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Ethel M. Gildersleeve Middle

General school information

Category: Middle (06-08) School
Phone: 757-591-4862
Address: 1 Minton Dr Newport News, VA 23606
Principal: Ms. Janelle Spitz
Superintendent: Dr. George Parker III
School Number: 1260
Region: 2
Division: Newport News City Public Schools
Division Number: 117
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

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 73 27 12 60 72 28 13 54 67 33
Female 20 59 79 21 13 63 76 24 13 59 72 28
Male 11 56 68 32 11 58 69 31 13 50 63 37
American Indian < < < < < < < < < < 100 0
Asian 24 62 86 14 24 63 87 13 34 51 86 14
Black 9 52 62 38 7 51 58 42 7 47 54 46
Hispanic 7 50 57 43 9 51 59 41 5 47 51 49
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 21 63 84 16 15 69 84 16 20 61 81 19
Two or more races 16 58 74 26 18 67 85 15 6 65 71 29
Students with Disabilities 5 30 34 66 13 24 37 63 11 22 33 67
Students without Disabilities 17 61 78 22 12 65 77 23 13 59 72 28
Economically Disadvantaged 6 53 59 41 6 54 59 41 7 43 50 50
Not Economically Disadvantaged 22 61 83 17 19 67 86 14 17 63 79 21
English Learners 3 30 33 67 - 10 10 90 - 13 13 87
Military Connected 15 69 85 15 13 63 76 24
Foster Care < < < <
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 16 55 71 29 14 63 78 22 13 53 66 34
Female 22 56 78 22 12 66 79 21 11 58 69 31
Male 11 54 65 35 16 60 77 23 14 49 63 37
American Indian < < < < < < 100 0
Asian 33 67 100 0 36 64 100 0 40 50 90 10
Black 11 52 63 37 9 55 65 35 6 48 53 47
Hispanic 7 43 51 49 10 53 63 37 3 37 40 60
Native Hawaiian < < 100 0 < < 100 0
White 22 61 83 17 17 72 89 11 21 58 79 21
Two or more races 13 70 83 17 19 70 89 11 4 71 75 25
Students with Disabilities 6 37 43 57 21 28 49 51 7 33 40 60
Students without Disabilities 17 57 74 26 13 68 82 18 14 56 70 30
Economically Disadvantaged 5 51 55 45 9 58 66 34 7 41 47 53
Not Economically Disadvantaged 25 59 84 16 22 71 93 7 17 61 78 22
English Learners 2 33 35 65 - 4 4 96 - 14 14 86
Military Connected 25 68 93 7 3 74 77 23
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 14 62 77 23 13 55 68 32 16 55 72 28
Female 19 65 84 16 15 59 74 26 17 61 78 22
Male 10 59 70 30 11 52 63 37 15 51 66 34
Asian - 79 79 21 42 58 100 0 46 38 85 15
Black 8 52 60 40 9 45 54 46 10 52 61 39
Hispanic 11 59 70 30 9 45 55 45 6 56 62 38
White 19 66 85 15 15 68 83 17 23 59 82 18
Two or more races < < < < 16 68 84 16 10 55 66 34
Students with Disabilities 7 29 36 64 10 28 38 63 17 17 34 66
Students without Disabilities 16 67 83 17 13 59 72 28 16 61 77 23
Economically Disadvantaged 7 58 65 35 4 50 54 46 8 46 54 46
Not Economically Disadvantaged 19 65 83 17 22 61 82 18 22 63 85 15
English Learners 9 36 45 55 - 12 12 88 - 20 20 80
Military Connected 13 71 83 17 32 50 82 18
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 16 55 71 29 9 63 72 28 9 55 64 36
Female 19 56 75 25 11 64 75 25 11 60 70 30
Male 13 55 69 31 7 61 68 32 8 51 59 41
Asian 38 44 81 19 - 67 67 33 17 67 83 17
Black 9 53 62 38 2 56 58 42 7 42 50 50
Hispanic 2 52 54 46 5 58 63 37 5 47 52 48
Native Hawaiian < < 100 0 < < 100 0
White 23 61 84 16 14 67 81 19 15 67 82 18
Two or more races 11 44 56 44 < < < < 3 69 72 28
Students with Disabilities - 23 23 77 8 15 23 78 11 13 23 77
Students without Disabilities 18 59 77 23 9 69 78 22 9 61 70 30
Economically Disadvantaged 8 51 58 42 3 53 56 44 7 41 48 52
Not Economically Disadvantaged 23 60 83 17 14 70 83 17 11 65 76 24
English Learners - 18 18 82 - 15 15 85 - 6 6 94
Military Connected 8 69 77 23 4 64 68 32
Foster Care < < < <
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 24 43 67 33 19 44 63 37 16 47 63 37
Female 35 43 78 22 27 45 73 27 21 49 70 30
Male 14 43 58 42 11 44 54 46 12 45 57 43
Asian 50 31 81 19 13 60 73 27 25 50 75 25
Black 11 41 53 47 4 40 44 56 9 36 46 54
Hispanic 14 39 53 47 15 38 53 47 9 42 51 49
Native Hawaiian < < 100 0 < < 100 0
White 33 47 80 20 27 47 74 26 25 58 83 17
Two or more races 26 42 68 32 < < < < 18 54 71 29
Students with Disabilities - 17 17 83 7 10 17 83 11 16 27 73
Students without Disabilities 27 46 72 28 20 49 70 30 17 51 68 32
Economically Disadvantaged 13 40 53 47 8 40 48 52 9 37 46 54
Not Economically Disadvantaged 34 46 80 20 27 47 74 26 21 54 75 25
English Learners - 22 22 78 - 19 19 81 - 7 7 93
Military Connected 27 50 77 23 20 60 80 20
Foster Care < < < <
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 24 43 67 33 19 44 63 37 16 47 63 37
Female 35 43 78 22 27 45 73 27 21 49 70 30
Male 14 43 58 42 11 44 54 46 12 45 57 43
Asian 50 31 81 19 13 60 73 27 25 50 75 25
Black 11 41 53 47 4 40 44 56 9 36 46 54
Hispanic 14 39 53 47 15 38 53 47 9 42 51 49
Native Hawaiian < < 100 0 < < 100 0
White 33 47 80 20 27 47 74 26 25 58 83 17
Two or more races 26 42 68 32 < < < < 18 54 71 29
Students with Disabilities - 17 17 83 7 10 17 83 11 16 27 73
Students without Disabilities 27 46 72 28 20 49 70 30 17 51 68 32
Economically Disadvantaged 13 40 53 47 8 40 48 52 9 37 46 54
Not Economically Disadvantaged 34 46 80 20 27 47 74 26 21 54 75 25
English Learners - 22 22 78 - 19 19 81 - 7 7 93
Military Connected 27 50 77 23 20 60 80 20
Foster Care < < < <
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 12 67 79 21 11 59 71 29 14 60 75 25
Female 14 71 85 15 12 62 74 26 14 66 80 20
Male 10 64 74 26 11 56 67 33 15 56 71 29
American Indian < < < < < < < < < < 100 0
Asian 35 58 93 7 28 67 95 5 28 69 97 3
Black 5 68 73 27 5 51 56 44 8 57 65 35
Hispanic 9 60 69 31 7 53 60 40 9 54 63 37
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 15 70 85 15 17 63 80 20 21 63 84 16
Two or more races 8 72 80 20 6 81 87 13 8 72 80 20
Students with Disabilities 2 41 43 57 11 30 42 58 12 32 44 56
Students without Disabilities 13 71 84 16 11 63 74 26 15 65 79 21
Economically Disadvantaged 4 66 70 30 7 52 58 42 8 55 64 36
Not Economically Disadvantaged 18 68 86 14 16 67 83 17 19 64 83 17
English Learners 4 46 50 50 1 21 22 78 2 33 35 65
Military Connected 10 72 82 18 9 73 82 18
Foster Care < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 76 24 19 60 78 22 15 57 72 28
Female 20 59 80 20 16 61 77 23 13 63 76 24
Male 15 58 73 27 21 58 79 21 16 53 69 31
American Indian < < < < < < 100 0
Asian 67 33 100 0 55 45 100 0 27 73 100 0
Black 7 66 73 27 10 54 65 35 7 55 63 37
Hispanic 10 49 59 41 12 62 74 26 5 40 45 55
Native Hawaiian < < 100 0 < < 100 0
White 24 59 83 17 25 60 85 15 24 60 84 16
Two or more races 17 70 87 13 11 78 89 11 7 79 86 14
Students with Disabilities 3 54 57 43 19 35 53 47 10 33 43 57
Students without Disabilities 19 59 78 22 19 63 82 18 16 61 77 23
Economically Disadvantaged 5 62 67 33 13 56 69 31 8 51 58 42
Not Economically Disadvantaged 28 55 84 16 26 65 90 10 20 62 82 18
English Learners 4 39 43 57 - 24 24 76 - 23 23 77
Military Connected 21 71 93 7 7 76 83 17
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 < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 63 63 37 1 44 46 54 2 54 57 43
Female 1 72 72 28 1 51 52 48 2 62 64 36
Male - 56 56 44 1 39 41 59 3 48 50 50
Asian < < < < < < 100 0 < < < <
Black - 57 57 43 - 39 39 61 4 46 50 50
Hispanic - 68 68 32 - 36 36 64 2 56 58 42
White 1 68 69 31 3 52 55 45 1 62 63 37
Two or more races < < < < - 79 79 21 - 50 50 50
Students with Disabilities - 27 27 73 5 25 30 70 9 24 33 67
Students without Disabilities 1 73 73 27 - 48 49 51 1 62 63 37
Economically Disadvantaged 1 54 55 45 1 40 41 59 3 46 49 51
Not Economically Disadvantaged - 72 72 28 1 54 55 45 2 64 66 34
English Learners 4 32 36 64 2 11 14 86 - 36 36 64
Military Connected - 58 58 42 - 73 73 27
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 9 80 89 11 8 63 71 29 16 64 80 20
Female 10 84 94 6 12 65 77 23 17 68 86 14
Male 8 75 83 17 4 61 66 34 15 60 75 25
Asian 11 83 94 6 18 71 88 12 25 75 100 0
Black 5 81 86 14 3 56 59 41 7 64 70 30
Hispanic 10 69 79 21 9 60 70 30 11 63 74 26
Native Hawaiian < < 100 0
White 12 81 93 7 10 66 77 23 26 63 88 12
Two or more races - 83 83 17 - 86 86 14 13 73 87 13
Students with Disabilities - 50 50 50 - 34 34 66 3 43 45 55
Students without Disabilities 10 82 91 9 9 67 76 24 17 67 84 16
Economically Disadvantaged 2 83 85 15 1 54 56 44 9 66 75 25
Not Economically Disadvantaged 14 77 91 9 13 70 82 18 21 63 84 16
English Learners - 76 76 24 - 40 40 60 6 44 50 50
Military Connected 9 73 82 18 13 69 81 19
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 69 100 0 20 79 99 1 23 73 97 3
Female 34 66 100 0 20 78 98 2 23 73 95 5
