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James Blair Middle

General school information

Category: Middle (06-08) School
Phone: 757-603-6400
Address: 101 Longhill Road Williamsburg, VA 23185
Principal: Robert Littleton
Superintendent: Dr. Daniel Keever
School Number: 25
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Accreditation Designation for SY 2025-2026

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 14 57 70 30 18 54 72 28 17 59 76 24
Female 14 58 73 27 19 57 75 25 18 57 76 24
Male 14 55 68 32 18 52 70 30 15 61 76 24
Asian 25 58 83 17 29 50 79 21 17 58 75 25
Black 3 47 50 50 9 40 49 51 1 50 51 49
Hispanic 6 50 56 44 4 47 51 49 2 60 62 38
Native Hawaiian < < < < < < < < < < < <
White 20 64 84 16 28 62 90 10 30 63 93 7
Multiple Races 19 55 74 26 21 57 79 21 20 56 76 24
Students with Disabilities 10 34 43 57 6 36 41 59 3 37 40 60
Students without Disabilities 15 61 76 24 20 57 77 23 19 64 83 17
Economically Disadvantaged 7 48 54 46 5 47 52 48 3 47 50 50
Not Economically Disadvantaged 19 63 82 18 28 59 88 12 23 65 89 11
English Learners 4 16 20 80 - 7 7 93 - 17 17 83
Homeless 8 46 54 46 - 30 30 70 - 45 45 55
Military Connected 12 71 83 17 35 57 92 8 28 67 95 5
Grade 6 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 46 61 39 23 54 77 23 14 65 79 21
Female 17 46 63 37 22 52 74 26 14 65 79 21
Male 13 47 59 41 23 56 79 21 14 65 80 20
Asian < < < < < < < < < < 100 0
Black 4 38 42 58 13 39 52 48 4 57 61 39
Hispanic 3 42 45 55 5 49 54 46 2 68 71 29
White 21 57 78 22 30 66 96 4 24 69 93 7
Multiple Races 40 10 50 50 29 41 71 29 25 50 75 25
Students with Disabilities 7 25 32 68 5 38 43 57 7 50 57 43
Students without Disabilities 16 51 67 33 25 56 82 18 16 69 85 15
Economically Disadvantaged 6 37 43 57 9 49 57 43 4 58 63 38
Not Economically Disadvantaged 21 53 74 26 33 58 91 9 19 68 87 13
English Learners - 12 12 88 - - - 100 < < < <
Military Connected - 83 83 17 47 47 94 6 25 65 90 10
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 11 61 72 28 13 56 68 32 17 61 78 22
Female 8 66 73 27 13 61 73 27 16 63 79 21
Male 13 57 70 30 13 50 63 38 18 59 77 23
Asian < < 100 0 < < < < < < < <
Black - 44 44 56 8 38 46 54 - 52 52 48
Hispanic 4 60 64 36 - 46 46 54 - 61 61 39
White 20 64 84 16 20 65 85 15 32 63 95 5
Multiple Races - 80 80 20 18 73 91 9 13 60 73 27
Students with Disabilities 7 43 50 50 - 39 39 61 - 30 30 70
Students without Disabilities 12 64 76 24 15 59 73 27 20 66 86 14
Economically Disadvantaged 1 58 59 41 2 42 44 56 4 46 50 50
Not Economically Disadvantaged 18 63 81 19 21 66 87 13 24 68 92 8
English Learners 7 20 27 73 - 11 11 89 - 27 27 73
Homeless < < < < < < < < < < < <
Military Connected 14 62 76 24 27 64 91 9 46 54 100 0
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 16 61 78 22 19 53 72 28 19 52 71 29
Female 18 63 81 19 21 56 78 22 24 46 70 30
Male 15 60 74 26 17 49 67 33 13 59 71 29
Asian < < < < < < 100 0 < < < <
Black 7 57 63 37 6 42 48 52 - 40 40 60
Hispanic 14 45 59 41 6 47 53 47 3 51 54 46
Native Hawaiian < < < <
White 19 69 89 11 32 56 88 13 33 58 91 9
Multiple Races 24 59 82 18 14 64 79 21 21 57 79 21
Students with Disabilities 15 33 48 52 12 31 42 58 - 28 28 72
Students without Disabilities 17 66 83 17 20 56 77 23 22 57 79 21
Economically Disadvantaged 13 46 60 40 5 49 54 46 - 36 36 64
Not Economically Disadvantaged 18 71 89 11 30 55 85 15 27 59 86 14
English Learners 8 15 23 77 - 6 6 94 - 18 18 82
Homeless < < < < - 20 20 80 < < < <
Military Connected 16 74 89 11 30 61 91 9 10 90 100 0
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
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
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
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

