Stuarts Draft High
General school information
Category: High (09-12) School
Phone: 540-946-7600
Address: 1028 Augusta Farm Rd Stuarts Draft, VA 24477
Principal: Mr. Anthony Ramsey
Superintendent: Dr. Kelly F. Troxell
School Number: 730
Region: 5
Division: Augusta County Public Schools
Division Number: 8
Division Website (opens new window)
Map results may not reflect school division or attendance zone boundaries.
ACCREDITATION
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
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. 1Graduation 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. 2Instructional 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. 3-4Leadership 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. 5Facilities 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. 6Parental 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. 7Standards 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. 8Long-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. 9Federally 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.10Compliance
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.11Assessments
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 | 19 | 63 | 82 | 18 | 18 | 63 | 80 | 20 | 21 | 64 | 85 | 15 |
| Female | 29 | 53 | 82 | 18 | 15 | 67 | 82 | 18 | 24 | 67 | 91 | 9 |
| Male | 11 | 72 | 82 | 18 | 21 | 58 | 79 | 21 | 19 | 61 | 80 | 20 |
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Black | < | < | 100 | 0 | < | < | < | < | < | < | < | < |
| Hispanic | 18 | 73 | 91 | 9 | 36 | 36 | 73 | 27 | 20 | 40 | 60 | 40 |
| White | 18 | 62 | 81 | 19 | 18 | 64 | 81 | 19 | 22 | 65 | 87 | 13 |
| Multiple Races | < | < | < | < | 17 | 75 | 92 | 8 | < | < | < | < |
| Students with Disabilities | 13 | 27 | 40 | 60 | 10 | 20 | 30 | 70 | < | < | < | < |
| Students without Disabilities | 19 | 67 | 86 | 14 | 19 | 68 | 87 | 13 | 22 | 65 | 88 | 12 |
| Economically Disadvantaged | 16 | 65 | 81 | 19 | 14 | 59 | 73 | 27 | 10 | 67 | 77 | 23 |
| Not Economically Disadvantaged | 20 | 62 | 83 | 17 | 20 | 65 | 85 | 15 | 28 | 62 | 90 | 10 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | 100 | 0 | < | < | < | < | ||||
| Military Connected | < | < | 100 | 0 | < | < | < | < | ||||
| Foster Care | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| 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 | 19 | 63 | 82 | 18 | 18 | 63 | 80 | 20 | 21 | 64 | 85 | 15 |
| Female | 29 | 53 | 82 | 18 | 15 | 67 | 82 | 18 | 24 | 67 | 91 | 9 |
| Male | 11 | 72 | 82 | 18 | 21 | 58 | 79 | 21 | 19 | 61 | 80 | 20 |
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Black | < | < | 100 | 0 | < | < | < | < | < | < | < | < |
| Hispanic | 18 | 73 | 91 | 9 | 36 | 36 | 73 | 27 | 20 | 40 | 60 | 40 |
| White | 18 | 62 | 81 | 19 | 18 | 64 | 81 | 19 | 22 | 65 | 87 | 13 |
| Multiple Races | < | < | < | < | 17 | 75 | 92 | 8 | < | < | < | < |
| Students with Disabilities | 13 | 27 | 40 | 60 | 10 | 20 | 30 | 70 | < | < | < | < |
| Students without Disabilities | 19 | 67 | 86 | 14 | 19 | 68 | 87 | 13 | 22 | 65 | 88 | 12 |
| Economically Disadvantaged | 16 | 65 | 81 | 19 | 14 | 59 | 73 | 27 | 10 | 67 | 77 | 23 |
| Not Economically Disadvantaged | 20 | 62 | 83 | 17 | 20 | 65 | 85 | 15 | 28 | 62 | 90 | 10 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | 100 | 0 | < | < | < | < | ||||
| Military Connected | < | < | 100 | 0 | < | < | < | < | ||||
| 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 |
| 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 |
| 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 |
|
< = 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 | 9 | 36 | 45 | 55 | 8 | 33 | 42 | 58 | < | < | < | < |
| Female | < | < | < | < | < | < | < | < | < | < | < | < |
| Male | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | < | < | < | < |
| Multiple Races | < | < | 100 | 0 | < | < | 100 | 0 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | < | < | < | < | 9 | 36 | 45 | 55 | < | < | < | < |
| Economically Disadvantaged | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Not Economically Disadvantaged | < | < | < | < | < | < | < | < | < | < | < | < |
| 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 | 9 | 36 | 45 | 55 | 8 | 33 | 42 | 58 | < | < | < | < |
| Female | < | < | < | < | < | < | < | < | < | < | < | < |
| Male | < | < | < | < | < | < | < | < | < | < | < | < |
| White | < | < | < | < | < | < | < | < | < | < | < | < |
| Multiple Races | < | < | 100 | 0 | < | < | 100 | 0 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | < | < | < | < | 9 | 36 | 45 | 55 | < | < | < | < |
| Economically Disadvantaged | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Not Economically Disadvantaged | < | < | < | < | < | < | < | < | < | < | < | < |
|
< = 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 | 1 | 86 | 87 | 13 | 2 | 83 | 85 | 15 | 5 | 82 | 87 | 13 |
| Female | 1 | 87 | 88 | 12 | 2 | 90 | 92 | 8 | 7 | 86 | 92 | 8 |
| Male | 1 | 86 | 87 | 13 | 2 | 76 | 78 | 22 | 4 | 78 | 83 | 17 |
| American Indian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Asian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Black | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Hispanic | - | 91 | 91 | 9 | - | 83 | 83 | 17 | - | 93 | 93 | 7 |
| White | 1 | 87 | 88 | 12 | 3 | 82 | 85 | 15 | 6 | 79 | 85 | 15 |
| Multiple Races | - | 67 | 67 | 33 | - | 77 | 77 | 23 | 6 | 94 | 100 | 0 |
| Students with Disabilities | - | 67 | 67 | 33 | - | 52 | 52 | 48 | 6 | 59 | 65 | 35 |
| Students without Disabilities | 1 | 88 | 89 | 11 | 2 | 88 | 90 | 10 | 5 | 84 | 90 | 10 |
| Economically Disadvantaged | - | 85 | 85 | 15 | - | 77 | 77 | 23 | 1 | 89 | 90 | 10 |
| Not Economically Disadvantaged | 2 | 88 | 90 | 10 | 4 | 89 | 93 | 7 | 9 | 76 | 85 | 15 |
| English Learners | < | < | < | < | < | < | 100 | 0 | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| 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 | - | 89 | 89 | 11 | 1 | 83 | 84 | 16 | 5 | 85 | 89 | 11 |
| Female | - | 94 | 94 | 6 | - | 92 | 92 | 8 | 5 | 90 | 95 | 5 |
| Male | - | 85 | 85 | 15 | 1 | 76 | 77 | 23 | 4 | 80 | 85 | 15 |
| American Indian | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Asian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Black | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Hispanic | < | < | < | < | - | 80 | 80 | 20 | - | 93 | 93 | 7 |
| White | - | 90 | 90 | 10 | 1 | 83 | 84 | 16 | 6 | 81 | 87 | 13 |
| Multiple Races | < | < | < | < | - | 75 | 75 | 25 | - | 100 | 100 | 0 |
| Students with Disabilities | < | < | < | < | - | 52 | 52 | 48 | 7 | 67 | 73 | 27 |
| Students without Disabilities | - | 90 | 90 | 10 | 1 | 89 | 90 | 10 | 4 | 87 | 92 | 8 |
| Economically Disadvantaged | - | 85 | 85 | 15 | - | 78 | 78 | 22 | 2 | 91 | 92 | 8 |
| Not Economically Disadvantaged | - | 93 | 93 | 7 | 2 | 90 | 92 | 8 | 7 | 79 | 87 | 13 |
| English Learners | < | < | < | < | < | < | 100 | 0 | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| Geometry Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 4 | 81 | 85 | 15 | 8 | 85 | 92 | 8 | 7 | 76 | 83 | 17 |
| Female | 4 | 71 | 75 | 25 | 8 | 92 | 100 | 0 | 8 | 80 | 88 | 12 |
| Male | 4 | 92 | 96 | 4 | 7 | 73 | 80 | 20 | 5 | 71 | 76 | 24 |
| Asian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Black | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Hispanic | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| White | 5 | 81 | 86 | 14 | 9 | 82 | 91 | 9 | 5 | 75 | 80 | 20 |
| Multiple Races | < | < | < | < | < | < | 100 | 0 | < | < | 100 | 0 |
| Students with Disabilities | < | < | < | < | ||||||||
| Students without Disabilities | 4 | 81 | 85 | 15 | 8 | 85 | 92 | 8 | 7 | 78 | 84 | 16 |
| Economically Disadvantaged | - | 82 | 82 | 18 | - | 73 | 73 | 27 | - | 79 | 79 | 21 |
| Not Economically Disadvantaged | 6 | 80 | 86 | 14 | 11 | 89 | 100 | 0 | 9 | 75 | 84 | 16 |
| 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 | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Female | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Male | < | < | 100 | 0 | ||||||||
| Black | < | < | 100 | 0 | ||||||||
| White | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Students without Disabilities | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Not Economically Disadvantaged | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 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 |
| Grade 7 Mathematics Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 Mathematics Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Substitute Math 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 | 9 | 63 | 71 | 29 | 7 | 68 | 74 | 26 | 8 | 67 | 74 | 26 |
| Female | 9 | 65 | 74 | 26 | 5 | 77 | 82 | 18 | 6 | 74 | 80 | 20 |
| Male | 9 | 61 | 69 | 31 | 8 | 60 | 68 | 32 | 9 | 59 | 68 | 32 |
| American Indian | < | < | 100 | 0 | < | < | < | < | < | < | < | < |
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | < | < |
| Black | - | 45 | 45 | 55 | - | 64 | 64 | 36 | 7 | 50 | 57 | 43 |
| Hispanic | 4 | 44 | 48 | 52 | 3 | 53 | 57 | 43 | - | 76 | 76 | 24 |
| White | 10 | 66 | 76 | 24 | 8 | 69 | 77 | 23 | 9 | 68 | 77 | 23 |
| Multiple Races | 14 | 45 | 59 | 41 | - | 70 | 70 | 30 | 5 | 55 | 59 | 41 |
| Students with Disabilities | 2 | 24 | 27 | 73 | 4 | 18 | 21 | 79 | 3 | 41 | 43 | 57 |
| Students without Disabilities | 10 | 67 | 77 | 23 | 7 | 72 | 79 | 21 | 8 | 70 | 78 | 22 |
| Economically Disadvantaged | 4 | 56 | 60 | 40 | 2 | 59 | 61 | 39 | 5 | 62 | 67 | 33 |
| Not Economically Disadvantaged | 13 | 67 | 80 | 20 | 11 | 76 | 86 | 14 | 10 | 70 | 80 | 21 |
| English Learners | - | 30 | 30 | 70 | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Military Connected | < | < | < | < | < | < | 100 | 0 | < | < | 100 | 0 |
| Biology Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 11 | 56 | 67 | 33 | 8 | 62 | 70 | 30 | 4 | 69 | 73 | 27 |
| Female | 10 | 59 | 70 | 30 | 6 | 76 | 82 | 18 | 4 | 79 | 83 | 18 |
| Male | 11 | 52 | 64 | 36 | 10 | 52 | 61 | 39 | 4 | 59 | 63 | 37 |
| American Indian | < | < | < | < | ||||||||
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Black | < | < | < | < | < | < | < | < | < | < | < | < |
| Hispanic | - | 50 | 50 | 50 | < | < | < | < | - | 69 | 69 | 31 |
| White | 11 | 59 | 70 | 30 | 9 | 63 | 72 | 28 | 5 | 73 | 78 | 23 |
| Multiple Races | 20 | 33 | 53 | 47 | < | < | < | < | < | < | < | < |
| Students with Disabilities | - | 25 | 25 | 75 | < | < | < | < | - | 38 | 38 | 63 |
| Students without Disabilities | 12 | 60 | 72 | 28 | 8 | 65 | 74 | 26 | 4 | 73 | 77 | 23 |
| Economically Disadvantaged | 4 | 45 | 49 | 51 | 6 | 47 | 53 | 47 | 2 | 59 | 60 | 40 |
| Not Economically Disadvantaged | 15 | 63 | 77 | 23 | 10 | 74 | 84 | 16 | 5 | 76 | 81 | 19 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | 100 | 0 | ||||
