Woodbridge High

General school information

Category: High (09-12) School
Phone: 703-497-8000
Address: 3001 Old Bridge Rd Woodbridge, VA 22192
Principal: Heather Abney
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 60
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

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

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

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

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

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

Graduation Requirements

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

Instructional Program

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

Leadership and Staffing Requirements

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

Facilities and Safety Provisions

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

Parental Notification

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

Standards of Learning

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

Long-Range Comprehensive Plan

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

Federally Identified Schools

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

Compliance

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	60	85	15	21	65	86	14	23	58	81	19
Female	27	58	85	15	23	65	88	12	28	57	85	15
Male	24	62	86	14	18	65	83	17	19	59	78	22
American Indian					<	<	100	0	<	<	<	<
Asian	41	51	93	7	24	53	76	24	29	50	79	21
Black	13	73	86	14	17	69	87	13	19	64	83	17
Hispanic	18	61	79	21	14	68	82	18	16	59	75	25
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	39	54	93	7	36	57	92	8	35	55	89	11
Multiple Races	34	53	87	13	23	69	91	9	41	55	96	4
Students with Disabilities	14	51	65	35	9	51	60	40	17	41	59	41
Students without Disabilities	27	61	88	12	22	66	88	12	24	60	85	15
Economically Disadvantaged	19	60	79	21	14	66	80	20	14	55	69	31
Not Economically Disadvantaged	31	60	92	8	28	64	91	9	28	60	88	12
English Learners	7	16	23	77	2	21	22	78	5	28	33	67
Military Connected	43	52	96	4	32	58	89	11	41	50	91	9
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	25	60	85	15	21	65	86	14	23	58	81	19
Female	27	58	85	15	23	65	88	12	28	57	85	15
Male	24	62	86	14	18	65	83	17	19	59	78	22
American Indian					<	<	100	0	<	<	<	<
Asian	41	51	93	7	24	53	76	24	29	50	79	21
Black	13	73	86	14	17	69	87	13	19	64	83	17
Hispanic	18	61	79	21	14	68	82	18	16	59	75	25
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	39	54	93	7	36	57	92	8	35	55	89	11
Multiple Races	34	53	87	13	23	69	91	9	41	55	96	4
Students with Disabilities	14	51	65	35	9	51	60	40	17	41	59	41
Students without Disabilities	27	61	88	12	22	66	88	12	24	60	85	15
Economically Disadvantaged	19	60	79	21	14	66	80	20	14	55	69	31
Not Economically Disadvantaged	31	60	92	8	28	64	91	9	28	60	88	12
English Learners	7	16	23	77	2	21	22	78	5	28	33	67
Military Connected	43	52	96	4	32	58	89	11	41	50	91	9
Foster Care	<	<	<	<					<	<	<	<
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	55	77	23	17	64	81	19	16	59	75	25
Female	27	55	82	18	21	66	87	13	21	61	82	18
Male	17	55	72	28	13	62	75	25	11	56	67	33
Asian	32	55	87	13	26	58	85	15	19	49	67	33
Black	13	62	74	26	14	66	81	19	14	59	72	28
Hispanic	14	54	68	32	10	65	75	25	9	57	66	34
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	36	49	85	15	26	64	89	11	27	62	90	10
Multiple Races	25	64	89	11	23	57	80	20	25	68	93	7
Students with Disabilities	-	29	29	71	-	24	24	76	3	42	45	55
Students without Disabilities	24	57	81	19	18	67	84	16	18	61	78	22
Economically Disadvantaged	13	55	68	32	10	65	75	25	8	55	63	37
Not Economically Disadvantaged	29	55	85	15	23	63	86	14	20	60	80	20
English Learners	-	14	14	86	-	20	20	80	-	14	14	86
Military Connected	32	56	88	12	22	68	89	11	16	71	87	13
EOC Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	55	77	23	17	64	81	19	16	59	75	25
