Bayside High

General school information

Category: High (09-12) School
Phone: 757-648-5200
Address: 4960 Haygood Rd Virginia Beach, VA 23455-5299
Principal: Troy A. Walton
Superintendent: Dr. Donald E. Robertson Jr.
School Number: 530
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
Division Website (opens new window)

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

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	62	84	16	20	61	81	19	21	65	86	14
Female	26	60	87	13	24	58	82	18	25	63	88	13
Male	17	63	80	20	15	66	81	19	16	67	84	16
Asian	42	50	92	8	38	58	96	4	39	55	94	6
Black	14	62	76	24	9	68	76	24	13	66	79	21
Hispanic	21	63	84	16	14	61	75	25	18	67	86	14
Native Hawaiian					<	<	100	0	<	<	100	0
White	30	64	93	7	32	59	91	9	32	63	95	5
Multiple Races	27	60	87	13	46	43	89	11	23	66	89	11
Students with Disabilities	2	50	52	48	4	43	47	53	4	44	48	52
Students without Disabilities	24	63	87	13	22	64	85	15	23	67	90	10
Economically Disadvantaged	16	63	79	21	13	63	76	24	12	70	83	17
Not Economically Disadvantaged	29	61	90	10	31	59	89	11	30	59	89	11
English Learners	-	70	70	30	4	38	42	58	-	40	40	60
Homeless	-	80	80	20	-	55	55	45	-	90	90	10
Military Connected	23	67	90	10	27	67	93	7	38	57	95	5
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	62	84	16	20	61	81	19	21	65	86	14
Female	26	60	87	13	24	58	82	18	25	63	88	13
Male	17	63	80	20	15	66	81	19	16	67	84	16
Asian	42	50	92	8	38	58	96	4	39	55	94	6
Black	14	62	76	24	9	68	76	24	13	66	79	21
Hispanic	21	63	84	16	14	61	75	25	18	67	86	14
Native Hawaiian					<	<	100	0	<	<	100	0
White	30	64	93	7	32	59	91	9	32	63	95	5
Multiple Races	27	60	87	13	46	43	89	11	23	66	89	11
Students with Disabilities	2	50	52	48	4	43	47	53	4	44	48	52
Students without Disabilities	24	63	87	13	22	64	85	15	23	67	90	10
Economically Disadvantaged	16	63	79	21	13	63	76	24	12	70	83	17
Not Economically Disadvantaged	29	61	90	10	31	59	89	11	30	59	89	11
English Learners	-	70	70	30	4	38	42	58	-	40	40	60
Homeless	-	80	80	20	-	55	55	45	-	90	90	10
Military Connected	23	67	90	10	27	67	93	7	38	57	95	5
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	55	72	28	17	52	69	31	15	58	73	27
Female	25	53	78	22	23	54	77	23	21	59	80	20
Male	9	57	66	34	10	49	59	41	9	57	66	34
Asian	68	27	95	5	33	63	96	4	52	42	94	6
Black	5	57	62	38	8	53	61	39	7	57	64	36
Hispanic	20	51	71	29	15	43	58	42	9	57	66	34
Native Hawaiian					<	<	100	0	<	<	100	0
White	27	55	82	18	25	55	80	20	29	62	91	9
Multiple Races	20	61	82	18	35	50	85	15	9	61	70	30
Students with Disabilities	-	24	24	76	2	18	19	81	2	16	18	82
Students without Disabilities	19	58	78	22	19	56	75	25	17	62	79	21
Economically Disadvantaged	10	57	67	33	12	51	63	37	8	58	66	34
Not Economically Disadvantaged	27	52	78	22	26	52	78	22	24	57	81	19
English Learners	-	42	42	58	4	21	25	75	-	24	24	76
Homeless	<	<	<	<	<	<	<	<	-	67	67	33
Military Connected	21	60	81	19	33	44	78	22	34	48	82	18
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	55	72	28	17	52	69	31	15	58	73	27
Female	25	53	78	22	23	54	77	23	21	59	80	20
Male	9	57	66	34	10	49	59	41	9	57	66	34
Asian	68	27	95	5	33	63	96	4	52	42	94	6
Black	5	57	62	38	8	53	61	39	7	57	64	36
Hispanic	20	51	71	29	15	43	58	42	9	57	66	34
