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Willard Middle

General school information

Category: Middle (06-08) School
Phone: 571-367-4040
Address: 40915 Braddock Road Aldie, VA 20105
Principal: Michelle Campiglia
Superintendent: Aaron Spence
School Number: 360
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 69 88 12 21 67 89 11 25 67 91 9
Female 20 70 89 11 23 68 91 9 26 68 93 7
Male 19 68 87 13 20 66 86 14 23 66 89 11
American Indian 17 65 83 17 23 64 86 14 21 79 100 0
Asian 28 67 95 5 29 66 95 5 36 59 94 6
Black 10 74 84 16 20 61 81 19 16 70 87 13
Hispanic 7 66 74 26 13 65 78 22 15 71 86 14
Native Hawaiian < < < < < < < < < < < <
White 15 71 86 14 15 70 85 15 17 73 89 11
Multiple Races 18 67 85 15 18 71 89 11 17 72 89 11
Students with Disabilities 7 50 58 42 11 41 51 49 7 52 59 41
Students without Disabilities 21 70 91 9 22 70 92 8 26 68 94 6
Economically Disadvantaged 8 57 65 35 7 57 65 35 13 59 72 28
Not Economically Disadvantaged 20 70 90 10 22 68 90 10 26 67 93 7
English Learners 7 34 41 59 10 28 38 62 10 36 46 54
Homeless < < < < < < < < < < < <
Military Connected 10 66 76 24 18 68 86 14 12 73 85 15
Grade 6 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 89 11 21 67 87 13 28 65 92 8
Female 23 68 91 9 22 69 90 10 26 69 94 6
Male 24 62 86 14 19 65 84 16 29 61 90 10
American Indian 10 70 80 20 < < 100 0 < < 100 0
Asian 32 61 93 7 28 66 94 6 42 53 94 6
Black 12 76 88 12 19 57 76 24 7 79 86 14
Hispanic 14 67 81 19 10 60 70 30 18 69 86 14
Native Hawaiian < < < < < < 100 0 < < 100 0
White 20 68 88 12 17 70 86 14 18 72 91 9
Multiple Races 20 66 86 14 7 67 74 26 18 76 94 6
Students with Disabilities 16 48 64 36 6 42 48 52 8 53 61 39
Students without Disabilities 24 67 91 9 22 70 92 8 29 66 95 5
Economically Disadvantaged 13 55 68 33 7 60 67 33 19 60 79 21
Not Economically Disadvantaged 24 66 90 10 22 67 89 11 28 65 93 7
English Learners 13 30 43 57 9 27 36 64 13 33 47 53
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < < <
Grade 7 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 73 89 11 21 68 89 11 19 71 91 9
Female 17 73 90 10 23 69 91 9 20 72 92 8
Male 14 74 88 12 19 68 87 13 19 71 89 11
American Indian < < < < 40 40 80 20 < < 100 0
Asian 23 74 98 2 28 67 95 5 30 65 94 6
Black 7 77 84 16 21 62 83 17 21 64 85 15
Hispanic 2 67 70 30 20 68 89 11 7 73 80 20
Native Hawaiian < < 100 0 < < < < < < 100 0
White 11 74 85 15 14 71 84 16 12 78 90 10
Multiple Races 21 67 88 13 13 82 95 5 7 79 86 14
Students with Disabilities 5 50 55 45 20 37 57 43 5 57 62 38
Students without Disabilities 16 75 92 8 21 71 92 8 21 73 94 6
Economically Disadvantaged 5 70 74 26 10 51 61 39 10 63 73 27
Not Economically Disadvantaged 16 74 90 10 22 70 92 8 20 72 92 8
English Learners 5 42 47 53 20 25 45 55 10 30 40 60
Homeless < < < < < < < < < < < <
Military Connected - 64 64 36 < < < < 8 92 100 0
Grade 8 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 22 67 89 11 27 64 91 9
Female 19 68 87 13 25 68 92 8 30 63 93 7
Male 20 68 87 13 20 65 85 15 23 65 88 12
American Indian < < < < < < < < 30 70 100 0
Asian 30 65 95 5 31 65 96 4 36 59 94 6
Black 11 68 80 20 20 64 84 16 17 72 89 11
Hispanic 7 64 71 29 9 65 74 26 20 72 91 9
Native Hawaiian < < 100 0 < < < <
White 14 71 85 15 14 71 85 15 20 67 87 13
Multiple Races 12 68 80 20 38 58 96 4 25 61 86 14
Students with Disabilities - 53 53 47 8 43 50 50 8 44 52 48
Students without Disabilities 21 69 90 10 24 69 92 8 29 66 94 6
Economically Disadvantaged 8 47 55 45 5 60 65 35 10 56 66 34
Not Economically Disadvantaged 21 70 91 9 24 67 91 9 28 65 93 7
English Learners - 29 29 71 - 33 33 67 8 42 50 50
Homeless < < < < < < < < < < < <
Military Connected 9 73 82 18 25 67 92 8 18 64 82 18
Grade 3 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 86 14 24 66 89 11 26 64 90 10
Female 19 66 85 15 22 68 90 10 24 67 91 9
Male 22 66 88 12 25 63 88 12 28 62 90 10
American Indian 32 60 92 8 32 64 95 5 38 63 100 0
Asian 33 60 93 7 38 57 95 5 42 54 96 4
Black 12 67 78 22 13 68 81 19 15 59 73 27
Hispanic 10 64 74 26 10 69 79 21 11 68 79 21
Native Hawaiian < < < < < < < < < < 100 0
White 11 72 83 17 12 75 87 13 14 75 90 10
Multiple Races 14 69 83 17 15 72 87 13 17 69 86 14
Students with Disabilities 5 46 51 49 4 54 58 42 4 55 59 41
Students without Disabilities 22 68 89 11 25 67 92 8 28 65 93 7
Economically Disadvantaged 6 55 61 39 8 59 66 34 8 63 71 29
Not Economically Disadvantaged 22 67 88 12 25 66 91 9 28 64 92 8
English Learners 2 39 41 59 2 56 58 42 5 52 56 44
Homeless < < < < < < < < < < < <
Military Connected 10 62 72 28 17 73 90 10 12 73 85 15
Grade 6 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 68 69 31 3 77 80 20 2 83 85 15
Female 2 69 71 29 2 80 82 18 1 84 85 15
Male 1 66 67 33 4 74 78 22 2 82 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 3 65 68 33 6 80 86 14 - 91 91 9
Black - 64 64 36 - 75 75 25 - 60 60 40
Hispanic - 52 52 48 - 59 59 41 3 72 74 26
White 2 74 75 25 2 80 82 18 2 88 89 11
Multiple Races - 64 64 36 6 71 76 24 4 83 87 13
Students with Disabilities 3 48 50 50 - 53 53 47 - 58 58 42
Students without Disabilities 1 73 74 26 4 83 86 14 2 89 91 9
Economically Disadvantaged - 42 42 58 - 50 50 50 6 71 77 23
Not Economically Disadvantaged 2 72 74 26 3 81 84 16 1 85 86 14
English Learners - 44 44 56 - 55 55 45 - 62 62 38
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Grade 7 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 84 16 19 69 88 12 19 69 88 12
Female 15 66 81 19 19 69 88 12 18 72 89 11
Male 20 67 87 13 18 69 87 13 20 67 87 13
American Indian < < < < < < 100 0 < < 100 0
Asian 29 64 93 7 30 64 94 6 35 60 95 5
Black 9 63 71 29 15 63 78 22 6 62 68 32
Hispanic 8 58 66 34 10 71 81 19 8 64 72 28
Native Hawaiian < < 100 0 < < 100 0
White 8 71 80 20 11 75 86 14 8 81 89 11
Multiple Races 16 69 84 16 5 71 76 24 8 73 81 19
Students with Disabilities 6 38 45 55 2 62 64 36 4 50 54 46
Students without Disabilities 18 69 87 13 21 70 91 9 20 72 92 8
Economically Disadvantaged 2 51 54 46 10 52 61 39 7 54 61 39
Not Economically Disadvantaged 18 68 86 14 19 70 90 10 20 71 91 9
English Learners - 26 26 74 - 57 57 43 - 29 29 71
Homeless < < < < < < < <
Military Connected 9 55 64 36 < < < < < < < <
