Hunter B. Andrews

General school information

Category: Elementary (PK-08) School
Phone: 757-268-3333
Address: 3120 Victoria Boulevard Hampton, VA 23661
Principal: Ms. Chanda R. Mason
Superintendent: Dr. Raymond L. Haynes
School Number: 640
Region: 2
Division: Hampton City Public Schools
Division Number: 112
Division Website (opens new window)

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

School Environment

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

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

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

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

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

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

Graduation Requirements

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

Instructional Program

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

Leadership and Staffing Requirements

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

Facilities and Safety Provisions

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

Parental Notification

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

Standards of Learning

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

Long-Range Comprehensive Plan

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

Federally Identified Schools

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

Compliance

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	62	70	30	8	62	70	30	11	63	75	25
Female	9	65	74	26	9	64	73	27	12	64	76	24
Male	7	58	64	36	6	61	67	33	11	62	73	27
American Indian	<	<	100	0	<	<	100	0	<	<	<	<
Asian	<	<	<	<	-	100	100	0	-	91	91	9
Black	4	59	63	37	4	58	62	38	8	59	68	32
Hispanic	16	65	81	19	7	71	79	21	9	74	83	17
Native Hawaiian									<	<	100	0
White	16	64	79	21	23	65	88	12	24	67	92	8
Multiple Races	13	68	81	19	6	72	77	23	12	73	85	15
Students with Disabilities	-	41	41	59	2	33	35	65	22	37	59	41
Students without Disabilities	9	65	74	26	8	66	75	25	10	67	77	23
Economically Disadvantaged	4	60	64	36	5	62	67	33	9	60	69	31
Not Economically Disadvantaged	13	63	76	24	10	63	73	27	13	65	79	21
English Learners	-	50	50	50	<	<	<	<	<	<	<	<
Homeless	4	35	38	62	-	47	47	53	<	<	<	<
Military Connected	17	65	83	17	10	69	80	20	11	80	91	9
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	51	63	38	5	58	63	37	10	60	70	30
Female	10	48	58	42	6	64	70	30	14	53	67	33
Male	13	54	67	33	3	53	57	43	6	67	73	27
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	8	51	58	42	4	53	57	43	10	51	61	39
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
Native Hawaiian									<	<	100	0
White	13	54	67	33	5	71	76	24	17	72	89	11
Multiple Races	18	45	64	36	<	<	<	<	<	<	<	<
Students with Disabilities	-	30	30	70	-	38	38	62	<	<	<	<
Students without Disabilities	13	53	66	34	5	61	66	34	8	62	69	31
Economically Disadvantaged	6	50	56	44	5	56	62	38	12	53	65	35
Not Economically Disadvantaged	18	52	70	30	4	60	64	36	9	64	73	27
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	60	60	40	<	<	<	<
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	62	69	31	13	51	64	36	14	63	77	23
Female	10	63	73	27	11	40	51	49	12	71	82	18
Male	5	60	66	34	16	62	78	22	15	57	72	28
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	5	56	62	38	7	49	56	44	8	62	70	30
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	16	68	84	16	39	61	100	0	32	63	95	5
Multiple Races	8	67	75	25	9	27	36	64	30	50	80	20
Students with Disabilities	-	50	50	50	-	40	40	60	31	38	69	31
Students without Disabilities	9	63	71	29	15	52	67	33	11	67	78	22
Economically Disadvantaged	7	56	63	37	9	49	58	42	10	61	71	29
Not Economically Disadvantaged	9	70	79	21	17	53	70	30	17	65	82	18
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	58	66	34	3	65	68	32	11	62	73	27
Female	14	68	81	19	4	65	69	31	8	60	68	32
Male	2	44	47	53	3	64	67	33	14	65	78	22
Asian					<	<	100	0	<	<	100	0
Black	1	57	58	42	1	58	59	41	10	56	66	34
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	25	55	80	20	11	74	84	16	19	76	95	5
Multiple Races	-	83	83	17	7	73	80	20	-	70	70	30
Students with Disabilities	-	38	38	62	-	19	19	81	40	10	50	50
Students without Disabilities	10	60	70	30	4	72	76	24	8	68	76	24
Economically Disadvantaged	4	57	60	40	3	61	65	35	10	52	63	38
Not Economically Disadvantaged	14	59	73	27	4	69	72	28	11	72	83	17
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	70	90	10	7	64	71	29	<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	65	71	29	5	65	70	30	11	66	77	23
Female	6	66	72	28	7	71	78	22	13	67	79	21
Male	4	65	69	31	2	57	59	41	9	66	74	26
Asian	<	<	100	0					<	<	<	<
Black	1	65	67	33	3	59	61	39	11	59	69	31
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	8	64	72	28	14	77	91	9	22	70	91	9
Multiple Races	<	<	100	0	-	86	86	14	-	86	86	14
Students with Disabilities	-	43	43	57	-	38	38	62	29	29	57	43
Students without Disabilities	7	71	77	23	6	68	73	27	7	73	80	20
Economically Disadvantaged	-	63	63	37	2	63	65	35	9	61	70	30
Not Economically Disadvantaged	11	68	79	21	7	66	73	27	12	71	83	17
English Learners	<	<	<	<					<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	8	75	83	17	-	92	92	8
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	64	71	29	10	68	77	23	11	64	75	25
Female	8	73	81	19	11	71	82	18	10	67	78	22
Male	5	55	60	40	8	63	71	29	12	59	71	29
Black	7	56	63	37	4	69	73	27	5	64	69	31
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	6	81	88	13	32	50	82	18	22	65	87	13
Multiple Races	11	74	84	16	<	<	<	<	17	75	92	8
Students with Disabilities	-	31	31	69	-	44	44	56	-	38	38	62
Students without Disabilities	8	68	75	25	11	72	83	17	12	67	79	21
Economically Disadvantaged	2	62	64	36	3	71	75	25	2	71	73	27
Not Economically Disadvantaged	13	66	79	21	16	64	80	20	17	58	75	25
Military Connected	<	<	<	<	<	<	<	<	27	64	91	9
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	69	77	23	12	64	76	24	13	63	76	24
Female	7	70	78	22	16	64	80	20	16	66	82	18
Male	9	67	76	24	7	64	71	29	9	60	70	30
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	69	72	28	7	59	66	34	7	62	68	32
Hispanic	9	64	73	27	<	<	<	<	<	<	<	<
White	29	65	94	6	38	57	95	5	37	58	95	5
Multiple Races	9	73	82	18	7	87	93	7	<	<	100	0
Students with Disabilities	-	50	50	50	17	17	33	67	6	59	65	35
Students without Disabilities	9	71	81	19	11	69	81	19	14	64	78	22
Economically Disadvantaged	5	72	78	22	10	66	75	25	11	62	73	27
Not Economically Disadvantaged	11	65	76	24	14	63	76	24	14	64	78	22
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	59	69	31	10	59	70	30	14	64	78	22
Female	9	61	70	30	11	61	71	29	14	64	78	22
Male	9	58	67	33	9	58	68	32	14	65	78	22
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	<	<	<	<	20	80	100	0	36	55	91	9
Black	5	57	62	38	6	58	64	36	9	63	72	28
Hispanic	5	76	82	18	10	72	83	17	20	66	86	14
Native Hawaiian									<	<	<	<
White	21	61	82	18	22	61	83	17	27	67	93	7
Multiple Races	15	59	74	26	13	59	72	28	14	76	90	10
Students with Disabilities	1	45	46	54	1	41	43	58	18	51	68	32
Students without Disabilities	10	61	72	28	11	62	73	27	13	66	80	20
Economically Disadvantaged	5	60	65	35	7	59	66	34	10	62	72	28
Not Economically Disadvantaged	14	59	73	27	14	59	73	27	17	66	83	17
