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Wythe County Public Schools

General school information

Division: Wythe County Public Schools
Division Number: 97
Address: 1570 W Reservoir St Wytheville, VA 24382
Superintendent: Dr. Russell Street
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.

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

Accreditation Status Performance Level Framework Score
Elementary Schools
Jackson Memorial ElementaryFully AccreditedMeets Expectations89.23
Max Meadows ElementaryFully AccreditedDistinguished94.73
Rural Retreat ElementaryFully AccreditedDistinguished90.89
Sheffey ElementaryFully AccreditedMeets Expectations89.35
Speedwell ElementaryFully AccreditedDistinguished97.51
Spiller ElementaryFully AccreditedMeets Expectations91.47
Middle Schools
Fort Chiswell MiddleFully AccreditedApproaching Expectations88.58
Rural Retreat MiddleFully AccreditedDistinguished90.11
Scott Memorial MiddleFully AccreditedDistinguished92.43
High Schools
Fort Chiswell HighFully AccreditedDistinguished110.96
George Wythe HighFully AccreditedDistinguished117.16
Rural Retreat HighFully AccreditedDistinguished112.84

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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 14 66 80 20 13 66 79 21
Female 15 68 83 17 15 66 82 18 14 66 81 19
Male 12 66 78 22 13 66 79 21 12 65 77 23
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 2 62 64 36 - 64 64 36 5 48 53 48
Hispanic 10 63 73 27 2 69 71 29 7 67 74 26
White 14 67 81 19 15 66 81 19 13 66 79 21
Multiple Races 8 75 83 17 19 64 83 17 20 68 88 12
Students with Disabilities 7 44 51 49 5 46 52 48 4 43 48 52
Students without Disabilities 15 71 86 14 16 70 85 15 15 69 84 16
Economically Disadvantaged 9 67 76 24 9 66 75 25 9 63 72 28
Not Economically Disadvantaged 18 68 85 15 19 66 85 15 17 68 86 14
English Learners < < < < - 30 30 70 < < < <
Homeless < < < < 27 45 73 27 < < < <
Military Connected 31 63 94 6 43 57 100 0 23 54 77 23
Foster Care 11 78 89 11 8 54 62 38 - 73 73 27
Grade 3 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 65 75 25 10 65 74 26 10 66 75 25
Female 10 66 76 24 13 63 75 25 12 65 77 23
Male 10 63 73 27 7 66 73 27 7 66 73 27
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 11 64 75 25 10 65 75 25 9 67 76 24
Multiple Races 6 65 71 29 < < < < < < < <
Students with Disabilities - 50 50 50 3 40 43 57 6 32 39 61
Students without Disabilities 12 67 79 21 11 68 78 22 10 70 80 20
Economically Disadvantaged 9 63 72 28 6 61 67 33 6 63 70 30
Not Economically Disadvantaged 10 66 77 23 15 69 83 17 14 68 82 18
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 83 17 15 67 82 18 12 68 80 20
Female 15 67 82 18 18 64 83 17 11 68 79 21
Male 13 71 83 17 13 69 82 18 12 68 80 20
American Indian < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 13 69 83 18 16 66 82 18 12 68 80 20
Multiple Races 20 80 100 0 15 69 85 15 20 80 100 0
Students with Disabilities 10 51 61 39 4 57 62 38 - 48 48 52
Students without Disabilities 15 73 88 13 18 69 86 14 13 70 83 17
Economically Disadvantaged 12 65 77 23 11 70 81 19 7 64 71 29
Not Economically Disadvantaged 16 72 88 12 19 64 83 17 18 73 91 9
Grade 5 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 76 24 7 70 77 23 12 67 80 20
