Menu

William Campbell High

General school information

Category: High (06-12) School
Phone: 434-376-2015
Address: 474 William Campbell Dr Naruna, VA 24576
Principal: Mr. Will Cartwright
Superintendent: Dr. Clay Stanley
School Number: 542
Region: 5
Division: Campbell County Public Schools
Division Number: 16
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College, Career, & Military

College, Career, & Military

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 10 63 72 28 10 65 75 25
Female 14 64 78 22 10 62 72 28 13 66 79 21
Male 19 53 72 28 9 63 72 28 7 64 71 29
American Indian < < 100 0 < < 100 0
Black 11 53 64 36 7 51 58 42 5 55 60 40
Hispanic < < 100 0 18 55 73 27 20 50 70 30
White 19 61 81 19 10 69 79 21 12 68 80 20
Multiple Races < < < < 10 60 70 30 8 77 85 15
Students with Disabilities 32 21 53 47 19 38 56 44 8 48 56 44
Students without Disabilities 15 62 77 23 8 67 75 25 10 67 77 23
Economically Disadvantaged 14 53 68 33 9 55 64 36 6 62 68 32
Not Economically Disadvantaged 20 65 86 14 10 75 85 15 15 68 84 16
Foster Care < < 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 22 49 71 29 10 59 69 31 4 76 80 20
Female 10 48 57 43 16 59 75 25 6 79 85 15
Male 30 50 80 20 4 58 62 38 - 73 73 27
Black 11 47 58 42 13 38 50 50 - 82 82 18
Hispanic < < 100 0 < < < < < < < <
White 29 50 79 21 8 69 78 22 3 79 82 18
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 54 74 26 8 65 73 27 4 78 82 18
Economically Disadvantaged 18 42 61 39 11 49 60 40 3 71 74 26
Not Economically Disadvantaged 28 61 89 11 9 74 83 17 4 83 88 13
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 13 68 81 19 10 59 69 31 17 46 63 37
Female 12 77 88 12 5 59 64 36 25 39 64 36
Male 15 59 74 26 14 59 72 28 8 54 62 38
Black 17 50 67 33 6 50 56 44 13 27 40 60
Hispanic < < 100 0 < < 100 0 < < < <
White 11 75 86 14 14 59 72 28 19 56 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 11 75 86 14 9 60 68 32 15 52 67 33
Economically Disadvantaged 19 59 78 22 12 48 61 39 9 41 50 50
Not Economically Disadvantaged 5 81 86 14 6 78 83 17 27 55 82 18
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 12 53 65 35 11 57 69 31 2 69 71 29
Female 5 60 65 35 12 56 68 32 - 71 71 29
Male 17 48 65 35 10 59 69 31 3 68 71 29
American Indian < < 100 0
Black 15 31 46 54 15 31 46 54 - 59 59 41
Hispanic < < 100 0 < < 100 0
White 11 64 75 25 8 67 75 25 4 68 71 29
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 18 27 45 55 < < < <
Students without Disabilities 8 56 64 36 9 65 74 26 2 70 72 28
Economically Disadvantaged 7 46 54 46 16 44 59 41 - 70 70 30
Not Economically Disadvantaged 20 67 87 13 5 77 82 18 5 68 73 27
Foster Care < < < < < < < <
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 81 19 7 73 81 19 17 67 84 16
Female 25 66 91 9 6 72 78 22 22 74 96 4
Male 12 56 68 32 9 74 83 17 14 63 77 23
American Indian < < 100 0
Black 8 69 77 23 - 71 71 29 7 60 67 33
White 30 52 81 19 11 79 89 11 21 68 89 11
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 10 60 70 30 < < < <
Students without Disabilities 20 63 82 18 7 75 82 18 19 67 87 13
Economically Disadvantaged 11 67 78 22 - 74 74 26 11 68 79 21
Not Economically Disadvantaged 27 57 83 17 18 71 89 11 23 67 90 10
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 7 57 64 36 6 60 67 33 5 66 70 30
Female 4 60 64 36 6 66 71 29 6 69 75 25
Male 9 54 63 37 7 56 62 38 3 62 66 34
American Indian < < 100 0 < < 100 0
Black 6 37 44 56 5 46 51 49 - 52 52 48
Hispanic < < < < < < < < 14 64 79 21
White 8 63 71 29 8 65 73 27 6 72 78 22
Multiple Races - 73 73 27 - 73 73 27 - 71 71 29
Students with Disabilities 14 24 38 62 10 48 58 42 - 48 48 52
Students without Disabilities 6 62 67 33 6 62 68 32 5 68 74 26
Economically Disadvantaged 7 46 53 47 6 52 58 42 3 59 61 39
