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Berkeley Middle

General school information

Category: Middle (06-08) School
Phone: 757-229-8051
Address: 1118 Ironbound Rd Williamsburg, VA 23185
Principal: Panagiotis Tsigaridas
Superintendent: Dr. Daniel Keever
School Number: 60
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 75 25 16 61 77 23 16 65 81 19
Female 18 60 79 21 17 60 78 22 19 64 83 17
Male 15 57 71 29 16 61 76 24 14 65 79 21
Asian 25 44 69 31 19 56 75 25 20 65 85 15
Black 5 48 53 47 9 44 52 48 10 44 54 46
Hispanic 6 47 52 48 6 55 61 39 5 62 67 33
White 25 66 91 9 22 70 92 8 22 72 94 6
Multiple Races 9 56 65 35 18 53 71 29 14 72 86 14
Students with Disabilities 8 37 45 55 10 37 47 53 11 45 55 45
Students without Disabilities 18 62 80 20 18 66 83 17 17 69 86 14
Economically Disadvantaged 6 51 57 43 6 48 54 46 5 58 63 37
Not Economically Disadvantaged 24 64 88 12 23 68 90 10 22 69 91 9
English Learners - 14 14 86 - 22 22 78 - 25 25 75
Homeless 5 33 38 62 4 33 37 63 - 29 29 71
Military Connected 17 69 86 14 26 66 92 8 24 66 90 10
Foster Care < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 55 73 27 13 60 72 28 19 64 83 17
Female 21 56 77 23 14 56 69 31 22 65 86 14
Male 16 53 69 31 12 62 75 25 17 64 81 19
Asian < < < < < < < < < < < <
Black 2 44 46 54 8 26 33 67 16 49 65 35
Hispanic 11 39 50 50 3 59 62 38 3 63 67 33
White 26 66 92 8 19 74 93 7 27 65 92 8
Multiple Races 19 43 62 38 12 60 72 28 9 86 95 5
Students with Disabilities 10 35 45 55 10 31 42 58 8 50 58 43
Students without Disabilities 20 59 79 21 14 68 82 18 22 68 90 10
Economically Disadvantaged 7 45 52 48 4 40 44 56 7 61 67 33
Not Economically Disadvantaged 26 61 87 13 18 71 89 11 27 66 93 7
English Learners - 29 29 71 < < < < - 25 25 75
Homeless < < < < 10 30 40 60 < < < <
Military Connected 19 70 89 11 24 65 88 12 27 64 91 9
Foster Care < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 18 60 78 22 11 67 78 22
Female 14 61 75 25 21 56 78 22 16 62 78 22
Male 13 60 73 27 15 63 79 21 7 70 78 22
Asian < < < < < < < < < < 100 0
Black 4 56 60 40 10 49 59 41 7 35 42 58
Hispanic - 45 45 55 14 43 57 43 3 64 67 33
White 22 68 89 11 22 71 93 7 15 80 94 6
Multiple Races - 69 69 31 20 50 70 30 16 68 84 16
Students with Disabilities - 47 47 53 14 37 51 49 8 45 53 47
Students without Disabilities 15 63 78 22 19 64 83 17 11 72 83 17
Economically Disadvantaged 6 52 58 42 7 47 53 47 3 55 58 42
Not Economically Disadvantaged 19 68 87 13 24 67 90 10 15 73 88 12
English Learners - - - 100 - 17 17 83 - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 21 63 84 16 36 56 92 8 5 91 95 5
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 60 78 22 18 62 80 20 19 63 81 19
Female 20 63 84 16 16 69 84 16 19 65 85 15
Male 15 57 72 28 19 56 75 25 18 61 79 21
Asian < < < < < < < < < < < <
Black 9 45 55 45 9 55 64 36 7 50 57 43
Hispanic 6 56 61 39 - 64 64 36 8 59 68 32
White 26 66 92 8 26 66 91 9 25 70 95 5
Multiple Races 6 61 67 33 24 47 71 29 17 61 78 22
Students with Disabilities 13 29 42 58 3 47 50 50 17 39 56 44
Students without Disabilities 19 66 84 16 20 64 85 15 19 68 86 14
Economically Disadvantaged 6 56 61 39 6 56 62 38 6 57 63 37
Not Economically Disadvantaged 27 63 90 10 26 66 91 9 26 66 92 8
English Learners - 9 9 91 - 27 27 73 - 21 21 79
Homeless < < < < < < < < - 20 20 80
Military Connected 11 72 83 17 15 80 95 5 37 48 85 15
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 61 73 27 10 63 72 28 14 61 75 25
Female 13 61 74 26 11 59 70 30 15 60 75 25
Male 11 60 71 29 9 65 74 26 13 61 74 26
Asian 18 47 65 35 11 67 78 22 40 50 90 10
Black 2 47 48 52 2 44 47 53 1 41 41 59
Hispanic 3 52 55 45 3 47 50 50 2 58 60 40
White 19 70 88 12 15 75 90 10 22 67 89 11
Multiple Races 7 60 67 33 13 63 76 24 9 72 82 18
Students with Disabilities 2 41 43 57 3 39 42 58 6 39 44 56
Students without Disabilities 14 64 78 22 11 68 79 21 16 65 81 19
Economically Disadvantaged 4 52 56 44 3 47 50 50 5 49 53 47
Not Economically Disadvantaged 18 67 85 15 14 72 85 15 20 67 87 13
English Learners - 20 20 80 - 20 20 80 - 36 36 64
Homeless 4 30 35 65 - 17 17 83 - 26 26 74
Military Connected 9 73 83 17 13 77 90 10 13 76 89 11
Foster Care < < < <
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 56 62 38 1 44 45 55 11 69 80 20
Female 6 58 64 36 - 35 35 65 10 70 80 20
Male 7 54 61 39 1 51 52 48 12 68 79 21
Asian < < < < < < < < < < < <
Black - 33 33 67 - 29 29 71 3 63 67 33
Hispanic - 44 44 56 - 29 29 71 3 63 67 33
White 12 72 84 16 - 67 67 33 17 72 89 11
Multiple Races - 50 50 50 7 50 57 43 6 82 88 12
Students with Disabilities 3 30 33 68 2 31 33 67 3 46 49 51
Students without Disabilities 8 62 69 31 - 51 51 49 13 76 89 11
Economically Disadvantaged 3 41 44 56 2 31 33 67 9 62 71 29
Not Economically Disadvantaged 10 68 78 22 - 58 58 42 13 75 87 13
English Learners - 19 19 81 - 20 20 80 - 43 43 57
Homeless < < < < < < < < < < < <
Military Connected 4 78 83 17 < < < < 6 81 88 13
Foster Care < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 62 73 27 11 66 77 23 23 46 70 30
Female 11 61 71 29 9 66 75 25 21 49 70 30
Male 12 63 75 25 12 66 78 22 26 44 70 30
Asian < < < < < < < < < < 100 0
Black 3 54 57 43 2 52 55 45 - 41 41 59
Hispanic 3 55 58 42 2 61 63 37 - 55 55 45
White 19 68 87 13 16 73 90 10 46 41 87 13
Multiple Races 13 69 81 19 14 66 79 21 6 75 81 19
Students with Disabilities 4 43 46 54 5 46 51 49 3 43 47 53
Students without Disabilities 13 66 78 22 12 70 82 18 28 47 75 25
Economically Disadvantaged 4 58 62 38 4 54 58 42 3 44 47 53
Not Economically Disadvantaged 18 65 84 16 14 72 86 14 36 48 84 16
English Learners - 27 27 73 - 17 17 83 - 43 43 57
Homeless < < < < - 33 33 67 < < < <
Military Connected 20 70 90 10 9 78 87 13 12 71 82 18
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 58 63 37 2 66 68 32 1 55 57 43
Female 5 61 66 34 1 67 68 32 3 55 58 43
Male 4 56 60 40 2 65 67 33 - 56 56 44
Asian < < 100 0 < < 100 0 < < < <
Black 3 47 50 50 - 42 42 58 - 17 17 83
Hispanic 3 45 48 52 - 41 41 59 3 42 45 55
White 7 70 77 23 4 85 88 12 1 78 79 21
Multiple Races - 57 57 43 - 75 75 25 - 67 67 33
Students with Disabilities - 48 48 52 - 37 37 63 3 26 29 71
Students without Disabilities 6 61 67 33 2 72 74 26 1 62 63 37
Economically Disadvantaged - 52 52 48 1 44 46 54 - 35 35 65
Not Economically Disadvantaged 10 66 75 25 2 83 85 15 2 72 74 26
English Learners - 9 9 91 - 21 21 79 - 20 20 80
Homeless < < < < < < < < - 21 21 79
Military Connected 8 54 62 38 - 93 93 7 - 86 86 14
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 75 97 3 31 68 99 1 23 77 99 1
Female 22 75 96 4 43 57 100 0 27 73 100 0
Male 22 76 98 2 18 80 98 2 19 80 99 1
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 8 83 92 8 < < 100 0 - 100 100 0
White 25 75 100 0 30 70 100 0 23 76 99 1
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 22 75 98 2 30 68 99 1 21 78 99 1
Economically Disadvantaged 19 67 86 14 18 76 94 6 18 82 100 0
Not Economically Disadvantaged 23 77 100 0 33 67 100 0 23 76 99 1
English Learners < < < < < < 100 0
Military Connected < < 100 0 35 65 100 0 40 60 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 60 100 0 24 76 100 0 30 70 100 0
Female 50 50 100 0 < < 100 0 36 64 100 0
Male 32 68 100 0 18 82 100 0 25 75 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 46 54 100 0 26 74 100 0 33 67 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 41 59 100 0 24 76 100 0 30 70 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 47 53 100 0 26 74 100 0 30 70 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 59 73 27 11 60 71 29 12 66 78 22
Female 11 64 75 25 10 60 71 29 8 68 76 24
Male 17 53 70 30 12 59 72 28 15 65 80 20
Asian < < < < < < < < < < < <
Black 9 38 47 53 4 46 50 50 2 44 47 53
Hispanic 5 46 51 49 5 39 45 55 5 51 57 43
White 19 70 89 11 18 71 89 11 15 79 94 6
Multiple Races 12 53 65 35 - 71 71 29 19 69 88 13
Students with Disabilities 10 29 39 61 6 36 42 58 9 45 55 45
Students without Disabilities 15 64 79 21 12 64 76 24 12 70 82 18
Economically Disadvantaged 8 42 50 50 6 49 54 46 4 51 55 45
Not Economically Disadvantaged 18 70 89 11 15 67 83 17 16 75 90 10
English Learners - 8 8 92 - 24 24 76 - 21 21 79
Homeless < < < < < < < < - 18 18 82
Military Connected 6 83 89 11 15 60 75 25 22 67 89 11
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 59 73 27 11 60 71 29 12 66 78 22
Female 11 64 75 25 10 60 71 29 8 68 76 24
Male 17 53 70 30 12 59 72 28 15 65 80 20
Asian < < < < < < < < < < < <
Black 9 38 47 53 4 46 50 50 2 44 47 53
Hispanic 5 46 51 49 5 39 45 55 5 51 57 43
White 19 70 89 11 18 71 89 11 15 79 94 6
Multiple Races 12 53 65 35 - 71 71 29 19 69 88 13
Students with Disabilities 10 29 39 61 6 36 42 58 9 45 55 45
Students without Disabilities 15 64 79 21 12 64 76 24 12 70 82 18
Economically Disadvantaged 8 42 50 50 6 49 54 46 4 51 55 45
Not Economically Disadvantaged 18 70 89 11 15 67 83 17 16 75 90 10
English Learners - 8 8 92 - 24 24 76 - 21 21 79
Homeless < < < < < < < < - 18 18 82
Military Connected 6 83 89 11 15 60 75 25 22 67 89 11
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 41 88 12 40 46 86 14 36 48 84 16
Female 50 38 88 12 35 51 86 14 34 49 83 17
Male 44 44 88 12 44 41 85 15 38 47 85 15
Asian < < < < < < 100 0 < < < <
Black 21 52 73 27 20 50 70 30 8 50 58 43
Hispanic 26 55 81 19 7 66 72 28 15 55 70 30
White 63 32 95 5 55 41 96 4 48 50 98 2
Multiple Races 35 53 88 12 41 41 82 18 39 39 78 22
Students with Disabilities 11 41 52 48 13 42 55 45 7 48 55 45
Students without Disabilities 53 41 94 6 44 47 91 9 41 48 88 12
Economically Disadvantaged 26 49 75 25 18 56 74 26 13 50 63 37
Not Economically Disadvantaged 61 35 97 3 54 39 93 7 48 47 95 5
English Learners < < < < < < < < - 36 36 64
Homeless < < < < < < < < - 40 40 60
Military Connected 50 44 94 6 40 50 90 10 44 52 96 4
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 41 88 12 40 46 86 14 36 48 84 16
Female 50 38 88 12 35 51 86 14 34 49 83 17
Male 44 44 88 12 44 41 85 15 38 47 85 15
Asian < < < < < < 100 0 < < < <
Black 21 52 73 27 20 50 70 30 8 50 58 43
Hispanic 26 55 81 19 7 66 72 28 15 55 70 30
White 63 32 95 5 55 41 96 4 48 50 98 2
Multiple Races 35 53 88 12 41 41 82 18 39 39 78 22
Students with Disabilities 11 41 52 48 13 42 55 45 7 48 55 45
Students without Disabilities 53 41 94 6 44 47 91 9 41 48 88 12
Economically Disadvantaged 26 49 75 25 18 56 74 26 13 50 63 37
Not Economically Disadvantaged 61 35 97 3 54 39 93 7 48 47 95 5
English Learners < < < < < < < < - 36 36 64
Homeless < < < < < < < < - 40 40 60
Military Connected 50 44 94 6 40 50 90 10 44 52 96 4
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School6116
Division296839
State4,4606,3614,559
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
2022-20232023-20242024-2025
Grade 6227204207
Grade 7214235219
Grade 8211226240
Total Enrollment652665666

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2022-20232023-20242024-2025
All Students652665666
Female313295295
Male339370371
Asian171621
Black130133128
Hispanic107117117
Native Hawaiian11-
White344337332
Multiple Races536168
Students with Disabilities96118125
Students without Disabilities556547541
Economically Disadvantaged253248231
Not Economically Disadvantaged399417435
English Learners677181
Not English Learners585594585
Homeless182526
Military Connected656668
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students574865986760750
Female276402732326627
Male298463254434123
Asian170180200
Black111201072410222
Hispanic8522106151047
Native Hawaiian<<<<--
White315333122031619
Multiple Races4511548652
Students with Disabilities8617992610715
Economically Disadvantaged230592155121435
English Learners5712726763
Homeless1211244254
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress81
Behaviors related to School Operations66
Relationship Behaviors without Physical Harm89
Behaviors of a Safety Concern85
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others11

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 168 166
Out-of-School Suspension 62 81
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 5 7
Bus Suspension 0 7

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 42.464.264.1
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 28.132.240.2
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 57.546.152.5
< = 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
Percent Number Percent Number Percent Number

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202333%58%2%7%
2023-202426%57%5%12%
2024-202524%63%4%9%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-Yes-
AsianTSTS-Yes-
BlackNoNo-No-
HispanicNoNo-No-
WhiteYes - CPYes-Yes-
Multiple RacesNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersNoNoNoYes-
Students with DisabilitiesNoNo-No-

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 Students77%77%79%88%
Asian71%72%91%88%
Black53%56%68%88%
Hispanic61%57%68%88%
White92%91%85%88%
Multiple Races71%71%83%88%
Economically Disadvantaged54%58%68%88%
English Learners44%40%60%88%
Students with Disabilities47%46%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%73%74%85%
Asian78%76%90%85%
Black48%49%61%85%
Hispanic51%53%63%85%
White90%88%81%85%
Multiple Races76%73%77%85%
Economically Disadvantaged51%54%62%85%
English Learners43%44%58%85%
Students with Disabilities42%42%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students72%
Asian<
Black50%
Hispanic47%
White89%
Multiple Races71%
Economically Disadvantaged55%
English Learners35%
Students with Disabilities42%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%12%12%10%
Asian--10%10%
Black22%19%12%10%
Hispanic14%17%12%10%
White7%8%12%10%
Multiple Races16%18%12%10%
Economically Disadvantaged23%21%13%10%
English Learners8%12%12%10%
Students with Disabilities23%20%14%10%

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

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

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

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

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

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress50%54%58%
English Learner Proficiency4%--

< = 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 Progress163250%
English Learner Proficiency2494%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%98%2%98%2%
Asian100%-100%-<<
Black95%5%97%3%100%-
Hispanic97%3%98%2%95%5%
White99%1%99%1%98%2%
Multiple Races100%-100%-100%-
Economically Disadvantaged96%4%96%4%97%3%
Not Economically Disadvantaged100%-100%-99%1%
English Learners98%2%98%2%96%4%
Students with Disabilities96%4%96%4%94%6%
Students without Disabilities99%1%99%1%99%1%
Female99%1%99%1%99%1%
Male98%2%98%2%97%3%
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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students81%77%
Asian71%78%
Black65%60%
Hispanic66%55%
White93%91%
Multiple Races74%77%
Economically Disadvantaged63%59%
English Learners52%48%
Students with Disabilities55%54%

< = 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.
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