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Carson Middle

General school information

Category: Middle (07-08) School
Phone: 703-925-3600
Address: 13618 McLearen Rd Herndon, VA 20171
Principal: Mr. Gordon Stokes
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax 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

ESSA

Every Student Succeeds Act

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 One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 94 56 6 37 93 56 7 38 93 55 7
Female 41 96 54 4 43 94 51 6 44 95 51 5
Male 34 92 58 8 32 92 60 8 33 91 59 9
Asian 49 98 49 2 47 97 51 3 49 97 48 3
Black 13 78 64 22 21 81 60 19 11 72 61 28
Hispanic 14 75 61 25 13 74 61 26 17 80 63 20
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 36 97 61 3 34 95 61 5 35 96 61 4
Two or more races 27 90 63 10 37 91 55 9 33 90 57 10
Students with Disabilities 11 65 54 35 15 58 43 42 13 67 54 33
Economically Disadvantaged 8 68 60 32 8 66 58 34 12 69 57 31
English Learners 9 54 46 46 10 70 60 30 10 70 60 30
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 37 94 57 6 40 96 55 4 41 93 52 7
Female 43 97 55 3 47 96 49 4 49 95 47 5
Male 32 92 60 8 34 95 62 5 35 91 56 9
Asian 47 97 50 3 50 99 49 1 53 97 43 3
Black 20 89 68 11 24 88 63 12 15 75 60 25
Hispanic 10 77 67 23 13 79 66 21 19 87 68 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 36 97 61 3 36 95 59 5 38 96 58 4
Two or more races 28 90 62 10 45 100 55 0 34 84 50 16
Students with Disabilities 12 63 51 37 21 69 48 31 13 67 54 33
Economically Disadvantaged 8 72 65 28 13 78 65 22 16 78 61 23
English Learners 7 51 44 49 14 85 71 15 12 76 64 24
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 38 94 55 6 34 91 56 9 35 93 58 7
Female 40 94 54 6 39 92 53 8 40 94 54 6
Male 36 93 57 7 30 90 59 10 30 91 62 9
Asian 51 98 48 2 44 96 52 4 45 97 52 3
Black 7 67 60 33 18 76 58 24 7 69 62 31
Hispanic 20 73 54 27 13 69 56 31 16 73 57 27
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 35 98 62 2 32 95 63 5 31 96 64 4
Two or more races 26 90 64 10 28 83 55 18 31 95 64 5
Students with Disabilities 10 67 57 33 10 50 40 50 13 67 54 33
Economically Disadvantaged 9 64 55 36 4 56 52 44 7 59 53 41
English Learners 10 59 48 41 4 48 44 52 7 59 52 41
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 54 92 39 8 54 91 37 9 57 94 37 6
Female 62 96 33 4 61 95 34 5 65 95 30 5
Male 44 89 45 11 47 88 41 12 50 92 43 8
Asian 74 98 24 2 71 96 25 4 72 97 25 3
Black 14 67 53 33 28 83 55 18 24 76 52 24
Hispanic 19 75 57 25 25 68 43 32 25 74 49 26
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 46 94 48 6 46 94 48 6 50 96 46 4
Two or more races 41 87 46 13 49 87 38 13 56 93 37 7
Students with Disabilities 13 62 48 38 17 48 31 52 27 64 38 36
Economically Disadvantaged 9 55 45 45 10 59 49 41 21 74 53 26
English Learners 6 47 41 53 10 41 31 59 20 69 49 31
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 54 92 39 8 54 91 37 9 57 94 37 6
Female 62 96 33 4 61 95 34 5 65 95 30 5
Male 44 89 45 11 47 88 41 12 50 92 43 8
Asian 74 98 24 2 71 96 25 4 72 97 25 3
Black 14 67 53 33 28 83 55 18 24 76 52 24
Hispanic 19 75 57 25 25 68 43 32 25 74 49 26
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 46 94 48 6 46 94 48 6 50 96 46 4
Two or more races 41 87 46 13 49 87 38 13 56 93 37 7
Students with Disabilities 13 62 48 38 17 48 31 52 27 64 38 36
Economically Disadvantaged 9 55 45 45 10 59 49 41 21 74 53 26
English Learners 6 47 41 53 10 41 31 59 20 69 49 31
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 50 93 44 7 45 94 49 6 48 92 44 8
Female 51 96 45 4 47 95 48 5 53 94 42 6
Male 49 91 42 9 43 93 50 7 44 90 46 10
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 73 99 26 1 65 99 34 1 68 97 29 3
Black 14 73 59 27 13 78 65 22 14 71 57 29
Hispanic 16 72 57 28 15 76 61 24 21 72 51 28
Native Hawaiian < 100 < 0 < < < < < < < <
White 37 95 58 5 33 95 62 5 34 94 60 6
Two or more races 38 90 51 10 34 95 61 5 38 92 53 8
Students with Disabilities 15 60 45 40 16 63 48 37 19 58 39 42
Economically Disadvantaged 7 68 61 32 8 69 61 31 12 71 59 29
English Learners 23 59 36 41 17 76 59 24 19 73 54 27
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 9 71 63 29 8 78 70 22 7 64 57 36
Female 11 83 72 17 5 80 75 20 12 70 58 30
Male 6 61 55 39 11 75 64 25 4 60 56 40
Asian 13 85 73 15 12 95 84 5 11 66 54 34
Black - 57 57 43 4 46 42 54 3 59 56 41
Hispanic - 46 46 54 7 67 60 33 3 47 45 53
White 13 80 67 20 8 83 76 17 11 74 63 26
Two or more races 13 80 67 20 7 86 79 14 - 63 63 38
Students with Disabilities 11 48 37 52 16 49 32 51 6 41 35 59
Economically Disadvantaged - 52 52 48 9 62 53 38 - 55 55 45
English Learners 9 37 29 63 6 71 65 29 5 56 51 44
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 25 90 65 10 23 89 66 11 26 88 63 12
Female 24 92 68 8 30 92 62 8 30 91 61 9
Male 26 89 62 11 17 86 70 14 21 85 64 15
