Yorktown High

General school information

Category: High (09-12) School
Phone: 703-228-5400
Address: 5200 Yorktown Blvd Arlington, VA 22207
Principal: Mr. Kevin Clark
Superintendent: Francisco Duran
School Number: 330
Region: 4
Division: Arlington County Public Schools
Division Number: 7
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	47	45	92	8	42	53	94	6	43	49	92	8
Female	50	44	94	6	47	48	95	5	48	46	93	7
Male	45	46	91	9	37	57	94	6	38	52	91	9
American Indian	<	<	100	0					<	<	100	0
Asian	32	65	97	3	41	59	100	0	33	56	89	11
Black	12	67	79	21	13	73	87	13	8	79	88	13
Hispanic	23	56	78	22	18	67	85	15	30	48	78	22
White	58	39	97	3	49	48	97	3	51	47	98	3
Multiple Races	63	35	98	2	56	42	98	2	53	40	93	7
Students with Disabilities	20	57	77	23	10	68	78	22	21	57	79	21
Students without Disabilities	52	43	95	5	47	50	97	3	46	48	94	6
Economically Disadvantaged	11	62	74	26	16	66	82	18	7	60	67	33
Not Economically Disadvantaged	53	42	96	4	46	51	97	3	49	47	96	4
English Learners	5	32	36	64	-	40	40	60	2	40	42	58
Homeless									<	<	<	<
Military Connected	42	58	100	0	36	58	94	6	50	47	97	3
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	47	45	92	8	42	53	94	6	43	49	92	8
Female	50	44	94	6	47	48	95	5	48	46	93	7
Male	45	46	91	9	37	57	94	6	38	52	91	9
American Indian	<	<	100	0					<	<	100	0
Asian	32	65	97	3	41	59	100	0	33	56	89	11
Black	12	67	79	21	13	73	87	13	8	79	88	13
Hispanic	23	56	78	22	18	67	85	15	30	48	78	22
White	58	39	97	3	49	48	97	3	51	47	98	3
Multiple Races	63	35	98	2	56	42	98	2	53	40	93	7
Students with Disabilities	20	57	77	23	10	68	78	22	21	57	79	21
Students without Disabilities	52	43	95	5	47	50	97	3	46	48	94	6
Economically Disadvantaged	11	62	74	26	16	66	82	18	7	60	67	33
Not Economically Disadvantaged	53	42	96	4	46	51	97	3	49	47	96	4
English Learners	5	32	36	64	-	40	40	60	2	40	42	58
Homeless									<	<	<	<
Military Connected	42	58	100	0	36	58	94	6	50	47	97	3
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	40	51	91	9	43	50	92	8	40	49	89	11
Female	45	49	93	7	52	42	94	6	48	42	91	9
Male	35	53	88	12	34	57	91	9	33	54	87	13
American Indian	<	<	100	0					<	<	100	0
Asian	35	54	89	11	35	60	95	5	32	48	79	21
Black	15	41	56	44	11	64	75	25	7	68	75	25
Hispanic	19	57	76	24	18	63	82	18	21	55	77	23
White	48	50	98	2	52	44	96	4	48	47	95	5
Multiple Races	46	50	96	4	52	46	98	2	56	33	89	11
Students with Disabilities	9	58	67	33	9	63	71	29	19	49	68	32
Students without Disabilities	45	50	95	5	48	47	96	4	43	48	92	8
Economically Disadvantaged	7	60	67	33	12	65	77	23	2	57	60	40
Not Economically Disadvantaged	46	49	95	5	48	47	95	5	46	47	93	7
English Learners	-	28	28	72	-	13	13	87	-	21	21	79
Homeless					<	<	<	<	<	<	<	<
Military Connected	30	67	96	4	48	39	88	12	41	59	100	0
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	40	51	91	9	43	50	92	8	40	49	89	11
Female	45	49	93	7	52	42	94	6	48	42	91	9
Male	35	53	88	12	34	57	91	9	33	54	87	13
American Indian	<	<	100	0					<	<	100	0
Asian	35	54	89	11	35	60	95	5	32	48	79	21
Black	15	41	56	44	11	64	75	25	7	68	75	25
Hispanic	19	57	76	24	18	63	82	18	21	55	77	23
White	48	50	98	2	52	44	96	4	48	47	95	5
Multiple Races	46	50	96	4	52	46	98	2	56	33	89	11
Students with Disabilities	9	58	67	33	9	63	71	29	19	49	68	32
Students without Disabilities	45	50	95	5	48	47	96	4	43	48	92	8
Economically Disadvantaged	7	60	67	33	12	65	77	23	2	57	60	40
Not Economically Disadvantaged	46	49	95	5	48	47	95	5	46	47	93	7
English Learners	-	28	28	72	-	13	13	87	-	21	21	79
Homeless					<	<	<	<	<	<	<	<
Military Connected	30	67	96	4	48	39	88	12	41	59	100	0
< = 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	15	80	95	5	14	79	92	8	12	79	90	10
Female	17	78	96	4	14	79	93	7	11	81	91	9
Male	13	81	94	6	13	79	92	8	13	77	90	10