Not Economically Disadvantaged 7 74 81 19 6 75 81 19 8 77 85 15
Foster Care < < 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 12 49 61 39 7 60 67 33 9 67 76 24
Female 5 57 62 38 9 66 75 25 9 67 76 24
Male 17 43 60 40 4 54 58 42 9 68 77 23
Black 11 32 42 58 6 38 44 56 - 64 64 36
Hispanic < < 100 0 < < < < < < 100 0
White 14 57 71 29 8 69 78 22 8 71 79 21
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 54 63 37 6 65 71 29 10 66 76 24
Economically Disadvantaged 15 30 45 55 6 49 54 46 10 55 65 35
Not Economically Disadvantaged 6 83 89 11 9 78 87 13 8 83 92 8
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 6 66 72 28 8 62 70 30 7 57 65 35
Female - 69 69 31 5 57 62 38 14 64 79 21
Male 11 63 74 26 10 66 76 24 - 50 50 50
Black 8 33 42 58 - 53 53 47 - 33 33 67
Hispanic < < 100 0 < < 100 0 < < < <
White 6 75 81 19 14 62 76 24 13 66 78 22
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 5 73 77 23 9 61 70 30 9 63 72 28
Economically Disadvantaged 6 56 63 38 9 53 63 38 3 50 53 47
Not Economically Disadvantaged 5 81 86 14 6 78 83 17 14 68 82 18
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 4 36 39 61 6 48 55 45 - 43 43 57
Female - 45 45 55 - 58 58 42 - 44 44 56
Male 6 29 35 65 10 43 52 48 - 42 42 58
American Indian < < 100 0
Black 8 31 38 62 17 50 67 33 - 29 29 71
Hispanic < < 100 0 < < < <
White - 36 36 64 - 44 44 56 - 56 56 44
Multiple Races < < < < < < < <
Students with Disabilities < < < < 20 30 50 50 < < < <
Students without Disabilities - 38 38 63 - 57 57 43 - 47 47 53
Economically Disadvantaged 5 33 38 62 9 48 57 43 - 36 36 64
Not Economically Disadvantaged < < < < - 50 50 50 - 60 60 40
Foster Care < < < < < < < <
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 7 59 66 34 4 63 67 33 1 78 79 21
Female 9 55 64 36 3 78 81 19 - 80 80 20
Male 5 63 68 32 5 50 55 45 2 77 79 21
Black - 40 40 60 - 44 44 56 - 75 75 25
Hispanic < < < < < < 100 0 < < 100 0
White 9 64 74 26 6 68 74 26 3 78 81 19
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 64 64 36
Students without Disabilities 8 63 71 29 5 62 67 33 2 81 82 18
Economically Disadvantaged 2 51 53 47 4 55 60 40 - 76 76 24
Not Economically Disadvantaged 15 73 88 12 4 78 83 17 5 82 86 14
Foster Care < < < < < < 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 - 78 78 22 7 67 73 27 5 82 86 14
Female < < < < < < < < - 93 93 7
Male < < < < < < < < < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0
White - 77 77 23 8 75 83 17 5 84 89 11
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 82 82 18 7 67 73 27 5 81 86 14
Economically Disadvantaged < < < < < < < < - 80 80 20
Not Economically Disadvantaged - 75 75 25 < < < < 8 83 92 8
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Hispanic < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 2 57 59 41 5 57 62 38 3 67 70 30
Female 1 59 60 40 6 53 59 41 2 71 73 27
Male 3 56 59 41 3 61 64 36 4 64 68 32
American Indian < < 100 0
Black 4 33 37 63 6 52 58 42 - 54 54 46
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 1 69 70 30 4 59 63 37 5 68 74 26
Multiple Races 9 45 55 45 < < < < < < < <
Students with Disabilities 8 42 50 50 13 33 47 53 - 40 40 60
Students without Disabilities 1 60 61 39 3 61 65 35 4 71 75 25
Economically Disadvantaged 4 48 52 48 3 48 52 48 1 58 60 40
Not Economically Disadvantaged - 67 67 33 7 70 76 24 6 81 88 13
Foster Care < < 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 4 45 49 51 < < 100 0 4 62 65 35
Female - 44 44 56 5 52 57 43
Male 7 46 54 46 < < 100 0 3 68 71 29
American Indian < < 100 0
Black 17 8 25 75 < < 100 0 - 41 41 59
Hispanic < < 100 0 < < 100 0
White - 59 59 41 7 68 75 25
Multiple Races < < < < < < < <
Students with Disabilities 20 - 20 80 < < 100 0 < < < <
Students without Disabilities - 56 56 44 4 63 67 33
Economically Disadvantaged 7 37 43 57 < < 100 0 - 53 53 47
Not Economically Disadvantaged - 56 56 44 9 73 82 18
Foster Care < < 100 0 < < < <
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 66 68 32 2 51 53 47 3 69 72 28
Female 3 74 76 24 5 42 47 53 - 82 82 18
Male 2 59 61 39 - 58 58 42 5 59 64 36
Black - 48 48 52 - 45 45 55 - 65 65 35
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 2 74 76 24 3 53 56 44 4 67 71 29
Multiple Races < < < < < < 100 0
Students with Disabilities - 77 77 23 < < < < < < < <
Students without Disabilities 3 64 66 34 3 51 54 46 3 75 78 22
Economically Disadvantaged 4 54 59 41 - 38 38 63 2 58 60 40
Not Economically Disadvantaged - 78 78 22 5 68 74 26 4 88 92 8
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0
Female < < < < < < 100 0
Black < < < <
Hispanic < < 100 0
Students without Disabilities < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 56 56 44 3 62 65 35 < < 100 0
Female - 55 55 45 7 59 66 34 < < 100 0
Male - 57 57 43 - 65 65 35 < < 100 0
Black - 18 18 82 - 56 56 44
Hispanic < < 100 0
Native Hawaiian < < < < < < 100 0
White - 71 71 29 5 63 68 32 < < 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 59 59 41 4 68 72 28 < < 100 0
Economically Disadvantaged - 50 50 50 3 54 57 43 < < 100 0
Not Economically Disadvantaged - 62 62 38 4 72 76 24 < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 46 50 50 7 45 52 48 6 44 50 50
Female 6 45 51 49 7 45 52 48 6 38 45 55
Male 3 47 50 50 6 46 52 48 6 49 55 45
American Indian < < 100 0
Black - 41 41 59 - 41 41 59 - 24 24 76
Hispanic < < < < < < < < < < < <
White 5 51 56 44 9 49 58 42 9 56 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 18 18 82 5 26 32 68
Students without Disabilities 5 46 51 49 8 50 58 42 6 47 53 47
Economically Disadvantaged 5 38 42 58 6 34 40 60 4 43 46 54
Not Economically Disadvantaged 4 57 61 39 7 66 73 27 9 46 56 44
English Learners < < 100 0 < < < < < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 17 17 83 - 16 16 84
Female < < < < < < < < < < < <
Male < < < < < < < < - 20 20 80
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < <
White < < < < < < < < - 27 27 73
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 19 19 81 - 13 13 87
Economically Disadvantaged < < < < - 14 14 86 - 23 23 77
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < 100 0 < < < < < < < <
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 47 54 46 2 45 47 53 8 47 55 45
Female 10 48 58 42 - 40 40 60 10 50 60 40
Male 5 46 51 49 4 48 52 48 7 43 50 50
Black - 45 45 55 - 46 46 54 - 24 24 76
Hispanic < < < < < < < <
White 9 50 59 41 3 47 50 50 11 61 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 8 46 54 46 2 49 51 49 10 51 61 39
Economically Disadvantaged 8 40 48 53 - 31 31 69 5 49 54 46
Not Economically Disadvantaged 7 57 64 36 7 73 80 20 13 43 57 43
English Learners < < < <
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 - 48 48 53 14 56 70 30 6 54 60 40
Female - 45 45 55 17 63 79 21 5 41 45 55
Male - 50 50 50 12 50 62 38 7 63 70 30
American Indian < < 100 0
Black - 27 27 73 - 55 55 45 - 35 35 65
Hispanic < < 100 0 < < < <
White - 59 59 41 18 59 76 24 10 66 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 50 50 50 17 63 80 20 4 57 61 39
Economically Disadvantaged - 36 36 64 18 46 64 36 3 48 52 48
Not Economically Disadvantaged - 61 61 39 9 68 77 23 9 61 70 30
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < < < < 100 0
Black < < < <
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
School---
Division7178
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Grade 6535857
Grade 7555554
Grade 8435549
Grade 9674753
Grade 10626850
Grade 11616061
Grade 12566260
Post Graduate--1
Total Enrollment397405385

< = 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 Students397405385
Female187193186
Male210212199
Black130128104
Hispanic101216
Native Hawaiian111
White239244243
Multiple Races171919
Students with Disabilities485762
Students without Disabilities349348323
Economically Disadvantaged233243208
Not Economically Disadvantaged164162177
English Learners223
Not English Learners395403382
< = 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 Students325683386734639
Female145411563816122
Male180271822918517
American Indian--<<<<
Black11117108189610
Hispanic91121161
Native Hawaiian<<<<<<
White195432014321624
Multiple Races97155163
Students with Disabilities28341155010
Economically Disadvantaged186511925218133
English Learners<<<<<<
Homeless--<<--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College, Career, & Military

Diplomas and Completion: Class of 2024: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2023-2024 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 16 44 1 1 1 2
Division 221 348 11 9 9 4
State 50354 39349 1875 907 4438 1716
Female School 11 23 0 1 1 2
Division 136 165 1 6 5 3
State 27408 17323 610 350 1645 701
Male School 5 21 1 0 0 0
Division 85 183 10 3 4 1
State 22886 21945 1263 556 2789 1012
American Indian School < < < < 0 <
Division < < < < 0 <
State 108 117 5 4 10 3
Black School 3 24 1 0 0 1
Division 18 75 4 0 2 1
State 8111 10540 640 225 1119 707
Hispanic School < < < < 0 <
Division 9 18 1 1 4 0
State 7130 8367 270 133 1858 359
White School 11 17 0 1 1 1
Division 176 229 6 7 3 3
State 25871 16565 763 464 1211 504
Multiple Races School < < < < 0 <
Division 10 21 0 0 0 0
State 3012 2256 97 62 170 106
Students with Disabilities School < < < < 0 <
Division 1 47 11 0 2 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged School 6 25 1 1 1 2
Division 57 180 5 8 6 4
State 12779 21123 1108 494 2352 1214
English Learners School < < < < 0 <
Division 2 17 0 0 1 0
State 1583 4224 267 26 1427 150
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students656194639712
Female383490369513
Male27271002710000
American Indian<<100<10000
Black2928972910000
Hispanic<<100<10000
White312890299413
Multiple Races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged363289349413
English Learners<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2022-20232023-20242024-2025
Advanced Placement Test Taken18 / 7.32%34 / 14.35%93 / 41.52%
Advanced Placement Course Enrollment18 / 7.32%34 / 14.35%108 / 48.21%
Dual Enrollment6 / 2.44%18 / 7.59%30 / 13.39%
Governor's School Enrollment - - 1 / .45%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2021-2022 FGI cohort year (students entering high school in 2018)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool461959
Division57831346
State87,94758,78733
FemaleSchool251636
Division27318433
State44,12532,24627
MaleSchool21<100
Division30512958
State43,77126,52239
BlackSchool15<100
Division905044
State18,15310,95740
HispanicSchool<<100
Division221055
State12,8667,34843
WhiteSchool261350
Division42523146
State44,45530,64531
Multiple RacesSchool<<100
Division281354
State4,8373,23733
Students with DisabilitiesSchool<<100
Division561671
State8,6323,93454
Economically DisadvantagedSchool27<100
Division2138560
State30,88916,12848
American IndianSchool--100
Division<<100
State17310738
AsianSchool--100
Division<<100
State7,3266,40613
English LearnersSchool--100
Division16<100
State7,5304,27343
Native HawaiianSchool--100
Division--100
State1378736
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2022-20232023-20242024-2025
NOCTI AssessmentsSchool1--
 Division901522
 State3,8443,5773,225
State LicensuresSchool41919
 Division37110158
 State1,5732,0692,206
Industry CertificationSchool378093
 Division850874954
 State100,965101,956105,973
Workplace ReadinessSchool10940
 Division7757107
 State41,81935,06638,829
Total Credentials EarnedSchool52108152
 Division1,0541,0561,241
 State148,201142,668150,233
Students Earning One or More CredentialsSchool4483111
 Division811842927
 State118,467115,609120,035
CTE CompletersSchool203541
 Division262297352
 State46,02848,64351,126
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State9621,022-

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

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress132
Behaviors related to School Operations81
Relationship Behaviors without Physical Harm71
Behaviors of a Safety Concern117
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others22

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 142 217
Out-of-School Suspension 164 34
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 7 5
Bus Suspension 19 28

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 74.879.179.5
< = 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 34.738.940.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 61.833.571.3
< = 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
2022-202350%44%3%3%
2023-202458%39%3%0%
2024-202562%36%3%-1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-NoYes - No CP
Asian-----
BlackNoNo-NoTS
HispanicTSTS-TSTS
WhiteNoNo-NoYes - No CP
Multiple RacesTSTS-TSTS
Economically DisadvantagedNoNo-NoYes - No CP
English LearnersTSTSTSTSTS
Students with DisabilitiesTSTS-NoTS

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%72%79%88%
Asian--91%88%
Black63%62%68%88%
Hispanic80%71%68%88%
White78%77%85%88%
Multiple Races80%74%83%88%
Economically Disadvantaged65%63%68%88%
English Learners<<60%88%
Students with Disabilities54%47%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students66%64%74%85%
Asian--90%85%
Black55%49%61%85%
Hispanic80%81%63%85%
White71%70%81%85%
Multiple Races70%68%77%85%
Economically Disadvantaged61%55%62%85%
English Learners<<58%85%
Students with Disabilities50%46%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students58%
Asian-
Black48%
Hispanic<
White68%
Multiple Races<
Economically Disadvantaged44%
English Learners<
Students with Disabilities<

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian-90%84%
Black93%83%84%
Hispanic<83%84%
White88%86%84%
Multiple Races<89%84%
Economically Disadvantaged84%82%84%
English Learners<77%84%
Students with Disabilities<74%84%
Homeless<--
Foster Care<--

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students17%17%12%10%
Asian--10%10%
Black14%14%12%10%
Hispanic8%9%12%10%
White18%18%12%10%
Multiple Races25%33%12%10%
Economically Disadvantaged21%21%13%10%
English Learners<<12%10%
Students with Disabilities27%21%14%10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<54%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%97%3%
Asian------
Black99%1%100%-97%3%
Hispanic100%-100%-<<
White98%2%98%2%97%3%
Multiple Races100%-100%-<<
Economically Disadvantaged98%2%99%1%97%3%
Not Economically Disadvantaged100%-100%---
English Learners<<<<<<
Students with Disabilities96%4%100%-<<
Students without Disabilities99%1%99%1%--
Female98%2%99%1%--
Male99%1%99%1%<<
Migrant------

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

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