Moorefield Station Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-252-2380
Address: 22325 Mooreview Parkway Ashburn, VA 20148
Principal: Paula Williams
Superintendent: Aaron Spence
School Number: 380
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.

School Environment

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

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

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

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

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

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

Graduation Requirements

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

Instructional Program

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

Leadership and Staffing Requirements

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

Facilities and Safety Provisions

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

Parental Notification

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

Standards of Learning

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

Long-Range Comprehensive Plan

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

Federally Identified Schools

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

Compliance

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

Writing Performance: All Students

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

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

Math Performance: All Students

select test

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

Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	59	82	18	25	57	82	18	24	59	82	18
Female	20	59	79	21	26	55	80	20	23	58	80	20
Male	26	58	84	16	25	58	84	16	25	59	84	16
American Indian	<	<	<	<	40	50	90	10	<	<	100	0
Asian	33	54	88	12	40	50	90	10	39	50	90	10
Black	6	58	64	36	7	59	66	34	8	55	63	37
Hispanic	18	39	58	42	14	57	71	29	15	64	80	20
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	10	74	84	16	9	69	78	22	9	71	80	20
Multiple Races	23	62	85	15	32	51	83	17	10	70	80	20
Students with Disabilities	-	44	44	56	2	49	51	49	-	42	42	58
Students without Disabilities	25	60	86	14	28	57	86	14	26	60	86	14
Economically Disadvantaged	7	53	60	40	6	49	55	45	8	58	66	34
Not Economically Disadvantaged	27	60	87	13	31	59	90	10	29	59	88	12
English Learners	2	57	60	40	2	56	58	42	1	63	65	35
Homeless					<	<	<	<	<	<	100	0
Military Connected	15	80	95	5	17	70	87	13	24	65	88	12
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	59	81	19	18	63	80	20	20	66	85	15
Female	19	61	81	19	23	58	80	20	17	68	85	15
Male	24	57	81	19	14	66	80	20	22	64	86	14
Asian	34	55	89	11	31	56	87	13	36	59	95	5
Black	-	53	53	47	5	59	64	36	17	61	78	22
Hispanic	33	33	67	33	6	71	76	24	-	68	68	32
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	-	77	77	23	12	70	81	19	5	76	82	18
Multiple Races	8	77	85	15	-	70	70	30	-	80	80	20
Students with Disabilities	-	50	50	50	-	56	56	44	-	33	33	67
Students without Disabilities	25	60	85	15	20	63	83	17	21	69	91	9
Economically Disadvantaged	3	57	60	40	-	47	47	53	2	73	76	24
Not Economically Disadvantaged	28	59	87	13	22	67	89	11	27	63	90	10
English Learners	5	60	65	35	3	62	64	36	-	74	74	26
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	15	69	85	15	13	67	80	20
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	58	81	19	27	54	81	19	19	68	87	13
Female	23	57	80	20	23	56	79	21	21	62	83	17
Male	24	59	83	17	30	52	82	18	18	73	90	10
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	33	51	84	16	40	49	89	11	31	59	90	10
Black	6	83	89	11	6	50	56	44	4	70	74	26
Hispanic	13	44	56	44	31	38	69	31	12	82	94	6
Native Hawaiian					<	<	100	0	<	<	100	0
White	12	73	85	15	-	73	73	27	14	72	86	14
Multiple Races	44	38	81	19	27	60	87	13	<	<	<	<
Students with Disabilities	-	39	39	61	-	38	38	63	-	67	67	33
Students without Disabilities	27	60	87	13	30	56	86	14	21	68	89	11
Economically Disadvantaged	9	44	53	47	11	49	59	41	9	58	67	33
Not Economically Disadvantaged	27	61	89	11	32	56	87	13	22	71	93	7
English Learners	-	45	45	55	3	55	58	42	-	72	72	28
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	27	73	100	0
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	60	83	17	32	53	85	15	33	43	75	25
Female	17	61	77	23	31	51	81	19	31	42	72	28
Male	29	60	89	11	33	56	89	11	34	43	77	23
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	33	57	90	10	48	46	94	6	49	35	84	16
Black	11	39	50	50	13	69	81	19	5	32	37	63
Hispanic	<	<	<	<	8	58	67	33	35	45	80	20
Native Hawaiian	<	<	100	0					<	<	100	0
White	19	72	91	9	13	64	78	22	7	62	69	31
Multiple Races	10	80	90	10	56	31	88	13	23	54	77	23
Students with Disabilities	<	<	<	<	6	53	59	41	-	23	23	77
Students without Disabilities	24	61	86	14	35	53	88	12	35	44	80	20
Economically Disadvantaged	11	61	72	28	6	51	57	43	16	38	54	46
Not Economically Disadvantaged	25	60	85	15	39	54	93	7	37	44	81	19
English Learners	-	77	77	23	-	48	48	52	5	32	37	63
Military Connected	<	<	<	<	20	70	90	10	<	<	<	<
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
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II 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	24	55	79	21	22	62	83	17	21	50	71	29
Female	13	60	74	26	15	70	85	15	13	58	71	29
Male	36	49	85	15	28	53	81	19	28	43	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	34	51	85	15	26	61	87	13	30	57	86	14
Black	6	47	53	47	13	63	75	25	-	47	47	53
Hispanic	<	<	<	<	8	75	83	17	20	40	60	40
Native Hawaiian	<	<	100	0					<	<	100	0
White	19	59	78	22	13	64	78	22	10	48	59	41
Multiple Races	20	70	90	10	44	50	94	6	23	31	54	46
Students with Disabilities	<	<	<	<	12	35	47	53	-	15	15	85
Students without Disabilities	26	56	82	18	23	65	88	12	23	53	76	24
Economically Disadvantaged	6	50	56	44	9	51	60	40	5	38	43	57
Not Economically Disadvantaged	27	56	83	17	25	65	90	10	26	54	80	20
English Learners	8	54	62	38	-	41	41	59	5	21	26	74
Military Connected	<	<	<	<	20	70	90	10	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	55	79	21	22	62	83	17	21	50	71	29
Female	13	60	74	26	15	70	85	15	13	58	71	29
Male	36	49	85	15	28	53	81	19	28	43	72	28
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	34	51	85	15	26	61	87	13	30	57	86	14
Black	6	47	53	47	13	63	75	25	-	47	47	53
Hispanic	<	<	<	<	8	75	83	17	20	40	60	40
Native Hawaiian	<	<	100	0					<	<	100	0
White	19	59	78	22	13	64	78	22	10	48	59	41
Multiple Races	20	70	90	10	44	50	94	6	23	31	54	46
Students with Disabilities	<	<	<	<	12	35	47	53	-	15	15	85
Students without Disabilities	26	56	82	18	23	65	88	12	23	53	76	24
Economically Disadvantaged	6	50	56	44	9	51	60	40	5	38	43	57
Not Economically Disadvantaged	27	56	83	17	25	65	90	10	26	54	80	20
English Learners	8	54	62	38	-	41	41	59	5	21	26	74
Military Connected	<	<	<	<	20	70	90	10	<	<	<	<
Grade 8 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	52	36	88	12	50	40	89	11	43	50	93	7
Female	47	39	85	15	42	44	86	14	43	53	96	4
Male	59	33	92	8	57	36	93	7	43	47	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	66	29	95	5	70	25	95	5	58	40	98	2
Black	33	56	89	11	13	69	81	19	11	78	89	11
Hispanic	50	17	67	33	<	<	<	<	36	45	82	18
Native Hawaiian					<	<	100	0	<	<	100	0
White	40	43	83	17	21	63	83	17	48	45	94	6
Multiple Races	44	44	88	13	40	53	93	7	<	<	<	<
Students with Disabilities	9	36	45	55	10	40	50	50	-	50	50	50
Students without Disabilities	56	36	92	8	53	40	93	7	48	50	97	3
Economically Disadvantaged	32	50	82	18	17	61	78	22	32	50	82	18
Not Economically Disadvantaged	56	34	90	10	56	35	92	8	45	49	95	5
English Learners	31	46	77	23	42	58	100	0	<	<	<	<
Homeless									<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	45	55	100	0
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	52	36	88	12	50	40	89	11	43	50	93	7
Female	47	39	85	15	42	44	86	14	43	53	96	4
Male	59	33	92	8	57	36	93	7	43	47	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	66	29	95	5	70	25	95	5	58	40	98	2
Black	33	56	89	11	13	69	81	19	11	78	89	11
Hispanic	50	17	67	33	<	<	<	<	36	45	82	18
Native Hawaiian					<	<	100	0	<	<	100	0
White	40	43	83	17	21	63	83	17	48	45	94	6
Multiple Races	44	44	88	13	40	53	93	7	<	<	<	<
Students with Disabilities	9	36	45	55	10	40	50	50	-	50	50	50
Students without Disabilities	56	36	92	8	53	40	93	7	48	50	97	3
Economically Disadvantaged	32	50	82	18	17	61	78	22	32	50	82	18
Not Economically Disadvantaged	56	34	90	10	56	35	92	8	45	49	95	5
English Learners	31	46	77	23	42	58	100	0	<	<	<	<
Homeless									<	<	100	0
Military Connected	<	<	<	<	<	<	100	0	45	55	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
Civics & Econ 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	8	5	6
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
Pre-kindergarten	31	17	13
Kindergarten	141	150	112
Grade 1	168	147	166
Grade 2	167	167	151
Grade 3	162	164	166
Grade 4	153	154	151
Grade 5	129	164	158
Total Enrollment	951	963	917

< = 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	951	963	917
Female	464	466	435
Male	487	497	482
American Indian	16	13	12
Asian	435	429	417
Black	116	114	124
Hispanic	84	90	94
Native Hawaiian	7	5	5
White	218	241	212
Multiple Races	75	71	53
Students with Disabilities	102	93	77
Students without Disabilities	849	870	840
Economically Disadvantaged	191	210	219
Not Economically Disadvantaged	760	753	698
English Learners	282	283	253
Not English Learners	669	680	664
Homeless	1	-	4
Military Connected	53	64	64
< = 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	789	130	779	168	815	83
Female	389	67	370	92	390	42
Male	400	63	409	76	425	41
American Indian	11	2	11	2	11	1
Asian	345	73	332	92	363	46
Black	104	7	96	15	105	8
Hispanic	66	19	63	17	85	10
Native Hawaiian	<	<	<	<	<	<
White	191	20	211	32	193	14
Multiple Races	65	9	61	10	53	4
Students with Disabilities	71	12	69	13	72	9
Economically Disadvantaged	150	38	165	50	193	21
English Learners	236	55	227	64	227	26
Homeless	-	-	<	<	<	<
< = 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	17	7	16
Behaviors related to School Operations	4	1	1
Relationship Behaviors without Physical Harm	34	31	19
Behaviors of a Safety Concern	78	39	48
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	19	18	11

< = 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	20	11	18
Out-of-School Suspension	4	7	7
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	48	27	12
Bus Suspension	2	4	1

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	20.8	23.7	24.3
< = 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	21.2	27.4	32.1
< = 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	55	56	60.2
< = 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 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	28%	70%	0%	2%
2024-2025	32%	64%	1%	3%
2025-2026	35%	60%	3%	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: Identified for Targeted Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	80%	83%	88%
Asian	86%	91%	88%
Black	68%	78%	88%
Hispanic	73%	78%	88%
White	78%	87%	88%
Multiple Races	77%	85%	88%
Economically Disadvantaged	64%	78%	88%
English Learners	68%	74%	88%
Students with Disabilities	34%	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	83%	79%	85%
Asian	90%	90%	85%
Black	63%	73%	85%
Hispanic	81%	73%	85%
White	80%	83%	85%
Multiple Races	80%	81%	85%
Economically Disadvantaged	67%	73%	85%
English Learners	78%	71%	85%
Students with Disabilities	42%	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	72%
Asian	86%
Black	47%
Hispanic	67%
White	59%
Multiple Races	54%
Economically Disadvantaged	43%
English Learners	61%
Students with Disabilities	15%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	63%	58%	58%
English Learner Proficiency	20%	-	-

< = 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	80	126	63%
English Learner Proficiency	35	176	20%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.6%	.4%	99.8%	.2%	100%	-
Asian	99.5%	.5%	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	99%	1%	99%	1%	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	99.4%	.6%	99.7%	.3%	100%	-
English Learners	99.3%	.7%	100%	-	100%	-
Students with Disabilities	97.9%	2.1%	97.8%	2.2%	100%	-
Students without Disabilities	99.8%	.2%	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	99.2%	.8%	99.6%	.4%	100%	-

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience