Coventry Elementary

General school information

Category: Elementary (KG-05) School
Phone: 757-898-0403
Address: 200 Owen Davis Blvd Yorktown, VA 23693
Principal: Lisa Jalomo
Superintendent: Dr. James Carroll
School Number: 90
Region: 2
Division: York County Public Schools
Division Number: 98
Division Website (opens new window)

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

School Environment

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	68	87	13	18	65	83	17	19	68	87	13
Female	23	70	93	7	18	67	85	15	18	69	87	13
Male	16	66	82	18	17	64	81	19	19	67	86	14
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	21	70	92	8	22	59	81	19	28	63	91	9
Black	4	65	70	30	5	61	66	34	8	68	76	24
Hispanic	9	81	91	9	22	56	78	22	13	76	89	11
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	23	67	89	11	20	72	91	9	21	66	88	12
Multiple Races	31	56	88	13	13	68	80	20	10	76	86	14
Students with Disabilities	6	48	54	46	-	45	45	55	-	58	58	42
Students without Disabilities	22	71	93	7	20	68	89	11	22	70	91	9
Economically Disadvantaged	7	73	81	19	5	68	73	27	4	75	79	21
Not Economically Disadvantaged	25	66	90	10	23	65	88	12	24	66	90	10
English Learners	7	73	80	20	-	67	67	33	-	60	60	40
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	26	65	90	10	28	60	87	13	20	71	90	10
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	67	86	14	15	61	76	24	20	64	84	16
Female	24	71	95	5	13	64	77	23	22	61	83	17
Male	13	61	74	26	19	57	76	24	18	67	84	16
American Indian					<	<	<	<	<	<	100	0
Asian	11	74	84	16	16	58	74	26	40	50	90	10
Black	-	64	64	36	7	50	57	43	9	73	82	18
Hispanic	10	90	100	0	33	47	80	20	9	73	82	18
White	25	65	90	10	16	70	86	14	20	60	80	20
Multiple Races	38	46	85	15	6	59	65	35	<	<	<	<
Students with Disabilities	-	58	58	42	-	38	38	62	-	73	73	27
Students without Disabilities	22	68	89	11	20	67	87	13	22	63	85	15
Economically Disadvantaged	-	80	80	20	3	59	62	38	4	74	78	22
Not Economically Disadvantaged	27	61	88	12	21	62	83	17	24	61	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	24	66	90	10	22	56	78	22	21	69	90	10
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	73	92	8	23	68	90	10	15	70	85	15
Female	21	74	95	5	25	67	92	8	15	71	86	14
Male	18	73	90	10	19	69	88	12	16	69	84	16
American Indian	<	<	100	0					<	<	<	<
Asian	23	77	100	0	25	56	81	19	21	68	89	11
Black	-	73	73	27	8	67	75	25	8	69	77	23
Hispanic	14	71	86	14	33	58	92	8	8	85	92	8
White	21	74	95	5	25	69	94	6	16	74	89	11
Multiple Races	<	<	100	0	15	85	100	0	16	58	74	26
Students with Disabilities	13	56	69	31	<	<	<	<	-	52	52	48
Students without Disabilities	20	76	96	4	24	66	91	9	20	75	95	5
Economically Disadvantaged	13	74	87	13	7	73	80	20	3	72	75	25
Not Economically Disadvantaged	22	73	95	5	29	65	94	6	20	69	89	11
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless					<	<	100	0	<	<	100	0
Military Connected	33	58	91	9	29	67	95	5	15	74	88	12
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	65	84	16	16	68	85	15	21	70	91	9
Female	23	67	89	11	18	71	89	11	20	73	93	7
Male	17	62	79	21	15	65	80	20	23	67	90	10
Asian	30	60	90	10	26	63	89	11	22	72	94	6
Black	12	59	71	29	-	67	67	33	7	64	71	29
Hispanic	5	84	89	11	-	64	64	36	21	71	93	7
Native Hawaiian					<	<	100	0	<	<	100	0
White	23	63	85	15	19	75	95	5	30	63	93	7
Multiple Races	20	60	80	20	20	60	80	20	7	93	100	0
Students with Disabilities	5	36	41	59	-	36	36	64	<	<	<	<
Students without Disabilities	23	70	92	8	18	72	90	10	23	71	94	6
Economically Disadvantaged	7	68	76	24	6	71	77	23	3	80	83	17
Not Economically Disadvantaged	25	63	88	12	21	67	88	12	28	66	95	5
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	100	0
Military Connected	19	72	91	9	33	60	93	7	26	68	95	5
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

English Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	66	89	11	23	61	84	16	23	65	88	12
Female	21	71	92	8	22	63	85	15	19	67	86	14
Male	25	61	86	14	24	58	82	18	26	63	89	11
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	47	47	94	6	45	45	89	11	41	57	98	2
Black	7	72	78	22	5	61	66	34	8	63	71	29
Hispanic	12	72	84	16	7	78	85	15	13	74	87	13
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	22	69	91	9	25	63	88	12	24	66	90	10
Multiple Races	16	75	91	9	18	60	78	23	17	64	81	19
Students with Disabilities	6	54	60	40	-	36	36	64	2	60	62	38
Students without Disabilities	25	68	93	7	26	64	91	9	26	66	92	8
Economically Disadvantaged	13	69	82	18	16	60	76	24	13	66	78	22
Not Economically Disadvantaged	27	65	92	8	26	61	87	13	26	65	91	9
English Learners	32	42	74	26	17	61	78	22	11	67	78	22
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	24	66	90	10	30	55	85	15	27	61	88	12
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	73	90	10	13	62	75	25	22	68	91	9
Female	17	76	93	7	14	64	78	22	22	65	87	13
Male	17	70	87	13	11	59	70	30	23	71	94	6
American Indian					<	<	<	<	<	<	100	0
Asian	32	58	89	11	26	47	74	26	38	62	100	0
Black	7	64	71	29	-	50	50	50	-	73	73	27
Hispanic	10	90	100	0	13	73	87	13	9	73	82	18
White	19	73	92	8	14	72	86	14	24	69	93	7
Multiple Races	8	92	100	0	6	47	53	47	<	<	<	<
Students with Disabilities	8	42	50	50	-	23	23	77	9	82	91	9
Students without Disabilities	18	77	96	4	16	72	89	11	24	67	91	9
Economically Disadvantaged	10	80	90	10	5	57	62	38	17	67	83	17
Not Economically Disadvantaged	20	71	91	9	16	64	80	20	24	69	93	7
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	14	66	79	21	17	58	75	25	28	66	93	7
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	66	89	11	16	71	88	13	15	69	84	16
Female	17	69	86	14	12	73	85	15	10	76	86	14
Male	29	62	90	10	23	68	91	9	23	58	81	19
American Indian	<	<	<	<					<	<	<	<
Asian	52	48	100	0	33	61	94	6	26	68	95	5
Black	7	73	80	20	8	75	83	17	-	69	69	31
Hispanic	-	64	64	36	-	92	92	8	14	71	86	14
White	20	73	93	7	19	65	83	17	18	72	89	11
Multiple Races	<	<	<	<	8	85	92	8	11	58	68	32
Students with Disabilities	6	56	63	38	<	<	<	<	-	48	48	52
Students without Disabilities	25	67	92	8	18	73	91	9	20	74	94	6
Economically Disadvantaged	10	70	80	20	7	80	87	13	6	64	70	30
Not Economically Disadvantaged	29	63	93	7	20	68	88	12	19	70	89	11
English Learners	33	50	83	17	<	<	<	<	<	<	<	<
Homeless					<	<	100	0	<	<	<	<
Military Connected	30	61	91	9	14	71	86	14	21	65	85	15
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	61	88	12	39	51	90	10	31	58	90	10
Female	28	67	95	5	40	53	94	6	30	56	86	14
Male	26	55	80	20	38	48	86	14	33	60	94	6
Asian	55	35	90	10	74	26	100	0	61	39	100	0
Black	6	76	82	18	7	60	67	33	21	50	71	29
Hispanic	21	68	89	11	7	71	79	21	14	79	93	7
Native Hawaiian					<	<	100	0	<	<	100	0
White	26	63	89	11	41	53	95	5	32	57	89	11
Multiple Races	20	60	80	20	50	50	100	0	21	71	93	7
Students with Disabilities	5	59	64	36	-	64	64	36	<	<	<	<
Students without Disabilities	31	62	93	8	43	50	93	7	34	57	91	9
Economically Disadvantaged	17	61	78	22	33	47	81	19	16	68	84	16
Not Economically Disadvantaged	31	61	92	8	41	52	94	6	38	54	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	100	0
Military Connected	28	72	100	0	57	40	97	3	37	47	84	16
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	57	81	19	34	50	84	16	31	52	84	16
