Grafton Bethel Elementary

General school information

Category: Elementary (KG-05) School
Phone: 757-898-0350
Address: 410 Lakeside Dr Grafton, VA 23692
Principal: Jennifer Humble
Superintendent: Dr. James Carroll
School Number: 140
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	57	86	14	27	59	87	13	24	62	86	14
Female	30	57	87	13	33	56	89	11	27	62	89	11
Male	29	56	86	14	21	63	84	16	21	62	83	17
Asian	41	59	100	0	36	55	91	9	43	47	90	10
Black	8	58	67	33	21	50	71	29	12	73	85	15
Hispanic	20	59	78	22	20	67	87	13	7	78	85	15
Native Hawaiian					<	<	100	0	<	<	100	0
White	32	57	89	11	27	61	87	13	26	61	87	13
Multiple Races	36	48	84	16	38	51	89	11	26	57	83	17
Students with Disabilities	8	46	55	45	3	47	50	50	11	47	59	41
Students without Disabilities	35	59	94	6	33	62	94	6	28	66	93	7
Economically Disadvantaged	16	57	73	27	10	60	70	30	10	66	76	24
Not Economically Disadvantaged	35	56	92	8	35	59	94	6	29	61	90	10
English Learners	14	57	71	29	-	68	68	32	8	62	69	31
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	33	59	93	7	27	70	96	4	30	62	92	8
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
All Students	28	56	84	16	22	60	82	18	20	61	81	19
Female	32	52	84	16	28	57	84	16	23	62	85	15
Male	25	59	84	16	15	65	79	21	16	61	77	23
Asian	45	55	100	0	<	<	<	<	42	50	92	8
Black	-	73	73	27	<	<	<	<	<	<	<	<
Hispanic	15	54	69	31	11	67	78	22	6	69	75	25
White	31	56	87	13	20	62	82	18	21	64	85	15
Multiple Races	35	47	82	18	29	65	94	6	15	46	62	38
Students with Disabilities	8	42	50	50	-	28	28	72	10	48	58	42
Students without Disabilities	34	59	93	7	26	67	93	7	23	66	89	11
Economically Disadvantaged	10	48	58	42	5	59	65	35	8	64	72	28
Not Economically Disadvantaged	34	58	93	7	30	61	91	9	23	60	83	17
English Learners	8	58	67	33	-	50	50	50	-	67	67	33
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	30	67	96	4	24	76	100	0	11	79	89	11
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
All Students	34	55	89	11	40	52	91	9	24	61	85	15
Female	38	52	90	10	47	47	94	6	25	65	90	10
Male	31	58	88	12	32	56	89	11	22	56	78	22
Asian	<	<	100	0	64	36	100	0	<	<	<	<
Black	<	<	<	<	9	64	73	27	<	<	100	0
Hispanic	21	64	86	14	31	62	92	8	20	70	90	10
White	36	55	90	10	38	54	92	8	23	58	81	19
Multiple Races	46	46	92	8	64	29	93	7	31	63	94	6
Students with Disabilities	12	56	68	32	11	61	72	28	5	40	45	55
Students without Disabilities	41	55	95	5	44	50	94	6	28	67	95	5
Economically Disadvantaged	22	59	81	19	13	63	77	23	6	67	73	27
Not Economically Disadvantaged	41	53	93	7	48	48	96	4	32	59	91	9
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	33	57	90	10	43	57	100	0	41	52	93	7
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
All Students	27	59	86	14	19	66	86	14	29	63	92	8
Female	21	66	86	14	24	65	89	11	33	59	92	8
Male	34	51	85	15	16	67	83	17	25	67	93	7
Asian	<	<	100	0	<	<	100	0	54	38	92	8
Black	<	<	<	<	<	<	<	<	-	80	80	20
Hispanic	21	58	79	21	21	71	93	7	-	93	93	7
Native Hawaiian									<	<	100	0
White	29	63	92	8	21	67	88	13	35	59	95	5
Multiple Races	29	50	79	21	21	57	79	21	29	59	88	12
Students with Disabilities	5	40	45	55	-	50	50	50	21	53	74	26
Students without Disabilities	32	64	95	5	25	71	96	4	31	65	95	5
Economically Disadvantaged	16	63	78	22	11	58	69	31	17	66	83	17
Not Economically Disadvantaged	32	58	89	11	23	70	94	6	33	62	95	5
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	38	52	90	10	9	77	86	14	33	60	93	7
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
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

select test

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

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	57	87	13	30	57	87	13	26	60	86	14
Female	33	55	88	12	30	58	88	12	26	62	88	12
Male	28	58	86	14	30	56	86	14	25	59	83	17
Asian	48	48	96	4	43	48	91	9	29	65	94	6
Black	17	50	67	33	13	63	75	25	19	62	81	19
Hispanic	13	74	87	13	19	64	83	17	10	66	76	24
Native Hawaiian					<	<	100	0	<	<	100	0
White	35	53	88	13	32	57	89	11	29	60	89	11
Multiple Races	25	66	91	9	36	49	84	16	24	54	78	22
Students with Disabilities	8	49	57	43	8	43	52	48	13	49	62	38
Students without Disabilities	36	59	95	5	34	60	94	6	29	63	92	8
Economically Disadvantaged	9	68	77	23	10	64	73	27	7	67	74	26
Not Economically Disadvantaged	39	52	91	9	39	54	93	7	32	58	90	10
English Learners	14	64	77	23	-	73	73	27	-	70	70	30
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	33	59	91	9	34	58	92	8	34	58	92	8
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	60	88	13	19	60	79	21	8	70	78	22
Female	31	56	88	13	17	62	79	21	12	68	80	20
Male	23	64	88	13	21	58	79	21	5	72	77	23
Asian	36	64	100	0	<	<	<	<	8	83	92	8
Black	9	55	64	36	<	<	<	<	<	<	<	<
Hispanic	-	92	92	8	28	50	78	22	-	50	50	50
White	33	57	89	11	17	62	78	22	10	76	86	14
Multiple Races	29	53	82	18	18	65	82	18	-	62	62	38
Students with Disabilities	11	48	59	41	6	17	22	78	10	53	63	37
Students without Disabilities	32	63	95	5	22	69	91	9	8	76	83	17
Economically Disadvantaged	6	61	68	32	3	62	65	35	-	58	58	42
Not Economically Disadvantaged	34	60	94	6	28	59	87	13	10	73	83	17
English Learners	8	75	83	17	-	70	70	30	-	58	58	42
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	32	64	96	4	38	52	90	10	-	84	84	16
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	58	87	13	36	54	90	10	28	58	86	14
Female	35	56	90	10	35	56	92	8	25	66	92	8
Male	25	59	85	15	37	51	87	13	31	48	79	21
Asian	<	<	100	0	42	50	92	8	<	<	100	0
Black	<	<	<	<	-	73	73	27	<	<	<	<
Hispanic	14	86	100	0	8	77	85	15	20	70	90	10
White	30	53	84	16	43	50	93	7	31	52	84	16
Multiple Races	31	69	100	0	50	36	86	14	31	56	88	13
Students with Disabilities	8	60	68	32	17	44	61	39	10	40	50	50
Students without Disabilities	36	57	93	7	39	55	94	6	32	63	95	5
Economically Disadvantaged	8	76	84	16	7	73	80	20	9	67	76	24
Not Economically Disadvantaged	41	49	89	11	45	47	93	7	37	54	91	9
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	29	62	90	10	43	54	96	4	44	48	93	7
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	52	86	14	33	57	90	10	40	53	93	7
Female	32	54	86	14	37	54	91	9	41	52	94	6
Male	36	49	85	15	29	60	90	10	39	54	93	7
Asian	<	<	<	<	<	<	100	0	54	38	92	8
Black	<	<	<	<	<	<	<	<	20	60	80	20
Hispanic	21	53	74	26	19	69	88	13	13	80	93	7
Native Hawaiian									<	<	100	0
White	42	47	90	10	32	61	93	7	46	51	97	3
Multiple Races	14	79	93	7	43	43	86	14	35	47	82	18
Students with Disabilities	5	35	40	60	4	63	67	33	21	53	74	26
Students without Disabilities	41	56	97	3	41	56	97	3	43	53	96	4
Economically Disadvantaged	13	66	78	22	18	58	76	24	10	76	86	14
Not Economically Disadvantaged	43	46	89	11	40	57	97	3	49	47	95	5
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	38	48	86	14	18	73	91	9	47	50	97	3
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II 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	28	49	77	23	28	59	88	12	29	58	88	12
Female	22	51	73	27	27	62	89	11	22	62	84	16
Male	36	47	83	17	29	57	86	14	36	55	91	9
Asian	<	<	<	<	<	<	100	0	23	69	92	8
Black	<	<	<	<	<	<	<	<	10	70	80	20
Hispanic	16	47	63	37	21	71	93	7	7	67	73	27
Native Hawaiian									<	<	100	0
White	36	49	85	15	31	60	90	10	39	51	91	9
Multiple Races	21	50	71	29	21	57	79	21	24	65	88	12
Students with Disabilities	10	25	35	65	-	54	54	46	11	58	68	32
Students without Disabilities	33	55	87	13	36	61	97	3	32	59	91	9
Economically Disadvantaged	16	50	66	34	14	61	75	25	10	62	72	28
Not Economically Disadvantaged	34	49	82	18	35	58	94	6	35	57	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	38	38	76	24	27	59	86	14	30	63	93	7
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	49	77	23	28	59	88	12	29	58	88	12
Female	22	51	73	27	27	62	89	11	22	62	84	16
Male	36	47	83	17	29	57	86	14	36	55	91	9
Asian	<	<	<	<	<	<	100	0	23	69	92	8
Black	<	<	<	<	<	<	<	<	10	70	80	20
Hispanic	16	47	63	37	21	71	93	7	7	67	73	27
Native Hawaiian									<	<	100	0
White	36	49	85	15	31	60	90	10	39	51	91	9
Multiple Races	21	50	71	29	21	57	79	21	24	65	88	12
Students with Disabilities	10	25	35	65	-	54	54	46	11	58	68	32
Students without Disabilities	33	55	87	13	36	61	97	3	32	59	91	9
Economically Disadvantaged	16	50	66	34	14	61	75	25	10	62	72	28
Not Economically Disadvantaged	34	49	82	18	35	58	94	6	35	57	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	38	38	76	24	27	59	86	14	30	63	93	7
Grade 8 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	42	43	86	14	54	33	87	13	46	35	82	18
Female	47	43	90	10	48	39	87	13	47	36	84	16
Male	39	44	82	18	61	25	86	14	45	34	79	21
Asian	<	<	100	0	73	27	100	0	<	<	100	0
Black	<	<	<	<	36	45	82	18	<	<	<	<
Hispanic	9	64	73	27	<	<	<	<	<	<	<	<
White	46	43	89	11	57	28	85	15	46	31	77	23
Multiple Races	46	38	85	15	57	29	86	14	63	31	94	6
Students with Disabilities	9	43	52	48	22	33	56	44	17	17	33	67
Students without Disabilities	52	43	95	5	60	32	92	8	53	40	93	7
Economically Disadvantaged	21	50	71	29	23	35	58	42	4	57	61	39
Not Economically Disadvantaged	53	40	93	7	63	32	95	5	65	26	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected	43	48	90	10	68	29	96	4	65	23	88	12
VA Studies Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	42	43	86	14	54	33	87	13	46	35	82	18
Female	47	43	90	10	48	39	87	13	47	36	84	16
Male	39	44	82	18	61	25	86	14	45	34	79	21
Asian	<	<	100	0	73	27	100	0	<	<	100	0
Black	<	<	<	<	36	45	82	18	<	<	<	<
Hispanic	9	64	73	27	<	<	<	<	<	<	<	<
White	46	43	89	11	57	28	85	15	46	31	77	23
Multiple Races	46	38	85	15	57	29	86	14	63	31	94	6
Students with Disabilities	9	43	52	48	22	33	56	44	17	17	33	67
Students without Disabilities	52	43	95	5	60	32	92	8	53	40	93	7
Economically Disadvantaged	21	50	71	29	23	35	58	42	4	57	61	39
Not Economically Disadvantaged	53	40	93	7	63	32	95	5	65	26	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected	43	48	90	10	68	29	96	4	65	23	88	12
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
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2022-2023	2023-2024	2024-2025
School	1	3	1
Division	19	18	16
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