English Learners	-	71	71	29	<	<	<	<	<	<	<	<
Homeless	-	52	52	48	-	65	65	35	<	<	<	<
Military Connected	20	67	87	13	9	71	79	21	20	78	98	2
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	53	64	36	6	61	67	33	10	69	79	21
Female	6	45	51	49	8	60	68	32	8	63	71	29
Male	15	61	76	24	3	62	66	34	12	75	86	14
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	6	53	59	41	4	56	60	40	9	66	74	26
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
Native Hawaiian									<	<	<	<
White	21	50	71	29	10	71	81	19	17	72	89	11
Multiple Races	18	45	64	36	<	<	<	<	<	<	100	0
Students with Disabilities	-	30	30	70	-	62	62	38	<	<	<	<
Students without Disabilities	12	56	68	32	6	61	67	33	8	71	79	21
Economically Disadvantaged	6	55	60	40	2	60	62	38	9	65	74	26
Not Economically Disadvantaged	16	52	68	32	9	62	72	28	11	71	82	18
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	10	60	70	30	<	<	<	<
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	59	63	37	7	52	59	41	13	65	78	22
Female	2	60	61	39	7	47	53	47	10	66	76	24
Male	7	58	65	35	7	57	64	36	15	64	80	20
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	54	57	43	4	43	46	54	7	67	74	26
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	11	72	83	17	13	73	87	13	44	56	100	0
Multiple Races	-	58	58	42	9	64	73	27	-	70	70	30
Students with Disabilities	-	50	50	50	-	18	18	82	13	47	60	40
Students without Disabilities	5	60	65	35	8	57	64	36	13	68	81	19
Economically Disadvantaged	3	56	59	41	7	42	49	51	12	69	80	20
Not Economically Disadvantaged	7	63	70	30	7	61	68	32	14	62	76	24
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	45	51	49	6	49	55	45	11	66	77	23
Female	7	52	59	41	4	44	48	52	13	58	71	29
Male	7	36	42	58	8	53	62	38	9	74	84	16
Asian					<	<	100	0	<	<	100	0
Black	4	41	46	54	4	46	50	50	8	61	69	31
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	13	63	75	25	19	57	76	24	19	81	100	0
Multiple Races	17	25	42	58	-	38	38	62	<	<	<	<
Students with Disabilities	-	31	31	69	-	21	21	79	30	60	90	10
Students without Disabilities	8	47	55	45	7	53	60	40	9	67	75	25
Economically Disadvantaged	6	41	46	54	7	45	52	48	4	62	67	33
Not Economically Disadvantaged	9	49	57	43	6	54	60	40	17	70	87	13
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	70	90	10	-	71	71	29	<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	68	72	28	5	60	65	35	15	62	76	24
Female	6	72	78	22	4	69	73	27	14	61	75	25
Male	3	62	64	36	6	50	56	44	15	63	78	22
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	71	71	29	6	58	64	36	12	57	69	31
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	10	55	65	35	8	62	69	31	29	59	88	12
Multiple Races	<	<	100	0	<	<	<	<	-	100	100	0
Students with Disabilities	-	57	57	43	-	17	17	83	33	38	71	29
Students without Disabilities	6	71	76	24	6	66	71	29	10	67	78	22
Economically Disadvantaged	2	67	70	30	7	58	64	36	11	58	69	31
Not Economically Disadvantaged	6	68	74	26	4	61	65	35	18	65	84	16
English Learners	<	<	<	<					<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	<	<	<	<	20	80	100	0
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	43	44	56	2	53	55	45	-	52	52	48
Female	4	54	58	42	-	60	60	40	-	63	63	38
Male	-	35	35	65	4	46	50	50	-	43	43	57
Black	-	32	32	68	3	53	55	45	-	44	44	56
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	-	80	80	20	<	<	<	<	<	<	<	<
Students with Disabilities	-	-	-	100	-	57	57	43	-	36	36	64
Students without Disabilities	2	51	53	47	3	51	54	46	-	56	56	44
Economically Disadvantaged	-	44	44	56	-	55	55	45	-	38	38	63
Not Economically Disadvantaged	4	42	46	54	5	50	55	45	-	64	64	36