Asian 36 100 64 0 34 94 60 6 37 97 60 3
Black 13 69 56 31 5 89 84 11 16 68 53 32
Hispanic 12 71 60 29 9 67 58 33 9 72 62 28
Native Hawaiian < 100 < 0 < < < <
White 26 95 69 5 25 92 67 8 23 91 68 9
Two or more races 20 80 60 20 26 94 68 6 36 95 59 5
Students with Disabilities 10 58 48 42 6 58 52 42 17 56 39 44
Economically Disadvantaged 11 70 59 30 4 64 61 36 19 72 53 28
English Learners 22 65 43 35 11 68 57 32 18 77 59 23
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 61 100 39 0 49 100 50 0 55 100 45 0
Female 59 100 41 0 51 100 49 0 59 100 41 0
Male 62 100 38 0 48 100 52 0 52 100 48 0
American Indian < 100 < 0 < 100 < 0
Asian 82 100 18 0 65 100 35 0 72 99 28 1
Black 30 100 70 0 26 95 68 5 28 100 72 0
Hispanic 29 100 71 0 25 100 75 0 55 100 45 0
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 45 100 55 0 35 100 65 0 38 100 62 0
Two or more races 54 100 46 0 34 100 66 0 42 100 58 0
Students with Disabilities 42 100 58 0 18 100 82 0 31 94 63 6
Economically Disadvantaged 13 100 87 0 15 100 85 0 14 100 86 0
English Learners 50 100 50 0 43 100 57 0 43 97 54 3
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 86 100 14 0 85 100 15 0 82 100 18 0
Female 90 100 10 0 88 100 12 0 88 100 12 0
Male 82 100 18 0 82 100 18 0 78 100 22 0
Asian 88 100 12 0 85 100 15 0 83 100 17 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0
White 77 100 23 0 87 100 13 0 75 100 25 0
Two or more races 80 100 20 0 90 100 10 0 < 100 < 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 90 100 10 0 92 100 8 0 96 100 4 0
Female 91 100 9 0 91 100 9 0 94 100 6 0
Male 90 100 10 0 93 100 7 0 100 100 - 0
Asian 90 100 10 0 91 100 9 0 98 100 2 0
White < 100 < 0 < 100 < 0
English Learners < 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 46 95 49 5 35 92 58 8 33 94 61 6
Female 45 94 49 6 37 92 55 8 31 95 64 5
Male 47 96 49 4 32 92 60 8 35 93 58 7
Asian 63 99 36 1 46 97 51 3 42 99 57 1
Black 11 74 63 26 10 69 58 31 10 68 59 32
Hispanic 14 82 68 18 13 75 61 25 15 77 62 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 43 98 56 2 32 97 65 3 30 97 67 3
Two or more races 36 92 56 8 28 88 60 13 33 93 60 7
Students with Disabilities 9 69 60 31 7 59 51 41 18 67 49 33
Economically Disadvantaged 7 73 66 27 5 56 52 44 9 68 58 32
English Learners 6 56 50 44 5 53 48 47 5 66 60 34
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 46 95 49 5 35 92 58 8 33 94 61 6
Female 45 94 49 6 37 92 55 8 31 95 64 5
Male 47 96 49 4 32 92 60 8 35 93 58 7
Asian 63 99 36 1 46 97 51 3 42 99 56 1
Black 11 74 63 26 10 69 58 31 10 68 59 32
Hispanic 14 82 68 18 13 75 61 25 15 77 62 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 43 98 56 2 32 97 65 3 30 97 67 3
Two or more races 36 92 56 8 28 88 60 13 33 93 60 7
Students with Disabilities 9 69 60 31 7 59 51 41 18 67 49 33
Economically Disadvantaged 7 73 66 27 5 56 52 44 9 68 58 32
English Learners 6 56 50 44 5 53 48 47 5 66 60 34
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 72 99 26 1 69 98 29 2 68 99 30 1
Female 72 99 27 1 70 98 28 2 67 98 31 2
Male 73 99 25 1 67 98 30 2 70 99 29 1
Asian 84 100 15 0 81 99 18 1 77 99 23 1
Black 33 93 61 7 43 93 50 7 40 91 51 9
Hispanic 42 96 54 4 29 90 61 10 39 93 54 7
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 74 100 26 0 71 99 28 1 68 99 31 1
Two or more races 62 97 36 3 46 97 51 3 69 100 31 0
Students with Disabilities 25 93 68 7 24 86 62 14 33 88 55 12
Economically Disadvantaged 24 92 68 8 18 83 65 17 33 92 59 8
English Learners 27 95 68 5 22 82 60 18 26 91 65 9
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 73 99 26 1 69 98 29 2 68 98 30 2
Female 72 99 27 1 70 98 28 2 67 98 31 2
Male 74 99 25 1 67 98 31 2 69 99 29 1
Asian 84 100 15 0 81 99 18 1 77 99 23 1
Black 33 93 60 7 43 93 50 7 38 91 53 9
Hispanic 43 96 53 4 29 90 61 10 38 93 55 7
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 74 100 26 0 71 99 28 1 68 99 31 1
Two or more races 62 97 36 3 43 97 54 3 69 100 31 0
Students with Disabilities 25 92 68 8 20 87 67 13 29 87 58 13
Economically Disadvantaged 25 92 67 8 18 83 65 17 31 92 61 8
English Learners 30 95 65 5 22 82 60 18 26 91 65 9
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
Division1,0321,256850
School131812
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 7759714791
Grade 8769761711
Total Students1,5281,4751,502
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 Students152814751502
Female739705719
Male789770783
American Indian21
Asian678668687
Black939295
Hispanic133129144
Native Hawaiian532
White534494498
Two or more races838975
Students with Disabilities128112123
Students without Disabilities140013631379
Economically Disadvantaged97144165
Not Economically Disadvantaged143113311337
English Learners198210289
Not English Learners133012651213
Homeless111
Foster Care213
Military Connected31429
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
67.8 68 68.8

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
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students140466144196144034
Female710307024968516
Male694367394775518
American Indian<<<<
Asian61116650326669
Black972887872
Hispanic11418124141198
Native Hawaiian<<<<<<
White497275003348111
Two or more races772739844
Students with Disabilities11716110181045
Economically Disadvantaged147181382514512
English Learners7614187151989
Homeless<<<<<<
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
Alcohol, Tobacco, and Other Drug Offenses 14
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 25
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.131
Asian44.37236.3645.28820
Black6.08627.276.23710
Hispanic8.7049.098.74620
Native Hawaiian0.3270.203
White34.94818.1833.49210
Two or more races5.4329.096.03440
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.131
Asian44.37245.288
Black6.0866.237
Hispanic8.7048.746
Native Hawaiian0.3270.203
White34.94833.492
Two or more races5.4326.034
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.131
Asian44.37245.288
Black6.0866.237
Hispanic8.7048.746
Native Hawaiian0.3270.203
White34.94833.492
Two or more races5.4326.034
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 9.8510.399.04
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 29.7939.8730.43
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 78.0179.0882.61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional3%3%
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
2015-201624%76%0%0%
2016-201724%75%1%0%
2017-201827%73%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary​
Student Group​English Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met​
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students93%93%73%75%
Asian97%97%87%75%
Black73%76%60%75%
Hispanic80%76%63%75%
White96%96%81%75%
Economically Disadvantaged69%68%62%75%
English Learners71%68%53%75%
Students with Disabilities67%63%39%75%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students93%93%74%70%
Asian97%98%89%70%
Black72%70%60%70%
Hispanic73%73%64%70%
White94%95%81%70%
Economically Disadvantaged71%66%63%70%
English Learners73%68%57%70%
Students with Disabilities58%60%42%70%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​
All Students94%
Asian99%
Black70%
Hispanic77%
White97%
Economically Disadvantaged68%
English Learners68%
Students with Disabilities67%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Growth English ReadingGrowth Mathematics
All Students94%94%
Asian97%98%
Black75%78%
Hispanic84%79%
White97%94%
Economically Disadvantaged73%77%
English Learners75%79%
Students with Disabilities74%64%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students2%4%9%10%
Asian1%3%5%10%
Black2%4%9%10%
Hispanic6%10%9%10%
White2%5%9%10%
Economically Disadvantaged8%11%13%10%
English Learners4%8%8%10%
Students with Disabilities5%11%14%10%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Progress73%46%58%
English Learner Proficiency28%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
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 LearnersNumerator​Denominator​Rate
English Learner Progress354873%
English Learner Proficiency196728%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%98%
Hispanic100%98%100%
White100%100%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%98%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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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