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Robinson Secondary

General school information

Category: High (07-12) School
Phone: 703-426-2100
Address: 5035 Sideburn Rd Fairfax, VA 22032
Principal: Tracey Phillips
Superintendent: Dr. Michelle C. Reid
School Number: 1960
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

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Assessments

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ESSA

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ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 62 90 10 23 65 88 12 30 60 91 9
Female 30 61 91 9 26 63 89 11 33 59 92 8
Male 26 63 90 10 19 67 87 13 28 61 89 11
American Indian < < < < < < 100 0 < < 100 0
Asian 30 62 92 8 21 68 89 11 29 59 88 12
Black 15 67 83 17 14 61 75 25 17 68 84 16
Hispanic 19 63 82 18 14 60 74 26 22 64 86 14
Native Hawaiian < < 100 0 < < 100 0
White 32 61 93 7 26 66 92 8 34 59 93 7
Multiple Races 33 61 93 7 23 69 92 8 36 56 92 8
Students with Disabilities 13 55 68 32 8 50 59 41 12 54 66 34
Students without Disabilities 31 63 94 6 25 68 93 7 34 61 95 5
Economically Disadvantaged 11 68 78 22 12 57 69 31 12 66 77 23
Not Economically Disadvantaged 31 61 92 8 24 67 91 9 33 59 93 7
English Learners 7 23 30 70 4 37 41 59 2 38 40 60
Homeless < < < < < < 100 0 < < < <
Military Connected 33 61 94 6 22 70 92 8 36 56 92 8
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 66 88 12 16 69 85 15 24 66 89 11
Female 26 64 90 10 20 67 88 13 24 66 90 10
Male 19 68 87 13 11 71 83 17 23 66 89 11
Asian 26 66 92 8 14 74 88 12 27 63 90 10
Black 5 78 84 16 8 65 73 27 8 77 85 15
Hispanic 16 60 76 24 10 61 71 29 20 65 85 15
White 26 65 91 9 19 71 89 11 24 67 91 9
Multiple Races 18 72 90 10 16 70 86 14 40 53 93 8
Students with Disabilities 8 51 59 41 8 46 54 46 8 52 60 40
Students without Disabilities 24 68 93 7 17 74 91 9 27 69 96 4
Economically Disadvantaged 4 72 76 24 10 51 60 40 8 69 77 23
Not Economically Disadvantaged 25 65 90 10 17 73 90 10 26 66 91 9
English Learners 10 29 38 62 4 43 46 54 - 47 47 53
Military Connected 26 68 94 6 20 72 92 8 23 66 90 10
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 67 89 11 17 71 89 11 22 62 85 15
Female 25 64 89 11 19 70 89 11 28 60 88 12
Male 18 71 89 11 16 73 89 11 16 65 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 18 73 91 9 23 65 88 12 23 58 81 19
Black 12 65 77 23 5 73 78 22 10 63 73 28
Hispanic 13 66 80 20 11 67 78 22 16 59 75 25
White 26 66 92 8 19 73 92 8 25 64 89 11
Multiple Races 19 72 91 9 20 73 93 7 23 61 84 16
Students with Disabilities 13 56 69 31 6 52 58 42 9 43 52 48
Students without Disabilities 23 69 92 8 19 74 93 7 25 66 91 9
Economically Disadvantaged 5 68 73 27 7 68 75 25 11 54 66 34
Not Economically Disadvantaged 25 67 92 8 19 72 91 9 24 63 88 12
English Learners - 17 17 83 3 34 38 62 4 22 27 73
Homeless < < 100 0 < < < <
Military Connected 26 70 96 4 18 75 93 7 27 64 91 9
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 54 93 7 35 55 90 10 43 54 97 3
Female 39 55 94 6 38 52 90 10 45 53 97 3
Male 40 53 93 7 31 58 89 11 41 55 96 4
American Indian < < < < < < 100 0 < < 100 0
Asian 40 52 92 8 26 65 92 8 36 56 93 7
Black 26 60 85 15 28 44 72 28 29 65 94 6
Hispanic 25 62 88 12 21 52 73 27 28 67 95 5
Native Hawaiian < < 100 0 < < 100 0
White 44 53 97 3 42 53 96 4 51 47 98 2
Multiple Races 52 46 98 2 33 62 96 4 45 53 98 2
Students with Disabilities 18 57 75 25 10 54 64 36 19 68 88 12
