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Bailey Bridge Middle

General school information

Category: Middle (06-08) School
Phone: 804-739-6200
Address: 12501 Bailey Bridge Rd Midlothian, VA 23112-1803
Principal: Melanie Knowles
Superintendent: Dr. Mervin B Daugherty
School Number: 631
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
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 Two 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 15 67 82 18 11 72 83 17 10 66 76 24
Female 17 67 84 16 13 72 85 15 13 66 79 21
Male 14 66 80 20 9 72 81 19 7 65 73 27
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 73 98 3 29 66 95 5 15 78 93 8
Black 11 62 73 27 8 68 76 24 5 59 64 36
Hispanic 14 62 76 24 8 71 80 20 8 59 67 33
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 17 68 85 15 12 73 86 14 12 69 81 19
Two or more races 13 68 80 20 8 69 77 23 10 61 71 29
Students with Disabilities 8 43 51 49 6 41 47 53 6 33 39 61
Students without Disabilities 17 70 87 13 12 77 89 11 10 71 82 18
Economically Disadvantaged 9 61 69 31 6 68 74 26 6 54 60 40
Not Economically Disadvantaged 17 68 85 15 13 73 86 14 11 71 83 17
English Learners 5 67 72 28 < < < < < < < <
Military Connected 20 80 100 0 20 70 90 10
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 20 63 82 18 10 72 82 18 11 61 73 27
Female 24 63 87 13 9 75 85 15 16 63 79 21
Male 16 63 79 21 11 68 79 21 7 60 67 33
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 69 100 0 46 38 85 15 13 67 80 20
Black 15 59 74 26 7 68 75 25 5 52 57 43
Hispanic 21 62 82 18 - 84 84 16 9 55 64 36
White 21 63 84 16 11 73 84 16 14 67 81 19
Two or more races 12 72 84 16 14 67 81 19 14 50 64 36
Students with Disabilities 9 46 55 45 6 40 47 53 4 26 29 71
Students without Disabilities 22 66 87 13 11 78 88 12 13 68 80 20
Economically Disadvantaged 12 59 71 29 4 70 74 26 7 45 52 48
Not Economically Disadvantaged 22 64 86 14 13 73 85 15 14 69 82 18
English Learners 10 80 90 10 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 11 73 85 15 14 69 84 16 10 66 76 24
Female 15 72 87 13 20 68 88 12 12 66 78 22
Male 8 74 82 18 9 71 80 20 9 66 75 25
American Indian < < 100 0 < < 100 0
Asian 23 77 100 0 25 75 100 0 25 75 100 0
Black 4 76 81 19 11 64 75 25 4 64 68 32
Hispanic 14 67 81 19 19 59 78 22 10 61 71 29
Native Hawaiian < < 100 0 < < 100 0
White 13 73 86 14 15 73 88 12 12 67 79 21
Two or more races 6 72 78 22 9 61 70 30 10 71 81 19
Students with Disabilities 5 48 53 47 7 39 46 54 7 36 42 58
Students without Disabilities 13 77 90 11 16 75 90 10 11 71 82 18
Economically Disadvantaged 6 66 72 28 11 65 76 24 5 60 65 35
Not Economically Disadvantaged 13 75 88 12 16 71 87 13 13 69 82 18
English Learners - 58 58 42 < < 100 0 < < < <
Military Connected < < 100 0 < < 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 15 64 79 21 9 74 83 17 7 71 78 22
Female 13 66 79 21 11 73 83 17 10 70 80 20
Male 17 61 78 22 7 76 83 17 5 71 76 24
American Indian < < 100 0 < < 100 0
Asian 21 71 93 7 15 85 100 0 8 92 100 0
Black 12 54 66 34 4 76 80 20 7 61 67 33
Hispanic 8 56 64 36 7 69 76 24 5 63 67 33
White 16 68 84 16 11 74 85 15 8 74 83 17
Two or more races 22 57 78 22 3 77 80 20 4 69 73 27
Students with Disabilities 10 34 44 56 3 45 48 52 8 40 48 52
Students without Disabilities 16 68 84 16 10 79 88 12 7 75 83 17
Economically Disadvantaged 7 56 63 37 4 69 73 27 6 57 62 38
Not Economically Disadvantaged 17 66 83 17 11 76 87 13 8 76 84 16
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
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 34 49 82 18 19 59 78 22 21 56 78 22
Female 39 47 85 15 26 57 83 17 31 54 85 15
Male 28 51 79 21 13 60 73 27 13 58 71 29
American Indian < < < < < < 100 0
Asian 50 43 93 7 38 54 92 8 33 67 100 0
Black 23 48 70 30 16 55 71 29 16 48 64 36
Hispanic 18 47 66 34 21 49 70 30 21 52 74 26
White 39 49 88 12 20 62 82 18 23 60 83 17
Two or more races 26 57 83 17 14 55 69 31 23 42 65 35
Students with Disabilities 5 38 43 57 2 42 44 56 6 40 47 53
Students without Disabilities 38 51 89 11 22 61 83 17 23 59 82 18
