	417	2	434	426	8
Grade 06	399	396	3	393	391	2	410	408	2
Grade 07	458	455	3	401	398	3	393	390	3
Grade 01	450	401	49	487	386	101	424	386	38
Grade 11	384	382	2	432	427	5	391	383	8
Grade 08	420	416	4	455	448	7	393	381	12
Grade 02	494	383	111	480	404	76	448	381	67
Grade 03	418	418	-	388	387	1	392	388	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

School Environment

Chronic Absenteeism of MOP Students

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

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

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

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

Student Subgroup	2022-2023				2023-2024				2024-2025
	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	4666	557	89.34	10.66	4202	1002	80.75	19.25	4287	800	84.27	15.73
Full-Time MOP Student	210	0	100	0	234	2	99.15	.85	268	2	99.26	.74
Female
Not a Full-Time MOP Student	2280	255	89.94	10.06	2044	484	80.85	19.15	2105	375	84.88	15.12
Full-Time MOP Student	99	0	100	0	124	2	98.41	1.59	145	0	100	0
Male
Not a Full-Time MOP Student	2386	302	88.76	11.24	2158	518	80.64	19.36	2182	425	83.7	16.3
Full-Time MOP Student	111	0	100	0	110	0	100	0	123	2	98.4	1.6
Black
Not a Full-Time MOP Student	90	8	91.84	8.16	84	11	88.42	11.58	77	11	87.5	12.5
Full-Time MOP Student	53	0	100	0	56	1	98.25	1.75	70	0	100	0
Hispanic
Not a Full-Time MOP Student	74	12	86.05	13.95	72	15	82.76	17.24	75	22	77.32	22.68
Full-Time MOP Student	21	0	100	0	33	0	100	0	21	0	100	0
White
Not a Full-Time MOP Student	4373	513	89.5	10.5	3920	947	80.54	19.46	3991	744	84.29	15.71
Full-Time MOP Student	111	0	100	0	109	1	99.09	.91	139	1	99.29	.71
Asian
Not a Full-Time MOP Student	17	3	85	15	16	2	88.89	11.11	22	3	88	12
Full-Time MOP Student	12	0	100	0	11	0	100	0	<	<	<	<
Multiple Races
Not a Full-Time MOP Student	104	21	83.2	16.8	104	27	79.39	20.61	113	20	84.96	15.04
Full-Time MOP Student	12	0	100	0	24	0	100	0	29	1	96.67	3.33
Students with Disabilities
Not a Full-Time MOP Student	722	130	84.74	15.26	703	212	76.83	23.17	746	183	80.3	19.7
Full-Time MOP Student	15	0	100	0	12	0	100	0	26	0	100	0
Economically Disadvantaged
Not a Full-Time MOP Student	2911	500	85.34	14.66	2559	856	74.93	25.07	2691	705	79.24	20.76
Full-Time MOP Student	26	0	100	0	121	1	99.18	.82	181	1	99.45	.55
English Learners
Not a Full-Time MOP Student	18	1	94.74	5.26	22	1	95.65	4.35	18	2	90	10
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

Summary

Summary

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

MOP

Summary

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Student Group

Fall Membership By Student Group:

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

College, Career, & Military

Diplomas and Completion

Class of 2025: 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

2021-2022 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

2023-2024 Per-Pupil Spending

Sources of Financial Support

Division

State

School Environment

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

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

Student Behavior

Administrative Response to Student Behavior

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2023-2024 Grades K-7 Student Teacher Ratio

2023-2024 Grades 8-12 Student Teacher Ratio

Teacher Quality

School Leaders

Provisionally Licensed Teachers

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

Every Student Succeeds Act