Grade 8 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 75 82 18 7 77 84 16 9 75 84 16
Female 7 75 81 19 5 81 86 14 8 75 83 17
Male 6 76 82 18 8 73 82 18 10 74 85 15
American Indian < < 100 0 < < < < < < 100 0
Asian 9 78 87 13 12 75 88 12 19 73 92 8
Black 2 76 79 21 7 66 72 28 - 63 63 37
Hispanic 6 79 85 15 4 78 82 18 4 74 78 22
Native Hawaiian < < < < < < 100 0 < < 100 0
White 7 72 79 21 4 79 83 17 4 79 83 17
Multiple Races - 80 80 20 - 88 88 12 - 75 75 25
Students with Disabilities - 43 43 57 3 47 50 50 - 61 61 39
Students without Disabilities 7 79 86 14 7 80 87 13 10 77 87 13
Economically Disadvantaged - 59 59 41 4 67 71 29 - 63 63 37
Not Economically Disadvantaged 7 78 85 15 7 79 86 14 10 76 86 14
English Learners 5 37 42 58 - 53 53 47 3 62 65 35
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < 10 70 80 20
Algebra I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 59 98 2 45 54 99 1 46 52 98 2
Female 39 58 97 3 42 57 99 1 44 55 99 1
Male 39 60 99 1 48 50 98 2 48 49 97 3
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 54 46 100 0 56 44 100 0 57 43 100 0
Black 41 59 100 0 22 74 96 4 52 48 100 0
Hispanic 21 74 95 5 38 63 100 0 27 64 91 9
Native Hawaiian < < < < < < 100 0
White 21 75 96 4 32 65 97 3 34 63 97 3
Multiple Races 36 64 100 0 32 68 100 0 38 58 96 4
Students with Disabilities 14 79 93 7 < < 100 0 < < < <
Students without Disabilities 40 58 99 1 45 54 99 1 46 53 98 2
Economically Disadvantaged 25 75 100 0 17 83 100 0 24 68 92 8
Not Economically Disadvantaged 40 58 98 2 46 53 99 1 47 51 98 2
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 60 98 2 62 38 100 0 73 27 100 0
Female 41 59 100 0 59 41 100 0 69 31 100 0
Male 37 60 97 3 65 35 100 0 76 24 100 0
American Indian < < < < < < 100 0 < < 100 0
Asian 38 60 98 2 63 37 100 0 74 26 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 38 63 100 0 57 43 100 0 77 23 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 38 60 98 2 62 38 100 0 73 27 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 38 60 98 2 62 38 100 0 73 27 100 0
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 67 20 87 13 70 30 100 0 < < 100 0
Female < < < < 73 27 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
American Indian < < 100 0 < < 100 0
Asian 73 18 91 9 72 28 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 67 20 87 13 70 30 100 0 < < 100 0
Not Economically Disadvantaged 67 20 87 13 70 30 100 0 < < 100 0
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 86 14 16 71 87 13 22 64 86 14
Female 12 71 83 17 16 71 87 13 18 69 86 14
Male 14 75 89 11 16 71 87 13 26 59 86 14
American Indian < < < < < < 100 0 30 60 90 10
Asian 20 74 94 6 22 72 94 6 32 61 93 7
Black 7 64 70 30 11 64 76 24 4 72 76 24
Hispanic 2 73 76 24 11 67 78 22 16 66 82 18
Native Hawaiian < < 100 0 < < < <
White 10 76 86 15 11 72 83 18 15 67 82 18
Multiple Races 8 64 72 28 13 83 96 4 22 61 83 17
Students with Disabilities - 57 57 43 5 42 47 53 6 45 51 49
Students without Disabilities 14 75 89 11 17 73 90 10 23 66 89 11
Economically Disadvantaged 8 48 56 44 2 54 57 43 2 59 61 39
Not Economically Disadvantaged 14 76 90 10 17 73 90 10 24 65 88 12
English Learners - 22 22 78 - 45 45 55 - 36 36 64
Homeless < < < < < < < < < < < <
Military Connected 27 55 82 18 - 79 79 21 9 73 82 18
Grade 8 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 86 14 16 71 87 13 22 64 86 14
Female 12 71 83 17 16 71 87 13 18 69 86 14
Male 14 75 89 11 16 71 87 13 26 59 86 14
American Indian < < < < < < 100 0 30 60 90 10
Asian 20 74 94 6 22 72 94 6 32 61 93 7
Black 7 64 70 30 11 64 76 24 4 72 76 24
Hispanic 2 73 76 24 11 67 78 22 16 66 82 18
Native Hawaiian < < 100 0 < < < <
White 10 76 86 15 11 72 83 18 15 67 82 18
Multiple Races 8 64 72 28 13 83 96 4 22 61 83 17
Students with Disabilities - 57 57 43 5 42 47 53 6 45 51 49
Students without Disabilities 14 75 89 11 17 73 90 10 23 66 89 11
Economically Disadvantaged 8 48 56 44 2 54 57 43 2 59 61 39
Not Economically Disadvantaged 14 76 90 10 17 73 90 10 24 65 88 12
English Learners - 22 22 78 - 45 45 55 - 36 36 64
Homeless < < < < < < < < < < < <
Military Connected 27 55 82 18 - 79 79 21 9 73 82 18
Grade 5 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 48 93 7 51 43 94 6 53 40 93 7
Female 42 50 92 8 47 45 92 8 50 44 95 5
Male 47 46 94 6 55 41 96 4 55 36 92 8
American Indian < < < < < < 100 0 < < 100 0
Asian 60 37 97 3 60 37 97 3 63 33 97 3
Black 18 68 86 14 56 31 87 13 36 56 91 9
Hispanic 19 72 91 9 30 52 83 17 43 46 89 11
Native Hawaiian < < 100 0 < < 100 0
White 41 51 92 8 42 51 93 7 49 42 91 9
Multiple Races 28 52 80 20 57 39 96 4 44 42 86 14
Students with Disabilities 15 48 63 37 11 57 69 31 20 44 64 36
Students without Disabilities 47 48 96 4 53 42 95 5 56 40 96 4
Economically Disadvantaged 20 51 71 29 21 51 72 28 15 57 72 28
Not Economically Disadvantaged 47 48 95 5 53 42 95 5 56 39 95 5
English Learners - 40 40 60 8 50 58 42 - 47 47 53
Homeless < < < < < < < < < < < <
Military Connected 45 45 91 9 36 55 91 9 27 73 100 0
Civics & Econ Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 48 93 7 51 43 94 6 53 40 93 7
Female 42 50 92 8 47 45 92 8 50 44 95 5
Male 47 46 94 6 55 41 96 4 55 36 92 8
American Indian < < < < < < 100 0 < < 100 0
Asian 60 37 97 3 60 37 97 3 63 33 97 3
Black 18 68 86 14 56 31 87 13 36 56 91 9
Hispanic 19 72 91 9 30 52 83 17 43 46 89 11
Native Hawaiian < < 100 0 < < 100 0
White 41 51 92 8 42 51 93 7 49 42 91 9
Multiple Races 28 52 80 20 57 39 96 4 44 42 86 14
Students with Disabilities 15 48 63 37 11 57 69 31 20 44 64 36
Students without Disabilities 47 48 96 4 53 42 95 5 56 40 96 4
Economically Disadvantaged 20 51 71 29 21 51 72 28 15 57 72 28
Not Economically Disadvantaged 47 48 95 5 53 42 95 5 56 39 95 5
English Learners - 40 40 60 8 50 58 42 - 47 47 53
Homeless < < < < < < < < < < < <
Military Connected 45 45 91 9 36 55 91 9 27 73 100 0
VA & US History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2023-20242024-20252025-2026
School782
Division420320167
State6,3614,5591,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade
2023-20242024-20252025-2026
Grade 6539569544
Grade 7545556585
Grade 8542559575
Total Enrollment1,6261,6841,704

< = 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.
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Fall Membership by Subgroup
Subgroup 2023-20242024-20252025-2026
All Students162616841704
Female820851838
Male806833866
American Indian232224
Asian653688698
Black130128122
Hispanic134127142
Native Hawaiian133
White600626615
Multiple Races8590100
Students with Disabilities137152163
Students without Disabilities148915321541
Economically Disadvantaged141139140
Not Economically Disadvantaged148515451564
English Learners181207221
Not English Learners144514771483
Homeless919
Military Connected293035
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2023-2024 2024-2025 2025-2026
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,4771511,5271591,592114
Female744777688578352
Male733747597480962
American Indian203202231
Asian594616286466142
Black123512451175
Hispanic118171131713011
Native Hawaiian<<<<<<
White545575586356645
Multiple Races768827939
Students with Disabilities120161322014517
Economically Disadvantaged110311052912622
English Learners159291872420518
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

2024-2025 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress257051
Behaviors related to School Operations694175
Relationship Behaviors without Physical Harm9085114
Behaviors of a Safety Concern6310588
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others102411
Behaviors used to determine Persistently Dangerous Schools1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2023-20242024-20252025-2026
In-School Suspension 63 78 73
Out-of-School Suspension 3 9 14
Explusion and Alternative Placement 0 1 0
Referral to Law Enforcement 107 81 41
Bus Suspension 3 3 3

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 8.78.88.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 13.819.623.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 54.56162.1
< = 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: 2025-2026

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2023-202428%68%2%2%
2024-202532%64%2%2%
2025-202634%62%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%83%88%
Asian94%91%88%
Black88%78%88%
Hispanic86%78%88%
White90%87%88%
Multiple Races89%85%88%
Economically Disadvantaged73%78%88%
English Learners81%74%88%
Students with Disabilities59%72%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%79%85%
Asian96%90%85%
Black75%73%85%
Hispanic79%73%85%
White90%83%85%
Multiple Races86%81%85%
Economically Disadvantaged72%73%85%
English Learners83%71%85%
Students with Disabilities59%69%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students86%
Asian93%
Black80%
Hispanic82%
White82%
Multiple Races83%
Economically Disadvantaged63%
English Learners67%
Students with Disabilities51%

< = 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 Progress63%58%58%
English Learner Proficiency18%--

< = 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 Progress304863%
English Learner Proficiency105618%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.2%.8%99.2%.8%96.4%3.6%
Asian100%-99.4%.6%98.7%1.3%
Black99.2%.8%100%-95.8%4.2%
Hispanic100%-100%-95.7%4.3%
White98%2%98.7%1.3%93.6%6.4%
Multiple Races99%1%99%1%97.3%2.7%
Economically Disadvantaged99.3%.7%98.6%1.4%96.2%3.8%
Not Economically Disadvantaged99.2%.8%99.3%.7%96.4%3.6%
English Learners99.5%.5%99.6%.4%96.7%3.3%
Students with Disabilities98.1%1.9%98.1%1.9%94.2%5.8%
Students without Disabilities99.3%.7%99.4%.6%96.6%3.4%
Female98.8%1.2%99%1%94.3%5.7%
Male99.5%.5%99.4%.6%98.6%1.4%

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

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