Male 26 74 100 0 19 81 100 0 25 74 98 2
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 71 100 0 - 92 92 8 18 77 95 5
Hispanic < < 100 0 < < 100 0 33 60 93 7
Native Hawaiian < < 100 0 < < < <
White 30 70 100 0 27 73 100 0 25 75 100 0
Two or more races < < 100 0 < < 100 0 9 82 91 9
Students with Disabilities < < 100 0
Students without Disabilities 31 69 100 0 20 79 99 1 24 73 96 4
Economically Disadvantaged 29 71 100 0 13 87 100 0 19 67 86 14
Not Economically Disadvantaged 31 69 100 0 21 78 99 1 24 74 99 1
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
Two or more races < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Military Connected < < 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
< = 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 70 76 24 10 61 70 30 15 55 70 30
Female 4 71 76 24 8 65 74 26 15 58 72 28
Male 8 69 77 23 11 56 67 33 15 53 68 32
Asian 18 65 82 18 - 67 67 33 33 67 100 0
Black 3 62 65 35 2 49 52 48 6 52 59 41
Hispanic - 63 63 37 3 51 54 46 9 44 53 47
Native Hawaiian < < 100 0 < < < <
White 9 79 88 12 15 68 83 17 24 62 87 13
Two or more races 6 72 78 22 < < < < 14 64 79 21
Students with Disabilities - 27 27 73 8 15 23 78 11 19 30 70
Students without Disabilities 7 75 82 18 10 67 77 23 15 61 76 24
Economically Disadvantaged 3 61 64 36 3 49 51 49 3 53 56 44
Not Economically Disadvantaged 9 77 86 14 15 70 84 16 23 57 80 20
English Learners - 27 27 73 - 15 15 85 - 13 13 88
Military Connected 14 71 86 14 21 42 63 38
Foster Care < < < <
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 70 76 24 10 61 70 30 15 55 70 30
Female 4 72 75 25 8 65 74 26 15 58 72 28
Male 8 69 77 23 11 56 67 33 15 53 68 32
Asian 18 65 82 18 - 67 67 33 33 67 100 0
Black 3 62 65 35 2 49 52 48 6 52 59 41
Hispanic - 63 63 37 3 51 54 46 9 44 53 47
Native Hawaiian < < 100 0 < < < <
White 9 79 88 12 15 68 83 17 25 62 87 13
Two or more races 6 72 78 22 < < < < 11 67 78 22
Students with Disabilities - 27 27 73 8 15 23 78 11 19 30 70
Students without Disabilities 7 75 82 18 10 67 77 23 15 61 76 24
Economically Disadvantaged 3 61 64 36 3 49 51 49 3 53 56 44
Not Economically Disadvantaged 8 78 86 14 15 70 84 16 23 57 80 20
English Learners - 27 27 73 - 15 15 85 - 13 13 88
Military Connected 14 71 86 14 17 43 61 39
Foster Care < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Male < < 100 0
White < < 100 0 < < 100 0
Two or more races < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Military Connected < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 58 83 17 25 54 79 21 20 49 69 31
Female 31 50 81 19 27 56 83 17 19 54 74 26
Male 19 65 84 16 23 53 76 24 21 45 66 34
Asian 47 41 88 12 7 73 80 20 38 62 100 0
Black 15 62 77 23 13 49 61 39 12 47 58 42
Hispanic 8 60 68 32 14 57 70 30 12 42 53 47
Native Hawaiian < < 100 0 < < 100 0
White 36 56 92 8 35 55 90 10 31 55 86 14
Two or more races 17 61 78 22 < < < < 21 52 72 28
Students with Disabilities - 40 40 60 10 30 40 60 11 16 27 73
Students without Disabilities 27 60 87 13 27 57 84 16 21 54 75 25
Economically Disadvantaged 11 60 71 29 13 54 67 33 9 48 57 43
Not Economically Disadvantaged 37 57 93 7 34 54 88 12 26 50 76 24
English Learners - 39 39 61 - 33 33 67 - 11 11 89
Military Connected 35 58 92 8 23 50 73 27
Foster Care < < < <
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 25 58 83 17 24 55 79 21 19 50 69 31
Female 31 50 81 19 27 56 83 17 19 55 73 27
Male 20 65 84 16 22 53 75 25 20 46 65 35
Asian 47 41 88 12 7 73 80 20 38 62 100 0
Black 15 62 77 23 13 49 61 39 10 48 57 43
Hispanic 8 59 67 33 14 57 70 30 12 42 53 47
Native Hawaiian < < 100 0 < < 100 0
White 36 56 92 8 34 56 90 10 31 55 85 15
Two or more races 17 61 78 22 < < < < 21 52 72 28
Students with Disabilities - 36 36 64 3 32 35 65 3 18 20 80
Students without Disabilities 27 60 87 13 27 57 84 16 21 54 75 25
Economically Disadvantaged 11 59 70 30 12 55 67 33 7 49 56 44
Not Economically Disadvantaged 37 56 93 7 33 55 88 12 26 50 76 24
English Learners - 39 39 61 - 33 33 67 - 11 11 89
Military Connected 35 58 92 8 23 50 73 27
Foster Care < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School12-3
Division894240
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6343328430
Grade 7351362352
Grade 8338347392
Total Students1,0321,0371,174

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students103210371174
Female488493539
Male544544635
American Indian431
Asian423834
Black313306353
Hispanic161168217
Native Hawaiian312
White457461479
Two or more races526088
Students with Disabilities120130149
Students without Disabilities9129071025
Economically Disadvantaged460494379
Not Economically Disadvantaged572543795
English Learners105113146
Not English Learners9279241028
Homeless378
Military Connected828389
Foster Care511
< = 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
2012-2013Division3,670.005,431.001,557.00
State5,761.004,621.00875.00
2013-2014Division3,580.005,718.001,265.00
State5,807.004,651.00784.00
2014-2015Division3,729.006,057.001,280.00
State5,933.004,819.00771.00
2015-2016Division3,823.006,036.001,332.00
State6,084.004,849.00812.00
2016-2017Division3,823.006,361.001,417.00
State6,248.005,052.00871.00

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 Students8901279021391,034123
Female429554396447058
Male461724637556465
American Indian<<<<<<
Asian442390350
Black265332574929553
Hispanic134241482819217
Native Hawaiian<<<<<<
White396594005642944
Two or more races467565818
Students with Disabilities102221102713325
Economically Disadvantaged387764229239985
English Learners8918992012713
Homeless56127143
< = 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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 19
Offenses Against Staff <
Weapons Offenses <
Property Offenses 13
All Other Offenses <
Other Offenses Against Persons 56
Disorderly or Disruptive Behavior Offenses 218
Alcohol, Tobacco, and Other Drug Offenses 16
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.30.5
Asian4.13.7
Black30.347.429.542
Hispanic15.618.716.220.7
Native Hawaiian0.30.1
White44.326.944.529
Two or more races575.87.8
< = 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
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.3
Asian4.13.7
Black30.35029.566.7
Hispanic15.616.233.3
Native Hawaiian0.30.1
White44.35044.5
Two or more races55.8
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.3
Asian4.13.7
Black30.329.5
Hispanic15.616.2
Native Hawaiian0.30.1
White44.344.5
Two or more races55.8
< = 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 40.348.483.9
< = 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 39.755.351.4
< = 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 91.485.476.3
< = 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

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - 2.5% - 6.2% - 6.2%
Division
All Schools 0.3% 1.8% 5.7% 8.6% 16.7% 12.2%
High Poverty 0.3% 2.6% 5.7% 10.5% 16.7% 12.9%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education1%1%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201742%56%2%0%
2017-201840%55%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianYesYes-Yes-
BlackYesYes-No-
HispanicNoYes-No-
WhiteYesYes-No-
Economically DisadvantagedNoYes-No-
English LearnersNoNoYesNo-
Students with DisabilitiesNoYes-No-

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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%73%73%75%
Asian87%83%87%75%
Black60%59%60%75%
Hispanic60%58%63%75%
White84%85%81%75%
Economically Disadvantaged61%59%62%75%
English Learners30%33%53%75%
Students with Disabilities38%36%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%77%74%70%
Asian95%93%89%70%
Black58%68%60%70%
Hispanic62%67%64%70%
White80%84%81%70%
Economically Disadvantaged60%67%63%70%
English Learners38%45%57%70%
Students with Disabilities43%45%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 GroupCurrent Rate
All Students71%
Asian67%
Black52%
Hispanic56%
White83%
Economically Disadvantaged52%
English Learners21%
Students with Disabilities23%

< = 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 GroupGrowth English ReadingGrowth Mathematics
All Students79%75%
Asian87%95%
Black70%63%
Hispanic71%71%
White86%82%
Economically Disadvantaged70%66%
English Learners47%53%
Students with Disabilities51%50%

< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%14%9%10%
Asian-5%5%10%
Black16%15%9%10%
Hispanic16%15%9%10%
White12%14%9%10%
Economically Disadvantaged18%18%13%10%
English Learners17%17%8%10%
Students with Disabilities20%20%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 Progress57%46%58%
English Learner Proficiency8%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress437657%
English Learner Proficiency7888%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%100%100%
Black99%99%96%
Hispanic99%99%95%
White99%99%99%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged100%99%98%
English Learners97%100%96%
Students with Disabilities99%99%98%
Students without Disabilities99%99%98%
Female99%99%98%
Male99%99%98%
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).
Ethel M. Gildersleeve Middle to top