Loudoun County High

General school information

Category: High (09-12) School
Phone: 571-252-2000
Address: 415 Dry Mill Rd SW Leesburg, VA 20175
Principal: Dr. Michelle Luttrell
Superintendent: Aaron Spence
School Number: 660
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

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	33	60	93	7	33	59	91	9	38	55	93	7
Female	40	54	94	6	39	55	93	7	45	51	96	4
Male	25	67	92	8	26	63	90	10	31	59	91	9
Asian	39	52	90	10	29	71	100	0	24	65	88	12
Black	27	50	77	23	14	81	95	5	20	80	100	0
Hispanic	13	72	85	15	11	62	72	28	18	62	80	20
White	39	58	97	3	42	56	98	2	45	52	98	2
Multiple Races	30	70	100	0	46	38	85	15	55	40	95	5
Students with Disabilities	9	67	76	24	11	64	76	24	12	62	74	26
Students without Disabilities	36	59	95	5	36	58	94	6	41	54	96	4
Economically Disadvantaged	16	62	78	22	12	61	73	27	14	66	80	20
Not Economically Disadvantaged	37	60	97	3	39	58	97	3	44	52	96	4
English Learners	-	45	45	55	-	31	31	69	-	52	52	48
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	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
All Students	33	60	93	7	33	59	91	9	38	55	93	7
Female	40	54	94	6	39	55	93	7	45	51	96	4
Male	25	67	92	8	26	63	90	10	31	59	91	9
Asian	39	52	90	10	29	71	100	0	24	65	88	12
Black	27	50	77	23	14	81	95	5	20	80	100	0
Hispanic	13	72	85	15	11	62	72	28	18	62	80	20
White	39	58	97	3	42	56	98	2	45	52	98	2
Multiple Races	30	70	100	0	46	38	85	15	55	40	95	5
Students with Disabilities	9	67	76	24	11	64	76	24	12	62	74	26
Students without Disabilities	36	59	95	5	36	58	94	6	41	54	96	4
Economically Disadvantaged	16	62	78	22	12	61	73	27	14	66	80	20
Not Economically Disadvantaged	37	60	97	3	39	58	97	3	44	52	96	4
English Learners	-	45	45	55	-	31	31	69	-	52	52	48
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	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
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = 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
All Students	34	54	88	12	35	52	87	13	43	46	89	11
Female	43	50	93	7	44	47	91	9	48	42	90	10
Male	25	58	83	17	26	57	83	17	37	50	87	13
Asian	50	37	87	13	43	52	95	5	47	29	76	24
Black	25	55	80	20	29	62	90	10	9	82	91	9
Hispanic	18	46	65	35	12	51	63	37	19	55	74	26
White	36	60	96	4	42	53	95	5	51	44	94	6
Multiple Races	55	45	100	0	50	29	79	21	60	35	95	5
Students with Disabilities	8	50	58	43	5	56	61	39	3	49	51	49
Students without Disabilities	37	55	92	8	39	51	90	10	48	46	94	6
Economically Disadvantaged	11	53	64	36	20	44	64	36	13	58	71	29
Not Economically Disadvantaged	40	54	94	6	39	55	94	6	49	43	93	7
English Learners	-	19	19	81	-	12	12	88	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
EOC Writing Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	54	88	12	35	52	87	13	43	46	89	11
Female	43	50	93	7	44	47	91	9	48	42	90	10
Male	25	58	83	17	26	57	83	17	37	50	87	13
Asian	50	37	87	13	43	52	95	5	47	29	76	24
Black	25	55	80	20	29	62	90	10	9	82	91	9
Hispanic	18	46	65	35	12	51	63	37	19	55	74	26
White	36	60	96	4	42	53	95	5	51	44	94	6
Multiple Races	55	45	100	0	50	29	79	21	60	35	95	5
Students with Disabilities	8	50	58	43	5	56	61	39	3	49	51	49
Students without Disabilities	37	55	92	8	39	51	90	10	48	46	94	6
Economically Disadvantaged	11	53	64	36	20	44	64	36	13	58	71	29
Not Economically Disadvantaged	40	54	94	6	39	55	94	6	49	43	93	7
English Learners	-	19	19	81	-	12	12	88	-	42	42	58
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	<	<
< = 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	2	70	72	28	6	71	77	23	5	73	78	22
Female	1	74	75	25	5	77	82	18	5	75	80	20
Male	2	67	69	31	7	66	72	28	5	70	76	24
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	7	79	86	14	8	63	71	29	4	65	69	31
Black	-	79	79	21	-	90	90	10	6	89	94	6
Hispanic	1	62	63	37	1	72	73	27	2	68	70	30
Native Hawaiian									<	<	100	0
White	1	74	75	25	8	70	77	23	7	73	80	20
Multiple Races	5	60	65	35	17	67	83	17	-	83	83	17
Students with Disabilities	4	66	70	30	-	76	76	24	2	83	85	15
Students without Disabilities	1	71	73	27	7	70	77	23	5	71	76	24
Economically Disadvantaged	2	67	70	30	-	75	75	25	-	70	70	30
Not Economically Disadvantaged	2	71	73	27	9	69	78	22	6	73	80	20
English Learners	5	55	59	41	-	71	71	29	-	62	62	38
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	10	50	60	40	8	83	92	8
Foster Care									<	<	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	-	80	80	20	1	85	86	14	3	85	88	13
Female	-	84	84	16	-	86	86	14	2	87	89	11
Male	-	76	76	24	2	84	86	14	4	82	86	14
American Indian					<	<	100	0
Asian	<	<	<	<	-	85	85	15	<	<	<	<
Black	-	92	92	8	-	94	94	6	<	<	100	0
Hispanic	-	69	69	31	-	77	77	23	2	77	79	21
Native Hawaiian									<	<	100	0
White	-	87	87	13	2	93	95	5	4	91	95	5
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	-	68	68	32	-	76	76	24	3	87	90	10
Students without Disabilities	-	83	83	17	1	87	88	12	3	84	87	13
Economically Disadvantaged	-	73	73	27	-	82	82	18	-	79	79	21
Not Economically Disadvantaged	-	84	84	16	2	87	89	11	5	88	93	7
English Learners	-	62	62	38	-	73	73	27	-	69	69	31
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
Foster Care									<	<	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	-	76	76	24	2	62	64	36	-	71	71	29
Female	-	80	80	20	-	73	73	27	-	67	67	33
Male	-	72	72	28	4	51	54	46	-	75	75	25
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	47	47	53	8	46	54	46	-	31	31	69
White	-	81	81	19	-	67	67	33	-	81	81	19
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	70	70	30	-	70	70	30	<	<	<	<
Students without Disabilities	-	77	77	23	2	61	63	37	-	73	73	27
Economically Disadvantaged	-	50	50	50	-	44	44	56	-	30	30	70
Not Economically Disadvantaged	-	80	80	20	2	65	67	33	-	77	77	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0					<	<	100	0
Military Connected					<	<	<	<	<	<	<	<
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	5	47	52	48	16	55	71	29	6	55	61	39
Female	6	44	50	50	20	60	80	20	3	67	69	31
Male	4	49	53	47	14	53	67	33	10	44	54	46
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	-	80	80	20
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	3	51	54	46	14	52	67	33	6	45	51	49
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<					<	<	100	0
Students without Disabilities	5	48	52	48	16	55	71	29	6	54	60	40
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	5	46	51	49	18	55	73	27	7	56	63	37
English Learners	<	<	<	<					<	<	<	<
Military Connected					<	<	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
All Students					<	<	100	0	<	<	100	0
Female					<	<	100	0	<	<	100	0
Male					<	<	100	0	<	<	100	0
White					<	<	100	0	<	<	100	0
Students without Disabilities					<	<	100	0	<	<	100	0
Not Economically Disadvantaged					<	<	100	0	<	<	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
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = 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	3	70	73	27	3	72	75	25	6	71	77	23
Female	1	72	73	27	2	74	76	24	4	73	77	23
Male	5	68	73	27	4	71	75	25	7	70	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	-	77	77	23	-	83	83	17	9	70	79	21
Black	-	58	58	43	-	57	57	43	3	62	65	35
Hispanic	1	46	47	53	2	49	51	49	1	55	57	43
Native Hawaiian									<	<	100	0
White	5	80	85	15	3	84	87	13	6	79	86	14
Multiple Races	3	72	75	25	15	73	88	12	17	69	86	14
Students with Disabilities	3	51	54	46	2	59	62	38	3	54	56	44
Students without Disabilities	3	73	76	24	3	74	78	22	6	74	80	20
Economically Disadvantaged	1	44	45	55	2	50	52	48	1	46	47	53
Not Economically Disadvantaged	4	79	82	18	4	81	85	15	7	79	86	14
