Virginia State Quality Profile - Virginia School Quality Profiles

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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	59	73	27	14	58	73	27	14	59	73	27
Female	16	60	76	24	15	60	75	25	15	60	75	25
Male	13	57	71	29	13	57	70	30	13	58	71	29
American Indian	12	62	74	26	13	57	70	30	11	61	72	28
Asian	28	60	88	12	27	60	87	13	25	61	87	13
Black	7	53	60	40	7	53	60	40	6	54	60	40
Hispanic	7	52	60	40	7	51	59	41	7	52	59	41
Native Hawaiian	15	63	78	22	13	62	76	24	14	61	74	26
White	19	63	82	18	18	63	81	19	18	64	82	18
Multiple Races	17	61	78	22	16	60	77	23	16	62	78	22
Students with Disabilities	7	36	43	57	7	37	44	56	7	38	45	55
Students without Disabilities	16	62	78	22	16	62	77	23	15	63	78	22
Economically Disadvantaged	6	53	59	41	6	53	59	41	6	54	60	40
Not Economically Disadvantaged	21	63	83	17	21	62	83	17	20	63	83	17
English Learners	2	31	32	68	2	31	32	68	2	31	33	67
Migrant	1	34	34	66	2	31	33	67	4	31	34	66
Homeless	4	40	44	56	3	40	43	57	3	41	44	56
Military Connected	20	66	85	15	19	66	85	15	18	67	85	15
Foster Care	6	51	57	43	6	47	54	46	6	50	56	44
Grade 3 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	57	68	32	11	55	66	34	11	56	67	33
Female	12	59	70	30	12	57	69	31	12	57	69	31
Male	9	55	65	35	10	54	64	36	10	55	65	35
American Indian	8	61	69	31	10	50	60	40	14	52	66	34
Asian	19	64	83	17	19	61	80	20	19	63	82	18
Black	5	49	53	47	5	47	53	47	5	49	54	46
Hispanic	5	46	51	49	5	44	50	50	5	45	50	50
Native Hawaiian	11	66	78	22	8	56	64	36	11	50	61	39
White	14	63	77	23	15	62	76	24	15	62	77	23
Multiple Races	13	60	73	27	13	58	71	29	13	59	73	27
Students with Disabilities	6	37	42	58	5	36	41	59	5	37	42	58
Students without Disabilities	11	60	72	28	12	58	71	29	12	59	72	28
Economically Disadvantaged	5	48	53	47	5	47	52	48	5	49	54	46
Not Economically Disadvantaged	15	64	79	21	16	61	78	22	16	62	78	22
English Learners	2	39	40	60	2	38	39	61	2	37	39	61
Migrant	-	24	24	76	-	33	33	67	-	20	20	80
Homeless	2	34	36	64	2	33	35	65	2	37	40	60
Military Connected	16	66	82	18	16	64	80	20	16	64	81	19
Foster Care	4	49	53	47	6	38	44	56	5	44	49	51
Grade 4 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	57	72	28	15	58	73	27	15	58	73	27
Female	17	57	74	26	17	58	75	25	16	60	75	25
Male	14	56	70	30	14	57	71	29	14	57	71	29
American Indian	13	61	74	26	12	61	72	28	13	59	72	28
Asian	26	60	86	14	26	60	86	14	24	62	85	15
Black	7	50	57	43	7	53	60	40	7	54	61	39
Hispanic	8	50	58	42	8	50	58	42	7	50	57	43
Native Hawaiian	13	61	75	25	13	67	80	20	13	58	71	29
White	20	61	81	19	20	62	82	18	19	63	82	18
Multiple Races	17	61	78	22	18	59	77	23	17	62	79	21
Students with Disabilities	8	37	45	55	8	39	47	53	9	39	47	53
Students without Disabilities	16	60	76	24	17	61	77	23	16	62	78	22
Economically Disadvantaged	7	51	58	42	7	53	60	40	7	54	61	39
Not Economically Disadvantaged	22	61	83	17	22	61	83	17	21	62	83	17
English Learners	2	40	42	58	2	41	44	56	2	41	44	56
Migrant	-	47	47	53	5	33	38	62	9	36	45	55
Homeless	4	37	42	58	3	41	45	55	4	40	44	56
Military Connected	22	64	85	15	22	64	86	14	21	65	85	15
Foster Care	8	51	59	41	6	47	53	47	8	45	53	47
Grade 5 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	10	61	71	29	10	62	72	28
Female	11	64	75	25	11	63	74	26	11	63	74	26
Male	10	60	70	30	10	60	69	31	10	61	70	30
American Indian	7	66	73	27	9	64	74	26	7	59	66	34
Asian	20	67	87	13	20	66	86	14	19	67	86	14
Black	5	53	58	42	4	53	57	43	5	54	59	41
Hispanic	5	54	59	41	5	53	58	42	5	53	58	42
Native Hawaiian	9	70	79	21	11	68	79	21	11	68	79	21
White	13	68	81	19	13	67	80	20	13	68	81	19
Multiple Races	13	65	78	22	12	65	77	23	12	65	77	23
Students with Disabilities	5	37	43	57	6	37	43	57	5	38	43	57
Students without Disabilities	11	66	77	23	11	66	77	23	11	66	77	23
Economically Disadvantaged	4	54	58	42	4	54	58	42	4	55	59	41
Not Economically Disadvantaged	15	68	83	17	15	67	82	18	15	67	82	18
English Learners	1	33	34	66	1	31	32	68	1	31	32	68
Migrant	-	13	13	87	-	40	40	60	-	24	24	76
Homeless	4	41	44	56	2	41	43	57	2	41	43	57
Military Connected	15	71	86	14	14	71	85	15	14	71	85	15
Foster Care	6	55	61	39	4	51	56	44	4	51	55	45
Grade 6 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	56	70	30	13	57	71	29	13	58	71	29
Female	15	58	73	27	14	59	73	27	14	59	73	27
Male	13	55	68	32	13	56	68	32	12	56	69	31
American Indian	10	59	69	31	15	55	70	30	12	62	75	25
Asian	30	58	88	12	29	58	87	13	28	59	86	14
Black	6	49	55	45	6	50	55	45	5	50	55	45
Hispanic	7	49	56	44	7	49	56	44	6	50	56	44
Native Hawaiian	12	57	69	31	13	60	73	27	13	58	71	29
White	18	62	80	20	17	63	80	20	17	64	81	19
Multiple Races	16	59	75	25	16	59	75	25	15	61	76	24
Students with Disabilities	7	33	40	60	7	34	41	59	7	34	41	59
Students without Disabilities	15	60	75	25	14	61	75	25	14	62	76	24
Economically Disadvantaged	5	50	56	44	5	50	56	44	5	51	57	43
Not Economically Disadvantaged	21	61	82	18	20	62	82	18	19	62	82	18
English Learners	1	19	21	79	1	21	22	78	1	22	24	76
Migrant	-	43	43	57	-	14	14	86	-	50	50	50
Homeless	3	36	39	61	3	35	38	62	3	38	42	58
Military Connected	19	65	84	16	18	66	84	16	19	66	85	15
Foster Care	6	46	52	48	5	47	51	49	6	57	63	37
Grade 7 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	60	72	28	12	58	70	30	10	61	72	28
Female	13	61	74	26	13	60	73	27	11	63	74	26
Male	11	59	70	30	11	57	68	32	9	60	69	31
American Indian	6	65	71	29	9	57	66	34	7	67	74	26
Asian	25	63	88	12	24	63	87	13	22	66	88	12
Black	5	52	58	42	6	51	56	44	4	54	58	42
Hispanic	6	54	60	40	6	50	56	44	5	52	57	43
Native Hawaiian	17	64	81	19	13	58	71	29	11	67	78	22
White	15	65	80	20	15	64	80	20	13	68	81	19
Multiple Races	14	63	77	23	13	62	75	25	12	65	77	23
Students with Disabilities	7	32	39	61	7	33	41	59	7	35	42	58
Students without Disabilities	13	65	77	23	13	63	75	25	11	66	76	24
Economically Disadvantaged	5	54	59	41	5	51	56	44	4	54	57	43
Not Economically Disadvantaged	17	65	82	18	17	64	82	18	15	67	82	18
English Learners	2	19	20	80	1	20	21	79	1	24	25	75
Migrant	6	25	31	69	-	40	40	60	-	10	10	90
Homeless	4	40	44	56	3	37	40	60	2	41	43	57
Military Connected	17	69	86	14	16	68	85	15	13	72	85	15
Foster Care	5	50	55	45	7	45	52	48	3	53	55	45
Grade 8 English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	59	72	28	12	59	71	29	11	60	72	28
Female	14	61	75	25	13	61	74	26	13	62	75	25
Male	11	58	68	32	11	57	68	32	10	59	69	31
American Indian	10	63	73	27	9	56	65	35	8	60	68	32
Asian	27	63	89	11	25	62	87	13	25	62	87	13
Black	6	52	58	42	5	53	58	42	5	54	58	42
Hispanic	6	53	59	41	6	51	57	43	5	52	58	42
Native Hawaiian	13	59	72	28	11	61	72	28	11	60	71	29
White	15	64	79	21	15	64	79	21	15	66	81	19
Multiple Races	14	62	76	24	14	62	76	24	14	63	77	23
Students with Disabilities	7	31	37	63	6	32	38	62	6	35	41	59
Students without Disabilities	13	64	77	23	13	63	76	24	12	64	77	23
Economically Disadvantaged	5	52	58	42	5	52	57	43	4	53	58	42
