Menu

Great Bridge Intermediate

General school information

Category: Elementary (03-05) School
Phone: 757-482-4405
Address: 253 West Hanbury Rd Chesapeake, VA 23322
Principal: Mrs. Tracey S. Sabbato
Superintendent: Dr. Jared A. Cotton
School Number: 850
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

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
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 16 73 89 11 19 70 89 11
Female 18 69 88 12 18 70 88 12 20 71 90 10
Male 18 68 86 14 14 75 89 11 19 69 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 29 65 94 6 18 71 88 12 18 65 82 18
Black 10 58 68 32 10 66 76 24 15 62 77 23
Hispanic 15 73 88 12 13 69 82 18 19 71 90 10
White 20 70 89 11 17 73 90 10 20 70 90 10
Multiple Races 15 67 82 18 14 78 92 8 20 70 89 11
Students with Disabilities 10 39 49 51 6 64 69 31 7 60 67 33
Students without Disabilities 19 72 91 9 17 74 91 9 22 71 93 7
Economically Disadvantaged 12 63 75 25 13 67 80 20 14 70 84 16
Not Economically Disadvantaged 20 70 90 10 17 74 90 10 21 69 90 10
English Learners < < < < < < < < 19 69 88 13
Military Connected 22 68 90 10 19 72 91 9 22 74 96 4
Foster Care < < < < < < 100 0
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 70 85 15 16 70 87 13 13 71 84 16
Female 16 71 86 14 20 70 90 10 14 72 86 14
Male 14 69 83 17 13 70 83 17 12 70 82 18
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black - 57 57 43 29 64 93 7 5 62 67 33
Hispanic 13 87 100 0 6 65 71 29 16 79 95 5
White 16 70 86 14 17 70 87 13 13 73 86 14
Multiple Races 18 68 86 14 14 79 93 7 17 65 83 17
Students with Disabilities 6 44 50 50 8 50 58 42 6 57 63 37
Students without Disabilities 16 72 87 13 17 73 91 9 15 74 89 11
Economically Disadvantaged 10 66 76 24 15 63 78 23 12 68 80 20
Not Economically Disadvantaged 16 70 87 13 16 72 89 11 13 72 85 15
English Learners < < 100 0 < < < < < < < <
Military Connected 21 69 90 10 21 64 85 15 15 80 95 5
Foster Care < < 100 0 < < 100 0
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10 20 71 91 9 25 68 94 6
Female 22 70 92 8 23 64 88 12 27 69 96 4
Male 22 66 88 12 17 77 93 7 24 68 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 62 86 14 9 52 61 39 31 69 100 0
Hispanic 5 76 81 19 25 65 90 10 11 67 78 22
White 25 68 92 8 20 74 94 6 28 66 94 6
Multiple Races 8 67 75 25 19 76 95 5 15 85 100 0
Students with Disabilities 21 38 59 41 4 60 64 36 10 65 74 26
Students without Disabilities 22 73 95 5 22 72 94 6 28 69 97 3
Economically Disadvantaged 16 69 84 16 27 58 85 15 17 75 92 8
Not Economically Disadvantaged 24 68 92 8 19 73 92 8 28 66 94 6
English Learners < < < < < < 100 0 < < < <
Military Connected 25 67 91 9 21 70 92 8 32 63 95 5
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 68 86 14 12 77 88 12 21 69 90 10
Female 17 68 84 16 10 75 86 14 19 71 90 10
Male 19 69 87 13 13 79 92 8 21 68 90 10
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 6 53 59 41 - 82 82 18 13 57 70 30
Hispanic 26 61 87 13 8 75 83 17 27 68 95 5
White 18 71 89 11 14 76 90 10 20 73 92 8
Multiple Races 14 67 81 19 7 79 86 14 25 65 90 10
Students with Disabilities - 37 37 63 5 76 81 19 6 59 66 34
Students without Disabilities 20 72 92 8 13 77 90 10 23 71 94 6
Economically Disadvantaged 10 53 63 38 - 78 78 22 14 68 82 18
Not Economically Disadvantaged 19 71 91 9 14 76 91 9 22 70 92 8
English Learners < < < < < < < < < < 100 0