English Learners	2	15	17	83	-	24	24	76	-	29	29	71
Homeless	<	<	<	<	10	50	60	40	<	<	<	<
Military Connected	<	<	<	<	-	67	67	33	13	63	75	25
Foster Care	<	<	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
All Students	3	69	72	28	4	68	72	28	7	68	75	25
Female	2	71	73	27	3	73	76	24	6	70	76	24
Male	5	67	72	28	4	64	68	32	8	66	74	26
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	-	77	77	23	-	89	89	11	6	78	83	17
Black	-	56	56	44	-	62	62	38	-	64	64	36
Hispanic	1	49	51	49	3	46	49	51	-	57	57	43
White	5	78	83	17	4	76	80	20	10	72	81	19
Multiple Races	-	65	65	35	13	81	94	6	19	56	75	25
Students with Disabilities	2	45	47	53	2	46	49	51	6	39	45	55
Students without Disabilities	4	72	76	24	4	72	76	24	7	71	78	22
Economically Disadvantaged	1	50	51	49	3	49	51	49	1	48	49	51
Not Economically Disadvantaged	4	76	80	20	4	75	79	21	9	74	83	17
English Learners	-	16	16	84	-	18	18	82	-	26	26	74
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	<	<
Foster Care	<	<	100	0					<	<	100	0
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	60	80	20	<	<	100	0	27	55	82	18
Female	<	<	<	<	<	<	100	0	<	<	<	<
Male	<	<	<	<	<	<	100	0	<	<	<	<
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<					<	<	100	0
Hispanic					<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0
Students without Disabilities	<	<	<	<	<	<	100	0	27	55	82	18
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged	20	60	80	20	<	<	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	2	72	74	26	2	77	78	22	2	77	79	21
Female	-	75	75	25	-	76	76	24	1	78	79	21
Male	3	70	73	27	3	77	80	20	3	77	80	20
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	<	<	-	73	73	27	-	69	69	31
Black	-	67	67	33	-	53	53	47	10	50	60	40
Hispanic	-	43	43	57	1	51	52	48	3	53	56	44
Native Hawaiian									<	<	100	0
White	2	86	88	12	1	94	95	5	1	93	94	6
Multiple Races	8	85	92	8	7	71	79	21	8	92	100	0
Students with Disabilities	2	59	61	39	-	74	74	26	-	64	64	36
Students without Disabilities	2	75	77	23	2	77	79	21	3	80	83	17
Economically Disadvantaged	-	34	34	66	-	51	51	49	-	43	43	57
Not Economically Disadvantaged	2	84	86	14	2	88	91	9	3	88	91	9
English Learners	-	16	16	84	-	28	28	72	-	32	32	68
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 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	-	20	20	80	<	<	<	<	<	<	100	0
Female	-	16	16	84	<	<	<	<	<	<	100	0
Male	-	25	25	75	<	<	100	0	<	<	100	0
Black	-	36	36	64	<	<	<	<	<	<	100	0
Hispanic	-	8	8	92	<	<	100	0	<	<	100	0
White	-	33	33	67	<	<	100	0	<	<	100	0
Students without Disabilities	-	24	24	76	<	<	<	<	<	<	100	0
Economically Disadvantaged	-	9	9	91	<	<	<	<	<	<	100	0
Not Economically Disadvantaged	-	38	38	62	<	<	100	0	<	<	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
All Students	-	14	14	86
Female	-	12	12	88
Male	-	16	16	84
Black	<	<	<	<
Hispanic	-	8	8	92
White	-	10	10	90
Students without Disabilities	-	15	15	85
Economically Disadvantaged	-	9	9	91
Not Economically Disadvantaged	-	25	25	75
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	42	42	58	<	<	<	<	<	<	100	0
Female	<	<	<	<	<	<	<	<	<	<	100	0
Male	<	<	<	<	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0
White	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	-	50	50	50	<	<	<	<	<	<	100	0
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	-	50	50	50	<	<	100	0	<	<	100	0
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	22	22	78					<	<	100	0
Female	<	<	<	<					<	<	100	0
Male	-	20	20	80
Black	<	<	<	<
Hispanic	-	9	9	91					<	<	100	0
White	<	<	<	<
Students without Disabilities	-	27	27	73					<	<	100	0
Economically Disadvantaged	-	9	9	91					<	<	100	0
Not Economically Disadvantaged	<	<	<	<
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
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

	2023-2024	2024-2025	2025-2026
School	-	-	-
Division	420	320	167
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
Grade 9	301	300	308
Grade 10	369	303	298
Grade 11	369	360	295
Grade 12	370	371	356
Total Enrollment	1,409	1,334	1,257

< = 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	1409	1334	1257
Female	681	653	613
Male	727	681	644
American Indian	9	8	6
Asian	89	85	82
Black	75	81	74
Hispanic	317	306	291
White	846	788	739
Multiple Races	73	66	64
Students with Disabilities	187	180	177
Students without Disabilities	1222	1154	1080
Economically Disadvantaged	323	326	302
Not Economically Disadvantaged	1086	1008	955
English Learners	125	147	152
Not English Learners	1284	1187	1105
Homeless	10	8	14
Military Connected	15	21	27
Foster Care	2	2	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	1,138	263	1,085	236	1,016	223
Female	532	145	528	113	498	103
Male	605	118	557	123	518	120
American Indian	<	<	<	<	<	<
Asian	68	21	74	13	66	14
Black	62	15	66	12	63	9
Hispanic	218	101	186	117	173	108
Native Hawaiian	-	-	-	-	<	<
White	725	109	693	85	652	82
Multiple Races	61	13	61	7	57	8
Students with Disabilities	133	43	139	37	125	38
Economically Disadvantaged	216	108	189	130	167	109
English Learners	80	49	80	66	79	67
Homeless	7	7	8	8	4	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion: Class of 2026: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2025-2026 Cohort
Student Subgroup	School	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	School	253	96	3	3	19	2
	Division	5210	1607	83	24	171	35
	State	52034	41739	1845	730	4758	1126
Female	School	139	42	0	1	9	1
	Division	2679	721	28	11	75	12
	State	28171	18456	601	259	1860	459
Male	School	114	54	3	2	10	1
	Division	2531	886	55	13	96	23
	State	23863	23283	1244	471	2895	667
American Indian	School	<	<	<	<	0	<
	Division	20	7	1	0	0	0
	State	119	111	4	1	10	3
Asian	School	19	4	0	0	0	0
	Division	1566	212	14	3	6	7
	State	6565	1702	100	12	90	43
Black	School	13	12	0	0	2	0
	Division	346	199	6	1	4	4
	State	8816	10967	559	141	985	452
Hispanic	School	33	40	1	0	16	0
	Division	625	558	20	6	143	12
	State	7967	9910	285	155	2363	212
White	School	177	37	1	2	1	1
	Division	2357	538	35	10	13	9
	State	25115	16553	775	367	1100	357
Multiple Races	School	10	3	0	1	0	1
	Division	289	92	6	4	5	3
	State	3368	2437	118	53	207	58
Students with Disabilities	School	14	23	3	2	3	0
	Division	220	367	83	12	29	4
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	School	31	44	2	2	11	0
	Division	712	689	42	11	78	12
	State	12337	20894	1052	439	2243	735
English Learners	School	3	21	2	0	15	0
	Division	184	421	30	2	131	1
	State	2260	6522	300	53	1921	83
Homeless	School	0	3	0	1	7	0
	Division	15	82	1	2	30	3
	State	229	849	47	22	208	62
Military Connected	School	<	<	<	<	0	<
	Division	75	41	0	2	1	1
	State	2682	1575	51	17	40	19
Foster Care	School	<	<	<	<	0	<
	Division	<	<	<	<	0	<
	State	27	182	29	13	82	19
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	376	352	94	355	94	19	5
Female	192	181	94	182	95	9	5
Male	184	171	93	173	94	10	5
American Indian	<	<	100	<	100	0	0
Asian	23	23	100	23	100	0	0
Black	27	25	93	25	93	2	7
Hispanic	90	74	82	74	82	16	18
White	219	215	98	217	99	1	1
Multiple Races	15	13	87	14	93	0	0
Students with Disabilities	45	40	89	42	93	3	7
Economically Disadvantaged	90	77	86	79	88	11	12
English Learners	41	26	63	26	63	15	37
Homeless	11	3	27	4	36	7	64
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	418 / 29.71%	451 / 33.81%	388 / 30.89%
Advanced Placement Course Enrollment	542 / 38.52%	546 / 40.93%	442 / 35.19%
Dual Enrollment	359 / 25.52%	365 / 27.36%	400 / 31.85%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	School	340	228	33
	Division	6,320	4,688	26
	State	87,995	56,397	36
Female	School	159	119	25
	Division	3,087	2,411	22
	State	43,825	30,968	29
Male	School	179	109	39
	Division	3,221	2,273	29
	State	44,068	25,387	42
American Indian	School	<	<	100
	Division	43	28	35
	State	230	127	45
Asian	School	21	17	19
	Division	1,479	1,280	13
	State	7,252	6,271	14
Black	School	18	11	39
	Division	470	328	30
	State	18,247	10,591	42
Hispanic	School	74	41	45
	Division	1,029	559	46
	State	14,010	7,355	48
White	School	209	145	31
	Division	2,971	2,247	24
	State	43,094	28,736	33
Multiple Races	School	17	14	18
	Division	322	243	25
	State	5,005	3,223	36
Students with Disabilities	School	20	11	45
	Division	552	315	43
	State	8,536	3,616	58
Economically Disadvantaged	School	81	38	53
	Division	1,380	823	40
	State	31,680	15,774	50
English Learners	School	27	<	100
	Division	560	275	51
	State	7,379	3,573	52
Native Hawaiian	School	-	-	100
	Division	<	<	100
	State	157	94	40
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2023-2024	2024-2025	2025-2026
Industry Certification	School	334	262	221
	Division	6,441	5,894	5,807
	State	101,956	105,973	106,014
Workplace Readiness	School	22	46	39
	Division	1,119	1,475	1,583
	State	35,066	38,829	48,691
Total Credentials Earned	School	356	308	326
	Division	8,258	7,617	8,248
	State	142,668	150,233	161,359
Students Earning One or More Credentials	School	317	290	298
	Division	6,748	6,253	7,340
	State	115,609	120,035	128,298
CTE Completers	School	207	202	209
	Division	3,272	3,425	3,482
	State	48,643	51,371	52,173
NOCTI Assessments	School	-	-	66
	Division	664	213	828
	State	3,577	3,225	3,944
State Licensures	School	-	-	-
	Division	34	35	30
	State	2,069	2,206	2,710
Armed Services Vocational Aptitude Battery Examination	School	-	2	21
	Division	-	67	190
	State	1,022	15,327	18,011

< = 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	498	361	374
Behaviors related to School Operations	61	216	121
Relationship Behaviors without Physical Harm	36	76	104
Behaviors of a Safety Concern	74	123	175
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	38	31	22
Behaviors used to determine Persistently Dangerous Schools	2		1

< = 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	97	127	144
Out-of-School Suspension	18	33	21
Explusion and Alternative Placement	1	5	1
Referral to Law Enforcement	97	91	40
Bus Suspension	0	0	0

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	23	26	23.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	7	9.6	10.1
< = 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	50.2	51.4	49.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	22%	74%	4%	0%
2024-2025	21%	74%	4%	1%
2025-2026	21%	72%	5%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

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	92%	83%	88%
Asian	96%	91%	88%
Black	88%	78%	88%
Hispanic	78%	78%	88%
White	98%	87%	88%
Multiple Races	86%	85%	88%
Economically Disadvantaged	75%	78%	88%
English Learners	42%	74%	88%
Students with Disabilities	66%	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	76%	79%	85%
Asian	83%	90%	85%
Black	85%	73%	85%
Hispanic	86%	73%	85%
White	72%	83%	85%
Multiple Races	60%	81%	85%
Economically Disadvantaged	83%	73%	85%
English Learners	91%	71%	85%
Students with Disabilities	77%	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	74%
Asian	79%
Black	65%
Hispanic	52%
White	82%
Multiple Races	71%
Economically Disadvantaged	55%
English Learners	23%
Students with Disabilities	48%

< = 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.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	96%	90%	84%
Black	89%	83%	84%
Hispanic	82%	84%	84%
White	97%	86%	84%
Multiple Races	87%	89%	84%
Economically Disadvantaged	83%	84%	84%
English Learners	67%	84%	84%
Students with Disabilities	77%	84%	84%
Homeless	<	-	-
Foster Care	-	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. 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 compared to previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	45%	58%	58%
English Learner Proficiency	5%	-	-

< = 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	45	101	45%
English Learner Proficiency	5	105	5%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98.6%	1.4%	97.7%	2.3%	97.4%	2.6%
Asian	100%	-	100%	-	95.8%	4.2%
Black	96.2%	3.8%	96.2%	3.8%	96.2%	3.8%
Hispanic	95.9%	4.1%	97.3%	2.7%	97.3%	2.7%
White	99.5%	.5%	97.6%	2.4%	97.6%	2.4%
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	96.1%	3.9%	97.4%	2.6%	96.1%	3.9%
Not Economically Disadvantaged	99.3%	.7%	97.8%	2.2%	97.8%	2.2%
English Learners	91.7%	8.3%	100%	-	91.4%	8.6%
Students with Disabilities	97.7%	2.3%	93.2%	6.8%	95.3%	4.7%
Students without Disabilities	98.7%	1.3%	98.4%	1.6%	97.7%	2.3%
Female	98.9%	1.1%	97.8%	2.2%	98.3%	1.7%
Male	98.3%	1.7%	97.6%	2.4%	96.5%	3.5%

< = 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