Female	21	61	82	18	32	56	89	11	30	53	82	18
Male	27	53	80	20	36	43	79	21	33	52	85	15
Asian	40	50	90	10	47	42	89	11	44	44	89	11
Black	18	53	71	29	13	33	47	53	21	43	64	36
Hispanic	5	89	95	5	14	50	64	36	14	64	79	21
Native Hawaiian					<	<	100	0	<	<	100	0
White	28	51	79	21	40	55	95	5	41	50	91	9
Multiple Races	10	60	70	30	40	60	100	0	14	64	79	21
Students with Disabilities	5	32	36	64	-	45	45	55	<	<	<	<
Students without Disabilities	28	62	89	11	37	50	88	12	33	53	86	14
Economically Disadvantaged	17	54	71	29	19	47	67	33	10	58	68	32
Not Economically Disadvantaged	27	58	85	15	40	51	91	9	41	50	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	<	<
Military Connected	31	56	88	13	53	43	97	3	32	58	89	11
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	57	81	19	34	50	84	16	31	52	84	16
Female	21	61	82	18	32	56	89	11	30	53	82	18
Male	27	53	80	20	36	43	79	21	33	52	85	15
Asian	40	50	90	10	47	42	89	11	44	44	89	11
Black	18	53	71	29	13	33	47	53	21	43	64	36
Hispanic	5	89	95	5	14	50	64	36	14	64	79	21
Native Hawaiian					<	<	100	0	<	<	100	0
White	28	51	79	21	40	55	95	5	41	50	91	9
Multiple Races	10	60	70	30	40	60	100	0	14	64	79	21
Students with Disabilities	5	32	36	64	-	45	45	55	<	<	<	<
Students without Disabilities	28	62	89	11	37	50	88	12	33	53	86	14
Economically Disadvantaged	17	54	71	29	19	47	67	33	10	58	68	32
Not Economically Disadvantaged	27	58	85	15	40	51	91	9	41	50	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	<	<
Military Connected	31	56	88	13	53	43	97	3	32	58	89	11
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	46	38	84	16	41	42	83	17	29	52	81	19
Female	46	37	82	18	32	43	75	25	28	50	78	22
Male	46	39	85	15	53	40	93	7	31	54	85	15
American Indian	<	<	<	<					<	<	<	<
Asian	58	42	100	0	47	35	82	18	29	59	88	12
Black	40	20	60	40	33	42	75	25	8	58	67	33
Hispanic	21	36	57	43	25	42	67	33	31	62	92	8
White	47	44	91	9	46	38	83	17	35	49	84	16
Multiple Races	<	<	<	<	38	62	100	0	26	42	68	32
Students with Disabilities	13	40	53	47	<	<	<	<	8	33	42	58
Students without Disabilities	50	38	88	12	44	39	82	18	34	56	91	9
Economically Disadvantaged	24	42	66	34	17	60	77	23	13	50	63	38
Not Economically Disadvantaged	56	36	92	8	51	34	85	15	35	52	88	13
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected	56	31	88	13	52	33	86	14	42	48	91	9
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	46	38	84	16	41	42	83	17	29	52	81	19
Female	46	37	82	18	32	43	75	25	28	50	78	22
Male	46	39	85	15	53	40	93	7	31	54	85	15
American Indian	<	<	<	<					<	<	<	<
Asian	58	42	100	0	47	35	82	18	29	59	88	12
Black	40	20	60	40	33	42	75	25	8	58	67	33
Hispanic	21	36	57	43	25	42	67	33	31	62	92	8
White	47	44	91	9	46	38	83	17	35	49	84	16
Multiple Races	<	<	<	<	38	62	100	0	26	42	68	32
Students with Disabilities	13	40	53	47	<	<	<	<	8	33	42	58
Students without Disabilities	50	38	88	12	44	39	82	18	34	56	91	9
Economically Disadvantaged	24	42	66	34	17	60	77	23	13	50	63	38
Not Economically Disadvantaged	56	36	92	8	51	34	85	15	35	52	88	13
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected	56	31	88	13	52	33	86	14	42	48	91	9
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
School	3	3	2
Division	18	16	12
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	7	5	7
Kindergarten	79	87	78
Grade 1	84	90	93
Grade 2	128	95	93
Grade 3	102	131	101
Grade 4	116	107	124
Grade 5	143	120	110
Total Enrollment	659	635	606

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	659	635	606
Female	349	320	302
Male	310	315	304
American Indian	2	3	4
Asian	123	111	106
Black	85	91	91
Hispanic	67	69	71
Native Hawaiian	3	3	3
White	322	286	255
Multiple Races	57	72	76
Students with Disabilities	70	59	84
Students without Disabilities	589	576	522
Economically Disadvantaged	184	193	167
Not Economically Disadvantaged	475	442	439
English Learners	75	79	73
Not English Learners	584	556	533
Homeless	4	4	-
Military Connected	161	172	162
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	591	68	579	54	568	31
Female	316	34	287	29	281	17
Male	275	34	292	25	287	14
American Indian	<	<	<	<	<	<
Asian	111	12	104	8	106	1
Black	68	16	79	10	85	4
Hispanic	65	5	65	6	71	3
Native Hawaiian	<	<	<	<	<	<
White	292	28	265	19	231	17
Multiple Races	52	5	62	9	68	6
Students with Disabilities	81	12	77	14	74	12
Economically Disadvantaged	152	31	178	18	141	15
English Learners	72	9	75	3	72	2
Homeless	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

Per-Pupil Expenditures		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	2024-2025	2025-2026
Behaviors that Impede Academic Progress	19	20	36
Behaviors related to School Operations	11	14	12
Relationship Behaviors without Physical Harm	29	15	26
Behaviors of a Safety Concern	71	83	80
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	43	39	39

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	9	5	4
Out-of-School Suspension	59	53	48
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	1	2	0
Bus Suspension	6	3	2

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	34.8	34.1	29.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	31.1	35.2	36.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	38.2	44.1	53.3
< = 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	29%	69%	0%	2%
2024-2025	31%	69%	0%	0%
2025-2026	28%	72%	0%	0%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	87%	83%	88%
Asian	91%	91%	88%
Black	78%	78%	88%
Hispanic	87%	78%	88%
White	88%	87%	88%
Multiple Races	86%	85%	88%
Economically Disadvantaged	78%	78%	88%
English Learners	79%	74%	88%
Students with Disabilities	58%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	88%	79%	85%
Asian	98%	90%	85%
Black	73%	73%	85%
Hispanic	87%	73%	85%
White	91%	83%	85%
Multiple Races	81%	81%	85%
Economically Disadvantaged	79%	73%	85%
English Learners	91%	71%	85%
Students with Disabilities	62%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	85%
Asian	89%
Black	64%
Hispanic	79%
White	93%
Multiple Races	79%
Economically Disadvantaged	70%
English Learners	91%
Students with Disabilities	<

< = 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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	48%	58%	58%
English Learner Proficiency	23%	-	-

< = 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	14	29	48%
English Learner Proficiency	11	48	23%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.1%	.9%	99.1%	.9%	98.1%	1.9%
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	95.1%	4.9%	95.1%	4.9%	93.3%	6.7%
White	99.3%	.7%	99.3%	.7%	97.8%	2.2%
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	98.8%	1.2%	98.8%	1.2%	97.4%	2.6%
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	97.9%	2.1%	97.9%	2.1%	<	<
Students without Disabilities	99.3%	.7%	99.3%	.7%	99%	1%
Female	98.9%	1.1%	98.9%	1.1%	98.3%	1.7%
Male	99.3%	.7%	99.3%	.7%	98%	2%

< = 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

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience