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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: Ms. Cintia Johnson
School Number: 611
Region: 4
Division: Arlington County Public Schools
Division Number: 7
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 58 85 15 23 61 84 16 20 60 80 20
Female 32 56 88 12 28 58 85 15 24 60 84 16
Male 22 59 81 19 19 64 82 18 16 60 76 24
American Indian < < 100 0 < < < < < < < <
Asian 27 65 91 9 19 66 85 15 24 64 88 12
Black 18 61 79 21 11 66 77 23 7 56 63 37
Hispanic 16 58 74 26 13 61 73 27 8 63 71 29
White 40 53 94 6 40 55 95 5 38 57 94 6
Two or more races 37 62 98 2 27 69 96 4 23 67 90 10
Students with Disabilities 13 40 53 47 12 39 51 49 9 35 44 56
Students without Disabilities 29 61 90 10 25 64 89 11 22 64 86 14
Economically Disadvantaged 13 55 68 32 8 58 67 33 5 57 62 38
Not Economically Disadvantaged 34 59 93 7 31 62 93 7 28 62 90 10
English Learners 11 54 65 35 3 27 30 70 1 24 25 75
Military Connected 17 83 100 0 32 56 88 12
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 55 83 17 26 55 82 18 18 60 79 21
Female 31 55 87 13 33 50 82 18 20 64 84 16
Male 24 55 79 21 20 60 81 19 17 57 74 26
American Indian < < 100 0 < < 100 0 < < < <
Asian 35 55 90 10 18 57 75 25 18 71 89 11
Black 14 59 73 27 10 68 78 22 6 57 63 37
Hispanic 14 51 65 35 12 58 70 30 6 64 69 31
White 40 57 97 3 50 46 96 4 38 56 94 6
Two or more races 43 57 100 0 < < 100 0 24 59 82 18
Students with Disabilities 15 36 51 49 8 35 44 56 5 30 35 65
Students without Disabilities 30 58 88 12 29 59 88 12 20 64 84 16
Economically Disadvantaged 15 48 62 38 6 57 63 37 3 60 64 36
Not Economically Disadvantaged 34 59 92 8 38 54 92 8 28 60 88 12
English Learners 11 47 59 41 - 19 19 81 - 24 24 76
Military Connected 23 77 100 0 17 61 78 22
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 59 87 13 24 62 86 14 24 57 81 19
Female 34 58 91 9 30 58 88 12 26 58 84 16
Male 22 60 82 18 18 67 84 16 21 56 77 23
American Indian < < 100 0 < < 100 0
Asian 12 85 96 4 21 69 90 10 35 52 87 13
Black 24 56 80 20 9 65 74 26 12 52 64 36
Hispanic 20 61 80 20 13 65 78 22 10 62 72 28
White 45 47 92 8 40 55 95 5 44 51 95 5
Two or more races 25 75 100 0 16 79 95 5 20 73 93 7
Students with Disabilities 15 45 60 40 13 41 54 46 15 32 47 53
Students without Disabilities 31 61 92 8 25 66 91 9 25 63 88 12
Economically Disadvantaged 14 60 74 26 9 60 69 31 8 54 62 38
Not Economically Disadvantaged 36 58 94 6 30 63 94 6 32 59 91 9
English Learners 10 62 72 28 2 41 43 57 3 25 28 72
Military Connected < < 100 0 58 42 100 0
Foster Care < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 60 85 15 19 64 83 17 18 63 81 19
Female 31 56 87 13 21 65 86 14 25 59 83 17
Male 19 63 83 17 18 64 81 19 12 67 79 21
Asian 32 55 86 14 17 74 91 9 22 65 87 13
Black 15 69 83 17 13 65 78 22 4 60 63 37
Hispanic 13 63 76 24 13 60 73 27 7 64 71 29
White 37 55 91 9 29 66 95 5 31 62 94 6
Two or more races 44 50 94 6 29 67 96 4 25 70 95 5
Students with Disabilities 8 36 44 56 16 40 56 44 4 44 48 52
Students without Disabilities 27 63 90 10 20 68 88 12 20 66 86 14
Economically Disadvantaged 10 57 67 33 11 58 69 31 5 55 60 40
Not Economically Disadvantaged 32 61 93 7 24 68 92 8 24 67 91 9
English Learners 11 52 63 38 9 15 24 76 - 23 23 77
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 49 83 17 32 51 83 17 38 47 85 15
Female 44 44 88 12 44 45 88 12 47 42 89 11
Male 23 55 77 23 18 58 77 23 28 53 81 19
Asian 47 35 82 18 32 64 95 5 38 52 90 10
Black 19 51 70 30 23 50 73 27 10 54 64 36
Hispanic 18 55 73 27 26 55 81 19 26 58 84 16
White 47 46 93 7 39 46 86 14 55 36 91 9
Two or more races 56 44 100 0 42 46 88 13 43 52 95 5
Students with Disabilities 7 40 47 53 21 21 41 59 3 27 30 70
Students without Disabilities 37 50 87 13 33 55 88 12 42 50 92 8
