Salem High

General school information

Category: High (09-12) School
Phone: 757-648-5650
Address: 1993 Sun Devil Dr Virginia Beach, VA 22464-8522
Principal: Mr. Carey Manugo
Superintendent: Dr. Donald E. Robertson Jr.
School Number: 850
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
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	31	62	93	7	32	62	94	6	35	59	94	6
Female	36	58	94	6	37	58	96	4	42	53	95	5
Male	25	65	91	9	26	65	92	8	27	66	93	7
American Indian					<	<	100	0	<	<	100	0
Asian	49	43	92	8	48	50	98	2	38	62	100	0
Black	16	70	86	14	16	74	90	10	22	70	92	8
Hispanic	29	65	94	6	19	75	94	6	31	60	91	9
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	37	59	96	4	41	52	93	7	43	51	94	6
Multiple Races	32	64	95	5	44	54	98	2	40	57	98	2
Students with Disabilities	13	50	63	37	14	55	69	31	13	59	72	28
Students without Disabilities	33	63	95	5	33	62	95	5	37	59	96	4
Economically Disadvantaged	21	70	91	9	19	71	90	10	24	67	91	9
Not Economically Disadvantaged	37	57	94	6	40	56	96	4	41	55	95	5
English Learners	<	<	<	<	<	<	<	<	-	45	45	55
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	36	60	96	4	37	58	95	5	47	51	98	2
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	31	62	93	7	32	62	94	6	35	59	94	6
Female	36	58	94	6	37	58	96	4	42	53	95	5
Male	25	65	91	9	26	65	92	8	27	66	93	7
American Indian					<	<	100	0	<	<	100	0
Asian	49	43	92	8	48	50	98	2	38	62	100	0
Black	16	70	86	14	16	74	90	10	22	70	92	8
Hispanic	29	65	94	6	19	75	94	6	31	60	91	9
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	37	59	96	4	41	52	93	7	43	51	94	6
Multiple Races	32	64	95	5	44	54	98	2	40	57	98	2
Students with Disabilities	13	50	63	37	14	55	69	31	13	59	72	28
Students without Disabilities	33	63	95	5	33	62	95	5	37	59	96	4
Economically Disadvantaged	21	70	91	9	19	71	90	10	24	67	91	9
Not Economically Disadvantaged	37	57	94	6	40	56	96	4	41	55	95	5
English Learners	<	<	<	<	<	<	<	<	-	45	45	55
Homeless	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	36	60	96	4	37	58	95	5	47	51	98	2
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	35	51	86	14	36	55	91	9	41	46	87	13
Female	44	45	90	10	43	50	94	6	51	41	92	8
Male	24	58	82	18	27	60	87	13	29	52	82	18
American Indian					<	<	100	0	<	<	100	0
Asian	53	39	92	8	62	36	98	2	56	36	92	8
Black	29	47	76	24	19	62	81	19	23	63	86	14
Hispanic	25	63	89	11	31	57	88	12	36	46	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	38	53	90	10	40	53	93	7	50	38	88	12
Multiple Races	38	47	85	15	49	51	100	0	51	43	94	6
Students with Disabilities	6	23	29	71	14	50	64	36	6	30	36	64
Students without Disabilities	38	54	91	9	37	55	92	8	44	48	92	8
Economically Disadvantaged	26	52	78	22	23	63	87	13	29	50	79	21
Not Economically Disadvantaged	40	51	91	9	43	50	93	7	47	45	91	9
English Learners	<	<	<	<	<	<	<	<	-	20	20	80
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	36	59	95	5	41	52	93	7	46	45	91	9
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	35	51	86	14	36	55	91	9	41	46	87	13
Female	44	45	90	10	43	50	94	6	51	41	92	8
Male	24	58	82	18	27	60	87	13	29	52	82	18
American Indian					<	<	100	0	<	<	100	0
Asian	53	39	92	8	62	36	98	2	56	36	92	8
Black	29	47	76	24	19	62	81	19	23	63	86	14