Female	27	55	82	18	21	66	87	13	21	61	82	18
Male	17	55	72	28	13	62	75	25	11	56	67	33
Asian	32	55	87	13	26	58	85	15	19	49	67	33
Black	13	62	74	26	14	66	81	19	14	59	72	28
Hispanic	14	54	68	32	10	65	75	25	9	57	66	34
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	36	49	85	15	26	64	89	11	27	62	90	10
Multiple Races	25	64	89	11	23	57	80	20	25	68	93	7
Students with Disabilities	-	29	29	71	-	24	24	76	3	42	45	55
Students without Disabilities	24	57	81	19	18	67	84	16	18	61	78	22
Economically Disadvantaged	13	55	68	32	10	65	75	25	8	55	63	37
Not Economically Disadvantaged	29	55	85	15	23	63	86	14	20	60	80	20
English Learners	-	14	14	86	-	20	20	80	-	14	14	86
Military Connected	32	56	88	12	22	68	89	11	16	71	87	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	66	68	32	3	78	81	19	7	79	86	14
Female	3	70	73	27	3	79	82	18	6	80	86	14
Male	2	62	64	36	2	77	79	21	8	78	86	14
American Indian					<	<	100	0	<	<	<	<
Asian	5	78	83	17	5	79	84	16	12	77	88	12
Black	2	63	64	36	3	75	78	22	6	79	85	15
Hispanic	2	61	63	37	1	77	78	22	4	79	83	17
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	3	72	76	24	5	80	85	15	10	79	90	10
Multiple Races	4	74	77	23	4	86	90	10	11	83	94	6
Students with Disabilities	2	39	41	59	2	59	61	39	8	67	75	25
Students without Disabilities	3	69	72	28	3	81	84	16	7	80	87	13
Economically Disadvantaged	3	60	63	37	1	76	77	23	4	79	82	18
Not Economically Disadvantaged	3	73	76	24	4	80	84	16	9	79	88	12
English Learners	1	48	49	51	1	65	67	33	2	73	76	24
Military Connected	2	81	83	17	8	83	90	10	9	84	94	6
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	2	69	70	30	1	80	80	20	3	84	87	13
Female	2	73	75	25	1	81	82	18	2	84	86	14
Male	1	64	65	35	-	79	79	21	4	83	87	13
American Indian					<	<	100	0	<	<	<	<
Asian	4	85	90	10	-	78	78	22	6	87	92	8
Black	2	68	69	31	1	80	81	19	2	85	87	13
Hispanic	1	63	64	36	-	79	80	20	2	82	84	16
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	2	75	77	23	2	78	80	20	5	84	89	11
Multiple Races	6	69	74	26	-	95	95	5	9	86	95	5
Students with Disabilities	1	41	43	57	-	63	63	38	3	76	79	21
Students without Disabilities	2	72	74	26	1	83	84	16	3	85	88	12
Economically Disadvantaged	2	65	66	34	-	78	79	21	3	82	85	15
Not Economically Disadvantaged	2	75	76	24	1	82	83	17	3	85	88	13
English Learners	2	57	59	41	-	67	67	33	1	79	80	20
Military Connected	3	80	83	17	3	87	90	10	5	90	95	5
Foster Care									<	<	<	<
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	63	66	34	6	74	80	20	16	66	82	18
Female	3	68	72	28	7	75	82	18	16	65	81	19
Male	3	57	60	40	6	73	78	22	16	67	83	17
Asian	4	72	76	24	8	88	96	4	21	63	83	17
Black	1	55	56	44	2	67	70	30	17	62	79	21
Hispanic	6	56	62	38	3	68	71	29	12	63	75	25
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	1	74	76	24	8	82	90	10	17	72	89	11
Multiple Races	-	87	87	13	17	58	75	25	<	<	100	0
Students with Disabilities	-	27	27	73	-	17	17	83	<	<	<	<
Students without Disabilities	3	67	70	30	7	77	83	17	16	68	84	16
Economically Disadvantaged	3	50	53	47	3	69	73	27	6	61	67	33
Not Economically Disadvantaged	3	74	77	23	8	77	85	15	20	68	88	12
English Learners	-	8	8	92	-	36	36	64	-	15	15	85
Military Connected	-	91	91	9	15	75	90	10	<	<	<	<
Foster Care	<	<	<	<
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	9	51	60	40	17	69	86	14	11	78	89	11
Female	11	43	54	46	13	73	87	13	14	79	93	7
Male	7	59	66	34	21	64	86	14	8	77	85	15
Asian	<	<	<	<	<	<	100	0	<	<	<	<
Black	8	50	58	42	<	<	<	<	<	<	<	<
Hispanic	6	44	50	50	<	<	<	<	<	<	100	0
White	9	55	64	36	<	<	100	0	<	<	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	100	0					<	<	<	<
Students without Disabilities	9	50	59	41	17	69	86	14	12	81	92	8
Economically Disadvantaged	11	37	47	53	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	8	58	66	34	24	76	100	0	14	76	90	10
English Learners					<	<	<	<	<	<	<	<
Military Connected	<	<	<	<					<	<	100	0
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