Economically Disadvantaged 15 50 65 35 10 53 63 37 15 51 67 33
Not Economically Disadvantaged 38 48 86 14 22 61 83 17 24 58 82 18
Military Connected < < 100 0 < < 100 0
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 34 49 82 18 19 59 78 22 21 56 78 22
Female 39 47 85 15 26 57 83 17 31 54 85 15
Male 28 51 79 21 13 60 73 27 13 58 71 29
American Indian < < < < < < 100 0
Asian 50 43 93 7 38 54 92 8 33 67 100 0
Black 23 48 70 30 16 55 71 29 16 48 64 36
Hispanic 18 47 66 34 21 49 70 30 21 52 74 26
White 39 49 88 12 20 62 82 18 23 60 83 17
Two or more races 26 57 83 17 14 55 69 31 23 42 65 35
Students with Disabilities 5 38 43 57 2 42 44 56 6 40 47 53
Students without Disabilities 38 51 89 11 22 61 83 17 23 59 82 18
Economically Disadvantaged 15 50 65 35 10 53 63 37 15 51 67 33
Not Economically Disadvantaged 38 48 86 14 22 61 83 17 24 58 82 18
Military Connected < < 100 0 < < 100 0
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 17 68 86 14 11 74 85 15 13 69 82 18
Female 19 69 87 13 13 74 88 12 15 69 84 16
Male 16 68 84 16 9 74 83 17 12 68 80 20
American Indian < < 100 0 < < < < < < < <
Asian 45 53 97 3 36 61 97 3 33 63 95 5
Black 13 65 78 22 5 72 77 23 5 66 71 29
Hispanic 13 67 80 20 7 77 84 16 9 70 79 21
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 70 88 12 12 75 88 12 16 70 85 15
Two or more races 14 73 86 14 12 73 85 15 13 75 88 12
Students with Disabilities 8 55 63 37 4 55 59 41 9 47 55 45
Students without Disabilities 19 70 89 11 12 77 90 10 14 73 86 14
Economically Disadvantaged 11 65 76 24 5 70 75 25 6 61 67 33
Not Economically Disadvantaged 19 69 88 12 13 76 89 11 16 72 89 11
English Learners 10 77 87 13 < < < < < < < <
Military Connected 20 73 93 7 30 70 100 0
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 15 73 88 12 5 79 84 16 5 72 76 24
Female 20 70 90 10 7 79 86 14 5 75 79 21
Male 11 76 87 13 3 78 81 19 5 69 74 26
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 72 85 15 3 75 78 22 2 61 63 37
Hispanic 22 59 81 19 - 84 84 16 7 61 68 32
White 15 74 89 11 7 79 87 13 6 75 81 19
Two or more races 10 86 95 5 6 63 69 31 3 85 88 12
Students with Disabilities 14 63 77 23 3 64 67 33 6 46 52 48
Students without Disabilities 16 75 91 9 6 82 88 12 4 78 82 18
Economically Disadvantaged 12 69 81 19 2 72 74 26 3 58 61 39
Not Economically Disadvantaged 16 74 91 9 7 82 88 12 6 80 85 15
English Learners 19 75 94 6 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 10 68 78 22 7 72 79 21 17 81 97 3
Female 10 72 82 18 11 71 82 18 20 80 100 0
Male 11 64 74 26 3 73 76 24 13 82 95 5
Asian 17 75 92 8 33 67 100 0 < < 100 0
Black 7 58 64 36 3 62 64 36 - 91 91 9
Hispanic 5 71 76 24 3 69 71 29 6 94 100 0
White 12 70 81 19 7 77 83 17 19 79 98 2
Two or more races 10 62 72 28 9 74 83 17 < < 100 0
Students with Disabilities 3 37 40 60 5 36 41 59 < < < <
Students without Disabilities 11 73 84 16 7 79 85 15 13 85 98 2
Economically Disadvantaged 8 60 68 32 4 65 69 31 9 87 96 4
Not Economically Disadvantaged 11 70 81 19 8 75 83 17 18 79 98 2
English Learners - 79 79 21 < < < < < < 100 0
Military Connected < < < < < < 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 40 52 92 8 34 63 96 4 12 61 72 28
Female 49 43 92 8 38 57 95 5 11 61 72 28
Male 32 61 93 7 30 67 97 3 13 60 72 28
American Indian < < < <
Asian < < 100 0 < < 100 0 27 60 87 13
Black 29 41 71 29 26 74 100 0 3 56 60 40
Hispanic < < 100 0 < < 100 0 4 72 76 24
Native Hawaiian < < 100 0 < < 100 0
White 42 53 94 6 33 62 95 5 15 61 76 24
Two or more races < < 100 0 < < 100 0 14 62 76 24
Students with Disabilities 45 9 55 45 < < < < 9 27 36 64
Students without Disabilities 39 56 96 4 34 64 98 2 12 66 79 21
Economically Disadvantaged 31 31 63 38 26 61 87 13 4 49 53 47
Not Economically Disadvantaged 41 55 96 4 35 63 98 2 15 66 81 19
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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 20 70 90 10 13 77 90 10 19 74 93 7
Female 18 71 90 10 15 76 92 8 24 72 97 3
Male 21 69 90 10 11 77 88 12 15 75 90 10
American Indian < < 100 0 < < 100 0
Asian 64 36 100 0 45 45 91 9 62 38 100 0