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	79	83	17	8	73	81	19	8	70	78	22
Female	3	81	84	16	7	76	84	16	11	74	85	15
Male	6	76	82	18	10	68	78	22	5	66	71	29
Asian					<	<	100	0	<	<	100	0
Black	1	75	76	24	4	72	75	25	4	69	73	27
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	11	89	100	0	17	75	92	8	19	76	95	5
Multiple Races	13	80	93	7	13	80	93	7	<	<	100	0
Students with Disabilities	7	67	73	27	-	64	64	36	-	69	69	31
Students without Disabilities	4	80	85	15	9	74	83	17	9	70	80	20
Economically Disadvantaged	-	83	83	17	6	75	81	19	6	67	72	28
Not Economically Disadvantaged	9	74	83	17	10	71	81	19	10	73	83	17
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	8	85	92	8	<	<	100	0
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	40	60	100	0	40	60	100	0	44	54	98	2
Female	50	50	100	0	38	62	100	0	44	53	97	3
Male	31	69	100	0	44	56	100	0	44	56	100	0
American Indian									<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	41	59	100	0	29	71	100	0	37	59	96	4
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	60	40	100	0	57	43	100	0	41	59	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	42	58	100	0	40	60	100	0	46	52	98	2
Economically Disadvantaged	27	73	100	0	15	85	100	0	47	53	100	0
Not Economically Disadvantaged	54	46	100	0	62	38	100	0	43	55	98	3
Military Connected	<	<	100	0	<	<	100	0	50	50	100	0
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	76	100	0	31	69	100	0	25	75	100	0
Female	20	80	100	0	33	67	100	0	17	83	100	0
Male	27	73	100	0	27	73	100	0	<	<	100	0
Black	8	92	100	0	-	100	100	0	20	80	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Multiple Races					<	<	100	0	<	<	100	0
Students without Disabilities	24	76	100	0	31	69	100	0	25	75	100	0
Economically Disadvantaged	<	<	100	0	20	80	100	0	<	<	100	0
Not Economically Disadvantaged	27	73	100	0	38	63	100	0	31	69	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Algebra II Performance	2023-2024				2024-2025				2025-2026
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	<	<	100	0
Male	<	<	100	0	<	<	100	0	<	<	100	0
Black					<	<	100	0	<	<	100	0
Hispanic	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Multiple Races	<	<	100	0					<	<	100	0
Students with Disabilities	<	<	100	0
Students without Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Substitute Math Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	58	69	31	9	63	72	28	18	53	72	28
Female	11	62	73	27	7	65	72	28	14	52	66	34
Male	10	53	64	36	11	61	73	27	23	54	77	23
American Indian	<	<	100	0					<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	5	53	58	42	5	57	62	38	13	49	62	38
Hispanic	19	63	81	19	8	75	83	17	14	57	71	29
White	23	60	84	16	22	70	91	9	32	66	98	2
Multiple Races	17	71	88	13	6	78	84	16	31	44	75	25
Students with Disabilities	4	44	48	52	4	37	41	59	11	48	59	41
Students without Disabilities	12	60	71	29	10	67	76	24	19	54	73	27
Economically Disadvantaged	6	59	64	36	6	62	67	33	9	53	62	38
Not Economically Disadvantaged	16	57	72	28	13	65	77	23	25	54	79	21
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	31	56	88	13	20	65	85	15	25	75	100	0
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	40	60	40	12	58	71	29	26	42	67	33
Female	22	47	69	31	9	55	64	36	18	38	56	44
Male	16	31	47	53	15	62	77	23	33	45	78	22
Asian					<	<	100	0	<	<	100	0
Black	9	40	49	51	7	58	65	35	24	32	56	44
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	40	40	80	20	32	47	79	21	38	62	100	0
Multiple Races	25	50	75	25	7	64	71	29	20	40	60	40
Students with Disabilities	8	31	38	62	7	29	36	64	20	50	70	30
Students without Disabilities	21	42	63	37	13	63	76	24	26	41	67	33
Economically Disadvantaged	9	47	57	43	8	56	64	36	17	38	54	46
Not Economically Disadvantaged	29	33	63	37	17	62	79	21	34	45	79	21
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	50	30	80	20	14	71	86	14	<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	70	73	27	6	66	71	29	10	62	73	27
Female	-	72	72	28	5	70	75	25	8	64	72	28
Male	5	69	75	25	7	60	67	33	13	60	74	26
American Indian									<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	1	65	67	33	3	56	58	42	4	62	66	34
Hispanic	-	82	82	18	<	<	<	<	<	<	<	<
White	7	71	79	21	18	82	100	0	24	71	94	6
Multiple Races	10	90	100	0	6	88	94	6	<	<	100	0
Students with Disabilities	-	54	54	46	-	42	42	58	6	47	53	47
Students without Disabilities	3	73	76	24	6	68	75	25	11	65	76	24
Economically Disadvantaged	2	69	71	29	3	67	70	30	2	66	68	32
Not Economically Disadvantaged	4	72	75	25	9	64	72	28	16	60	76	24
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	20	80	100	0
Earth Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	93	100	0	10	90	100	0	27	73	100	0
Female	<	<	100	0	<	<	100	0	<	<	100	0
Male	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	8	92	100	0	<	<	100	0	27	73	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	8	92	100	0	<	<	100	0	<	<	100	0
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	51	69	31	19	41	60	40	20	54	74	26
Female	18	50	68	32	14	43	57	43	20	56	76	24
Male	17	53	70	30	24	38	63	38	19	53	72	28
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	12	50	62	38	11	36	47	53	13	56	69	31
Hispanic	13	73	87	13	<	<	<	<	8	69	77	23
White	43	46	89	11	41	51	92	8	39	53	92	8
Multiple Races	17	54	71	29	23	50	73	27	33	40	73	27
Students with Disabilities	13	29	42	58	4	25	29	71	-	46	46	54
Students without Disabilities	18	54	72	28	21	43	64	36	22	56	78	22
Economically Disadvantaged	13	55	68	32	14	39	53	47	12	60	71	29
Not Economically Disadvantaged	23	47	70	30	24	42	66	34	26	50	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	-	36	36	64	<	<	<	<	<	<	<	<
Military Connected	8	75	83	17	29	43	71	29	29	59	88	12
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	56	80	20	21	52	73	27	24	53	77	23
Female	25	55	80	20	16	63	79	21	25	53	78	22
Male	23	57	80	20	26	40	66	34	23	53	75	25
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	16	59	74	26	14	48	62	38	14	56	69	31
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	69	31	100	0	40	55	95	5	47	47	95	5
Multiple Races	27	55	82	18	25	69	94	6	<	<	<	<
Students with Disabilities	15	46	62	38	8	38	46	54	-	63	63	38
Students without Disabilities	26	57	83	17	22	54	76	24	28	51	79	21
Economically Disadvantaged	18	65	82	18	15	58	73	27	13	58	71	29
Not Economically Disadvantaged	32	46	78	22	27	46	73	27	32	49	81	19
English Learners					<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	47	58	42	17	26	42	58	15	56	71	29
Female	12	45	57	43	11	14	25	75	14	60	74	26
Male	11	49	60	40	22	37	59	41	16	53	68	32
American Indian									<	<	<	<
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	8	43	51	49	7	19	26	74	11	57	68	32
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	21	58	79	21	42	47	89	11	32	58	89	11
Multiple Races	8	54	62	38	20	20	40	60	<	<	<	<
Students with Disabilities	9	9	18	82	-	9	9	91	-	25	25	75
Students without Disabilities	12	51	63	38	19	28	47	53	17	60	77	23
Economically Disadvantaged	9	46	55	45	14	12	26	74	10	61	71	29
Not Economically Disadvantaged	15	48	63	38	19	38	57	43	19	52	71	29
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2023-2024	2024-2025	2025-2026
School	-	-	-
Division	31	18	4
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