Asian	15	82	97	3	17	80	97	3	27	67	94	6
Black	-	87	87	13	5	79	84	16	-	72	72	28
Hispanic	6	81	87	13	7	78	84	16	6	77	83	17
White	19	78	97	3	16	80	96	4	12	83	94	6
Multiple Races	22	75	97	3	17	72	89	11	19	75	94	6
Students with Disabilities	6	79	85	15	2	84	86	14	6	75	80	20
Students without Disabilities	17	80	96	4	16	78	94	6	13	79	92	8
Economically Disadvantaged	3	87	90	10	7	76	83	17	5	73	78	22
Not Economically Disadvantaged	18	78	96	4	15	79	95	5	13	80	93	7
English Learners	2	92	94	6	3	79	82	18	6	73	79	21
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	17	78	95	5	13	82	95	5	11	83	94	6
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	87	94	6	5	85	89	11	5	81	86	14
Female	8	88	96	4	5	87	92	8	6	82	88	12
Male	6	86	92	8	4	82	87	13	4	80	84	16
Asian	6	91	97	3	7	86	93	7	17	75	92	8
Black	-	94	94	6	3	83	86	14	-	70	70	30
Hispanic	2	85	87	13	4	80	84	16	4	77	82	18
White	11	86	96	4	5	88	94	6	5	90	95	5
Multiple Races	8	92	100	0	-	94	94	6	6	75	81	19
Students with Disabilities	3	84	86	14	1	88	89	11	3	78	81	19
Students without Disabilities	8	88	96	4	6	83	90	10	6	82	88	12
Economically Disadvantaged	2	89	91	9	4	81	85	15	4	75	79	21
Not Economically Disadvantaged	9	87	95	5	5	87	92	8	6	85	91	9
English Learners	-	93	93	7	4	79	82	18	6	73	79	21
Homeless					<	<	<	<	<	<	<	<
Military Connected	6	88	94	6	-	91	91	9	14	77	91	9
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	70	95	5	19	75	94	6	13	79	92	8
Female	31	64	95	5	21	73	95	5	11	81	93	8
Male	19	76	95	5	17	77	94	6	14	78	91	9
Asian	31	69	100	0	29	71	100	0	27	65	92	8
Black	-	73	73	27	-	77	77	23	-	75	75	25
Hispanic	8	76	84	16	12	74	86	14	3	78	81	19
White	28	70	97	3	20	77	97	3	12	81	94	6
Multiple Races	27	67	94	6	19	67	85	15	18	80	98	3
Students with Disabilities	12	65	77	23	-	78	78	22	14	61	75	25
Students without Disabilities	26	70	97	3	20	75	96	4	13	81	93	7
Economically Disadvantaged	-	83	83	17	17	60	77	23	7	64	71	29
Not Economically Disadvantaged	27	69	96	4	19	77	96	4	13	81	94	6
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected	38	63	100	0	18	82	100	0	12	84	96	4
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	14	82	96	4	25	71	97	3	28	68	97	3
Female	8	90	98	3	21	72	93	7	22	74	96	4
Male	19	77	95	5	29	71	100	0	35	63	98	2
Asian	16	79	95	5	<	<	100	0	46	54	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	18	73	91	9	<	<	<	<	<	<	100	0
White	10	88	98	2	22	76	98	2	22	75	97	3
Multiple Races	33	67	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	15	81	96	4	25	72	97	3	30	67	97	3
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	14	82	96	4	26	70	97	3	29	68	97	3
English Learners	<	<	100	0	<	<	100	0
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	17	71	88	12	11	76	88	12	15	74	89	11
Female	18	72	90	10	13	74	87	13	15	74	88	12
Male	17	71	88	12	10	78	89	11	14	75	89	11
Asian	11	82	93	7	12	83	95	5	18	70	88	12
Black	2	77	79	21	-	62	62	38	4	66	70	30
Hispanic	10	61	71	29	5	70	75	25	9	71	79	21
White	21	72	94	6	14	80	94	6	17	77	94	6
Multiple Races	22	70	91	9	19	72	91	9	16	75	91	9
Students with Disabilities	7	62	70	30	3	64	66	34	4	67	72	28
Students without Disabilities	19	73	92	8	13	79	92	8	17	76	92	8
Economically Disadvantaged	5	63	68	32	2	65	67	33	7	63	69	31
Not Economically Disadvantaged	20	73	93	7	14	79	93	7	17	77	94	6
English Learners	4	46	50	50	-	56	56	44	12	52	64	36
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	18	73	90	10	16	84	100	0	11	85	96	4
Foster Care	<	<	100	0					<	<	100	0
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	72	91	9	13	80	93	7	15	76	91	9
Female	20	73	93	7	14	79	93	7	16	75	90	10
Male	18	72	89	11	12	80	93	7	15	77	91	9
Asian	13	83	95	5	13	84	96	4	20	70	90	10
Black	2	86	88	12	-	81	81	19	4	66	70	30
Hispanic	11	63	74	26	6	74	80	20	9	74	82	18
White	23	72	94	6	16	82	97	3	17	78	95	5