Black 16 70 86 14 6 81 86 14 10 80 90 10
Hispanic 11 68 79 21 11 80 91 9 17 69 86 14
White 20 72 92 8 14 76 90 10 21 73 94 6
Two or more races 19 71 90 10 14 79 93 7 16 80 96 4
Students with Disabilities - 78 78 22 - 70 70 30 3 78 81 19
Students without Disabilities 22 69 91 9 15 78 93 7 22 73 95 5
Economically Disadvantaged 8 76 83 17 6 75 81 19 10 76 86 14
Not Economically Disadvantaged 22 69 91 9 16 77 93 7 23 72 96 4
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 50 50 100 0
Female < < 100 0
Male < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 40 60 100 0
Two or more races < < 100 0
Students without Disabilities 50 50 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 50 50 100 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 13 69 82 18 7 74 81 19 11 69 80 20
Female 11 70 81 19 7 74 81 19 9 70 79 21
Male 15 68 83 17 7 74 81 19 13 68 81 19
American Indian < < 100 0 < < 100 0
Asian 21 79 100 0 15 69 85 15 16 84 100 0
Black 11 57 68 32 3 75 77 23 4 62 65 35
Hispanic 8 51 59 41 8 60 68 33 6 67 73 27
Native Hawaiian < < 100 0 < < 100 0
White 13 75 87 13 8 76 84 16 14 71 85 15
Two or more races 17 70 87 13 3 73 77 23 13 66 78 22
Students with Disabilities 8 37 46 54 2 47 49 51 7 38 46 54
Students without Disabilities 13 74 87 13 8 78 86 14 11 73 84 16
Economically Disadvantaged 11 56 67 33 3 67 70 30 6 55 61 39
Not Economically Disadvantaged 13 72 85 15 8 76 85 15 13 74 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
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 13 69 82 18 7 74 81 19 11 69 80 20
Female 11 70 81 19 7 74 81 19 9 70 79 21
Male 15 68 83 17 7 75 82 18 13 69 82 18
American Indian < < 100 0 < < 100 0
Asian 21 79 100 0 15 69 85 15 16 84 100 0
Black 11 57 68 32 3 75 78 22 4 62 66 34
Hispanic 8 51 59 41 8 60 68 33 6 67 73 27
Native Hawaiian < < 100 0 < < 100 0
White 13 75 87 13 8 76 84 16 14 71 85 15
Two or more races 17 70 87 13 3 76 79 21 13 66 78 22
Students with Disabilities 8 37 46 54 2 47 49 51 8 39 47 53
Students without Disabilities 13 74 87 13 8 78 86 14 12 73 84 16
Economically Disadvantaged 11 56 67 33 3 67 69 31 6 55 61 39
Not Economically Disadvantaged 13 72 85 15 8 77 85 15 13 74 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < < < < < <
Female < < 100 0 < < 100 0 < < 100 0
Male < < < < < < < <
Black < < < < < < < <
White < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < 100 0 < < < < < < 100 0
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < 100 0 < < < < < < < <
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
< = 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 36 55 91 9 21 65 86 14 20 58 78 22
Female 34 58 92 8 19 68 87 13 21 58 79 21
Male 39 51 90 10 23 62 85 15 19 57 76 24
American Indian < < 100 0 < < 100 0
Asian 50 50 100 0 31 69 100 0 25 75 100 0
Black 29 56 85 15 19 64 82 18 13 49 61 39
Hispanic 21 59 79 21 18 55 73 28 19 52 71 29
White 38 55 93 7 22 67 89 11 24 60 84 16
Two or more races 52 43 96 4 20 63 83 17 4 68 72 28
Students with Disabilities 14 53 66 34 7 53 60 40 16 30 46 54
Students without Disabilities 40 55 95 5 23 67 90 10 21 62 83 17
Economically Disadvantaged 21 60 80 20 13 60 73 27 12 46 58 42
Not Economically Disadvantaged 40 53 94 6 23 67 90 10 23 63 86 14
Military Connected < < 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 36 55 91 9 21 65 86 14 19 58 77 23
Female 34 57 92 8 19 68 87 13 20 59 79 21
Male 39 52 90 10 22 63 85 15 18 58 76 24
American Indian < < 100 0 < < 100 0
Asian 50 50 100 0 31 69 100 0 25 75 100 0
Black 28 57 85 15 19 64 82 18 12 48 61 39
Hispanic 21 59 79 21 18 55 73 28 17 54 71 29
White 39 55 93 7 21 67 89 11 23 61 84 16
Two or more races 50 45 95 5 20 63 83 17 4 68 72 28
Students with Disabilities 9 54 63 37 5 54 59 41 7 32 39 61
Students without Disabilities 40 55 95 5 23 67 90 10 21 62 83 17
Economically Disadvantaged 20 60 80 20 13 60 73 27 11 46 57 43
Not Economically Disadvantaged 40 53 94 6 23 67 90 10 22 63 86 14
Military Connected < < 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---
Division14779163
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 6470494542
Grade 7471499519
Grade 8456462500
Total Students1,3971,4551,561

< = 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 Students139714551561
Female685704745
Male712751816
American Indian424
Asian434339
Black264289334
Hispanic121125146
Native Hawaiian122
White885920951
Two or more races797485
Students with Disabilities212213241
Students without Disabilities118512421320
Economically Disadvantaged354349420
Not Economically Disadvantaged104311061141
English Learners316086
Not English Learners136613951475
Homeless6711
Foster Care063
< = 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
2015-2016Division3,931.005,104.00557.00
State6,084.004,849.00812.00
2016-2017Division4,046.005,241.00605.00
State6,248.005,052.00871.00
2017-2018Division4,055.005,499.00660.00
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 Students1,3111021,3361141,388153
Female645486465667467
Male666546905871486
American Indian<<<<<<
Asian410380381
Black256152721830128
Hispanic106111111313217
Native Hawaiian<<<<<<
White834638477483796
Two or more races69136587610
Students with Disabilities185221862419231
Economically Disadvantaged307523515150089
English Learners291526777
Homeless<<<<89
< = 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 12
Disorderly or Disruptive Behavior Offenses 66
Other Offenses Against Persons 97
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
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 Indian0.30.10.3
Asian3.1532.5
Black18.92519.941.321.434.8
Hispanic8.77.58.63.29.48
Native Hawaiian0.10.10.1
White63.447.563.250.86150.7
Two or more races5.7155.14.85.46.5
< = 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 Indian0.30.10.3
Asian3.132.5
Black18.919.921.4
Hispanic8.78.69.4
Native Hawaiian0.10.10.1
White63.463.261
Two or more races5.75.15.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.10.3
Asian3.132.5
Black18.919.921.4
Hispanic8.78.69.4
Native Hawaiian0.10.10.1
White63.463.261
Two or more races5.75.15.4
< = 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 20.826.128.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 12.516.916.5
< = 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 77.574.370.7
< = 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 School9.2%1.8%
Division5.9%1.9%
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
2016-201751%48%0%1%
2017-201849%50%0%1%
2018-201947%52%0%1%
< = 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-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
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 Students76%80%73%75%
Asian93%95%87%75%
Black65%71%60%75%
Hispanic68%74%63%75%
White81%83%81%75%
Economically Disadvantaged61%67%62%75%
English Learners59%68%53%75%
Students with Disabilities40%45%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 Students82%84%74%70%
Asian95%96%89%70%
Black73%75%60%70%
Hispanic79%81%64%70%
White85%87%81%70%
Economically Disadvantaged68%72%63%70%
English Learners76%81%57%70%
Students with Disabilities56%59%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 Students81%
Asian100%
Black67%
Hispanic73%
White85%
Economically Disadvantaged62%
English Learners62%
Students with Disabilities47%

< = 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 Students78%84%
Asian93%95%
Black68%76%
Hispanic71%80%
White82%86%
Economically Disadvantaged63%72%
English Learners62%77%
Students with Disabilities47%62%

< = 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 Students10%8%9%10%
Asian3%1%5%10%
Black9%7%9%10%
Hispanic11%11%9%10%
White10%8%9%10%
Economically Disadvantaged15%14%13%10%
English Learners8%8%8%10%
Students with Disabilities14%12%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 Progress<46%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged99%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities99%99%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
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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