Wise County Public Schools

General school information

Division: Wise County Public Schools
Division Number: 96
Address: 628 Lake Street NE Wise, VA 24293
Superintendent: Dr. Mike Goforth
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Coeburn Primary	Accredited
Union Primary	Accredited
Wise Primary	Accredited
High Schools
Central High	Accredited
Eastside High	Accredited
Union High	Accredited
Combined Schools
Coeburn Middle	Accredited
J.W. Adams Combined	Accredited
L.F. Addington Middle	Accredited
St. Paul Elementary	Accredited
Union Middle	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

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	64	79	21	17	67	84	16	15	70	85	15
Female	15	67	82	18	17	69	86	14	15	71	86	14
Male	16	61	77	23	16	66	82	18	16	69	84	16
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	11	62	73	27	10	67	78	22	11	67	78	22
Hispanic	14	57	71	29	15	64	79	21	15	71	85	15
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	16	64	80	20	16	68	84	16	15	70	86	14
Multiple Races	13	67	79	21	22	61	83	17	17	62	79	21
Students with Disabilities	11	44	55	45	9	51	59	41	12	55	67	33
Students without Disabilities	16	67	84	16	18	70	89	11	16	73	89	11
Economically Disadvantaged	10	63	73	27	11	68	79	21	12	70	82	18
Not Economically Disadvantaged	23	66	88	12	25	67	92	8	22	69	92	8
English Learners					<	<	<	<	<	<	<	<
Homeless	6	66	73	27	6	72	78	22	8	69	77	23
Military Connected	-	100	100	0	20	75	95	5	32	64	95	5
Foster Care	<	<	<	<	-	74	74	26	-	69	69	31
Grade 3 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	61	78	22	13	69	82	18	11	72	83	17
Female	18	62	80	20	15	69	84	16	11	76	86	14
Male	16	59	76	24	12	68	80	21	12	69	80	20
American Indian	<	<	<	<					<	<	<	<
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	16	61	78	22	14	68	82	18	11	73	84	16
Multiple Races	<	<	<	<	<	<	<	<	10	70	80	20
Students with Disabilities	3	53	56	44	4	57	61	39	8	55	63	37
Students without Disabilities	20	62	82	18	16	71	87	13	12	76	88	12
Economically Disadvantaged	13	59	72	28	10	67	76	24	9	70	79	21
Not Economically Disadvantaged	23	63	86	14	22	73	95	5	17	78	95	5
Homeless	<	<	<	<	7	60	67	33	-	60	60	40
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 4 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	66	85	15	18	71	89	11	18	70	89	11
Female	21	64	85	15	20	70	90	10	19	71	91	9
Male	18	67	86	14	17	72	89	11	17	69	86	14
Asian					<	<	<	<	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	19	66	86	14	19	71	89	11	18	70	88	12
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	10	55	65	35	11	70	81	19	9	62	71	29
Students without Disabilities	21	68	89	11	19	71	91	9	21	72	93	7
Economically Disadvantaged	13	67	80	20	14	73	87	13	16	71	87	13
Not Economically Disadvantaged	30	64	94	6	26	68	94	6	23	69	92	8
English Learners					<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	9	82	91	9
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	63	75	25	10	73	82	18	12	70	83	17
Female	10	71	81	19	11	74	85	15	12	68	80	20
Male	13	56	69	32	8	72	80	20	13	72	85	15
American Indian									<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	11	64	75	25	10	73	83	17	13	70	83	17
Multiple Races	-	50	50	50	<	<	<	<	<	<	100	0
Students with Disabilities	19	36	54	46	8	48	56	44	10	55	65	35
Students without Disabilities	10	68	78	22	10	78	88	12	13	73	86	14
Economically Disadvantaged	7	62	69	31	8	70	78	22	7	70	77	23
Not Economically Disadvantaged	17	65	83	17	13	79	93	7	21	71	92	8