| Military Connected | < | < | < | < | < | < | 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 | 7 | 69 | 76 | 24 | 5 | 75 | 80 | 20 | 11 | 65 | 76 | 24 |
| Female | 6 | 71 | 78 | 22 | 5 | 80 | 85 | 15 | 8 | 71 | 79 | 21 |
| Male | 7 | 67 | 74 | 26 | 6 | 69 | 74 | 26 | 14 | 59 | 73 | 27 |
| American Indian | < | < | < | < | < | < | < | < | ||||
| Asian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | < | < |
| Black | - | 45 | 45 | 55 | < | < | < | < | < | < | < | < |
| Hispanic | 6 | 41 | 47 | 53 | - | 63 | 63 | 37 | - | 83 | 83 | 17 |
| White | 8 | 73 | 81 | 19 | 6 | 78 | 84 | 16 | 12 | 65 | 77 | 23 |
| Multiple Races | < | < | < | < | - | 82 | 82 | 18 | 8 | 54 | 62 | 38 |
| Students with Disabilities | - | 17 | 17 | 83 | - | 25 | 25 | 75 | 5 | 45 | 50 | 50 |
| Students without Disabilities | 7 | 75 | 82 | 18 | 6 | 80 | 85 | 15 | 12 | 68 | 79 | 21 |
| Economically Disadvantaged | 2 | 65 | 67 | 33 | - | 69 | 69 | 31 | 7 | 65 | 72 | 28 |
| Not Economically Disadvantaged | 11 | 73 | 83 | 17 | 10 | 80 | 91 | 9 | 14 | 65 | 79 | 21 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | ||||
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Chemistry Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | < | < | < | < | ||||||||
| Female | < | < | < | < | ||||||||
| Male | < | < | < | < | ||||||||
| Hispanic | < | < | < | < | ||||||||
| White | < | < | < | < | ||||||||
| Students without Disabilities | < | < | < | < | ||||||||
| Economically Disadvantaged | < | < | < | < | ||||||||
| Not Economically Disadvantaged | < | < | < | < | ||||||||
| Grade 5 Science Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 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 | 3 | 55 | 58 | 42 | 5 | 72 | 76 | 24 | 9 | 69 | 77 | 23 |
| Female | 2 | 57 | 60 | 40 | 1 | 80 | 82 | 18 | 5 | 77 | 82 | 18 |
| Male | 4 | 53 | 57 | 43 | 8 | 63 | 71 | 29 | 13 | 60 | 73 | 28 |
| American Indian | < | < | < | < | < | < | 100 | 0 | ||||
| Asian | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Black | - | 23 | 23 | 77 | < | < | < | < | < | < | < | < |
| Hispanic | 6 | 31 | 38 | 63 | - | 82 | 82 | 18 | - | 60 | 60 | 40 |
| White | 3 | 59 | 61 | 39 | 6 | 73 | 79 | 21 | 9 | 70 | 79 | 21 |
| Multiple Races | < | < | < | < | < | < | < | < | 8 | 62 | 69 | 31 |
| Students with Disabilities | - | 9 | 9 | 91 | - | 36 | 36 | 64 | - | 67 | 67 | 33 |
| Students without Disabilities | 3 | 58 | 61 | 39 | 5 | 75 | 80 | 20 | 9 | 69 | 78 | 22 |
| Economically Disadvantaged | 1 | 46 | 47 | 53 | 4 | 55 | 59 | 41 | 4 | 65 | 70 | 30 |
| Not Economically Disadvantaged | 5 | 63 | 68 | 32 | 6 | 87 | 93 | 7 | 12 | 72 | 83 | 17 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 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 | < | < | < | < | < | < | < | < | ||||
| Female | < | < | < | < | ||||||||
| Male | < | < | < | < | < | < | < | < | ||||
| Black | < | < | 100 | 0 | ||||||||
| White | < | < | < | < | < | < | < | < | ||||
| Students with Disabilities | < | < | < | < | ||||||||
| Students without Disabilities | < | < | < | < | < | < | 100 | 0 | ||||
| Economically Disadvantaged | < | < | < | < | < | < | 100 | 0 | ||||
| Not Economically Disadvantaged | < | < | 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 | - | 15 | 15 | 85 | < | < | < | < | < | < | < | < |
| Female | - | 17 | 17 | 83 | < | < | < | < | ||||
| Male | < | < | < | < | < | < | < | < | < | < | < | < |
| Black | < | < | < | < | < | < | < | < | ||||
| Hispanic | < | < | < | < | ||||||||
| White | - | 13 | 13 | 87 | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | - | 16 | 16 | 84 | < | < | < | < | < | < | < | < |
| Economically Disadvantaged | - | 25 | 25 | 75 | < | < | < | < | < | < | < | < |
| Not Economically Disadvantaged | < | < | < | < | ||||||||
| English Learners | < | < | < | < | ||||||||
| Geography Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 3 | 60 | 63 | 37 | 5 | 72 | 77 | 23 | 9 | 70 | 79 | 21 |
| Female | 3 | 65 | 68 | 32 | 1 | 81 | 83 | 17 | 5 | 77 | 82 | 18 |
| Male | 4 | 56 | 60 | 40 | 9 | 63 | 72 | 28 | 13 | 61 | 75 | 25 |
| American Indian | < | < | < | < | < | < | 100 | 0 | ||||
| Asian | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Black | - | 30 | 30 | 70 | < | < | < | < | < | < | < | < |
| Hispanic | 7 | 29 | 36 | 64 | - | 82 | 82 | 18 | - | 60 | 60 | 40 |
| White | 3 | 64 | 67 | 33 | 6 | 73 | 79 | 21 | 9 | 72 | 81 | 19 |
| Multiple Races | < | < | < | < | < | < | < | < | 8 | 62 | 69 | 31 |
| Students with Disabilities | - | 10 | 10 | 90 | - | 38 | 38 | 62 | - | 80 | 80 | 20 |
| Students without Disabilities | 4 | 63 | 66 | 34 | 5 | 75 | 81 | 19 | 9 | 69 | 79 | 21 |
| Economically Disadvantaged | 1 | 50 | 51 | 49 | 4 | 56 | 60 | 40 | 5 | 67 | 71 | 29 |
| Not Economically Disadvantaged | 5 | 68 | 73 | 27 | 6 | 87 | 93 | 7 | 12 | 72 | 84 | 16 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 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 |
| 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
| 2022-2023 | 2023-2024 | 2024-2025 | |
|---|---|---|---|
| School | - | - | - |
| Division | 14 | 15 | 12 |
| State | 4,460 | 6,361 | 4,559 |
| 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 | |||
|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | |
| Grade 9 | 169 | 178 | 165 |
| Grade 10 | 187 | 167 | 164 |
| Grade 11 | 166 | 178 | 153 |
| Grade 12 | 177 | 190 | 186 |
| Total Enrollment | 699 | 713 | 668 |
< = 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 | 2022-2023 | 2023-2024 | 2024-2025 |
| All Students | 699 | 713 | 668 |
| Female | 321 | 334 | 325 |
| Male | 378 | 379 | 343 |
| American Indian | 1 | 3 | 4 |
| Asian | 16 | 15 | 13 |
| Black | 25 | 27 | 26 |
| Hispanic | 41 | 52 | 51 |
| White | 583 | 574 | 533 |
| Multiple Races | 33 | 42 | 41 |
| Students with Disabilities | 85 | 80 | 84 |
| Students without Disabilities | 614 | 633 | 584 |
| Economically Disadvantaged | 266 | 291 | 235 |
| Not Economically Disadvantaged | 433 | 422 | 433 |
| English Learners | 14 | 17 | 16 |
| Not English Learners | 685 | 696 | 652 |
| Homeless | 5 | 3 | 1 |
| Military Connected | 9 | 3 | 3 |
| Foster Care | 1 | 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 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 Students | 536 | 146 | 529 | 144 | 570 | 101 |
| Female | 245 | 66 | 247 | 62 | 277 | 47 |
| Male | 291 | 80 | 282 | 82 | 293 | 54 |
| American Indian | < | < | < | < | < | < |
| Asian | 15 | 1 | 14 | 2 | 13 | 0 |
| Black | 19 | 5 | 20 | 4 | 22 | 3 |
| Hispanic | 32 | 8 | 37 | 12 | 45 | 7 |
| White | 446 | 119 | 428 | 113 | 451 | 86 |
| Multiple Races | 23 | 13 | 27 | 13 | 36 | 4 |
| Students with Disabilities | 61 | 24 | 53 | 26 | 62 | 19 |
| Economically Disadvantaged | 189 | 84 | 207 | 90 | 203 | 53 |
| English Learners | 11 | 4 | 12 | 5 | 16 | 1 |
| 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 2025: 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 2024-2025 Cohort | |||||||
|---|---|---|---|---|---|---|---|
| Student Subgroup | School | Advanced Diplomas | Standard Diplomas | Other Diplomas | GED's | Dropouts | Other Non-Graduates |
| All Students | School | 83 | 90 | 4 | 3 | 6 | 1 |
| Division | 343 | 422 | 14 | 14 | 27 | 12 | |
| State | 51325 | 41797 | 1944 | 889 | 5197 | 1395 | |
| Female | School | 52 | 37 | 2 | 0 | 3 | 0 |
| Division | 205 | 173 | 4 | 1 | 14 | 6 | |
| State | 27479 | 18568 | 644 | 302 | 1991 | 571 | |
| Male | School | 31 | 53 | 2 | 3 | 3 | 1 |
| Division | 138 | 249 | 10 | 13 | 13 | 6 | |
| State | 23842 | 23219 | 1299 | 582 | 3204 | 824 | |
| Asian | School | < | < | < | < | 0 | < |
| Division | < | < | < | < | 0 | < | |
| State | 6138 | 1603 | 96 | 15 | 116 | 44 | |
| Black | School | < | < | < | < | < | < |
| Division | 10 | 13 | 1 | 1 | 1 | 0 | |
| State | 8492 | 10859 | 649 | 192 | 1064 | 555 | |
| Hispanic | School | 4 | 8 | 0 | 0 | 1 | 0 |
| Division | 21 | 33 | 0 | 0 | 5 | 1 | |
| State | 7732 | 9780 | 323 | 169 | 2618 | 361 | |
| White | School | 72 | 68 | 3 | 2 | 4 | 1 |
| Division | 297 | 350 | 12 | 12 | 18 | 11 | |
| State | 25572 | 16963 | 766 | 433 | 1201 | 364 | |
| Multiple Races | School | 4 | 8 | 1 | 1 | 0 | 0 |
| Division | 9 | 22 | 1 | 1 | 3 | 0 | |
| State | 3187 | 2410 | 100 | 77 | 171 | 63 | |
| Students with Disabilities | School | 2 | 15 | 4 | 1 | 0 | 0 |
| Division | 4 | 60 | 14 | 3 | 4 | 2 | |
| State | 1563 | 8067 | 1944 | 137 | 861 | 128 | |
| Economically Disadvantaged | School | 14 | 38 | 0 | 1 | 0 | 1 |
| Division | 65 | 180 | 4 | 7 | 15 | 10 | |
| State | 12384 | 21564 | 1091 | 503 | 2612 | 961 | |
| English Learners | School | < | < | < | < | 0 | < |
| Division | 5 | 18 | 0 | 0 | 2 | 1 | |
| State | 1822 | 5921 | 308 | 50 | 2224 | 183 | |
| Homeless | School | < | < | < | < | 0 | < |
| Division | < | < | < | < | < | < | |
| State | 201 | 818 | 47 | 19 | 231 | 71 | |
| Military Connected | School | < | < | < | < | 0 | < |
| Division | 5 | 8 | 0 | 0 | 0 | 0 | |
| State | 2497 | 1577 | 51 | 17 | 49 | 13 | |
| < = 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 | 187 | 177 | 95 | 180 | 96 | 6 | 3 | |
| Female | 94 | 91 | 97 | 91 | 97 | 3 | 3 | |
| Male | 93 | 86 | 93 | 89 | 96 | 3 | 3 | |
| Asian | < | < | 100 | < | 100 | 0 | 0 | |
| Black | < | < | < | < | < | < | < | |
| Hispanic | 13 | 12 | 92 | 12 | 92 | 1 | 8 | |
| White | 150 | 143 | 95 | 145 | 97 | 4 | 3 | |
| Multiple Races | 14 | 13 | 93 | 14 | 100 | 0 | 0 | |
| Students with Disabilities | 22 | 21 | 96 | 22 | 100 | 0 | 0 | |
| Economically Disadvantaged | 54 | 52 | 96 | 53 | 98 | 0 | 0 | |
| English Learners | < | < | 100 | < | 100 | 0 | 0 | |
| Homeless | < | < | < | < | < | 0 | 0 | |
| Military Connected | < | < | 100 | < | 100 | 0 | 0 | |
| < = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
||||||||
Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs
| Advanced Program Information - Count/Percentage | |||
|---|---|---|---|
| Program Type | 2022-2023 | 2023-2024 | 2024-2025 |
| Advanced Placement Test Taken | 45 / 6.45% | 60 / 8.43% | 52 / 7.78% |
| Advanced Placement Course Enrollment | 46 / 6.59% | 60 / 8.43% | 54 / 8.08% |
| Dual Enrollment | 42 / 6.02% | 27 / 3.79% | 55 / 8.23% |
| Governor's School Enrollment | 29 / 4.15% | 27 / 3.79% | 25 / 3.74% |
| 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
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 Students | School | 173 | 70 | 60 |
| Division | 715 | 361 | 50 | |
| State | 87,947 | 58,787 | 33 | |
| Female | School | 77 | 39 | 49 |
| Division | 346 | 209 | 40 | |
| State | 44,125 | 32,246 | 27 | |
| Male | School | 96 | 31 | 68 |
| Division | 369 | 152 | 59 | |
| State | 43,771 | 26,522 | 39 | |
| Black | School | < | < | 100 |
| Division | 23 | 14 | 39 | |
| State | 18,153 | 10,957 | 40 | |
| Hispanic | School | 10 | < | 100 |
| Division | 48 | 28 | 42 | |
| State | 12,866 | 7,348 | 43 | |
| White | School | 147 | 58 | 61 |
| Division | 616 | 300 | 51 | |
| State | 44,455 | 30,645 | 31 | |
| Multiple Races | School | 11 | < | 100 |
| Division | 22 | 13 | 41 | |
| State | 4,837 | 3,237 | 33 | |
| Students with Disabilities | School | 11 | < | 100 |
| Division | 43 | 12 | 72 | |
| State | 8,632 | 3,934 | 54 | |
| Economically Disadvantaged | School | 68 | 24 | 65 |
| Division | 234 | 104 | 56 | |
| State | 30,889 | 16,128 | 48 | |
| English Learners | School | < | < | 100 |
| Division | 13 | < | 100 | |
| State | 7,530 | 4,273 | 43 | |
| American Indian | School | - | - | 100 |
| Division | < | < | 100 | |
| State | 173 | 107 | 38 | |
| Asian | School | - | - | 100 |
| Division | < | < | 100 | |
| State | 7,326 | 6,406 | 13 | |
| Native Hawaiian | School | - | - | 100 |
| Division | - | - | 100 | |
| State | 137 | 87 | 36 | |
|
< = 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).
| Career and Technical Education | ||||
|---|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | ||
| NOCTI Assessments | School | 17 | 12 | 14 |
| Division | 91 | 85 | 70 | |
| State | 3,844 | 3,577 | 3,225 | |
| State Licensures | School | 12 | 6 | 11 |
| Division | 26 | 31 | 42 | |
| State | 1,573 | 2,069 | 2,206 | |
| Industry Certification | School | 193 | 214 | 219 |
| Division | 1,050 | 1,160 | 1,331 | |
| State | 100,965 | 101,956 | 105,973 | |
| Workplace Readiness | School | 26 | 24 | 10 |
| Division | 239 | 297 | 269 | |
| State | 41,819 | 35,066 | 38,829 | |
| Total Credentials Earned | School | 248 | 256 | 254 |
| Division | 1,406 | 1,573 | 1,712 | |
| State | 148,201 | 142,668 | 150,233 | |
| Students Earning One or More Credentials | School | 204 | 219 | 215 |
| Division | 1,052 | 1,211 | 1,249 | |
| State | 118,467 | 115,609 | 120,035 | |
| CTE Completers | School | 113 | 135 | 136 |
| Division | 550 | 524 | 545 | |
| State | 46,028 | 48,643 | 51,357 | |
| Armed Services Vocational Aptitude Battery Examination | School | - | - | - |
| Division | - | - | - | |
| State | 962 | 1,022 | - | |
< = 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 Progress | 38 | |||
| Behaviors related to School Operations | 63 | |||
| Relationship Behaviors without Physical Harm | 46 | |||
| Behaviors of a Safety Concern | 64 | |||
| Behaviors that Endanger the Health, Safety, or Welfare of Self or Others | 23 | |||
< = 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 | |||
|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | |
| In-School Suspension | 15 | 34 | 14 |
| Out-of-School Suspension | 162 | 130 | 64 |
| Explusion and Alternative Placement | 0 | 0 | 1 |
| Referral to Law Enforcement | 20 | 27 | 6 |
| Bus Suspension | 1 | 1 | 2 |
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 | |||
|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | |
| Percentage | Percentage | Percentage | |
| All Students | 38.7 | 42.8 | 62 |
|
< = 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 | |||
|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | |
| Percentage | Percentage | Percentage | |
| All Students | 31.4 | 34 | 29 |
|
< = 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 | |||
|---|---|---|---|
| 2022-2023 | 2023-2024 | 2024-2025 | |
| Percentage | Percentage | Percentage | |
| All Students | 50.8 | 51.7 | 53 |
|
< = 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 | |
| 2022-2023 | 48% | 48% | 2% | 2% |
| 2023-2024 | 52% | 46% | 0% | 2% |
| 2024-2025 | 52% | 45% | 0% | 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
2024-2025 Data Used for Required Federal Reporting:
ESSA School Quality Indicators Summary
| Student Group | English Reading Performance | Mathematics Performance | English Learner Progress | Federal Graduation Indicator |
|---|---|---|---|---|
| All Students | Yes - No CP | Yes | - | Yes - CP |
| Asian | TS | TS | - | TS |
| Black | TS | TS | - | TS |
| Hispanic | Yes | TS | - | TS |
| White | No | Yes | - | Yes - CP |
| Multiple Races | TS | TS | - | TS |
| Economically Disadvantaged | Yes - No CP | Yes | - | Yes - CP |
| English Learners | TS | TS | TS | TS |
| Students with Disabilities | TS | TS | - | TS |
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
ESSA Annual Targets and Long-Term Goals: Reading
| Student Group | Current Rate | Annual Target | Long-Term Goal |
|---|---|---|---|
| All Students | 82% | 81% | 88% |
| Asian | < | 91% | 88% |
| Black | < | 73% | 88% |
| Hispanic | 67% | 73% | 88% |
| White | 83% | 86% | 88% |
| Multiple Races | 92% | 84% | 88% |
| Economically Disadvantaged | 75% | 73% | 88% |
| English Learners | < | 67% | 88% |
| Students with Disabilities | 24% | 64% | 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 | 89% | 76% | 85% |
| Asian | < | 90% | 85% |
| Black | < | 67% | 85% |
| Hispanic | 92% | 68% | 85% |
| White | 89% | 82% | 85% |
| Multiple Races | 92% | 79% | 85% |
| Economically Disadvantaged | 91% | 67% | 85% |
| English Learners | < | 64% | 85% |
| Students with Disabilities | 43% | 61% | 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 | 69% |
| Asian | < |
| Black | < |
| Hispanic | 40% |
| White | 72% |
| Multiple Races | 64% |
| Economically Disadvantaged | 51% |
| English Learners | < |
| Students with Disabilities | 24% |
< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available
The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Federal Graduation Indicator
| Student Group | Current Rate | Annual Target | Long-Term Goal |
|---|---|---|---|
| All Students | 92% | 84% | 84% |
| Asian | < | 90% | 84% |
| Black | < | 83% | 84% |
| Hispanic | 86% | 83% | 84% |
| White | 93% | 86% | 84% |
| Multiple Races | 86% | 89% | 84% |
| Economically Disadvantaged | 96% | 83% | 84% |
| English Learners | < | 80% | 84% |
| Students with Disabilities | 73% | 79% | 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 | 46% | 56% | 58% |
| English Learner Proficiency | 13% | - | - |
< = 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 | 6 | 13 | 46% |
| English Learner Proficiency | 2 | 15 | 13% |
ESSA Participation Rates
| Student Group | English Reading Participation | Mathematics Participation | Science Participation | |||
|---|---|---|---|---|---|---|
| Assessed | Not Assessed | Assessed | Not Assessed | Assessed | Not Assessed | |
| All Students | 97.2% | - | 98.3% | - | 99.4% | - |
| Asian | < | - | < | - | < | - |
| Black | < | - | < | - | < | - |
| Hispanic | 100% | - | 100% | - | 100% | - |
| White | 97.2% | - | 97.9% | - | 99.3% | - |
| Multiple Races | 92.3% | - | 100% | - | 100% | - |
| Economically Disadvantaged | 96.3% | - | 98.1% | - | 98.1% | - |
| Not Economically Disadvantaged | 97.6% | - | 98.4% | - | 100% | - |
| English Learners | < | - | < | - | < | - |
| Students with Disabilities | 90.5% | - | 95.2% | - | 100% | - |
| Students without Disabilities | 98.1% | - | 98.7% | - | 99.4% | - |
| Female | 100% | - | 100% | - | 100% | - |
| Male | 94.3% | - | 96.6% | - | 98.8% | - |
< = 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
Schools Identified for Federal Support and Improvement 2024-2025Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019
Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria