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Grafton Middle

General school information

Category: Middle (06-08) School
Phone: 757-898-0525
Address: 405 Grafton Dr Yorktown, VA 23692
Principal: Tianna Anthony
Superintendent: Dr. Victor D. Shandor
School Number: 333
Region: 2
Division: York County Public Schools
Division Number: 98
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 54 82 18 34 48 82 18 32 51 82 18
Female 31 59 90 10 41 43 83 17 38 47 85 15
Male 23 50 73 27 28 53 81 19 27 53 80 20
Asian 59 33 93 7 55 31 86 14 56 44 100 0
Black 16 52 68 32 23 46 69 31 8 54 63 38
Hispanic 21 63 83 17 25 50 75 25 33 58 92 8
Native Hawaiian < < 100 0 < < 100 0
White 28 54 82 18 34 49 83 17 32 49 81 19
Two or more races 16 68 84 16 33 53 87 13 26 55 81 19
Students with Disabilities 16 28 44 56 8 19 27 73 9 15 24 76
Students without Disabilities 28 57 85 15 37 51 87 13 34 55 89 11
Economically Disadvantaged 5 60 64 36 21 41 62 38 19 49 68 32
Not Economically Disadvantaged 31 54 85 15 36 49 85 15 34 51 85 15
Military Connected 28 57 85 15 39 49 88 12
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 54 82 18 34 48 82 18 32 51 82 18
Female 31 59 90 10 41 43 83 17 38 47 85 15
Male 23 50 73 27 28 53 81 19 27 53 80 20
Asian 59 33 93 7 55 31 86 14 56 44 100 0
Black 16 52 68 32 23 46 69 31 8 54 63 38
Hispanic 21 63 83 17 25 50 75 25 33 58 92 8
Native Hawaiian < < 100 0 < < 100 0
White 28 54 82 18 34 49 83 17 32 49 81 19
Two or more races 16 68 84 16 33 53 87 13 26 55 81 19
Students with Disabilities 16 28 44 56 8 19 27 73 9 15 24 76
Students without Disabilities 28 57 85 15 37 51 87 13 34 55 89 11
Economically Disadvantaged 5 60 64 36 21 41 62 38 19 49 68 32
Not Economically Disadvantaged 31 54 85 15 36 49 85 15 34 51 85 15
Military Connected 28 57 85 15 39 49 88 12
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 79 91 9 19 71 90 10 19 70 88 12
Female 11 78 90 10 16 73 89 11 17 68 84 16
Male 13 80 92 8 22 69 91 9 20 71 92 8
Asian 29 61 90 10 27 67 93 7 42 45 88 12
Black 6 75 81 19 6 71 76 24 16 56 72 28
Hispanic 16 84 100 0 17 75 92 8 5 84 89 11
Native Hawaiian < < 100 0 < < 100 0
White 10 82 92 8 19 74 93 7 19 70 89 11
Two or more races 8 81 89 11 25 61 86 14 10 84 94 6
Students with Disabilities 17 38 54 46 - 48 48 52 9 37 46 54
Students without Disabilities 11 83 94 6 21 73 94 6 20 73 93 7
Economically Disadvantaged 2 74 77 23 15 63 77 23 13 68 80 20
Not Economically Disadvantaged 14 80 93 7 20 73 93 7 20 70 90 10
English Learners < < < < < < < < < < < <
Military Connected 19 73 92 8 16 77 93 7
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 79 91 9 19 71 90 10 18 70 88 12
Female 11 79 89 11 16 73 89 11 15 68 84 16
Male 12 80 92 8 22 70 91 9 20 72 91 9
Asian 25 64 89 11 28 66 93 7 37 50 87 13
Black 6 75 81 19 6 71 76 24 16 56 72 28
Hispanic 16 84 100 0 17 75 92 8 5 84 89 11
Native Hawaiian < < 100 0 < < 100 0
White 10 82 92 8 19 74 93 7 19 70 89 11
Two or more races 8 81 89 11 25 61 86 14 10 84 94 6
Students with Disabilities 17 38 54 46 - 48 48 52 9 37 46 54
Students without Disabilities 11 83 94 6 21 73 94 6 19 74 93 7
Economically Disadvantaged 2 74 77 23 15 63 77 23 13 68 80 20
Not Economically Disadvantaged 13 80 93 7 20 73 93 7 19 71 90 10
English Learners < < < < < < < < < < < <
Military Connected 18 74 92 8 16 77 93 7
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Asian < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Male < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 63 92 8 32 61 93 7 40 52 92 8
Female 23 68 92 8 30 62 91 9 37 54 91 9
Male 35 58 93 7 35 60 95 5 43 50 93 7
Asian 54 43 96 4 45 48 93 7 65 35 100 0
Black 15 70 85 15 9 73 82 18 25 63 88 13
Hispanic 20 80 100 0 17 83 100 0 39 56 94 6
Native Hawaiian < < 100 0 < < 100 0
White 30 63 93 7 35 61 95 5 41 51 92 8
Two or more races 24 65 89 11 36 55 91 9 29 61 90 10
Students with Disabilities 17 46 63 38 8 58 65 35 20 40 60 40
Students without Disabilities 30 65 95 5 35 61 96 4 42 54 96 4
Economically Disadvantaged 5 79 83 17 28 57 85 15 28 56 83 17
Not Economically Disadvantaged 33 61 94 6 33 61 95 5 42 52 94 6
English Learners < < 100 0 < < < < < < 100 0
Military Connected 32 66 97 3 47 48 94 6
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 64 92 8 32 61 93 7 40 53 92 8
Female 23 69 91 9 29 62 91 9 37 54 91 9
Male 34 59 93 7 34 60 95 5 42 51 94 6
Asian 50 46 96 4 45 48 93 7 65 35 100 0
Black 13 71 84 16 6 75 81 19 25 63 88 13
Hispanic 20 80 100 0 17 83 100 0 39 56 94 6
Native Hawaiian < < 100 0 < < 100 0
White 30 62 92 8 34 61 95 5 40 52 92 8
Two or more races 24 65 89 11 37 53 91 9 29 61 90 10
Students with Disabilities 5 50 55 45 4 58 63 38 13 45 58 42
Students without Disabilities 30 65 95 5 35 61 96 4 42 54 96 4
Economically Disadvantaged 5 79 83 17 28 57 85 15 26 57 83 17
Not Economically Disadvantaged 33 61 94 6 33 62 95 5 42 52 94 6
English Learners < < 100 0 < < < < < < 100 0
Military Connected 31 67 97 3 46 48 94 6
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School673
Division191818
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6289287302
Grade 7309308301
Grade 8284307334
Total Students882902937

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students882902937
Female429451473
Male453451464
American Indian12-
Asian808189
Black929577
Hispanic697195
Native Hawaiian143
White530536561
Two or more races109113112
Students with Disabilities97103115
Students without Disabilities785799822
Economically Disadvantaged120150172
Not Economically Disadvantaged762752765
English Learners333958
Not English Learners849863879
Homeless7711
Military Connected276267276
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,893.004,747.001,565.00
State6,084.004,849.00812.00
2016-2017Division4,203.004,906.001,238.00
State6,248.005,052.00871.00
2017-2018Division4,468.005,149.001,148.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students823568535789144
Female406254253045121
Male417314282744023
American Indian<<<<<<
Asian802801881
Black874897742
Hispanic680664935
Native Hawaiian<<<<<<
White484445044052429
Two or more races102610851087
Students with Disabilities8312921110111
Economically Disadvantaged100171201814011
English Learners324380580
Homeless8383111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 13
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 12
Disorderly or Disruptive Behavior Offenses 23
Alcohol, Tobacco, and Other Drug Offenses 10
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.2
Asian9.11.49
Black10.427.410.531
Hispanic7.86.87.99.5
Native Hawaiian0.10.4
White60.146.659.457.1
Two or more races12.417.812.52.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.2
Asian9.19
Black10.410010.5
Hispanic7.87.925
Native Hawaiian0.10.4
White60.159.475
Two or more races12.412.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.2
Asian9.19
Black10.410.5
Hispanic7.87.9
Native Hawaiian0.10.4
White60.159.4
Two or more races12.412.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-2018
  PercentagePercentage
All Students 1216.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-2018
  PercentagePercentage
All Students 00-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-2018
  PercentagePercentage
All Students 00-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School1.4%1.4%
Division2.8%0.5%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201737%60%3%0%
2017-201838%60%3%-1%
2018-201944%53%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%88%73%75%
Asian92%93%87%75%
Black77%72%60%75%
Hispanic91%88%63%75%
White91%90%81%75%
Economically Disadvantaged75%75%62%75%
English Learners81%77%53%75%
Students with Disabilities66%58%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%93%74%70%
Asian96%97%89%70%
Black82%84%60%70%
Hispanic91%96%64%70%
White93%93%81%70%
Economically Disadvantaged83%85%63%70%
English Learners82%87%57%70%
Students with Disabilities69%69%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students91%
Asian93%
Black76%
Hispanic92%
White94%
Economically Disadvantaged79%
English Learners70%
Students with Disabilities50%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students91%93%
Asian94%99%
Black84%84%
Hispanic93%91%
White92%94%
Economically Disadvantaged80%86%
English Learners84%87%
Students with Disabilities73%72%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students6%6%9%10%
Asian1%2%5%10%
Black7%4%9%10%
Hispanic6%4%9%10%
White7%7%9%10%
Economically Disadvantaged13%13%13%10%
English Learners-6%8%10%
Students with Disabilities11%10%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency6%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency1176%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%99%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%99%100%
Female100%100%100%
Male100%99%100%
Migrant---

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

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