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J. Frank Hillyard Middle

General school information

Category: Middle (06-08) School
Phone: 540-896-8961
Address: 226 Hawks Hill Drive Broadway, VA 22815
Principal: Mr. David Baker
Superintendent: Dr. Oskar Scheikl
School Number: 960
Region: 5
Division: Rockingham County Public Schools
Division Number: 82
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

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 Too Small Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three 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 15 64 79 21 11 62 73 27 11 60 71 29
Female 17 66 83 17 12 64 76 24 12 60 72 28
Male 14 62 76 24 11 60 71 29 10 60 70 30
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 10 60 71 29 7 52 59 41 5 57 62 38
White 16 64 80 20 12 63 76 24 12 61 73 27
Two or more races 7 67 73 27 5 68 73 27 11 68 79 21
Students with Disabilities 13 30 43 57 10 23 33 67 7 20 26 74
Students without Disabilities 15 67 82 18 11 66 78 22 11 65 76 24
Economically Disadvantaged 9 63 72 28 5 56 61 39 6 55 60 40
Not Economically Disadvantaged 20 65 84 16 16 67 83 17 16 64 80 20
English Learners < < < < - 13 13 87 - 12 12 88
Migrant < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 22 61 83 17 9 62 71 29 11 58 69 31
Female 23 59 82 18 10 60 70 30 11 55 66 34
Male 22 63 84 16 8 64 72 28 12 61 72 28
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 14 77 91 9 4 56 59 41 4 57 61 39
White 24 58 82 18 11 64 74 26 12 59 71 29
Two or more races < < 100 0 - 70 70 30 < < < <
Students with Disabilities 14 41 55 45 - 22 22 78 4 22 26 74
Students without Disabilities 23 63 86 14 10 67 77 23 12 62 74 26
Economically Disadvantaged 13 65 78 22 6 51 58 42 7 48 56 44
Not Economically Disadvantaged 30 57 87 13 11 71 82 18 14 66 80 20
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 9 70 78 22 15 64 80 20 9 58 68 32
Female 8 77 85 15 17 66 82 18 14 57 70 30
Male 9 64 73 27 14 63 77 23 5 60 65 35
American Indian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 61 61 39 13 61 74 26 6 45 52 48
White 9 72 81 19 16 64 80 20 11 62 73 27
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 13 25 38 63 15 31 46 54 - 24 24 76
Students without Disabilities 8 73 81 19 16 69 84 16 10 63 73 27
Economically Disadvantaged 1 73 74 26 6 64 70 30 4 54 59 41
Not Economically Disadvantaged 13 68 81 19 24 64 88 12 14 63 77 23
English Learners < < < < < < < < < < < <
Migrant < < 100 0 < < < <
Homeless < < < <
Military Connected < < 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 15 60 76 24 10 60 70 30 12 63 75 25
Female 21 61 82 18 9 68 77 23 12 67 79 21
Male 11 60 71 29 10 54 64 36 12 59 72 28
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 17 39 56 44 5 38 43 57 5 73 77 23
White 16 62 77 23 10 63 73 27 13 61 75 25
Two or more races < < < < 10 60 70 30 < < 100 0
Students with Disabilities 14 23 36 64 19 13 31 69 14 14 29 71
Students without Disabilities 16 64 80 20 9 63 73 27 12 70 82 18
Economically Disadvantaged 12 49 62 38 3 53 56 44 5 61 66 34
Not Economically Disadvantaged 18 68 85 15 14 65 79 21 18 65 83 17
English Learners < < < < < < < < < < < <
Homeless < < 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 14 51 65 35 7 48 55 45 13 48 61 39
Female 25 56 81 19 12 55 67 33 17 51 69 31
Male 5 47 52 48 3 41 44 56 9 46 55 45
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 13 50 63 38 5 21 26 74 15 45 60 40
White 14 51 65 35 8 50 58 42 13 49 62 38
Two or more races < < < < - 40 40 60 < < < <
Students with Disabilities - 23 23 77 21 - 21 79 15 4 19 81
Students without Disabilities 15 54 69 31 6 51 57 43 13 55 67 33
Economically Disadvantaged 6 49 54 46 4 35 39 61 7 40 48 52
Not Economically Disadvantaged 19 53 72 28 9 55 64 36 18 56 74 26
Homeless < < 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 14 51 65 35 7 48 55 45 13 48 61 39
Female 25 56 81 19 12 55 67 33 17 51 69 31
Male 5 47 52 48 3 41 44 56 9 46 55 45
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 13 50 63 38 5 21 26 74 15 45 60 40
White 14 51 65 35 8 50 58 42 13 49 62 38
Two or more races < < < < - 40 40 60 < < < <
Students with Disabilities - 23 23 77 21 - 21 79 15 4 19 81
Students without Disabilities 15 54 69 31 6 51 57 43 13 55 67 33
Economically Disadvantaged 6 49 54 46 4 35 39 61 7 40 48 52
Not Economically Disadvantaged 19 53 72 28 9 55 64 36 18 56 74 26
Homeless < < 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 14 69 83 17 12 65 77 23 12 66 78 22
Female 16 72 87 13 12 68 80 20 10 70 81 19
Male 13 67 80 20 13 61 75 25 13 63 76 24
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 7 74 81 19 7 63 70 30 6 68 74 26
White 15 69 83 17 13 65 78 22 13 66 79 21
Two or more races 13 67 80 20 9 64 73 27 11 68 79 21
Students with Disabilities 13 38 52 48 12 19 30 70 9 28 37 63
Students without Disabilities 14 72 86 14 13 70 82 18 12 71 83 17
Economically Disadvantaged 9 67 76 24 8 58 65 35 5 63 68 32
Not Economically Disadvantaged 18 71 88 12 16 70 86 14 18 69 87 13
English Learners < < < < - 47 47 53 - 33 33 67
Migrant < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 23 65 88 12 17 57 75 25 14 58 73 27
Female 24 66 90 10 14 60 75 25 12 58 70 30
Male 21 65 86 14 20 54 75 25 17 58 75 25
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 18 77 95 5 11 56 67 33 - 65 65 35
White 23 64 87 13 19 58 77 23 16 57 73 27
Two or more races < < 100 0 10 50 60 40 < < < <
Students with Disabilities 14 45 59 41 4 19 22 78 9 22 30 70
Students without Disabilities 24 68 91 9 19 62 81 19 15 62 77 23
Economically Disadvantaged 12 74 85 15 10 50 59 41 4 55 59 41
Not Economically Disadvantaged 32 59 90 10 24 64 88 12 22 61 83 17
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 9 67 76 24 16 60 76 24 12 64 76 24
Female 6 73 79 21 16 65 81 19 12 68 80 20
Male 11 62 73 27 16 55 71 29 13 61 73 27
American Indian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 61 61 39 4 70 74 26 13 55 68 32
White 9 67 77 23 18 58 76 24 13 66 79 21
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 13 38 50 50 15 12 27 73 4 32 36 64
Students without Disabilities 9 69 78 22 16 66 82 18 13 68 81 19
Economically Disadvantaged 7 58 65 35 11 57 68 32 7 59 66 34
Not Economically Disadvantaged 10 72 82 18 20 63 83 18 18 69 86 14
English Learners < < < < < < < < < < < <
Migrant < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0
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 4 76 81 19 2 71 73 27 5 73 78 22
Female 5 85 90 10 4 74 78 22 8 79 86 14
Male 4 71 75 25 1 68 69 31 3 69 72 28
Black < < 100 0 < < < < < < 100 0
Hispanic - 75 75 25 5 65 70 30 5 86 90 10
White 5 76 81 19 2 71 73 27 5 70 76 24
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 14 32 45 55 19 31 50 50 15 30 44 56
Students without Disabilities 3 83 86 14 1 75 76 24 3 83 86 14
Economically Disadvantaged 5 68 73 28 - 62 62 38 4 69 73 27
Not Economically Disadvantaged 4 85 89 11 4 78 82 18 7 78 85 15
English Learners < < < < < < < < < < 100 0
Homeless < < 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 28 72 100 0 10 87 96 4 17 83 100 0
Female 39 61 100 0 8 90 98 3 7 93 100 0
Male 14 86 100 0 12 83 95 5 29 71 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 31 69 100 0 8 88 96 4 18 82 100 0
Two or more races < < 100 0 < < 100 0
Students without Disabilities 28 72 100 0 10 87 96 4 17 83 100 0
Economically Disadvantaged < < 100 0 5 90 95 5 8 92 100 0
Not Economically Disadvantaged 27 73 100 0 11 85 97 3 21 79 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

