York County Public Schools

Accreditation

	Accreditation Status
Elementary Schools
Bethel Manor Elementary	Accredited
Coventry Elementary	Accredited
Dare Elementary	Accredited
Grafton Bethel Elementary	Accredited
Magruder Elementary	Accredited
Mount Vernon Elementary	Accredited
Seaford Elementary	Accredited
Tabb Elementary	Accredited
Waller Mill Elementary	Accredited
Yorktown Elementary	Accredited
Middle Schools
Grafton Middle	Accredited
Queens Lake Middle	Accredited
Tabb Middle	Accredited
Yorktown Middle	Accredited
High Schools
Bruton High	Accredited
Grafton High	Accredited
Tabb High	Accredited
York High	Accredited
York River Academy	Accredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	66	87	13	22	65	87	13	20	66	87	13
Female	24	65	89	11	24	64	88	12	22	66	88	12
Male	20	66	86	14	21	65	86	14	19	66	85	15
American Indian	14	71	86	14	18	71	88	12	-	83	83	17
Asian	29	64	93	7	32	62	93	7	32	61	93	7
Black	11	62	73	27	10	64	74	26	11	64	75	25
Hispanic	17	67	84	16	18	66	84	16	15	70	85	15
Native Hawaiian	20	60	80	20	16	81	97	3	17	83	100	0
White	24	66	91	9	25	64	90	10	22	67	90	10
Multiple Races	22	66	88	12	20	66	86	14	23	63	86	14
Students with Disabilities	11	51	62	38	10	49	59	41	8	49	57	43
Students without Disabilities	23	68	91	9	24	67	91	9	22	69	91	9
Economically Disadvantaged	13	64	77	23	11	65	76	24	9	65	75	25
Not Economically Disadvantaged	24	66	91	9	26	64	91	9	25	67	91	9
English Learners	3	57	61	39	7	49	56	44	2	53	55	45
Homeless	7	46	53	47	5	57	62	38	8	60	68	32
Military Connected	22	67	90	10	22	67	89	11	21	69	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	66	86	14	23	63	86	14	21	66	87	13
Female	26	63	89	11	25	62	87	13	23	65	89	11
Male	16	68	84	16	22	63	85	15	18	66	84	16
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	23	63	86	14	36	56	92	8	19	65	84	16
Black	10	58	67	33	8	65	73	27	13	63	76	24
Hispanic	14	72	86	14	13	64	77	23	14	70	83	17
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	23	68	91	9	27	64	91	9	24	66	90	10
Multiple Races	26	56	82	18	27	54	81	19	26	60	86	14
Students with Disabilities	5	57	62	38	10	46	56	44	5	51	57	43
Students without Disabilities	23	67	90	10	25	65	90	10	23	68	91	9
Economically Disadvantaged	12	61	73	27	10	63	72	28	8	66	74	26
Not Economically Disadvantaged	24	67	91	9	29	63	92	8	28	65	93	7
English Learners	9	64	73	27	7	63	70	30	2	61	63	37
Homeless	<	<	<	<	-	54	54	46	-	58	58	42
Military Connected	24	67	91	9	23	67	90	10	25	66	91	9
Foster Care					<	<	100	0	<	<	100	0
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	62	90	10	27	59	86	14	27	64	91	9
Female	28	63	91	9	31	56	87	13	27	64	92	8
Male	27	61	89	11	23	63	86	14	27	63	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	36	59	96	4	42	50	92	8	36	61	97	3
Black	13	58	72	28	14	60	74	26	13	70	82	18
Hispanic	28	60	88	12	16	68	84	16	20	65	85	15
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	29	64	93	7	31	58	89	11	30	65	94	6
Multiple Races	29	61	90	10	28	58	86	14	35	51	87	13
Students with Disabilities	16	53	70	30	7	48	55	45	13	52	65	35
Students without Disabilities	29	63	92	8	30	61	92	8	29	65	95	5
Economically Disadvantaged	19	62	81	19	14	62	76	24	13	67	80	20
Not Economically Disadvantaged	31	62	93	7	32	58	91	9	33	62	95	5
English Learners	3	56	59	41	17	52	70	30	5	64	69	31
Homeless	-	40	40	60	<	<	<	<	<	<	<	<
Military Connected	28	65	94	6	26	64	90	10	29	66	95	5
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	71	87	13	17	71	88	12	17	68	85	15
Female	20	69	89	11	16	73	89	11	19	69	87	13
Male	13	72	85	15	18	69	87	13	16	67	83	17
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	20	76	96	4	33	65	99	1	24	67	90	10
Black	15	64	79	21	10	68	78	22	10	57	67	33
Hispanic	11	68	80	20	15	73	88	12	11	73	84	16
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	18	71	88	12	18	70	89	11	20	69	88	12
Multiple Races	15	80	94	6	13	76	89	11	17	66	83	17
Students with Disabilities	9	57	66	34	7	53	60	40	3	44	48	52
Students without Disabilities	17	73	90	10	19	74	93	7	20	72	92	8
Economically Disadvantaged	11	67	77	23	10	69	79	21	8	65	72	28
Not Economically Disadvantaged	18	72	90	10	20	72	92	8	21	69	90	10
English Learners	-	31	31	69	-	39	39	61	-	25	25	75
Homeless	<	<	<	<	-	57	57	43	<	<	<	<
Military Connected	16	72	89	11	18	74	91	9	16	72	88	12
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	64	85	15	20	65	86	14	20	64	84	16
Female	23	62	85	15	22	66	89	11	17	67	84	16
Male	19	66	86	14	18	65	83	17	22	62	84	16
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	23	65	88	12	29	69	98	2	37	59	96	4
Black	11	57	69	31	11	64	75	25	8	59	67	33
Hispanic	18	64	82	18	14	68	82	18	15	67	83	17
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	24	65	89	11	23	64	87	13	22	67	89	11
Multiple Races	22	67	88	12	22	69	91	9	18	61	79	21
Students with Disabilities	10	44	54	46	10	48	58	42	8	51	58	42
Students without Disabilities	23	68	90	10	22	68	90	10	22	67	88	12
Economically Disadvantaged	14	61	75	25	9	68	77	23	7	63	70	30
Not Economically Disadvantaged	24	65	89	11	25	65	89	11	25	65	90	10
English Learners	4	65	70	30	8	17	25	75	-	48	48	52
Homeless	<	<	<	<	-	64	64	36	10	40	50	50
Military Connected	23	64	87	13	21	68	89	11	22	66	89	11
Foster Care	<	<	100	0	<	<	<	<
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	70	85	15	16	68	83	17	13	71	83	17
Female	14	71	85	15	17	67	84	16	15	70	85	15
Male	16	69	84	16	15	68	83	17	11	71	82	18
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	30	64	94	6	19	69	88	12	27	64	91	9
Black	6	62	68	32	8	58	66	34	8	66	74	26
Hispanic	7	77	84	16	15	68	83	17	9	74	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	18	70	88	12	19	69	88	12	13	71	84	16
Multiple Races	11	73	85	15	12	69	81	19	16	75	90	10
Students with Disabilities	9	49	58	42	13	45	58	42	9	49	58	42
Students without Disabilities	16	73	88	12	16	71	87	13	13	74	87	13
Economically Disadvantaged	6	67	73	27	8	64	72	28	6	67	74	26
Not Economically Disadvantaged	18	71	88	12	19	69	88	12	16	72	87	13
English Learners	-	60	60	40	-	47	47	53	-	40	40	60
Homeless	<	<	<	<	9	36	45	55	<	<	100	0
Military Connected	15	71	86	14	17	71	88	12	13	73	86	14
Foster Care					<	<	<	<	<	<	100	0
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	68	84	16	16	68	84	16	14	70	84	16
Female	19	69	87	13	12	73	85	15	15	72	86	14
Male	15	67	81	19	19	65	84	16	14	69	82	18
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	29	68	97	3	26	66	92	8	31	63	94	6
Black	8	61	69	31	6	63	68	32	6	63	70	30
Hispanic	13	68	81	19	15	66	81	19	10	74	84	16
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	18	70	88	12	18	70	88	12	15	72	87	13
Multiple Races	18	63	81	19	15	69	85	15	14	70	83	17
Students with Disabilities	9	41	50	50	9	48	58	42	5	47	52	48
Students without Disabilities	18	71	89	11	17	71	88	12	16	74	89	11
Economically Disadvantaged	8	62	70	30	8	63	71	29	9	61	70	30
Not Economically Disadvantaged	19	69	88	12	18	70	89	11	16	74	90	10
English Learners	-	58	58	42	5	62	67	33	-	53	53	47
Homeless	<	<	<	<	<	<	<	<	-	69	69	31
Military Connected	19	67	86	14	16	68	84	16	15	72	88	12
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	61	94	6	36	58	93	7	30	62	92	8
Female	35	60	95	5	41	53	94	6	36	59	94	6
Male	32	61	92	8	30	62	92	8	25	64	90	10
American Indian	<	<	100	0	<	<	100	0
Asian	36	59	96	4	39	55	94	6	45	50	95	5
Black	15	71	86	14	16	69	85	15	18	66	83	17
Hispanic	28	61	89	11	39	52	91	9	24	66	90	10
Native Hawaiian	<	<	100	0	30	70	100	0
White	39	58	97	3	42	54	96	4	33	61	94	6
Multiple Races	30	63	94	6	24	67	91	9	31	61	92	8
Students with Disabilities	19	57	76	24	17	53	70	30	15	48	62	38
Students without Disabilities	35	61	96	4	38	58	96	4	32	63	95	5
Economically Disadvantaged	21	68	90	10	19	68	87	13	16	67	83	17
Not Economically Disadvantaged	36	59	95	5	41	54	95	5	35	60	95	5
English Learners	-	55	55	45	15	15	31	69	-	45	45	55
Homeless	<	<	<	<	-	83	83	17	<	<	100	0
Military Connected	33	63	95	5	36	58	94	6	27	68	96	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	68	85	15	18	68	86	14	18	69	86	14
Female	15	69	84	16	16	69	85	15	16	71	86	14
Male	18	67	85	15	19	67	86	14	20	67	87	13
American Indian	15	69	85	15	26	63	89	11	8	85	92	8
Asian	35	59	94	6	39	56	95	5	39	57	95	5
Black	7	61	68	32	7	64	71	29	6	69	75	25
Hispanic	12	70	82	18	11	72	83	17	11	74	85	15
Native Hawaiian	15	70	85	15	10	80	90	10	15	85	100	0
White	18	70	88	12	19	70	89	11	20	69	89	11
Multiple Races	16	69	85	15	18	66	84	16	17	67	83	17
