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The Nokesville School

General school information

Category: Elementary (KG-08) School
Phone: 571-781-3040
Address: 12375 Aden Road Nokesville, VA 20181
Principal: Ms. Amanda Johnson
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 150
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 15 66 81 19 14 65 79 21
Female 13 66 79 21 17 67 84 16 15 67 82 18
Male 15 60 76 24 13 65 78 22 13 64 77 23
Asian 14 60 74 26 18 68 86 14 11 70 81 19
Black 6 72 78 22 11 65 76 24 11 68 78 22
Hispanic 8 56 64 36 6 63 69 31 8 59 66 34
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 16 65 81 19 18 67 84 16 16 67 83 17
Multiple Races 19 65 83 17 20 70 89 11 21 69 90 10
Students with Disabilities 7 44 51 49 8 46 54 46 5 46 51 49
Students without Disabilities 15 66 81 19 16 69 85 15 16 69 84 16
Economically Disadvantaged 7 49 56 44 7 61 68 32 9 58 67 33
Not Economically Disadvantaged 17 68 84 16 18 68 86 14 16 68 84 16
English Learners - 35 35 65 2 44 47 53 - 36 36 64
Military Connected 18 77 95 5 10 79 90 10 12 76 88 12
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
All Students 19 52 71 29 13 60 72 28 7 66 73 27
Female 18 57 75 25 19 61 81 19 7 67 74 26
Male 19 48 67 33 7 59 66 34 7 65 72 28
Asian - 50 50 50 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic - 43 43 57 3 52 55 45 - 50 50 50
White 27 53 80 20 17 59 76 24 9 69 78 22
Multiple Races 10 60 70 30 < < 100 0 8 92 100 0
Students with Disabilities 12 41 53 47 < < < < 4 52 57 43
Students without Disabilities 20 53 73 27 13 61 74 26 7 69 77 23
Economically Disadvantaged 9 41 50 50 3 57 60 40 6 42 48 52
Not Economically Disadvantaged 22 56 78 22 16 61 77 23 7 74 81 19
English Learners - 33 33 67 5 40 45 55 - 37 37 63
Military Connected < < < < < < < < < < 100 0
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
All Students 12 64 76 24 23 61 84 16 19 57 76 24
Female 12 65 77 23 33 53 86 14 21 59 80 20
Male 12 63 75 25 14 68 81 19 17 55 72 28
Asian < < < < 25 58 83 17 < < < <
Black < < < < < < < < < < < <
Hispanic 7 52 59 41 - 65 65 35 10 43 53 47
Native Hawaiian < < 100 0 < < < <
White 13 69 82 18 29 59 88 12 22 61 83 17
Multiple Races < < < < 31 54 85 15 27 55 82 18
Students with Disabilities - 29 29 71 5 63 68 32 6 33 39 61
Students without Disabilities 13 69 82 18 26 60 86 14 21 61 82 18
Economically Disadvantaged 9 47 56 44 17 64 81 19 13 47 61 39
Not Economically Disadvantaged 13 71 84 16 25 60 85 15 21 61 82 18
English Learners - 44 44 56 5 60 65 35 - 44 44 56
Military Connected < < 100 0 < < 100 0 < < 100 0
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
All Students 14 69 83 17 11 70 81 19 13 68 82 18
Female 10 71 81 19 5 79 85 15 16 74 90 10
Male 18 68 85 15 19 57 76 24 10 64 74 26
Asian < < 100 0 < < < < 8 67 75 25
Black < < < < < < < < < < < <
Hispanic 11 58 69 31 10 59 69 31 4 63 67 33
White 15 73 88 12 12 73 85 15 13 74 88 12
Multiple Races 27 73 100 0 < < < < 36 43 79 21
Students with Disabilities 11 50 61 39 6 28 33 67 5 45 50 50
Students without Disabilities 15 72 86 14 12 77 89 11 14 72 87 13
Economically Disadvantaged 7 57 64 36 5 63 67 33 3 82 85 15
Not Economically Disadvantaged 17 74 91 9 14 74 88 12 16 65 81 19
English Learners - 31 31 69 - 36 36 64 - 46 46 54
Military Connected < < 100 0 < < 100 0 < < 100 0
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
All Students 14 63 76 24 17 71 88 12 13 67 80 20
Female 8 68 77 23 17 73 90 10 14 69 83 17
Male 18 58 76 24 16 70 86 14 12 65 77 23
Asian < < < < < < 100 0 10 70 80 20
Black < < 100 0 < < < < < < < <
Hispanic 3 65 68 32 8 69 77 23 6 63 69 31
Native Hawaiian < < 100 0
White 18 61 79 21 20 71 91 9 16 69 84 16
Multiple Races < < < < 17 83 100 0 < < < <
Students with Disabilities 5 50 55 45 20 55 75 25 5 40 45 55
Students without Disabilities 15 65 80 20 16 74 90 10 14 72 86 14
Economically Disadvantaged 6 47 53 47 3 60 63 38 8 60 69 31
Not Economically Disadvantaged 17 68 84 16 22 75 97 3 16 71 87 13
English Learners - 25 25 75 - 38 38 62 - 23 23 77
Military Connected < < < < < < < < < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 70 82 18 13 67 79 21 17 72 90 10
Female 10 76 86 14 11 65 76 24 14 74 88 13
Male 13 66 78 22 14 68 82 18 20 71 91 9
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 19 53 72 28 3 70 73 27 14 67 81 19
White 8 74 82 18 15 66 82 18 20 73 92 8
Multiple Races < < 100 0 < < < < 25 75 100 0
Students with Disabilities 4 46 50 50 5 38 43 57 5 59 64 36
Students without Disabilities 13 75 88 12 14 72 86 14 19 74 94 6
Economically Disadvantaged 7 50 57 43 9 63 71 29 13 62 74 26
Not Economically Disadvantaged 13 76 89 11 14 68 82 18 19 77 96 4
English Learners - 40 40 60 - 55 55 45 - 29 29 71
Military Connected 15 85 100 0 < < < < < < < <
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 74 26 13 67 79 21 13 61 74 26
Female 18 61 78 22 16 66 82 18 17 58 75 25
Male 12 58 70 30 10 67 77 23 10 63 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 4 61 64 36 8 61 68 32 6 61 68 32
White 16 60 76 24 12 71 83 17 16 55 71 29
Multiple Races < < < < < < < < - 91 91 9
Students with Disabilities 11 42 53 47 4 46 50 50 5 45 50 50
Students without Disabilities 16 62 78 22 14 71 85 15 15 63 78 22
Economically Disadvantaged 3 52 55 45 6 58 64 36 8 55 63 37
Not Economically Disadvantaged 18 62 80 20 15 69 84 16 15 63 78 22
English Learners < < < < - 33 33 67 - 36 36 64
Military Connected < < 100 0 17 75 92 8 < < < <
EOC 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
EOC Writing 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