Military Connected 20 69 89 11 15 82 97 3 18 79 97 3
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
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.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2021-2022 2022-2023 2023-2024
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.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 88 12 22 70 91 9 23 68 92 8
Female 16 68 84 16 17 72 89 11 20 72 92 8
Male 23 68 91 9 26 67 93 7 27 65 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 35 53 88 12 53 47 100 0 18 71 88 12
Black 7 55 62 38 8 67 75 25 13 65 78 22
Hispanic 16 66 81 19 15 72 87 13 22 73 95 5
White 22 70 91 9 22 71 93 7 25 69 94 6
Multiple Races 9 78 87 13 27 67 94 6 23 63 86 14
Students with Disabilities 7 55 62 38 10 72 82 18 13 63 77 23
Students without Disabilities 21 70 90 10 23 69 93 7 25 69 94 6
Economically Disadvantaged 11 60 71 29 15 63 78 22 14 72 86 14
Not Economically Disadvantaged 21 70 91 9 23 71 94 6 26 67 93 7
English Learners < < < < - 73 73 27 12 76 88 12
Military Connected 23 68 92 8 23 72 95 5 24 72 96 4
Foster Care < < < < < < 100 0
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 75 88 12 20 72 92 8 16 73 89 11
Female 9 75 84 16 17 74 91 9 13 76 88 12
Male 16 75 91 9 22 70 92 8 19 71 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 48 48 52 7 71 79 21 5 62 67 33
Hispanic 13 80 93 7 6 82 88 12 21 74 95 5
White 16 76 92 8 21 72 93 7 18 74 92 8
Multiple Races 5 91 95 5 29 64 93 7 13 70 83 17
Students with Disabilities 19 38 56 44 11 63 74 26 10 59 69 31
Students without Disabilities 12 78 91 9 21 73 94 6 17 77 94 6
Economically Disadvantaged 8 65 73 28 15 68 83 18 8 73 82 18
Not Economically Disadvantaged 14 78 92 8 21 73 94 6 18 73 91 9
English Learners < < 100 0 < < < < < < < <
Military Connected 18 77 95 5 21 73 94 6 16 79 95 5
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 74 94 6 24 70 94 6 30 67 96 4
Female 18 72 90 10 20 73 93 7 24 74 97 3
Male 23 75 98 2 28 68 95 5 35 61 96 4
Asian < < < < < < 100 0 < < 100 0
Black 10 76 86 14 9 57 65 35 31 69 100 0
Hispanic 10 75 85 15 25 70 95 5 22 78 100 0
White 22 75 96 4 23 74 97 3 31 65 96 4
Multiple Races 17 75 92 8 33 67 100 0 23 69 92 8
Students with Disabilities 7 81 89 11 8 76 84 16 26 61 87 13
Students without Disabilities 22 73 94 6 26 70 95 5 30 68 98 2
Economically Disadvantaged 14 70 84 16 24 55 79 21 17 79 96 4
Not Economically Disadvantaged 22 74 96 4 24 73 97 3 33 63 96 4
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 21 71 93 7 21 75 97 3 35 62 97 3
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 81 19 21 67 88 12 26 64 90 10
Female 20 56 76 24 14 70 84 16 25 65 90 10
Male 28 57 85 15 29 63 93 7 27 63 90 10
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 11 39 50 50 9 74 83 17 9 65 74 26
Hispanic 22 48 70 30 13 67 79 21 23 68 91 9
White 27 60 87 13 23 67 90 10 27 66 93 7
Multiple Races 10 67 76 24 14 71 86 14 35 50 85 15
Students with Disabilities - 38 38 62 11 76 86 14 6 72 78 22
Students without Disabilities 28 59 87 13 23 66 88 12 29 63 92 8
Economically Disadvantaged 13 42 55 45 8 65 73 27 18 61 80 20
Not Economically Disadvantaged 27 59 86 14 24 68 92 8 28 65 93 7
English Learners < < < < < < < < < < 100 0
Military Connected 31 56 87 13 26 67 93 7 20 75 95 5
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2021-2022 2022-2023 2023-2024
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.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 55 77 23 27 57 84 16 30 53 82 18
Female 21 52 73 27 23 57 80 20 27 55 81 19
Male 22 58 80 20 31 58 89 11 32 50 83 17
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 6 33 39 61 22 61 83 17 17 39 57 43
Hispanic 22 52 74 26 17 63 79 21 27 45 73 27
White 24 57 81 19 27 58 85 15 30 57 87 13
Multiple Races 14 67 81 19 21 57 79 21 40 40 80 20
Students with Disabilities 8 27 35 65 22 46 68 32 13 34 47 53
Students without Disabilities 23 59 82 18 28 59 87 13 32 55 88 13
Economically Disadvantaged 8 38 46 54 13 60 73 27 30 36 66 34
Not Economically Disadvantaged 24 59 83 17 30 57 87 13 30 56 86 14
English Learners < < < < < < < < < < < <
Military Connected 33 54 87 13 39 56 95 5 30 64 93 7
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 55 77 23 27 57 84 16 30 53 82 18
Female 21 52 73 27 23 57 80 20 27 55 81 19
Male 22 58 80 20 31 58 89 11 32 50 83 17
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 6 33 39 61 22 61 83 17 17 39 57 43
Hispanic 22 52 74 26 17 63 79 21 27 45 73 27
White 24 57 81 19 27 58 85 15 30 57 87 13
Multiple Races 14 67 81 19 21 57 79 21 40 40 80 20
Students with Disabilities 8 27 35 65 22 46 68 32 13 34 47 53
Students without Disabilities 23 59 82 18 28 59 87 13 32 55 88 13
Economically Disadvantaged 8 38 46 54 13 60 73 27 30 36 66 34
Not Economically Disadvantaged 24 59 83 17 30 57 87 13 30 56 86 14
English Learners < < < < < < < < < < < <
Military Connected 33 54 87 13 39 56 95 5 30 64 93 7
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2021-2022 2022-2023 2023-2024
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.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 32 88 12 55 36 91 9 51 42 93 7
Female 50 33 83 17 51 37 88 12 50 43 93 7
Male 61 31 92 8 60 35 95 5 52 41 94 6
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 24 41 65 35 48 35 83 17 22 57 78 22
Hispanic 55 32 86 14 46 42 88 13 41 55 95 5
White 61 29 90 10 57 35 92 8 55 40 95 5
Multiple Races 48 48 95 5 50 43 93 7 63 32 95 5
Students with Disabilities 26 26 52 48 41 41 81 19 19 55 74 26
Students without Disabilities 60 32 93 7 58 35 93 7 56 40 96 4
Economically Disadvantaged 21 41 62 38 34 53 87 13 36 43 80 20
Not Economically Disadvantaged 64 30 93 7 60 32 92 8 54 42 96 4
English Learners < < < < < < < < < < 100 0
Military Connected 72 21 93 7 65 32 97 3 51 46 97 3
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 32 88 12 55 36 91 9 51 42 93 7
Female 50 33 83 17 51 37 88 12 50 43 93 7
Male 61 31 92 8 60 35 95 5 52 41 94 6
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 24 41 65 35 48 35 83 17 22 57 78 22
Hispanic 55 32 86 14 46 42 88 13 41 55 95 5
White 61 29 90 10 57 35 92 8 55 40 95 5
Multiple Races 48 48 95 5 50 43 93 7 63 32 95 5
Students with Disabilities 26 26 52 48 41 41 81 19 19 55 74 26
Students without Disabilities 60 32 93 7 58 35 93 7 56 40 96 4
Economically Disadvantaged 21 41 62 38 34 53 87 13 36 43 80 20
Not Economically Disadvantaged 64 30 93 7 60 32 92 8 54 42 96 4
English Learners < < < < < < < < < < 100 0
Military Connected 72 21 93 7 65 32 97 3 51 46 97 3
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division284585
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Grade 3214216264
Grade 4226238220
Grade 5241244243
Total Students681698727

