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E.B. Stanley Middle

General school information

Category: Middle (06-08) School
Phone: 276-739-3300
Address: 297 Stanley St Abingdon, VA 24210
Principal: Mr. Scott Allen
Superintendent: Dr. Brian C. Ratliff
School Number: 1110
Region: 7
Division: Washington County Public Schools
Division Number: 94
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel 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 Two 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 One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 64 84 16 23 62 85 15 22 62 84 16
Female 22 66 88 12 23 63 86 14 22 63 86 14
Male 18 63 80 20 22 62 84 16 23 61 83 17
American Indian < < 100 0 < < 100 0
Asian 50 50 100 0 30 70 100 0 23 62 85 15
Black 7 67 73 27 14 50 64 36 13 44 56 44
Hispanic - 71 71 29 14 50 64 36 30 35 65 35
White 20 64 85 15 23 63 86 14 23 63 86 14
Two or more races 21 58 79 21 27 58 85 15 18 73 91 9
Students with Disabilities 15 38 53 47 26 29 55 45 27 31 58 42
Students without Disabilities 21 68 89 11 22 69 91 9 21 69 90 10
Economically Disadvantaged 13 63 76 24 17 60 78 22 23 62 84 16
Not Economically Disadvantaged 27 65 92 8 29 65 94 6 < < < <
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 10 80 90 10 < < 100 0
Foster Care 34 35 69 31 28 54 82 18
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 56 85 15 29 62 91 9 20 64 84 16
Female 32 56 89 11 28 64 92 8 20 63 82 18
Male 25 55 81 19 30 61 90 10 21 66 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < 27 45 73 27 30 20 50 50
White 29 56 85 15 28 63 91 9 20 66 86 14
Two or more races < < 100 0 40 60 100 0 < < 100 0
Students with Disabilities 24 34 59 41 40 30 70 30 18 34 53 47
Students without Disabilities 30 61 91 9 26 70 96 4 21 70 90 10
Economically Disadvantaged 20 60 80 20 28 58 86 14 20 64 84 16
Not Economically Disadvantaged 41 51 91 9 29 69 98 2 < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care 50 34 84 16 27 61 88 12
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 23 62 85 15 27 60 87 13
Female 17 70 87 13 27 59 87 13 29 63 92 8
Male 18 68 86 14 18 66 84 16 26 57 83 17
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 18 69 88 12 23 63 86 14 28 59 87 13
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 11 42 53 47 17 43 60 40 39 32 71 29
Students without Disabilities 18 72 90 10 24 67 91 9 25 66 91 9
Economically Disadvantaged 13 64 76 24 15 65 80 20 27 60 87 13
Not Economically Disadvantaged 22 74 96 4 34 59 93 7 < < 100 0
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Foster Care 30 40 70 30 31 57 89 11
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 82 18 16 62 78 22 20 62 82 18
Female 17 71 88 12 15 65 81 19 20 64 84 16
Male 11 64 75 25 17 59 76 24 20 60 80 20
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 14 67 81 19 18 63 80 20 20 64 84 16
Two or more races < < < < < < < < 30 60 90 10
Students with Disabilities 4 40 44 56 19 7 26 74 24 29 52 48
Students without Disabilities 16 71 87 13 16 70 86 14 19 70 89 11
Economically Disadvantaged 4 66 71 29 8 58 66 34 20 62 82 18
Not Economically Disadvantaged 21 68 90 10 25 67 92 8 < < < <
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < 100 0
Foster Care 6 31 38 63 24 36 60 40
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 81 19 37 38 75 25 38 42 80 20
Female 35 56 91 9 43 34 77 23 46 40 86 14
Male 15 58 73 27 30 42 72 28 29 45 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 24 56 80 20 38 38 76 24 39 42 82 18
Two or more races < < < < < < < < 40 50 90 10
Students with Disabilities - 32 32 68 14 11 25 75 20 33 53 48
Students without Disabilities 28 60 88 12 40 42 82 18 42 45 87 13
Economically Disadvantaged 13 57 71 29 26 36 61 39 38 43 80 20
Not Economically Disadvantaged 32 57 89 11 48 40 88 12 < < 100 0
Homeless < < < < < < 100 0
Foster Care 27 33 60 40 48 19 67 33
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 81 19 37 38 75 25 38 42 80 20
Female 35 56 91 9 43 34 77 23 46 40 86 14
Male 15 58 73 27 30 42 72 28 29 45 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 24 56 80 20 38 38 76 24 39 42 82 18
Two or more races < < < < < < < < 40 50 90 10
Students with Disabilities - 32 32 68 14 11 25 75 20 33 53 48
Students without Disabilities 28 60 88 12 40 42 82 18 42 45 87 13
Economically Disadvantaged 13 57 71 29 26 36 61 39 38 43 80 20
Not Economically Disadvantaged 32 57 89 11 48 40 88 12 < < 100 0
Homeless < < < < < < 100 0
Foster Care 27 33 60 40 48 19 67 33
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 84 16 21 64 85 15 25 64 90 10
Female 16 72 88 12 20 67 87 13 25 65 90 10
Male 15 66 81 19 23 60 82 18 25 63 89 11
American Indian < < 100 0 < < 100 0
Asian 29 64 93 7 36 55 91 9 23 69 92 8
Black 13 67 80 20 14 43 57 43 12 59 71 29
Hispanic - 79 79 21 14 48 62 38 15 55 70 30
White 16 69 85 15 22 65 86 14 26 65 91 9
Two or more races 16 58 74 26 12 64 76 24 23 68 91 9
Students with Disabilities 13 40 53 47 28 26 55 45 28 37 65 35
Students without Disabilities 16 73 89 11 20 71 91 9 24 71 95 5
Economically Disadvantaged 9 66 75 25 15 62 77 23 25 64 89 11
Not Economically Disadvantaged 21 72 93 7 29 66 94 6 < < 100 0
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 30 60 90 10 < < 100 0
Foster Care 32 42 74 26 41 43 84 16
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 66 91 9 30 63 92 8 33 58 91 9
Female 27 68 96 4 25 70 95 5 34 59 93 7
Male 22 64 86 14 34 56 90 10 31 58 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < 27 55 82 18 < < < <
White 25 66 91 9 31 61 93 7 33 58 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 22 41 63 37 40 28 68 33 19 41 59 41
Students without Disabilities 26 72 98 2 27 71 98 2 35 62 97 3
Economically Disadvantaged 18 69 86 14 25 63 89 11 33 58 91 9
Not Economically Disadvantaged 34 63 98 2 36 61 98 2 < < 100 0
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care 56 34 91 9 55 31 86 14
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 54 54 46 8 50 58 42 17 62 79 21
Female - 53 53 47 6 53 59 41 5 77 82 18
Male - 55 55 45 10 47 57 43 25 52 77 23
Asian < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White - 55 55 45 6 55 60 40 16 64 80 20
Two or more races < < < < < < < < < < < <
Students with Disabilities - 37 37 63 23 26 49 51 42 22 64 36
Students without Disabilities - 57 57 43 - 63 63 37 2 86 88 12
Economically Disadvantaged - 48 48 53 9 48 56 44 17 62 79 21
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0
Foster Care 9 36 45 55 31 38 69 31
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 77 89 11 16 68 84 16 20 68 88 12
Female 12 82 93 7 17 70 86 14 19 66 85 15
Male 13 72 85 15 14 67 81 19 21 70 90 10
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black < < 100 0 < < < < 20 40 60 40
Hispanic < < 100 0 < < < < < < < <
White 13 76 89 11 17 70 86 14 21 69 90 10
Two or more races < < < < - 60 60 40 18 82 100 0
Students with Disabilities 8 40 48 52 19 26 45 55 26 41 67 33
Students without Disabilities 13 82 94 6 15 75 90 10 19 74 93 7
Economically Disadvantaged 5 76 81 19 9 65 74 26 20 67 88 12
Not Economically Disadvantaged 17 78 95 5 24 72 95 5 < < 100 0
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care 15 40 55 45 27 55 82 18
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 76 98 2 30 70 100 0 26 72 98 2
Female 19 81 100 0 31 69 100 0 27 71 98 2
Male 26 70 95 5 30 70 100 0 25 73 98 2
Asian < < 100 0 < < 100 0 < < 100 0
White 21 78 99 1 31 69 100 0 28 71 99 1
Two or more races < < 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 22 76 98 2 30 70 100 0 26 72 98 2
Economically Disadvantaged 16 79 95 5 16 84 100 0 26 72 98 2
Not Economically Disadvantaged 23 76 99 1 36 64 100 0 < < 100 0
English Learners < < 100 0
Foster Care < < 100 0 27 73 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 80 86 14 11 66 77 23 15 66 80 20
Female 8 80 88 12 8 67 75 25 15 62 77 23
Male 5 80 85 15 14 65 78 22 15 69 84 16
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 6 81 87 13 12 68 80 20 15 66 82 18
Two or more races < < < < < < < < 20 80 100 0
Students with Disabilities - 67 67 33 8 17 25 75 13 44 56 44
Students without Disabilities 7 82 89 11 11 72 83 17 15 71 86 14
Economically Disadvantaged 5 70 75 25 6 55 61 39 15 66 81 19
Not Economically Disadvantaged 7 87 94 6 16 77 93 7 < < < <
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Foster Care 8 33 42 58 16 37 53 47
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 80 86 14 11 66 77 23 15 66 80 20
Female 8 80 88 12 8 67 75 25 15 62 77 23
Male 5 80 85 15 14 65 78 22 15 69 84 16
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 6 81 87 13 12 68 80 20 15 66 82 18
Two or more races < < < < < < < < 20 80 100 0
Students with Disabilities - 67 67 33 8 17 25 75 13 44 56 44
Students without Disabilities 7 82 89 11 11 72 83 17 15 71 86 14
Economically Disadvantaged 5 70 75 25 6 55 61 39 15 66 81 19
Not Economically Disadvantaged 7 87 94 6 16 77 93 7 < < < <
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Foster Care 8 33 42 58 16 37 53 47
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 69 84 16 18 61 79 21 19 63 82 18
Female 14 68 82 18 16 58 74 26 18 63 81 19
Male 16 69 85 15 20 65 85 15 20 63 83 17
American Indian < < 100 0
Asian < < 100 0 < < 100 0 20 70 90 10
Black < < < < 7 64 71 29 < < < <
Hispanic 14 57 71 29 - 20 20 80 - 69 69 31
White 15 70 85 15 19 62 81 19 21 62 83 17
Two or more races 20 30 50 50 13 53 67 33 7 73 80 20
Students with Disabilities 5 48 52 48 10 32 42 58 15 42 58 42
Students without Disabilities 16 71 87 13 19 66 85 15 20 67 87 13
Economically Disadvantaged 9 62 70 30 10 57 67 33 19 63 82 18
Not Economically Disadvantaged 20 75 95 5 27 66 93 7 < < < <
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care 14 40 54 46 28 47 75 25
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 77 86 14 12 67 79 21 13 67 80 20
Female 8 80 88 12 9 65 74 26 13 66 79 21
Male 11 74 85 15 16 70 85 15 14 68 83 17
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 9 77 86 14 13 69 82 18 15 67 82 18
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 4 48 52 48 - 24 24 76 6 42 48 52
Students without Disabilities 10 80 90 10 13 72 85 15 15 72 87 13
Economically Disadvantaged 4 69 74 26 6 61 66 34 13 67 81 19
Not Economically Disadvantaged 14 82 96 4 19 74 93 7 < < < <
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Foster Care 6 35 41 59 13 46 58 42
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 60 80 20 23 55 78 22 23 59 82 18
Female 19 57 76 24 22 51 73 27 24 60 84 16
Male 21 63 84 16 24 60 84 16 21 59 80 20
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < < - 80 80 20
White 20 63 83 17 25 55 80 20 25 58 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - 38 38 63 6 32 39 61 - 41 41 59
Students without Disabilities 22 62 84 16 26 59 85 15 26 62 88 13
Economically Disadvantaged 12 54 66 34 11 54 65 35 23 59 82 18
Not Economically Disadvantaged 27 65 93 7 37 56 94 6 < < 100 0
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < <
Foster Care 24 41 65 35 33 50 83 17
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School-1-
Division-3-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6213234218
Grade 7220215235
Grade 8217211212
Total Students650660665

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students650660665
Female325337336
Male325323329
American Indian112
Asian111210
Black141510
Hispanic222526
Native Hawaiian1--
White575585600
Two or more races262217
Students with Disabilities110121109
Students without Disabilities540539556
Economically Disadvantaged313312286
Not Economically Disadvantaged337348379
English Learners121411
Not English Learners638646654
Homeless739
Military Connected1078
Foster Care624
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,949.005,167.00855.00
State6,084.004,849.00812.00
2016-2017Division3,896.005,580.00939.00
State6,248.005,052.00871.00
2017-2018Division3,837.005,673.00838.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students5688251912654686
Female289412596328938
Male279412606325748
American Indian--<<<<
Asian13192111
Black142113132
Hispanic152137139
Native Hawaiian<<<<--
White5097346310848973
Two or more races173225191
Students with Disabilities701763437828
Economically Disadvantaged257642079422873
English Learners<<8293
Homeless--<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 10
Disorderly or Disruptive Behavior Offenses 65
Other Offenses Against Persons 52
All Other Offenses <
Property Offenses <
Offenses Against Staff <
Offenses Against Student 23
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.20.2
Asian2.31.91.71.8
Black2.42.22.33.1
Hispanic2.43.46.13.86.3
Native Hawaiian0.20.2--
White89.898.188.587.988.882.3
Two or more races346.13.38.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian2.31.71.8
Black2.42.22.3
Hispanic2.43.43.8
Native Hawaiian0.20.2
White89.888.588.8
Two or more races343.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.20.2
Asian2.31.71.8
Black2.42.22.3
Hispanic2.43.43.8
Native Hawaiian0.20.2--
White89.888.588.8
Two or more races343.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 48.850.846.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 35.848.447.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 52.86868.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School1.9%0%
Division2.6%0%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201752%42%4%2%
2017-201849%44%4%3%
2018-201954%41%4%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-TS-
BlackYesYes-TS-
HispanicYesYes-TS-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesYesYes-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%85%73%75%
Asian92%97%87%75%
Black60%66%60%75%
Hispanic65%67%63%75%
White86%86%81%75%
Economically Disadvantaged85%81%62%75%
English Learners53%47%53%75%
Students with Disabilities59%57%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students90%87%74%70%
Asian100%97%89%70%
Black71%68%60%70%
Hispanic70%70%64%70%
White91%88%81%70%
Economically Disadvantaged90%83%63%70%
English Learners70%57%57%70%
Students with Disabilities65%59%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian<
Black<
Hispanic<
White82%
Economically Disadvantaged81%
English Learners<
Students with Disabilities56%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students86%91%
Asian92%100%
Black60%71%
Hispanic70%80%
White87%92%
Economically Disadvantaged86%91%
English Learners55%82%
Students with Disabilities63%70%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%15%9%10%
Asian8%11%5%10%
Black13%16%9%10%
Hispanic41%31%9%10%
White13%15%9%10%
Economically Disadvantaged24%25%13%10%
English Learners25%23%8%10%
Students with Disabilities26%29%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%100%<
Black100%100%<
Hispanic95%95%<
White100%99%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged<<<
English Learners92%92%<
Students with Disabilities99%98%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%99%100%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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