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Academy for Discovery at Lakewood

General school information

Category: Combined (03-08) School
Phone: 757-628-2477
Address: 1701 Alsace Ave Norfolk, VA 23509
Principal: Thomas Smigiel
Superintendent: Dr. Melinda J Boone
Region: 2
Division: Norfolk City Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level Two
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 85 65 15 21 89 68 11 20 89 70 11
Female 23 87 64 13 23 92 68 8 22 90 68 10
Male 18 84 66 16 18 86 68 14 17 88 71 12
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 50 100 50 0 32 100 68 0 30 100 70 0
Black 12 79 67 21 13 85 72 15 8 83 75 17
Hispanic 9 82 73 18 14 82 69 18 21 91 70 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 28 91 63 9 28 92 64 8 29 94 65 6
Two or more races 17 88 71 12 17 94 77 6 20 91 70 9
Students with Disabilities 4 30 26 70 8 45 38 55 7 58 51 42
Economically Disadvantaged 11 75 64 25 10 83 73 17 9 82 73 18
English Learners < 100 < 0 10 90 80 10 31 100 69 0
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 82 64 18 23 91 68 9 24 85 60 15
Female 18 84 67 16 24 88 63 12 30 86 56 14
Male 17 79 62 21 21 94 72 6 19 84 65 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 12 69 57 31 10 84 74 16 6 72 66 28
Hispanic < < < < < < < < < 100 < 0
White 24 94 71 6 36 100 64 0 33 91 58 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 7 64 57 36 4 82 79 18 12 80 68 20
English Learners < 100 < 0 < 100 < 0
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 85 62 15 27 89 62 11 18 93 75 7
Female 27 90 63 10 22 92 69 8 22 88 66 12
Male 20 80 61 20 32 86 54 14 15 96 81 4
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 74 61 26 12 86 74 14 11 83 72 17
Hispanic < < < < < < < < < 100 < 0
White 32 91 59 9 39 94 56 6 23 100 77 0
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 16 78 63 22 8 79 71 21 7 83 76 17
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 93 64 7 25 88 63 12 22 84 63 16
Female 38 91 53 9 33 93 60 7 22 86 64 14
Male 20 94 74 6 19 85 65 15 21 82 61 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 22 89 67 11 25 81 56 19 7 73 66 27
Hispanic < 100 < 0 10 100 90 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 35 95 59 5 29 89 60 11 34 95 60 5
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 15 85 71 15 25 93 68 7 6 67 61 33
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 83 64 17 23 89 66 11 21 96 74 4
Female 23 86 63 14 23 92 69 8 24 96 72 4
Male 17 81 64 19 23 86 63 14 19 96 77 4
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 78 68 22 17 84 67 16 11 100 89 0
Hispanic 14 86 71 14 < 100 < 0 8 100 92 0
White 31 87 56 13 29 90 61 10 27 91 64 9
Two or more races 15 92 77 8 25 100 75 0 27 100 73 0
Students with Disabilities - 35 35 65 < < < < < < < <
Economically Disadvantaged 9 71 62 29 16 84 68 16 15 98 83 2
English Learners < 100 < 0 < < < < < 100 < 0
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 89 70 11 18 90 73 10 21 92 72 8
Female 20 92 71 8 24 96 72 4 26 93 67 7
Male 17 87 69 13 11 85 74 15 16 92 76 8
American Indian < 100 < 0 < 100 < 0 < < < <
Black 10 85 75 15 10 89 79 11 14 88 74 12
Hispanic < 100 < 0 - 83 83 17 < 100 < 0
White 26 89 64 11 29 92 64 8 25 95 70 5
Two or more races < 100 < 0 18 91 73 9 40 100 60 0
Students with Disabilities - 36 36 64 - 20 20 80 < < < <
Economically Disadvantaged 15 82 67 18 6 85 79 15 13 89 76 11
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 82 72 18 9 83 74 17 15 85 70 15
Female 4 78 74 22 15 83 68 17 13 88 76 12
Male 15 85 70 15 4 83 79 17 16 82 65 18
Black - 75 75 25 8 79 72 21 2 78 76 22
Hispanic < < < < < < < < - 75 75 25
White 18 93 75 7 6 85 79 15 31 93 61 7
Two or more races < < < < < 100 < 0 20 90 70 10
Students with Disabilities < < < < - 38 38 62 7 29 21 71
Economically Disadvantaged - 67 67 33 5 76 71 24 3 73 70 28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 78 57 22 27 79 52 21 25 81 56 19
Female 13 83 70 17 40 83 43 17 29 89 61 11
Male 29 75 46 25 15 75 60 25 21 73 52 27
Black 12 71 59 29 18 67 49 33 11 78 67 22
Hispanic < < < < < 100 < 0 17 67 50 33
White 32 82 50 18 29 83 54 17 37 84 47 16
Two or more races < 100 < 0 < 100 < 0 40 90 50 10
Students with Disabilities < 100 < 0 - 31 31 69 8 23 15 77
Economically Disadvantaged 11 68 58 32 19 71 52 29 10 73 62 27
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 78 57 22 27 79 52 21 25 81 56 19
Female 13 83 70 17 40 83 43 17 29 89 61 11
Male 29 75 46 25 15 75 60 25 21 73 52 27
Black 12 71 59 29 18 67 49 33 11 78 67 22
Hispanic < < < < < 100 < 0 17 67 50 33
White 32 82 50 18 29 83 54 17 37 84 47 16
Two or more races < 100 < 0 < 100 < 0 40 90 50 10
Students with Disabilities < 100 < 0 - 31 31 69 8 23 15 77
Economically Disadvantaged 11 68 58 32 19 71 52 29 10 73 62 27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 83 68 17 12 78 66 22 14 81 67 19
Female 14 85 72 15 12 78 66 22 12 81 68 19
Male 16 80 64 20 12 78 66 22 15 81 66 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 50 100 50 0 15 100 85 0 25 100 75 0
Black 7 75 69 25 7 68 62 32 4 72 68 28
Hispanic 9 84 75 16 10 78 68 22 13 79 66 21
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 22 88 66 12 18 86 68 14 21 87 66 13
Two or more races 12 83 71 17 6 81 74 19 17 85 69 15
Students with Disabilities 4 40 37 60 8 40 32 60 4 42 38 58
Economically Disadvantaged 8 73 65 28 4 67 63 33 4 71 68 29
English Learners < 100 < 0 8 100 92 0 15 100 85 0
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 74 63 26 28 95 67 5 14 79 65 21
Female 11 75 65 25 29 90 61 10 14 72 58 28
Male 12 72 60 28 28 100 72 0 14 86 72 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 52 50 48 23 87 65 13 3 69 66 31
Hispanic < < < < < 100 < 0 < 100 < 0
White 20 88 69 12 36 100 64 0 18 87 69 13
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 7 48 40 52 7 89 82 11 8 60 52 40
English Learners < 100 < 0 < 100 < 0
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 75 57 25 21 84 63 16 22 85 63 15
Female 20 80 61 20 17 85 68 15 20 76 56 24
Male 18 71 53 29 25 83 58 17 24 93 69 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 61 48 39 12 69 57 31 11 72 61 28
Hispanic < < < < < < < < < < < <
White 25 91 66 9 33 94 61 6 33 95 63 5
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 13 66 53 34 3 73 70 27 3 66 62 34
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 90 52 10 34 95 60 5 27 85 58 15
Female 40 91 51 9 42 95 53 5 24 85 61 15
Male 37 90 53 10 28 94 66 6 30 85 56 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 30 89 59 11 25 88 63 13 15 76 61 24
Hispanic < 100 < 0 30 100 70 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 43 89 46 11 43 98 54 2 38 97 59 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 27 85 58 15 32 96 64 4 11 67 56 33
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 89 78 11 2 84 82 16 2 82 80 18
Female 10 91 82 9 2 89 86 11 2 81 79 19
Male 13 88 74 13 2 80 78 20 3 84 81 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 86 86 14 - 86 86 14 - 75 75 25
Hispanic 14 86 71 14 < 100 < 0 < < < <
White 24 93 69 7 7 79 71 21 3 84 81 16
Two or more races 8 92 85 8 < < < < 10 90 80 10
Students with Disabilities 5 45 40 55 < < < < < < < <
Economically Disadvantaged 2 81 79 19 - 84 84 16 - 84 84 16
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 69 69 31 - 32 32 68 - 38 38 63
Female - 64 64 36 - 31 31 69 - 44 44 56
Male - 71 71 29 - 33 33 67 - 30 30 70
Black - 65 65 35 - 33 33 67 - 33 33 67
Hispanic < 100 < 0 < < < < < 100 < 0
White - 60 60 40 - 31 31 69 - 36 36 64
Two or more races < 100 < 0 < < < <