Female 11 69 80 20 6 69 75 25 12 68 80 20
Male 7 65 73 27 9 70 79 21 13 67 79 21
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 9 68 77 23 8 70 78 22 12 67 80 20
Multiple Races < < < < 9 64 73 27 15 69 85 15
Students with Disabilities - 43 43 57 2 53 56 44 2 59 61 39
Students without Disabilities 11 72 82 18 8 73 82 18 14 69 83 17
Economically Disadvantaged 4 64 68 32 2 65 66 34 8 68 76 24
Not Economically Disadvantaged 14 70 84 16 12 74 87 13 17 66 84 16
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 6 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 77 23 13 61 74 26 10 64 74 26
Female 11 69 80 20 15 64 79 21 8 64 72 28
Male 12 62 74 26 11 58 69 31 12 64 76 24
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 65 78 22 12 62 75 25 11 64 75 25
Multiple Races < < < < < < < < 9 73 82 18
Students with Disabilities 8 33 41 59 2 27 29 71 4 47 51 49
Students without Disabilities 12 72 85 15 14 67 81 19 11 67 79 21
Economically Disadvantaged 9 64 73 27 9 61 70 30 6 57 63 37
Not Economically Disadvantaged 14 67 81 19 17 61 77 23 14 70 84 16
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 71 82 18 12 68 79 21 8 70 79 21
Female 11 73 84 16 11 71 83 17 9 77 86 14
Male 11 70 80 20 12 65 77 23 8 65 73 27
Asian < < 100 0 < < < <
Black - 50 50 50 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 72 84 16 12 69 81 19 8 72 80 20
Multiple Races < < 100 0 < < < < 30 60 90 10
Students with Disabilities 8 39 47 53 4 41 45 55 - 35 35 65
Students without Disabilities 12 76 88 12 13 74 87 13 10 76 86 14
Economically Disadvantaged 4 75 79 21 9 68 76 24 3 68 71 29
Not Economically Disadvantaged 17 67 85 15 14 68 82 18 14 72 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 8 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 80 20 13 68 80 20 11 66 77 23
Female 12 75 87 13 12 69 81 19 11 69 81 19
Male 10 64 74 26 13 66 79 21 11 63 75 25
Asian < < < < < < 100 0
Black - 77 77 23 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 68 80 20 14 67 81 19 11 67 78 22
Multiple Races 7 80 87 13 < < 100 0 < < 100 0
Students with Disabilities 15 38 53 47 6 43 49 51 6 38 44 56
Students without Disabilities 10 74 84 16 14 71 85 15 12 72 84 16
Economically Disadvantaged 7 66 73 27 4 69 73 27 9 63 72 28
Not Economically Disadvantaged 14 71 85 15 19 67 86 14 14 68 82 18
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < < < < < < <
EOC English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 65 92 8 29 66 95 5 29 59 88 12
Female 33 60 93 7 30 64 93 7 38 54 92 8
Male 23 69 92 8 28 69 97 3 22 63 85 15
Asian < < 100 0 < < 100 0
Black 8 58 67 33 - 90 90 10 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 30 63 93 7 30 65 95 5 31 57 88 12
Multiple Races 10 90 100 0 < < 100 0 < < < <
Students with Disabilities 14 57 71 29 19 65 84 16 11 45 55 45
Students without Disabilities 29 66 95 5 30 67 96 4 32 61 94 6
Economically Disadvantaged 18 72 90 10 21 72 93 7 28 55 83 17
Not Economically Disadvantaged 35 59 95 5 34 63 97 3 30 61 91 9
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 55 55 45 13 44 56 44
Female < < < < < < < < < < < <
Male < < < < < < < < 9 36 45 55
Black < < < < < < 100 0 < < < <
White < < < < - 50 50 50 14 50 64 36
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < 9 64 73 27
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < - 55 55 45 13 47 60 40
EOC Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 55 55 45 13 44 56 44
Female < < < < < < < < < < < <
Male < < < < < < < < 9 36 45 55
Black < < < < < < 100 0 < < < <
White < < < < - 50 50 50 14 50 64 36
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < 9 64 73 27
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < - 55 55 45 13 47 60 40
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 71 81 19 9 72 81 19 9 71 80 20
Female 8 75 83 17 6 75 81 19 7 72 79 21
Male 12 68 79 21 12 69 81 19 11 70 81 19
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < < <
Black 5 61 66 34 2 64 66 34 7 47 53 47
Hispanic 6 63 69 31 5 68 73 27 - 73 73 27
White 10 72 82 18 9 72 82 18 9 71 81 19
Multiple Races 7 68 75 25 12 72 84 16 6 74 80 20
Students with Disabilities 2 49 51 49 1 47 49 51 1 45 46 54
Students without Disabilities 12 75 87 13 10 76 87 13 10 75 86 14
Economically Disadvantaged 6 71 77 23 4 71 75 25 5 68 73 27
Not Economically Disadvantaged 14 71 85 15 13 73 86 14 13 74 87 13
English Learners - 25 25 75 - 47 47 53 - 58 58 42
Homeless < < < < 8 62 69 31 < < < <
Military Connected 24 71 94 6 27 73 100 0 23 62 85 15
Foster Care 27 47 73 27 6 44 50 50 - 67 67 33
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 80 20 11 74 85 15 11 71 83 17
Female 6 78 84 16 5 73 78 22 10 74 84 16
Male 12 64 77 23 15 75 90 10 13 68 81 19
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 10 70 79 21 11 74 85 15 12 72 83 17
Multiple Races 6 75 81 19 < < 100 0 < < < <
Students with Disabilities 2 48 50 50 3 50 53 47 - 35 35 65
Students without Disabilities 11 75 85 15 12 77 89 11 13 76 89 11
Economically Disadvantaged 8 72 80 20 5 74 79 21 7 71 78 22
Not Economically Disadvantaged 10 69 80 20 18 74 91 9 17 72 88 12
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 75 82 18 10 75 84 16 10 73 83 17
Female 4 73 77 23 6 76 82 18 2 74 77 23
Male 9 77 86 14 13 73 87 13 17 71 88 12
American Indian < < < <
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 10 70 80 20 < < 100 0 < < < <
White 6 76 83 17 10 74 85 15 10 73 83 17
Multiple Races - 75 75 25 14 71 86 14 9 82 91 9
Students with Disabilities 2 57 59 41 2 57 60 40 7 52 59 41
Students without Disabilities 7 79 87 13 11 78 89 11 10 75 85 15
Economically Disadvantaged 2 72 74 26 6 78 84 16 5 69 75 25
Not Economically Disadvantaged 10 78 88 12 14 71 85 15 16 77 93 7
English Learners < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 78 22 10 72 82 18 11 66 77 23
Female 11 65 76 24 6 72 78 22 9 65 74 26
Male 17 63 80 20 13 73 85 15 13 67 80 20
Black < < < < < < < < < < < <
Hispanic < < < < 10 60 70 30 < < < <
White 15 63 78 22 9 74 83 17 12 66 78 22
Multiple Races < < < < 18 64 82 18 14 50 64 36
Students with Disabilities 2 32 34 66 - 53 53 47 - 49 49 51
Students without Disabilities 16 70 86 14 11 76 88 12 13 69 82 18
Economically Disadvantaged 9 63 72 28 2 70 72 28 5 66 71 29
Not Economically Disadvantaged 19 65 84 16 16 75 91 9 17 66 83 17
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 6 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 66 73 27 6 61 67 33 5 70 75 25
Female 5 73 78 22 4 64 68 32 2 65 67 33
Male 10 59 70 30 8 58 66 34 7 74 81 19
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 8 66 74 26 6 61 68 32 5 70 76 24
Multiple Races < < < < < < < < - 73 73 27
Students with Disabilities - 41 41 59 2 15 17 83 - 51 51 49
Students without Disabilities 10 71 80 20 7 68 75 25 6 74 80 20
Economically Disadvantaged 5 66 71 29 3 55 58 42 1 62 63 37
Not Economically Disadvantaged 11 65 76 24 9 66 75 25 8 76 85 15
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 72 83 17 7 71 78 22 6 64 70 30
Female 8 80 88 12 4 78 82 18 4 65 69 31
Male 12 65 78 22 10 66 76 24 7 64 71 29
Asian < < < < < < 100 0
Black - 60 60 40 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 11 73 84 16 7 72 79 21 6 65 71 29
Multiple Races < < < < < < < < 10 80 90 10
Students with Disabilities 3 55 58 42 - 39 39 61 - 15 15 85
Students without Disabilities 11 75 87 13 9 78 87 13 7 73 80 20
Economically Disadvantaged 5 74 78 22 3 74 77 23 2 59 61 39
Not Economically Disadvantaged 15 72 86 14 11 69 80 20 9 69 79 21
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 8 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 71 75 25 1 73 74 26 2 73 75 25
Female 3 78 81 19 1 82 83 17 3 79 82 18
Male 4 64 68 32 1 64 65 35 1 69 70 30
Asian < < < < < < 100 0 < < 100 0
Black 8 38 46 54 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 3 76 79 21 1 74 75 25 2 74 76 24
Multiple Races 8 54 62 38 < < < < < < < <
Students with Disabilities 3 38 41 59 - 57 57 43 - 40 40 60
Students without Disabilities 4 77 81 19 1 76 77 23 2 82 85 15
Economically Disadvantaged 3 66 69 31 - 63 63 37 - 72 72 28
Not Economically Disadvantaged 4 76 80 20 2 82 84 16 4 75 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
Algebra I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 76 92 8 16 76 93 7 14 80 94 6
Female 17 77 94 6 15 79 94 6 11 85 96 4
Male 16 75 91 9 18 73 91 9 17 76 92 8
Asian < < 100 0
Black 8 75 83 17 - 83 83 17 10 40 50 50
Hispanic < < < < 20 70 90 10 < < 100 0
White 17 77 94 6 17 76 93 7 14 81 96 4
Multiple Races < < 100 0 14 79 93 7 < < 100 0
Students with Disabilities - 71 71 29 - 64 64 36 3 81 84 16
Students without Disabilities 19 76 96 4 19 78 97 3 15 80 95 5
Economically Disadvantaged 11 80 92 8 8 80 89 11 12 78 90 10
Not Economically Disadvantaged 21 72 93 8 22 73 95 5 15 82 97 3
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Geometry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 85 99 1 7 89 95 5 26 74 100 0
Female 17 81 97 3 4 92 96 4 33 67 100 0
Male 10 90 100 0 9 86 94 6 20 80 100 0
Asian < < 100 0
Hispanic < < 100 0
White 13 86 98 2 7 88 95 5 27 73 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 13 85 99 1 7 90 97 3 26 74 100 0
Economically Disadvantaged 6 89 94 6 7 93 100 0 < < 100 0
Not Economically Disadvantaged 16 84 100 0 7 87 93 7 23 77 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < <
Male < < 100 0 < < < <
White < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < < <
Substitute Math Performance 2023-2024 2024-2025 2025-2026
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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21 7 72 79 21 9 69 77 23
Female 7 73 80 20 6 71 77 23 6 73 78 22
Male 12 67 79 21 8 73 80 20 11 65 76 24
Asian < < < < < < < < < < < <
Black 3 68 71 29 5 60 65 35 - 50 50 50
Hispanic 5 58 63 37 - 75 75 25 4 61 65 35
White 10 71 80 20 8 72 79 21 9 69 78 22
Multiple Races 7 70 78 22 - 82 82 18 10 72 82 18
Students with Disabilities 6 40 46 54 2 56 58 42 2 42 44 56
Students without Disabilities 10 75 85 15 8 75 83 17 10 73 83 17
Economically Disadvantaged 6 68 74 26 3 66 70 30 6 64 70 30
Not Economically Disadvantaged 12 72 84 16 10 76 86 14 10 72 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < < < < < < - 40 40 60
Grade 5 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 5 62 67 33 11 60 71 29
Female 9 66 76 24 3 56 60 40 8 62 71 29
Male 17 52 69 31 7 66 73 27 13 58 71 29
Black < < < < < < < < < < < <
Hispanic < < < < - 60 60 40 < < < <
White 13 60 74 26 6 61 67 33 12 61 73 28
Multiple Races < < < < - 82 82 18 7 64 71 29
Students with Disabilities 2 26 28 72 - 51 51 49 2 46 49 51
Students without Disabilities 16 65 81 19 6 64 70 30 12 63 75 25
Economically Disadvantaged 8 56 65 35 1 51 52 48 8 55 62 38
Not Economically Disadvantaged 18 61 80 20 9 71 80 20 14 66 80 20
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 8 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 70 77 23 9 75 84 16 7 67 74 26
Female 3 73 76 24 8 76 85 15 3 72 75 25
Male 10 68 78 22 10 73 83 17 10 63 73 27
Asian < < < < < < < < < < < <
Black - 77 77 23 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 7 69 77 23 10 75 85 15 7 68 75 25
Multiple Races - 86 86 14 < < < < < < 100 0
Students with Disabilities 9 35 44 56 3 54 57 43 2 31 33 67
Students without Disabilities 6 75 81 19 10 78 88 12 8 74 83 17
Economically Disadvantaged 4 67 71 29 5 69 74 26 7 63 70 30
Not Economically Disadvantaged 8 73 81 19 12 79 91 9 7 70 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < < < < < < <
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 83 92 8 7 79 86 14 8 79 87 13
Female 8 83 91 9 8 80 88 12 5 84 89 11
Male 10 83 93 7 6 78 84 16 11 75 86 14
Black 8 62 69 31 < < < < < < < <
Hispanic < < < < - 90 90 10 10 80 90 10
White 9 84 93 7 7 79 86 14 8 79 87 13
Multiple Races < < 100 0 < < < < 12 76 88 12
Students with Disabilities 3 72 76 24 - 60 60 40 - 48 48 52
Students without Disabilities 9 84 94 6 8 82 89 11 9 83 92 8
Economically Disadvantaged 5 85 90 10 4 80 83 17 5 78 83 17
Not Economically Disadvantaged 12 82 94 6 9 79 88 12 10 80 90 10
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < < <
Earth Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 43 43 57 - 77 77 23 - 36 36 64
Female - 33 33 67 < < < < < < < <
Male - 54 54 46 < < < < < < < <
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White - 46 46 54 < < < < - 45 45 55
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 57 57 43 < < < < - 40 40 60
Economically Disadvantaged - 50 50 50 < < 100 0 < < < <
Not Economically Disadvantaged - 36 36 64 < < < < < < < <
Foster Care < < < <
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 59 80 20 22 56 78 22 15 63 78 22
Female 16 61 77 23 17 60 77 23 11 66 77 23
Male 26 57 83 17 27 53 80 20 18 60 78 22
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 59 66 34 7 39 46 54 - 55 55 45
Hispanic 33 43 76 24 17 67 83 17 8 56 64 36
White 21 60 81 19 23 56 79 21 16 63 78 22
Multiple Races 23 54 77 23 15 73 88 13 14 68 82 18
Students with Disabilities 7 40 47 53 8 42 50 50 1 32 33 67
Students without Disabilities 24 62 86 14 25 58 83 17 17 67 84 16
Economically Disadvantaged 17 58 75 25 18 57 74 26 10 59 68 32
Not Economically Disadvantaged 25 59 85 15 26 55 81 19 20 66 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 20 60 80 20 < < 100 0 < < 100 0
Foster Care 25 33 58 42 < < < < < < < <
VA & US History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 26 29 71 - 39 39 61 3 11 14 86
Female - 19 19 81 - 22 22 78 - 6 6 94
Male 7 33 40 60 - 62 62 38 5 15 20 80
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < <
White 4 20 24 76 - 33 33 67 3 9 12 88
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < - - - 100
Students without Disabilities 5 32 36 64 - 43 43 57 4 16 20 80
Economically Disadvantaged 6 35 41 59 - 43 43 57 - 21 21 79
Not Economically Disadvantaged - 14 14 86 - 35 35 65 6 - 6 94
English Learners < < < <
Foster Care < < < < < < < <
World History I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22 15 64 79 21 12 72 84 16
Female 17 62 79 21 11 69 80 20 9 74 83 17
Male 21 56 77 23 20 59 79 21 15 71 86 14
Black 20 60 80 20 10 30 40 60 < < < <
Hispanic < < < < < < < < - 64 64 36
White 18 60 78 22 16 65 81 19 13 72 86 14
Multiple Races < < < < 6 76 82 18 < < < <
Students with Disabilities 4 35 39 61 6 50 56 44 - 35 35 65
Students without Disabilities 22 63 85 15 17 66 83 17 14 78 92 8
Economically Disadvantaged 17 57 73 27 9 62 71 29 4 72 75 25
Not Economically Disadvantaged 21 61 81 19 20 65 85 15 17 72 90 10
English Learners < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
World History II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 56 56 44 < < < < < < < <
Female - 53 53 47 < < < < < < < <
Male < < < < < < < <
Black < < < <
Hispanic < < < <
White - 67 67 33 < < < < < < < <
Multiple Races < < < < < < 100 0
Students without Disabilities - 56 56 44 < < < < < < < <
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged - 60 60 40 < < < < < < < <
English Learners < < < <
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < <
Male < < < < < < < <
White < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < < < < < < <
Civics & Econ Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 21 58 78 22 14 63 76 24
Female 13 69 81 19 11 69 80 20 13 67 80 20
Male 21 64 85 15 28 49 77 23 14 59 73 27
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 18 67 85 15 21 57 78 22 14 62 77 23
Multiple Races < < < < < < 100 0 10 70 80 20
Students with Disabilities - 47 47 53 - 34 34 66 - 21 21 79
Students without Disabilities 19 69 88 12 25 62 87 13 16 69 85 15
Economically Disadvantaged 11 66 78 22 21 55 76 24 10 55 65 35
Not Economically Disadvantaged 22 66 88 12 20 60 80 20 16 70 86 14
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
VA Studies Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 56 87 13 34 48 82 18 21 61 82 18
Female 23 58 80 20 31 47 78 22 14 65 78 22
Male 40 54 93 7 38 48 86 14 27 57 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 31 56 87 13 36 47 82 18 21 60 81 19
Multiple Races 45 55 100 0 36 50 86 14 30 60 90 10
Students with Disabilities 16 49 65 35 17 47 64 36 4 59 63 37
Students without Disabilities 35 57 92 8 38 48 86 14 23 61 84 16
Economically Disadvantaged 24 56 79 21 24 54 79 21 14 58 73 27
Not Economically Disadvantaged 39 56 95 5 44 41 86 14 29 63 93 8
Homeless < < 100 0
Military Connected < < < < < < 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

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

2023-20242024-20252025-2026
Division43-
State6,3614,5591,714
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
2023-20242024-20252025-2026
Pre-kindergarten103106120
Kindergarten269273257
Grade 1289264274
Grade 2276279252
Grade 3271276281
Grade 4271277282
Grade 5293268268
Grade 6282296273
Grade 7277292294
Grade 8281272280
Grade 9306304274
Grade 10291275284
Grade 11283274269
Grade 12311282270
Post Graduate-5-
Total Enrollment3,8033,7433,678

< = 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 2023-20242024-20252025-2026
All Students380337433678
Female178317661754
Male201919761924
American Indian113
Asian111114
Black11310390
Hispanic89100113
Native Hawaiian243
White346934033335
Multiple Races118121120
Students with Disabilities645614641
Students without Disabilities315831293037
Economically Disadvantaged189517781714
Not Economically Disadvantaged190819651964
English Learners102330
Not English Learners379337203648
Homeless6169
Military Connected343032
Foster Care352232
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
2023-2024 2024-2025 2025-2026
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,3103233,2792763,238257
Female1,5661391,5591291,542129
Male1,7421841,7201471,696128
American Indian<<<<<<
Asian110130140
Black86198086812
Hispanic671768198913
Native Hawaiian<<<<<<
White3,0422713,0122352,952223
Multiple Races10116103141109
Students with Disabilities483914955851358
Economically Disadvantaged1,6322431,5312151,483193
English Learners104222280
Homeless<<9691
< = 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 2026: 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 2025-2026 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 115 143 5 2 6 3
State 52034 41739 1845 730 4758 1126
Female Division 71 55 0 0 3 2
State 28171 18456 601 259 1860 459
Male Division 44 88 5 2 3 1
State 23863 23283 1244 471 2895 667
Asian Division < < < < 0 <
State 6565 1702 100 12 90 43
Black Division < < < < < <
State 8816 10967 559 141 985 452
Hispanic Division < < < < < <
State 7967 9910 285 155 2363 212
Native Hawaiian Division < < < < 0 <
State 84 59 4 1 3 1
White Division 110 130 5 2 3 3
State 25115 16553 775 367 1100 357
Multiple Races Division < < < < 0 <
State 3368 2437 118 53 207 58
Students with Disabilities Division 5 18 5 0 0 1
State 1679 7998 1845 107 861 101
Economically Disadvantaged Division 22 76 5 1 5 2
State 12337 20894 1052 439 2243 735
English Learners Division < < < < < <
State 2260 6522 300 53 1921 83
Homeless Division < < < < < <
State 229 849 47 22 208 62
Military Connected Division < < < < < <
State 2682 1575 51 17 40 19
< = 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 Students274263962669762
Female131126961269632
Male143137961409832
Asian<<100<10000
Black<<<<<<<
Hispanic<<<<<<<
Native Hawaiian<<100<10000
White253245972489831
Multiple Races<<100<10000
Students with Disabilities2928972910000
Economically Disadvantaged111103931059555
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<<<<<<
< = 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 2023-20242024-20252025-2026
Advanced Placement Test Taken - - 1 / .09%
Advanced Placement Course Enrollment - - -
Dual Enrollment258 / 21.68%262 / 23.12%266 / 24.25%
Governor's School Enrollment17 / 1.43%58 / 5.12%24 / 2.19%
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

2022-2023 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.
2022-2023 FGI cohort year (students entering high school in 2019)
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 StudentsDivision26816638
State87,99556,39736
FemaleDivision1188627
State43,82530,96829
MaleDivision1508047
State44,06825,38742
AsianDivision<<100
State7,2526,27114
BlackDivision<<100
State18,24710,59142
HispanicDivision<<100
State14,0107,35548
Native HawaiianDivision<<100
State1579440
WhiteDivision25015638
State43,09428,73633
Multiple RacesDivision<<100
State5,0053,22336
Students with DisabilitiesDivision20<100
State8,5363,61658
Economically DisadvantagedDivision994555
State31,68015,77450
English LearnersDivision<<100
State7,3793,57352
American IndianDivision--100
State23012745
< = 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
2023-20242024-20252025-2026
NOCTI AssessmentsDivision6611933
 State3,5773,2253,944
State LicensuresDivision101233
 State2,0692,2062,710
Industry CertificationDivision598540585
 State101,956105,973106,014
Workplace ReadinessDivision282720
 State35,06638,82948,691
Total Credentials EarnedDivision702698671
 State142,668150,233161,359
Students Earning One or More CredentialsDivision456489435
 State115,609120,035128,298
CTE CompletersDivision252263240
 State48,64351,37152,173
Armed Services Vocational Aptitude Battery ExaminationDivision-51181
 State1,02215,32718,011

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2024-2025 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
2021-2022Division$3,539$7,814$1,217
State$7,134$6,454$1,936
2022-2023Division$4,655$7,891$1,073
State$7,803$6,956$1,918
2023-2024Division$5,164$7,710$2,007
State$8,420$7,464$1,751
2024-2025Division$4,390$10,126$1,864
State$9,310$8,078$1,383

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
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress12251119
Behaviors related to School Operations177144343
Relationship Behaviors without Physical Harm427357433
Behaviors of a Safety Concern398371459
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others996260
Behaviors used to determine Persistently Dangerous Schools42

< = 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
  2023-20242024-20252025-2026
In-School Suspension 461 330 308
Out-of-School Suspension 445 400 372
Explusion and Alternative Placement 2 0 0
Referral to Law Enforcement 150 110 129
Bus Suspension 84 56 75

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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 77.380.880.8
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 54.550.549.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 65.767.167.6
< = 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

2024-2025 Grades K-7 Student Teacher Ratio

10.77 : 1

2024-2025 Grades 8-12 Student Teacher Ratio

11.05 : 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: 2025-2026

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2023-202453%43%0%4%
2024-202555%40%0%5%
2025-202656%39%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students80%83%88%
Asian<91%88%
Black53%78%88%
Hispanic68%78%88%
White81%87%88%
Multiple Races89%85%88%
Economically Disadvantaged73%78%88%
English Learners33%74%88%
Students with Disabilities49%72%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students81%79%85%
Asian<90%85%
Black60%73%85%
Hispanic73%73%85%
White82%83%85%
Multiple Races81%81%85%
Economically Disadvantaged74%73%85%
English Learners62%71%85%
Students with Disabilities45%69%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian<
Black47%
Hispanic65%
White82%
Multiple Races83%
Economically Disadvantaged74%
English Learners<
Students with Disabilities51%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian<90%84%
Black<83%84%
Hispanic<84%84%
White94%86%84%
Multiple Races<89%84%
Economically Disadvantaged88%84%84%
English Learners<84%84%
Students with Disabilities77%84%84%
Homeless<--
Foster Care<--

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress38%58%58%
English Learner Proficiency8%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress61638%
English Learner Proficiency2268%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.2%1.8%98%2%98.2%1.8%
Asian<<<<<<
Black100%-100%-100%-
Hispanic100%-100%-100%-
White98.2%1.8%97.9%2.1%98.1%1.9%
Multiple Races98.5%1.5%98.4%1.6%96%4%
Economically Disadvantaged98.1%1.9%98%2%98.1%1.9%
Not Economically Disadvantaged98.3%1.7%98.1%1.9%98.2%1.8%
English Learners100%-100%-<<
Students with Disabilities91.6%8.4%92%8%91.3%8.7%
Students without Disabilities99.3%.7%99.1%.9%99.4%.6%
Female98.9%1.1%98.8%1.2%98.9%1.1%
Male97.5%2.5%97.4%2.6%97.5%2.5%

< = 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).

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

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Mathematics

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Science

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

History

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Enrollment

Fall Membership by Grade

Grade level 2023-20242024-20252025-2026
All StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP StudentAll StudentsNot a Full-Time MOP StudentFull-Time MOP Student
Grade 03271271-27627512812774
Grade 02276276-27927632522493
Grade 052932912268268-268268-
Grade 10291290127527412842786
Grade KG269267227326942572561
Grade 09306303330429952742686
Grade PK103103-106106-120120-
Grade 04271271-277277-282282-
Grade 12311307428228112702646
Grade 07277275229229112942913
Grade 01289286326426222742704
Grade 06282281129629512732721
Grade 11283283-274274-2692636
Grade 08281277427227112802764
< = 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.
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