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Francis C. Hammond Middle

General school information

Category: Middle (06-08) School
Phone: 703-461-4100
Address: 4646 Seminary Road Alexandria, VA 22304
Principal: Anika Buster-Singleton
Superintendent: Dr. Melanie Kay-Wyatt
School Number: 140
Region: 4
Division: Alexandria City Public Schools
Division Number: 101
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2023 through 2025

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level Two

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student Engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

English Academic Achievement: All Students

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

74657775202220232024

Student Engagement and Outcomes: Chronic Absenteeism

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

14.99% of the students in this school were chronically absent in the 2023 - 2024 school year.

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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Writing Performance: All Students

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Math Performance: All Students

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Science Performance: All Students

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History Performance: All Students

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

2021-20222022-20232023-2024
School12774131
Division312234339
State4,0064,4606,361
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
Grade 6 Reading105042%
Grade 7 Reading34970.6%
Grade 8 Reading55091%

Enrollment

Fall Membership by Grade

Grade 2022-20232023-2024
Grade 6493504
Grade 7496498
Grade 8485509
Total Students1,4741,511

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 6
Relationship Behaviors without Physical Harm 37
Behaviors of a Safety Concern 120
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 38

< = 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:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools: 2023-2024

Teacher Quality All Schools: 2023-2024
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number
This SchoolMedium Poverty19.5%240.8%10.8%1
Division
All Schools16.5%1773.1%330.5%5
High Poverty14%87%40%0
Low Poverty2.1%12.1%10%0
State
All Schools7.7%83525.9%64001.8%1978
High Poverty12.1%23396.9%13382.8%545
Low Poverty5%16714.6%15411.1%368

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

School Leaders

Inexperienced (First-Year) School Leaders All Schools: 2023-2024

Inexperienced (First-Year) School Leaders All Schools: 2023-2024
Poverty Level Principals Assistant Principals
Percent Number Percent Number
This SchoolAll Schools0%00%0
Division
All Schools0%00%0
High Poverty0%00%0
Low Poverty0%00%0
State
All Schools4%8510.3%323
High Poverty7.1%3513.1%93
Low Poverty2.6%138.4%72

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers All Schools: 2023-2024

Provisionally Licensed Teachers All Schools: 2023-2024
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number
This SchoolMedium Poverty4.9%60.8%1
Division
All Schools6.2%660.7%7
High Poverty1.8%10%0
Low Poverty2.1%10%0
State
All Schools9.2%101672.7%2975
High Poverty12.4%25862.7%572
Low Poverty7%23562.5%831

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-No-
AsianNoNo-Yes-
BlackNoNo-No-
HispanicNoNo-No-
WhiteNoNo-Yes-
Multiple RacesNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersNoNoNoYes-
Students with DisabilitiesNoNo-No-

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students50%50%79%88%
Asian54%54%91%88%
Black57%57%68%88%
Hispanic39%40%68%88%
White56%60%85%88%
Multiple Races67%63%83%88%
Economically Disadvantaged43%44%68%88%
English Learners37%37%60%88%
Students with Disabilities23%24%57%88%

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students48%47%74%85%
Asian55%55%90%85%
Black50%49%61%85%
Hispanic37%36%63%85%
White64%63%81%85%
Multiple Races61%57%77%85%
Economically Disadvantaged44%42%62%85%
English Learners40%38%58%85%
Students with Disabilities30%24%54%85%

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students44%
Asian52%
Black51%
Hispanic32%
White53%
Multiple Races<
Economically Disadvantaged37%
English Learners29%
Students with Disabilities15%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%13%12%10%
Asian5%5%10%10%
Black14%14%12%10%
Hispanic21%17%12%10%
White9%8%12%10%
Multiple Races20%16%12%10%
Economically Disadvantaged16%14%13%10%
English Learners14%11%12%10%
Students with Disabilities25%26%14%10%

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress47%54%58%
English Learner Proficiency7%--

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%100%-
Asian99%1%98%2%100%-
Black100%-99%1%100%-
Hispanic98%2%98%2%100%-
White100%-100%-100%-
Multiple Races98%2%100%-<<
Economically Disadvantaged99%1%99%1%100%-
Not Economically Disadvantaged99%1%98%2%100%-
English Learners99%1%98%2%100%-
Students with Disabilities98%2%98%2%100%-
Students without Disabilities99%1%99%1%100%-
Female99%1%99%1%100%-
Male98%2%98%2%100%-
Migrant------

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students60%62%
Asian66%69%
Black65%65%
Hispanic51%52%
White64%75%
Multiple Races70%76%
Economically Disadvantaged55%60%
English Learners50%55%
Students with Disabilities37%46%

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

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