Students without Disabilities 43 54 97 3 39 55 95 5 47 51 98 2
Economically Disadvantaged 19 65 84 16 19 53 72 28 15 73 89 11
Not Economically Disadvantaged 43 52 95 5 37 55 93 7 47 51 98 2
English Learners 9 23 32 68 3 30 33 67 - 54 54 46
Homeless < < 100 0 < < < <
Military Connected 44 48 92 8 28 64 92 8 61 35 96 4
Foster Care < < 100 0 < < 100 0
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 18 18 82 < < < <
Male < < < < < < < < < < < <
Asian < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < < < < < < < < < <
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 18 18 82 < < < <
Male < < < < < < < < < < < <
Asian < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 72 86 14 12 71 84 16 11 73 84 16
Female 13 74 87 13 12 70 83 17 11 72 84 16
Male 14 70 85 15 12 73 85 15 11 73 85 15
American Indian < < 100 0 < < < < < < 100 0
Asian 22 68 90 10 16 73 89 11 16 71 87 13
Black 8 63 71 29 6 60 66 34 4 68 72 28
Hispanic 8 69 77 23 5 70 75 25 6 70 76 24
White 14 75 89 11 14 73 87 13 12 75 87 13
Multiple Races 18 70 88 12 15 73 88 12 14 71 86 14
Students with Disabilities 5 57 62 38 4 55 59 41 3 52 55 45
Students without Disabilities 15 75 90 10 14 74 88 12 13 77 89 11
Economically Disadvantaged 6 66 72 28 4 61 65 35 4 61 65 35
Not Economically Disadvantaged 15 73 88 12 14 74 87 13 13 75 87 13
English Learners 2 42 44 56 1 47 48 52 1 46 47 53
Homeless < < < < < < < < < < < <
Military Connected 16 74 90 10 13 75 87 13 14 71 85 15
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 1 62 63 37 2 64 66 34
Female 10 72 82 18 2 60 62 38 2 65 67 33
Male 5 69 74 26 - 64 64 36 2 62 64 36
Asian 15 69 85 15 3 57 60 40 - 56 56 44
Black 10 57 67 33 - 52 52 48 - 69 69 31
Hispanic 7 61 67 33 - 46 46 54 1 57 58 42
White 5 79 84 16 2 69 71 29 3 66 69 31
Multiple Races 12 59 71 29 - 61 61 39 6 63 69 31
Students with Disabilities 8 42 50 50 2 35 37 63 1 34 35 65
Students without Disabilities 7 79 86 14 1 71 72 28 3 76 79 21
Economically Disadvantaged 5 66 71 29 1 37 38 62 - 49 49 51
Not Economically Disadvantaged 8 72 80 20 1 69 70 30 3 67 70 30
English Learners 4 21 25 75 2 29 31 69 - 19 19 81
Military Connected 4 91 96 4 2 75 76 24 2 64 66 34
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 70 81 19 9 68 77 23 6 66 73 27
Female 12 70 82 18 12 61 73 27 7 63 69 31
Male 10 70 80 20 7 74 81 19 5 70 76 24
American Indian < < 100 0 < < 100 0
Asian 18 66 84 16 6 79 85 15 12 63 75 25
Black 6 50 56 44 9 50 59 41 6 47 53 47
Hispanic 8 65 73 27 4 62 66 34 2 61 64 36
White 11 72 83 17 12 69 81 19 6 72 78 22
Multiple Races 8 79 88 13 9 72 81 19 4 58 62 38
Students with Disabilities 3 53 56 44 7 39 46 54 - 40 40 60
Students without Disabilities 12 73 85 15 10 73 83 17 8 73 80 20
Economically Disadvantaged 3 46 49 51 5 52 56 44 1 41 42 58
Not Economically Disadvantaged 12 74 86 14 10 70 81 19 7 72 79 21
English Learners - 16 16 84 - 43 43 57 - 33 33 67
Homeless < < 100 0 < < < <
Military Connected 14 76 90 10 9 78 88 13 6 72 78 22
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 92 8 14 80 94 6 12 84 96 4
Female 11 80 91 9 13 83 96 4 10 85 96 4
Male 14 78 92 8 15 78 93 7 13 83 96 4
American Indian < < 100 0 < < 100 0
Asian 17 76 93 7 18 78 97 3 16 81 97 3
Black 9 75 84 16 5 72 77 23 6 78 84 16
Hispanic 6 79 85 15 7 87 93 7 6 85 91 9
White 14 80 95 5 16 79 95 5 13 86 99 1
Multiple Races 15 78 93 7 11 87 98 2 11 85 96 4
Students with Disabilities 2 77 80 20 3 85 88 12 7 85 92 8
Students without Disabilities 14 79 94 6 15 80 95 5 12 84 97 3
Economically Disadvantaged 6 80 85 15 5 80 85 15 5 82 87 13
Not Economically Disadvantaged 14 79 93 7 16 81 96 4 13 85 97 3
English Learners 3 76 79 21 - 74 74 26 2 78 80 20
Homeless < < < < < < 100 0 < < 100 0
Military Connected 12 77 89 11 21 74 95 5 16 81 96 4
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 66 87 13 22 69 90 10 21 70 92 8
Female 20 70 91 9 22 68 90 10 22 71 94 6
Male 21 61 83 17 22 70 91 9 20 70 90 10
American Indian < < 100 0 < < 100 0
Asian 33 57 90 10 30 64 94 6 22 76 98 2
Black 4 60 64 36 14 59 73 27 4 70 74 26
Hispanic 13 63 75 25 6 74 79 21 15 74 89 11
White 20 70 91 9 23 71 93 7 23 69 92 8
Multiple Races 28 61 89 11 36 61 96 4 25 69 94 6
Students with Disabilities 4 40 44 56 7 52 59 41 10 52 62 38
Students without Disabilities 22 68 90 10 23 70 93 7 22 71 93 7
Economically Disadvantaged 11 62 73 27 7 62 69 31 14 64 78 22
Not Economically Disadvantaged 22 66 88 12 23 70 93 7 22 71 93 7
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 26 62 89 11 15 75 91 9 32 58 90 10
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 66 97 3 24 65 88 12 15 75 90 10
Female 24 72 97 3 14 68 82 18 24 64 88 12
Male 35 63 98 2 32 61 93 7 9 82 91 9
Asian 27 73 100 0 < < 100 0 27 55 82 18
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 27 64 91 9 < < < < < < < <
White 29 69 98 2 23 63 86 14 12 82 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 31 67 97 3 25 63 88 13 16 75 91 9
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 33 64 97 3 25 65 90 10 16 74 90 10
English Learners < < 100 0 < < < <
Military Connected < < 100 0 17 58 75 25 < < < <
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 73 27 100 0
Female < < 100 0
Male < < 100 0
Asian < < 100 0
Hispanic < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities 73 27 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 80 20 100 0
Military Connected < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 75 84 16 8 78 86 14 7 78 84 16
Female 8 75 83 17 7 77 85 15 6 77 83 17
Male 12 74 86 14 9 78 87 13 7 79 85 15
American Indian < < < < < < 100 0 < < < <
Asian 8 80 88 12 12 74 86 14 8 79 88 12
Black 6 66 72 28 1 66 68 33 1 68 69 31
Hispanic 5 69 74 26 3 72 75 25 4 66 70 30
White 12 76 88 12 9 82 91 9 8 82 90 10
Multiple Races 11 77 89 11 18 70 88 13 6 79 85 15
Students with Disabilities 7 55 61 39 2 58 61 39 2 52 54 46
Students without Disabilities 10 78 88 12 9 81 90 10 7 82 90 10
Economically Disadvantaged 5 56 61 39 2 62 65 35 2 60 62 38
Not Economically Disadvantaged 11 78 89 11 9 80 90 10 8 81 89 11
English Learners 2 22 24 76 1 31 32 68 - 33 33 67
Homeless < < < < < < 100 0 < < < <
Military Connected 18 69 88 13 13 79 92 8 7 85 91 9
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 9 75 84 16 7 72 79 21
Female 6 73 79 21 8 72 81 19 7 69 76 24
Male 10 75 84 16 9 78 87 13 8 74 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 6 78 84 16 12 71 83 17 9 73 83 17
Black 8 62 69 31 - 61 61 39 - 58 58 43
Hispanic 1 67 68 32 3 69 72 28 3 59 63 38
White 10 75 86 14 9 81 90 10 9 76 85 15
Multiple Races 3 78 81 19 20 67 87 13 5 70 74 26
Students with Disabilities 8 49 58 42 - 60 60 40 1 45 46 54
Students without Disabilities 8 78 86 14 10 78 88 12 8 77 85 15
Economically Disadvantaged 3 48 50 50 1 58 59 41 2 48 50 50
Not Economically Disadvantaged 9 79 87 13 10 78 87 13 8 76 84 16
English Learners - 18 18 82 - 23 23 77 - 22 22 78