Students with Disabilities - 42 42 58 - 8 8 92 < < < <
Economically Disadvantaged - 64 64 36 - 16 16 84 - 45 45 55
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 36 36 64 1 63 63 37 3 73 71 27
Female < < < < - 64 64 36 2 80 78 20
Male < < < < 1 63 62 38 3 67 64 33
Black < < < < - 49 49 51 - 69 69 31
White < < < < 1 75 74 25 5 78 72 22
Economically Disadvantaged < < < < - 48 48 52 - 69 69 31
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 87 83 13 10 86 76 14 15 96 80 4
Female 2 85 83 15 12 83 71 17 15 95 80 5
Male 8 90 82 10 8 88 80 12 16 97 81 3
Black - 75 75 25 3 80 77 20 7 93 86 7
Hispanic < 100 < 0 < < < < < 100 < 0
White 6 89 83 11 9 89 80 11 20 96 76 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged - 69 69 31 3 82 79 18 8 92 85 8
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 100 75 0 2 95 93 5 35 98 63 2
Female < 100 < 0 - 93 93 7 39 100 61 0
Male < 100 < 0 7 100 93 0 32 96 64 4
Black < 100 < 0 < 100 < 0 - 94 94 6
White 36 100 64 0 4 92 88 8 52 100 48 0
Economically Disadvantaged < 100 < 0 - 91 91 9 8 100 92 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 92 73 8 14 91 77 9 13 88 76 12
Female 12 93 81 7 13 91 78 9 10 88 78 12
Male 26 91 65 9 16 91 76 9 15 88 73 12
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 23 100 77 0
Black 13 86 73 14 7 83 77 17 6 80 75 20
Hispanic < < < < 15 90 75 10 14 79 66 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 96 74 4 20 96 75 4 19 95 76 5
Two or more races 33 100 67 0 - 100 100 0 7 96 89 4
Students with Disabilities < < < < 12 65 53 35 4 44 40 56
Economically Disadvantaged 13 87 73 13 10 82 72 18 5 77 72 23
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 93 62 7 23 89 66 11 18 86 68 14
Female 22 93 71 7 23 86 63 14 17 86 69 14
Male 39 92 53 8 23 91 68 9 20 85 66 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 20 86 66 14 13 72 59 28 5 73 68 27
Hispanic < 100 < 0 10 90 80 10 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 35 97 62 3 35 98 63 2 28 97 69 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 21 88 67 13 11 82 71 18 6 75 69 25
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 91 80 9 < 100 < 0
Female 8 95 87 5 < 100 < 0
Male 15 85 70 15 < 100 < 0
Black 5 89 84 11 < 100 < 0
Hispanic < < < <
White 14 92 78 8 < 100 < 0
Two or more races < 100 < 0
Students with Disabilities < < < <
Economically Disadvantaged 6 89 83 11 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 94 86 6 13 98 85 2 18 99 81 1
Female - 91 91 9 8 97 89 3 15 99 84 1
Male 15 96 81 4 22 100 78 0 22 100 78 0
Black - 81 81 19 12 100 88 0 10 100 90 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 100 85 0 6 97 91 3 25 98 73 2
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged - 82 82 18 14 95 81 5 7 100 93 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 96 63 4 34 95 61 5 20 90 70 10
Female 25 95 70 5 33 98 64 2 17 91 74 9
Male 39 96 57 4 34 92 58 8 22 90 67 10
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 31 100 69 0
Black 29 94 65 6 23 92 69 8 10 86 75 14
Hispanic < < < < 24 96 72 4 17 87 70 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 31 97 66 3 43 96 53 4 31 95 64 5
Two or more races 42 100 58 0 32 100 68 0 17 97 79 3
Students with Disabilities 10 70 60 30 33 67 33 33 7 55 48 45
Economically Disadvantaged 25 92 66 8 25 92 67 8 9 84 75 16
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 100 89 0 20 97 77 3 10 91 81 9
Female - 100 100 0 16 97 81 3 7 88 81 12
Male 21 100 79 0 25 96 71 4 13 94 81 6
Black - 100 100 0 11 100 89 0 2 91 89 9
Hispanic < 100 < 0 < 100 < 0 < < < <
White 17 100 83 0 18 95 76 5 16 95 78 5
Two or more races < 100 < 0 < 100 < 0 < < < <
Economically Disadvantaged - 100 100 0 20 100 80 0 7 85 78 15
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 95 77 5 23 92 70 8 14 88 74 12
Female 11 95 84 5 24 96 72 4 12 91 79 9
Male 26 94 69 6 22 89 68 11 16 85 69 15
American Indian < 100 < 0 < 100 < 0 < < < <
Black 12 88 76 12 7 89 82 11 8 82 73 18
Hispanic < < < < 8 92 85 8 17 100 83 0
White 20 100 80 0 42 94 53 6 22 92 70 8
Two or more races < 100 < 0 20 100 80 0 18 100 82 0
Students with Disabilities < 100 < 0 21 57 36 43 5 45 40 55
Economically Disadvantaged 13 88 75 13 9 87 78 13 6 80 75 20
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 53 95 42 5 65 98 33 2 42 95 53 5
Female 49 93 44 7 65 100 35 0 40 95 55 5
Male 56 96 40 4 64 96 32 4 45 95 50 5
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 44 96 51 4 72 97 25 3 28 90 63 10
Hispanic < 100 < 0 40 100 60 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 54 92 38 8 65 98 33 2 56 98 42 2
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 38 92 54 8 71 100 29 0 22 94 72 6
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division709945
School020
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 31199187
Grade 49411893
Grade 59595117
Grade 6223186149
Grade 7107204173
Grade 855104188
Total Students693798807
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students693798807
Female330388397
Male363410410
American Indian55
Asian131821
Black290326321
Hispanic455153
Native Hawaiian567
White293340351
Two or more races425254
Students with Disabilities545449
Not Students with Disabilities639744758
Economically Disadvantaged404374352
Not Economically Disadvantaged289424455
English Learners81113
Not English Learners685787794
Military Connected106137147
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.5 67 66.7

Statewide Expenditures

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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,014.005,760.001,523.00
2015-20163,912.005,767.001,737.00
2016-20173,897.006,027.001,761.00

Statewide Per-Pupil Spending

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.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students68317327931423813423
Female324921385602399311
Male359811408821414112
American Indian000000000000
Asian130001900020100
Black282911322421320120
Hispanic450005210054000
Native Hawaiian000000000000
White291721339602355202
Two or more races421005030055001
Students with Disabilities583115501150101
Economically Disadvantaged2721032321622290120
English Learners00001200014000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 17
All Other Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.7220.627
Asian1.8762.2562.602
Black41.84753.6640.85276.3239.77773.33
Hispanic6.4949.766.3912.636.5686.67
Native Hawaiian0.7220.7520.867
White42.2826.8342.6077.8943.49413.33
Two or more races6.0619.766.51613.166.6916.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.7220.627
Asian1.8762.2562.602
Black41.84740.85239.777
Hispanic6.4946.3916.56850
Native Hawaiian0.7220.7520.867
White42.2810042.60743.49450
Two or more races6.0616.5166.691
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.7220.627
Asian1.8762.2562.602
Black41.84740.85239.777
Hispanic6.4946.3916.568
Native Hawaiian0.7220.7520.867
White42.2842.60743.494
Two or more races6.0616.5166.691
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-2017
  PercentagePercentage
All Students 49.7835.68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-2017
  PercentagePercentage
All Students 37.7267.61-
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-2017
  PercentagePercentage
All Students 74.8588.03-
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%2%
Provisional3%9%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201647%51%0%2%
2016-201744%54%0%2%
2017-201848%52%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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