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 7 62 69 31 11 57 68 32 11 57 68 32
Female 6 62 68 32 12 57 68 32 11 53 64 36
Male 7 62 70 30 10 58 68 32 11 60 72 28
Asian 17 58 75 25 33 33 67 33 20 53 73 27
Black 1 48 49 51 3 39 41 59 4 35 39 61
Hispanic 1 55 56 44 3 49 52 48 2 49 51 49
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 11 72 83 17 17 68 85 15 19 69 88 12
Multiple Races 7 57 64 36 10 62 71 29 9 53 62 38
Students with Disabilities 2 35 38 62 1 29 31 69 3 28 31 69
Students without Disabilities 8 67 75 25 13 62 75 25 13 62 75 25
Economically Disadvantaged 1 52 54 46 2 47 49 51 2 34 36 64
Not Economically Disadvantaged 11 69 80 20 18 65 84 16 15 67 83 17
English Learners - 30 30 70 - 24 24 76 - 29 29 71
Homeless - 25 25 75 - 40 40 60 - 18 18 82
Military Connected 8 71 79 21 27 63 90 10 28 67 95 5
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 1 48 49 51 2 55 57 43 - 60 60 40
Female 2 41 42 58 2 59 61 39 - 50 50 50
Male - 56 56 44 2 50 52 48 - 70 70 30
Asian < < < < < < < < < < 100 0
Black - 39 39 61 - 22 22 78 - 50 50 50
Hispanic - 45 45 55 - 60 60 40 - 50 50 50
White 2 61 63 37 4 71 75 25 - 79 79 21
Multiple Races < < < < - 64 64 36 - 50 50 50
Students with Disabilities 4 26 30 70 - 40 40 60 - 36 36 64
Students without Disabilities - 55 55 45 3 59 62 38 - 68 68 32
Economically Disadvantaged 2 42 44 56 2 48 49 51 - 38 38 62
Not Economically Disadvantaged - 56 56 44 3 70 73 27 - 75 75 25
English Learners - 26 26 74 - 38 38 62 < < < <
Military Connected < < < < < < < < < < < <
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 7 59 66 34 14 49 63 37 14 51 65 35
Female 7 61 68 32 13 42 55 45 10 52 61 39
Male 8 57 64 36 15 55 70 30 17 51 68 32
Asian < < 100 0 < < < < < < < <
Black - 44 44 56 4 36 39 61 9 18 27 73
Hispanic - 58 58 42 3 40 43 58 3 49 51 49
White 13 68 81 19 21 60 81 19 25 63 88 12
Multiple Races 15 46 62 38 27 36 64 36 - 62 62 38
Students with Disabilities - 36 36 64 - 21 21 79 4 32 36 64
Students without Disabilities 8 63 71 29 17 54 70 30 16 56 72 28
Economically Disadvantaged - 52 52 48 1 39 40 60 4 35 39 61
Not Economically Disadvantaged 13 65 78 22 24 57 80 20 21 62 83 17
English Learners - 45 45 55 - 15 15 85 - 27 27 73
Homeless < < < < < < < < < < < <
Military Connected 7 53 60 40 38 56 94 6 36 57 93 7
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 3 62 65 35 - 53 53 47 1 44 45 55
Female 3 60 63 37 - 61 61 39 2 41 43 57
Male 3 64 67 33 - 46 46 54 - 47 47 53
Asian < < < < < < < < < < < <
Black - 48 48 52 - 43 43 57 4 24 28 72
Hispanic - 57 57 43 - 45 45 55 - 40 40 60
Native Hawaiian < < < <
White 7 72 79 21 - 69 69 31 - 69 69 31
Multiple Races - 50 50 50 < < < < < < < <
Students with Disabilities - 36 36 64 - 14 14 86 4 13 17 83
Students without Disabilities 4 68 72 28 - 62 62 38 - 53 53 47
Economically Disadvantaged - 57 57 43 - 45 45 55 - 29 29 71
Not Economically Disadvantaged 6 67 73 27 - 63 63 37 2 57 58 42
English Learners - 14 14 86 - 24 24 76 - 28 28 72
Homeless < < < < - 9 9 91 < < < <
Military Connected 7 73 80 20 - 80 80 20 < < 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 13 87 100 0 23 77 100 0 26 72 98 2
Female 12 88 100 0 29 71 100 0 29 71 100 0
Male 15 85 100 0 19 81 100 0 24 72 96 4
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 10 80 90 10
White 15 85 100 0 25 75 100 0 29 69 98 2
Multiple Races 10 90 100 0 8 92 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 13 87 100 0 24 76 100 0 26 71 98 2
Economically Disadvantaged 9 91 100 0 12 88 100 0 < < < <
Not Economically Disadvantaged 14 86 100 0 26 74 100 0 26 73 99 1
Military Connected < < 100 0 38 63 100 0 60 40 100 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 30 67 96 4 27 69 96 4 26 74 100 0
Female 21 79 100 0 33 67 100 0 33 67 100 0
Male 38 54 92 8 21 71 93 7 19 81 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0
White 32 68 100 0 21 75 96 4 23 77 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 31 65 96 4 28 68 96 4 26 74 100 0
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 29 71 100 0 28 68 96 4 26 74 100 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
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 12 57 69 31 8 55 63 37
Female 8 65 73 27 9 64 73 27 10 50 60 40
Male 12 57 70 30 14 52 66 34 6 61 66 34
Asian < < < < < < < < < < < <
Black - 47 47 53 - 45 45 55 - 32 32 68
Hispanic 3 50 53 47 - 46 46 54 - 49 49 51
Native Hawaiian < < < <
White 14 73 86 14 24 64 88 12 15 69 84 16
Multiple Races 18 53 71 29 7 71 79 21 - 64 64 36
Students with Disabilities 4 30 33 67 - 39 39 61 - 24 24 76
Students without Disabilities 11 67 78 22 14 60 74 26 10 61 71 29
Economically Disadvantaged 3 53 56 44 1 47 48 52 - 30 30 70
Not Economically Disadvantaged 15 67 82 18 20 65 85 15 12 66 78 22
English Learners - 14 14 86 - 5 5 95 - 28 28 72
Homeless < < < < - 17 17 83 < < < <
Military Connected 16 63 79 21 13 78 91 9 10 90 100 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 10 61 71 29 12 57 69 31 8 55 63 37
Female 8 65 73 27 9 64 73 27 10 50 60 40
Male 12 57 70 30 14 52 66 34 6 61 66 34
Asian < < < < < < < < < < < <
Black - 47 47 53 - 45 45 55 - 32 32 68
Hispanic 3 50 53 47 - 46 46 54 - 49 49 51
Native Hawaiian < < < <
White 14 73 86 14 24 64 88 12 15 69 84 16
Multiple Races 18 53 71 29 7 71 79 21 - 64 64 36
Students with Disabilities 4 30 33 67 - 39 39 61 - 24 24 76
Students without Disabilities 11 67 78 22 14 60 74 26 10 61 71 29
Economically Disadvantaged 3 53 56 44 1 47 48 52 - 30 30 70
Not Economically Disadvantaged 15 67 82 18 20 65 85 15 12 66 78 22
English Learners - 14 14 86 - 5 5 95 - 28 28 72
Homeless < < < < - 17 17 83 < < < <
Military Connected 16 63 79 21 13 78 91 9 10 90 100 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
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 42 82 18 44 35 79 21 35 42 77 23
Female 41 42 83 17 47 36 83 17 34 44 78 22
Male 41 41 82 18 42 33 75 25 36 40 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 19 52 70 30 10 48 58 42 12 40 52 48
Hispanic 25 50 75 25 19 40 60 40 8 64 72 28
Native Hawaiian < < 100 0
White 49 40 88 12 67 26 93 7 55 33 88 12
Multiple Races 53 29 82 18 57 29 86 14 46 38 85 15
Students with Disabilities 10 29 38 62 15 35 50 50 4 40 44 56
Students without Disabilities 46 43 89 11 49 35 84 16 41 43 84 16
Economically Disadvantaged 29 41 71 29 17 43 60 40 5 52 57 43
Not Economically Disadvantaged 48 42 89 11 63 29 92 8 48 38 86 14
English Learners < < < < - 8 8 92 - 43 43 57
Homeless < < < < < < < < < < < <
Military Connected 42 53 95 5 61 35 96 4 50 50 100 0
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 41 42 82 18 44 35 79 21 35 42 77 23
Female 41 42 83 17 47 36 83 17 34 44 78 22
Male 41 41 82 18 42 33 75 25 36 40 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 19 52 70 30 10 48 58 42 12 40 52 48
Hispanic 25 50 75 25 19 40 60 40 8 64 72 28
Native Hawaiian < < 100 0
White 49 40 88 12 67 26 93 7 55 33 88 12
Multiple Races 53 29 82 18 57 29 86 14 46 38 85 15
Students with Disabilities 10 29 38 62 15 35 50 50 4 40 44 56
Students without Disabilities 46 43 89 11 49 35 84 16 41 43 84 16
Economically Disadvantaged 29 41 71 29 17 43 60 40 5 52 57 43
Not Economically Disadvantaged 48 42 89 11 63 29 92 8 48 38 86 14
English Learners < < < < - 8 8 92 - 43 43 57
Homeless < < < < < < < < < < < <
Military Connected 42 53 95 5 61 35 96 4 50 50 100 0
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
VA Studies 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

2023-20242024-20252025-2026
School1293
Division683910
State6,3614,5591,714
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
2023-20242024-20252025-2026
Grade 6154162159
Grade 7189158158
Grade 8177186147
Total Enrollment520506464

< = 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 2023-20242024-20252025-2026
All Students520506464
Female252237216
Male267268248
American Indian31-
Asian131313
Black928573
Hispanic116124115
Native Hawaiian111
White251239217
Multiple Races444345
Students with Disabilities897479
Students without Disabilities431432385
Economically Disadvantaged213203151
Not Economically Disadvantaged307303313
English Learners858266
Not English Learners435424398
Homeless13179
Military Connected535142
< = 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 Students472454623943331
Female227222171619920
Male244232452323411
American Indian<<<<--
Asian121130130
Black76156714679
Hispanic10711112111087
Native Hawaiian<<<<<<
White23512231920312
Multiple Races386375413
Students with Disabilities69146310698
Economically Disadvantaged186371932914621
English Learners826796614
Homeless136218112
< = 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
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress71021
Behaviors related to School Operations11109
Relationship Behaviors without Physical Harm201919
Behaviors of a Safety Concern283743
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others222716

< = 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
  2023-20242024-20252025-2026
In-School Suspension 52 37 65
Out-of-School Suspension 50 64 47
Explusion and Alternative Placement 0 2 0
Referral to Law Enforcement 8 0 1
Bus Suspension 6 12 5

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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 64.164.164.1
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 22.925.823.8
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 60.960.457.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2023-202435%47%5%13%
2024-202535%50%4%11%
2025-202634%48%7%11%
< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students78%83%88%
Asian75%91%88%
Black55%78%88%
Hispanic64%78%88%
White93%87%88%
Multiple Races76%85%88%
Economically Disadvantaged51%78%88%
English Learners44%74%88%
Students with Disabilities42%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students69%79%85%
Asian73%90%85%
Black42%73%85%
Hispanic53%73%85%
White89%83%85%
Multiple Races62%81%85%
Economically Disadvantaged37%73%85%
English Learners39%71%85%
Students with Disabilities33%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 GroupCurrent Rate
All Students65%
Asian<
Black35%
Hispanic51%
White84%
Multiple Races64%
Economically Disadvantaged30%
English Learners28%
Students with Disabilities26%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%58%58%
English Learner Proficiency6%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress173253%
English Learner Proficiency2366%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.7%1.3%98.5%1.5%100%-
Asian100%-100%-<<
Black94.9%5.1%94.9%5.1%100%-
Hispanic100%-100%-100%-
White99.1%.9%98.6%1.4%100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged97.6%2.4%97.7%2.3%100%-
Not Economically Disadvantaged99.3%.7%99%1%100%-
English Learners100%-100%-100%-
Students with Disabilities95.1%4.9%95.1%4.9%100%-
Students without Disabilities99.5%.5%99.2%.8%100%-
Female99.1%.9%98.7%1.3%100%-
Male98.4%1.6%98.4%1.6%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).
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