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	100	0
Grade 6 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	20	63	83	17	12	76	87	13
Female	13	67	81	19	21	67	88	12	13	76	88	12
Male	13	64	77	23	19	58	77	23	10	75	86	14
Asian					<	<	100	0	<	<	100	0
Black	-	60	60	40	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian									<	<	100	0
White	13	66	79	21	19	63	83	17	11	76	87	13
Multiple Races	<	<	<	<	20	50	70	30	<	<	100	0
Students with Disabilities	17	42	59	41	19	42	61	39	9	59	68	32
Students without Disabilities	12	69	82	18	20	66	86	14	12	79	91	9
Economically Disadvantaged	9	62	70	30	13	66	79	21	9	74	84	16
Not Economically Disadvantaged	20	71	91	9	31	57	88	12	16	78	94	6
Homeless	8	50	58	42	<	<	<	<	10	70	80	20
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	67	81	19	13	69	82	18	17	68	85	15
Female	14	69	83	17	15	70	85	15	18	68	86	14
Male	15	66	80	20	11	69	79	21	15	68	84	16
Asian									<	<	100	0
Black	<	<	<	<	18	55	73	27	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	14	67	81	19	12	69	82	18	17	68	85	15
Multiple Races	8	92	100	0	<	<	<	<	9	55	64	36
Students with Disabilities	11	47	58	42	11	46	57	43	22	46	68	32
Students without Disabilities	15	71	86	14	13	73	86	14	16	72	88	12
Economically Disadvantaged	9	66	75	25	9	68	77	23	13	68	81	19
Not Economically Disadvantaged	21	69	90	10	19	70	90	10	21	69	90	10
Homeless	9	73	82	18	-	75	75	25	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	64	78	22	12	69	81	19	11	73	84	16
Female	15	66	81	19	13	70	83	17	9	75	84	16
Male	13	62	75	25	11	69	79	21	13	72	85	15
Black	-	60	60	40	<	<	<	<	-	64	64	36
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	15	63	78	22	12	69	81	19	12	74	86	14
Multiple Races	<	<	<	<	40	60	100	0	<	<	<	<
Students with Disabilities	9	38	46	54	3	44	47	53	12	60	72	28
Students without Disabilities	15	68	83	17	13	74	87	13	11	76	87	13
Economically Disadvantaged	8	61	69	31	8	68	76	24	8	73	82	18
Not Economically Disadvantaged	23	67	90	10	19	71	90	10	16	73	90	10
Homeless	-	71	71	29	<	<	<	<	7	73	80	20
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
EOC English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	60	80	20	30	59	88	12	28	58	86	14
Female	16	65	81	19	27	64	90	10	25	62	87	13
Male	24	55	79	21	32	55	87	13	30	55	85	15
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	10	60	70	30	10	60	70	30	40	40	80	20
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	20	60	80	20	30	60	89	11	27	59	86	14
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	6	41	46	54	5	49	54	46	15	48	63	37
Students without Disabilities	22	63	86	14	34	61	95	5	31	61	91	9
Economically Disadvantaged	14	60	74	26	21	62	83	17	19	64	84	16
Not Economically Disadvantaged	26	60	86	14	41	55	96	4	42	48	90	10
Homeless	12	59	71	29	13	63	75	25	18	55	73	27
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					26	59	85	15	21	60	81	19
Female					34	54	88	12	23	67	90	10
Male					18	63	81	19	19	54	73	27
Asian					<	<	100	0	<	<	100	0
Black					-	70	70	30	29	36	64	36
Hispanic					25	67	92	8	<	<	<	<
Native Hawaiian									<	<	100	0
White					26	59	84	16	21	61	81	19
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
Economically Disadvantaged					16	62	79	21	14	60	74	26
Not Economically Disadvantaged					36	55	91	9	31	60	91	9
Homeless					6	71	76	24	11	47	58	42
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					36	59	95	5	32	64	95	5
Female					42	55	98	2	30	66	96	4
Male					30	63	93	7	34	61	95	5
Asian					<	<	100	0	<	<	100	0
Black					<	<	100	0	<	<	100	0
Hispanic					<	<	100	0	<	<	100	0
Native Hawaiian									<	<	100	0
White					35	60	95	5	31	64	96	4
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	100	0	<	<	<	<
Students without Disabilities					36	59	95	5	32	64	96	4
Economically Disadvantaged					28	67	95	5	21	72	93	7
Not Economically Disadvantaged					42	54	96	4	44	54	98	2
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

Math Performance: All Students

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	64	74	26	13	73	86	14	13	76	89	11
Female	9	65	74	26	14	74	88	12	12	78	91	9
Male	10	63	73	27	13	72	85	15	14	73	87	13
American Indian	<	<	<	<					<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	9	64	73	27	6	74	81	19	8	78	86	14
Hispanic	12	56	68	32	14	75	89	11	10	81	92	8
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	9	65	74	26	13	73	86	14	13	75	89	11
Multiple Races	6	54	60	40	11	73	84	16	7	82	88	12
Students with Disabilities	10	47	57	43	7	61	69	31	10	63	74	26
Students without Disabilities	9	68	77	23	15	75	89	11	14	78	92	8
Economically Disadvantaged	6	60	66	34	9	74	82	18	9	77	86	14
Not Economically Disadvantaged	15	71	86	14	22	71	94	6	21	73	94	6
English Learners					<	<	100	0	<	<	100	0
Homeless	6	56	62	38	11	64	75	25	4	72	76	24
Military Connected	6	78	83	17	9	83	91	9	17	74	91	9
Foster Care	<	<	<	<	9	61	70	30	-	64	64	36
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	60	76	24	14	69	82	18	15	72	86	14
Female	14	64	78	22	17	67	83	17	12	77	89	11
Male	18	57	74	26	11	71	81	19	18	66	84	16
American Indian	<	<	<	<					<	<	100	0
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian									<	<	100	0
White	16	60	76	24	13	68	82	18	16	71	86	14
Multiple Races	<	<	<	<	<	<	<	<	-	90	90	10
Students with Disabilities	3	44	47	53	8	52	60	40	16	52	68	32
Students without Disabilities	18	63	82	18	15	73	88	13	14	76	90	10
Economically Disadvantaged	10	58	68	32	9	68	77	23	9	73	82	18
Not Economically Disadvantaged	26	63	89	11	25	69	94	6	29	68	97	3
Homeless	<	<	<	<	13	40	53	47	-	70	70	30
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	71	78	22	16	75	91	9	14	78	92	8
Female	6	72	78	22	13	78	91	9	14	81	96	4
Male	8	70	78	22	19	73	91	9	13	75	88	12
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	7	71	78	22	16	76	91	9	14	78	92	8
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	14	55	69	31	13	68	81	19	10	68	78	22
Students without Disabilities	6	73	79	21	16	77	93	7	15	81	95	5
Economically Disadvantaged	6	66	72	28	12	76	88	12	11	78	89	11
Not Economically Disadvantaged	9	79	88	12	22	75	97	3	20	78	97	3
English Learners					<	<	100	0	<	<	100	0
Homeless	<	<	100	0	<	<	<	<	9	82	91	9
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	64	74	26	14	71	85	15	13	73	87	13
Female	10	68	78	22	14	72	86	14	11	73	85	15
Male	9	61	70	30	14	70	84	16	15	73	88	12
American Indian									<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	9	65	74	26	14	71	85	15	14	72	86	14
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	12	47	59	41	6	65	71	29	13	66	79	21
Students without Disabilities	9	68	77	23	15	72	88	12	14	74	88	12
Economically Disadvantaged	4	62	66	34	10	72	82	18	6	77	83	17
Not Economically Disadvantaged	17	68	85	15	22	69	91	9	26	66	92	8
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	62	73	27	20	66	86	14	18	71	88	12
Female	9	60	69	31	18	71	89	11	18	70	87	13
Male	13	63	76	24	21	62	83	17	17	71	89	11
Asian					<	<	100	0	<	<	100	0
Black	10	60	70	30	<	<	100	0	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian									<	<	100	0
White	11	62	73	27	20	66	86	14	18	70	88	12
Multiple Races	<	<	<	<	9	64	73	27	<	<	100	0
Students with Disabilities	12	43	55	45	6	68	75	25	9	64	72	28
Students without Disabilities	11	65	76	24	22	66	88	12	19	72	91	9
Economically Disadvantaged	6	56	62	38	10	71	81	19	10	74	84	16
Not Economically Disadvantaged	20	71	90	10	34	60	93	7	32	63	95	5
Homeless	9	55	64	36	<	<	<	<	-	70	70	30
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	53	58	42	7	66	73	27	7	78	86	14
Female	4	51	55	45	7	65	72	28	8	81	90	10
Male	6	54	60	40	8	66	74	26	6	76	82	18
Black	<	<	<	<	10	50	60	40	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	5	52	57	43	7	66	73	27	8	79	86	14
Multiple Races	-	70	70	30	<	<	<	<	<	<	<	<
Students with Disabilities	14	36	50	50	11	44	55	45	10	55	66	34
Students without Disabilities	2	58	60	40	6	71	78	23	7	84	90	10
Economically Disadvantaged	5	49	54	46	7	63	71	29	7	79	86	14
Not Economically Disadvantaged	6	61	66	34	7	72	79	21	7	78	85	15
Homeless	-	55	55	45	25	58	83	17	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	66	72	28	10	74	84	16	18	69	87	13
Female	7	69	75	25	12	74	86	14	15	75	90	10
Male	6	64	69	31	8	74	82	18	21	64	85	15
Asian									<	<	100	0
Black	9	55	64	36	<	<	<	<	15	69	85	15
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	6	67	73	27	10	75	85	15	18	69	87	13
Multiple Races	<	<	<	<	10	60	70	30	<	<	<	<
Students with Disabilities	10	36	47	53	5	52	56	44	10	59	69	31
Students without Disabilities	6	71	76	24	11	79	89	11	19	71	90	10
Economically Disadvantaged	4	58	62	38	4	76	80	20	13	71	83	17
Not Economically Disadvantaged	10	77	86	14	19	71	90	10	26	67	93	7
Homeless	-	60	60	40	<	<	<	<	13	60	73	27
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	70	82	18	13	82	94	6	8	84	92	8
Female	14	68	83	17	15	81	96	4	9	85	95	5
Male	11	71	81	19	10	83	93	7	7	83	90	10
Asian									<	<	100	0
Black	20	50	70	30	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0	-	100	100	0
Native Hawaiian	<	<	100	0					<	<	100	0
White	12	70	82	18	13	81	94	6	9	84	93	7
Multiple Races	<	<	100	0	<	<	100	0	-	85	85	15
Students with Disabilities	2	73	75	25	-	89	89	11	2	79	81	19
Students without Disabilities	14	69	83	17	14	81	95	5	9	85	94	6
Economically Disadvantaged	6	71	77	24	8	85	92	8	4	86	90	10
Not Economically Disadvantaged	21	68	89	11	21	77	98	2	14	81	96	4
Homeless	17	50	67	33	8	76	84	16	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	70	70	30	-	94	94	6	-	65	65	35
Female	<	<	<	<	<	<	100	0	-	73	73	27
Male	-	77	77	23	-	91	91	9	<	<	<	<
Hispanic									<	<	100	0
Native Hawaiian									<	<	100	0
White	-	70	70	30	-	94	94	6	-	59	59	41
Multiple Races									<	<	100	0
Students with Disabilities	<	<	<	<
Students without Disabilities	-	81	81	19	-	94	94	6	-	65	65	35
Economically Disadvantaged	<	<	<	<	-	90	90	10	-	64	64	36
Not Economically Disadvantaged	-	79	79	21	<	<	100	0	<	<	<	<
Homeless									<	<	<	<
Algebra II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	70	76	24	14	83	97	3	8	90	98	2
Female	2	71	73	27	11	88	99	1	8	90	99	1
Male	9	70	80	20	17	78	95	5	8	90	98	2
Asian	<	<	100	0					<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
Native Hawaiian	<	<	<	<	<	<	100	0
White	5	73	78	22	15	82	97	3	9	89	98	2
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0
Students without Disabilities	6	70	76	24	14	83	97	3	8	90	98	2
Economically Disadvantaged	4	64	68	32	8	88	96	4	8	86	94	6
Not Economically Disadvantaged	7	76	83	17	17	81	98	2	8	92	100	0
Homeless	<	<	100	0	<	<	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

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	60	69	31	12	67	80	20	13	70	83	17
Female	9	61	70	30	10	69	79	21	10	72	82	18
Male	10	59	68	32	14	66	80	20	16	68	84	16
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	50	54	46	-	67	67	33	6	53	59	41
Hispanic	7	73	80	20	15	60	75	25	6	56	61	39
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	9	60	69	31	12	68	80	20	13	70	84	16
Multiple Races	4	52	56	44	12	69	81	19	12	68	80	20
Students with Disabilities	6	33	39	61	7	45	52	48	10	52	63	37
Students without Disabilities	10	65	74	26	13	72	85	15	14	73	87	13
Economically Disadvantaged	5	56	61	39	10	63	74	26	7	70	78	22
Not Economically Disadvantaged	15	65	80	20	15	74	89	11	22	69	91	9
Homeless	2	51	53	47	11	61	71	29	4	74	79	21
Military Connected	<	<	<	<	<	<	100	0	36	55	91	9
Foster Care	<	<	<	<	-	42	42	58	<	<	<	<
Grade 5 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	52	63	37	20	57	77	23	22	61	83	17
Female	11	56	66	34	18	58	76	24	17	63	80	20
Male	13	48	61	39	23	55	78	22	27	59	86	14
American Indian									<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	11	52	64	36	20	57	77	23	22	61	83	17
Multiple Races	10	20	30	70	<	<	<	<	<	<	100	0
Students with Disabilities	8	34	42	58	13	42	55	45	17	48	65	35
Students without Disabilities	12	55	67	33	22	60	82	18	23	64	87	13
Economically Disadvantaged	5	48	54	46	17	54	71	29	12	65	78	22
Not Economically Disadvantaged	20	56	77	23	27	63	90	10	39	54	93	7
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Foster Care					<	<	<	<	<	<	100	0
Grade 8 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	63	71	29	8	73	81	19	7	74	81	19
Female	8	63	70	30	5	75	80	20	4	76	80	20
Male	8	64	72	28	10	71	81	19	9	72	81	19
Black	-	55	55	45	<	<	<	<	8	50	58	42
Hispanic	<	<	100	0	<	<	<	<	<	<	<	<
White	8	63	71	29	8	73	80	20	7	75	82	18
Multiple Races	<	<	<	<	20	80	100	0	<	<	<	<
Students with Disabilities	7	35	42	58	5	44	49	51	12	51	63	37
Students without Disabilities	8	68	75	25	8	78	86	14	6	78	84	16
Economically Disadvantaged	5	59	64	36	6	68	74	26	4	71	76	24
Not Economically Disadvantaged	12	70	82	18	10	79	89	11	12	78	90	10
Homeless	6	67	72	28	10	60	70	30	7	60	67	33
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
Biology Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	65	73	27	9	72	81	19	11	75	86	14
Female	8	66	73	27	8	74	82	18	9	78	87	13
Male	8	65	73	27	11	70	80	20	13	72	85	15
Black	<	<	<	<	<	<	<	<	-	50	50	50
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
Native Hawaiian					<	<	100	0	<	<	100	0
White	8	66	74	26	9	72	81	19	11	76	87	13
Multiple Races	<	<	<	<	<	<	<	<	10	60	70	30
Students with Disabilities	-	34	34	66	-	51	51	49	-	61	61	39
Students without Disabilities	9	71	81	19	11	76	87	13	13	77	90	10
Economically Disadvantaged	4	61	65	35	7	69	76	24	6	76	82	18
Not Economically Disadvantaged	13	70	82	18	13	76	90	10	18	74	93	7
Homeless	-	44	44	56	7	64	71	29	-	90	90	10
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<					<	<	<	<
Female	<	<	<	<					<	<	<	<
Male	<	<	<	<
Hispanic									<	<	<	<
White	<	<	<	<
Students without Disabilities	<	<	<	<					<	<	<	<
Not Economically Disadvantaged	<	<	<	<					<	<	<	<
Earth Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	-	50	50	50
Female					<	<	<	<	<	<	<	<
Male					<	<	<	<	-	60	60	40
Black									<	<	<	<
Hispanic									<	<	<	<
White					<	<	<	<	-	50	50	50
Multiple Races									<	<	100	0
Students with Disabilities					<	<	<	<	-	30	30	70
Students without Disabilities					<	<	<	<	-	64	64	36
Economically Disadvantaged					<	<	<	<	-	53	53	47
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					22	59	81	19	26	58	83	17
Female					17	63	80	20	22	62	84	16
Male					27	55	82	18	30	53	83	17
Asian					<	<	100	0	<	<	100	0
Black					13	57	70	30	41	32	73	27
Hispanic					8	58	67	33	28	56	84	16
White					23	58	81	19	26	58	84	16
Multiple Races					19	67	86	14	15	58	73	27
Students with Disabilities					7	46	53	47	5	54	58	42
Students without Disabilities					25	61	85	15	30	58	88	12
Economically Disadvantaged					16	59	75	25	21	58	79	21
Not Economically Disadvantaged					32	57	90	10	33	57	90	10
English Learners					<	<	100	0	<	<	100	0
Homeless					9	73	82	18	10	62	72	28
Military Connected					20	80	100	0	31	62	92	8
Foster Care					<	<	100	0	<	<	100	0
VA & US History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	45	45	55	-	41	41	59
Female					<	<	<	<	-	48	48	52
Male					-	42	42	58	-	35	35	65
Black					<	<	<	<
Hispanic									<	<	<	<
White					-	50	50	50	-	41	41	59
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	-	31	31	69
Students without Disabilities					-	57	57	43	-	45	45	55
Economically Disadvantaged					-	31	31	69	-	30	30	70
Not Economically Disadvantaged					<	<	<	<	-	69	69	31
Homeless									<	<	100	0
World History I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					14	65	78	22	14	68	81	19
Female					9	67	77	23	10	70	80	20
Male					17	63	80	20	18	65	82	18
Asian									<	<	100	0
Black					-	64	64	36	<	<	<	<
Hispanic					<	<	<	<	9	73	82	18
White					14	65	79	21	14	68	81	19
Multiple Races					<	<	<	<	7	79	86	14
Students with Disabilities					-	47	47	53	-	55	55	45
Students without Disabilities					16	68	83	17	16	70	86	14
Economically Disadvantaged					9	65	74	26	11	63	74	26
Not Economically Disadvantaged					20	65	85	15	17	74	92	8
Homeless					4	72	76	24	-	64	64	36
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	100	0
Female					<	<	<	<	<	<	100	0
Male					<	<	100	0	<	<	100	0
White					<	<	<	<	<	<	100	0
Students without Disabilities					<	<	<	<	<	<	100	0
Economically Disadvantaged					<	<	<	<	<	<	100	0
Not Economically Disadvantaged					<	<	<	<	<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					21	60	80	20	27	57	84	16
Female					16	65	81	19	23	62	86	14
Male					25	55	79	21	30	52	82	18
Asian									<	<	100	0
Black					18	55	73	27	<	<	<	<
Hispanic					<	<	<	<	<	<	100	0
White					21	60	81	19	26	59	85	16
Multiple Races					<	<	<	<	10	50	60	40
Students with Disabilities					4	53	56	44	4	48	52	48
Students without Disabilities					24	61	84	16	30	58	88	12
Economically Disadvantaged					13	58	71	29	20	62	82	18
Not Economically Disadvantaged					31	62	93	7	35	51	87	13
Homeless					20	70	90	10	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	100	0
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					37	51	87	13	41	48	90	10
Female					29	57	86	14	37	54	91	9
Male					44	44	89	11	46	43	89	11
Asian					<	<	100	0	<	<	100	0
Black					<	<	<	<	<	<	<	<
Hispanic					<	<	<	<	<	<	<	<
White					38	50	87	13	42	49	90	10
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					22	40	62	38	10	60	70	30
Students without Disabilities					39	52	91	9	49	46	94	6
Economically Disadvantaged					27	57	84	16	35	53	88	12
Not Economically Disadvantaged					54	40	94	6	54	40	94	6
English Learners					<	<	100	0	<	<	100	0
Homeless					<	<	<	<	27	45	73	27
Military Connected					<	<	100	0	<	<	<	<
Foster Care					<	<	100	0	<	<	100	0
World History II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2020-2021	2021-2022	2022-2023
Division	-	-	-
State	1,324	4,006	4,460
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 2023: 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 2022-2023 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	158	234	6	0	6	1
	State	50941	37883	2120	845	5319	1819
Female	Division	82	98	0	0	4	1
	State	27811	16344	671	288	1971	747
Male	Division	76	136	6	0	2	0
	State	23072	21492	1448	557	3346	1069
Asian	Division	<	<	<	<	0	<
	State	6009	1299	108	12	87	30
Black	Division	2	6	2	0	0	0
	State	8188	10171	708	177	1106	701
Hispanic	Division	4	7	0	0	0	0
	State	6685	7832	305	130	2570	425
White	Division	143	219	4	0	6	1
	State	26830	16390	881	458	1333	565
Multiple Races	Division	<	<	<	<	0	<
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	1	59	6	0	0	0
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	54	168	6	0	2	1
	State	12376	19803	1180	475	2916	1248
Homeless	Division	1	15	1	0	0	0
	State	183	697	76	17	189	78
Military Connected	Division	<	<	<	<	0	<
	State	2401	1298	51	21	47	32
Foster Care	Division	<	<	<	<	<	<
	State	25	145	23	13	82	21
< = 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	405	398	98	398	98	6	2
Female	185	180	97	180	97	4	2
Male	220	218	99	218	99	2	1
Asian	<	<	100	<	100	0	0
Black	10	10	100	10	100	0	0
Hispanic	11	11	100	11	100	0	0
White	373	366	98	366	98	6	2
Multiple Races	<	<	100	<	100	0	0
Students with Disabilities	66	66	100	66	100	0	0
Economically Disadvantaged	231	228	99	228	99	2	1
Homeless	17	17	100	17	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	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	20 / 1.3%	13 / .79%	-
Advanced Placement Course Enrollment	33 / 2.14%	23 / 1.4%	3 / .18%
Dual Enrollment	327 / 21.21%	302 / 18.41%	279 / 16.76%
Governor's School Enrollment	113 / 7.33%	109 / 6.65%	56 / 3.36%
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
		2020-2021	2021-2022	2022-2023
State Licensures	Division	22	25	30
	State	1,077	1,236	1,563
Industry Certification	Division	433	814	679
	State	51,685	95,688	100,255
Total Credentials Earned	Division	455	839	797
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	406	673	615
	State	60,992	115,682	117,932
CTE Completers	Division	255	273	291
	State	42,303	45,094	45,627
NOCTI Assessments	Division	-	-	6
	State	1,542	2,590	3,844
Workplace Readiness	Division	-	-	82
	State	16,885	44,348	41,819
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	302	761	962

< = 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
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	68.6	71.4	71.1

Per-Pupil Spending

2021-2022 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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	4,670	581	4,400	1,003	4,878	556
Female	2,290	271	2,140	491	2,381	254
Male	2,380	310	2,260	512	2,497	302
American Indian	<	<	<	<	<	<
Asian	16	0	27	6	29	3
Black	96	10	137	9	144	8
Hispanic	56	10	62	16	95	12
Native Hawaiian	<	<	<	<	<	<
White	4,415	549	4,062	944	4,485	512
Multiple Races	82	10	102	26	116	21
Students with Disabilities	694	113	587	212	681	123
Economically Disadvantaged	2,729	506	2,506	852	2,938	499
English Learners	14	1	13	3	18	1
Homeless	132	39	102	58	112	39
< = 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

2022-2023 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	815
Behaviors related to School Operations	396
Relationship Behaviors without Physical Harm	780
Behaviors of a Safety Concern	687
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	94

< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.2	0.8	0.1
Asian	0.3		0.6		0.5
Black	2	12.5	2.5	7.5	2.6	5.8
Hispanic	1.3		1.5	0.8	2.1	1.3
Native Hawaiian	0.1		0.1		0.1
White	94.5	87.5	92.8	85.7	92	90.4
Multiple Races	1.8		2.3	5.3	2.7	2.6
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.2		0.1
Asian	0.3		0.6		0.5
Black	2		2.5		2.6
Hispanic	1.3		1.5		2.1
Native Hawaiian	0.1		0.1		0.1
White	94.5		92.8	100	92	87.5
Multiple Races	1.8		2.3		2.7	12.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.2		0.1
Asian	0.3		0.6		0.5
Black	2		2.5		2.6
Hispanic	1.3		1.5		2.1
Native Hawaiian	0.1		0.1		0.1
White	94.5		92.8	93.3	92
Multiple Races	1.8		2.3	6.7	2.7
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	77.9	77.9	88.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	42.2	42.2	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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	73.4	73.4	64.8
< = 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

2021-2022 Grades K-7 Student Teacher Ratio: 9.91 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 11.3 : 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: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	58%	35%	2%	5%
2021-2022	60%	34%	2%	4%
2022-2023	59%	35%	1%	5%
< = 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	86%	86%	77%	88%
Asian	100%	93%	91%	88%
Black	80%	76%	64%	88%
Hispanic	81%	82%	63%	88%
White	87%	86%	84%	88%
Multiple Races	79%	83%	82%	88%
Economically Disadvantaged	82%	82%	63%	88%
English Learners	<	<	53%	88%
Students with Disabilities	68%	64%	50%	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	89%	90%	72%	85%
Asian	<	96%	90%	85%
Black	88%	85%	56%	85%
Hispanic	89%	88%	58%	85%
White	89%	90%	80%	85%
Multiple Races	90%	88%	75%	85%
Economically Disadvantaged	86%	87%	57%	85%
English Learners	<	<	52%	85%
Students with Disabilities	74%	75%	47%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	82%
Asian	<
Black	64%
Hispanic	67%
White	83%
Multiple Races	82%
Economically Disadvantaged	77%
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	95%	84%	84%
Asian	<	90%	84%
Black	<	83%	84%
Hispanic	<	82%	84%
White	95%	86%	84%
Multiple Races	<	89%	84%
Economically Disadvantaged	92%	81%	84%
English Learners	<	74%	84%
Students with Disabilities	84%	70%	84%
Homeless	80%	-	-
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	10%	10%	12%	10%
Asian	9%	9%	10%	10%
Black	5%	5%	13%	10%
Hispanic	11%	11%	13%	10%
White	10%	10%	13%	10%
Multiple Races	15%	15%	14%	10%
Economically Disadvantaged	15%	15%	15%	10%
English Learners	5%	5%	12%	10%
Students with Disabilities	15%	15%	16%	10%

< = 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 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	<	52%	58%
English Learner Proficiency	18%	-	-

< = 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	<	<	<
English Learner Proficiency	3	17	18%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	100%	-	<	<	<	<
Black	100%	-	100%	-	100%	-
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%	-	99%	1%	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	78%	86%
Hispanic	85%	93%
White	88%	91%
Multiple Races	88%	89%
Economically Disadvantaged	85%	89%
English Learners	<	<
Students with Disabilities	77%	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 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