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

	2022-2023	2023-2024	2024-2025
School	-	-	-
Division	542	701	598
State	4,460	6,361	4,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Grade 9	870	734	741
Grade 10	755	832	725
Grade 11	673	700	769
Grade 12	612	657	669
Total Enrollment	2,910	2,923	2,904

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	2910	2923	2904
Female	1415	1440	1415
Male	1493	1481	1486
American Indian	5	5	8
Asian	272	261	253
Black	633	617	608
Hispanic	1143	1202	1207
Native Hawaiian	4	6	6
White	681	664	670
Multiple Races	172	168	152
Students with Disabilities	330	327	321
Students without Disabilities	2580	2596	2583
Economically Disadvantaged	1394	1204	904
Not Economically Disadvantaged	1516	1719	2000
English Learners	477	493	527
Not English Learners	2433	2430	2377
Homeless	12	14	25
Military Connected	134	139	141
Foster Care	4	2	2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

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

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

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	2,188	685	2,154	724	2,113	750
Female	1,071	338	1,063	352	1,026	388
Male	1,115	347	1,089	372	1,087	362
American Indian	<	<	<	<	<	<
Asian	208	59	190	76	186	61
Black	495	125	479	128	463	153
Hispanic	813	333	816	356	806	372
Native Hawaiian	<	<	<	<	<	<
White	534	131	532	120	530	128
Multiple Races	132	34	128	42	119	32
Students with Disabilities	214	101	205	98	207	106
Economically Disadvantaged	1,021	447	957	434	667	362
English Learners	331	154	332	165	340	177
Homeless	15	16	8	13	13	14
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College, Career, & Military

Diplomas and Completion: Class of 2025: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2024-2025 Cohort
Student Subgroup	School	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	School	299	371	12	10	7	7
	Division	3620	3393	154	45	303	48
	State	51325	41797	1944	889	5197	1395
Female	School	169	166	6	7	1	1
	Division	1934	1479	54	18	105	15
	State	27479	18568	644	302	1991	571
Male	School	130	205	6	3	6	6
	Division	1685	1913	100	26	198	33
	State	23842	23219	1299	582	3204	824
American Indian	School	<	<	<	<	0	<
	Division	8	7	0	0	1	0
	State	115	128	6	2	20	5
Asian	School	32	26	1	0	1	0
	Division	503	243	10	1	11	4
	State	6138	1603	96	15	116	44
Black	School	68	99	3	0	1	2
	Division	719	658	46	5	20	13
	State	8492	10859	649	192	1064	555
Hispanic	School	97	154	4	5	4	4
	Division	982	1599	61	17	254	19
	State	7732	9780	323	169	2618	361
White	School	85	69	4	5	1	1
	Division	1168	714	30	18	12	9
	State	25572	16963	766	433	1201	364
Multiple Races	School	16	20	0	0	0	0
	Division	233	168	6	3	5	3
	State	3187	2410	100	77	171	63
Students with Disabilities	School	2	51	12	1	3	0
	Division	70	660	154	10	35	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	School	87	152	6	3	4	3
	Division	836	1454	68	22	134	24
	State	12384	21564	1091	503	2612	961
English Learners	School	10	78	4	2	4	0
	Division	157	874	61	4	219	0
	State	1822	5921	308	50	2224	183
Homeless	School	<	<	<	<	<	<
	Division	9	41	2	0	17	2
	State	201	818	47	19	231	71
Military Connected	School	20	20	1	0	0	0
	Division	174	119	6	0	2	0
	State	2497	1577	51	17	49	13
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	706	682	97	692	98	7	1
Female	350	341	97	348	99	1	0
Male	356	341	96	344	97	6	2
American Indian	<	<	100	<	100	0	0
Asian	60	59	98	59	98	1	2
Black	173	170	98	170	98	1	1
Hispanic	268	255	95	260	97	4	2
White	165	158	96	163	99	1	1
Multiple Races	36	36	100	36	100	0	0
Students with Disabilities	69	65	94	66	96	3	4
Economically Disadvantaged	255	245	96	248	97	4	2
English Learners	98	92	94	94	96	4	4
Homeless	<	<	<	<	<	<	<
Military Connected	41	41	100	41	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2022-2023	2023-2024	2024-2025
Advanced Placement Test Taken	606 / 20.85%	863 / 29.58%	878 / 30.27%
Advanced Placement Course Enrollment	642 / 22.08%	947 / 32.45%	953 / 32.85%
Dual Enrollment	204 / 7.02%	284 / 9.73%	320 / 11.03%
Governor's School Enrollment	3 / .1%	3 / .1%	2 / .07%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2021-2022 Postsecondary Enrollment: All Students