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

Enrollment

Fall Membership by Grade

Grade
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	96	109	79
Kindergarten	108	80	83
Grade 1	100	109	77
Grade 2	111	94	96
Grade 3	96	113	104
Grade 4	124	94	109
Grade 5	103	117	103
Grade 6	132	125	141
Grade 7	135	114	118
Grade 8	120	126	111
Total Enrollment	1,125	1,081	1,021

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

Fall Membership by Student Group

Fall Membership By Student Group:

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

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

Fall Membership by Subgroup
Subgroup	2023-2024	2024-2025	2025-2026
All Students	1125	1081	1021
Female	541	511	482
Male	584	570	539
American Indian	1	1	2
Asian	14	18	18
Black	741	697	677
Hispanic	57	39	45
Native Hawaiian	2	2	3
White	192	213	175
Multiple Races	118	111	101
Students with Disabilities	129	147	135
Students without Disabilities	996	934	886
Economically Disadvantaged	609	631	572
Not Economically Disadvantaged	516	450	449
English Learners	27	17	19
Not English Learners	1098	1064	1002
Homeless	25	21	4
Military Connected	56	56	85
Foster Care	1	-	-
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

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

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

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	929	95	867	102	887	54
Female	452	37	421	48	422	25
Male	477	58	446	54	465	29
American Indian	<	<	<	<	<	<
Asian	10	1	15	0	15	0
Black	606	63	557	66	581	40
Hispanic	48	5	33	3	44	0
Native Hawaiian	<	<	<	<	<	<
White	170	10	170	22	167	6
Multiple Races	94	15	89	11	78	6
Students with Disabilities	127	17	124	24	115	13
Economically Disadvantaged	648	86	606	88	573	49
English Learners	24	2	18	1	22	0
Homeless	28	10	12	19	15	3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2024-2025 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	12		5
Behaviors related to School Operations	38	25	8
Relationship Behaviors without Physical Harm	253	82	90
Behaviors of a Safety Concern	218	198	109
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	59	95	24

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	119	30	28
Out-of-School Suspension	537	363	209
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	5	4	4
Bus Suspension	48	28	11

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	93.3	95.2	95.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	62.5	61	56.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	76.1	75.7	74.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	45%	39%	2%	14%
2024-2025	47%	37%	1%	15%
2025-2026	40%	38%	1%	21%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

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

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	76%	83%	88%
Asian	91%	91%	88%
Black	69%	78%	88%
Hispanic	83%	78%	88%
White	93%	87%	88%
Multiple Races	86%	85%	88%
Economically Disadvantaged	70%	78%	88%
English Learners	67%	74%	88%
Students with Disabilities	60%	72%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	79%	79%	85%
Asian	91%	90%	85%
Black	73%	73%	85%
Hispanic	86%	73%	85%
White	94%	83%	85%
Multiple Races	91%	81%	85%
Economically Disadvantaged	73%	73%	85%
English Learners	72%	71%	85%
Students with Disabilities	70%	69%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	<
Black	62%
Hispanic	71%
White	97%
Multiple Races	77%
Economically Disadvantaged	62%
English Learners	60%
Students with Disabilities	59%

< = 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	<	58%	58%
English Learner Proficiency	-	-	-

< = 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	<	<	<
English Learner Proficiency	0	12	-

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.4%	.6%	99.1%	.9%	100%	-
Asian	100%	-	100%	-	<	<
Black	99.8%	.2%	99.3%	.7%	100%	-
Hispanic	97.2%	2.8%	97.2%	2.8%	100%	-
White	98.4%	1.6%	98.4%	1.6%	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	99.8%	.2%	99.6%	.4%	100%	-
Not Economically Disadvantaged	98.7%	1.3%	98.3%	1.7%	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	96.8%	3.2%	95.8%	4.2%	100%	-
Students without Disabilities	99.8%	.2%	99.7%	.3%	100%	-
Female	99.7%	.3%	99.7%	.3%	100%	-
Male	99.1%	.9%	98.6%	1.4%	100%	-

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience