Mountain View High

General school information

Category: High (09-12) School
Phone: 540-658-6840
Address: 2135 Mountain View Road Stafford, VA 22556
Principal: Ms. Stefanie M. Sullivan
Superintendent: Dr. Daniel W. Smith
School Number: 430
Region: 3
Division: Stafford County Public Schools
Division Number: 89
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	25	67	92	8	27	68	95	5	25	68	93	7
Female	28	65	93	7	27	68	95	5	30	66	96	4
Male	22	68	90	10	26	68	95	5	20	69	89	11
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	43	50	93	7	41	41	82	18	29	65	94	6
Black	19	73	91	9	21	76	97	3	17	70	87	13
Hispanic	19	68	87	13	19	72	91	9	18	72	91	9
Native Hawaiian	<	<	100	0					<	<	100	0
White	28	66	94	6	32	65	97	3	28	66	94	6
Multiple Races	38	59	97	3	19	74	94	6	31	63	94	6
Students with Disabilities	5	68	73	27	8	80	88	12	12	59	71	29
Students without Disabilities	28	67	94	6	28	67	95	5	26	69	95	5
Economically Disadvantaged	19	70	89	11	16	72	88	12	14	74	88	12
Not Economically Disadvantaged	27	66	93	7	31	67	97	3	29	65	94	6
English Learners	10	45	55	45	-	67	67	33	6	58	65	35
Military Connected	26	74	100	0	24	73	98	2	27	68	95	5
Foster Care					<	<	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	25	67	92	8	27	68	95	5	25	68	93	7
Female	28	65	93	7	27	68	95	5	30	66	96	4
Male	22	68	90	10	26	68	95	5	20	69	89	11
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	43	50	93	7	41	41	82	18	29	65	94	6
Black	19	73	91	9	21	76	97	3	17	70	87	13
Hispanic	19	68	87	13	19	72	91	9	18	72	91	9
Native Hawaiian	<	<	100	0					<	<	100	0
White	28	66	94	6	32	65	97	3	28	66	94	6
Multiple Races	38	59	97	3	19	74	94	6	31	63	94	6
Students with Disabilities	5	68	73	27	8	80	88	12	12	59	71	29
Students without Disabilities	28	67	94	6	28	67	95	5	26	69	95	5
Economically Disadvantaged	19	70	89	11	16	72	88	12	14	74	88	12
Not Economically Disadvantaged	27	66	93	7	31	67	97	3	29	65	94	6
English Learners	10	45	55	45	-	67	67	33	6	58	65	35
Military Connected	26	74	100	0	24	73	98	2	27	68	95	5
Foster Care					<	<	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					20	65	85	15	19	68	86	14
Female					23	65	88	12	26	65	91	9
Male					17	65	82	18	12	70	82	18
American Indian					<	<	100	0	<	<	100	0
Asian					39	33	72	28	29	59	88	12
Black					15	70	85	15	8	77	85	15
Hispanic					13	65	79	21	13	65	78	22
Native Hawaiian									<	<	100	0
White					23	64	87	13	22	68	90	10
Multiple Races					17	76	93	7	25	66	91	9
Students with Disabilities					-	41	41	59	2	55	57	43
Students without Disabilities					22	67	89	11	21	69	90	10
Economically Disadvantaged					10	64	74	26	8	61	69	31
Not Economically Disadvantaged					24	65	89	11	21	69	91	9
English Learners					-	29	29	71	7	33	40	60
Military Connected					20	69	89	11	18	77	95	5
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					20	65	85	15	19	68	86	14
Female					23	65	88	12	26	65	91	9
Male					17	65	82	18	12	70	82	18
American Indian					<	<	100	0	<	<	100	0
Asian					39	33	72	28	29	59	88	12
Black					15	70	85	15	8	77	85	15
Hispanic					13	65	79	21	13	65	78	22
Native Hawaiian									<	<	100	0
White					23	64	87	13	22	68	90	10
Multiple Races					17	76	93	7	25	66	91	9
Students with Disabilities					-	41	41	59	2	55	57	43
Students without Disabilities					22	67	89	11	21	69	90	10
Economically Disadvantaged					10	64	74	26	8	61	69	31
Not Economically Disadvantaged					24	65	89	11	21	69	91	9
English Learners					-	29	29	71	7	33	40	60
Military Connected					20	69	89	11	18	77	95	5
< = 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	3	84	86	14	2	85	87	13	5	83	87	13
Female	1	87	88	12	2	88	90	10	4	86	90	10
Male	4	81	85	15	1	83	84	16	6	78	84	16
American Indian	<	<	100	0					<	<	100	0
Asian	7	87	93	7	4	91	96	4	8	92	100	0
Black	-	80	80	20	-	88	88	12	4	82	86	14
Hispanic	2	85	87	13	1	86	88	13	1	84	84	16
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	4	83	86	14	2	83	86	14	7	82	88	12
Multiple Races	-	88	88	12	-	87	87	13	7	81	88	12
Students with Disabilities	1	76	77	23	-	72	72	28	-	57	57	43
Students without Disabilities	3	85	87	13	2	87	89	11	5	86	91	9
Economically Disadvantaged	1	83	83	17	-	87	87	13	3	75	79	21
Not Economically Disadvantaged	3	84	87	13	2	85	87	13	5	85	91	9
English Learners	-	76	76	24	3	75	78	23	-	75	75	25
Military Connected	2	88	90	10	4	85	89	11	9	82	91	9
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	1	88	88	12	1	89	90	10	2	84	86	14
Female	1	89	90	10	1	92	92	8	2	87	90	10
Male	1	86	87	13	1	86	87	13	2	80	82	18
Asian	<	<	<	<	7	93	100	0	-	100	100	0
Black	-	80	80	20	-	92	92	8	4	82	86	14
Hispanic	1	91	92	8	2	87	89	11	-	84	84	16
Native Hawaiian	<	<	100	0	<	<	100	0
White	1	86	87	13	1	89	89	11	4	83	87	13
Multiple Races	-	97	97	3	-	87	87	13	5	86	90	10
Students with Disabilities	-	87	87	13	-	75	75	25	-	56	56	44
Students without Disabilities	1	88	89	11	1	91	92	8	3	89	92	8
Economically Disadvantaged	-	86	86	14	-	90	90	10	1	75	76	24
Not Economically Disadvantaged	1	88	90	10	2	88	90	10	3	89	92	8
English Learners	-	84	84	16	3	79	82	18	-	78	78	22
Military Connected	3	86	90	10	4	89	93	7	8	89	97	3
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	3	77	80	20	1	78	78	22	3	82	84	16
Female	1	82	83	17	1	82	84	16	2	85	88	12
Male	5	73	78	22	-	74	74	26	3	77	80	20
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	73	73	27	-	78	78	22	-	85	85	15
Hispanic	2	71	73	27	-	88	88	13	3	83	86	14
Native Hawaiian	<	<	100	0					<	<	100	0
White	5	78	83	17	1	73	74	26	3	81	84	16
Multiple Races	-	79	79	21	-	90	90	10	-	75	75	25
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	3	80	83	17	1	79	80	20	3	82	85	15
Economically Disadvantaged	3	74	77	23	-	76	76	24	3	79	83	17
Not Economically Disadvantaged	3	78	81	19	1	78	79	21	3	82	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	-	82	82	18	6	78	83	17	5	75	80	20
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	6	84	90	10	6	82	88	12	15	81	96	4
Female	2	89	91	9	13	76	89	11	11	87	98	2
Male	10	80	90	10	-	88	88	13	19	76	95	5
American Indian	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	90	90	10	<	<	<	<	<	<	100	0
Hispanic	5	89	95	5	-	83	83	17	-	88	88	12
Native Hawaiian	<	<	100	0					<	<	<	<
White	7	83	90	10	10	80	90	10	18	80	98	2
Multiple Races	-	82	82	18	<	<	<	<	20	80	100	0
Students with Disabilities					<	<	100	0	<	<	100	0
Students without Disabilities	6	84	90	10	6	82	88	12	16	81	96	4
Economically Disadvantaged	-	81	81	19	<	<	<	<	23	69	92	8
Not Economically Disadvantaged	7	85	92	8	7	82	89	11	14	82	97	3
English Learners					<	<	100	0
Military Connected	-	100	100	0	<	<	<	<	20	70	90	10
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
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	7	76	83	17	5	80	85	15	7	75	82	18
Female	4	79	83	17	3	84	87	13	5	79	83	17
Male	9	74	83	17	7	76	83	17	9	72	81	19
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	16	61	77	23	17	74	91	9	10	84	94	6
Black	3	78	81	19	1	80	81	19	2	74	77	23
Hispanic	4	76	80	20	3	79	82	18	4	73	77	23
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	8	77	85	15	7	79	86	14	9	77	86	14
Multiple Races	11	77	89	11	3	83	85	15	7	72	79	21
Students with Disabilities	1	59	60	40	2	49	51	49	4	44	48	52
Students without Disabilities	8	78	86	14	5	83	89	11	7	80	87	13
Economically Disadvantaged	2	76	78	22	3	74	77	23	3	69	72	28
Not Economically Disadvantaged	9	77	85	15	6	82	88	12	8	78	86	14
English Learners	2	46	48	52	5	54	59	41	2	61	63	37
Military Connected	7	81	88	12	7	82	89	11	9	77	86	14
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	6	77	83	17	5	78	84	16	7	72	79	21
Female	5	80	85	15	4	85	88	12	5	77	81	19
Male	6	74	81	19	7	73	80	20	9	68	77	23
American Indian					<	<	100	0
Asian	18	59	77	23	15	77	92	8	12	80	92	8
Black	3	77	81	19	2	79	80	20	1	74	75	25
Hispanic	4	72	76	24	3	81	84	16	5	69	74	26
Native Hawaiian					<	<	100	0	<	<	<	<
White	6	81	86	14	7	76	83	17	9	74	83	17
Multiple Races	9	76	85	15	4	87	91	9	7	71	78	22
Students with Disabilities	-	61	61	39	2	51	53	47	5	35	40	60
Students without Disabilities	6	78	85	15	6	81	87	13	7	77	84	16
Economically Disadvantaged	-	75	75	25	3	75	78	22	4	63	68	32
Not Economically Disadvantaged	8	78	85	15	6	80	86	14	8	76	84	16
English Learners	-	25	25	75	7	52	59	41	4	64	68	32
Military Connected	5	85	90	10	6	81	86	14	10	73	83	17
Foster Care					<	<	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	5	53	58	42	5	45	50	50	7	47	53	47
Female	8	50	58	42	-	42	42	58	9	36	45	55
Male	<	<	<	<	10	50	60	40	<	<	<	<
Asian					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	-	50	50	50	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<
Students without Disabilities	6	50	56	44	5	48	52	48	7	47	53	47
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	6	53	59	41	8	54	62	38	8	46	54	46
English Learners					<	<	<	<
Military Connected	<	<	<	<	<	<	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	8	77	85	15	5	83	88	13	6	81	87	13
Female	3	80	83	17	3	85	88	13	5	83	88	12
Male	12	75	87	13	6	81	88	13	8	78	85	15
American Indian	<	<	100	0					<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	2	80	83	17	-	82	82	18	4	76	80	20
Hispanic	2	83	85	15	4	79	84	16	3	81	83	17
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	12	74	85	15	6	85	92	8	9	81	90	10
Multiple Races	15	80	95	5	-	81	81	19	5	77	82	18
Students with Disabilities	-	54	54	46	2	45	47	53	2	52	54	46
Students without Disabilities	9	80	89	11	5	88	93	7	7	85	92	8
Economically Disadvantaged	3	79	82	18	2	76	78	22	2	76	78	22
Not Economically Disadvantaged	10	77	87	13	6	85	91	9	8	82	90	10
English Learners	-	58	58	42	<	<	<	<	-	59	59	41
Military Connected	11	75	86	14	9	82	91	9	8	83	90	10
Foster Care	<	<	<	<					<	<	100	0
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
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	8	62	70	30	7	63	70	30	9	70	79	21
Female	6	63	69	31	6	64	69	31	8	73	81	19
Male	11	60	71	29	9	63	71	29	10	67	77	23
American Indian	<	<	<	<					<	<	100	0
Asian	19	43	62	38	4	74	78	22	6	83	89	11
Black	5	58	63	37	2	65	67	33	9	68	77	23
Hispanic	3	61	64	36	6	63	69	31	6	69	75	25
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	10	63	73	27	9	62	71	29	10	72	82	18
Multiple Races	11	71	82	18	8	69	76	24	17	67	83	17
Students with Disabilities	-	43	43	57	4	37	42	58	7	39	46	54
Students without Disabilities	9	64	74	26	8	67	74	26	9	75	84	16
Economically Disadvantaged	4	55	59	41	4	54	58	42	6	66	72	28
Not Economically Disadvantaged	10	64	73	27	9	68	76	24	10	72	83	17
English Learners	2	35	37	63	4	48	52	48	5	54	59	41
Military Connected	9	77	86	14	8	71	80	20	9	77	86	14
Foster Care	<	<	<	<	<	<	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	1	56	57	43	2	52	54	46	9	36	45	55
Female	-	56	56	44	2	46	48	52	11	42	53	47
Male	2	56	58	42	2	60	62	38	6	31	37	63
American Indian	<	<	100	0
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	57	57	43	-	55	55	45	33	20	53	47
Hispanic	-	49	49	51	3	62	66	34	3	44	47	53
Native Hawaiian	<	<	100	0
White	2	61	64	36	-	43	43	57	2	35	37	63
Multiple Races	-	60	60	40	<	<	<	<	<	<	<	<
Students with Disabilities	-	38	38	62	-	43	43	57	14	18	32	68
Students without Disabilities	1	61	62	38	3	55	58	43	7	42	49	51
Economically Disadvantaged	-	55	55	45	2	40	43	57	12	38	50	50
Not Economically Disadvantaged	1	57	58	42	2	61	63	37	7	35	42	58
English Learners	-	18	18	82	<	<	<	<	9	36	45	55
Military Connected	-	60	60	40	<	<	<	<	<	<	<	<
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	10	66	76	24	5	66	71	29	8	79	86	14
Female	8	69	76	24	3	67	70	30	7	79	86	14
Male	12	63	76	24	6	66	72	28	9	78	86	14
American Indian	<	<	<	<					<	<	100	0
Asian	40	40	80	20	5	74	79	21	-	86	86	14
Black	8	56	63	37	-	73	73	27	4	80	84	16
Hispanic	5	68	72	28	4	65	69	31	6	76	81	19
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	11	67	78	22	7	64	71	29	10	80	90	10
Multiple Races	16	75	91	9	3	67	70	30	9	78	87	13
Students with Disabilities	-	48	48	52	2	34	36	64	2	48	50	50
Students without Disabilities	12	68	80	20	5	71	76	24	8	83	91	9
Economically Disadvantaged	5	59	64	36	3	58	60	40	3	72	76	24
Not Economically Disadvantaged	12	68	80	20	6	70	76	24	10	82	91	9
English Learners	3	44	47	53	-	56	56	44	4	58	62	38
Military Connected	13	84	97	3	-	75	75	25	8	80	88	12
Foster Care	<	<	<	<	<	<	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	8	54	61	39	16	62	78	22	7	50	57	43
Female	5	56	61	39	13	67	79	21	<	<	<	<
Male	12	51	62	38	19	56	75	25	<	<	<	<
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	5	63	68	32	6	55	61	39	<	<	<	<
Hispanic	2	51	53	47	15	55	70	30	<	<	<	<
Native Hawaiian					<	<	100	0
White	12	51	63	37	18	66	84	16	<	<	<	<
Multiple Races	6	67	72	28	20	70	90	10	<	<	<	<
Students with Disabilities	-	18	18	82	25	42	67	33
Students without Disabilities	8	56	64	36	15	63	78	22	7	50	57	43
Economically Disadvantaged	3	43	46	54	9	54	63	37	<	<	100	0
Not Economically Disadvantaged	9	56	65	35	18	65	83	17	-	45	45	55
English Learners	<	<	<	<	<	<	<	<
Military Connected	6	75	81	19	25	65	90	10	<	<	<	<
Geography 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					29	65	94	6
Female	<	<	100	0					6	82	88	12
Male									57	43	100	0
Asian									<	<	100	0
Black									<	<	100	0
Hispanic									<	<	<	<
Native Hawaiian									<	<	100	0
White									36	64	100	0
Multiple Races	<	<	100	0					<	<	100	0
Students with Disabilities	<	<	100	0					<	<	100	0
Students without Disabilities									28	66	93	7
Economically Disadvantaged									<	<	<	<
Not Economically Disadvantaged	<	<	100	0					33	63	96	4
English Learners									<	<	<	<
Military Connected									<	<	100	0
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
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	107	102	37
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	553	550	574
Grade 10	575	568	539
Grade 11	522	589	541
Grade 12	558	532	598
Total Enrollment	2,208	2,239	2,252

< = 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	2208	2239	2252
Female	1059	1071	1130
Male	1149	1167	1122
American Indian	8	5	3
Asian	64	67	74
Black	274	287	282
Hispanic	539	551	581
Native Hawaiian	9	10	9
White	1129	1137	1121
Multiple Races	185	182	182
Students with Disabilities	264	268	263
Students without Disabilities	1944	1971	1989
Economically Disadvantaged	549	652	522
Not Economically Disadvantaged	1659	1587	1730
English Learners	111	120	157
Not English Learners	2097	2119	2095
Homeless	3	4	5
Military Connected	109	155	170
Foster Care	5	6	6
< = 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	1,790	393	1,780	388	1,839	376
Female	840	195	857	178	912	198
Male	949	198	923	210	927	178
American Indian	<	<	<	<	<	<
Asian	55	10	61	10	63	12
Black	238	38	247	31	243	33
Hispanic	427	109	408	128	436	139
Native Hawaiian	<	<	<	<	<	<
White	907	201	904	189	937	160
Multiple Races	150	32	148	28	149	31
Students with Disabilities	196	64	183	69	198	67
Economically Disadvantaged	401	169	432	182	464	147
English Learners	77	34	81	38	121	40
Homeless	<	<	<	<	<	<
< = 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	406	155	5	2	11	3
	Division	1635	940	43	18	124	26
	State	52034	41739	1845	730	4758	1126
Female	School	205	68	4	1	4	1
	Division	873	398	15	7	52	9
	State	28171	18456	601	259	1860	459
Male	School	201	87	1	1	7	2
	Division	762	542	28	11	72	17
	State	23863	23283	1244	471	2895	667
American Indian	School	<	<	<	<	0	<
	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	School	14	6	0	0	1	0
	Division	98	55	2	2	11	1
	State	6565	1702	100	12	90	43
Black	School	56	12	1	0	0	0
	Division	378	218	15	1	22	7
	State	8816	10967	559	141	985	452
Hispanic	School	96	47	2	0	7	2
	Division	366	252	10	6	44	8
	State	7967	9910	285	155	2363	212
White	School	202	81	2	2	2	1
	Division	649	335	14	9	36	8
	State	25115	16553	775	367	1100	357
Multiple Races	School	37	9	0	0	1	0
	Division	137	76	2	0	10	2
	State	3368	2437	118	53	207	58
Students with Disabilities	School	15	43	5	0	2	0
	Division	53	213	43	2	30	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	School	91	48	3	2	2	1
	Division	502	441	28	7	18	13
	State	12337	20894	1052	439	2243	735
English Learners	School	9	11	2	0	2	0
	Division	66	146	6	1	17	0
	State	2260	6522	300	53	1921	83
Military Connected	School	30	6	0	0	1	1
	Division	107	39	2	0	1	2
	State	2682	1575	51	17	40	19
Foster Care	School	<	<	<	<	<	<
	Division	<	<	<	<	<	<
	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	582	566	97	568	98	11	2
Female	283	277	98	278	98	4	1
Male	299	289	97	290	97	7	2
American Indian	<	<	100	<	100	0	0
Asian	21	20	95	20	95	1	5
Black	69	69	100	69	100	0	0
Hispanic	154	145	94	145	94	7	5
White	290	285	98	287	99	2	1
Multiple Races	47	46	98	46	98	1	2
Students with Disabilities	65	63	97	63	97	2	3
Economically Disadvantaged	147	142	97	144	98	2	1
English Learners	24	22	92	22	92	2	8
Military Connected	38	36	95	36	95	1	3
Foster Care	<	<	<	<	<	<	<
< = 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	321 / 14.54%	341 / 15.26%	449 / 19.98%
Advanced Placement Course Enrollment	418 / 18.94%	506 / 22.65%	496 / 22.07%
Dual Enrollment	273 / 12.37%	294 / 13.16%	375 / 16.69%
Governor's School Enrollment	31 / 1.4%	16 / .72%	9 / .4%
IB Course Enrollment	299 / 13.55%	288 / 12.89%	331 / 14.73%
Senior Enrolled in IB Program	27 / 1.22%	19 / .85%	24 / 1.07%

< = 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	525	330	37
	Division	2,339	1,501	36
	State	87,995	56,397	36
Female	School	243	167	31
	Division	1,130	808	28
	State	43,825	30,968	29
Male	School	282	163	42
	Division	1,206	691	43
	State	44,068	25,387	42
American Indian	School	<	<	100
	Division	<	<	100
	State	230	127	45
Asian	School	18	16	11
	Division	92	79	14
	State	7,252	6,271	14
Black	School	61	44	28
	Division	502	335	33
	State	18,247	10,591	42
Hispanic	School	111	63	43
	Division	520	285	45
	State	14,010	7,355	48
Native Hawaiian	School	<	<	100
	Division	<	<	100
	State	157	94	40
White	School	299	187	37
	Division	1,049	687	35
	State	43,094	28,736	33
Multiple Races	School	32	16	50
	Division	162	102	37
	State	5,005	3,223	36
Students with Disabilities	School	42	16	62
	Division	251	107	57
	State	8,536	3,616	58
Economically Disadvantaged	School	141	60	57
	Division	766	385	50
	State	31,680	15,774	50
English Learners	School	43	18	58
	Division	295	156	47
	State	7,379	3,573	52
< = 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
NOCTI Assessments	School	17	12	12
	Division	31	12	12
	State	3,577	3,225	3,944
Industry Certification	School	770	625	633
	Division	3,626	3,411	3,341
	State	101,956	105,973	106,014
Workplace Readiness	School	314	322	139
	Division	1,532	2,161	881
	State	35,066	38,829	48,691
Total Credentials Earned	School	1,101	981	796
	Division	5,217	5,632	4,312
	State	142,668	150,233	161,359
Students Earning One or More Credentials	School	772	747	656
	Division	3,949	4,454	3,436
	State	115,609	120,035	128,298
Armed Services Vocational Aptitude Battery Examination	School	77	139	108
	Division	138	324	318
	State	1,022	15,327	18,011
CTE Completers	School	341	350	379
	Division	1,606	1,651	1,733
	State	48,643	51,371	52,173
State Licensures	School	-	22	12
	Division	28	48	78
	State	2,069	2,206	2,710

< = 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	348	519	446
Behaviors related to School Operations	879	1,167	1,076
Relationship Behaviors without Physical Harm	139	192	149
Behaviors of a Safety Concern	138	136	82
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	72	72	41
Behaviors used to determine Persistently Dangerous Schools	2	1	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	108	255	96
Out-of-School Suspension	196	294	172
Explusion and Alternative Placement	2	3	1
Referral to Law Enforcement	98	61	16
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	24.9	25.6	26.4
< = 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	22.9	22.7	21.6
< = 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	55.6	62.1	61.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	38%	55%	2%	5%
2024-2025	43%	54%	1%	2%
2025-2026	44%	50%	2%	4%
< = 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	96%	83%	88%
Asian	84%	91%	88%
Black	97%	78%	88%
Hispanic	94%	78%	88%
White	97%	87%	88%
Multiple Races	96%	85%	88%
Economically Disadvantaged	89%	78%	88%
English Learners	67%	74%	88%
Students with Disabilities	89%	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	94%	79%	85%
Asian	95%	90%	85%
Black	99%	73%	85%
Hispanic	92%	73%	85%
White	93%	83%	85%
Multiple Races	96%	81%	85%
Economically Disadvantaged	95%	73%	85%
English Learners	88%	71%	85%
Students with Disabilities	87%	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	85%
Asian	82%
Black	84%
Hispanic	81%
White	87%
Multiple Races	86%
Economically Disadvantaged	77%
English Learners	58%
Students with Disabilities	72%

< = 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	96%	84%	84%
Asian	91%	90%	84%
Black	99%	83%	84%
Hispanic	92%	84%	84%
White	98%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	90%	84%	84%
English Learners	78%	84%	84%
Students with Disabilities	89%	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	48%	58%	58%
English Learner Proficiency	9%	-	-

< = 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	50	104	48%
English Learner Proficiency	11	117	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.3%	.7%	99.8%	.2%	98.4%	1.6%
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	98.6%	1.4%	100%	-	97.1%	2.9%
White	99.3%	.7%	99.6%	.4%	98.9%	1.1%
Multiple Races	100%	-	100%	-	95.5%	4.5%
Economically Disadvantaged	97.3%	2.7%	99.3%	.7%	97.9%	2.1%
Not Economically Disadvantaged	100%	-	100%	-	98.5%	1.5%
English Learners	97.8%	2.2%	100%	-	93.8%	6.2%
Students with Disabilities	98.4%	1.6%	100%	-	96.7%	3.3%
Students without Disabilities	99.4%	.6%	99.8%	.2%	98.6%	1.4%
Female	100%	-	100%	-	97.8%	2.2%
Male	98.6%	1.4%	99.7%	.3%	98.9%	1.1%

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

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

Federal Designation