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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. Courtney Mompoint
Superintendent: Dr. George Parker III
Region: 2
Division: Newport News City Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited

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

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 70 44 30 24 67 43 33 19 63 44 37
Female 33 80 47 20 35 78 43 22 27 73 45 27
Male 17 59 41 41 14 58 43 42 11 54 44 46
American Indian < < < < < 100 < 0 < < < <
Asian < < < < 50 81 31 19 13 73 60 27
Black 15 56 41 44 11 53 41 47 4 44 40 56
Hispanic 25 58 33 42 14 53 39 47 15 53 38 47
White 32 81 49 19 33 80 47 20 27 74 47 26
Two or more races 36 79 43 21 26 68 42 32 < < < <
Students with Disabilities 4 40 36 60 - 17 17 83 7 17 10 83
Economically Disadvantaged 15 57 42 43 13 53 40 47 8 48 40 52
English Learners 6 38 31 63 - 22 22 78 - 32 32 68
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 70 44 30 24 67 43 33 19 63 44 37
Female 33 80 47 20 35 78 43 22 27 73 45 27
Male 17 59 41 41 14 58 43 42 11 54 44 46
American Indian < < < < < 100 < 0 < < < <
Asian < < < < 50 81 31 19 13 73 60 27
Black 15 56 41 44 11 53 41 47 4 44 40 56
Hispanic 25 58 33 42 14 53 39 47 15 53 38 47
White 32 81 49 19 33 80 47 20 27 74 47 26
Two or more races 36 79 43 21 26 68 42 32 < < < <
Students with Disabilities 4 40 36 60 - 17 17 83 7 17 10 83
Economically Disadvantaged 15 57 42 43 13 53 40 47 8 48 40 52
English Learners 6 38 31 63 - 22 22 78 - 32 32 68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 82 68 18 12 79 67 21 11 71 59 29
Female 15 87 73 13 14 85 71 15 12 74 62 26
Male 14 78 64 22 10 74 64 26 11 67 56 33
American Indian < < < < < < < < < < < <
Asian 23 93 70 8 35 93 58 7 28 95 67 5
Black 7 76 69 24 5 73 68 27 5 56 51 44
Hispanic 9 76 67 24 9 69 60 31 7 60 53 40
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 88 69 12 15 85 70 15 17 80 63 20
Two or more races 15 78 63 23 8 80 72 20 6 87 81 13
Students with Disabilities 5 47 42 53 2 43 41 57 11 42 30 58
Economically Disadvantaged 7 75 68 25 4 70 66 30 7 58 52 42
English Learners 1 57 55 43 4 50 46 50 3 38 34 62
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 84 62 16 18 76 58 24 19 78 60 22
Female 22 88 66 13 20 80 59 20 16 77 61 23
Male 22 80 59 20 15 73 58 27 21 79 58 21
Asian 27 80 53 20 67 100 33 0 55 100 45 0
Black 10 81 71 19 7 73 66 27 10 65 54 35
Hispanic 14 76 62 24 10 59 49 41 12 74 62 26
White 29 87 58 13 24 83 59 17 25 85 60 15
Two or more races 30 90 60 10 17 87 70 13 11 89 78 11
Students with Disabilities 2 45 43 55 3 57 54 43 19 53 35 47
Economically Disadvantaged 9 75 67 25 5 67 62 33 13 69 56 31
English Learners 5 41 36 59 4 43 39 57 8 47 39 53
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < 100 < 0 < 100 < 0
Male < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 69 67 31 - 63 63 37 1 46 44 54
Female 1 75 74 25 1 72 72 28 1 52 51 48
Male 3 65 62 35 - 56 56 44 1 41 39 59
Asian - 100 100 0 < < < < < 100 < 0
Black 3 63 61 37 - 57 57 43 - 39 39 61
Hispanic 4 67 63 33 - 68 68 32 - 36 36 64
White 1 75 73 25 1 69 68 31 3 55 52 45
Two or more races - 63 63 37 < < < < - 79 79 21
Students with Disabilities 6 46 40 54 - 27 27 73 5 30 25 70
Economically Disadvantaged 2 67 65 33 1 55 54 45 1 41 40 59
English Learners - 59 59 41 4 36 32 64 2 22 20 78
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 98 81 2 9 89 80 11 8 71 63 29
Female 17 98 82 2 10 94 84 6 12 77 65 23
Male 18 99 80 1 8 83 75 17 4 66 61 34
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 29 100 71 0 11 94 83 6 18 88 71 12
Black 13 98 85 2 5 86 81 14 3 59 56 41
Hispanic 6 94 89 6 10 79 69 21 9 70 60 30
White 19 100 81 0 12 93 81 7 10 77 66 23
Two or more races < < < < - 83 83 17 - 86 86 14
Students with Disabilities < < < < - 50 50 50 - 34 34 66
Economically Disadvantaged 16 97 81 3 2 85 83 15 1 56 54 44
English Learners < 100 < 0 - 76 76 24 - 56 56 44
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 100 72 0 31 100 69 0 20 99 79 1
Female 28 100 72 0 34 100 66 0 20 98 78 2
Male 29 100 71 0 26 100 74 0 19 100 81 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 100 83 0 29 100 71 0 - 92 92 8
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 32 100 68 0 30 100 70 0 27 100 73 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 15 100 85 0 29 100 71 0 13 100 87 0
English Learners < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 79 71 21 6 76 70 24 10 70 61 30
Female 9 82 74 18 4 76 71 24 8 74 65 26
Male 9 77 68 23 8 77 69 23 11 67 56 33
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < 18 82 65 18 - 67 67 33
Black 4 67 64 33 3 65 62 35 2 52 49 48
Hispanic 13 59 46 41 - 63 63 37 3 54 51 46
White 10 92 82 8 9 88 79 12 15 83 68 17
Two or more races 7 80 73 20 6 78 72 22 < < < <
Students with Disabilities - 56 56 44 - 27 27 73 8 23 15 78
Economically Disadvantaged 5 60 55 40 3 64 61 36 3 51 49 49
English Learners 5 29 24 71 - 27 27 73 - 20 20 80
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 79 71 21 6 76 70 24 10 70 61 30
Female 9 82 74 18 4 75 72 25 8 74 65 26
Male 9 77 68 23 8 77 69 23 11 67 56 33
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < 18 82 65 18 - 67 67 33
Black 4 67 64 33 3 65 62 35 2 52 49 48
Hispanic 13 59 46 41 - 63 63 37 3 54 51 46
White 10 92 82 8 9 88 79 12 15 83 68 17
Two or more races 7 80 73 20 6 78 72 22 < < < <
Students with Disabilities - 56 56 44 - 27 27 73 8 23 15 78
Economically Disadvantaged 5 60 55 40 3 64 61 36 3 51 49 49
English Learners 5 29 24 71 - 27 27 73 - 20 20 80
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 84 55 16 25 83 58 17 25 79 54 21
Female 31 88 56 12 31 81 50 19 27 83 56 17
Male 26 80 54 20 19 84 65 16 23 76 53 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < 47 88 41 12 7 80 73 20
Black 15 75 60 25 15 77 62 23 13 61 49 39
Hispanic 19 70 51 30 8 68 60 32 14 70 57 30
White 38 92 54 8 36 92 56 8 35 90 55 10
Two or more races 46 77 31 23 17 78 61 22 < < < <
Students with Disabilities 9 63 53 37 - 40 40 60 10 40 30 60
Economically Disadvantaged 14 73 59 27 11 71 60 29 13 67 54 33
English Learners 5 40 35 60 - 39 39 61 - 46 46 54
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 84 55 16 25 83 58 17 24 79 55 21
Female 31 88 56 12 31 81 50 19 27 83 56 17
Male 26 80 53 20 20 84 65 16 22 75 53 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < 47 88 41 12 7 80 73 20
Black 15 74 59 26 15 77 62 23 13 61 49 39
Hispanic 19 70 51 30 8 67 59 33 14 70 57 30
White 39 92 54 8 36 92 56 8 34 90 56 10
Two or more races 46 77 31 23 17 78 61 22 < < < <
Students with Disabilities 8 56 47 44 - 36 36 64 3 35 32 65
Economically Disadvantaged 14 72 58 28 11 70 59 30 12 67 55 33
English Learners 5 40 35 60 - 39 39 61 - 46 46 54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division658942
School10120
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6343328430
Grade 7351362352
Grade 8338347392
Total Students1,0321,0371,174
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All 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
Foster Care511
Military Connected828389
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.1 63.8 63.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,763.006,023.001,280.00
2015-20163,859.006,000.001,332.00
2016-20173,860.006,323.001,417.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students884167890127902139
Female428724295543964
Male456954617246375
American Indian<<<<<<
Asian374442390
Black258562653325749
Hispanic113201342414828
Native Hawaiian<<<<<<
White431813965940056
Two or more races376467565
Students with Disabilities106311022211027
Economically Disadvantaged346913877642292
English Learners651289189920
Homeless9356127
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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 <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3880.2890.52
Asian4.073.664
Black30.32947.3729.50841.97
Hispanic15.60118.7116.20120.73
Native Hawaiian0.2910.096
White44.28326.944.45529.02
Two or more races5.0397.025.7867.77
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3880.289
Asian4.073.664
Black30.3295029.50866.67
Hispanic15.60116.20133.33
Native Hawaiian0.2910.096
White44.2835044.455
Two or more races5.0395.786
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.3880.289
Asian4.073.664
Black30.32929.508
Hispanic15.60116.201
Native Hawaiian0.2910.096
White44.28344.455
Two or more races5.0395.786
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 45.2639.5340.25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 36.5637.9939.66
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 84.3688.7391.48
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%5%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201640%59%1%0%
2016-201742%56%2%0%
2017-201841%54%2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary​
Student Group​English Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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 Group​Current 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 Group​Growth 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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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 LearnersNumerator​Denominator​Rate
English Learner Progress437657%
English Learner Proficiency7888%
ESSA Participation Rates
Student Group​English 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).
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