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 12 66 78 22 14 61 75 25 17 61 78 22
Female 10 68 78 22 12 63 74 26 13 63 76 24
Male 14 64 78 22 15 60 75 25 21 59 80 20
Asian 9 77 86 14 20 63 83 17 17 66 83 17
Black 3 59 63 38 5 65 70 30 8 65 73 27
Hispanic 3 60 63 37 7 54 60 40 6 55 61 39
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 16 66 82 18 16 63 79 21 21 62 83 17
Multiple Races 15 74 89 11 14 68 82 18 19 66 85 15
Students with Disabilities 4 44 47 53 5 40 44 56 3 45 48 52
Students without Disabilities 13 69 83 17 15 65 79 21 19 64 83 17
Economically Disadvantaged 5 52 57 43 9 48 57 43 8 54 62 38
Not Economically Disadvantaged 15 71 85 15 15 66 82 18 20 64 84 16
English Learners 1 42 43 57 3 40 43 57 - 48 48 52
Military Connected 18 62 79 21 21 64 85 15 21 64 85 15
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 64 80 20 14 65 80 20 19 63 82 18
Female 12 69 81 19 18 60 77 23 13 67 80 20
Male 18 60 78 22 11 70 81 19 25 58 83 17
Asian - 67 67 33 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 5 52 57 43 10 48 59 41 5 55 59 41
White 21 64 86 14 17 69 86 14 23 63 86 14
Multiple Races 10 80 90 10 < < < < 23 77 100 0
Students with Disabilities 6 50 56 44 < < < < - 57 57 43
Students without Disabilities 16 66 83 17 15 65 81 19 23 64 88 12
Economically Disadvantaged 6 62 68 32 11 49 60 40 13 48 61 39
Not Economically Disadvantaged 18 65 84 16 15 72 87 13 21 68 89 11
English Learners 5 48 52 48 5 50 55 45 - 53 53 47
Military Connected < < < < < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 61 74 26 26 56 82 18 22 64 86 14
Female 7 65 72 28 21 60 81 19 16 69 85 15
Male 19 57 75 25 30 53 82 18 27 59 86 14
Asian < < < < 17 67 83 17 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 57 57 43 4 61 65 35 10 55 65 35
Native Hawaiian < < 100 0 < < < <
White 17 64 81 19 33 52 85 15 28 65 93 7
Multiple Races < < < < 23 54 77 23 27 64 91 9
Students with Disabilities - 43 43 57 11 37 47 53 6 50 56 44
Students without Disabilities 14 64 78 22 28 59 87 13 24 66 90 10
Economically Disadvantaged 12 41 53 47 14 65 78 22 8 62 69 31
Not Economically Disadvantaged 13 69 82 18 30 53 83 17 27 65 92 8
English Learners - 58 58 42 10 57 67 33 - 63 63 37
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 13 62 75 25 26 52 78 22
Female 14 62 77 23 5 69 74 26 23 52 75 25
Male 19 61 80 20 24 53 76 24 28 53 81 19
Asian < < 100 0 < < < < 8 67 75 25
Black < < < < < < < < < < < <
Hispanic 3 58 61 39 7 57 63 37 12 56 68 32
White 22 63 85 15 16 65 81 19 34 48 82 18
Multiple Races 18 82 100 0 < < < < 21 50 71 29
Students with Disabilities 11 44 56 44 6 28 33 67 5 40 45 55
Students without Disabilities 18 64 82 18 14 68 82 18 29 54 83 17
Economically Disadvantaged 5 52 57 43 4 56 60 40 12 56 68 32
Not Economically Disadvantaged 22 66 88 12 18 65 83 17 30 51 81 19
English Learners - 31 31 69 - 38 38 63 - 57 57 43
Military Connected < < < < < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 68 32 10 66 75 25 9 64 73 27
Female 10 55 66 34 12 64 75 25 5 68 73 27
Male 10 60 71 29 8 67 75 25 14 60 74 26
Asian < < 100 0 < < < < 30 40 70 30
Black < < < < < < < < < < < <
Hispanic 3 52 55 45 8 58 65 35 - 60 60 40
Native Hawaiian < < 100 0
White 13 58 71 29 11 69 80 20 9 72 81 19
Multiple Races < < < < 9 73 82 18 < < < <
Students with Disabilities 5 35 40 60 5 50 55 45 - 42 42 58
Students without Disabilities 11 62 73 27 10 68 78 22 10 68 78 22
Economically Disadvantaged 3 46 49 51 5 48 52 48 2 59 61 39
Not Economically Disadvantaged 13 62 75 25 12 73 84 16 13 67 80 20
English Learners - 42 42 58 - 33 33 67 - 36 36 64
Military Connected < < < < < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 65 65 35 - 40 40 60 1 58 59 41
Female - 65 65 35 - 37 37 63 - 57 57 43
Male - 66 66 34 - 44 44 56 2 59 61 39
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 62 62 38 - 30 30 70 - 42 42 58
White - 65 65 35 - 41 41 59 2 65 67 33
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 48 48 52 - 21 21 79 - 45 45 55
Students without Disabilities - 71 71 29 - 46 46 54 1 62 63 37
Economically Disadvantaged - 44 44 56 - 31 31 69 - 32 32 68
Not Economically Disadvantaged - 75 75 25 - 45 45 55 2 73 75 25
English Learners - 36 36 64 - 23 23 77 - 21 21 79
Military Connected < < < < < < < < < < < <
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 78 86 14 4 67 71 29 8 65 72 28
Female 3 84 86 14 2 73 75 25 10 63 73 27
Male 13 73 86 14 6 64 70 30 6 66 72 28
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 6 69 75 25 - 61 61 39 6 58 64 36
White 10 80 89 11 4 69 73 27 8 65 73 27
Multiple Races < < < < 9 91 100 0 15 69 85 15
Students with Disabilities - 43 43 57 4 42 46 54 4 35 39 61
Students without Disabilities 9 84 93 7 5 71 76 24 8 70 79 21
Economically Disadvantaged 6 57 63 37 3 36 39 61 5 62 67 33
Not Economically Disadvantaged 9 85 93 7 5 75 80 20 9 66 75 25
English Learners < < < < - 27 27 73 - 54 54 46
Military Connected 25 75 100 0 < < < < < < < <
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 24 76 100 0 37 63 100 0 35 65 100 0
Female 22 78 100 0 30 70 100 0 27 73 100 0
Male 25 75 100 0 43 57 100 0 38 62 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 36 64 100 0 < < 100 0
White 28 72 100 0 33 67 100 0 33 67 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 24 76 100 0 38 62 100 0 34 66 100 0
Economically Disadvantaged < < 100 0 50 50 100 0 < < 100 0
Not Economically Disadvantaged 25 75 100 0 33 67 100 0 34 66 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Algebra II 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 16 61 77 23 14 63 77 23 14 60 74 26
Female 12 61 73 27 11 65 76 24 12 66 78 22
Male 19 61 80 20 18 60 78 22 17 55 72 28
Asian 27 73 100 0 25 50 75 25 6 65 71 29
Black 8 54 62 38 13 80 93 7 19 50 69 31
Hispanic 6 59 66 34 7 57 64 36 5 49 54 46
White 17 61 78 22 18 63 80 20 18 63 81 19
Multiple Races 30 60 90 10 7 79 86 14 12 64 76 24
Students with Disabilities 8 36 44 56 10 38 48 52 2 38 40 60
Students without Disabilities 17 64 81 19 15 67 82 18 16 64 80 20
Economically Disadvantaged 5 49 54 46 5 55 60 40 11 50 61 39
Not Economically Disadvantaged 19 65 84 16 19 66 85 15 16 63 79 21
English Learners - 15 15 85 - 35 35 65 - 28 28 72
Military Connected < < 100 0 21 68 89 11 < < < <
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 56 81 19 23 53 77 23 23 53 76 24
Female 19 57 75 25 19 58 77 23 22 59 81 19
Male 30 56 86 14 29 47 76 24 24 47 72 28
Asian < < 100 0 < < < < 8 50 58 42
Black < < < < < < < < < < < <
Hispanic 11 64 75 25 10 53 63 37 12 44 56 44
White 29 54 83 17 31 49 80 20 28 58 87 13
Multiple Races 36 64 100 0 < < < < 21 50 71 29
Students with Disabilities 17 50 67 33 11 33 44 56 - 40 40 60
Students without Disabilities 26 57 83 17 25 57 82 18 27 55 82 18
Economically Disadvantaged 9 57 66 34 7 53 60 40 18 53 71 29
Not Economically Disadvantaged 31 56 88 12 32 54 86 14 25 53 78 22
English Learners - 23 23 77 - 38 38 63 - 36 36 64
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 66 72 28 7 71 78 22 6 67 73 27
Female 5 66 71 29 2 73 75 25 2 72 74 26
Male 7 66 73 27 11 69 80 20 9 62 72 28
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 54 54 46 5 60 65 35 - 53 53 47
White 6 68 74 26 7 74 81 19 9 68 76 24
Multiple Races < < < < < < < < - 82 82 18
Students with Disabilities - 22 22 78 8 42 50 50 5 36 41 59
Students without Disabilities 7 72 79 21 7 76 83 17 6 72 78 22
Economically Disadvantaged - 38 38 63 3 57 59 41 5 47 53 47
Not Economically Disadvantaged 8 74 82 18 8 75 84 16 6 73 79 21
English Learners < < < < - 33 33 67 - 18 18 82
Military Connected < < 100 0 17 67 83 17 < < < <
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth 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 26 54 79 21 28 57 84 16 33 50 83 17
Female 22 57 78 22 27 60 87 13 30 54 84 16
Male 31 50 80 20 28 55 82 18 36 46 83 17
Asian 43 50 93 7 31 54 85 15 23 77 100 0
Black 20 70 90 10 21 71 93 7 38 46 85 15
Hispanic 16 45 61 39 11 63 73 27 23 52 74 26
Native Hawaiian < < 100 0 < < < <
White 26 58 84 16 32 54 86 14 38 48 86 14
Multiple Races 41 35 76 24 40 55 95 5 32 50 82 18
Students with Disabilities 12 33 45 55 7 54 61 39 15 35 50 50
Students without Disabilities 28 56 84 16 31 57 89 11 36 52 89 11
Economically Disadvantaged 10 51 62 38 16 62 78 22 25 45 70 30
Not Economically Disadvantaged 31 54 85 15 31 55 87 13 36 52 88 12
English Learners 8 31 38 62 11 48 59 41 3 57 60 40
Military Connected 25 75 100 0 19 75 94 6 50 33 83 17
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 63 86 14 11 71 82 18 23 58 81 19
Female 17 69 87 13 10 81 90 10 17 67 84 16
Male 28 57 85 15 12 63 75 25 28 51 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 18 57 75 25 8 65 73 27 26 48 74 26
Native Hawaiian < < 100 0
White 22 66 88 12 11 72 83 17 23 61 84 16
Multiple Races < < < < < < 100 0 9 64 73 27
Students with Disabilities 11 37 47 53 - 48 48 52 9 41 50 50
Students without Disabilities 25 67 92 8 13 75 88 12 26 61 87 13
Economically Disadvantaged 6 65 71 29 3 67 69 31 21 47 68 32
Not Economically Disadvantaged 28 63 90 10 14 72 86 14 24 62 86 14
English Learners < < < < - 33 33 67 - 55 55 45
Military Connected < < 100 0 8 83 92 8 < < < <
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 42 71 29 45 42 87 13 44 41 86 14
Female 26 43 70 30 45 39 84 16 42 42 84 16
Male 34 40 74 26 45 45 90 10 46 41 87 13
Asian < < < < 36 45 82 18 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 14 32 46 54 16 58 74 26 19 55 74 26
Native Hawaiian < < 100 0 < < < <
White 32 46 78 22 54 36 89 11 54 34 88 12
Multiple Races < < < < 46 46 92 8 55 36 91 9
Students with Disabilities 14 29 43 57 17 61 78 22 22 28 50 50
Students without Disabilities 31 44 75 25 50 39 89 11 48 43 91 9
Economically Disadvantaged 15 38 53 47 31 56 88 13 28 44 72 28
Not Economically Disadvantaged 35 43 78 22 50 38 87 13 51 40 91 9
English Learners 11 32 42 58 20 60 80 20 5 58 63 37
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
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2022-20232023-20242024-2025
School1113
Division542701598
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Pre-kindergarten400
Kindergarten11810197
Grade 1110123113
Grade 2121115131
Grade 3134128118
Grade 4128136138
Grade 5151127147
Grade 6145158140
Grade 7144140164
Grade 8147148154
Total Enrollment1,2021,1761,202

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students120211761202
Female569553581
Male633623621
Asian455663
Black434345
Hispanic249261279
Native Hawaiian213
White770726714
Multiple Races938898
Students with Disabilities147137147
Students without Disabilities105510391055
Economically Disadvantaged278292297
Not Economically Disadvantaged924884905
English Learners159170187
Not English Learners104310061015
Homeless323
Military Connected635447
Foster Care1--
< = 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 Students9732251,0351511,080129
Female4671014906552756
Male5061245458655373
Asian34114884815
Black391413435
Hispanic189622323724445
Native Hawaiian<<<<<<
White6361326369364956
Multiple Races73197710938
Students with Disabilities106321272014217
Economically Disadvantaged214962576628368
English Learners121371502716229
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

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 Progress42
Behaviors related to School Operations30
Relationship Behaviors without Physical Harm45
Behaviors of a Safety Concern52
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others23

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 32 48 35
Out-of-School Suspension 34 33 33
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 2 0 2
Bus Suspension 11 5 8

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 24.928.328.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 17.622.221.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 63.460.560.8
< = 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

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
2022-202333%60%0%7%
2023-202429%69%0%2%
2024-202533%64%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 GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsNoYes--
AsianNoNo--
BlackYes - CPYes--
HispanicNoNo--
WhiteNoYes--
Multiple RacesYes - CPYes--
Economically DisadvantagedNoNo--
English LearnersNoNoYes-
Students with DisabilitiesNoNo--

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students79%81%88%
Asian81%91%88%
Black78%73%88%
Hispanic66%73%88%
White83%86%88%
Multiple Races90%84%88%
Economically Disadvantaged67%73%88%
English Learners52%67%88%
Students with Disabilities51%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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students78%76%85%
Asian83%90%85%
Black73%67%85%
Hispanic61%68%85%
White83%82%85%
Multiple Races85%79%85%
Economically Disadvantaged62%67%85%
English Learners57%64%85%
Students with Disabilities48%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 GroupCurrent Rate
All Students75%
Asian71%
Black69%
Hispanic55%
White81%
Multiple Races76%
Economically Disadvantaged62%
English Learners47%
Students with Disabilities41%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress57%56%58%
English Learner Proficiency11%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6611557%
English Learner Proficiency1614711%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.2%-98.8%-99%-
Asian100%-100%-100%-
Black100%-100%-100%-
Hispanic98.9%-98.9%-98.3%-
White99.2%-98.7%-98.9%-
Multiple Races98.6%-98.6%-100%-
Economically Disadvantaged98.8%-98.8%-97.4%-
Not Economically Disadvantaged99.3%-98.9%-99.6%-
English Learners98.5%-98.5%-94.6%-
Students with Disabilities98.6%-98.6%-100%-
Students without Disabilities99.3%-98.9%-98.8%-
Female99.5%-98.8%-99.3%-
Male98.9%-98.9%-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).

Early Learning

Kindergarten Students' Public Preschool Experience

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