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

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 2021-20222022-20232023-2024
All Students681698727
Female326351350
Male355347377
American Indian221
Asian141615
Black596461
Hispanic596262
Native Hawaiian1-2
White493506527
Multiple Races534859
Students with Disabilities9787111
Students without Disabilities584611616
Economically Disadvantaged147144102
Not Economically Disadvantaged534554625
English Learners182025
Not English Learners663678702
Military Connected174192193
Foster Care21-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students612746822268441
Female286383421133119
Male326363401135322
American Indian<<<<<<
Asian170160161
Black555621603
Hispanic537621600
Native Hawaiian<<--<<
White437534941849530
Multiple Races479462507
Students with Disabilities8415886947
Economically Disadvantaged12326149914115
English Learners190260221
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 11
Relationship Behaviors without Physical Harm 73
Behaviors of a Safety Concern 17
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 5

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.1
Asian2.12.32.1
Black8.7199.213.68.45.6
Hispanic8.74.88.99.18.522.2
Native Hawaiian0.1--0.3
White72.471.472.572.772.572.2
Multiple Races7.84.86.94.58.1
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.1
Asian2.12.32.1
Black8.79.28.4
Hispanic8.78.98.5
Native Hawaiian0.10.3
White72.472.572.5
Multiple Races7.86.98.1
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.1
Asian2.12.32.1
Black8.79.28.4
Hispanic8.78.98.5
Native Hawaiian0.1--0.3
White72.472.572.5
Multiple Races7.86.98.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 18.319.419.7
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 21.320.333.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 4737.346.6
< = 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
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202244%56%0%0%
2022-202346%54%0%0%
2023-202443%57%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-Yes-
AsianTSYes-Yes-
BlackYes - CPYes-Yes-
HispanicYes - CPYes-Yes-
WhiteYes - No CPYes-Yes-
Multiple RacesYes - No CPYes-Yes-
Economically DisadvantagedYes - CPYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYes - No CPYes-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%79%88%
Asian82%88%91%88%
Black78%75%68%88%
Hispanic90%87%68%88%
White90%90%85%88%
Multiple Races89%88%83%88%
Economically Disadvantaged85%80%68%88%
English Learners90%87%60%88%
Students with Disabilities68%64%57%88%

< = 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. 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: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%91%74%85%
Asian88%92%90%85%
Black80%74%61%85%
Hispanic95%88%63%85%
White94%93%81%85%
Multiple Races86%89%77%85%
Economically Disadvantaged86%79%62%85%
English Learners91%91%58%85%
Students with Disabilities77%76%54%85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students82%
Asian<
Black59%
Hispanic73%
White87%
Multiple Races80%
Economically Disadvantaged67%
English Learners<
Students with Disabilities48%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students6%5%12%10%
Asian6%3%10%10%
Black5%3%12%10%
Hispanic3%2%12%10%
White6%5%12%10%
Multiple Races12%9%12%10%
Economically Disadvantaged10%8%13%10%
English Learners4%2%12%10%
Students with Disabilities9%8%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress73%54%58%
English Learner Proficiency47%--

< = 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 Progress81173%
English Learner Proficiency81747%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-<<
Black100%-100%-100%-
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-<<
Students with Disabilities100%-100%-100%-
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students94%94%
Asian<<
Black90%87%
Hispanic90%98%
White95%96%
Multiple Races97%88%
Economically Disadvantaged89%90%
English Learners93%100%
Students with Disabilities79%89%

< = 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.

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Great Bridge Intermediate to top