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George Washington Middle

General school information

Category: Middle (06-08) School
Phone: 703-706-4500
Address: 1005 Mount Vernon Avenue Alexandria , VA 22301
Principal: Jeannette Vinson
Superintendent: Dr. Melanie Kay-Wyatt
School Number: 130
Region: 4
Division: Alexandria City Public Schools
Division Number: 101
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Accreditation Designation for SY 2025-2026

Conditionally Accredited

School has at least one component of required evidence that is determined to be unsatisfactory or noncompliant as prescribed in the Standards of Accreditation.

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 17 46 63 37 16 48 63 37 19 51 70 30
Female 19 47 66 34 17 47 64 36 19 53 72 28
Male 15 46 61 39 15 48 63 37 19 49 68 32
American Indian < < < < < < < < < < < <
Asian 48 33 81 19 41 38 79 21 46 46 93 7
Black 4 43 46 54 3 47 50 50 6 52 58 42
Hispanic 4 37 41 59 4 37 41 59 5 42 47 53
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 34 58 92 8 32 60 93 7 36 59 95 5
Multiple Races 32 49 82 18 31 53 84 16 34 55 89 11
Students with Disabilities 4 21 25 75 5 22 28 72 2 26 28 72
Students without Disabilities 19 50 69 31 17 52 69 31 21 54 76 24
Economically Disadvantaged 2 36 38 62 2 37 39 61 3 40 42 58
Not Economically Disadvantaged 31 56 87 13 28 58 86 14 32 60 92 8
English Learners 1 12 13 87 1 13 14 86 - 19 19 81
Homeless - 36 36 64 < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0
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
All Students 16 45 62 38 15 48 63 37 20 47 67 33
Female 16 49 65 35 14 49 62 38 22 49 70 30
Male 16 42 58 42 16 48 63 37 18 46 64 36
Asian 64 18 82 18 38 38 77 23 < < < <
Black 1 49 50 50 1 47 48 52 6 49 55 45
Hispanic 4 34 38 62 4 32 36 64 4 39 43 57
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 35 59 94 6 27 67 94 6 36 57 92 8
Multiple Races 30 52 83 17 43 43 87 13 43 43 86 14
Students with Disabilities 4 22 27 73 2 21 23 77 2 25 27 73
Students without Disabilities 18 49 68 32 17 52 69 31 22 50 73 27
Economically Disadvantaged 2 35 37 63 2 31 33 67 3 33 36 64
Not Economically Disadvantaged 31 57 88 12 26 63 89 11 33 59 92 8
English Learners - 10 10 90 - 8 8 92 - 18 18 82
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
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
All Students 17 43 59 41 14 49 64 36 16 55 71 29
Female 22 43 65 35 14 51 65 35 14 57 72 28
Male 11 43 53 47 15 48 63 37 18 53 71 29
Asian < < < < < < 100 0 8 83 92 8
Black 7 37 44 56 1 57 59 41 5 55 60 40
Hispanic 3 38 41 59 3 35 38 62 5 41 47 53
Native Hawaiian < < 100 0
White 35 52 88 13 30 64 93 7 31 66 97 3
Multiple Races 28 44 72 28 32 58 89 11 32 55 86 14
Students with Disabilities 4 14 18 82 11 22 33 67 - 29 29 71
Students without Disabilities 19 47 66 34 15 54 69 31 18 59 77 23
Economically Disadvantaged 3 33 36 64 1 40 41 59 1 43 44 56
Not Economically Disadvantaged 31 53 85 15 27 59 86 14 28 64 92 8
English Learners 1 11 12 88 1 15 16 84 - 19 19 81
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
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
All Students 19 50 69 31 18 46 63 37 20 51 71 29
Female 20 48 68 32 23 42 65 35 21 54 74 26
Male 17 53 70 30 13 49 62 38 20 48 68 32
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 43 46 54 7 38 45 55 8 51 58 42
Hispanic 5 40 46 54 4 45 48 52 4 47 51 49
White 33 61 94 6 41 50 91 9 41 54 95 5
Multiple Races 38 50 88 13 18 59 77 23 29 67 95 5
Students with Disabilities 4 25 29 71 3 24 27 73 5 23 28 72
Students without Disabilities 21 54 74 26 20 49 70 30 23 55 78 22
Economically Disadvantaged 2 41 42 58 3 40 43 57 4 44 48 52
Not Economically Disadvantaged 32 58 89 11 32 52 84 16 34 56 90 10
English Learners 1 16 18 83 2 14 16 84 - 21 21 79
Military Connected < < < < < < 100 0 < < 100 0
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
EOC 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
EOC Writing 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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 52 61 39 10 53 62 38 10 52 63 37
Female 10 51 61 39 9 53 63 37 9 54 63 37
Male 9 54 62 38 10 52 62 38 11 51 62 38
American Indian < < < < < < < < < < < <
Asian 29 57 86 14 34 45 79 21 37 50 87 13
Black 1 43 44 56 - 43 44 56 1 39 40 60
Hispanic 2 38 40 60 3 38 41 59 3 36 39 61
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 19 71 90 10 20 73 93 7 19 74 93 7
Multiple Races 15 65 80 20 16 74 90 10 18 66 85 15
Students with Disabilities 1 25 26 74 1 26 27 73 1 25 26 74
Students without Disabilities 11 56 67 33 11 57 68 32 12 56 68 32
Economically Disadvantaged 1 36 37 63 2 36 38 62 2 31 32 68
Not Economically Disadvantaged 17 68 85 15 17 69 86 14 17 70 87 13
English Learners - 19 19 81 - 21 21 79 - 15 15 85
Homeless - 36 36 64 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 44 45 55 3 42 45 55 1 48 49 51
Female 1 43 44 56 2 44 47 53 1 48 49 51
Male 1 45 45 55 4 40 44 56 1 48 48 52
Asian < < < < - 60 60 40 < < < <
Black 1 33 34 66 - 23 23 77 - 27 27 73
Hispanic 1 29 29 71 - 27 27 73 - 32 32 68
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 1 80 81 19 11 75 87 13 3 80 83 17
Multiple Races - 79 79 21 - 71 71 29 - 67 67 33
Students with Disabilities - 20 20 80 3 8 11 89 - 27 27 73
Students without Disabilities 1 49 50 50 3 49 52 48 1 51 52 48
Economically Disadvantaged - 28 28 72 - 23 23 77 - 25 25 75
Not Economically Disadvantaged 1 72 73 27 7 68 75 25 2 76 79 21
English Learners - 11 11 89 - 8 8 92 - 12 12 88
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 48 58 42 10 49 59 41 12 52 64 36
Female 10 47 56 44 7 51 58 42 12 55 67 33
Male 11 48 59 41 13 47 60 40 12 50 62 38
Asian 30 50 80 20 < < 100 0 36 57 93 7
Black 1 43 44 56 - 39 39 61 1 41 42 58
Hispanic 3 29 32 68 3 32 35 65 4 31 35 65
Native Hawaiian < < 100 0
White 21 67 88 12 22 72 94 6 22 75 97 3
Multiple Races 14 68 82 18 11 89 100 0 23 59 82 18
Students with Disabilities 2 16 18 82 - 26 26 74 - 19 19 81
Students without Disabilities 11 52 63 37 12 53 64 36 14 57 70 30
Economically Disadvantaged 2 29 31 69 1 29 30 70 1 32 33 67
Not Economically Disadvantaged 18 65 83 17 18 68 86 14 20 67 88 12
English Learners - 12 12 88 - 11 11 89 - 9 9 91
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < - 23 23 77
Female < < < < < < < < - 27 27 73
Male < < < < < < < < - 20 20 80
American Indian < < < <
Asian < < < <
Black < < < < < < < < - 11 11 89
Hispanic < < < < - 25 25 75
White < < < < < < < < - 45 45 55
Multiple Races < < < <
Students with Disabilities < < < < < < < < - 9 9 91
Students without Disabilities - 27 27 73
Economically Disadvantaged < < < < < < < < - 22 22 78
Not Economically Disadvantaged < < < < < < < < - 27 27 73
English Learners < < < < < < < < - 19 19 81
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 10 61 71 29 14 61 75 25 17 82 99 1
Female 13 58 71 29 15 60 75 25 15 85 100 0
Male 7 65 72 28 12 63 75 25 19 80 98 2
Asian < < 100 0 40 40 80 20 < < 100 0
Black - 54 54 46 1 63 64 36 4 91 96 4
Hispanic 2 56 57 43 6 55 61 39 13 87 100 0
White 21 72 92 8 26 69 95 5 20 79 99 1
Multiple Races 19 57 76 24 25 67 92 8 11 89 100 0
Students with Disabilities - 43 43 57 - 42 42 58 9 91 100 0
Students without Disabilities 11 63 74 26 16 64 80 20 18 82 99 1
Economically Disadvantaged 1 51 52 48 4 55 59 41 12 88 100 0
Not Economically Disadvantaged 18 71 89 11 23 67 90 10 18 81 99 1
English Learners 1 37 38 62 - 45 45 55 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 66 98 2 21 79 100 0 44 56 100 0
Female 34 64 98 2 27 73 100 0 39 61 100 0
Male 30 68 98 2 15 85 100 0 47 53 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 40 60 100 0 < < 100 0 < < 100 0
White 32 68 100 0 18 82 100 0 44 56 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 32 66 98 2 21 79 100 0 44 56 100 0
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 34 65 99 1 23 77 100 0 43 57 100 0
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 < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0
White < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
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
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 11 49 59 41 6 46 52 48 8 53 61 39
Female 9 47 56 44 6 45 51 49 7 52 59 41
Male 12 51 62 38 7 47 54 46 9 53 62 38
American Indian < < < < < < < <
Asian < < < < < < < < 20 70 90 10
Black 1 30 32 68 2 34 36 64 - 39 39 61
Hispanic 2 29 31 69 1 29 30 70 2 36 38 63
White 20 70 90 10 13 74 86 14 16 76 93 7
Multiple Races 17 63 79 21 14 62 76 24 24 62 86 14
Students with Disabilities - 18 18 82 - 19 19 81 2 22 24 76
Students without Disabilities 12 53 65 35 7 51 58 42 9 57 66 34
Economically Disadvantaged 1 26 27 73 - 28 28 72 1 31 31 69
Not Economically Disadvantaged 18 66 84 16 12 65 77 23 15 71 86 14
English Learners - 14 14 86 - 13 13 87 - 8 8 92
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 49 59 41 6 46 52 48 8 53 61 39
Female 9 47 56 44 6 45 51 49 7 52 59 41
Male 12 51 62 38 7 47 54 46 9 53 62 38
American Indian < < < < < < < <
Asian < < < < < < < < 20 70 90 10
Black 1 30 32 68 2 34 36 64 - 39 39 61
Hispanic 2 29 31 69 1 29 30 70 2 36 38 63
White 20 70 90 10 13 74 86 14 16 76 93 7
Multiple Races 17 63 79 21 14 62 76 24 24 62 86 14
Students with Disabilities - 18 18 82 - 19 19 81 2 22 24 76
Students without Disabilities 12 53 65 35 7 51 58 42 9 57 66 34
Economically Disadvantaged 1 26 27 73 - 28 28 72 1 31 31 69
Not Economically Disadvantaged 18 66 84 16 12 65 77 23 15 71 86 14
English Learners - 14 14 86 - 13 13 87 - 8 8 92
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth 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 24 51 75 25 14 50 64 36 25 44 69 31
Female 25 48 73 27 16 47 63 37 21 48 69 31
Male 23 54 76 24 12 53 65 35 28 41 68 32
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 54 57 43 5 43 48 52 3 50 53 47
Hispanic 10 44 54 46 3 40 44 56 7 42 48 52
White 41 54 94 6 28 62 91 9 50 44 94 6
Multiple Races 29 58 88 13 24 67 90 10 24 67 90 10
Students with Disabilities 2 31 33 67 - 20 20 80 8 23 30 70
Students without Disabilities 27 53 80 20 17 55 71 29 27 47 74 26
Economically Disadvantaged 4 45 49 51 2 40 41 59 2 41 43 57
Not Economically Disadvantaged 38 55 93 7 26 59 85 15 43 46 89 11
English Learners - 18 18 82 1 21 22 78 - 20 20 80
Military Connected < < 100 0 < < 100 0 < < 100 0
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 51 75 25 14 50 64 36 25 44 69 31
Female 25 48 73 27 16 47 63 37 21 48 69 31
Male 23 54 76 24 12 53 65 35 28 41 68 32
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 54 57 43 5 43 48 52 3 50 53 47
Hispanic 10 44 54 46 3 40 44 56 7 42 48 52
White 41 54 94 6 28 62 91 9 50 44 94 6
Multiple Races 29 58 88 13 24 67 90 10 24 67 90 10
Students with Disabilities 2 31 33 67 - 20 20 80 8 23 30 70
Students without Disabilities 27 53 80 20 17 55 71 29 27 47 74 26
Economically Disadvantaged 4 45 49 51 2 40 41 59 2 41 43 57
Not Economically Disadvantaged 38 55 93 7 26 59 85 15 43 46 89 11
English Learners - 18 18 82 1 21 22 78 - 20 20 80
Military Connected < < 100 0 < < 100 0 < < 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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

2022-20232023-20242024-2025
School233517
Division234339250
State4,4606,3614,559
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
2022-20232023-20242024-2025
Grade 6466477529
Grade 7418451478
Grade 8491432455
Total Enrollment1,3751,3601,462

< = 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 2022-20232023-20242024-2025
All Students137513601462
Female673640684
Male700719778
American Indian221
Asian212933
Black237253228
Hispanic553552593
Native Hawaiian113
White496456539
Multiple Races656765
Students with Disabilities170195197
Students without Disabilities120511651265
Economically Disadvantaged729712642
Not Economically Disadvantaged646648820
English Learners487502520
Not English Learners888858942
Homeless567
Military Connected464
< = 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 Students1,2191601,2191521,325121
Female601815687463147
Male618776507869474
American Indian<<<<<<
Asian192271310
Black205322213419930
Hispanic482794768551368
Native Hawaiian<<<<<<
White447444342451820
Multiple Races633588613
Students with Disabilities154291654316829
Economically Disadvantaged58310257211257791
English Learners423744317944462
Homeless10192<<
< = 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 Progress9
Behaviors related to School Operations38
Relationship Behaviors without Physical Harm37
Behaviors of a Safety Concern56
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others28

< = 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
  2022-20232023-20242024-2025
In-School Suspension 25 2 2
Out-of-School Suspension 242 205 153
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 4 12 1
Bus Suspension 0 0 0

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 47.548.545.9
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 19.131.431.9
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 66.274.375.1
< = 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

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
2022-202330%66%3%1%
2023-202431%63%4%2%
2024-202527%67%4%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 GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsNoNo--
AsianTSNo--
BlackNoNo--
HispanicNoNo--
WhiteYes - CPYes--
Multiple RacesYes - CPYes--
Economically DisadvantagedNoNo--
English LearnersNoNoNo-
Students with DisabilitiesNoNo--

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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students70%81%88%
Asian93%91%88%
Black58%73%88%
Hispanic47%73%88%
White94%86%88%
Multiple Races89%84%88%
Economically Disadvantaged42%73%88%
English Learners36%67%88%
Students with Disabilities28%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students63%76%85%
Asian87%90%85%
Black40%67%85%
Hispanic39%68%85%
White94%82%85%
Multiple Races86%79%85%
Economically Disadvantaged32%67%85%
English Learners29%64%85%
Students with Disabilities25%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 GroupCurrent Rate
All Students61%
Asian90%
Black39%
Hispanic38%
White93%
Multiple Races90%
Economically Disadvantaged32%
English Learners22%
Students with Disabilities24%

< = 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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%56%58%
English Learner Proficiency13%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress15729653%
English Learner Proficiency4132613%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.3%-97.8%-97.2%-
Asian100%-100%-100%-
Black98.2%-95.9%-94%-
Hispanic98%-97.7%-96.2%-
White98.7%-98.5%-99.3%-
Multiple Races97%-98.5%-100%-
Economically Disadvantaged98.1%-97.1%-96.6%-
Not Economically Disadvantaged98.4%-98.4%-97.8%-
English Learners97.9%-97.4%-96.8%-
Students with Disabilities95.1%-95.1%-90%-
Students without Disabilities98.8%-98.2%-98.4%-
Female98.2%-98.2%-97.1%-
Male98.4%-97.5%-97.3%-

< = 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).
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