Multiple Races	22	71	93	7	22	74	96	4	17	77	94	6
Students with Disabilities	8	65	73	27	3	77	79	21	4	70	74	26
Students without Disabilities	20	73	94	6	15	80	95	5	17	77	94	6
Economically Disadvantaged	5	68	73	27	3	73	76	24	7	64	71	29
Not Economically Disadvantaged	21	73	95	5	15	81	96	4	17	78	95	5
English Learners	2	52	55	45	-	57	57	43	12	53	65	35
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	19	72	92	8	19	81	100	0	12	86	98	2
Foster Care	<	<	100	0
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	56	68	32	-	70	70	30	16	60	76	24
Female	-	70	70	30	-	54	54	46	8	62	69	31
Male	20	47	67	33	-	90	90	10	25	58	83	17
Asian	<	<	100	0					<	<	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	13	73	87	13	-	92	92	8	30	50	80	20
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	14	62	76	24	-	72	72	28	17	57	74	26
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	14	62	76	24	-	84	84	16	19	63	81	19
English Learners	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	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	-	69	69	31	3	56	58	42	3	57	59	41
Female	-	63	63	38	4	39	43	57	-	58	58	42
Male	-	76	76	24	2	65	67	33	4	56	60	40
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	-	50	50	50	-	17	17	83	<	<	<	<
Hispanic	-	69	69	31	-	62	62	38	5	58	63	37
White	-	84	84	16	7	63	70	30	-	67	67	33
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	-	61	61	39	3	43	46	54	6	44	50	50
Students without Disabilities	-	76	76	24	2	67	69	31	-	67	67	33
Economically Disadvantaged	-	53	53	47	-	47	47	53	6	53	59	41
Not Economically Disadvantaged	-	83	83	17	4	62	66	34	-	60	60	40
English Learners	-	30	30	70	-	57	57	43	<	<	<	<
Homeless	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Foster Care									<	<	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
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	20	15	35	65	-	52	52	48	<	<	<	<
Female	<	<	<	<	-	47	47	53	<	<	<	<
Male	23	15	38	62	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	27	7	33	67	-	65	65	35	<	<	<	<
Economically Disadvantaged	-	15	15	85	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	53	53	47	<	<	<	<
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	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	31	23	54	46	-	65	65	35	<	<	<	<
Female	<	<	<	<	-	50	50	50	<	<	<	<
Male	<	<	<	<	<	<	100	0	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	40	10	50	50	-	77	77	23	<	<	<	<
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	69	69	31	<	<	<	<
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless									<	<	<	<
Military Connected	<	<	<	<	<	<	<	<	<	<	100	0
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	<	<	<	<	<	<	<	<
Female	<	<	<	<	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	<	<
Black					<	<	<	<
Hispanic	<	<	<	<
White					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<
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
All Students	<	<	<	<	<	<	<	<
Female					<	<	<	<
Male	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<
White	<	<	<	<
Students with Disabilities	<	<	<	<
Students without Disabilities	<	<	<	<	<	<	<	<
Economically Disadvantaged	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	<	<
English Learners	<	<	<	<	<	<	<	<
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					<	<	<	<
Female					<	<	100	0
Male					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					<	<	100	0
Economically Disadvantaged					<	<	100	0
Not Economically Disadvantaged					<	<	<	<
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	262	323	280
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	632	593	677
Grade 10	662	650	610
Grade 11	567	650	649
Grade 12	716	604	664
Total Enrollment	2,577	2,497	2,600

< = 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	2577	2497	2600
Female	1227	1193	1225
Male	1350	1303	1368
American Indian	5	2	2
Asian	191	196	209
Black	141	139	151
Hispanic	429	455	500
Native Hawaiian	1	2	-
White	1576	1501	1513
Multiple Races	234	202	225
Students with Disabilities	404	391	426
Students without Disabilities	2173	2106	2174
Economically Disadvantaged	354	355	420
Not Economically Disadvantaged	2223	2142	2180
English Learners	423	229	282
Not English Learners	2154	2268	2318
Homeless	3	8	9
Military Connected	128	117	141
Foster Care	3	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	2,191	376	2,172	321	2,282	287
Female	1,044	168	1,038	154	1,071	140
Male	1,147	208	1,132	166	1,211	147
American Indian	<	<	<	<	<	<
Asian	165	31	173	23	182	24
Black	94	44	105	36	111	35
Hispanic	321	113	352	109	392	106
Native Hawaiian	<	<	<	<	-	-
White	1,404	158	1,355	135	1,392	106
Multiple Races	203	29	183	18	204	16
Students with Disabilities	304	96	310	87	336	78
Economically Disadvantaged	331	143	399	128	355	113
English Learners	331	122	174	64	212	69
Homeless	6	4	10	14	12	7
< = 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	488	146	7	1	14	3
	Division	1323	642	33	4	126	23
	State	51325	41797	1944	889	5197	1395
Female	School	243	60	2	0	8	1
	Division	676	308	16	1	46	9
	State	27479	18568	644	302	1991	571
Male	School	245	86	5	1	6	2
	Division	647	334	17	3	80	14
	State	23842	23219	1299	582	3204	824
Asian	School	30	8	0	0	1	0
	Division	96	37	2	0	4	2
	State	6138	1603	96	15	116	44
Black	School	9	14	1	0	3	0
	Division	112	108	7	1	14	5
	State	8492	10859	649	192	1064	555
Hispanic	School	61	59	3	0	9	1
	Division	274	320	17	1	101	9
	State	7732	9780	323	169	2618	361
White	School	348	58	3	0	1	2
	Division	743	142	6	0	7	7
	State	25572	16963	766	433	1201	364
Multiple Races	School	40	7	0	1	0	0
	Division	98	33	1	2	0	0
	State	3187	2410	100	77	171	63
Students with Disabilities	School	37	46	7	1	1	0
	Division	99	181	33	2	12	0
	State	1563	8067	1944	137	861	128
Economically Disadvantaged	School	49	51	3	0	7	0
	Division	246	281	17	2	41	8
	State	12384	21564	1091	503	2612	961
English Learners	School	10	30	3	0	7	0
	Division	59	187	19	0	72	2
	State	1822	5921	308	50	2224	183
Homeless	School	<	<	<	<	<	<
	Division	1	10	0	0	2	0
	State	201	818	47	19	231	71
Military Connected	School	22	12	0	1	0	0
	Division	68	34	1	1	3	1
	State	2497	1577	51	17	49	13
Foster Care	School	<	<	<	<	<	<
	Division	1	7	0	0	2	0
	State	29	189	26	15	71	26
< = 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	659	641	97	642	97	14	2
Female	314	305	97	305	97	8	3
Male	345	336	97	337	98	6	2
Asian	39	38	97	38	97	1	3
Black	27	24	89	24	89	3	11
Hispanic	133	123	93	123	93	9	7
White	412	409	99	409	99	1	0
Multiple Races	48	47	98	48	100	0	0
Students with Disabilities	93	90	97	91	98	1	1
Economically Disadvantaged	110	103	94	103	94	7	6
English Learners	50	43	86	43	86	7	14
Homeless	<	<	<	<	<	<	<
Military Connected	35	34	97	35	100	0	0
Foster Care	<	<	<	<	<	<	<
< = 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	1,185 / 45.98%	1,106 / 44.33%	1,209 / 46.5%
Advanced Placement Course Enrollment	1,185 / 45.98%	1,106 / 44.33%	1,209 / 46.5%
Dual Enrollment	168 / 6.52%	224 / 8.98%	307 / 11.81%
Governor's School Enrollment	-	-	-
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	555	480	14
	Division	1,667	1,358	19
	State	87,947	58,787	33
Female	School	270	239	11
	Division	836	705	16
	State	44,125	32,246	27
Male	School	285	241	15
	Division	831	653	21
	State	43,771	26,522	39
Asian	School	33	32	3
	Division	124	113	9
	State	7,326	6,406	13
Black	School	29	20	31
	Division	181	145	20
	State	18,153	10,957	40
Hispanic	School	72	48	33
	Division	432	282	35
	State	12,866	7,348	43
White	School	386	347	10
	Division	824	726	12
	State	44,455	30,645	31
Multiple Races	School	35	33	6
	Division	104	91	12
	State	4,837	3,237	33
Students with Disabilities	School	80	56	30
	Division	240	165	31
	State	8,632	3,934	54
Economically Disadvantaged	School	65	40	38
	Division	482	332	31
	State	30,889	16,128	48
English Learners	School	64	43	33
	Division	479	339	29
	State	7,530	4,273	43
American Indian	School	-	-	100
	Division	<	<	100
	State	173	107	38
Native Hawaiian	School	-	-	100
	Division	-	-	100
	State	137	87	36
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

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
Industry Certification	School	165	150	239
	Division	1,384	1,146	1,564
	State	100,965	101,956	105,973
Workplace Readiness	School	486	544	501
	Division	1,417	1,410	1,175
	State	41,819	35,066	38,829
Total Credentials Earned	School	651	694	740
	Division	2,808	2,571	2,768
	State	148,201	142,668	150,233
Students Earning One or More Credentials	School	586	611	644
	Division	2,352	2,237	2,345
	State	118,467	115,609	120,035
CTE Completers	School	225	229	248
	Division	557	669	706
	State	46,028	48,643	51,357
NOCTI Assessments	School	-	-	-
	Division	7	11	11
	State	3,844	3,577	3,225
State Licensures	School	-	-	-
	Division	-	4	18
	State	1,573	2,069	2,206
Armed Services Vocational Aptitude Battery Examination	School	-	-	-
	Division	-	-	-
	State	962	1,022	-

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

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	6
Behaviors related to School Operations	11
Relationship Behaviors without Physical Harm	17
Behaviors of a Safety Concern	53
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	17

< = 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	34	45	153
Out-of-School Suspension	0	66	65
Explusion and Alternative Placement	0	0	1
Referral to Law Enforcement	4	0	4
Bus Suspension	0	0	7

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	14.4	14.8	15.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	7.3	12.6	11.1
< = 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	55.7	60.5	63.9
< = 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	21%	75%	2%	2%
2023-2024	23%	74%	1%	2%
2024-2025	20%	76%	2%	2%
< = 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	Yes	-	TS
Hispanic	Yes - No CP	Yes	-	Yes - CP
White	Yes - CP	Yes	-	Yes - CP
Multiple Races	Yes - No CP	Yes	-	Yes - No CP
Economically Disadvantaged	Yes - No CP	Yes	-	Yes - CP
English Learners	Yes	Yes	Yes	Yes - No CP
Students with Disabilities	Yes - CP	Yes	-	Yes - CP

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	96%	81%	88%
Asian	88%	91%	88%
Black	87%	73%	88%
Hispanic	90%	73%	88%
White	99%	86%	88%
Multiple Races	98%	84%	88%
Economically Disadvantaged	83%	73%	88%
English Learners	59%	67%	88%
Students with Disabilities	88%	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	94%	76%	85%
Asian	95%	90%	85%
Black	78%	67%	85%
Hispanic	93%	68%	85%
White	94%	82%	85%
Multiple Races	96%	79%	85%
Economically Disadvantaged	90%	67%	85%
English Learners	93%	64%	85%
Students with Disabilities	81%	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	89%
Asian	87%
Black	67%
Hispanic	75%
White	94%
Multiple Races	93%
Economically Disadvantaged	70%
English Learners	56%
Students with Disabilities	57%

< = 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	94%	84%	84%
Asian	90%	90%	84%
Black	81%	83%	84%
Hispanic	86%	83%	84%
White	98%	86%	84%
Multiple Races	96%	89%	84%
Economically Disadvantaged	85%	83%	84%
English Learners	82%	80%	84%
Students with Disabilities	84%	79%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	58%	56%	58%
English Learner Proficiency	13%	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	76	130	58%
English Learner Proficiency	24	188	13%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.5%	-	97.1%	-	97.9%	-
Asian	100%	-	100%	-	100%	-
Black	95.7%	-	91.3%	-	95.5%	-
Hispanic	100%	-	99.1%	-	96.3%	-
White	99.5%	-	97.3%	-	98.5%	-
Multiple Races	100%	-	91.8%	-	95.7%	-
Economically Disadvantaged	99%	-	97.1%	-	97.1%	-
Not Economically Disadvantaged	99.6%	-	97.1%	-	98%	-
English Learners	100%	-	100%	-	98%	-
Students with Disabilities	96.6%	-	93%	-	91.8%	-
Students without Disabilities	100%	-	97.8%	-	98.9%	-
Female	99.3%	-	97%	-	98%	-
Male	99.7%	-	97.2%	-	97.8%	-

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
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