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George H. Moody Middle

General school information

Category: Middle (06-08) School
Phone: 804-261-5015
Address: 7800 Woodman Rd Richmond, VA 23228
Principal: Denise W. Doss
Superintendent: Dr. Amy E Cashwell
Region: 1
Division: Henrico County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

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

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 52 96 43 4 59 95 36 5 58 95 37 5
Female 48 96 48 4 54 96 42 4 58 95 37 5
Male 57 95 38 5 64 94 30 6 58 94 36 6
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 67 100 33 0 72 100 28 0 74 99 25 1
Black 14 76 61 24 21 71 50 29 16 76 61 24
Hispanic 19 87 68 13 22 91 70 9 28 84 56 16
White 52 97 45 3 62 97 35 3 57 96 38 4
Two or more races 53 94 41 6 33 100 67 0 57 96 39 4
Students with Disabilities 25 57 32 43 13 39 26 61 5 35 30 65
Students without Disabilities 54 98 44 2 61 98 37 2 60 97 37 3
Economically Disadvantaged 15 81 66 19 20 77 56 23 19 76 58 24
Not Economically Disadvantaged 59 98 39 2 67 99 32 1 67 99 32 1
English Learners 10 80 70 20 18 82 64 18 21 83 63 17
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 63 100 37 0 70 100 30 0 68 100 32 0
Female 56 100 44 0 60 100 40 0 69 100 31 0
Male 72 100 28 0 79 100 21 0 67 100 33 0
Asian 72 100 28 0 76 100 24 0 77 100 23 0
Black < 100 < 0 < 100 < 0 42 100 58 0
Hispanic 42 100 58 0 < 100 < 0 < 100 < 0
White 60 100 40 0 69 100 31 0 63 100 37 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 63 100 37 0 70 100 30 0 68 100 32 0
Economically Disadvantaged 30 100 70 0 42 100 58 0 28 100 72 0
Not Economically Disadvantaged 65 100 35 0 72 100 28 0 71 100 29 0
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 44 93 49 7 51 92 41 8 52 91 40 9
Female 41 93 52 7 50 94 44 6 51 92 42 8
Male 47 92 46 8 52 89 37 11 53 90 37 10
Asian 63 100 37 0 67 100 33 0 72 99 27 1
Black 7 71 64 29 15 64 49 36 8 69 62 31
Hispanic 5 79 74 21 21 89 68 11 18 76 59 24
White 44 95 50 5 57 94 38 6 53 93 40 7
Two or more races 40 90 50 10 29 100 71 0 47 95 47 5
Students with Disabilities 9 48 39 52 5 33 29 67 5 35 30 65
Students without Disabilities 47 96 49 4 54 96 42 4 54 95 40 5
Economically Disadvantaged 10 78 68 22 15 71 56 29 17 71 55 29
Not Economically Disadvantaged 54 97 43 3 62 98 36 2 63 98 35 2
English Learners 10 80 70 20 10 80 70 20 19 81 62 19
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
Division158177175
School111
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6349352375
Grade 7345349375
Grade 8330336342
Total Students1,0241,0371,092
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 Students102410371092
Female525557606
Male499480486
American Indian221
Asian315309347
Black144151179
Hispanic576591
White459459421
Two or more races475153
Students with Disabilities737877
Students without Disabilities9519591015
Economically Disadvantaged241242345
Not Economically Disadvantaged783795747
English Learners586385
Not English Learners9669741007
Homeless9710
Military Connected599
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.3 65.8 67

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
2014-20154,698.004,055.00553.00
2015-20164,934.004,153.00557.00
2016-20174,599.004,314.00877.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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 is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

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 Students976639428195277
Female499304883951535
Male477334544243742
American Indian<<<<<<
Asian299830682976
Black125131182413122
Hispanic616545578
White452344184141736
Two or more races362443495
Students with Disabilities621751205525
Economically Disadvantaged199362115122652
English Learners181564593
Homeless<<74<<
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 <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 11
Other Offenses Against Persons 80
Disorderly or Disruptive Behavior Offenses 67
Alcohol, Tobacco, and Other Drug Offenses 18
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 Indian0.1950.890.193
Asian30.7620.8929.7972.34
Black14.06366.0714.56147.95
Hispanic5.5663.576.2685.26
Native Hawaiian
White44.82422.3244.26236.84
Two or more races4.596.254.9187.6
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 Indian0.1950.193
Asian30.76229.797
Black14.06314.561
Hispanic5.5666.268
Native Hawaiian
White44.82444.262
Two or more races4.594.918
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 Indian0.1950.193
Asian30.76229.797
Black14.06314.561
Hispanic5.5666.268
Native Hawaiian
White44.82444.262
Two or more races4.594.918
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 22.8321.4223.72
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

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 33.1928.6436.1
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 82.7686.3684.23
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

Teacher Quality

Teacher Quality
Teachers Not Properly 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 - 1.4% - 5.6% - 4.2%
Division
All Schools 0.3% 1.8% 5% 5.7% 4.6% 2%
High Poverty 0.3% 3% 5% 11.4% 4.6% 2.8%
Low Poverty - 0.7% - 3.3% - 1.6%
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%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
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
2015-201635%64%1%0%
2016-201735%64%1%0%
2017-201835%64%1%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesNo-No-
HispanicYesYes-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesNo-No-
English LearnersYesYesTSYes-
Students with DisabilitiesNoNo-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 Students88%86%73%75%
Asian99%99%87%75%
Black60%56%60%75%
Hispanic65%65%63%75%
White92%89%81%75%
Economically Disadvantaged65%58%62%75%
English Learners72%61%53%75%
Students with Disabilities32%26%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 Students86%83%74%70%
Asian98%98%89%70%
Black57%49%60%70%
Hispanic65%63%64%70%
White90%85%81%70%
Economically Disadvantaged61%52%63%70%
English Learners71%62%57%70%
Students with Disabilities28%23%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 Students95%
Asian99%
Black74%
Hispanic88%
White96%
Economically Disadvantaged75%
English Learners83%
Students with Disabilities32%

< = 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 Students91%89%
Asian99%98%
Black68%65%
Hispanic74%69%
White94%92%
Economically Disadvantaged73%68%
English Learners81%74%
Students with Disabilities46%47%

< = 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 Students7%7%9%10%
Asian2%2%5%10%
Black14%14%9%10%
Hispanic12%10%9%10%
White8%8%9%10%
Economically Disadvantaged19%18%13%10%
English Learners5%6%8%10%
Students with Disabilities31%27%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress-46%58%
English Learner Proficiency---
< = 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 Progress011-
English Learner Proficiency011-
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities99%99%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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