Not Economically Disadvantaged	17	65	82	18	17	64	81	19	17	65	82	18
English Learners	2	19	21	79	1	18	19	81	1	23	24	76
Migrant	-	39	39	61	-	25	25	75	<	<	<	<
Homeless	5	40	45	55	2	38	41	59	2	40	43	57
Military Connected	17	67	83	17	17	67	84	16	16	70	86	14
Foster Care	6	46	52	48	6	45	51	49	5	47	52	48
EOC English Reading Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	59	85	15	26	59	85	15	24	60	84	16
Female	28	59	87	13	27	59	87	13	26	59	86	14
Male	26	58	84	16	25	59	84	16	23	60	82	18
American Indian	27	59	86	14	26	58	84	16	18	64	82	18
Asian	44	47	92	8	44	48	92	8	41	50	91	9
Black	13	63	77	23	13	63	77	23	12	63	76	24
Hispanic	16	58	74	26	15	60	75	25	14	59	73	27
Native Hawaiian	26	65	91	9	24	66	90	10	24	62	86	14
White	34	58	92	8	33	58	91	9	31	60	91	9
Multiple Races	32	58	90	10	31	58	89	11	28	60	88	12
Students with Disabilities	11	47	57	43	11	45	57	43	10	46	57	43
Students without Disabilities	29	60	89	11	28	61	89	11	26	61	88	12
Economically Disadvantaged	14	62	75	25	13	63	76	24	13	62	74	26
Not Economically Disadvantaged	35	57	91	9	34	57	90	10	32	58	90	10
English Learners	2	26	28	72	3	31	34	66	2	32	34	66
Migrant	-	41	41	59	6	35	41	59	13	38	50	50
Homeless	7	59	65	35	8	55	63	37	8	53	61	39
Military Connected	35	57	93	7	33	59	92	8	31	62	92	8
Foster Care	8	56	64	36	8	57	66	34	10	54	63	37
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	47	65	35	17	48	65	35	21	55	76	24
Female	21	50	71	29	20	51	71	29	25	55	80	20
Male	14	45	59	41	13	45	58	42	17	54	71	29
American Indian	15	49	64	36	15	48	62	38	17	56	74	26
Asian	43	45	88	12	41	45	86	14	46	45	90	10
Black	7	41	47	53	7	42	49	51	8	52	61	39
Hispanic	11	46	56	44	10	46	56	44	11	54	66	34
Native Hawaiian	21	55	76	24	16	55	71	29	15	69	84	16
White	22	52	73	27	21	52	73	27	27	58	85	15
Multiple Races	20	49	69	31	18	50	68	32	25	57	81	19
Students with Disabilities	3	21	24	76	2	22	24	76	3	33	36	64
Students without Disabilities	19	51	70	30	18	51	70	30	23	57	80	20
Economically Disadvantaged	7	42	49	51	7	42	49	51	9	54	63	37
Not Economically Disadvantaged	24	51	76	24	23	52	75	25	28	55	83	17
English Learners	2	17	18	82	1	18	19	81	1	24	26	74
Migrant	6	41	47	53	-	13	13	87	<	<	<	<
Homeless	4	30	34	66	3	33	36	64	5	43	48	52
Military Connected	23	54	77	23	21	55	76	24	26	59	85	15
Foster Care	3	28	30	70	2	34	36	64	7	28	35	65
Grade 8 Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	44	57	43	13	42	55	45	9	55	64	36
Female	16	48	63	37	17	46	63	37	9	61	70	30
Male	10	40	50	50	10	38	48	52	8	48	57	43
American Indian	11	45	56	45	12	39	51	49
Asian	37	48	86	14	36	46	82	18	<	<	100	0
Black	5	33	38	62	5	32	37	63	2	39	41	59
Hispanic	8	41	49	51	8	38	47	53	7	86	93	7
Native Hawaiian	15	53	67	33	13	47	60	40
White	15	49	64	36	16	48	64	36	10	56	66	34
Multiple Races	15	44	59	41	15	44	58	42	15	62	77	23
Students with Disabilities	1	13	15	85	2	14	15	85	4	11	14	86
Students without Disabilities	14	48	62	38	15	46	61	39	9	60	69	31
Economically Disadvantaged	5	35	41	59	5	34	39	61	8	46	54	46
Not Economically Disadvantaged	19	50	69	31	19	48	68	32	9	66	74	26
English Learners	2	16	17	83	1	11	12	88
Migrant	9	36	45	55	-	20	20	80
Homeless	3	24	27	73	2	20	22	78	<	<	100	0
Military Connected	16	52	68	32	18	50	68	32	<	<	100	0
Foster Care	3	23	26	74	2	24	26	74
EOC Writing Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	52	74	26	20	55	76	24	21	55	76	24
Female	27	52	79	21	24	57	81	19	25	55	80	20
Male	19	51	70	30	17	54	71	29	17	54	71	29
American Indian	20	52	72	28	18	58	76	24	17	56	74	26
Asian	48	43	90	10	46	44	90	10	46	45	90	10
Black	8	49	58	42	8	54	62	38	8	52	61	39
Hispanic	13	50	63	37	12	54	66	34	11	54	66	34
Native Hawaiian	28	58	86	14	19	64	83	17	15	69	84	16
White	30	55	85	15	27	58	85	15	28	58	85	15
Multiple Races	27	54	81	19	23	58	81	19	25	57	81	19
Students with Disabilities	4	31	35	65	3	33	36	64	3	33	36	64
Students without Disabilities	25	54	79	21	22	58	80	20	23	57	80	20
Economically Disadvantaged	9	50	59	41	9	54	63	37	9	54	63	37
Not Economically Disadvantaged	30	53	83	17	28	56	84	16	28	55	83	17
English Learners	1	18	19	81	1	23	24	76	1	24	26	74
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	4	40	44	56	4	51	55	45	5	43	48	52
Military Connected	30	57	86	14	26	60	86	14	26	59	85	15
Foster Care	2	33	35	65	3	45	48	52	7	28	35	65
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	57	66	34	10	59	69	31	10	61	71	29
Female	9	58	67	33	9	60	69	31	9	62	71	29
Male	10	56	66	34	11	58	69	31	11	59	71	29
American Indian	9	57	66	34	10	56	67	33	11	59	70	30
Asian	27	58	86	14	28	58	87	13	28	59	87	13
Black	3	46	49	51	3	50	54	46	3	53	57	43
Hispanic	4	49	53	47	4	52	56	44	4	53	58	42
Native Hawaiian	9	61	70	30	10	65	75	25	11	62	74	26
White	12	65	76	24	13	66	79	21	13	67	81	19
Multiple Races	11	59	70	30	12	61	73	27	12	63	75	25
Students with Disabilities	4	35	39	61	4	39	43	57	4	41	45	55
Students without Disabilities	10	60	71	29	11	62	73	27	12	64	75	25
Economically Disadvantaged	3	48	52	48	4	52	55	45	4	54	58	42
Not Economically Disadvantaged	14	64	77	23	15	65	80	20	15	65	81	19
English Learners	2	35	36	64	2	39	41	59	2	41	42	58
Migrant	2	39	41	59	2	40	42	58	-	34	34	66
Homeless	2	32	34	66	1	36	37	63	1	39	40	60
Military Connected	13	67	79	21	14	68	82	18	14	69	83	17
Foster Care	3	47	50	50	3	46	49	51	3	48	51	49
Grade 3 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	56	67	33	12	57	69	31	12	58	70	30
Female	9	56	65	35	10	57	68	32	10	58	68	32
Male	12	57	68	32	14	57	71	29	14	59	72	28
American Indian	12	57	68	32	9	55	64	36	12	57	69	31
Asian	24	60	84	16	25	59	84	16	25	60	85	15
Black	3	44	48	52	4	47	51	49	4	51	54	46
Hispanic	4	48	52	48	5	49	54	46	5	50	54	46
Native Hawaiian	10	61	72	28	8	65	73	27	15	55	70	30
White	14	64	78	22	16	64	80	20	16	65	81	19
Multiple Races	11	60	71	29	15	59	74	26	14	61	75	25
Students with Disabilities	5	36	41	59	5	38	43	57	4	40	44	56
Students without Disabilities	11	59	71	29	13	60	74	26	13	62	75	25
Economically Disadvantaged	4	47	51	49	5	50	55	45	4	53	57	43
Not Economically Disadvantaged	16	63	79	21	18	63	81	19	18	63	81	19
English Learners	2	41	44	56	3	45	47	53	2	44	46	54
Migrant	-	25	25	75	8	31	38	62	-	33	33	67
Homeless	2	28	29	71	1	32	34	66	1	37	38	62
Military Connected	14	67	81	19	17	66	83	17	15	67	82	18
Foster Care	3	53	56	44	4	40	44	56	2	55	57	43
Grade 4 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	54	66	34	13	57	70	30	14	57	71	29
Female	10	55	65	35	10	58	68	32	11	59	70	30
Male	14	53	67	33	15	56	71	29	16	56	72	28
American Indian	12	59	71	29	16	50	65	35	14	54	68	32
Asian	31	54	85	15	31	55	87	13	31	55	86	14
Black	4	42	45	55	4	49	53	47	5	51	56	44
Hispanic	5	46	52	48	6	50	56	44	6	50	56	44
Native Hawaiian	14	61	75	25	12	61	73	27	15	57	72	28
White	15	62	77	23	17	63	80	20	18	63	82	18
Multiple Races	13	56	70	30	15	59	74	26	16	60	75	25
Students with Disabilities	5	34	38	62	4	38	42	58	4	39	44	56
Students without Disabilities	13	57	70	30	14	60	75	25	16	61	76	24
Economically Disadvantaged	4	46	49	51	4	51	56	44	5	53	58	42
Not Economically Disadvantaged	18	60	78	22	20	61	81	19	21	61	82	18
English Learners	2	39	41	59	2	44	47	53	3	44	47	53
Migrant	-	26	26	74	-	29	29	71	-	38	38	63
Homeless	2	27	28	72	1	34	35	65	2	33	35	65
Military Connected	17	63	80	20	18	65	83	17	19	65	83	17
Foster Care	6	47	53	47	2	50	52	48	4	47	51	49
Grade 5 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	53	64	36	11	56	67	33	12	56	68	32
Female	9	55	64	36	10	57	67	33	10	57	67	33
Male	12	52	64	36	12	55	67	33	13	55	68	32
American Indian	13	50	63	37	13	56	69	31	15	52	67	33
Asian	27	57	84	16	28	57	85	15	28	56	84	16
Black	4	42	46	54	4	46	49	51	4	49	52	48
Hispanic	5	46	50	50	5	49	54	46	5	49	55	45
Native Hawaiian	12	63	76	24	18	58	76	24	13	59	72	28
White	14	61	75	25	14	63	78	22	15	63	79	21
Multiple Races	12	57	68	32	12	59	71	29	14	58	72	28
Students with Disabilities	4	32	36	64	4	36	39	61	3	37	40	60
Students without Disabilities	12	57	69	31	12	60	72	28	13	60	73	27
Economically Disadvantaged	4	45	49	51	4	49	53	47	5	51	55	45
Not Economically Disadvantaged	16	61	76	24	17	62	79	21	18	61	78	22
English Learners	1	31	32	68	1	35	36	64	1	35	36	64
Migrant	-	27	27	73	-	38	38	63	-	18	18	82
Homeless	2	29	31	69	2	32	34	66	2	33	35	65
Military Connected	15	65	80	20	16	64	80	20	16	66	82	18
Foster Care	5	43	48	52	4	47	51	49	3	47	51	49
Grade 6 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	50	57	43	8	53	61	39	8	55	63	37
Female	7	51	57	43	7	53	60	40	7	55	63	37
Male	9	49	58	42	9	53	62	38	9	54	63	37
American Indian	6	44	49	51	7	50	57	43	5	57	62	38
Asian	22	58	79	21	24	58	83	17	22	59	81	19
Black	3	36	39	61	3	41	44	56	3	43	45	55
Hispanic	3	41	44	56	4	43	47	53	4	46	49	51
Native Hawaiian	4	50	53	47	8	65	73	27	14	49	63	37
White	10	59	69	31	10	62	73	27	11	64	75	25
Multiple Races	9	53	62	38	9	56	65	35	9	59	68	32
Students with Disabilities	4	29	33	67	4	32	36	64	4	35	39	61
Students without Disabilities	8	54	62	38	9	57	66	34	9	58	67	33
Economically Disadvantaged	3	40	43	57	3	43	47	53	3	46	49	51
Not Economically Disadvantaged	12	59	71	29	12	61	74	26	13	62	75	25
English Learners	1	21	22	78	2	24	26	74	1	26	27	73
Migrant	-	43	43	57	6	12	18	82	-	37	37	63
Homeless	1	21	22	78	1	26	27	73	2	29	31	69
Military Connected	10	63	73	27	10	67	77	23	10	68	78	22
Foster Care	3	41	44	56	3	39	42	58	4	48	51	49
Grade 7 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	48	55	45	8	51	59	41	7	53	61	39
Female	7	49	56	44	7	53	60	40	7	55	62	38
Male	8	47	55	45	9	50	58	42	8	52	60	40
American Indian	5	53	58	42	11	52	63	37	12	50	62	38
Asian	27	53	80	20	29	54	83	17	28	55	83	17
Black	2	34	36	64	2	39	41	59	2	41	43	57
Hispanic	3	39	42	58	3	41	44	56	2	43	45	55
Native Hawaiian	8	51	60	40	5	56	60	40	4	61	65	35
White	9	57	66	34	10	61	71	29	9	64	72	28
Multiple Races	8	50	59	41	8	54	62	38	8	56	64	36
Students with Disabilities	4	25	29	71	4	30	34	66	3	33	36	64
Students without Disabilities	8	53	61	39	9	56	64	36	8	58	66	34
Economically Disadvantaged	2	38	41	59	3	42	44	56	2	44	46	54
Not Economically Disadvantaged	12	57	68	32	13	60	73	27	12	61	73	27
English Learners	1	18	19	81	1	21	22	78	1	24	25	75
Migrant	6	35	41	59	-	36	36	64	-	-	-	100
Homeless	2	22	23	77	2	27	28	72	1	28	29	71
Military Connected	8	60	68	32	8	65	73	27	9	65	74	26
Foster Care	2	39	41	59	2	38	40	60	1	42	43	57
Grade 8 Mathematics Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	52	57	43	5	55	60	40	6	58	63	37
Female	5	54	59	41	5	57	62	38	6	59	65	35
Male	5	51	56	44	6	54	59	41	6	56	62	38
American Indian	5	49	54	46	2	53	56	44	4	58	62	38
Asian	18	63	81	19	15	64	79	21	17	65	82	18
Black	2	40	41	59	2	44	46	54	2	47	49	51
Hispanic	2	43	45	55	2	44	47	53	3	46	49	51
Native Hawaiian	5	55	59	41	5	67	72	28	6	67	73	27
White	7	61	67	33	7	64	71	29	8	67	74	26
Multiple Races	6	57	63	37	7	59	66	34	7	61	68	32
Students with Disabilities	2	28	30	70	3	31	34	66	3	34	36	64
Students without Disabilities	6	57	62	38	6	60	65	35	6	62	68	32
Economically Disadvantaged	2	42	44	56	2	45	47	53	2	48	50	50
Not Economically Disadvantaged	8	61	68	32	8	64	72	28	9	66	74	26
English Learners	1	21	21	79	1	21	22	78	1	26	27	73
Migrant	-	56	56	44	-	31	31	69	-	25	25	75
Homeless	1	29	30	70	1	27	28	72	1	31	32	68
Military Connected	8	65	73	27	9	69	78	22	9	72	81	19
Foster Care	1	37	38	62	4	36	40	60	6	38	44	56
Algebra I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	71	80	20	10	72	82	18	10	75	85	15
Female	9	73	82	18	11	74	84	16	11	76	87	13
Male	9	70	78	22	10	71	81	19	10	73	84	16
American Indian	7	71	78	22	10	67	77	23	11	73	83	17
Asian	30	62	93	7	33	62	94	6	31	64	95	5
Black	3	69	72	28	3	73	76	24	4	76	80	20
Hispanic	4	67	72	28	4	70	74	26	4	74	79	21
Native Hawaiian	12	69	82	18	10	74	84	16	9	76	85	15
White	11	75	86	14	12	76	88	12	13	77	90	10
Multiple Races	10	73	83	17	12	72	84	16	12	76	88	12
Students with Disabilities	2	58	60	40	2	63	65	35	2	66	69	31
Students without Disabilities	10	73	83	17	11	74	85	15	12	76	88	12
Economically Disadvantaged	3	69	73	27	4	71	75	25	4	75	79	21
Not Economically Disadvantaged	13	73	86	14	15	73	88	12	16	75	90	10
English Learners	1	55	56	44	1	63	64	36	1	69	70	30
Migrant	5	53	58	42	-	83	83	17	-	73	73	27
Homeless	1	59	61	39	1	61	62	38	2	65	67	33
Military Connected	13	77	90	10	14	77	91	9	15	78	93	7
Foster Care	1	61	62	38	2	63	66	34	2	59	60	40
Geometry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	69	80	20	12	65	78	22	11	69	80	20
Female	11	70	81	19	12	67	78	22	10	71	81	19
Male	12	67	79	21	13	64	77	23	12	68	80	20
American Indian	8	72	80	20	14	64	78	22	7	71	78	22
Asian	32	61	93	7	32	60	91	9	29	64	93	7
Black	3	58	61	39	3	56	59	41	3	60	62	38
Hispanic	5	62	67	33	5	57	62	38	5	62	66	34
Native Hawaiian	8	72	79	21	11	71	82	18	11	68	79	21
White	11	76	87	13	13	73	86	14	11	76	87	13
Multiple Races	14	69	83	17	14	66	81	19	13	70	83	17
Students with Disabilities	4	42	45	55	4	33	37	63	4	37	41	59
Students without Disabilities	12	70	82	18	13	67	80	20	12	71	83	17
Economically Disadvantaged	4	60	64	36	4	55	59	41	4	60	64	36
Not Economically Disadvantaged	14	72	86	14	16	70	85	15	14	73	87	13
English Learners	1	27	28	72	1	21	22	78	2	29	31	69
Migrant	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	2	41	43	57	2	38	40	60	-	41	42	58
Military Connected	12	74	86	14	15	72	87	13	12	75	87	13
Foster Care	7	40	47	53	2	32	34	66	4	34	38	62
Algebra II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	69	86	14	19	67	86	14	22	65	86	14
Female	15	70	85	15	17	68	85	15	20	65	85	15
Male	18	68	87	13	20	67	87	13	23	64	87	13
American Indian	17	62	79	21	19	74	93	7	22	67	89	11
Asian	36	58	94	6	40	56	96	4	42	53	95	5
Black	5	69	73	27	6	65	71	29	7	63	70	30
Hispanic	9	68	77	23	11	63	73	27	12	61	73	27
Native Hawaiian	16	75	91	9	13	63	75	25	43	35	78	22
White	14	74	88	12	17	72	89	11	20	70	90	10
Multiple Races	16	70	87	13	19	69	88	12	23	65	88	12
Students with Disabilities	11	53	64	36	10	47	57	43	12	49	61	39
Students without Disabilities	17	70	86	14	19	68	87	13	22	65	87	13
Economically Disadvantaged	8	69	77	23	8	64	72	28	10	63	72	28
Not Economically Disadvantaged	19	70	88	12	22	68	90	10	25	65	90	10
English Learners	4	54	58	42	4	47	51	49	2	41	43	57
Migrant	<	<	<	<					<	<	<	<
Homeless	5	64	69	31	4	58	62	38	2	58	60	40
Military Connected	13	74	87	13	15	73	89	11	20	69	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	56	65	35	10	57	67	33	10	59	68	32
Female	8	56	64	36	8	57	66	34	8	60	68	32
Male	11	55	66	34	11	56	67	33	11	58	69	31
American Indian	9	55	64	36	11	52	63	37	8	60	68	32
Asian	22	62	84	16	22	61	84	16	21	63	84	16
Black	3	43	46	54	3	46	49	51	3	50	53	47
Hispanic	4	46	50	50	4	48	52	48	4	49	54	46
Native Hawaiian	9	58	66	34	9	63	72	28	9	62	71	29
White	12	64	76	24	13	65	78	22	13	66	79	21
Multiple Races	11	60	71	29	11	61	72	28	12	62	74	26
Students with Disabilities	6	30	36	64	5	33	38	62	4	36	40	60
Students without Disabilities	10	60	70	30	11	61	71	29	10	63	73	27
Economically Disadvantaged	4	45	49	51	4	47	51	49	4	51	54	46
Not Economically Disadvantaged	14	63	77	23	14	64	78	22	14	65	79	21
English Learners	1	19	20	80	1	24	25	75	1	28	29	71
Migrant	5	32	37	63	-	38	38	63	1	28	29	71
Homeless	2	29	31	69	2	33	34	66	2	35	37	63
Military Connected	13	67	79	21	14	67	81	19	14	69	83	17
Foster Care	5	39	44	56	5	38	43	57	3	43	46	54
Grade 5 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	47	61	39	15	51	66	34	18	49	67	33
Female	12	47	59	41	13	52	65	35	15	51	65	35
Male	15	48	62	38	18	50	67	33	21	48	69	31
American Indian	16	45	61	39	18	49	67	33	16	48	64	36
Asian	26	53	79	21	28	54	83	17	32	50	82	18
Black	5	34	39	61	6	42	48	52	8	44	51	49
Hispanic	6	39	45	55	8	44	52	48	9	44	52	48
Native Hawaiian	13	49	62	38	15	55	70	30	16	57	74	26
White	18	55	73	27	21	56	77	23	24	54	78	22
Multiple Races	15	51	66	34	16	55	71	29	20	52	72	28
Students with Disabilities	7	27	34	66	7	32	38	62	6	32	38	62
Students without Disabilities	14	51	65	35	17	54	71	29	20	53	72	28
Economically Disadvantaged	5	38	43	57	7	44	51	49	8	45	53	47
Not Economically Disadvantaged	19	55	74	26	22	56	78	22	25	53	78	22
English Learners	2	21	23	77	2	28	29	71	2	28	29	71
Migrant	-	20	20	80	-	38	38	63	5	14	18	82
Homeless	3	23	25	75	3	29	32	68	4	28	32	68
Military Connected	17	59	77	23	22	58	80	20	25	56	82	18
Foster Care	7	40	47	53	9	43	52	48	9	44	53	47
Grade 8 Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	55	61	39	7	55	62	38	7	58	65	35
Female	5	55	60	40	6	54	60	40	6	58	63	37
Male	7	55	62	38	9	55	64	36	8	58	66	34
American Indian	4	55	59	41	6	48	53	47	6	63	68	32
Asian	18	67	84	16	19	64	83	17	18	66	84	16
Black	2	39	41	59	2	40	42	58	2	45	47	53
Hispanic	2	44	46	54	3	44	47	53	3	46	49	51
Native Hawaiian	5	54	58	42	9	64	73	27	9	54	63	37
White	8	65	72	28	9	64	74	26	9	67	77	23
Multiple Races	8	61	68	32	9	59	67	33	9	62	71	29
Students with Disabilities	4	27	31	69	5	28	33	67	4	33	37	63
Students without Disabilities	6	59	66	34	8	59	67	33	8	62	69	31
Economically Disadvantaged	2	42	44	56	3	42	45	55	2	46	49	51
Not Economically Disadvantaged	9	65	74	26	11	64	75	25	11	66	77	23
English Learners	1	13	14	86	1	14	15	85	-	20	20	80
Migrant	-	42	42	58	-	19	19	81	-	25	25	75
Homeless	2	26	27	73	1	26	27	73	1	30	31	69
Military Connected	8	68	76	24	10	69	80	20	9	72	81	19
Foster Care	3	40	43	57	6	30	36	64	1	40	41	59
Biology Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	60	70	30	9	63	72	28	6	69	74	26
Female	9	62	71	29	8	65	73	27	5	70	75	25
Male	11	58	68	32	9	62	71	29	6	67	73	27
American Indian	8	61	69	31	10	57	68	32	5	71	76	24
Asian	24	62	86	14	22	65	87	13	16	74	89	11
Black	2	50	52	48	2	55	57	43	1	61	62	38
Hispanic	4	51	55	45	4	54	58	42	2	59	62	38
Native Hawaiian	8	67	75	25	6	69	75	25	4	73	78	22
White	13	67	80	20	11	70	82	18	8	76	83	17
Multiple Races	12	64	76	24	11	67	78	22	7	72	80	20
Students with Disabilities	3	33	35	65	2	39	41	59	2	44	45	55
Students without Disabilities	11	64	74	26	10	66	76	24	6	72	78	22
Economically Disadvantaged	3	51	54	46	3	55	58	42	2	61	63	37
Not Economically Disadvantaged	14	66	80	20	13	69	82	18	9	74	83	17
English Learners	-	19	20	80	-	29	29	71	1	36	36	64
Migrant	9	26	35	65	-	57	57	43	-	47	47	53
Homeless	2	36	38	62	1	44	45	55	-	49	49	51
Military Connected	13	70	83	17	12	72	85	15	8	79	87	13
Foster Care	3	39	42	58	2	41	43	57	2	46	48	52
Chemistry Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	52	64	36	5	33	37	63	5	32	37	63
Female	10	52	61	39	4	32	36	64	4	31	35	65
Male	13	53	67	33	6	33	39	61	7	32	39	61
American Indian	<	<	<	<	<	<	<	<	8	38	46	54
Asian	27	57	84	16	14	48	62	38	18	43	61	39
Black	2	40	43	57	-	20	21	79	2	24	25	75
Hispanic	4	41	44	56	2	21	23	77	1	21	22	78
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	62	76	24	7	47	55	45	7	44	51	49
Multiple Races	13	53	65	35	8	38	46	54	9	40	49	51
Students with Disabilities	3	25	27	73	1	15	16	84	1	14	14	86
Students without Disabilities	12	54	66	34	5	35	40	60	6	34	39	61
Economically Disadvantaged	2	38	40	60	1	20	21	79	2	20	21	79
Not Economically Disadvantaged	15	58	73	27	8	43	51	49	8	41	49	51
English Learners	1	25	26	74	-	18	19	81	1	19	19	81
Migrant					<	<	<	<	<	<	<	<
Homeless	-	35	35	65	-	6	6	94	-	16	16	84
Military Connected	9	62	71	29	5	58	63	37	5	61	66	34
Foster Care	<	<	<	<	<	<	<	<	8	23	31	69
Earth Science Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	66	72	28	6	62	67	33	6	61	67	33
Female	6	66	71	29	4	61	66	34	5	60	65	35
Male	7	66	73	27	7	62	68	32	7	61	68	32
American Indian	5	60	65	35	4	59	63	37	3	57	60	40
Asian	15	71	86	14	15	66	81	19	15	65	79	21
Black	1	54	55	45	1	48	49	51	1	50	51	49
Hispanic	3	54	57	43	2	49	52	48	2	49	51	49
Native Hawaiian	9	69	78	22	7	59	66	34	7	67	73	27
White	9	74	83	17	8	72	80	20	9	71	80	20
Multiple Races	7	70	76	24	7	68	75	25	7	64	71	29
Students with Disabilities	1	40	41	59	1	36	37	63	1	36	37	63
Students without Disabilities	7	70	77	23	6	66	72	28	7	65	72	28
Economically Disadvantaged	2	56	58	42	2	51	53	47	2	52	53	47
Not Economically Disadvantaged	9	72	82	18	8	70	78	22	9	68	77	23
English Learners	-	22	22	78	-	24	24	76	-	31	31	69
Migrant	<	<	<	<	-	30	30	70	-	25	25	75
Homeless	1	42	43	57	-	35	36	64	-	36	36	64
Military Connected	11	77	87	13	10	72	82	18	11	70	81	19
Foster Care	4	41	45	55	-	42	42	58	-	40	40	60
< = 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	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	50	66	34	15	50	65	35	15	50	65	35
Female	14	51	65	35	14	51	64	36	14	51	64	36
Male	18	49	67	33	17	49	66	34	17	49	66	34
American Indian	16	53	68	32	13	49	62	38	15	49	64	36
Asian	35	51	87	13	34	52	86	14	35	51	86	14
Black	6	41	47	53	6	42	48	52	6	42	49	51
Hispanic	9	46	56	44	9	47	55	45	9	47	56	44
Native Hawaiian	17	55	72	28	17	52	69	31	16	53	70	30
White	21	55	76	24	21	55	76	24	21	54	75	25
Multiple Races	17	52	69	31	17	52	69	31	17	52	69	31
Students with Disabilities	5	30	35	65	5	30	35	65	5	30	35	65
Students without Disabilities	18	52	70	30	17	53	70	30	17	53	70	30
Economically Disadvantaged	8	44	51	49	7	45	52	48	8	45	52	48
Not Economically Disadvantaged	23	54	77	23	22	54	77	23	22	54	76	24
English Learners	3	27	30	70	3	29	32	68	4	32	36	64
Migrant	-	43	43	57	2	26	29	71	-	24	24	76
Homeless	4	33	37	63	3	34	37	63	3	34	37	63
Military Connected	23	57	80	20	22	57	80	20	23	57	80	20
Foster Care	7	36	43	57	6	34	40	60	5	36	41	59
VA & US History Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	36	38	62	2	36	38	62	1	34	35	65
Female	2	36	39	61	2	34	36	64	1	33	33	67
Male	3	36	38	62	2	37	39	61	1	35	36	64
American Indian	-	42	42	58	-	35	35	65	-	27	27	73
Asian	7	54	61	39	6	46	52	48	4	44	47	53
Black	1	25	26	74	-	28	28	72	-	29	30	70
Hispanic	1	25	26	74	1	29	30	70	-	30	30	70
Native Hawaiian	6	69	75	25	6	47	53	47	-	48	48	52
White	4	50	54	46	3	48	52	48	2	41	43	57
Multiple Races	2	46	48	52	3	40	43	57	1	37	39	61
Students with Disabilities	-	17	18	82	-	19	19	81	-	20	20	80
Students without Disabilities	3	41	44	56	2	40	42	58	1	37	39	61
Economically Disadvantaged	1	25	26	74	-	28	29	71	-	28	29	71
Not Economically Disadvantaged	4	47	51	49	3	45	49	51	2	41	43	57
English Learners	-	12	12	88	-	15	16	84	-	22	22	78
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	1	23	24	76	-	27	28	72	-	25	25	75
Military Connected	5	69	74	26	4	59	64	36	3	54	57	43
Foster Care	-	21	21	79	-	21	21	79	1	28	29	71
World History I Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	56	66	34	10	56	66	34	10	57	66	34
Female	9	57	65	35	8	56	64	36	8	57	65	35
Male	12	55	67	33	11	56	67	33	11	56	67	33
American Indian	9	55	64	36	11	49	60	40	13	56	69	31
Asian	26	62	89	11	27	61	88	12	25	62	87	13
Black	4	45	48	52	4	47	50	50	4	49	53	47
Hispanic	6	50	56	44	6	49	55	45	5	53	58	42
Native Hawaiian	10	66	77	23	16	53	69	31	12	55	67	33
White	13	63	76	24	13	63	77	23	13	63	77	23
Multiple Races	11	59	70	30	10	60	71	29	11	60	71	29
Students with Disabilities	3	34	37	63	3	34	38	62	4	35	39	61
Students without Disabilities	11	59	70	30	11	59	70	30	10	60	70	30
Economically Disadvantaged	4	47	51	49	5	48	52	48	5	49	54	46
Not Economically Disadvantaged	15	63	77	23	14	62	77	23	14	63	77	23
English Learners	1	28	29	71	1	30	31	69	1	35	36	64
Migrant	-	53	53	47	<	<	<	<	<	<	<	<
Homeless	4	33	37	63	2	38	40	60	2	37	39	61
Military Connected	17	65	82	18	17	64	80	20	17	66	84	16
Foster Care	7	35	42	58	2	33	35	65	5	29	34	66
World History II Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	41	48	52	4	27	30	70	3	27	31	69
Female	4	40	45	55	2	25	28	72	2	26	28	72
Male	9	42	51	49	5	28	33	67	4	29	33	67
American Indian	-	47	47	53	3	20	23	78	-	26	26	74
Asian	24	54	77	23	14	51	65	35	9	44	52	48
Black	2	27	29	71	1	19	20	80	1	21	22	78
Hispanic	4	34	37	63	2	21	23	77	2	23	25	75
Native Hawaiian	6	50	56	44	5	38	43	57	11	22	33	67
White	8	51	59	41	5	33	38	62	6	35	40	60
Multiple Races	7	42	49	51	5	30	35	65	4	29	33	67
Students with Disabilities	2	20	21	79	1	11	11	89	1	11	12	88
Students without Disabilities	7	43	51	49	4	29	33	67	4	30	33	67
Economically Disadvantaged	2	28	31	69	1	18	19	81	1	19	21	79
Not Economically Disadvantaged	10	50	60	40	6	35	41	59	5	35	41	59
English Learners	1	12	13	87	-	11	11	89	2	15	17	83
Migrant	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	1	30	31	69	1	18	19	81	1	16	17	83
Military Connected	9	54	63	37	8	42	50	50	7	45	53	47
Foster Care	-	19	19	81	2	13	16	84	-	13	13	87
Geography Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	61	66	34	5	62	67	33	5	63	68	32
Female	4	61	65	35	4	62	66	34	3	63	67	33
Male	7	61	67	33	7	62	68	32	7	62	69	31
American Indian	4	63	67	33	9	65	74	26	5	50	55	45
Asian	11	72	83	17	14	71	85	15	12	72	84	16
Black	1	44	45	55	1	46	48	52	1	48	49	51
Hispanic	3	51	54	46	2	54	56	44	3	57	60	40
Native Hawaiian	5	67	72	28	2	67	70	30	9	74	83	17
White	8	70	78	22	7	69	77	23	7	70	77	23
Multiple Races	7	65	72	28	5	68	73	27	5	65	71	29
Students with Disabilities	1	31	32	68	1	32	33	67	1	33	34	66
Students without Disabilities	6	65	71	29	6	66	72	28	6	67	72	28
Economically Disadvantaged	2	49	52	48	2	53	54	46	2	54	56	44
Not Economically Disadvantaged	9	71	79	21	8	71	79	21	8	71	79	21
English Learners	-	22	22	78	-	25	25	75	-	29	29	71
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	1	34	35	65	1	30	31	69	-	35	35	65
Military Connected	8	74	81	19	8	76	84	16	9	75	83	17
Foster Care	2	36	39	61	2	42	43	57	4	52	56	44
Civics & Econ Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	51	70	30	18	54	73	27	18	54	73	27
Female	17	53	70	30	17	56	73	27	17	56	73	27
Male	21	49	71	29	19	53	72	28	19	53	72	28
American Indian	19	54	73	27	11	55	66	34	18	51	69	31
Asian	42	48	90	10	40	51	91	9	41	51	92	8
Black	8	46	54	46	8	49	57	43	8	48	57	43
Hispanic	11	52	63	37	11	54	65	35	11	55	65	35
Native Hawaiian	21	51	72	28	18	55	73	27	16	59	75	25
White	25	54	79	21	23	58	81	19	23	58	81	19
Multiple Races	20	52	72	28	20	55	75	25	19	56	74	26
Students with Disabilities	5	30	35	65	4	33	37	63	4	33	37	63
Students without Disabilities	21	54	75	25	20	57	78	22	20	57	78	22
Economically Disadvantaged	9	48	57	43	8	51	60	40	9	51	60	40
Not Economically Disadvantaged	27	54	81	19	26	57	83	17	26	57	83	17
English Learners	2	25	27	73	1	27	28	72	2	31	33	67
Migrant	-	64	64	36	<	<	<	<	<	<	<	<
Homeless	5	38	43	57	4	41	44	56	4	39	43	57
Military Connected	26	57	83	17	24	62	85	15	24	60	84	16
Foster Care	5	40	46	54	6	46	51	49	4	43	47	53
VA Studies Performance	2021-2022				2022-2023				2023-2024
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	42	66	34	24	44	69	31	25	44	69	31
Female	21	43	64	36	21	46	67	33	21	46	67	33
Male	28	40	68	32	28	43	71	29	28	42	70	30
American Indian	25	50	74	26	24	49	72	28	23	50	74	26
Asian	46	40	86	14	45	43	88	12	44	43	87	13
Black	10	35	45	55	11	40	51	49	11	39	50	50
Hispanic	16	42	57	43	16	45	61	39	16	44	60	40
Native Hawaiian	26	44	70	30	26	46	72	28	28	45	74	26
White	32	45	76	24	31	46	78	22	32	46	78	22
Multiple Races	25	44	69	31	24	45	70	30	26	45	71	29
Students with Disabilities	9	28	37	63	9	31	39	61	9	30	39	61
Students without Disabilities	27	44	70	30	27	47	74	26	27	46	74	26
Economically Disadvantaged	12	39	51	49	13	43	56	44	13	42	55	45
Not Economically Disadvantaged	34	44	78	22	34	46	80	20	34	45	80	20
English Learners	7	35	42	58	9	40	48	52	8	39	48	52
Migrant	-	45	45	55	8	31	38	62	-	27	27	73
Homeless	5	30	35	65	6	32	38	62	5	32	36	64
Military Connected	34	47	80	20	33	48	81	19	33	47	80	20
Foster Care	16	42	58	42	14	35	49	51	10	38	48	52
< = 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