Economically Disadvantaged 13 54 67 33 17 59 76 24 19 51 70 30
Not Economically Disadvantaged 40 48 88 12 38 47 86 14 44 46 90 10
Military Connected < < 100 0 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 49 83 17 32 51 83 17 38 47 85 15
Female 44 44 88 12 44 45 88 12 47 42 89 11
Male 23 55 77 23 18 58 77 23 28 53 81 19
Asian 47 35 82 18 32 64 95 5 38 52 90 10
Black 19 51 70 30 23 50 73 27 10 54 64 36
Hispanic 18 55 73 27 26 55 81 19 26 58 84 16
White 47 46 93 7 39 46 86 14 55 36 91 9
Two or more races 56 44 100 0 42 46 88 13 43 52 95 5
Students with Disabilities 7 40 47 53 21 21 41 59 3 27 30 70
Students without Disabilities 37 50 87 13 33 55 88 12 42 50 92 8
Economically Disadvantaged 13 54 67 33 17 59 76 24 19 51 70 30
Not Economically Disadvantaged 40 48 88 12 38 47 86 14 44 46 90 10
Military Connected < < 100 0 < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 86 14 22 56 79 21 22 60 83 17
Female 23 65 88 12 26 55 81 19 26 58 84 16
Male 17 68 84 16 18 58 76 24 19 63 82 18
American Indian < < 100 0 < < < < < < 100 0
Asian 32 55 87 13 24 61 85 15 26 67 93 7
Black 7 73 80 20 12 58 70 30 8 62 70 30
Hispanic 9 68 77 23 14 54 68 32 13 62 75 25
White 33 63 96 4 35 56 91 9 38 55 93 7
Two or more races 25 73 98 2 27 63 90 10 22 67 89 11
Students with Disabilities 10 51 61 39 10 31 41 59 3 34 37 63
Students without Disabilities 22 69 90 10 24 61 85 15 26 65 90 10
Economically Disadvantaged 7 65 72 28 11 52 63 37 10 56 67 33
Not Economically Disadvantaged 27 67 93 7 28 59 88 12 29 63 92 8
English Learners 7 66 72 28 5 28 33 67 3 43 46 54
Military Connected 32 52 84 16 23 63 85 15
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 73 85 15 11 61 71 29 18 61 79 21
Female 12 74 86 14 11 59 70 30 19 56 75 25
Male 12 71 83 17 10 62 72 28 16 66 82 18
American Indian < < 100 0 < < < < < < 100 0
Asian 24 62 86 14 10 70 80 20 13 79 92 8
Black 3 82 85 15 11 61 72 28 8 63 71 29
Hispanic 7 66 73 27 8 59 66 34 10 61 72 28
White 22 74 96 4 19 61 80 20 34 54 89 11
Two or more races - 100 100 0 < < < < 13 73 87 13
Students with Disabilities 9 55 64 36 9 27 36 64 2 31 33 67
Students without Disabilities 13 77 89 11 11 71 82 18 20 66 85 15
Economically Disadvantaged 5 71 76 24 8 53 61 39 8 54 62 38
Not Economically Disadvantaged 17 74 91 9 13 68 82 18 25 67 91 9
English Learners 5 68 73 27 2 28 30 70 3 44 47 53
Military Connected < < < < 10 67 76 24
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 53 80 20 22 48 70 30 5 68 72 28
Female 28 54 82 18 25 51 76 24 6 73 79 21
Male 26 53 78 22 18 45 63 37 3 62 65 35
American Indian < < 100 0 < < 100 0
Asian 39 48 87 13 25 54 79 21 18 73 91 9
Black 8 55 63 38 3 59 62 38 5 54 59 41
Hispanic 13 58 70 30 9 36 44 56 2 68 70 30
White 51 44 94 6 38 53 91 9 6 78 83 17
Two or more races 26 74 100 0 < < < < 9 64 73 27
Students with Disabilities 16 33 49 51 - 18 18 82 5 25 31 69
Students without Disabilities 29 58 87 13 25 53 78 22 4 84 88 12
Economically Disadvantaged 13 51 63 37 5 40 46 54 3 59 63 37
Not Economically Disadvantaged 35 54 90 10 31 52 83 17 6 75 81 19
English Learners 10 57 67 33 4 14 18 82 5 49 54 46
Military Connected < < < < < < < <
Foster Care < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 77 23 18 58 75 25 13 66 79 21
Female 7 73 80 20 23 55 78 22 14 67 81 19
Male 7 66 73 27 13 60 72 28 12 66 78 22
Asian 20 53 73 27 9 73 82 18 20 70 90 10
Black - 77 77 23 13 40 53 47 4 63 67 33
Hispanic 3 61 64 36 15 52 68 32 4 66 70 30
White 11 82 92 8 26 65 91 9 24 67 92 8
Two or more races 17 75 92 8 < < 100 0 20 70 90 10
Students with Disabilities 4 59 63 37 18 33 50 50 - 35 35 65
Students without Disabilities 8 72 80 20 18 65 83 17 15 72 88 12
Economically Disadvantaged 1 61 62 38 11 53 64 36 5 58 63 37
Not Economically Disadvantaged 12 76 88 12 23 61 84 16 18 71 89 11