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

2016-20172017-20182018-2019
School211
Division171429
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 2017-20182018-20192019-2020
Grade 6243232220
Grade 7232244230
Grade 8262235248
Total Students737711698

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students737711698
Female353338325
Male384373373
American Indian487
Asian754
Black788
Hispanic697573
White628596571
Two or more races221935
Students with Disabilities698684
Students without Disabilities668625614
Economically Disadvantaged312332299
Not Economically Disadvantaged425379399
English Learners503946
Not English Learners687672652
Foster Care124
< = 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
2015-2016Division5,175.005,182.00614.00
State6,084.004,849.00812.00
2016-2017Division5,320.005,450.00646.00
State6,248.005,052.00871.00
2017-2018Division5,592.005,597.00704.00
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 Students644756597463072
Female295343103830233
Male349413493632839
American Indian<<<<<<
Asian<<<<<<
Black83<<<<
Hispanic553646707
White559675586352462
Two or more races132183182
Students with Disabilities54856136118
Economically Disadvantaged247532515627262
English Learners492486373
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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.51.1
Asian110.7
Black1.111.1
Hispanic86.39.410.5
Native Hawaiian------
White87.490.685.210083.8100
Two or more races2.23.132.7
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.51.1
Asian110.7
Black1.111.1
Hispanic89.410.5
Native Hawaiian
White87.485.283.8
Two or more races2.232.7
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.51.1
Asian110.7
Black1.111.1
Hispanic89.410.5
Native Hawaiian------
White87.485.283.8
Two or more races2.232.7
< = 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 40.942.543.2
< = 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 2320.326
< = 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 80.481.882.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School1.7%0%
Division2.2%0.2%
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
2016-201751%49%0%0%
2017-201858%42%0%0%
2018-201956%42%0%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

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-TS-
BlackTSTS-TS-
HispanicNoYes-Yes-
WhiteNoNo-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersNoYesTSYes-
Students with DisabilitiesNoNo-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 Students71%74%73%75%
Asian<88%87%75%
Black<22%60%75%
Hispanic63%64%63%75%
White73%76%81%75%
Economically Disadvantaged61%64%62%75%
English Learners49%46%53%75%
Students with Disabilities25%34%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%79%74%70%
Asian<89%89%70%
Black<48%60%70%
Hispanic75%76%64%70%
White79%80%81%70%
Economically Disadvantaged69%70%63%70%
English Learners63%62%57%70%
Students with Disabilities36%39%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 Students80%
Asian<
Black<
Hispanic78%
White79%
Economically Disadvantaged72%
English Learners<
Students with Disabilities33%

< = 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 Students76%84%
Asian<<
Black<<
Hispanic68%80%
White78%84%
Economically Disadvantaged69%76%
English Learners56%70%
Students with Disabilities42%59%

< = 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 Students10%10%9%10%
Asian<-5%10%
Black<22%9%10%
Hispanic9%8%9%10%
White11%10%9%10%
Economically Disadvantaged19%18%13%10%
English Learners8%8%8%10%
Students with Disabilities23%19%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 Progress25%46%58%
English Learner Proficiency---

< = 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 Progress41625%
English Learner Proficiency018-

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian<<<
Black<<<
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%99%98%
Not Economically Disadvantaged100%100%100%
English Learners100%100%<
Students with Disabilities100%100%100%
Students without Disabilities100%100%99%
Female100%100%99%
Male100%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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