	2021-2022	2022-2023	2023-2024
State	4,006	4,460	6,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


Student Group	Below Basic	Basic	Proficient	Advanced	Virginia Students at or Above Proficient	Nation at or Above Proficient

NAEP Participation Rate


Student Group	Virginia Participation Rate

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	2021-2022	2022-2023	2023-2024
Pre-kindergarten	32,546	35,899	36,495
Kindergarten	87,375	86,517	85,547
Grade 1	87,195	93,004	89,992
Grade 2	89,563	89,390	93,937
Grade 3	90,018	91,063	90,248
Grade 4	90,914	91,621	91,985
Grade 5	91,393	92,506	92,469
Grade 6	92,458	92,636	93,083
Grade 7	95,115	93,320	93,156
Grade 8	98,931	96,289	93,928
Grade 9	109,631	108,877	105,201
Grade 10	98,272	104,319	103,964
Grade 11	94,112	93,621	97,356
Grade 12	94,574	94,463	94,803
Post Graduate	76	80	98
Total Students	1,252,173	1,263,605	1,262,262

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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	2021-2022	2022-2023	2023-2024
All Students	1252173	1263605	1262262
Female	607519	611689	611031
Male	644146	651072	650324
American Indian	3220	3293	3292
Asian	92837	94973	96415
Black	273259	273624	271102
Hispanic	226233	236811	244925
Native Hawaiian	2027	1983	1966
White	573688	568568	557874
Multiple Races	80909	84353	86688
Students with Disabilities	169725	174317	181085
Students without Disabilities	1082448	1089288	1081177
Economically Disadvantaged	513623	556792	548519
Not Economically Disadvantaged	738550	706813	713743
English Learners	161225	172913	177975
Not English Learners	1090948	1090692	1084287
Migrant	224	207	218
Homeless	8006	8998	10214
Military Connected	69192	69555	70855
Foster Care	2837	2831	2615
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

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 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.

Status of the Students in the 2023-2024 Cohort
Student Subgroup	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	50340	39360	1868	906	4434	1716
Female	27397	17331	608	349	1644	700
Male	22883	21948	1258	556	2786	1013
American Indian	108	117	5	4	10	3
Asian	6021	1445	96	16	68	37
Black	8112	10542	637	224	1119	708
Hispanic	7128	8364	268	133	1854	356
Native Hawaiian	97	61	3	3	2	2
White	25863	16576	761	464	1211	504
Multiple Races	3011	2255	98	62	170	106
Students with Disabilities	1432	7468	1868	125	867	114
Economically Disadvantaged	12777	21116	1106	493	2351	1207
English Learners	1583	4218	262	26	1426	145
Migrant	<	<	<	<	0	<
Homeless	197	697	48	28	170	78
Military Connected	2525	1494	44	18	52	31
Foster Care	22	180	23	11	85	24
< = 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	98,624	91,568	93	92,619	94	4,434	5
Female	48,029	45,336	94	45,759	95	1,644	3
Male	50,444	46,089	91	46,716	93	2,786	6
American Indian	247	230	93	234	95	10	4
Asian	7,683	7,562	98	7,584	99	68	1
Black	21,342	19,291	90	19,547	92	1,119	5
Hispanic	18,103	15,760	87	15,984	88	1,854	10
Native Hawaiian	168	161	96	164	98	2	1
White	45,379	43,200	95	43,678	96	1,211	3
Multiple Races	5,702	5,364	94	5,428	95	170	3
Students with Disabilities	11,897	10,768	91	10,923	92	867	7
Economically Disadvantaged	39,050	34,999	90	35,584	91	2,351	6
English Learners	7,686	6,063	79	6,183	80	1,426	19
Migrant	<	<	100	<	100	0	0
Homeless	1,218	942	77	974	80	170	14
Military Connected	4,164	4,063	98	4,085	98	52	1
Foster Care	345	225	65	238	69	85	25
< = 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	2021-2022	2022-2023	2023-2024
Advanced Placement Test Taken	62,074 / 15.66%	69,912 / 17.44%	71,695 / 17.88%
Advanced Placement Course Enrollment	82,632 / 20.85%	87,747 / 21.88%	93,594 / 23.34%
Dual Enrollment	41,460 / 10.46%	41,212 / 10.28%	50,668 / 12.64%
Governor's School Enrollment	6,222 / 1.57%	6,311 / 1.57%	6,256 / 1.56%
IB Course Enrollment	11,593 / 2.93%	12,119 / 3.02%	11,397 / 2.84%
Senior Enrolled in IB Program	1,379 / .35%	1,497 / .37%	1,521 / .38%

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

Postsecondary Enrollment

2019-2020 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.

2019-2020 FGI cohort year (students entering high school in 2016)
	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
	Total	Total HE	Remaining Percent
All Students	87,317	57,081	35
Female	43,705	31,577	28
Male	43,612	25,504	42
American Indian	232	130	44
Asian	6,741	5,862	13
Black	18,624	10,601	43
Hispanic	12,110	6,622	45
Native Hawaiian	132	93	30
White	45,098	30,844	32
Multiple Races	4,380	2,929	33
Students with Disabilities	8,185	3,548	57
Economically Disadvantaged	30,335	14,987	51
English Learners	6,579	3,319	50
< = 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
	2021-2022	2022-2023	2023-2024
NOCTI Assessments	2,590	3,844	3,577
State Licensures	1,236	1,563	2,069
Industry Certification	95,688	100,255	101,956
Workplace Readiness	44,348	41,819	35,066
Total Credentials Earned	143,862	147,481	142,668
Students Earning One or More Credentials	115,682	117,932	115,611
Armed Services Vocational Aptitude Battery Examination	761	962	1,022
CTE Completers	45,094	46,028	48,643

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

Finance

Percentage of Expenditures for Instruction

State

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves. Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures for Instruction
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year state operating expenditures for instructional costs	67.4	64.7	63.4

Per-Pupil Spending

2022-2023 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		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

Sources of Financial Support

State

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth's public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources. Counties, cities and towns comprising school divisions also support public education by providing the locality's share to maintain an educational program meeting the commonwealth's Standards of Quality and local match requirements for incentive and lottery-funded programs. . While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

Sources of Financial Support Per-Pupil
	Local	State	Federal
2019-2020	$6,770	$5,603	$867
2020-2021	$6,669	$6,185	$1,352
2021-2022	$7,134	$6,454	$1,936
2022-2023	$7,802	$6,956	$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	974,153	244,503	997,671	248,663	893,384	171,989
Female	472,969	118,653	483,900	120,703	434,533	82,667
Male	500,722	125,654	513,128	127,662	458,257	89,116
American Indian	2,314	773	2,405	799	2,182	564
Asian	81,724	10,474	80,912	13,812	55,394	7,011
Black	196,993	66,304	206,565	63,472	200,415	48,946
Hispanic	166,660	55,192	176,208	58,856	154,848	37,629
Native Hawaiian	1,598	386	1,581	384	1,508	247
White	461,815	95,629	463,298	94,370	417,454	64,938
Multiple Races	63,049	15,745	66,702	16,970	61,583	12,654
Students with Disabilities	122,664	43,780	128,508	45,193	116,605	32,558
Economically Disadvantaged	375,116	158,069	403,420	159,504	387,682	117,198
English Learners	130,603	38,023	138,281	42,523	112,324	24,829
Homeless	6,456	6,624	8,425	8,876	9,287	7,119
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	109,132
Behaviors related to School Operations	141,814
Relationship Behaviors without Physical Harm	120,426
Behaviors of a Safety Concern	146,125
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	39,579
Behaviors used to determine Persistently Dangerous Schools	389

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.3	0.3	0.3	0.3	0.3
Asian	7.4	1.3	7.5	1.4	7.7	1.6
Black	21.9	46.9	21.7	46.7	21.5	47.5
Hispanic	18.1	13.7	18.8	14.5	19.4	15.4
Native Hawaiian	0.2	0.1	0.2	0.1	0.2	0.1
White	45.9	31.2	45.1	30.2	44.3	27.9
Multiple Races	6.5	6.4	6.7	6.8	6.9	7.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3	0.3	0.3	0.2	0.3	0.3
Asian	7.4	1.4	7.5	1.6	7.7	1.3
Black	21.9	48.5	21.7	51.9	21.5	50.3
Hispanic	18.1	13.9	18.8	15.2	19.4	18.5
Native Hawaiian	0.2	0.2	0.2	0.1	0.2	0.1
White	45.9	28.6	45.1	23.5	44.3	23.1
Multiple Races	6.5	7.1	6.7	7.4	6.9	6.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2021-2022		2022-2023		2023-2024
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3		0.3	0.3
Asian	7.4	1.1	7.5		7.7	0.6
Black	21.9	47.4	21.7	44.9	21.5	51.8
Hispanic	18.1	11.6	18.8	15.2	19.4	8
Native Hawaiian	0.2		0.2		0.2	0.3
White	45.9	32.6	45.1	35.8	44.3	30.5
Multiple Races	6.5	7.4	6.7	4.1	6.9	8.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	45.6	55.2	58.1
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	44.8	34.6	31.8
< = 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
	2021-2022	2022-2023	2023-2024
	Percentage	Percentage	Percentage
All Students	69.5	55.9	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

.

Student-Teacher Ratio

2022-2023 Grades K-7 Student Teacher Ratio

12.41 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.52 : 1

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: 2023-2024

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2021-2022	37%	58%	2%	3%
2022-2023	38%	57%	1%	4%
2023-2024	39%	55%	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

.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	76%	73%	79%	88%
Asian	90%	86%	91%	88%
Black	62%	60%	68%	88%
Hispanic	65%	60%	68%	88%
White	83%	81%	85%	88%
Multiple Races	79%	78%	83%	88%
Economically Disadvantaged	63%	60%	68%	88%
English Learners	57%	51%	60%	88%
Students with Disabilities	48%	45%	57%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	72%	69%	74%	85%
Asian	90%	88%	90%	85%
Black	56%	52%	61%	85%
Hispanic	62%	57%	63%	85%
White	80%	78%	81%	85%
Multiple Races	75%	72%	77%	85%
Economically Disadvantaged	59%	55%	62%	85%
English Learners	60%	53%	58%	85%
Students with Disabilities	46%	41%	54%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	71%
Asian	88%
Black	53%
Hispanic	60%
White	80%
Multiple Races	75%
Economically Disadvantaged	57%
English Learners	51%
Students with Disabilities	42%

< = 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	90%	84%	84%
Asian	96%	90%	84%
Black	87%	83%	84%
Hispanic	82%	83%	84%
White	93%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	84%	82%	84%
English Learners	73%	77%	84%
Students with Disabilities	71%	74%	84%
Homeless	67%	-	-
Foster Care	51%	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	17%	19%	12%	10%
Asian	11%	13%	10%	10%
Black	21%	22%	12%	10%
Hispanic	20%	23%	12%	10%
White	14%	16%	12%	10%
Multiple Races	18%	19%	12%	10%
Economically Disadvantaged	25%	27%	13%	10%
English Learners	19%	21%	12%	10%
Students with Disabilities	23%	25%	14%	10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	60%	54%	58%
English Learner Proficiency	11%	-	-

< = 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	54535	90869	60%
English Learner Proficiency	14652	139057	11%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	98%	2%	98%	2%
Asian	100%	-	96%	4%	99%	1%
Black	99%	1%	99%	1%	98%	2%
Hispanic	99%	1%	99%	1%	98%	2%
White	99%	1%	98%	2%	99%	1%
Multiple Races	99%	1%	98%	2%	98%	2%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	98%	2%	99%	1%
English Learners	99%	1%	99%	1%	99%	1%
Students with Disabilities	99%	1%	98%	2%	97%	3%
Students without Disabilities	99%	1%	98%	2%	98%	2%
Female	99%	1%	98%	2%	98%	2%
Male	99%	1%	98%	2%	98%	2%
Migrant	100%	-	99%	1%	98%	2%

< = 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).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	79%	78%
Asian	92%	92%
Black	68%	64%
Hispanic	71%	70%
White	85%	84%
Multiple Races	82%	80%
Economically Disadvantaged	69%	67%
English Learners	68%	69%
Students with Disabilities	58%	57%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

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

School Readiness

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Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

Multidivision Online Provider (MOP) Program

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The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.

Student Achievement by Proficiency Level

English Reading

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.


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

Writing

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.


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

Mathematics

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.


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

Science

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.


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

History

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.


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

Enrollment

Fall Membership by Grade

Grade level	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
Grade 01	87,195	86,591	604	93,004	92,632	372	89,992	89,606	386
Grade 10	98,272	97,903	369	104,318	103,944	374	103,964	103,329	635
Grade 07	95,115	94,654	461	93,320	92,898	422	93,156	92,447	709
Grade 09	109,631	109,092	539	108,877	108,483	394	105,201	104,574	627
Grade 11	94,112	93,784	328	93,621	93,269	352	97,356	96,816	540
Grade 05	91,393	91,037	356	92,506	92,166	340	92,469	92,115	354
Grade KG	87,375	86,957	418	86,517	86,115	402	85,547	85,070	477
Grade 08	98,931	98,502	429	96,289	95,848	441	93,928	93,346	582
Grade 02	89,563	89,033	530	89,390	88,934	456	93,937	93,545	392
Grade 03	90,018	89,626	392	91,063	90,718	345	90,248	89,833	415
Grade 06	92,458	92,010	448	92,636	92,209	427	93,083	92,626	457
Grade 12	94,574	94,360	214	94,463	94,149	314	94,803	94,365	438
Grade PK	32,546	32,546	-	35,899	35,899	-	36,495	36,494	1
Grade 04	90,914	90,513	401	91,621	91,300	321	91,985	91,619	366
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Fall Membership by Subgroups

No additional explanation available.

Learning Climate

Chronic Absenteeism of MOP Students

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

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

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.

Student Subgroup	2021-2022				2022-2023				2023-2024
	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent	Below 10 Count	Above 10 Count	Below 10 Percent	Above 10 Percent
All Students
Not a Full-Time MOP Student	972400	243761	79.96	20.04	980048	237915	80.47	19.53	1018820	197570	83.76	16.24
Full-Time MOP Student	1566	12	99.24	.76	4955	89	98.24	1.76	6137	121	98.07	1.93
Female
Not a Full-Time MOP Student	472080	118307	79.96	20.04	475040	115270	80.47	19.53	494193	95023	83.87	16.13
Full-Time MOP Student	826	6	99.28	.72	2611	48	98.19	1.81	3280	67	98	2
Male
Not a Full-Time MOP Student	499864	125260	79.96	20.04	504382	122373	80.48	19.52	523844	102274	83.67	16.33
Full-Time MOP Student	740	6	99.2	.8	2343	41	98.28	1.72	2857	54	98.14	1.86
Black
Not a Full-Time MOP Student	196448	65928	74.87	25.13	200656	59041	77.27	22.73	206204	51311	80.07	19.93
Full-Time MOP Student	356	1	99.72	.28	1123	27	97.65	2.35	1287	13	99	1
Hispanic
Not a Full-Time MOP Student	166436	54969	75.17	24.83	173127	56666	75.34	24.66	190329	47989	79.86	20.14
Full-Time MOP Student	137	2	98.56	1.44	456	5	98.92	1.08	672	5	99.26	.74
White
Not a Full-Time MOP Student	461025	95426	82.85	17.15	456927	91272	83.35	16.65	463936	72847	86.43	13.57
Full-Time MOP Student	850	9	98.95	1.05	2609	53	98.01	1.99	3251	91	97.28	2.72
Asian
Not a Full-Time MOP Student	81526	10446	88.64	11.36	79772	13465	85.56	14.44	84371	10480	88.95	11.05
Full-Time MOP Student	96	0	100	0	295	0	100	0	323	2	99.38	.62
Multiple Races
Not a Full-Time MOP Student	63086	15848	79.92	20.08	65684	16358	80.06	19.94	69846	14010	83.29	16.71
Full-Time MOP Student	118	0	100	0	443	4	99.11	.89	578	10	98.3	1.7
Students with Disabilities
Not a Full-Time MOP Student	124046	44185	73.74	26.26	128138	44101	74.4	25.6	136509	39040	77.76	22.24
Full-Time MOP Student	128	2	98.46	1.54	417	13	96.98	3.02	518	24	95.57	4.43
Economically Disadvantaged
Not a Full-Time MOP Student	375511	158234	70.35	29.65	394903	152560	72.13	27.87	428790	133545	76.25	23.75
Full-Time MOP Student	351	9	97.5	2.5	2040	72	96.59	3.41	2414	85	96.6	3.4
English Learners
Not a Full-Time MOP Student	130673	37968	77.49	22.51	136206	41176	76.79	23.21	149260	34398	81.27	18.73
Full-Time MOP Student	<	<	<	<	24	0	100	0	45	2	95.74	4.26
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Student Subgroup	2021-2022			2022-2023			2023-2024
	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student	All Students	Not a Full-Time MOP Student	Full-Time MOP Student
All Students	1,250,401	1,244,912	5,489	1,261,934	1,256,974	4,960	1,260,378	1,254,000	6,378
Female	-	-	-	-	-	-	-	-	-
Male	-	-	-	-	-	-	-	-	-
Black	273,003	271,513	1,490	273,344	272,191	1,153	270,772	269,376	1,396
Hispanic	225,683	225,184	499	236,345	235,917	428	244,358	243,812	546
White	572,963	570,171	2,792	567,908	565,220	2,688	557,157	553,699	3,458
Asian	92,727	92,514	213	94,863	94,564	299	96,295	95,963	332
Multiple Races	80,782	80,317	465	84,204	83,846	358	86,545	85,929	616
Students with Disabilities	169,291	168,861	430	173,796	173,483	313	180,402	179,952	450
Economically Disadvantaged	512,992	511,239	1,753	556,193	554,268	1,925	547,754	545,199	2,555
English Learners	161,093	161,030	63	172,894	172,884	10	177,951	177,916	35
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available