Homeless < < < < < < 100 0 < < 100 0
Military Connected 16 72 88 12 11 79 90 10 8 81 89 11
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 77 89 11 9 84 93 7 6 85 91 9
Female 11 78 89 11 7 87 93 7 6 86 92 8
Male 14 75 89 11 11 82 93 7 6 85 91 9
American Indian < < < < < < 100 0 < < 100 0
Asian 11 84 95 5 12 81 93 7 7 86 93 7
Black 6 71 78 22 3 77 81 19 - 80 80 20
Hispanic 8 73 81 19 3 82 86 14 5 74 79 21
White 14 77 91 9 10 87 96 4 7 89 96 4
Multiple Races 18 76 94 6 17 76 93 7 8 86 94 6
Students with Disabilities 6 61 67 33 6 69 75 25 4 67 71 29
Students without Disabilities 13 79 92 8 9 86 96 4 7 88 95 5
Economically Disadvantaged 7 67 74 26 1 72 73 27 1 73 74 26
Not Economically Disadvantaged 13 78 91 9 10 86 97 3 7 88 95 5
English Learners 4 25 29 71 - 47 47 53 - 47 47 53
Homeless < < < < < < < <
Military Connected 21 66 87 13 17 82 99 1 6 91 96 4
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 59 63 37 7 58 65 35 11 68 79 21
Female 5 52 57 43 12 50 62 38 - 71 71 29
Male 4 64 68 32 - 70 70 30 27 64 91 9
Asian < < < < < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic - 55 55 45 9 64 73 27 < < < <
White 11 53 63 37 7 52 59 41 14 71 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 5 65 70 30 7 61 69 31 12 69 81 19
Economically Disadvantaged - 42 42 58 20 40 60 40 - 60 60 40
Not Economically Disadvantaged 6 65 71 29 4 62 66 34 17 72 89 11
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < 6 88 94 6 < < 100 0
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 46 46 54 - 44 44 56 2 58 60 40
Female < < < < - 52 52 48 4 68 72 28
Male < < < < - 36 36 64 - 48 48 52
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < < - 40 40 60 - 53 53 47
White < < < < - 53 53 47 - 73 73 27
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < - 22 22 78 - 21 21 79
Students without Disabilities < < < < - 68 68 32 3 83 86 14
Economically Disadvantaged < < < < - 47 47 53 6 50 56 44
Not Economically Disadvantaged < < < < - 43 43 57 - 63 63 38
English Learners < < < < - 21 21 79 - 33 33 67
Military Connected < < 100 0 < < < < < < < <
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 48 48 52 11 47 58 42
Female < < < < < < < < < < < <
Male < < 100 0 - 38 38 62 15 31 46 54
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White < < 100 0 - 60 60 40 < < < <
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities < < < < - 44 44 56 14 43 57 43
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < - 71 71 29 14 57 71 29
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < 100 0
Female < < < <
Male < < 100 0
Hispanic < < < < < < < < < < 100 0
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < 100 0
Military Connected < < 100 0
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 41 41 59 13 38 50 50
Female < < < < < < < < < < < <
Male < < 100 0 - 33 33 67 17 25 42 58
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White < < 100 0 < < < < < < < <
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities < < < < - 40 40 60 18 27 45 55
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < - 64 64 36 18 45 64 36
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School714
Division1,2231,6021,077
State4,4606,3614,559
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
2022-20232023-20242024-2025
Grade 7537595601
Grade 8539572613
Grade 9672590619
Grade 10589687587
Grade 11619600692
Grade 12658630610
Total Enrollment3,6143,6743,722

< = 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 2022-20232023-20242024-2025
All Students361436743722
Female178718041830
Male182218611886
American Indian11139
Asian489489464
Black241238242
Hispanic580618653
Native Hawaiian222
White202420552092
Multiple Races267259260
Students with Disabilities524553582
Students without Disabilities309031213140
Economically Disadvantaged540572578
Not Economically Disadvantaged307431023144
English Learners271332349
Not English Learners334333423373
Homeless655
Military Connected404457520
Foster Care111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,0545573,1954933,243470
Female1,4852941,5722411,613228
Male1,5642591,6192481,630242
American Indian91112<<
Asian426674187342049
Black200332003621135
Hispanic470120501125522130
Native Hawaiian<<<<<<
White1,7242961,8342221,855222
Multiple Races223402293522434
Students with Disabilities405110445110472103
Economically Disadvantaged395139437136438128
English Learners230502816828372
Homeless657993
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 451 158 6 4 3 1
Division 9233 4615 238 75 567 164
State 50354 39349 1875 907 4438 1716
Female School 228 68 2 2 2 0
Division 4707 1992 78 31 215 62
State 27408 17323 610 350 1645 701
Male School 223 89 3 2 1 1
Division 4501 2596 158 44 352 102
State 22886 21945 1263 556 2789 1012
American Indian School < < < < 0 <
Division 21 19 0 0 1 0
State 108 117 5 4 10 3
Asian School 67 23 1 0 0 0
Division 2456 516 37 9 22 13
State 6025 1443 97 16 68 35
Black School 27 17 1 0 1 1
Division 764 677 35 6 43 25
State 8111 10540 640 225 1119 707
Hispanic School 71 33 0 2 1 0
Division 1571 1844 84 27 449 102
State 7130 8367 270 133 1858 359
White School 245 74 3 1 1 0
Division 3830 1330 74 28 38 21
State 25871 16565 763 464 1211 504
Multiple Races School 41 9 1 1 0 0
Division 580 222 7 4 13 3
State 3012 2256 97 62 170 106
Students with Disabilities School 27 53 6 1 2 0
Division 395 1144 238 10 76 15
State 1430 7462 1875 125 868 115
Economically Disadvantaged School 56 46 1 1 0 0
Division 2215 2509 118 27 230 75
State 12779 21123 1108 494 2352 1214
English Learners School 13 17 3 0 1 0
Division 400 1192 121 11 433 81
State 1583 4224 267 26 1427 150
Homeless School < < < < 0 <
Division 20 74 7 2 25 7
State 197 699 48 29 170 78
Military Connected School 48 12 0 0 0 0
Division 557 278 8 4 8 3
State 2527 1493 44 18 52 30
Foster Care School < < < < 0 <
Division 1 15 1 0 5 0
State 22 180 23 11 85 24
< = 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 Students623615996199931
Female302298993009921
Male319315993179910
American Indian<<100<10000
Asian91911009110000
Black474596459612
Hispanic107104971069911
White3243229932310010
Multiple Races5251985210000
Students with Disabilities898697879822
Economically Disadvantaged1041039910410000
English Learners343397339713
Homeless<<100<10000
Military Connected60601006010000
Foster Care<<100<10000
< = 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 2022-20232023-20242024-2025
Advanced Placement Test Taken427 / 16.84%363 / 14.48%414 / 16.51%
Advanced Placement Course Enrollment441 / 17.39%365 / 14.56%420 / 16.75%
Dual Enrollment - 27 / 1.08%63 / 2.51%
Governor's School Enrollment - - -
IB Course Enrollment1,104 / 43.53%944 / 37.65%947 / 37.76%
Senior Enrolled in IB Program131 / 5.17%137 / 5.46%127 / 5.06%

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

Postsecondary Enrollment

2021-2022 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.
2021-2022 FGI cohort year (students entering high school in 2018)
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 StudentsSchool62854014
Division13,40611,00218
State87,94758,78733
FemaleSchool31027212
Division6,4745,51315
State44,12532,24627
MaleSchool31726815
Division6,9145,48221
State43,77126,52239
American IndianSchool<<100
Division302033
State17310738
AsianSchool756612
Division3,0032,7269
State7,3266,40613
BlackSchool37355
Division1,3951,13818
State18,15310,95740
HispanicSchool1048320
Division2,9251,82738
State12,8667,34843
WhiteSchool37032213
Division5,2984,65512
State44,45530,64531
Multiple RacesSchool373214
Division73962416
State4,8373,23733
Students with DisabilitiesSchool665221
Division1,5801,04734
State8,6323,93454
Economically DisadvantagedSchool745723
Division3,7032,51932
State30,88916,12848
English LearnersSchool644530
Division2,7611,75436
State7,5304,27343
Native HawaiianSchool--100
Division161225
State1378736
< = 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
2022-20232023-20242024-2025
State LicensuresSchool327
 Division45215169
 State1,5732,0692,206
Industry CertificationSchool312433416
 Division9,58511,54213,333
 State100,965101,956105,973
Workplace ReadinessSchool184144252
 Division6,4815,4546,168
 State41,81935,06638,829
Total Credentials EarnedSchool499579675
 Division16,11117,21119,670
 State148,201142,668150,233
Students Earning One or More CredentialsSchool446535566
 Division14,19315,13216,613
 State118,467115,609120,035
CTE CompletersSchool267216229
 Division4,9605,1225,419
 State46,02848,64351,126
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division7874-
 State9621,022-
NOCTI AssessmentsSchool---
 Division---
 State3,8443,5773,225

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

Finance

Per-Pupil Spending

2023-2024 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
Behaviors that Impede Academic Progress443
Behaviors related to School Operations409
Relationship Behaviors without Physical Harm232
Behaviors of a Safety Concern190
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others60
Behaviors used to determine Persistently Dangerous Schools1

< = 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
  2022-20232023-2024
In-School Suspension 240 192
Out-of-School Suspension 116 103
Explusion and Alternative Placement 0 6
Referral to Law Enforcement 4 11
Bus Suspension 2 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 13.914.414
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 8.713.111.6
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 46.751.354.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202321%75%2%2%
2023-202419%77%2%2%
2024-202521%75%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-NoYes - No CP
AsianNoNo-NoYes - CP
BlackYes - No CPYes-NoYes - No CP
HispanicYes - No CPYes-NoYes - No CP
WhiteYes - No CPYes-YesYes - CP
Multiple RacesYes - No CPYes-NoYes - No CP
Economically DisadvantagedYes - No CPYes-NoYes - No CP
English LearnersYes - CPYesYesNoYes - CP
Students with DisabilitiesYes - No CPYes-NoYes - CP

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
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: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%82%79%88%
Asian90%85%91%88%
Black79%78%68%88%
Hispanic78%76%68%88%
White92%84%85%88%
Multiple Races92%85%83%88%
Economically Disadvantaged72%71%68%88%
English Learners63%64%60%88%
Students with Disabilities63%64%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%82%74%85%
Asian86%87%90%85%
Black63%69%61%85%
Hispanic62%72%63%85%
White83%85%81%85%
Multiple Races81%86%77%85%
Economically Disadvantaged62%66%62%85%
English Learners54%59%58%85%
Students with Disabilities45%54%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian81%
Black60%
Hispanic65%
White88%
Multiple Races86%
Economically Disadvantaged57%
English Learners45%
Students with Disabilities53%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students96%84%84%
Asian99%90%84%
Black94%83%84%
Hispanic89%83%84%
White99%86%84%
Multiple Races96%89%84%
Economically Disadvantaged90%82%84%
English Learners83%77%84%
Students with Disabilities91%74%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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%14%12%10%
Asian15%14%10%10%
Black15%15%12%10%
Hispanic20%20%12%10%
White11%13%12%10%
Multiple Races13%14%12%10%
Economically Disadvantaged24%25%13%10%
English Learners19%19%12%10%
Students with Disabilities20%21%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress59%54%58%
English Learner Proficiency23%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress9215759%
English Learner Proficiency4118123%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-97%3%98%2%
Asian100%-96%4%99%1%
Black98%2%96%4%96%4%
Hispanic99%1%96%4%98%2%
White100%-97%3%98%2%
Multiple Races100%-99%1%100%-
Economically Disadvantaged99%1%98%2%98%2%
Not Economically Disadvantaged100%-96%4%100%-
English Learners100%-100%-100%-
Students with Disabilities99%1%97%3%99%1%
Students without Disabilities100%-97%3%100%-
Female99%1%96%4%100%-
Male100%-97%3%100%-
Migrant------

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

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