Native Hawaiian					<	<	100	0	<	<	100	0
White	27	55	82	18	25	55	80	20	29	62	91	9
Multiple Races	20	61	82	18	35	50	85	15	9	61	70	30
Students with Disabilities	-	24	24	76	2	18	19	81	2	16	18	82
Students without Disabilities	19	58	78	22	19	56	75	25	17	62	79	21
Economically Disadvantaged	10	57	67	33	12	51	63	37	8	58	66	34
Not Economically Disadvantaged	27	52	78	22	26	52	78	22	24	57	81	19
English Learners	-	42	42	58	4	21	25	75	-	24	24	76
Homeless	<	<	<	<	<	<	<	<	-	67	67	33
Military Connected	21	60	81	19	33	44	78	22	34	48	82	18
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	86	90	10	5	82	87	13	5	82	87	13
Female	5	86	91	9	7	80	87	13	4	85	89	11
Male	2	86	89	11	2	85	86	14	5	80	85	15
American Indian	<	<	100	0					<	<	<	<
Asian	19	78	97	3	14	83	97	3	7	85	93	7
Black	2	85	86	14	2	81	83	17	3	83	86	14
Hispanic	1	86	87	13	3	82	85	15	4	88	92	8
White	7	89	96	4	4	84	89	11	7	81	88	12
Multiple Races	-	92	92	8	8	85	93	7	7	76	83	17
Students with Disabilities	-	90	90	10	-	75	75	25	2	86	88	12
Students without Disabilities	4	86	90	10	5	83	88	12	5	82	87	13
Economically Disadvantaged	2	86	89	11	3	80	83	17	3	80	83	17
Not Economically Disadvantaged	6	86	92	8	7	86	93	7	6	85	92	8
English Learners	-	77	77	23	-	83	83	17	-	88	88	12
Homeless	-	87	87	13	<	<	<	<	-	82	82	18
Military Connected	12	84	97	3	6	86	92	8	6	86	92	8
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	89	90	10	2	84	85	15	3	84	87	13
Female	1	90	91	9	3	83	86	15	3	85	89	11
Male	1	89	90	10	1	84	85	15	2	82	84	16
American Indian	<	<	100	0
Asian	<	<	100	0	9	82	91	9	-	92	92	8
Black	1	87	88	12	2	82	84	16	3	84	87	13
Hispanic	1	87	89	11	1	82	84	16	-	89	89	11
White	-	96	96	4	-	89	89	11	4	78	82	18
Multiple Races	-	93	93	7	5	86	92	8	7	80	87	13
Students with Disabilities	-	91	91	9	-	77	77	23	2	87	89	11
Students without Disabilities	1	89	90	10	2	85	87	13	3	83	86	14
Economically Disadvantaged	1	90	91	9	2	81	84	16	2	82	84	16
Not Economically Disadvantaged	1	86	87	13	1	89	90	10	4	88	92	8
English Learners	-	78	78	22	-	82	82	18	-	87	87	13
Homeless	-	85	85	15	<	<	<	<	-	82	82	18
Military Connected	-	95	95	5	3	90	93	8	6	90	97	3
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	85	87	13	2	82	83	17	2	80	82	18
Female	4	83	87	13	-	81	81	19	-	82	82	18
Male	-	87	87	13	4	83	87	13	5	78	83	17
American Indian									<	<	<	<
Asian	7	87	93	7	17	83	100	0	<	<	<	<
Black	-	81	81	19	-	78	78	22	-	77	77	23
Hispanic	-	80	80	20	-	80	80	20	-	100	100	0
White	4	91	95	5	-	81	81	19	4	91	96	4
Multiple Races	<	<	<	<	-	93	93	7	8	62	69	31
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	2	85	87	13	2	82	84	16	2	81	83	17
Economically Disadvantaged	1	80	81	19	3	72	76	24	-	80	80	20
Not Economically Disadvantaged	3	91	93	7	-	90	90	10	4	80	84	16
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	100	0	<	<	100	0
Military Connected	5	91	95	5	-	82	82	18	-	75	75	25
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	75	95	5	22	77	99	1	13	80	92	8
Female	22	76	98	2	31	69	100	0	9	84	93	7
Male	18	71	89	11	-	96	96	4	21	71	91	9
American Indian									<	<	100	0
Asian	29	71	100	0	17	83	100	0	18	82	100	0
Black	20	60	80	20	20	73	93	7	4	83	87	13
Hispanic	<	<	100	0	17	83	100	0	30	70	100	0
