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Gunston Middle

General school information

Category: Middle (06-08) School
Phone: 703-228-6900
Address: 2700 S Lang St Arlington, VA 22206
Principal: Dr. Lori Wiggins
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel 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 Two Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 80 55 20 27 85 58 15 23 84 61 16
Female 32 83 52 17 32 88 56 12 28 85 58 15
Male 18 76 58 24 22 81 59 19 19 82 64 18
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 20 86 65 14 27 91 65 9 19 85 66 15
Black 16 72 56 28 18 79 61 21 11 77 66 23
Hispanic 11 67 56 33 16 74 58 26 13 73 61 27
White 41 91 49 9 40 94 53 6 40 95 55 5
Two or more races 39 96 57 4 37 98 62 2 27 96 69 4
Students with Disabilities 14 39 26 61 13 53 40 47 12 51 39 49
Economically Disadvantaged 8 59 51 41 13 68 55 32 8 67 58 33
English Learners 7 40 33 60 11 65 54 35 5 61 56 39
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 75 48 25 27 83 55 17 26 82 55 18
Female 32 78 46 22 31 87 55 13 33 82 50 18
Male 23 73 49 27 24 79 55 21 20 81 60 19
Asian 14 89 75 11 35 90 55 10 18 75 57 25
Black 25 72 47 28 14 73 59 27 10 78 68 22
Hispanic 15 60 45 40 14 65 51 35 12 70 58 30
White 43 86 43 14 40 97 57 3 50 96 46 4
Two or more races 43 96 52 4 43 100 57 0 < 100 < 0
Students with Disabilities 18 35 16 65 15 51 36 49 8 44 35 56
Economically Disadvantaged 12 54 41 46 15 62 48 38 6 63 57 37
English Learners 8 38 29 63 11 59 47 41 3 59 57 41
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 83 61 17 28 87 59 13 24 86 62 14
Female 33 87 53 13 34 91 58 9 30 88 58 12
Male 12 79 68 21 22 82 60 18 18 84 67 16
American Indian < 100 < 0 < 100 < 0
Asian 35 90 55 10 12 96 85 4 21 90 69 10
Black 6 81 74 19 24 80 56 20 9 74 65 26
Hispanic 10 69 59 31 20 80 61 20 13 78 65 22
White 38 94 56 6 45 92 47 8 40 95 55 5
Two or more races 30 95 65 5 25 100 75 0 16 95 79 5
Students with Disabilities 3 47 44 53 15 60 45 40 13 54 41 46
Economically Disadvantaged 6 58 53 42 14 74 60 26 9 69 60 31
English Learners 7 41 35 59 10 72 62 28 5 72 67 28
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 81 57 19 25 85 60 15 19 83 64 17
Female 30 86 56 14 31 87 56 13 21 86 65 14
Male 19 76 57 24 19 83 63 17 18 81 64 19
Asian 14 76 62 24 32 86 55 14 17 91 74 9
Black 16 66 49 34 15 83 69 17 13 78 65 22
Hispanic 5 75 69 25 13 76 63 24 13 73 60 27
White 43 92 49 8 37 91 55 9 29 95 66 5
Two or more races 41 97 55 3 44 94 50 6 29 96 67 4
Students with Disabilities 18 38 21 62 8 44 36 56 16 56 40 44
Economically Disadvantaged 5 66 61 34 10 67 57 33 11 69 58 31
English Learners 3 42 39 58 11 63 52 38 8 46 37 54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 83 51 17 33 83 49 17 32 83 51 17
Female 36 90 54 10 44 88 44 12 44 88 45 12
Male 28 75 48 25 23 77 55 23 18 77 58 23
Asian 10 90 81 10 47 82 35 18 32 95 64 5
Black 13 66 52 34 19 70 51 30 23 73 50 27
Hispanic 23 74 51 26 18 73 55 27 26 81 55 19
White 49 94 46 6 47 93 46 7 39 86 46 14
Two or more races 55 100 45 0 56 100 44 0 42 88 46 13
Students with Disabilities 14 38 24 62 7 47 40 53 21 41 21 59
Economically Disadvantaged 7 69 63 31 13 67 54 33 17 76 59 24
English Learners 11 47 37 53 12 62 50 38 18 73 55 27
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 83 51 17 33 83 49 17 32 83 51 17
Female 36 90 54 10 44 88 44 12 44 88 45 12
Male 28 75 48 25 23 77 55 23 18 77 58 23
Asian 10 90 81 10 47 82 35 18 32 95 64 5
Black 13 66 52 34 19 70 51 30 23 73 50 27
Hispanic 23 74 51 26 18 73 55 27 26 81 55 19
White 49 94 46 6 47 93 46 7 39 86 46 14
Two or more races 55 100 45 0 56 100 44 0 42 88 46 13
Students with Disabilities 14 38 24 62 7 47 40 53 21 41 21 59
Economically Disadvantaged 7 69 63 31 13 67 54 33 17 76 59 24
English Learners 11 47 37 53 12 62 50 38 18 73 55 27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 82 64 18 20 86 66 14 22 79 56 21
Female 23 84 62 16 23 88 65 12 26 81 55 19
Male 14 79 65 21 17 84 68 16 18 76 58 24
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 21 85 64 15 32 87 55 13 24 85 61 15
Black 10 70 59 30 7 80 73 20 12 70 58 30
Hispanic 8 73 65 27 9 77 68 23 14 68 54 32
White 29 92 63 8 33 96 63 4 35 91 56 9
Two or more races 28 96 68 4 25 98 73 2 27 90 63 10
Students with Disabilities 12 45 33 55 10 61 51 39 10 41 31 59
Economically Disadvantaged 8 66 58 34 7 72 65 28 11 63 52 37
English Learners 4 53 50 47 7 72 66 28 9 60 51 40
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 74 17 12 85 73 15 11 71 61 29
Female 9 84 76 16 12 86 74 14 11 70 59 30
Male 8 81 73 19 12 83 71 17 10 72 62 28
Asian 10 95 86 5 24 86 62 14 10 80 70 20
Black 4 73 69 27 3 85 82 15 11 72 61 28
Hispanic 4 77 73 23 7 73 66 27 8 66 59 34
White 19 90 70 10 22 96 74 4 19 80 61 20
Two or more races - 100 100 0 - 100 100 0 < < < <
Students with Disabilities 15 50 35 50 9 64 55 36 9 36 27 64
Economically Disadvantaged 5 70 65 30 5 76 71 24 8 61 53 39
English Learners 5 64 59 36 5 73 68 27 7 62 55 38
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 69 47 31 27 80 53 20 22 70 48 30
Female 24 71 47 29 28 82 54 18 25 76 51 24
Male 19 67 48 33 26 78 53 22 18 63 45 37
American Indian < 100 < 0 < 100 < 0
Asian 16 63 47 37 39 87 48 13 25 79 54 21
Black 12 51 39 49 8 63 55 38 3 62 59 38
Hispanic 14 58 45 42 13 70 58 30 9 44 36 56
White 34 89 55 11 51 94 44 6 38 91 53 9
Two or more races 40 87 47 13 26 100 74 0 < < < <
Students with Disabilities 6 31 26 69 16 49 33 51 - 18 18 82
Economically Disadvantaged 11 51 40 49 13 63 51 37 5 46 40 54
English Learners 2 33 31 67 10 67 57 33 8 45 37 55
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 78 66 22 7 77 69 23 18 75 58 25
Female 13 85 72 15 7 80 73 20 23 78 55 22
Male 11 74 63 26 7 73 66 27 13 72 60 28
Asian < 100 < 0 20 73 53 27 9 82 73 18
Black 14 66 52 34 - 77 77 23 13 53 40 47
Hispanic 2 67 65 33 3 64 61 36 15 68 52 32
White 18 90 73 10 11 92 82 8 26 91 65 9
Two or more races < 100 < 0 17 92 75 8 < 100 < 0
Students with Disabilities 14 46 32 54 4 63 59 37 18 50 33 50
Economically Disadvantaged 10 61 51 39 1 62 61 38 11 64 53 36
English Learners 4 44 40 56 4 66 63 34 10 61 51 39
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 92 75 8 15 98 83 2 25 92 67 8
Female 22 91 69 9 20 100 80 0 29 92 64 8
Male 10 92 82 8 10 96 86 4 20 91 71 9
Asian 40 85 45 15 18 94 76 6 30 91 61 9
Black 9 84 74 16 9 97 88 3 7 86 79 14
Hispanic 9 91 82 9 4 100 96 0 20 89 70 11
White 21 96 75 4 22 97 75 3 32 96 64 4
Two or more races 13 96 83 4 17 100 83 0 31 92 62 8
Students with Disabilities < < < < - 93 93 7 20 93 73 7
Economically Disadvantaged 7 84 77 16 6 94 89 6 17 83 66 17
English Learners - 85 85 15 9 100 91 0 17 91 74 9
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 69 100 31 0 71 100 29 0 62 98 36 2
Female 79 100 21 0 84 100 16 0 71 98 27 2
Male 52 100 48 0 52 100 48 0 50 97 47 3
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 55 100 45 0 44 100 56 0
White 81 100 19 0 71 100 29 0 68 95 27 5
Two or more races 83 100 17 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 53 100 47 0
English Learners < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 85 62 15 17 80 63 20 17 81 64 19
Female 27 87 60 13 18 83 66 17 14 81 66 19
Male 18 83 64 17 17 77 60 23 20 81 62 19
Asian 14 95 82 5 38 71 33 29 4 88 84 12
Black 11 69 58 31 - 75 75 25 13 68 55 32
Hispanic 12 75 63 25 7 66 60 34 10 74 64 26
White 32 97 65 3 29 94 66 6 29 91 62 9
Two or more races 55 100 45 0 35 100 65 0 21 96 75 4
Students with Disabilities 12 47 35 53 8 50 42 50 15 51 36 49
Economically Disadvantaged 3 66 63 34 4 56 52 44 8 67 60 33
English Learners 3 37 34 63 7 51 45 49 5 58 53 42
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 85 62 15 17 80 63 20 17 81 64 19
Female 27 87 60 13 18 83 66 17 14 81 66 19
Male 18 83 64 17 17 77 60 23 20 81 62 19
Asian 14 95 82 5 38 71 33 29 4 88 84 12
Black 11 69 58 31 - 75 75 25 13 68 55 32
Hispanic 12 75 63 25 7 66 60 34 10 74 64 26
White 32 97 65 3 29 94 66 6 29 91 62 9
Two or more races 55 100 45 0 35 100 65 0 21 96 75 4
Students with Disabilities 12 47 35 53 8 50 42 50 15 51 36 49
Economically Disadvantaged 3 66 63 34 4 56 52 44 8 67 60 33
English Learners 3 37 34 63 7 51 45 49 5 58 53 42
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 85 68 15 16 83 67 17 16 83 67 17
Female 20 87 68 13 19 84 64 16 17 84 67 16
