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Danville Public Schools reports broad gains in attendance and SOL pass rates
Summary
Danville Public Schools reported major year-over-year improvements in attendance (88.3%) and state SOL pass rates across reading, math and science in 2024–25, while identifying targeted grade levels that still need support and outlining next steps for instruction and teacher development.
Danville Public Schools on Sept. 4 told the school board that the division achieved substantial increases in student attendance and state Standards of Learning (SOL) pass rates for the 2024–25 school year.
Miss McCraw, who presented the annual pass-rate and attendance report, said the district reached about 88.3% of students regularly attending school in 2024–25, up from 75.6% in 2022–23 and above the state average. "When students are given the right tools, high-quality instruction, engaging learning opportunities, and attend school daily, they rise to the challenge," Miss McCraw said.
The presentation highlighted division-level gains across content areas: reading rose from 50% in 2022–23 to 57% in 2024–25, grade 8 reading advanced to 61%, and high-school end-of-course reading reached a 75% pass rate. Math improved from 38% to 54% overall, with grade 8 rising from 42% to 53%, Algebra II increasing from 50% to 84%, and geometry improving markedly. Science advanced to 55% overall, including a jump in biology to 65% after a prior-year dip. The district noted world geography performed particularly well (DPS 79% vs. state 68% on that middle-school assessment).
Presenters also identified continuing needs: grade 5 and grade 7 reading, and Algebra I, were singled out for targeted support. To sustain and accelerate growth, the district said it will continue investment in teacher professional learning and high-quality instructional materials (HQIM), expand micro-credential coursework for teachers, strengthen science instruction and vertical alignment, maintain extended instructional time and tutoring programs, and run weekly professional learning communities (PLCs) and coaching.
Miss McCraw described partnerships supporting these efforts, including a UVA Partnership for Leaders in Education initiative and a new teacher project with TNTP, and credited district pay and retention actions — an 8% pay raise and $1,000 retention stipends — with helping to stabilize and support instructional staff.
The board was told a more detailed school performance and support framework (accreditation) presentation will follow next month. Doctor Williams publicly commended district staff and teachers for the progress disclosed in the report.
The board took no formal vote on the presentation itself; the item was delivered as an informational update and will be followed by an accreditation-related briefing in a later meeting.