Hispanic	25	63	89	11	31	57	88	12	36	46	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	38	53	90	10	40	53	93	7	50	38	88	12
Multiple Races	38	47	85	15	49	51	100	0	51	43	94	6
Students with Disabilities	6	23	29	71	14	50	64	36	6	30	36	64
Students without Disabilities	38	54	91	9	37	55	92	8	44	48	92	8
Economically Disadvantaged	26	52	78	22	23	63	87	13	29	50	79	21
Not Economically Disadvantaged	40	51	91	9	43	50	93	7	47	45	91	9
English Learners	<	<	<	<	<	<	<	<	-	20	20	80
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	36	59	95	5	41	52	93	7	46	45	91	9
< = 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	9	85	94	6	6	86	92	8	7	84	91	9
Female	7	87	94	6	6	87	93	7	6	86	92	8
Male	12	82	94	6	6	85	91	9	9	82	91	9
Asian	10	88	98	2	13	85	98	3	23	77	100	0
Black	5	87	92	8	1	87	88	12	4	85	89	11
Hispanic	10	84	94	6	9	78	88	13	7	75	82	18
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	12	82	94	6	5	88	93	7	6	89	95	5
Multiple Races	6	87	92	8	13	86	98	2	8	79	87	13
Students with Disabilities	5	85	90	10	-	83	83	17	-	84	84	16
Students without Disabilities	10	84	94	6	7	86	93	7	8	84	92	8
Economically Disadvantaged	8	84	91	9	2	83	85	15	5	85	90	10
Not Economically Disadvantaged	10	85	95	5	9	87	96	4	9	83	92	8
English Learners	-	93	93	7	-	79	79	21	8	77	85	15
Military Connected	10	83	93	7	8	88	96	4	8	82	91	9
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	8	88	96	4	3	89	92	8	6	86	92	8
Female	8	88	95	5	4	88	92	8	5	86	90	10
Male	8	89	97	3	2	90	92	8	8	86	94	6
Asian	11	89	100	0	-	93	93	7	18	82	100	0
Black	5	92	97	3	-	90	90	10	1	93	94	6
Hispanic	9	89	98	2	11	79	89	11	13	68	80	20
Native Hawaiian					<	<	100	0
White	9	84	94	6	-	92	92	8	6	91	97	3
Multiple Races	7	86	93	7	7	90	97	3	3	85	88	12
Students with Disabilities	-	89	89	11	-	81	81	19	-	86	86	14
Students without Disabilities	9	88	97	3	3	91	94	6	8	85	93	7
Economically Disadvantaged	7	87	94	6	2	87	89	11	3	88	91	9
Not Economically Disadvantaged	8	89	98	2	3	91	94	6	10	83	93	7
English Learners	-	92	92	8	-	80	80	20	<	<	<	<
Military Connected	10	86	96	4	-	96	96	4	14	78	92	8
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	86	89	11	5	84	89	11	7	83	90	10
Female	2	90	92	8	4	86	90	10	7	87	94	6
Male	7	78	85	15	7	80	87	13	8	77	85	15
Asian	-	94	94	6	7	93	100	0	24	76	100	0
Black	3	83	85	15	-	82	82	18	6	76	82	18
Hispanic	8	76	84	16	9	73	82	18	-	90	90	10
Native Hawaiian	<	<	100	0					<	<	100	0
White	3	90	93	7	5	84	89	11	3	90	92	8
Multiple Races	-	86	86	14	11	89	100	0	17	67	83	17
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	<	<
Students without Disabilities	4	86	89	11	5	83	89	11	7	83	91	9
Economically Disadvantaged	4	80	84	16	2	73	75	25	9	77	86	14
Not Economically Disadvantaged	4	88	92	8	7	89	96	4	7	85	91	9
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	6	84	90	10	13	81	94	6	5	89	93	7
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	24	73	96	4	21	79	100	0	12	79	91	9
Female	16	78	94	6	17	83	100	0	8	80	88	12
Male	33	67	100	0	27	73	100	0	15	79	94	6
Asian	25	75	100	0	40	60	100	0	<	<	100	0
Black	9	82	91	9	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
Native Hawaiian									<	<	100	0
White	31	64	95	5	15	85	100	0	13	84	97	3
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0					<	<	100	0
Students without Disabilities	23	73	96	4	21	79	100	0	12	79	91	9
Economically Disadvantaged	14	82	95	5	<	<	100	0	7	86	93	7
Not Economically Disadvantaged	28	69	97	3	24	76	100	0	14	77	91	9
English Learners					<	<	100	0
Military Connected	14	76	90	10	27	73	100	0	-	75	75	25
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	4	77	81	19	5	76	81	19	7	79	86	14
Female	5	79	84	16	5	79	84	16	6	84	90	10
Male	3	75	78	22	5	73	79	21	8	73	81	19
American Indian					<	<	100	0	<	<	<	<
Asian	6	91	97	3	11	78	89	11	10	78	88	12
Black	3	66	69	31	3	65	68	32	3	77	81	19
Hispanic	4	76	81	19	4	75	79	21	13	73	85	15
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	6	81	87	13	5	82	87	13	7	81	88	12
Multiple Races	2	85	88	13	8	86	94	6	5	85	90	10
Students with Disabilities	8	38	46	54	-	55	55	45	6	45	51	49
Students without Disabilities	4	82	85	15	6	78	84	16	7	82	89	11
Economically Disadvantaged	3	64	68	32	2	67	69	31	6	72	77	23
Not Economically Disadvantaged	5	85	90	10	7	81	88	12	8	83	90	10
English Learners	<	<	<	<	-	46	46	54	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	9	78	87	13	12	77	89	11	10	79	88	12
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	77	81	19	5	78	83	17	7	79	86	14
Female	5	79	84	16	5	82	87	13	6	84	90	10
Male	2	75	78	22	5	75	80	20	8	73	81	19
American Indian					<	<	100	0	<	<	<	<
Asian	7	90	97	3	13	80	93	8	10	78	88	12
Black	2	67	69	31	3	69	71	29	4	77	81	19
Hispanic	5	76	80	20	4	77	81	19	13	72	85	15
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	6	81	87	13	5	82	87	13	6	82	88	12
Multiple Races	2	85	88	13	8	86	94	6	5	85	90	10
Students with Disabilities	7	40	47	53	-	59	59	41	6	45	51	49
Students without Disabilities	4	81	85	15	6	80	86	14	7	83	89	11
Economically Disadvantaged	3	65	68	32	2	70	72	28	6	71	77	23
Not Economically Disadvantaged	5	85	90	10	7	82	89	11	7	83	90	10
English Learners	<	<	<	<	-	50	50	50	<	<	<	<
Homeless	<	<	<	<
Military Connected	9	77	86	14	13	76	89	11	10	78	88	12
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	91	91	9	20	70	90	10	<	<	100	0
Female	<	<	<	<	<	<	<	<	<	<	100	0
Male	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	-	91	91	9	20	70	90	10	<	<	100	0
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
English Learners					<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	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	<	<	<	<	-	50	50	50	<	<	<	<
Female	<	<	<	<	-	44	44	56	<	<	100	0
Male	<	<	<	<	-	57	57	43	<	<	<	<
Asian					<	<	<	<
Black	<	<	<	<	-	45	45	55	<	<	<	<
Hispanic					<	<	<	<
White	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	<	<	100	0	-	56	56	44	<	<	<	<
Economically Disadvantaged	<	<	<	<	-	52	52	48	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	45	45	55	<	<	100	0
English Learners					<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected					<	<	<	<	<	<	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	10	67	76	24	8	66	73	27	7	74	81	19
Female	8	71	79	21	7	69	76	24	6	75	81	19
Male	10	62	73	27	9	62	71	29	8	73	81	19
American Indian	<	<	100	0					<	<	<	<
Asian	25	70	95	5	10	73	83	18	13	76	89	11
Black	2	58	60	40	4	54	58	43	2	67	68	32
Hispanic	7	66	73	27	6	69	75	25	5	69	74	26
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	12	72	84	16	12	68	80	20	9	80	89	11
Multiple Races	11	68	79	21	8	78	86	14	8	75	83	17
Students with Disabilities	5	36	41	59	-	38	38	62	4	56	60	40
Students without Disabilities	10	70	80	20	9	69	78	22	7	76	84	16
Economically Disadvantaged	6	58	63	37	3	57	60	40	5	66	71	29
Not Economically Disadvantaged	12	73	85	15	11	71	82	18	8	79	87	13
English Learners	-	63	63	38	6	33	39	61	-	41	41	59
Military Connected	13	77	91	9	11	77	88	12	7	82	89	11
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	-	41	41	59	2	41	43	57	2	39	41	59
Female	-	36	36	64	-	39	39	61	5	45	50	50
Male	-	46	46	54	3	43	47	53	-	32	32	68
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	-	35	35	65	-	30	30	70	-	38	38	63
Hispanic	<	<	<	<	-	36	36	64	-	18	18	82
White	-	53	53	47	8	54	62	38	<	<	<	<
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	8	8	92	<	<	<	<	<	<	<	<
Students without Disabilities	-	50	50	50	2	41	43	57	3	44	47	53
Economically Disadvantaged	-	28	28	72	-	33	33	67	-	18	18	82
Not Economically Disadvantaged	-	50	50	50	4	52	56	44	4	54	58	42
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	90	90	10	<	<	<	<
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	12	70	82	18	9	68	77	23	7	77	84	16
Female	10	75	85	15	8	72	80	20	7	76	84	16
Male	13	65	78	22	9	65	74	26	7	78	85	15
American Indian	<	<	100	0					<	<	<	<
Asian	33	64	98	2	10	74	84	16	15	74	88	12
Black	3	66	69	31	6	61	67	33	1	73	74	26
Hispanic	8	72	80	20	8	73	81	19	5	82	88	13
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	12	74	86	14	13	66	79	21	9	81	90	10
Multiple Races	13	72	85	15	7	79	86	14	10	71	81	19
Students with Disabilities	5	47	51	49	-	41	41	59	4	62	66	34
Students without Disabilities	13	73	86	14	10	73	83	17	8	79	87	13
Economically Disadvantaged	8	62	70	30	3	64	66	34	5	70	75	25
Not Economically Disadvantaged	14	76	90	10	13	71	84	16	8	81	89	11
English Learners	-	69	69	31	7	43	50	50	<	<	<	<
Military Connected	17	75	92	8	14	71	86	14	6	86	92	8
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	6	38	44	56	<	<	100	0
Female	4	42	46	54
Male	8	33	42	58	<	<	100	0
Asian	<	<	100	0
Black	-	21	21	79	<	<	100	0
Hispanic	<	<	<	<
White	25	42	67	33
Multiple Races	<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	6	38	45	55	<	<	100	0
Economically Disadvantaged	-	24	24	76
Not Economically Disadvantaged	11	48	59	41	<	<	100	0
English Learners	<	<	100	0
Military Connected	-	82	82	18
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	89	97	3	8	71	79	21	8	77	86	14
Female	9	87	96	4	8	78	86	14	5	81	86	14
Male	6	94	100	0	8	61	69	31	13	72	85	15
Asian	<	<	100	0	<	<	<	<	10	80	90	10
Black	-	88	88	13	-	48	48	52	6	65	71	29
Hispanic	<	<	100	0	<	<	<	<	9	55	64	36
Native Hawaiian	<	<	100	0					<	<	100	0
White	12	88	100	0	11	80	91	9	11	81	91	9
Multiple Races	<	<	100	0	14	79	93	7	-	100	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	7	90	97	3	9	74	83	17	9	78	87	13
Economically Disadvantaged	-	95	95	5	6	56	63	38	9	74	83	17
Not Economically Disadvantaged	12	87	98	2	9	80	89	11	8	79	87	13
English Learners					<	<	<	<	<	<	<	<
Military Connected	11	89	100	0	5	90	95	5	11	74	84	16
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	202	160	154
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	433	422	435
Grade 10	475	416	415
Grade 11	385	458	401
Grade 12	391	404	458
Total Enrollment	1,684	1,700	1,709

< = 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	1684	1700	1709
Female	893	900	895
Male	782	790	814
American Indian	4	2	3
Asian	169	160	157
Black	433	426	424
Hispanic	248	258	258
Native Hawaiian	13	11	15
White	624	635	634
Multiple Races	193	208	218
Students with Disabilities	178	184	184
Students without Disabilities	1506	1516	1525
Economically Disadvantaged	676	685	631
Not Economically Disadvantaged	1008	1015	1078
English Learners	38	52	43
Not English Learners	1646	1648	1666
Homeless	3	2	2
Military Connected	286	309	344
Foster Care	2	2	1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,490	178	1,468	192	1,537	176
Female	793	92	792	103	803	94
Male	691	83	676	89	734	82
American Indian	<	<	<	<	<	<
Asian	159	12	142	15	146	10
Black	366	57	366	47	374	53
Hispanic	225	24	227	25	244	19
Native Hawaiian	13	0	11	0	13	2
White	553	63	548	80	560	70
Multiple Races	170	22	172	25	196	22
Students with Disabilities	137	23	140	28	153	23
Economically Disadvantaged	523	104	505	96	476	98
English Learners	35	3	40	4	47	9
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	207	259	4	1	5	0
	Division	2896	2038	121	27	106	27
	State	52034	41739	1845	730	4758	1126
Female	School	134	114	1	1	3	0
	Division	1525	916	31	12	44	14
	State	28171	18456	601	259	1860	459
Male	School	73	145	3	0	1	0
	Division	1371	1122	90	15	61	13
	State	23863	23283	1244	471	2895	667
American Indian	School	<	<	<	<	0	<
	Division	<	<	<	<	0	<
	State	119	111	4	1	10	3
Asian	School	27	17	0	0	0	0
	Division	288	66	9	0	1	2
	State	6565	1702	100	12	90	43
Black	School	44	79	3	0	1	0
	Division	479	685	46	8	44	11
	State	8816	10967	559	141	985	452
Hispanic	School	26	41	0	0	1	0
	Division	333	299	13	2	19	3
	State	7967	9910	285	155	2363	212
Native Hawaiian	School	<	<	<	<	0	<
	Division	19	10	1	0	0	0
	State	84	59	4	1	3	1
White	School	70	94	0	0	0	0
	Division	1479	764	39	16	28	10
	State	25115	16553	775	367	1100	357
Multiple Races	School	38	26	1	1	3	0
	Division	295	209	13	1	14	1
	State	3368	2437	118	53	207	58
Students with Disabilities	School	3	19	4	0	1	0
	Division	50	311	121	3	20	0
	State	1679	7998	1845	107	861	101
Economically Disadvantaged	School	51	93	4	0	2	0
	Division	691	773	76	9	24	12
	State	12337	20894	1052	439	2243	735
English Learners	School	<	<	<	<	0	<
	Division	56	100	8	0	3	0
	State	2260	6522	300	53	1921	83
Homeless	School	<	<	<	<	0	<
	Division	18	35	5	1	6	0
	State	229	849	47	22	208	62
Military Connected	School	38	45	0	0	0	0
	Division	401	226	9	0	3	3
	State	2682	1575	51	17	40	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	476	470	99	471	99	5	1
Female	253	249	98	250	99	3	1
Male	222	221	100	221	100	1	1
American Indian	<	<	100	<	100	0	0
Asian	44	44	100	44	100	0	0
Black	127	126	99	126	99	1	1
Hispanic	68	67	99	67	99	1	2
Native Hawaiian	<	<	100	<	100	0	0
White	164	164	100	164	100	0	0
Multiple Races	69	65	94	66	96	3	4
Students with Disabilities	27	26	96	26	96	1	4
Economically Disadvantaged	150	148	99	148	99	2	1
English Learners	<	<	100	<	100	0	0
Homeless	<	<	100	<	100	0	0
Military Connected	83	83	100	83	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2023-2024	2024-2025	2025-2026
Advanced Placement Test Taken	313 / 18.59%	339 / 19.94%	373 / 21.83%
Advanced Placement Course Enrollment	405 / 24.05%	431 / 25.35%	571 / 33.41%
Dual Enrollment	-	170 / 10%	290 / 16.97%
Governor's School Enrollment	10 / .59%	10 / .59%	8 / .47%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2022-2023 Postsecondary Enrollment: All Students

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

2022-2023 FGI cohort year (students entering high school in 2019)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	School	371	236	36
	Division	4,725	3,008	36
	State	87,995	56,397	36
Female	School	213	150	30
	Division	2,397	1,687	30
	State	43,825	30,968	29
Male	School	155	84	46
	Division	2,317	1,316	43
	State	44,068	25,387	42
American Indian	School	<	<	100
	Division	14	<	100
	State	230	127	45
Asian	School	33	19	42
	Division	330	253	23
	State	7,252	6,271	14
Black	School	88	53	40
	Division	1,096	617	44
	State	18,247	10,591	42
Hispanic	School	41	27	34
	Division	547	309	44
	State	14,010	7,355	48
Native Hawaiian	School	<	<	100
	Division	27	16	41
	State	157	94	40
White	School	145	95	34
	Division	2,225	1,508	32
	State	43,094	28,736	33
Multiple Races	School	58	38	34
	Division	486	297	39
	State	5,005	3,223	36
Students with Disabilities	School	29	<	100
	Division	308	121	61
	State	8,536	3,616	58
Economically Disadvantaged	School	112	56	50
	Division	1,529	800	48
	State	31,680	15,774	50
English Learners	School	<	<	100
	Division	114	49	57
	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	18	7	14
	Division	191	167	160
	State	3,577	3,225	3,944
State Licensures	School	3	4	-
	Division	26	35	23
	State	2,069	2,206	2,710
Industry Certification	School	636	759	844
	Division	8,976	9,603	10,016
	State	101,956	105,973	106,014
Workplace Readiness	School	317	277	324
	Division	4,006	3,264	4,257
	State	35,066	38,829	48,691
Total Credentials Earned	School	974	1,047	1,182
	Division	13,199	13,069	14,456
	State	142,668	150,233	161,359
Students Earning One or More Credentials	School	739	777	859
	Division	9,383	9,116	9,888
	State	115,609	120,035	128,298
CTE Completers	School	148	144	189
	Division	1,862	1,914	2,147
	State	48,643	51,371	52,173
Armed Services Vocational Aptitude Battery Examination	School	-	65	124
	Division	-	715	879
	State	1,022	15,327	18,011

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

Finance

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures		School	Division	State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Division-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Total Per-Pupil Expenditures
Expenditure Summary
	Excluded from Per-Pupil Formula
	Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress	540	560	535
Behaviors related to School Operations	223	698	824
Relationship Behaviors without Physical Harm	75	99	111
Behaviors of a Safety Concern	91	65	89
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	59	27	42
Behaviors used to determine Persistently Dangerous Schools	1		3

< = 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	54	94	117
Out-of-School Suspension	116	53	86
Explusion and Alternative Placement	16	3	2
Referral to Law Enforcement	50	40	19
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	35.9	35	32
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	21.8	24.5	25
< = 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	44.8	45.8	48.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	47%	49%	2%	2%
2024-2025	44%	50%	3%	3%
2025-2026	45%	49%	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	94%	83%	88%
Asian	100%	91%	88%
Black	90%	78%	88%
Hispanic	95%	78%	88%
White	94%	87%	88%
Multiple Races	95%	85%	88%
Economically Disadvantaged	90%	78%	88%
English Learners	<	74%	88%
Students with Disabilities	65%	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	98%	90%	85%
Black	92%	73%	85%
Hispanic	95%	73%	85%
White	95%	83%	85%
Multiple Races	94%	81%	85%
Economically Disadvantaged	93%	73%	85%
English Learners	<	71%	85%
Students with Disabilities	85%	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	90%
Asian	100%
Black	79%
Hispanic	84%
White	94%
Multiple Races	97%
Economically Disadvantaged	81%
English Learners	<
Students with Disabilities	62%

< = 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	97%	84%	84%
Asian	98%	90%	84%
Black	97%	83%	84%
Hispanic	97%	84%	84%
White	99%	86%	84%
Multiple Races	93%	89%	84%
Economically Disadvantaged	95%	84%	84%
English Learners	82%	84%	84%
Students with Disabilities	71%	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	62%	58%	58%
English Learner Proficiency	17%	-	-

< = 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	13	21	62%
English Learner Proficiency	5	29	17%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.4%	.6%	98.3%	1.7%	98.9%	1.1%
Asian	100%	-	97.7%	2.3%	100%	-
Black	98.4%	1.6%	97.5%	2.5%	97.5%	2.5%
Hispanic	100%	-	100%	-	98.4%	1.6%
White	100%	-	98.1%	1.9%	100%	-
Multiple Races	98.5%	1.5%	98.5%	1.5%	98.5%	1.5%
Economically Disadvantaged	98.6%	1.4%	98.6%	1.4%	97.9%	2.1%
Not Economically Disadvantaged	99.7%	.3%	98.1%	1.9%	99.4%	.6%
English Learners	100%	-	100%	-	<	<
Students with Disabilities	88.5%	11.5%	92.3%	7.7%	92.3%	7.7%
Students without Disabilities	100%	-	98.6%	1.4%	99.3%	.7%
Female	99.2%	.8%	98%	2%	98.8%	1.2%
Male	99.5%	.5%	98.6%	1.4%	99%	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