Students with Disabilities	8	51	59	41	5	52	58	42	4	55	59	41
Students without Disabilities	18	70	88	12	19	70	90	10	20	71	91	9
Economically Disadvantaged	9	66	75	25	8	66	74	26	8	67	75	25
Not Economically Disadvantaged	19	69	88	12	21	69	90	10	22	69	91	9
English Learners	7	62	69	31	12	54	66	34	7	66	73	27
Homeless	2	48	50	50	5	52	57	43	5	51	56	44
Military Connected	18	69	87	13	19	70	89	11	19	71	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	65	86	14	24	64	88	13	18	68	86	14
Female	19	68	88	12	20	66	85	15	16	70	85	15
Male	23	62	85	15	28	62	89	11	21	66	87	13
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	40	47	88	12	45	53	98	2	35	50	85	15
Black	11	50	61	39	8	65	73	27	6	69	75	25
Hispanic	15	74	89	11	12	70	82	18	10	73	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	22	68	90	10	28	64	92	8	22	67	89	11
Multiple Races	22	64	85	15	24	58	82	18	18	70	88	12
Students with Disabilities	7	47	55	45	9	48	57	43	5	45	50	50
Students without Disabilities	23	68	91	9	26	66	92	8	20	71	92	8
Economically Disadvantaged	10	68	77	23	10	68	78	22	8	68	76	24
Not Economically Disadvantaged	25	64	89	11	30	62	92	8	23	68	91	9
English Learners	11	59	70	30	16	59	76	24	7	57	65	35
Homeless	<	<	<	<	8	54	62	38	-	58	58	42
Military Connected	23	65	88	12	24	68	92	8	18	70	88	13
Foster Care					<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	62	87	13	24	60	84	16	26	64	89	11
Female	21	64	86	14	21	63	84	16	20	68	88	12
Male	30	60	90	10	27	58	84	16	31	60	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	36	59	96	4	45	47	92	8	46	52	99	1
Black	7	62	69	31	11	53	63	37	9	69	78	22
Hispanic	23	64	87	13	13	73	87	13	16	68	84	16
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	29	62	91	9	26	61	87	13	30	64	94	6
Multiple Races	23	61	84	16	27	54	81	19	26	57	83	17
Students with Disabilities	10	51	62	38	3	51	54	46	6	53	59	41
Students without Disabilities	28	63	91	9	27	62	89	11	29	65	94	6
Economically Disadvantaged	13	64	77	23	8	63	71	29	10	69	79	21
Not Economically Disadvantaged	30	61	91	9	30	59	89	11	32	61	93	7
English Learners	14	60	74	26	16	48	64	36	13	67	79	21
Homeless	-	60	60	40	<	<	<	<	<	<	<	<
Military Connected	27	65	92	8	27	60	86	14	26	68	94	6
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	62	87	13	27	60	87	13	26	61	87	13
Female	23	64	87	13	23	64	87	13	24	65	88	12
Male	26	60	86	14	30	57	87	13	28	58	86	14
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	56	42	98	2	49	49	97	3	51	43	94	6
Black	12	69	80	20	12	61	72	28	12	61	73	27
Hispanic	14	66	80	20	23	65	88	12	16	71	87	13
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	27	61	88	12	29	60	89	11	29	61	90	10
Multiple Races	21	70	91	9	23	63	86	14	23	60	83	17
Students with Disabilities	9	58	68	32	7	51	58	42	5	53	58	42
Students without Disabilities	27	63	89	11	30	62	92	8	30	63	92	8
Economically Disadvantaged	14	64	78	22	15	62	77	23	11	64	75	25
Not Economically Disadvantaged	28	62	90	10	32	60	91	9	32	60	92	8
English Learners	-	67	67	33	5	62	67	33	12	53	65	35
Homeless	<	<	<	<	13	69	81	19	<	<	<	<
Military Connected	25	64	89	11	29	61	90	10	25	65	90	10
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	69	78	22	10	71	81	19	9	73	81	19
Female	9	67	76	24	10	71	81	19	9	73	83	17
Male	8	72	79	21	9	72	81	19	8	72	80	20
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	15	67	82	18	29	71	100	0	14	86	100	0
Black	3	53	56	44	8	64	73	27	3	65	69	31
Hispanic	6	77	83	17	7	73	80	20	10	71	81	19
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	10	74	84	16	10	72	82	18	11	75	86	14
Multiple Races	11	65	76	24	10	76	85	15	3	70	72	28
Students with Disabilities	6	49	54	46	6	55	61	39	3	60	63	37
Students without Disabilities	9	74	83	17	11	74	85	15	10	76	86	14
Economically Disadvantaged	7	61	68	32	7	66	73	27	4	65	69	31
Not Economically Disadvantaged	9	73	82	18	11	74	85	15	12	77	89	11
English Learners	4	61	65	35	12	47	59	41	-	77	77	23
Homeless	<	<	<	<	-	36	36	64	<	<	<	<
Military Connected	12	73	85	15	12	75	87	13	14	75	88	12
Foster Care	<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	55	57	43	2	61	63	37	1	60	62	38
Female	-	55	55	45	1	63	63	37	-	62	63	37
Male	3	55	58	42	3	60	63	37	3	58	61	39
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	<	<	14	57	71	29	<	<	100	0
Black	1	46	47	53	-	51	51	49	-	50	50	50
Hispanic	-	57	57	43	2	70	72	28	2	64	66	34
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	2	56	58	42	2	66	68	32	2	62	63	37
Multiple Races	4	60	64	36	4	55	60	40	-	65	65	35
Students with Disabilities	4	34	39	61	2	45	47	53	2	46	48	52
Students without Disabilities	1	61	62	38	2	67	69	31	1	66	67	33
Economically Disadvantaged	2	50	52	48	1	48	49	51	2	51	53	47
Not Economically Disadvantaged	1	58	59	41	3	71	73	27	1	67	68	32
English Learners	-	42	42	58	9	45	55	45	6	65	71	29
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	1	57	58	42	4	72	76	24	1	69	70	30
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	70	82	18	15	71	87	13	19	68	87	13
Female	10	72	82	18	15	70	85	15	18	69	87	13
Male	13	69	83	17	15	73	88	12	20	67	86	14
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	34	61	95	5	37	56	93	7	44	52	96	4
Black	7	64	71	29	7	67	74	26	5	68	73	27
Hispanic	9	69	78	22	8	76	84	16	13	77	90	10
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	11	73	85	15	17	73	90	10	22	67	89	11
Multiple Races	10	71	81	19	13	72	85	15	17	66	83	17
Students with Disabilities	9	48	56	44	6	52	57	43	4	50	53	47
Students without Disabilities	12	74	86	14	17	74	91	9	21	70	91	9
Economically Disadvantaged	8	63	71	29	7	71	77	23	9	65	74	26
Not Economically Disadvantaged	13	73	86	14	19	72	90	10	23	69	92	8
English Learners	7	73	80	20	8	50	58	42	5	75	80	20
Homeless	<	<	<	<	10	50	60	40	12	35	47	53
Military Connected	13	71	84	16	16	73	89	11	21	69	90	10
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	77	91	9	11	81	92	8	15	78	93	7
Female	14	75	89	11	10	82	92	8	15	78	94	6
Male	14	79	93	7	13	79	92	8	15	77	93	7
American Indian	<	<	100	0	<	<	100	0
Asian	37	62	98	2	34	61	95	5	39	60	99	1
Black	6	78	84	16	2	85	87	13	5	85	90	10
Hispanic	11	76	87	13	10	79	89	11	9	83	92	8
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	15	78	92	8	11	82	93	7	17	77	93	7
Multiple Races	11	81	92	8	17	76	93	7	16	77	94	6
Students with Disabilities	6	70	76	24	2	68	70	30	3	75	78	22
Students without Disabilities	15	78	93	7	12	82	95	5	17	78	95	5
Economically Disadvantaged	4	81	86	14	8	78	86	14	7	81	88	12
Not Economically Disadvantaged	17	76	93	7	12	82	94	6	18	77	95	5
English Learners	3	67	69	31	9	59	68	32	3	76	79	21
Homeless	-	60	60	40	-	77	77	23	7	73	80	20
Military Connected	17	79	96	4	13	82	95	5	18	78	97	3
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	76	90	10	16	70	85	15	10	79	89	11
Female	13	78	91	9	15	69	83	17	8	81	89	11
Male	14	74	89	11	17	71	88	12	13	77	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	36	64	100	0	36	61	96	4	31	65	96	4
Black	7	61	68	32	3	54	57	43	3	75	78	22
Hispanic	9	77	86	14	10	64	74	26	6	81	87	13
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	12	81	93	7	16	75	91	9	10	81	91	9
Multiple Races	21	71	91	9	16	68	84	16	8	78	86	14
Students with Disabilities	-	50	50	50	4	29	32	68	4	54	58	42
Students without Disabilities	14	77	92	8	16	72	88	12	11	80	91	9
Economically Disadvantaged	2	73	76	24	5	64	69	31	6	69	74	26
Not Economically Disadvantaged	15	77	92	8	18	71	89	11	12	81	93	7
English Learners	<	<	<	<	8	38	46	54	9	64	73	27
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	15	72	87	13	17	72	89	11	11	80	91	9
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	75	93	7	18	73	91	9	21	67	89	11
Female	18	74	92	8	15	73	88	12	16	70	85	15
Male	17	76	93	7	22	72	94	6	25	66	91	9
American Indian					<	<	100	0
Asian	23	73	97	3	41	59	100	0	35	59	95	5
Black	13	67	79	21	10	76	86	14	10	57	67	33
Hispanic	21	64	86	14	4	75	79	21	12	73	85	15
Native Hawaiian					<	<	<	<	<	<	100	0
White	17	79	96	4	15	76	91	9	21	72	93	7
Multiple Races	16	78	94	6	30	67	96	4	17	57	74	26
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	18	75	93	7	18	73	91	9	21	68	89	11
Economically Disadvantaged	16	72	88	13	3	68	70	30	17	62	79	21
Not Economically Disadvantaged	18	76	94	6	21	74	95	5	22	68	90	10
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	<	<	100	0	<	<	<	<
Military Connected	10	79	90	10	20	67	87	13	23	65	87	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

History Performance: All Students

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

History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	55	83	17	25	55	80	20	27	52	80	20
Female	25	58	83	17	22	57	79	21	23	55	77	23
Male	32	52	84	16	28	53	81	19	32	50	82	18
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	49	47	96	4	43	52	94	6	45	48	93	7
Black	13	52	65	35	11	50	61	39	14	47	60	40
Hispanic	23	57	80	20	20	55	75	25	19	58	76	24
Native Hawaiian	43	50	93	7	21	71	93	7	40	40	80	20
White	32	55	87	13	28	56	85	15	31	54	85	15
Multiple Races	24	59	84	16	26	53	79	21	27	52	79	21
Students with Disabilities	9	44	53	47	6	43	49	51	8	36	45	55
Students without Disabilities	31	56	87	13	28	56	84	16	30	55	85	15
Economically Disadvantaged	15	53	69	31	13	51	64	36	14	49	62	38
Not Economically Disadvantaged	33	56	88	12	30	56	86	14	33	54	87	13
English Learners	10	48	58	42	10	42	52	48	15	42	57	43
Homeless	9	38	47	53	5	61	66	34	8	43	50	50
Military Connected	31	56	87	13	29	57	85	15	34	52	86	14
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	67	74	26	3	52	55	45	3	45	48	52
Female	3	66	69	31	-	48	48	52	2	42	44	56
Male	11	68	79	21	6	57	64	36	4	47	52	48
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	-	56	56	44	-	44	44	56	-	30	30	70
Hispanic	<	<	<	<	-	42	42	58	7	37	43	57
Native Hawaiian	<	<	100	0	<	<	100	0
White	16	68	84	16	8	64	72	28	4	55	59	41
Multiple Races	<	<	<	<	-	20	20	80	-	50	50	50
Students with Disabilities	<	<	<	<	-	31	31	69	-	9	9	91
Students without Disabilities	8	75	83	17	4	56	60	40	4	52	57	43
Economically Disadvantaged	<	<	<	<	3	33	36	64	1	31	33	67
Not Economically Disadvantaged	8	70	78	22	3	65	68	32	5	53	58	42
English Learners	<	<	<	<	<	<	<	<	-	25	25	75
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	77	86	14	9	50	59	41	5	67	72	28
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	66	82	18	12	66	79	21	20	61	82	18
Female	15	66	80	20	10	67	77	23	18	59	77	23
Male	18	66	84	16	14	66	80	20	22	63	86	14
American Indian					<	<	100	0
Asian	41	51	92	8	14	77	91	9	41	50	91	9
Black	7	61	68	32	7	60	67	33	11	51	62	38
Hispanic	15	67	82	18	10	66	76	24	9	72	81	19
Native Hawaiian	<	<	100	0	<	<	<	<
White	17	67	85	15	14	68	82	18	25	62	88	12
Multiple Races	13	73	85	15	15	62	77	23	17	60	77	23
Students with Disabilities	6	56	62	38	3	52	55	45	15	44	59	41
Students without Disabilities	18	67	85	15	14	68	82	18	21	64	85	15
Economically Disadvantaged	11	55	66	34	8	61	68	32	13	54	66	34
Not Economically Disadvantaged	19	71	89	11	14	69	83	17	23	64	88	12
English Learners	-	58	58	42	4	48	52	48	13	63	75	25
Homeless	<	<	<	<	6	53	59	41	<	<	<	<
Military Connected	21	70	90	10	18	68	87	13	24	61	85	15
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	50	56	44	5	31	36	64	4	36	40	60
Female	2	55	58	42	2	29	31	69	2	33	35	65
Male	11	45	55	45	8	34	41	59	6	39	45	55
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	22	22	78	-	18	18	82	-	26	26	74
Hispanic	6	55	61	39	3	26	29	71	4	42	46	54
Native Hawaiian									<	<	<	<
White	8	55	63	37	5	37	42	58	4	37	41	59
Multiple Races	8	54	63	38	14	34	48	52	-	21	21	79
Students with Disabilities	4	28	32	68	-	6	6	94	4	4	8	92
Students without Disabilities	7	54	61	39	6	36	42	58	4	41	45	55
Economically Disadvantaged	-	36	36	64	-	15	15	85	-	20	20	80
Not Economically Disadvantaged	8	55	64	36	8	40	48	52	5	42	48	52
English Learners	<	<	<	<	-	-	-	100	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	6	62	68	32	3	51	54	46	9	53	62	38
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	73	95	5	21	77	98	2	14	71	85	15
Female	17	80	97	3	20	78	99	1	8	76	84	16
Male	29	64	93	7	22	75	97	3	19	66	86	14
American Indian					<	<	100	0	<	<	100	0
Asian	35	65	100	0	33	67	100	0	28	68	96	4
Black	4	81	85	15	18	65	82	18	7	54	61	39
Hispanic	23	69	92	8	12	82	94	6	10	76	86	14
Native Hawaiian					<	<	100	0	<	<	100	0
White	27	71	98	2	21	78	99	1	15	75	90	10
Multiple Races	9	83	91	9	15	85	100	0	9	72	81	19
Students with Disabilities	<	<	<	<	<	<	<	<	-	38	38	62
Students without Disabilities	23	73	96	4	22	77	99	1	15	75	90	10
Economically Disadvantaged	8	75	83	17	11	82	93	7	6	55	61	39
Not Economically Disadvantaged	25	73	98	2	22	76	98	2	17	77	93	7
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	17	77	94	6	26	72	98	2	19	71	90	10
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	55	86	14	28	58	86	14	24	59	84	16
Female	29	57	86	14	24	62	86	14	21	63	84	16
Male	32	54	86	14	31	54	85	15	28	56	84	16
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	49	49	98	2	47	47	94	6	46	46	92	8
Black	14	51	66	34	13	59	72	28	12	55	67	33
Hispanic	21	59	80	20	22	61	83	17	17	66	82	18
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	34	55	90	10	31	58	89	11	27	61	88	12
Multiple Races	28	59	87	13	30	56	86	14	24	59	84	16
Students with Disabilities	5	47	51	49	7	50	57	43	3	46	49	51
Students without Disabilities	33	56	90	10	31	59	89	11	27	61	89	11
Economically Disadvantaged	14	61	74	26	16	56	72	28	11	60	71	29
Not Economically Disadvantaged	35	54	89	11	32	58	90	10	30	59	89	11
English Learners	8	50	58	42	10	62	71	29	11	44	56	44
Homeless	<	<	<	<	<	<	<	<	11	44	56	44
Military Connected	34	52	86	14	29	60	89	11	28	59	87	13
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	44	41	85	15	42	41	83	17	48	37	85	15
Female	37	46	83	17	39	44	82	18	41	41	83	17
Male	51	36	87	13	45	39	84	16	54	33	87	13
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	65	34	98	2	66	32	98	2	67	32	98	2
Black	25	42	67	33	21	42	63	37	30	42	72	28
Hispanic	38	44	82	18	38	41	79	21	40	38	78	22
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	48	41	89	11	45	41	87	13	53	36	89	11
Multiple Races	37	44	81	19	40	44	84	16	45	38	83	17
Students with Disabilities	19	34	53	47	10	42	52	48	16	35	51	49
Students without Disabilities	47	42	89	11	47	41	88	12	52	38	90	10
Economically Disadvantaged	26	45	71	29	21	46	67	33	25	43	68	32
Not Economically Disadvantaged	50	40	90	10	50	39	90	10	57	35	92	8
English Learners	30	45	75	25	36	43	79	21	36	36	72	28
Homeless	10	40	50	50	<	<	<	<	<	<	<	<
Military Connected	44	45	88	12	45	42	86	14	53	36	89	11
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2021-2022	2022-2023	2023-2024
Division	7	19	18
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	203	116	119
Kindergarten	925	809	806
Grade 1	879	982	869
Grade 2	971	927	1,056
Grade 3	955	1,023	943
Grade 4	950	947	1,073
Grade 5	965	991	985
Grade 6	956	1,044	1,049
Grade 7	943	963	1,066
Grade 8	1,053	988	988
Grade 9	1,051	1,100	1,053
Grade 10	1,005	1,035	1,084
Grade 11	1,035	991	1,039
Grade 12	983	1,041	980
Total Students	12,874	12,957	13,110

< = 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	12874	12957	13110
Female	6370	6389	6415
Male	6504	6566	6686
American Indian	30	28	29
Asian	793	782	802
Black	1668	1705	1814
Hispanic	1540	1654	1758
Native Hawaiian	47	41	41
White	7322	7263	7180
Multiple Races	1474	1484	1486
Students with Disabilities	1489	1464	1554
Students without Disabilities	11385	11493	11556
Economically Disadvantaged	2683	3722	3863
Not Economically Disadvantaged	10191	9235	9247
English Learners	617	655	689
Not English Learners	12257	12302	12421
Homeless	93	103	111
Military Connected	3993	3925	3948
Foster Care	7	8	5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	616	325	8	2	8	12
	State	50340	39360	1868	906	4434	1716
Female	Division	334	140	2	0	2	6
	State	27397	17331	608	349	1644	700
Male	Division	282	185	6	2	6	6
	State	22883	21948	1258	556	2786	1013
American Indian	Division	<	<	<	<	0	<
	State	108	117	5	4	10	3
Asian	Division	57	8	1	0	0	0
	State	6021	1445	96	16	68	37
Black	Division	63	66	1	0	2	3
	State	8112	10542	637	224	1119	708
Hispanic	Division	66	43	3	0	0	2
	State	7128	8364	268	133	1854	356
Native Hawaiian	Division	<	<	<	<	0	<
	State	97	61	3	3	2	2
White	Division	353	164	3	2	5	5
	State	25863	16576	761	464	1211	504
Multiple Races	Division	66	43	0	0	1	2
	State	3011	2255	98	62	170	106
Students with Disabilities	Division	10	80	8	0	6	2
	State	1432	7468	1868	125	867	114
Economically Disadvantaged	Division	96	110	0	1	4	7
	State	12777	21116	1106	493	2351	1207
English Learners	Division	18	10	1	0	0	0
	State	1583	4218	262	26	1426	145
Homeless	Division	4	11	0	0	0	0
	State	197	697	48	28	170	78
Military Connected	Division	130	77	2	0	1	0
	State	2525	1494	44	18	52	31
< = 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	971	949	98	951	98	8	1
Female	484	476	98	476	98	2	0
Male	487	473	97	475	98	6	1
American Indian	<	<	100	<	100	0	0
Asian	66	66	100	66	100	0	0
Black	135	130	96	130	96	2	2
Hispanic	114	112	98	112	98	0	0
Native Hawaiian	<	<	100	<	100	0	0
White	532	520	98	522	98	5	1
Multiple Races	112	109	97	109	97	1	1
Students with Disabilities	106	98	93	98	93	6	6
Economically Disadvantaged	218	206	95	207	95	4	2
English Learners	29	29	100	29	100	0	0
Homeless	15	15	100	15	100	0	0
Military Connected	210	209	100	209	100	1	1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	1,120 / 27.5%	1,212 / 29.09%	1,875 / 45.12%
Advanced Placement Course Enrollment	1,567 / 38.47%	1,569 / 37.66%	1,759 / 42.32%
Dual Enrollment	93 / 2.28%	230 / 5.52%	471 / 11.33%
Governor's School Enrollment	73 / 1.79%	67 / 1.61%	69 / 1.66%
IB Course Enrollment	32 / .79%	36 / .86%	31 / .75%
Senior Enrolled in IB Program	15 / .37%	14 / .34%	14 / .34%

< = 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	946	665	30
	State	87,317	57,081	35
Female	Division	477	375	21
	State	43,705	31,577	28
Male	Division	469	290	38
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	77	66	14
	State	6,741	5,862	13
Black	Division	119	77	35
	State	18,624	10,601	43
Hispanic	Division	95	69	27
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	560	388	31
	State	45,098	30,844	32
Multiple Races	Division	90	62	31
	State	4,380	2,929	33
Students with Disabilities	Division	75	26	65
	State	8,185	3,548	57
Economically Disadvantaged	Division	135	74	45
	State	30,335	14,987	51
English Learners	Division	29	19	34
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2021-2022	2022-2023	2023-2024
NOCTI Assessments	Division	53	62	32
	State	2,590	3,844	3,577
State Licensures	Division	10	1	-
	State	1,236	1,563	2,069
Industry Certification	Division	920	1,105	1,198
	State	95,688	100,255	101,956
Workplace Readiness	Division	995	948	890
	State	44,348	41,819	35,066
Total Credentials Earned	Division	1,978	2,116	2,120
	State	143,862	147,481	142,668
Students Earning One or More Credentials	Division	1,263	1,203	1,186
	State	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	Division	1	52	61
	State	761	962	1,022
CTE Completers	Division	359	394	347
	State	45,094	46,028	48,643

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4
Percentage of fiscal year division operating expenditures for instructional costs	65.7	62.5	62.3

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$4,365	$5,578	$1,172
	State	$6,770	$5,603	$867
2020-2021	Division	$4,380	$6,321	$1,715
	State	$6,669	$6,185	$1,352
2021-2022	Division	$4,423	$6,203	$2,096
	State	$7,134	$6,454	$1,936
2022-2023	Division	$5,790	$6,914	$1,671
	State	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Absenteeism by Subgroup
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	10,910	1,629	10,787	1,841	11,446	1,468
Female	5,340	852	5,267	951	5,621	705
Male	5,570	777	5,518	888	5,823	763
American Indian	19	7	20	3	19	9
Asian	720	44	698	57	758	45
Black	1,331	283	1,355	333	1,477	305
Hispanic	1,278	228	1,340	255	1,523	228
Native Hawaiian	42	8	34	7	38	4
White	6,284	858	6,106	975	6,346	700
Multiple Races	1,236	201	1,234	211	1,285	177
Students with Disabilities	1,160	281	1,171	304	1,397	300
Economically Disadvantaged	2,224	722	2,611	880	2,886	795
English Learners	554	77	567	87	633	78
Homeless	68	85	78	92	79	72
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	1,248
Behaviors related to School Operations	1,139
Relationship Behaviors without Physical Harm	966
Behaviors of a Safety Concern	1,569
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	740
Behaviors used to determine Persistently Dangerous Schools	8

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.6	0.2	0.1	0.2	0.3
Asian	6.3	2.7	6.2	1	6.3	2.6
Black	13.3	26.2	13.5	25.3	14.2	25.4
Hispanic	12.3	13.4	13.1	14.1	13.8	15.4
Native Hawaiian	0.4	0.6	0.3	0.6	0.3	0.3
White	58.3	43.7	57.5	43	56.4	44.7
Multiple Races	11.7	12.8	11.7	15.9	11.7	11.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	6.3		6.2	5.7	6.3
Black	13.3	22.7	13.5	34.3	14.2
Hispanic	12.3	13.6	13.1	14.3	13.8	25
Native Hawaiian	0.4		0.3		0.3
White	58.3	54.5	57.5	31.4	56.4	75
Multiple Races	11.7	9.1	11.7	14.3	11.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	6.3		6.2		6.3
Black	13.3		13.5	100	14.2	25
Hispanic	12.3		13.1		13.8
Native Hawaiian	0.4		0.3		0.3
White	58.3		57.5		56.4	75
Multiple Races	11.7		11.7		11.7
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	23.1	39.4	33.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	24	18.6	30.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	54.5	36.7	47.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

13.18 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.16 : 1

Teacher Quality

Teacher Quality All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	34%	60%	2%	4%
2022-2023	34%	60%	2%	4%
2023-2024	37%	58%	2%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	87%	87%	79%	88%
Asian	92%	93%	91%	88%
Black	75%	75%	68%	88%
Hispanic	86%	85%	68%	88%
White	90%	90%	85%	88%
Multiple Races	86%	87%	83%	88%
Economically Disadvantaged	75%	76%	68%	88%
English Learners	77%	78%	60%	88%
Students with Disabilities	58%	60%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	86%	85%	74%	85%
Asian	96%	95%	90%	85%
Black	71%	71%	61%	85%
Hispanic	85%	84%	63%	85%
White	88%	88%	81%	85%
Multiple Races	84%	84%	77%	85%
Economically Disadvantaged	75%	75%	62%	85%
English Learners	85%	84%	58%	85%
Students with Disabilities	57%	58%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	82%
Asian	91%
Black	59%
Hispanic	81%
White	86%
Multiple Races	80%
Economically Disadvantaged	65%
English Learners	72%
Students with Disabilities	49%

< = 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	96%	84%	84%
Asian	97%	90%	84%
Black	94%	83%	84%
Hispanic	95%	83%	84%
White	97%	86%	84%
Multiple Races	98%	89%	84%
Economically Disadvantaged	93%	82%	84%
English Learners	95%	77%	84%
Students with Disabilities	81%	74%	84%
Homeless	91%	-	-
Foster Care	-	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	11%	13%	12%	10%
Asian	6%	7%	10%	10%
Black	17%	18%	12%	10%
Hispanic	13%	15%	12%	10%
White	10%	12%	12%	10%
Multiple Races	12%	13%	12%	10%
Economically Disadvantaged	22%	23%	13%	10%
English Learners	11%	12%	12%	10%
Students with Disabilities	18%	19%	14%	10%

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

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

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	59%	54%	58%
English Learner Proficiency	20%	-	-

< = 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	148	250	59%
English Learner Proficiency	83	412	20%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	99%	1%
Asian	100%	-	100%	-	100%	-
Black	100%	-	99%	1%	98%	2%
Hispanic	100%	-	99%	1%	99%	1%
White	100%	-	99%	1%	99%	1%
Multiple Races	100%	-	99%	1%	98%	2%
Economically Disadvantaged	100%	-	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	100%	-	100%	-	99%	1%
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	99%	1%	100%	-
Female	100%	-	99%	1%	99%	1%
Male	100%	-	99%	1%	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%	89%
Asian	95%	98%
Black	77%	79%
Hispanic	87%	89%
White	90%	91%
Multiple Races	87%	87%
Economically Disadvantaged	78%	80%
English Learners	83%	90%
Students with Disabilities	65%	67%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

York County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

2022-2023 Grades 8-12 Student Teacher Ratio

Teacher Quality