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Andrew G. Wright Middle

General school information

Category: Middle (06-08) School
Phone: 540-658-6240
Address: 100 Wood Dr Stafford, VA 22556
Principal: Mr. William R. Boatwright
Superintendent: Dr. Scott R. Kizner
School Number: 40
Region: 3
Division: Stafford County Public Schools
Division Number: 89
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 Three Level One
White Level One Level One

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

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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 86 14 17 69 85 15 14 68 82 18
Female 21 70 90 10 18 70 88 12 15 68 83 17
Male 14 67 82 18 15 68 83 17 13 68 81 19
American Indian < < 100 0 < < < < < < < <
Asian 16 64 80 20 35 41 76 24 25 60 85 15
Black 16 66 82 18 18 70 88 12 11 68 79 21
Hispanic 10 73 83 17 7 68 74 26 7 64 71 29
Native Hawaiian < < < < < < < < < < < <
White 20 67 87 13 20 69 89 11 18 69 88 12
Two or more races 16 76 91 9 16 74 90 10 11 71 82 18
Students with Disabilities 15 39 54 46 9 46 55 45 7 41 48 52
Students without Disabilities 18 72 89 11 18 72 89 11 15 72 87 13
Economically Disadvantaged 7 68 76 24 9 66 75 25 6 61 67 33
Not Economically Disadvantaged 21 68 89 11 20 70 90 10 18 71 89 11
English Learners 4 61 65 35 4 19 23 77 6 18 24 76
Military Connected 26 68 95 5 14 78 93 7
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 65 86 14 22 64 86 14 17 66 82 18
Female 23 66 89 11 24 62 86 14 17 64 81 19
Male 19 65 84 16 20 67 86 14 16 67 84 16
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 17 72 90 10 21 67 88 12 10 68 78 22
Hispanic 7 69 76 24 9 55 64 36 10 66 76 24
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 25 63 88 12 26 67 93 7 22 65 88 12
Two or more races 18 76 94 6 21 63 84 16 11 67 78 22
Students with Disabilities 11 36 46 54 6 50 56 44 11 39 50 50
Students without Disabilities 22 69 91 9 24 66 90 10 17 69 86 14
Economically Disadvantaged 8 67 76 24 11 61 72 28 9 61 71 29
Not Economically Disadvantaged 26 64 90 10 25 66 91 9 20 68 88 12
English Learners 9 55 64 36 9 18 27 73 - 36 36 64
Military Connected 28 70 98 3 24 62 86 14
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 86 14 17 69 86 14 18 66 84 16
Female 20 73 93 8 20 70 89 11 20 67 87 13
Male 11 69 80 20 15 69 84 16 16 65 82 18
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 13 69 81 19 21 67 88 12 14 61 75 25
Hispanic 13 73 85 15 5 75 80 20 8 62 70 30
Native Hawaiian < < < < < < 100 0 < < 100 0
White 18 70 88 12 20 69 89 11 24 67 91 9
Two or more races 14 81 95 5 16 74 89 11 11 84 95 5
Students with Disabilities 21 48 69 31 12 32 44 56 2 48 50 50
Students without Disabilities 15 73 88 12 18 74 92 8 21 69 90 10
Economically Disadvantaged 9 68 77 23 10 66 76 24 8 62 69 31
Not Economically Disadvantaged 18 72 90 10 21 71 92 8 22 68 90 10
English Learners - 68 68 32 < < < < 8 15 23 77
Military Connected 29 63 92 8 13 88 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 12 72 84 16 9 71 80 20
Female 19 70 89 11 13 77 90 10 10 72 82 18
Male 13 68 80 20 11 67 78 22 8 71 78 22
Asian 10 90 100 0 < < < < 20 60 80 20
Black 21 56 77 23 12 76 88 12 9 79 88 12
Hispanic 10 78 88 12 7 71 78 22 3 63 66 34
Native Hawaiian < < 100 0 < < < < < < 100 0
White 18 67 85 15 14 71 85 15 10 75 85 15
Two or more races 15 70 85 15 10 85 95 5 11 61 72 28
Students with Disabilities 14 32 46 54 9 56 66 34 8 36 44 56
Students without Disabilities 16 73 89 11 12 74 86 14 9 76 85 15
Economically Disadvantaged 5 69 74 26 5 70 75 25 2 60 62 38
Not Economically Disadvantaged 20 69 88 12 15 73 88 12 12 77 89 11
English Learners < < < < < < < < 10 - 10 90
Military Connected 22 72 94 6 7 87 93 7
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 12 55 67 33 15 55 71 29
Female 24 63 87 13 17 59 75 25 20 61 80 20
Male 16 54 71 29 7 51 58 42 12 51 63 37
Asian 10 90 100 0 < < < < < < < <
Black 18 53 71 29 10 49 59 41 9 52 61 39
Hispanic 21 55 77 23 10 48 58 42 9 56 66 34
Native Hawaiian < < 100 0 < < < < < < 100 0
White 20 58 78 22 14 58 72 28 18 58 76 24
Two or more races 25 70 95 5 10 60 70 30 11 50 61 39
Students with Disabilities 12 16 28 72 10 26 35 65 9 26 34 66
Students without Disabilities 21 63 84 16 13 58 71 29 16 59 76 24
Economically Disadvantaged 11 55 66 34 5 41 46 54 8 50 58 42
Not Economically Disadvantaged 23 60 83 17 15 60 75 25 19 58 77 23
English Learners < < < < < < < <
Military Connected 17 58 75 25 13 53 67 33
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 12 55 67 33 15 55 71 29
Female 24 63 87 13 17 59 75 25 20 61 80 20
Male 16 54 71 29 7 51 58 42 12 51 63 37
Asian 10 90 100 0 < < < < < < < <
Black 18 53 71 29 10 49 59 41 9 52 61 39
Hispanic 21 55 77 23 10 48 58 42 9 56 66 34
Native Hawaiian < < 100 0 < < < < < < 100 0
White 20 58 78 22 14 58 72 28 18 58 76 24
Two or more races 25 70 95 5 10 60 70 30 11 50 61 39
Students with Disabilities 12 16 28 72 10 26 35 65 9 26 34 66
Students without Disabilities 21 63 84 16 13 58 71 29 16 59 76 24
Economically Disadvantaged 11 55 66 34 5 41 46 54 8 50 58 42
Not Economically Disadvantaged 23 60 83 17 15 60 75 25 19 58 77 23
English Learners < < < < < < < <
Military Connected 17 58 75 25 13 53 67 33
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 88 12 21 67 87 13 22 68 90 10
Female 25 64 89 11 23 67 90 10 26 64 91 9
Male 20 66 86 14 18 66 84 16 19 72 90 10
American Indian < < 100 0 < < 100 0 < < < <
Asian 33 58 92 8 35 47 82 18 48 48 95 5
Black 20 65 85 15 19 68 87 13 18 66 83 17
Hispanic 16 67 84 16 13 66 79 21 18 69 88 12
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 63 89 11 23 67 91 9 24 69 93 7
Two or more races 12 80 92 8 24 64 88 12 25 68 92 8
Students with Disabilities 14 50 64 36 11 54 65 35 11 58 68 32
Students without Disabilities 24 67 90 10 22 68 90 10 24 70 94 6
Economically Disadvantaged 10 70 80 20 11 67 78 22 13 71 84 16
Not Economically Disadvantaged 28 63 91 9 25 66 91 9 27 67 94 6
English Learners 6 70 75 25 4 30 33 67 6 50 56 44
Military Connected 20 75 95 5 26 71 96 4
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 73 92 8 16 70 86 14 14 73 86 14
Female 21 70 90 10 19 70 89 11 17 71 88 12
Male 16 76 93 7 13 71 84 16 11 74 85 15
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 81 100 0 19 67 86 14 10 69 79 21
Hispanic 7 75 82 18 5 63 68 32 16 69 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 70 92 8 19 74 93 7 12 77 90 10
Two or more races 17 78 94 6 25 69 94 6 - 70 70 30
Students with Disabilities 7 60 67 33 6 57 63 37 14 46 60 40
Students without Disabilities 20 75 95 5 18 72 90 10 14 77 90 10
Economically Disadvantaged 8 79 87 13 4 74 79 21 13 65 78 22
Not Economically Disadvantaged 23 70 94 6 21 69 90 10 14 77 91 9
English Learners 4 83 87 13 9 27 36 64 - 55 55 45
Military Connected 18 79 97 3 9 87 96 4
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 57 80 20 22 62 85 15 24 66 90 10
Female 25 59 83 17 24 63 87 13 28 62 90 10
Male 22 55 77 23 21 62 83 17 21 69 90 10
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 17 60 77 23 13 77 90 10 16 66 82 18
Hispanic 16 63 79 21 13 70 83 17 18 68 86 14
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 28 54 82 18 26 59 86 14 28 66 94 6
Two or more races 6 72 78 22 24 52 76 24 38 57 95 5
Students with Disabilities 18 46 64 36 15 44 59 41 12 58 70 30
Students without Disabilities 24 58 82 18 23 65 88 12 26 67 93 7
Economically Disadvantaged 10 60 69 31 13 62 75 25 12 71 83 17
Not Economically Disadvantaged 28 56 84 16 27 62 90 10 29 64 93 7
English Learners 10 45 55 45 < < < < 8 54 62 38
Military Connected 18 77 95 5 33 67 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 80 86 14 4 79 83 17 3 86 89 11
Female 6 83 89 11 4 85 89 11 4 83 87 13
Male 6 78 84 16 4 73 77 23 2 88 90 10
Asian < < 100 0 < < < < < < < <
Black 4 72 76 24 9 69 78 22 - 73 73 27
Hispanic 9 75 84 16 - 76 76 24 2 86 88 12
White 7 80 87 13 4 82 86 14 3 87 90 10
Two or more races - 100 100 0 8 85 92 8 - 100 100 0
Students with Disabilities 16 40 56 44 11 61 71 29 6 69 74 26
Students without Disabilities 4 87 91 9 3 82 84 16 2 90 92 8
Economically Disadvantaged 2 77 79 21 4 71 75 25 - 85 85 15
Not Economically Disadvantaged 8 81 89 11 4 83 87 13 5 86 91 9
English Learners < < < < < < < < 10 40 50 50
Military Connected 4 83 87 13 5 84 89 11
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 58 100 0 40 60 100 0 54 46 100 0
Female 48 52 100 0 42 58 100 0 67 33 100 0
Male 36 64 100 0 37 63 100 0 43 57 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 46 54 100 0 42 58 100 0 47 53 100 0
Hispanic 44 56 100 0 52 48 100 0 59 41 100 0
Native Hawaiian < < 100 0 < < 100 0
White 41 59 100 0 35 65 100 0 54 46 100 0
Two or more races 30 70 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 43 57 100 0 40 60 100 0 54 46 100 0
Economically Disadvantaged 38 63 100 0 47 53 100 0 38 62 100 0
Not Economically Disadvantaged 43 57 100 0 39 61 100 0 58 42 100 0
Military Connected 44 56 100 0 60 40 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 83 17 100 0 74 26 100 0 67 33 100 0
Female 77 23 100 0 92 8 100 0 50 50 100 0
Male 91 9 100 0 57 43 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 93 7 100 0 68 32 100 0 60 40 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 83 17 100 0 74 26 100 0 67 33 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 86 14 100 0 74 26 100 0 63 37 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 76 87 13 7 71 79 21 7 78 85 15
Female 8 77 86 14 6 71 78 22 7 74 81 19
Male 14 75 89 11 8 71 80 20 7 82 89 11
Asian - 90 90 10 < < < < 20 60 80 20
Black 8 75 83 18 2 69 71 29 3 82 85 15
Hispanic 12 76 88 12 6 61 67 33 6 72 77 23
Native Hawaiian < < 100 0 < < < < < < 100 0
White 13 74 87 13 10 76 86 14 8 80 88 12
Two or more races 5 90 95 5 5 75 80 20 6 83 89 11
Students with Disabilities 11 46 57 43 9 53 63 38 3 53 56 44
Students without Disabilities 11 80 90 10 7 73 80 20 8 82 89 11
Economically Disadvantaged 3 71 74 26 3 59 62 38 5 67 71 29
Not Economically Disadvantaged 13 78 91 9 9 76 85 15 8 84 92 8
English Learners < < < < < < < < 10 30 40 60
Military Connected 6 81 86 14 13 80 93 7
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 76 87 13 7 71 79 21 7 78 85 15
Female 8 77 86 14 6 71 78 22 7 74 81 19
Male 14 75 89 11 8 71 80 20 7 82 89 11
Asian - 90 90 10 < < < < 20 60 80 20
Black 8 75 83 18 2 69 71 29 3 82 85 15
Hispanic 12 76 88 12 6 61 67 33 6 72 77 23
Native Hawaiian < < 100 0 < < < < < < 100 0
White 13 74 87 13 10 76 86 14 8 80 88 12
Two or more races 5 90 95 5 5 75 80 20 6 83 89 11
Students with Disabilities 11 46 57 43 9 53 63 38 3 53 56 44
Students without Disabilities 11 80 90 10 7 73 80 20 8 82 89 11
Economically Disadvantaged 3 71 74 26 3 59 62 38 5 67 71 29
Not Economically Disadvantaged 13 78 91 9 9 76 85 15 8 84 92 8
English Learners < < < < < < < < 10 30 40 60
Military Connected 6 81 86 14 13 80 93 7
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 85 15 20 64 84 16 18 60 78 22
Female 18 68 86 14 23 63 86 14 16 61 76 24
Male 16 69 85 15 18 64 82 18 20 60 80 20
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 9 77 85 15 9 82 91 9 14 51 65 35
Hispanic 15 62 76 24 13 66 79 21 7 56 62 38
Native Hawaiian < < < < < < 100 0 < < 100 0
White 19 69 87 13 25 61 86 14 23 65 89 11
Two or more races 32 63 95 5 16 58 74 26 22 56 78 22
Students with Disabilities 21 36 57 43 18 21 39 61 5 40 44 56
Students without Disabilities 17 71 88 12 20 69 89 11 20 64 84 16
Economically Disadvantaged 10 61 71 29 10 61 72 28 4 60 64 36
Not Economically Disadvantaged 19 71 90 10 25 65 90 10 23 60 83 17
English Learners 12 47 59 41 < < < < 8 8 17 83
Military Connected 21 74 95 5 17 83 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 19 65 84 16 17 61 78 22
Female 17 69 86 14 21 65 86 14 16 61 76 24
Male 15 69 84 16 17 65 82 18 19 61 80 20
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 7 78 85 15 6 84 91 9 12 52 64 36
Hispanic 15 62 76 24 13 66 79 21 7 56 62 38
Native Hawaiian < < < < < < 100 0 < < 100 0
White 17 70 87 13 24 61 86 14 23 65 89 11
Two or more races 32 63 95 5 16 58 74 26 22 56 78 22
Students with Disabilities 8 42 50 50 7 24 31 69 2 40 43 57
Students without Disabilities 17 71 88 12 20 69 89 11 20 64 84 16
Economically Disadvantaged 6 64 70 30 9 62 72 28 3 61 64 36
Not Economically Disadvantaged 19 71 90 10 24 66 90 10 23 60 83 17
English Learners 12 47 59 41 < < < < - 9 9 91
Military Connected 21 74 95 5 17 83 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School--1
Division383228
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6279284310
Grade 7323289286
Grade 8281327307
Total Students883900903

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

Fall Membership by Subgroups

2018 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 2016-20172017-20182018-2019
All Students883900903
Female437445425
Male446455478
American Indian246
Asian231619
Black118124123
Hispanic152180206
Native Hawaiian456
White524515486
Two or more races605657
Students with Disabilities8697108
Students without Disabilities797803795
Economically Disadvantaged226251284
Not Economically Disadvantaged657649619
English Learners538692
Not English Learners830814811
Homeless4--
Military Connected13311044
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide 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
  Type Local Funding State Federal
2015-2016Division4,444.005,119.00568.00
State6,084.004,849.00812.00
2016-2017Division4,683.005,244.00607.00
State6,248.005,052.00871.00
2017-2018Division4,212.005,400.00632.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 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
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students811718257083468
Female404354122939630
Male407364134143838
American Indian<<<<<<
Asian203142190
Black112812321191
Hispanic143101721620610
Native Hawaiian<<<<<<
White473474554842754
Two or more races573531542
Students with Disabilities781189610513
Economically Disadvantaged210282233426133
English Learners51476101006
Homeless<<<<<<
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 18
Other Offenses Against Persons 43
Property Offenses <
Weapons Offenses <
Offenses Against Student <
Technology Offenses <

< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.40.7
Asian2.61.81.42.1
Black13.419.313.818.113.735.4
Hispanic17.224.62033.322.922.9
Native Hawaiian0.51.80.60.7
White59.450.957.243.15437.5
Two or more races6.83.56.24.26.34.2
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.40.7
Asian2.61.82.1
Black13.413.82513.7
Hispanic17.22022.9
Native Hawaiian0.50.60.7
White59.457.27554
Two or more races6.86.26.3
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.40.7
Asian2.61.82.1
Black13.413.813.7
Hispanic17.22022.9
Native Hawaiian0.50.60.7
White59.457.254
Two or more races6.86.26.3
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 23.427.227.1
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 51.243.439
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 151.879.880.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

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

< = 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.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School6.9%0%
Division9.6%1.3%
State7.3%1.8%

< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201740%58%2%0%
2017-201838%59%2%1%
2018-201945%55%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students83%84%73%75%
Asian85%81%87%75%
Black80%83%60%75%
Hispanic72%76%63%75%
White88%88%81%75%
Economically Disadvantaged68%72%62%75%
English Learners59%61%53%75%
Students with Disabilities50%52%39%75%

< = 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.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%89%74%70%
Asian95%90%89%70%
Black86%86%60%70%
Hispanic88%83%64%70%
White93%91%81%70%
Economically Disadvantaged84%81%63%70%
English Learners72%71%57%70%
Students with Disabilities70%66%42%70%

< = 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. Note: 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 on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students85%
Asian80%
Black85%
Hispanic75%
White88%
Economically Disadvantaged70%
English Learners38%
Students with Disabilities56%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students84%92%
Asian85%95%
Black83%90%
Hispanic77%89%
White88%94%
Economically Disadvantaged72%86%
English Learners68%75%
Students with Disabilities55%79%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%8%9%10%
Asian-9%5%10%
Black1%3%9%10%
Hispanic5%6%9%10%
White11%10%9%10%
Economically Disadvantaged11%12%13%10%
English Learners6%8%8%10%
Students with Disabilities11%10%14%10%

< = 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 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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress55%46%58%
English Learner Proficiency18%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress173155%
English Learner Proficiency63418%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%100%99%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%99%
Migrant---

< = 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).
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