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

2021-2022 FGI cohort year (students entering high school in 2018)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	School	661	487	26
	Division	6,412	4,713	26
	State	87,947	58,787	33
Female	School	329	253	23
	Division	3,236	2,553	21
	State	44,125	32,246	27
Male	School	331	233	30
	Division	3,173	2,158	32
	State	43,771	26,522	39
Asian	School	57	51	11
	Division	696	610	12
	State	7,326	6,406	13
Black	School	167	127	24
	Division	1,292	998	23
	State	18,153	10,957	40
Hispanic	School	240	169	30
	Division	2,012	1,249	38
	State	12,866	7,348	43
Native Hawaiian	School	<	<	100
	Division	<	<	100
	State	137	87	36
White	School	158	114	28
	Division	2,005	1,561	22
	State	44,455	30,645	31
Multiple Races	School	38	25	34
	Division	390	283	27
	State	4,837	3,237	33
Students with Disabilities	School	68	34	50
	Division	625	323	48
	State	8,632	3,934	54
Economically Disadvantaged	School	313	215	31
	Division	2,454	1,566	36
	State	30,889	16,128	48
English Learners	School	105	79	25
	Division	947	564	40
	State	7,530	4,273	43
American Indian	School	-	-	100
	Division	10	<	100
	State	173	107	38
< = 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
		2022-2023	2023-2024	2024-2025
State Licensures	School	20	14	19
	Division	34	48	63
	State	1,573	2,069	2,206
Industry Certification	School	519	511	306
	Division	4,191	6,228	5,849
	State	100,965	101,956	105,973
Workplace Readiness	School	1	-	-
	Division	2,615	674	235
	State	41,819	35,066	38,829
Total Credentials Earned	School	540	525	325
	Division	6,841	6,951	6,147
	State	148,201	142,668	150,233
Students Earning One or More Credentials	School	486	500	299
	Division	5,708	6,148	5,381
	State	118,467	115,609	120,035
CTE Completers	School	307	327	374
	Division	3,608	4,077	4,336
	State	46,028	48,643	51,357
NOCTI Assessments	School	-	-	-
	Division	1	1	-
	State	3,844	3,577	3,225
Armed Services Vocational Aptitude Battery Examination	School	-	-	-
	Division	-	17	-
	State	962	1,022	-

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

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	233
Behaviors related to School Operations	622
Relationship Behaviors without Physical Harm	67
Behaviors of a Safety Concern	576
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	87
Behaviors used to determine Persistently Dangerous Schools	2

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	437	293	553
Out-of-School Suspension	175	195	234
Explusion and Alternative Placement	0	1	2
Referral to Law Enforcement	14	11	51
Bus Suspension	3	1	0

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	50.3	53	69.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	9.6	14.2	14.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	51.5	48.7	54
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	34%	63%	1%	2%
2023-2024	36%	60%	1%	3%
2024-2025	36%	58%	1%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Federal Graduation Indicator
All Students	Yes - No CP	Yes	-	Yes - CP
Asian	Yes	Yes	-	Yes - No CP
Black	Yes - No CP	Yes	-	Yes - CP
Hispanic	Yes - No CP	Yes	-	Yes - CP
White	Yes - No CP	Yes	-	Yes - No CP
Multiple Races	Yes - CP	Yes	-	Yes - CP
Economically Disadvantaged	Yes - No CP	Yes	-	Yes - CP
English Learners	No	Yes	No	Yes - No CP
Students with Disabilities	No	Yes	-	No

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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	84%	81%	88%
Asian	86%	91%	88%
Black	85%	73%	88%
Hispanic	79%	73%	88%
White	89%	86%	88%
Multiple Races	91%	84%	88%
Economically Disadvantaged	75%	73%	88%
English Learners	44%	67%	88%
Students with Disabilities	43%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	93%	76%	85%
Asian	95%	90%	85%
Black	92%	67%	85%
Hispanic	93%	68%	85%
White	93%	82%	85%
Multiple Races	91%	79%	85%
Economically Disadvantaged	92%	67%	85%
English Learners	88%	64%	85%
Students with Disabilities	70%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	73%
Asian	72%
Black	70%
Hispanic	67%
White	84%
Multiple Races	82%
Economically Disadvantaged	64%
English Learners	37%
Students with Disabilities	38%

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

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

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	92%	84%	84%
Asian	95%	90%	84%
Black	97%	83%	84%
Hispanic	88%	83%	84%
White	93%	86%	84%
Multiple Races	97%	89%	84%
Economically Disadvantaged	90%	83%	84%
English Learners	83%	80%	84%
Students with Disabilities	70%	79%	84%
Homeless	70%	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	45%	56%	58%
English Learner Proficiency	7%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	122	274	45%
English Learner Proficiency	24	338	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	95%	-	97%	-	93.9%	-
Asian	100%	-	96.5%	-	98.1%	-
Black	98.2%	-	98.8%	-	97.5%	-
Hispanic	91.4%	-	96.3%	-	91.2%	-
White	95.1%	-	96.4%	-	93.2%	-
Multiple Races	97.1%	-	97.1%	-	94.3%	-
Economically Disadvantaged	93.5%	-	95.6%	-	91.6%	-
Not Economically Disadvantaged	95.8%	-	97.8%	-	95.2%	-
English Learners	89.9%	-	96.1%	-	89.1%	-
Students with Disabilities	87%	-	92.6%	-	74.2%	-
Students without Disabilities	95.8%	-	97.5%	-	96.1%	-
Female	95.4%	-	97.4%	-	95.3%	-
Male	94.5%	-	96.6%	-	92.5%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria