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Bull Run Middle

General school information

Category: Middle (06-08) School
Phone: 703-753-9969
Address: 6308 Catharpin Rd. Gainesville, VA 20155
Principal: Mr. Matthew T. Phythian
Superintendent: Dr. Steven L. Walts
Region: 4
Division: Prince William County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 83 63 17 21 84 62 16 19 83 64 17
Female 24 86 62 14 23 86 63 14 21 84 63 16
Male 16 80 64 20 19 81 61 19 16 81 65 19
American Indian < < < < < < < <
Asian 29 92 64 8 33 94 60 6 24 94 69 6
Black 16 72 57 28 13 76 63 24 7 72 65 28
Hispanic 10 67 56 33 10 68 59 32 8 68 60 32
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 91 67 9 25 91 66 9 25 91 66 9
Two or more races 24 86 62 14 31 89 57 11 29 85 56 15
Students with Disabilities 7 40 34 60 7 43 36 57 8 44 36 56
Economically Disadvantaged 7 62 55 38 10 64 54 36 6 64 58 36
English Learners 2 41 39 59 7 59 52 41 6 60 54 40
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 83 59 17 24 79 56 21 19 82 63 18
Female 28 85 57 15 25 81 56 19 22 84 62 16
Male 19 81 62 19 22 78 56 22 17 80 63 20
American Indian < < < < < < < <
Asian 37 97 60 3 32 92 59 8 28 88 60 12
Black 14 74 60 26 10 63 54 37 2 73 70 27
Hispanic 20 72 52 28 7 67 60 33 9 68 58 32
White 24 90 66 10 32 86 54 14 27 92 65 8
Two or more races 35 78 43 22 43 90 47 10 37 89 52 11
Students with Disabilities 11 30 20 70 6 46 40 54 12 51 40 49
Economically Disadvantaged 9 63 54 37 6 65 59 35 6 67 61 33
English Learners 5 53 49 47 6 62 56 38 7 66 59 34
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 66 14 21 87 66 13 20 82 63 18
Female 24 88 64 12 25 90 65 10 19 83 65 17
Male 16 84 68 16 15 84 68 16 21 81 61 19
Asian 29 97 68 3 33 94 61 6 21 94 74 6
Black 20 80 59 20 13 80 68 20 2 67 65 33
Hispanic 6 67 62 33 14 78 64 22 7 68 61 32
White 23 92 69 8 22 92 70 8 32 92 60 8
Two or more races 27 92 65 8 26 86 60 14 28 92 64 8
Students with Disabilities 8 46 38 54 7 40 33 60 3 45 42 55
Economically Disadvantaged 10 67 57 33 11 66 55 34 5 65 60 35
English Learners - 41 41 59 9 67 58 33 4 62 58 38
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 80 63 20 19 84 65 16 17 83 67 17
Female 19 85 65 15 19 88 70 12 21 85 64 15
Male 14 76 61 24 20 80 60 20 12 81 70 19
Asian 19 81 63 19 34 95 61 5 26 97 71 3
Black 12 63 51 37 16 82 65 18 18 77 59 23
Hispanic 5 60 55 40 7 59 52 41 9 70 61 30
White 24 90 67 10 22 93 71 7 17 90 73 10
Two or more races - 91 91 9 25 92 67 8 23 77 54 23
Students with Disabilities - 45 45 55 8 41 33 59 10 33 22 67
Economically Disadvantaged 1 55 54 45 13 60 47 40 8 59 51 41
English Learners - 19 19 81 6 42 36 58 8 45 37 55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 58 23 40 81 41 19 44 82 38 18
Female 23 84 62 16 46 88 42 12 58 88 30 12
Male 15 70 55 30 35 75 40 25 30 77 47 23
Asian 29 81 52 19 70 97 27 3 63 94 31 6
Black 20 70 50 30 37 80 43 20 34 74 39 26
Hispanic 8 54 46 46 18 67 49 33 33 75 42 25
White 21 85 64 15 45 86 42 14 45 86 41 14
Two or more races 5 86 82 14 42 71 29 29 58 79 21 21
Students with Disabilities - 22 22 78 10 29 18 71 7 20 13 80
Economically Disadvantaged 10 52 42 48 23 64 41 36 27 61 34 39
English Learners - 25 25 75 7 51 44 49 16 51 35 49
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 58 23 40 81 41 19 44 82 38 18
Female 23 84 62 16 46 88 42 12 58 88 30 12
Male 15 70 55 30 35 75 40 25 30 77 47 23
Asian 29 81 52 19 70 97 27 3 63 94 31 6
Black 20 70 50 30 37 80 43 20 34 74 39 26
Hispanic 8 54 46 46 18 67 49 33 33 75 42 25
White 21 85 64 15 45 86 42 14 45 86 41 14
Two or more races 5 86 82 14 42 71 29 29 58 79 21 21
Students with Disabilities - 22 22 78 10 29 18 71 7 20 13 80
Economically Disadvantaged 10 52 42 48 23 64 41 36 27 61 34 39
English Learners - 25 25 75 7 51 44 49 16 51 35 49
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 86 69 14 20 83 63 17 16 77 61 23
Female 20 87 67 13 20 84 65 16 18 79 60 21
Male 14 85 71 15 20 82 62 18 15 75 61 25
American Indian < < < < < 100 < 0
Asian 40 94 54 6 47 94 48 6 38 92 54 8
Black 10 75 65 25 10 73 63 27 9 65 56 35
Hispanic 8 76 68 24 8 68 60 32 7 59 52 41
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 18 90 72 10 22 90 69 10 17 87 70 13
Two or more races 14 90 76 10 27 89 62 11 31 82 51 18
Students with Disabilities 8 38 30 62 9 40 31 60 8 31 23 69
Economically Disadvantaged 6 70 63 30 11 66 55 34 7 57 49 43
English Learners 4 57 53 43 8 65 56 35 7 53 47 47
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 85 70 15 18 81 64 19 12 75 63 25
Female 18 83 65 17 15 80 65 20 12 78 65 22
Male 12 87 75 13 21 83 63 17 11 73 61 27
American Indian < < < < < 100 < 0
Asian 38 100 62 0 43 94 51 6 37 95 58 5
Black 9 68 59 32 7 68 61 32 7 60 53 40
Hispanic 6 75 69 25 6 70 64 30 5 61 56 39
White 18 91 73 9 21 89 68 11 11 87 75 13
Two or more races 12 88 76 12 30 91 61 9 35 78 43 22
Students with Disabilities 9 38 29 62 9 46 37 54 11 36 26 64
Economically Disadvantaged 2 65 63 35 11 68 58 32 6 60 54 40
English Learners 7 57 50 43 9 67 58 33 8 63 55 37
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 61 57 39 3 60 57 40 1 49 48 51
Female 5 70 65 30 3 61 58 39 1 47 46 53
Male 2 51 49 49 3 59 56 41 2 51 50 49
Asian 15 77 62 23 9 73 64 27 10 60 50 40
Black 4 57 54 43 4 46 42 54 3 45 42 55
Hispanic 3 56 53 44 1 51 49 49 - 34 34 66
White 1 59 58 41 1 70 68 30 2 65 63 35
Two or more races 7 79 71 21 12 65 53 35 - 82 82 18
Students with Disabilities 5 16 12 84 5 23 19 77 3 23 20 77
Economically Disadvantaged 4 51 48 49 3 42 40 58 1 39 38 61
English Learners 3 50 48 50 2 49 47 51 1 34 33 66
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 92 78 8 19 87 68 13 16 82 66 18
Female 15 92 77 8 19 91 71 9 15 84 69 16
Male 12 91 79 9 18 82 64 18 17 81 64 19
Asian 28 93 65 7 42 97 55 3 26 92 66 8
Black 9 83 74 17 7 78 71 22 11 77 66 23
Hispanic 10 86 76 14 10 72 62 28 10 69 60 31
White 14 96 82 4 21 93 72 7 18 90 72 10
Two or more races 11 96 86 4 27 94 67 6 18 68 50 32
Students with Disabilities 5 56 51 44 8 44 35 56 11 34 23 66
Economically Disadvantaged 9 84 75 16 8 71 63 29 9 64 56 36
English Learners 3 66 62 34 10 70 60 30 8 61 53 39
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 100 65 0 32 100 68 0 32 97 65 3
Female 46 100 54 0 36 100 64 0 41 100 59 0
Male 26 100 74 0 29 100 71 0 21 94 73 6
Asian 80 100 20 0 57 100 43 0 57 100 43 0
Black 25 100 75 0 26 100 74 0 20 93 73 7
Hispanic 26 100 74 0 33 100 67 0 32 100 68 0
White 32 100 68 0 29 100 71 0 26 96 71 4
Two or more races < 100 < 0 31 100 69 0 50 100 50 0
Economically Disadvantaged 17 100 83 0 41 100 59 0 37 95 58 5
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 83 100 17 0 86 100 14 0 78 96 19 4
Female < 100 < 0 92 100 8 0 86 100 14 0
Male 76 100 24 0 81 100 19 0 69 92 23 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
White 73 100 27 0 80 100 20 0 69 92 23 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 89 74 11 23 85 62 15 15 85 70 15
Female 13 87 74 13 20 87 67 13 15 85 70 15
Male 18 91 73 9 26 84 58 17 15 85 70 15
Asian 13 97 84 3 39 92 53 8 26 100 74 0
Black 5 79 74 21 13 80 68 20 10 77 67 23
Hispanic 5 82 77 18 7 65 58 35 7 70 63 30
White 24 93 70 7 30 93 63 7 18 92 75 8
Two or more races 9 91 82 9 21 96 75 4 17 80 63 20
Students with Disabilities - 53 53 47 6 44 38 56 4 35 31 65
Economically Disadvantaged 2 79 76 21 7 65 58 35 7 63 56 37
English Learners - 54 54 46 2 55 53 45 4 45 41 55
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 89 74 11 23 85 62 15 15 85 70 15
Female 13 87 74 13 20 87 67 13 15 85 70 15
Male 18 91 73 9 26 84 58 17 15 85 70 15
Asian 13 97 84 3 39 92 53 8 26 100 74 0
Black 5 79 74 21 13 80 68 20 10 77 67 23
Hispanic 5 82 77 18 7 65 58 35 7 70 63 30
White 24 93 70 7 30 93 63 7 18 92 74 8
Two or more races 9 91 82 9 21 96 75 4 17 80 63 20
Students with Disabilities - 53 53 47 6 44 38 56 4 35 31 65
Economically Disadvantaged 2 79 76 21 7 65 58 35 7 63 56 37
English Learners - 54 54 46 2 55 53 45 4 45 41 55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 94 61 6 44 92 47 8 42 92 50 8
Female 33 94 61 6 42 94 52 6 45 91 46 9
Male 35 95 60 5 47 89 42 11 39 94 55 6
Asian 31 100 69 0 66 97 32 3 59 100 41 0
Black 23 88 65 12 31 85 55 15 24 89 66 11
Hispanic 16 88 73 12 21 80 60 20 26 86 60 14
White 44 97 53 3 54 96 41 4 50 95 44 5
Two or more races 32 95 64 5 42 100 58 0 43 91 49 9
Students with Disabilities 11 74 63 26 6 62 56 38 4 56 52 44
Economically Disadvantaged 11 89 78 11 21 77 56 23 24 81 57 19
English Learners 4 72 68 28 13 75 63 25 13 68 55 33
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 95 61 5 45 91 46 9 42 92 50 8
Female 33 94 61 6 42 94 52 6 45 90 46 10
Male 35 95 60 5 48 89 41 11 40 94 54 6
Asian 32 100 68 0 68 97 30 3 61 100 39 0
Black 24 90 67 10 32 85 53 15 24 89 65 11
Hispanic 16 88 73 12 21 80 59 20 25 86 61 14
White 45 97 53 3 55 96 41 4 50 95 44 5
Two or more races 32 95 64 5 43 100 57 0 43 91 49 9
Students with Disabilities 11 74 63 26 7 58 51 42 2 52 50 48
Economically Disadvantaged 11 89 78 11 22 76 54 24 24 80 56 20
English Learners 4 72 68 28 13 74 62 26 11 65 54 35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division465544285
School111810
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6390388406
Grade 7398390400
Grade 8411390390
Total Students1,1991,1681,196
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

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 Students119911681196
Female615579606
Male584589590
Asian10794105
Black134122125
Hispanic300333363
Native Hawaiian121
White564528524
Two or more races938771
Students with Disabilities158168197
Not Students with Disabilities10411000999
Economically Disadvantaged291367356
Not Economically Disadvantaged908801840
English Learners237254280
Not English Learners962914916
Homeless213
Military Connected143033
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.6 64.8 64.7

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,943.005,277.00574.00
2015-20164,918.005,278.00683.00
2016-20175,099.005,499.00759.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students1116782718113262252611477918221112602425
Female54640141255532141259636149551261111
Male5703813657730111455143413561341314
American Indian000000000000
Asian10151110160010360194320
Black1246721257461291321119930
Hispanic2523410525626117290287133212189
White57729710567181010533318549023913
Two or more races60420805039111284422
Students with Disabilities113135512712711136198915415510
Economically Disadvantaged28843159283351513316341017345281415
English Learners1241353123127023921392531457
Homeless9011000000007204
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 16
Offenses Against Staff 10
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 73
Disorderly or Disruptive Behavior Offenses 121
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1660.1710.64
Asian8.6528.9248.0482.55
Black11.48110.1411.17615.610.44516.56
Hispanic23.21137.6825.02136.728.5140.76
Native Hawaiian0.0830.0830.171
White49.25146.3847.03936.745.20528.66
Two or more races7.1555.87.75611.017.44910.83
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1660.171
Asian8.6528.9248.048
Black11.48111.17610.445
Hispanic23.21110025.02110028.51
Native Hawaiian0.0830.0830.171
White49.25147.03945.205
Two or more races7.1557.7567.449
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1660.171
Asian8.6528.9248.048
Black11.48111.17610.445
Hispanic23.21125.02128.51
Native Hawaiian0.0830.0830.171
White49.25147.03945.205
Two or more races7.1557.7567.449
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 27.1424.9625.84
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 42.9432.2139.74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 88.6584.5686.32
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%2%
Provisional1%7%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201621%79%0%0%
2016-201724%76%0%0%
2017-201828%71%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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