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

Enrollment

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Kindergarten	84	73	94
Grade 1	101	97	94
Grade 2	97	117	106
Grade 3	122	102	122
Grade 4	114	126	105
Grade 5	104	114	132
Pre-kindergarten	-	-	0
Total Enrollment	622	629	653

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	622	629	653
Female	319	315	328
Male	303	314	325
American Indian	1	-	-
Asian	37	39	41
Black	48	48	62
Hispanic	84	81	78
White	376	381	382
Multiple Races	76	79	89
Students with Disabilities	91	104	89
Students without Disabilities	531	525	564
Economically Disadvantaged	175	193	188
Not Economically Disadvantaged	447	436	465
English Learners	51	63	65
Not English Learners	571	566	588
Homeless	9	9	11
Military Connected	139	136	134
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	538	68	569	72	599	56
Female	274	42	290	30	306	20
Male	264	26	279	42	293	36
Asian	37	2	39	1	42	1
Black	32	12	37	10	54	10
Hispanic	73	6	70	12	71	7
Native Hawaiian	-	-	<	<	<	<
White	331	41	355	36	350	31
Multiple Races	65	7	67	13	81	7
Students with Disabilities	89	17	92	21	102	23
Economically Disadvantaged	134	34	152	41	162	34
English Learners	47	6	63	4	64	6
Homeless	5	6	<	<	7	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	115
Behaviors related to School Operations	44
Relationship Behaviors without Physical Harm	60
Behaviors of a Safety Concern	105
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	117

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	8	0	5
Out-of-School Suspension	71	31	112
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	0	2	1
Bus Suspension	4	1	3

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	42.1	39.2	35
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	26.8	35.9	37.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	37.6	45	48.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	38%	62%	0%	0%
2023-2024	40%	57%	0%	3%
2024-2025	41%	59%	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

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

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

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

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

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

More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	87%	81%	88%
Asian	93%	91%	88%
Black	85%	73%	88%
Hispanic	85%	73%	88%
White	87%	86%	88%
Multiple Races	83%	84%	88%
Economically Disadvantaged	77%	73%	88%
English Learners	80%	67%	88%
Students with Disabilities	59%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	86%	76%	85%
Asian	94%	90%	85%
Black	81%	67%	85%
Hispanic	76%	68%	85%
White	89%	82%	85%
Multiple Races	78%	79%	85%
Economically Disadvantaged	74%	67%	85%
English Learners	78%	64%	85%
Students with Disabilities	62%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	88%
Asian	92%
Black	80%
Hispanic	73%
White	91%
Multiple Races	88%
Economically Disadvantaged	72%
English Learners	77%
Students with Disabilities	68%

< = 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	67%	56%	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	28	42	67%
English Learner Proficiency	14	60	23%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.2%	-	99.2%	-	98.5%	-
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	98.6%	-	98.6%	-	97.4%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	97.9%	-	97.9%	-	93.9%	-
Not Economically Disadvantaged	99.6%	-	99.6%	-	100%	-
English Learners	97.3%	-	97.4%	-	92.9%	-
Students with Disabilities	98.6%	-	98.6%	-	95%	-
Students without Disabilities	99.3%	-	99.3%	-	99.1%	-
Female	99.5%	-	99.5%	-	100%	-
Male	98.8%	-	98.8%	-	97.1%	-

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

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

Federal Designation

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

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

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