White	25	75	100	0	21	79	100	0	13	79	91	9
Multiple Races	<	<	<	<	<	<	100	0	9	82	91	9
Students with Disabilities									<	<	100	0
Students without Disabilities	20	75	95	5	22	77	99	1	13	79	92	8
Economically Disadvantaged	17	70	87	13	12	85	96	4	14	70	84	16
Not Economically Disadvantaged	21	77	98	2	27	73	100	0	12	85	97	3
English Learners	<	<	100	0	<	<	100	0
Homeless	<	<	100	0
Military Connected	43	57	100	0	21	79	100	0	9	87	96	4
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	64	70	30	3	74	77	23	4	81	85	15
Female	6	64	70	30	3	76	78	22	3	83	86	14
Male	6	63	70	30	3	72	75	25	6	78	83	17
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	16	78	95	5	13	81	94	6	3	78	81	19
Black	2	54	57	43	-	67	67	33	4	75	79	21
Hispanic	1	72	74	26	2	67	70	30	4	81	85	15
White	13	75	88	12	6	86	92	8	5	92	97	3
Multiple Races	11	61	72	28	-	89	89	11	4	81	85	15
Students with Disabilities	-	29	29	71	-	40	40	60	3	68	71	29
Students without Disabilities	7	68	75	25	3	78	81	19	4	81	86	14
Economically Disadvantaged	4	58	62	38	1	70	71	29	3	79	82	18
Not Economically Disadvantaged	10	73	83	17	5	81	86	14	5	82	87	13
English Learners	-	40	40	60	-	36	36	64	4	67	70	30
Homeless	-	47	47	53	<	<	<	<	<	<	<	<
Military Connected	21	66	87	13	2	87	89	11	-	85	85	15
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	66	73	27	3	76	79	21	4	83	87	13
Female	7	66	73	27	2	77	80	20	3	85	88	12
Male	7	66	72	28	3	75	78	22	6	80	86	14
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	16	78	95	5	14	83	97	3	3	83	86	14
Black	3	57	60	40	-	70	71	29	4	79	83	18
Hispanic	1	74	76	24	1	68	70	30	4	84	88	12
White	13	76	89	11	6	86	92	8	5	92	97	3
Multiple Races	11	61	73	27	-	91	91	9	4	82	86	14
Students with Disabilities	-	30	30	70	-	41	41	59	3	69	72	28
Students without Disabilities	7	70	78	22	3	81	84	16	4	84	88	12
Economically Disadvantaged	4	61	65	35	1	73	74	26	3	82	85	15
Not Economically Disadvantaged	11	74	85	15	5	82	87	13	5	84	90	10
English Learners	-	36	36	64	-	33	33	67	4	65	69	31
Homeless	-	50	50	50	<	<	<	<	<	<	<	<
Military Connected	22	68	90	10	-	89	89	11	-	90	90	10
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	17	17	83	7	21	29	71	<	<	<	<
Female	-	18	18	82	<	<	<	<	<	<	<	<
Male	-	17	17	83	<	<	<	<	<	<	<	<
Asian					<	<	<	<	<	<	<	<
Black	-	17	17	83	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<					<	<	<	<
Students without Disabilities	-	18	18	82	7	21	29	71	<	<	<	<
Economically Disadvantaged	-	11	11	89	-	25	25	75	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners	<	<	100	0
Homeless	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Earth Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	40	40	60	<	<	<	<	-	44	44	56
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<	-	55	55	45
Asian					<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	-	40	40	60
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<					<	<	100	0
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities	-	40	40	60	<	<	<	<	-	40	40	60
Economically Disadvantaged	<	<	<	<	<	<	<	<	-	36	36	64
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners					<	<	100	0	<	<	100	0
Military Connected	<	<	<	<					<	<	<	<
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	53	56	44	6	64	70	30	5	76	82	18
Female	2	52	54	46	4	70	74	26	3	77	80	20
Male	3	55	59	41	9	53	62	38	10	75	85	15
American Indian	<	<	<	<					<	<	100	0
Asian	8	84	92	8	7	89	96	4	5	86	90	10
Black	1	42	43	57	3	41	44	56	4	56	60	40
Hispanic	1	50	51	49	6	75	81	19	5	86	90	10
White	7	71	77	23	11	77	88	13	7	88	95	5
Multiple Races	2	68	70	30	-	78	78	22	5	89	95	5
Students with Disabilities	-	18	18	82	-	13	13	87	-	36	36	64
Students without Disabilities	3	58	61	39	6	67	73	27	5	79	84	16
Economically Disadvantaged	2	46	48	52	2	52	55	45	3	67	71	29
Not Economically Disadvantaged	4	68	72	28	10	76	86	14	7	83	90	10
English Learners	-	26	26	74	<	<	<	<	<	<	<	<
Homeless	-	39	39	61	<	<	<	<	<	<	<	<
Military Connected	9	69	78	22	7	73	80	20	-	92	92	8
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	35	36	64	3	22	25	75	-	50	50	50
Female	-	30	30	70	-	14	14	86	-	58	58	42
Male	2	39	41	59	7	33	40	60	<	<	<	<
Asian					<	<	100	0	<	<	<	<
Black	-	29	29	71	4	13	17	83	<	<	<	<
Hispanic	-	38	38	62	<	<	<	<	<	<	100	0
White	6	44	50	50	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	8	8	92	<	<	<	<	<	<	<	<
Students without Disabilities	1	39	40	60	3	26	29	71	-	62	62	38
Economically Disadvantaged	-	32	32	68	-	28	28	72	<	<	<	<
Not Economically Disadvantaged	4	41	44	56	9	9	18	82	<	<	<	<
English Learners	<	<	<	<					<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	21	21	79	-	23	23	77	-	31	31	69
Female	-	12	12	88	<	<	<	<	-	30	30	70
Male	<	<	<	<	-	15	15	85	<	<	<	<
Asian					<	<	100	0
Black	-	11	11	89	-	20	20	80	-	30	30	70
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	22	22	78	-	24	24	76	-	30	30	70
Economically Disadvantaged	-	24	24	76	-	13	13	88	-	33	33	67
Not Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	<	<	<	<	100	0
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	20	20	80	<	<	<	<
Female	-	17	17	83	<	<	<	<
Male	-	22	22	78
American Indian	<	<	<	<
Asian	<	<	<	<
Black	-	18	18	82	<	<	<	<
Hispanic	-	28	28	72
White	-	20	20	80
Multiple Races	<	<	<	<
Students with Disabilities	-	17	17	83
Students without Disabilities	-	20	20	80	<	<	<	<
Economically Disadvantaged	-	19	19	81	<	<	<	<
Not Economically Disadvantaged	-	24	24	76	<	<	<	<
English Learners	<	<	<	<
Homeless	<	<	<	<
Military Connected	<	<	<	<
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	64	68	32	7	78	85	15	6	82	88	12
Female	3	63	66	34	5	84	90	10	3	83	86	14
Male	4	66	71	29	11	66	77	23	11	80	91	9
American Indian									<	<	100	0
Asian	9	88	97	3	8	88	96	4	5	89	95	5
Black	2	54	55	45	4	60	64	36	5	63	68	32
Hispanic	1	57	58	42	8	85	92	8	5	89	95	5
White	7	78	86	14	13	82	95	5	7	91	99	1
Multiple Races	2	78	80	20	-	93	93	7	6	89	94	6
Students with Disabilities	-	22	22	78	<	<	<	<	<	<	<	<
Students without Disabilities	4	69	73	27	8	80	87	13	6	83	89	11
Economically Disadvantaged	3	56	59	41	4	68	72	28	4	77	81	19
Not Economically Disadvantaged	5	78	83	17	11	86	97	3	7	85	93	7
English Learners	-	29	29	71	<	<	<	<	<	<	100	0
Homeless	-	50	50	50					<	<	<	<
Military Connected	12	75	86	14	4	84	88	12	-	94	94	6
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2022-2023	2023-2024	2024-2025
School	-	-	-
Division	162	202	160
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

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.

Enrollment

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Grade 9	547	542	531
Grade 10	536	528	529
Grade 11	426	486	498
Grade 12	480	438	430
Total Enrollment	1,989	1,994	1,988

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	1989	1994	1988
Female	1012	1038	1042
Male	971	952	942
American Indian	8	7	4
Asian	120	116	119
Black	858	865	896
Hispanic	289	312	301
Native Hawaiian	3	3	3
White	531	505	471
Multiple Races	180	186	194
Students with Disabilities	270	269	284
Students without Disabilities	1719	1725	1704
Economically Disadvantaged	1231	1253	1248
Not Economically Disadvantaged	758	741	740
English Learners	87	102	123
Not English Learners	1902	1892	1865
Homeless	26	14	24
Military Connected	197	194	197
Foster Care	6	1	2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,369	561	1,675	274	1,603	275
Female	703	291	870	136	861	149
Male	662	269	802	137	742	126
American Indian	<	<	<	<	<	<
Asian	111	9	111	2	106	8
Black	546	291	702	149	694	142
Hispanic	203	76	267	40	242	44
Native Hawaiian	<	<	<	<	<	<
White	375	133	428	59	391	57
Multiple Races	124	50	157	24	165	24
Students with Disabilities	165	95	203	61	207	68
Economically Disadvantaged	733	391	911	208	823	193
English Learners	64	24	96	9	101	12
Homeless	23	29	24	16	27	17
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion: Class of 2025: All Students

School

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 also 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 school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2024-2025 Cohort
Student Subgroup	School	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	School	213	252	19	1	5	0
	Division	2891	1934	130	25	110	23
	State	51325	41797	1944	889	5197	1395
Female	School	136	101	9	1	1	0
	Division	1514	860	54	8	37	10
	State	27479	18568	644	302	1991	571
Male	School	77	151	10	0	4	0
	Division	1374	1070	76	17	73	13
	State	23842	23219	1299	582	3204	824
American Indian	School	<	<	<	<	0	<
	Division	8	8	1	0	1	0
	State	115	128	6	2	20	5
Asian	School	23	1	0	0	0	0
	Division	255	73	1	0	1	0
	State	6138	1603	96	15	116	44
Black	School	62	136	10	0	2	0
	Division	466	621	48	4	43	9
	State	8492	10859	649	192	1064	555
Hispanic	School	32	45	3	0	3	0
	Division	342	319	21	4	31	4
	State	7732	9780	323	169	2618	361
Native Hawaiian	School	<	<	<	<	0	<
	Division	14	6	0	0	0	0
	State	89	54	4	1	7	3
White	School	69	43	4	1	0	0
	Division	1501	701	44	16	27	6
	State	25572	16963	766	433	1201	364
Multiple Races	School	27	22	2	0	0	0
	Division	305	206	15	1	7	4
	State	3187	2410	100	77	171	63
Students with Disabilities	School	5	44	19	0	0	0
	Division	55	287	130	3	20	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	School	76	128	13	0	1	0
	Division	681	796	80	6	30	17
	State	12384	21564	1091	503	2612	961
English Learners	School	8	16	0	0	0	0
	Division	60	120	4	0	11	0
	State	1822	5921	308	50	2224	183
Homeless	School	5	8	0	0	0	0
	Division	13	34	4	0	4	3
	State	201	818	47	19	231	71
Military Connected	School	18	18	1	0	0	0
	Division	399	225	8	2	5	1
	State	2497	1577	51	17	49	13
Foster Care	School	<	<	<	<	<	<
	Division	2	12	1	0	1	0
	State	29	189	26	15	71	26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	490	484	99	485	99	5	1
Female	248	246	99	247	100	1	0
Male	242	238	98	238	98	4	2
American Indian	<	<	100	<	100	0	0
Asian	24	24	100	24	100	0	0
Black	210	208	99	208	99	2	1
Hispanic	83	80	96	80	96	3	4
Native Hawaiian	<	<	100	<	100	0	0
White	117	116	99	117	100	0	0
Multiple Races	51	51	100	51	100	0	0
Students with Disabilities	68	68	100	68	100	0	0
Economically Disadvantaged	218	217	100	217	100	1	1
English Learners	24	24	100	24	100	0	0
Homeless	13	13	100	13	100	0	0
Military Connected	37	37	100	37	100	0	0
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	252 / 12.67%	293 / 14.69%	279 / 14.03%
Advanced Placement Course Enrollment	481 / 24.18%	556 / 27.88%	563 / 28.32%
Dual Enrollment	93 / 4.68%	4 / .2%	120 / 6.04%
Governor's School Enrollment	4 / .2%	6 / .3%	9 / .45%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	School	425	218	49
	Division	4,656	3,019	35
	State	87,947	58,787	33
Female	School	240	146	39
	Division	2,379	1,675	30
	State	44,125	32,246	27
Male	School	185	72	61
	Division	2,274	1,344	41
	State	43,771	26,522	39
American Indian	School	<	<	100
	Division	<	<	100
	State	173	107	38
Asian	School	26	18	31
	Division	313	248	21
	State	7,326	6,406	13
Black	School	195	90	54
	Division	1,085	594	45
	State	18,153	10,957	40
Hispanic	School	47	18	62
	Division	449	245	45
	State	12,866	7,348	43
Native Hawaiian	School	<	<	100
	Division	25	20	20
	State	137	87	36
White	School	118	72	39
	Division	2,346	1,636	30
	State	44,455	30,645	31
Multiple Races	School	37	18	51
	Division	432	272	37
	State	4,837	3,237	33
Students with Disabilities	School	19	<	100
	Division	301	116	61
	State	8,632	3,934	54
Economically Disadvantaged	School	248	112	55
	Division	1,650	819	50
	State	30,889	16,128	48
English Learners	School	13	<	100
	Division	104	43	59
	State	7,530	4,273	43
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2022-2023	2023-2024	2024-2025
NOCTI Assessments	School	19	7	8
	Division	436	191	167
	State	3,844	3,577	3,225
State Licensures	School	1	-	3
	Division	27	26	35
	State	1,573	2,069	2,206
Industry Certification	School	852	724	859
	Division	9,247	8,976	9,603
	State	100,965	101,956	105,973
Workplace Readiness	School	184	334	319
	Division	3,011	4,006	3,264
	State	41,819	35,066	38,829
Total Credentials Earned	School	1,056	1,065	1,189
	Division	12,721	13,199	13,069
	State	148,201	142,668	150,233
Students Earning One or More Credentials	School	779	764	839
	Division	8,625	9,383	9,116
	State	118,467	115,609	120,035
CTE Completers	School	126	125	192
	Division	1,908	1,862	1,914
	State	46,028	48,643	51,357
Armed Services Vocational Aptitude Battery Examination	School	-	-	-
	Division	-	-	-
	State	962	1,022	-

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

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

Per-Pupil Expenditures		School	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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	447
Behaviors related to School Operations	1,080
Relationship Behaviors without Physical Harm	208
Behaviors of a Safety Concern	109
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	69
Behaviors used to determine Persistently Dangerous Schools	3

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	276	578	740
Out-of-School Suspension	251	161	166
Explusion and Alternative Placement	3	43	11
Referral to Law Enforcement	82	74	61
Bus Suspension	0	0	1

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	67.7	83.4	86.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	9.9	19.6	25.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	39.3	47.7	51.5
< = 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

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	49%	47%	1%	3%
2023-2024	49%	47%	1%	3%
2024-2025	47%	50%	1%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Federal Graduation Indicator
All Students	Yes - CP	Yes	-	Yes - CP
Asian	Yes	TS	-	TS
Black	Yes - CP	Yes	-	Yes - CP
Hispanic	Yes - No CP	Yes	-	Yes - No CP
White	Yes - CP	Yes	-	Yes - No CP
Multiple Races	Yes - No CP	Yes	-	Yes - CP
Economically Disadvantaged	Yes - CP	Yes	-	Yes - CP
English Learners	TS	Yes	No	TS
Students with Disabilities	No	Yes	-	No

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading
Mathematics performance — percentage of students in the school passing state tests in mathematics
Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
English learner progress — percentage of English learners making progress toward English-language proficiency
Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

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: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	87%	81%	88%
Asian	96%	91%	88%
Black	83%	73%	88%
Hispanic	86%	73%	88%
White	92%	86%	88%
Multiple Races	88%	84%	88%
Economically Disadvantaged	82%	73%	88%
English Learners	67%	67%	88%
Students with Disabilities	43%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	94%	76%	85%
Asian	92%	90%	85%
Black	93%	67%	85%
Hispanic	92%	68%	85%
White	96%	82%	85%
Multiple Races	94%	79%	85%
Economically Disadvantaged	89%	67%	85%
English Learners	100%	64%	85%
Students with Disabilities	67%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	84%
Asian	88%
Black	78%
Hispanic	85%
White	91%
Multiple Races	85%
Economically Disadvantaged	74%
English Learners	86%
Students with Disabilities	35%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	95%	84%	84%
Asian	96%	90%	84%
Black	95%	83%	84%
Hispanic	93%	83%	84%
White	95%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	93%	83%	84%
English Learners	100%	80%	84%
Students with Disabilities	70%	79%	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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	48%	56%	58%
English Learner Proficiency	13%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	31	65	48%
English Learner Proficiency	13	97	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	96.4%	-	96.6%	-	96.4%	-
Asian	100%	-	91.7%	-	100%	-
Black	96.6%	-	97%	-	96.5%	-
Hispanic	97.4%	-	96.1%	-	97.3%	-
White	95.7%	-	97.4%	-	96.5%	-
Multiple Races	94%	-	95.9%	-	91.7%	-
Economically Disadvantaged	95.3%	-	95.8%	-	94.8%	-
Not Economically Disadvantaged	97.3%	-	97.3%	-	97.7%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	77.3%	-	83.3%	-	79.7%	-
Students without Disabilities	99.5%	-	98.8%	-	99%	-
Female	96.7%	-	97.1%	-	96.6%	-
Male	96.2%	-	96.1%	-	96.1%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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