English Learners 4 63 66 34 13 34 47 53 - 34 34 66
Military Connected < < < < < < 100 0
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 83 98 2 25 67 92 8 44 56 99 1
Female 20 80 100 0 29 64 92 8 47 52 99 1
Male 10 86 96 4 20 71 91 9 39 61 100 0
Asian 18 76 94 6 30 61 91 9 40 60 100 0
Black 9 88 97 3 7 79 86 14 21 79 100 0
Hispanic 4 96 100 0 20 70 89 11 44 54 98 2
White 22 75 97 3 32 64 96 4 50 50 100 0
Two or more races 17 83 100 0 31 62 92 8 20 80 100 0
Students with Disabilities - 93 93 7 20 73 93 7 < < 100 0
Students without Disabilities 16 83 98 2 25 67 92 8 46 54 99 1
Economically Disadvantaged 6 89 94 6 17 66 83 17 39 61 100 0
Not Economically Disadvantaged 17 81 99 1 27 68 95 5 45 55 99 1
English Learners 9 91 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 71 29 100 0 62 36 98 2 72 28 100 0
Female 84 16 100 0 71 27 98 2 82 18 100 0
Male 52 48 100 0 50 47 97 3 62 38 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 55 45 100 0 44 56 100 0 69 31 100 0
White 71 29 100 0 68 27 95 5 74 26 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 70 30 100 0 63 36 99 1 72 28 100 0
Economically Disadvantaged < < 100 0 53 47 100 0 73 27 100 0
Not Economically Disadvantaged 74 26 100 0 64 33 97 3 71 29 100 0
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0
Hispanic < < 100 0
White < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 67 83 17 16 67 83 17 12 65 77 23
Female 19 64 84 16 17 67 84 16 13 67 80 20
Male 13 70 83 17 14 67 82 18 11 63 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 13 67 80 20 18 76 94 6 16 66 82 18
Black 8 69 77 23 11 58 69 31 3 56 59 41
Hispanic 6 67 73 27 5 67 72 28 3 61 64 36
White 30 65 95 5 27 67 94 6 25 69 94 6
Two or more races 24 71 95 5 19 79 98 2 11 83 94 6
Students with Disabilities 6 46 52 48 7 42 49 51 3 33 36 64
Students without Disabilities 18 70 88 12 17 71 88 12 14 71 85 15
Economically Disadvantaged 4 60 64 36 7 59 66 34 3 49 52 48
Not Economically Disadvantaged 22 71 93 7 20 71 91 9 17 73 89 11
English Learners 3 55 58 42 4 35 39 61 - 19 19 81
Military Connected 18 82 100 0 39 61 100 0
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14 11 74 85 15 10 70 80 20
Female 20 66 86 14 12 75 87 13 11 71 81 19
Male 10 75 86 14 10 73 83 17 10 68 79 21
Asian 18 50 68 32 8 88 96 4 14 67 81 19
Black 9 68 77 23 7 69 76 24 2 54 56 44
Hispanic 3 77 80 20 4 74 77 23 1 71 72 28
White 28 70 97 3 20 73 93 7 22 73 94 6
Two or more races 19 75 94 6 21 79 100 0 10 86 95 5
Students with Disabilities 3 53 56 44 3 49 51 49 2 36 38 62
Students without Disabilities 17 73 90 10 12 78 90 10 12 75 87 13
Economically Disadvantaged 1 65 67 33 5 68 72 28 4 56 60 40
Not Economically Disadvantaged 21 73 94 6 15 78 92 8 13 76 89 11
English Learners 3 59 63 37 3 42 45 55 - 19 19 81
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 64 81 19 20 60 80 20 14 60 74 26
Female 18 64 82 18 22 59 81 19 15 63 78 22
Male 16 64 80 20 17 62 79 21 13 57 70 30
American Indian < < 100 0 < < 100 0
Asian 8 83 92 8 29 63 92 8 17 65 83 17
Black 7 70 78 22 14 44 58 42 4 58 63 38
Hispanic 8 58 67 33 5 60 65 35 5 54 58 42
White 32 60 92 8 32 63 94 6 29 65 94 6
Two or more races 21 75 96 4 16 79 95 5 13 80 93 7
Students with Disabilities 5 42 47 53 5 33 38 63 4 30 33 67
Students without Disabilities 19 68 87 13 22 65 86 14 16 67 83 17
Economically Disadvantaged 5 56 61 39 9 48 57 43 3 43 46 54
Not Economically Disadvantaged 23 69 92 8 24 65 89 11 20 70 90 10
English Learners 3 52 55 45 4 21 25 75 - 19 19 81
Military Connected < < 100 0 42 58 100 0
Foster Care < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School21424
Division228129169
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6348354385
Grade 7341345343
Grade 8301324335
Total Students9901,0231,063

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students99010231063
Female490516515
Male500507548
American Indian224
Asian828776
Black142148160
Hispanic348380393
White350347379
Two or more races665851
Students with Disabilities127152146
Students without Disabilities863871917
Economically Disadvantaged361379404
Not Economically Disadvantaged629644659
English Learners307363377
Not English Learners683660686
Military Connected132537
Foster Care111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division16,288.002,494.00540.00
State6,084.004,849.00812.00
2016-2017Division16,651.002,564.00582.00
State6,248.005,052.00871.00
2017-2018Division17,193.002,662.00608.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students95838978451,00460
Female476174872548228
Male482214912052232
American Indian<<<<<<
Asian796870715
Black1416138121578
Hispanic340113641536427
Native Hawaiian--<<--
White330133341536315
Two or more races662513455
Students with Disabilities13691481213518
Economically Disadvantaged330143421936227
English Learners296153431934926
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons 21
Property Offenses <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian8.3108.5
Black14.33014.541.2
Hispanic35.24537.147.1
Native Hawaiian--0.1
White35.41533.98.8
Two or more races6.75.72.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian8.38.5
Black14.314.5
Hispanic35.237.1
Native Hawaiian0.1
White35.433.9
Two or more races6.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian8.38.5
Black14.314.5
Hispanic35.237.1
Native Hawaiian--0.1
White35.433.9
Two or more races6.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 33.633.634.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 18.218.450.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 80.777.178.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School7%4%
Division6.3%1.1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%74%1%2%
2017-201821%78%0%1%
2018-201924%72%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

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

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students84%82%73%75%
Asian85%87%87%75%
Black77%75%60%75%
Hispanic73%71%63%75%
White95%93%81%75%
Economically Disadvantaged67%64%62%75%
English Learners59%57%53%75%
Students with Disabilities50%48%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%81%74%70%
Asian86%84%89%70%
Black70%72%60%70%
Hispanic68%71%64%70%
White91%92%81%70%
Economically Disadvantaged63%65%63%70%
English Learners60%61%57%70%
Students with Disabilities41%49%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian88%
Black68%
Hispanic74%
White92%
Economically Disadvantaged68%
English Learners58%
Students with Disabilities52%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students86%81%
Asian86%88%
Black79%75%
Hispanic78%72%
White95%91%
Economically Disadvantaged72%69%
English Learners68%65%
Students with Disabilities62%53%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%4%9%10%
Asian-2%5%10%
Black8%5%9%10%
Hispanic4%4%9%10%
White4%4%9%10%
Economically Disadvantaged5%4%13%10%
English Learners5%5%8%10%
Students with Disabilities8%8%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress55%46%58%
English Learner Proficiency19%--

< = 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 Progress5610155%
English Learner Proficiency2614019%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students97%100%99%
Asian94%99%96%
Black98%100%100%
Hispanic94%99%98%
White99%100%100%
Economically Disadvantaged94%99%98%
Not Economically Disadvantaged98%100%99%
English Learners91%98%97%
Students with Disabilities94%100%100%
Students without Disabilities97%99%99%
Female96%99%98%
Male97%100%99%
Migrant---

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

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