Male 14 83 69 17 13 83 70 17 14 82 67 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 25 90 65 10 13 80 67 20 18 94 76 6
Black 7 74 68 26 8 77 69 23 11 69 58 31
Hispanic 7 74 66 26 6 73 67 27 5 72 67 28
White 30 97 67 3 30 95 65 5 27 94 67 6
Two or more races 11 96 85 4 24 95 71 5 19 98 79 2
Students with Disabilities 9 51 42 49 6 52 46 48 7 49 42 51
Economically Disadvantaged 5 66 62 34 4 64 60 36 7 66 59 34
English Learners 2 47 45 53 3 58 55 42 3 60 58 40
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 86 74 14 15 86 71 14 11 85 74 15
Female 13 87 75 13 20 86 66 14 12 87 75 13
Male 11 84 73 16 10 86 75 14 10 83 73 17
Asian 10 90 81 10 18 68 50 32 8 96 88 4
Black 3 74 71 26 9 77 68 23 7 76 69 24
Hispanic 7 74 67 26 3 80 77 20 4 77 74 23
White 24 98 74 2 28 97 70 3 20 93 73 7
Two or more races 3 97 93 3 19 94 75 6 21 100 79 0
Students with Disabilities 3 47 43 53 3 56 53 44 3 51 49 49
Economically Disadvantaged 1 67 66 33 1 67 65 33 5 72 68 28
English Learners 3 43 40 57 3 63 59 37 2 64 62 36
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 84 64 16 17 81 64 19 20 80 60 20
Female 27 87 60 13 18 82 64 18 22 81 59 19
Male 14 81 67 19 16 80 64 20 17 79 62 21
American Indian < 100 < 0 < 100 < 0
Asian 42 89 47 11 8 92 83 8 29 92 63 8
Black 7 73 67 27 7 78 70 22 14 58 44 42
Hispanic 7 73 66 27 8 67 58 33 5 65 60 35
White 34 95 61 5 32 92 60 8 32 94 63 6
Two or more races 22 94 72 6 21 96 75 4 16 95 79 5
Students with Disabilities 3 48 45 52 5 47 42 53 5 38 33 63
Economically Disadvantaged 7 64 58 36 5 61 56 39 9 57 48 43
English Learners - 50 50 50 3 55 52 45 4 57 53 43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division202228129
School28214
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 6352348354
Grade 7311341345
Grade 8314301324
Total Students9779901,023
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students9779901023
Female482490516
Male495500507
American Indian222
Asian788287
Black162142148
Hispanic332348380
White329350347
Two or more races746658
Students with Disabilities118127152
Not Students with Disabilities859863871
Economically Disadvantaged363361379
Not Economically Disadvantaged614629644
English Learners184307363
Not English Learners793683660
Homeless32
Military Connected21325
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.4 66.9 67.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students957221985211381000258910212978
Female466021490135248811655091835
Male49120049588651214245121143
American Indian0000000000000000
Asian73000790008341193100
Black158020167421148512149831
Hispanic331101338554352843381821
Native Hawaiian00000000
White3181003288633486233421014
Two or more races73000714006720052212
Students with Disabilities131000121551143434155534
Economically Disadvantaged34910032554033610423561131
English Learners23500019344331912423651331
Homeless0000000000000000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons 21
Property Offenses <
Weapons Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2050.2020.196
Asian7.9843.138.283108.504
Black16.58134.3814.3433014.46741.18
Hispanic33.98246.8835.1524537.14647.06
Native Hawaiian0.098
White33.67512.535.3541533.928.82
Two or more races7.5743.136.6675.672.94
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2050.2020.196
Asian7.9848.2838.504
Black16.58114.34314.467
Hispanic33.98235.15237.146
Native Hawaiian0.098
White33.67535.35433.92
Two or more races7.5746.6675.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2050.2020.196
Asian7.9848.2838.504
Black16.58114.34314.467
Hispanic33.98235.15237.146
Native Hawaiian0.098
White33.67535.35433.92
Two or more races7.5746.6675.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 33.1431.9933.61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 22.2221.5218.38
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.2183.1180.69
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%0%
Provisional6%7%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201624%73%2%1%
2016-201723%74%1%2%
2017-201821%78%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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