Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

J. Lupton Simpson Middle

General school information

Category: Middle (06-08) School
Phone: 571-252-2840
Address: 490 Evergreen Mill Rd SE Leesburg, VA 20175
Principal: Lenny Compton
Superintendent: Dr. Eric Williams
Region: 4
Division: Loudoun County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Three

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 Three
Economically Disadvantaged Level One Level Two
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 86 62 14 29 89 60 11 21 86 65 14
Female 29 88 59 12 34 92 58 8 23 89 66 11
Male 21 85 64 15 24 85 62 15 19 82 63 18
American Indian < 100 < 0 < < < < < < < <
Asian 24 85 62 15 25 95 69 5 30 92 62 8
Black 20 61 41 39 13 55 43 45 9 67 58 33
Hispanic 13 73 61 27 16 74 58 26 10 71 60 29
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 29 93 64 7 34 95 61 5 24 92 68 8
Two or more races 28 88 60 12 34 92 58 8 31 88 57 12
Students with Disabilities 13 65 52 35 16 63 47 37 12 58 46 42
Economically Disadvantaged 8 63 54 37 9 60 51 40 7 62 56 38
English Learners 9 33 25 67 2 60 58 40 5 60 55 40
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 84 55 16 30 83 54 17 22 86 64 14
Female 36 87 51 13 33 89 56 11 23 87 64 13
Male 21 80 59 20 27 78 51 22 21 84 63 16
American Indian < 100 < 0 < < < < < 100 < 0
Asian 12 88 76 12 36 96 60 4 33 93 59 7
Black 31 46 15 54 14 52 38 48 13 70 57 30
Hispanic 12 69 57 31 15 62 47 38 8 71 64 29
White 35 90 54 10 34 94 59 6 26 92 66 8
Two or more races 25 90 65 10 40 80 40 20 29 83 54 17
Students with Disabilities 11 64 53 36 20 58 37 42 11 54 43 46
Economically Disadvantaged 7 56 49 44 11 47 36 53 7 66 60 34
English Learners 5 30 25 70 4 47 43 53 8 67 59 33
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 93 66 7 27 93 66 7 25 84 59 16
Female 29 94 65 6 33 94 62 6 29 92 63 8
Male 25 91 66 9 21 92 71 8 22 77 55 23
Asian 33 90 57 10 17 100 83 0 44 96 52 4
Black 7 67 60 33 15 62 46 38 5 60 55 40
Hispanic 19 84 66 16 13 85 72 15 14 66 51 34
White 29 97 68 3 33 96 63 4 27 92 65 8
Two or more races 30 90 60 10 20 100 80 0 50 95 45 5
Students with Disabilities 14 78 64 22 11 64 53 36 13 53 40 47
Economically Disadvantaged 10 75 66 25 7 80 73 20 8 56 48 44
English Learners 6 41 35 59 - 83 83 17 4 55 52 45
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 83 64 17 30 90 60 10 15 88 72 13
Female 22 84 62 16 36 92 57 8 17 89 72 11
Male 17 83 66 17 24 87 63 13 14 86 73 14
Asian 19 76 57 24 22 91 69 9 5 84 79 16
Black 22 65 43 35 8 54 46 46 8 75 67 25
Hispanic 8 68 61 32 20 74 54 26 9 75 66 25
White 22 91 68 9 34 96 62 4 18 92 74 8
Two or more races 30 80 50 20 41 95 55 5 17 88 71 13
Students with Disabilities 13 54 40 46 15 68 53 32 12 70 58 30
Economically Disadvantaged 9 57 49 43 7 56 48 44 5 64 59 36
English Learners 15 30 15 70 - 44 44 56 - 50 50 50
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 58 23 28 85 57 15 21 83 62 17
Female 26 80 54 20 36 89 53 11 28 91 64 9
Male 10 73 63 27 20 81 61 19 13 73 60 27
Asian 15 80 65 20 34 88 53 13 16 89 74 11
Black 4 52 48 48 8 62 54 38 17 58 42 42
Hispanic 10 58 48 42 17 76 59 24 11 71 60 29
White 22 85 63 15 31 89 58 11 23 85 62 15
Two or more races 30 70 40 30 32 86 55 14 33 100 67 0
Students with Disabilities 5 40 35 60 10 60 50 40 10 51 41 49
Economically Disadvantaged 2 43 42 57 10 62 52 38 8 68 59 32
English Learners - 15 15 85 4 50 46 50 - 50 50 50
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 58 23 28 85 57 15 21 83 62 17
Female 26 80 54 20 36 89 53 11 28 91 64 9
Male 10 73 63 27 20 81 61 19 13 73 60 27
Asian 15 80 65 20 34 88 53 13 16 89 74 11
Black 4 52 48 48 8 62 54 38 17 58 42 42
Hispanic 10 58 48 42 17 76 59 24 11 71 60 29
White 22 85 63 15 31 89 58 11 23 85 62 15
Two or more races 30 70 40 30 32 86 55 14 33 100 67 0
Students with Disabilities 5 40 35 60 10 60 50 40 10 51 41 49
Economically Disadvantaged 2 43 42 57 10 62 52 38 8 68 59 32
English Learners - 15 15 85 4 50 46 50 - 50 50 50
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 83 71 17 11 85 74 15 7 74 67 26
Female 12 84 72 16 9 88 78 12 7 77 70 23
Male 12 82 69 18 12 82 70 18 7 71 64 29
American Indian < 100 < 0 < < < < < < < <
Asian 22 90 68 10 15 92 77 8 17 87 70 13
Black 4 64 60 36 2 57 54 43 9 43 33 57
Hispanic 6 71 64 29 7 71 64 29 4 56 53 44
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 13 87 74 13 11 90 79 10 7 82 75 18
Two or more races 23 83 60 17 18 90 73 10 12 82 70 18
Students with Disabilities 9 60 51 40 10 64 54 36 7 46 38 54
Economically Disadvantaged 4 63 59 37 4 58 54 42 5 48 43 52
English Learners 2 44 42 56 2 63 60 37 2 47 45 53
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 73 71 27 3 73 70 27 2 56 54 44
Female 1 74 73 26 3 74 71 26 1 59 58 41
Male 4 73 68 27 3 71 68 29 4 51 48 49
American Indian < 100 < 0 < < < < < < < <
Asian - 70 70 30 13 87 73 13 - 67 67 33
Black 9 64 55 36 - 60 60 40 10 20 10 80
Hispanic - 58 58 42 - 52 52 48 2 50 48 50
White 3 81 78 19 3 83 81 17 1 66 65 34
Two or more races < 100 < 0 < < < < - 64 64 36
Students with Disabilities 5 67 63 33 6 51 45 49 8 36 28 64
Economically Disadvantaged 4 53 49 47 2 48 47 52 4 41 37 59
English Learners - 29 29 71 - 52 52 48 3 44 41 56
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 84 70 16 13 87 75 13 8 75 67 25
Female 16 86 71 14 13 87 75 13 10 79 69 21
Male 13 82 69 18 12 87 75 13 6 72 66 28
Asian 10 95 86 5 20 95 75 5 26 100 74 0
Black - 53 53 47 8 50 42 50 5 62 57 38
Hispanic 17 76 59 24 10 78 68 22 6 53 47 47
Native Hawaiian < 100 < 0 < < < <
White 14 87 73 13 12 90 78 10 7 82 75 18
Two or more races 22 78 57 22 13 96 83 4 10 80 70 20
Students with Disabilities 14 59 45 41 14 71 57 29 8 47 39 53
Economically Disadvantaged 6 64 58 36 8 63 55 37 6 50 44 50
English Learners 5 62 57 38 2 73 71 27 1 52 51 48
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 41 41 59 3 59 56 41 4 49 45 51
Female - 40 40 60 - 73 73 27 - 55 55 45
Male - 43 43 57 5 48 43 53 8 44 36 56
Asian < < < < < < < < < < < <
Black - 55 55 45 < < < < < < < <
Hispanic - 31 31 69 - 39 39 61 - 29 29 71
White - 47 47 53 6 76 70 24 3 68 65 32
Two or more races < < < < < < < < < < < <
Students with Disabilities - 35 35 65 7 52 44 48 7 52 44 48
Economically Disadvantaged - 38 38 62 - 42 42 58 7 32 25 68
English Learners - 14 14 86 - 43 43 57 - 9 9 91
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 93 79 7 9 92 84 8 7 82 75 18
Female 13 96 83 4 9 96 87 4 8 85 78 15
Male 15 91 76 9 8 88 80 12 7 80 73 20
Asian 32 100 68 0 5 90 86 10 21 84 63 16
Black 10 80 70 20 < < < < < < < <
Hispanic 2 96 93 4 8 92 83 8 - 71 71 29
White 14 92 78 8 9 93 84 7 6 84 78 16
Two or more races < 100 < 0 14 91 77 9 14 95 82 5
Students with Disabilities 10 76 67 24 11 89 79 11 5 52 48 48
Economically Disadvantaged 5 93 88 8 4 81 78 19 6 68 62 32
English Learners < < < < 8 79 71 21 - 64 64 36
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 97 74 3 30 99 69 1 15 95 81 5
Female 20 95 75 5 21 100 79 0 13 96 83 4
Male 26 98 72 2 39 98 59 2 16 95 78 5
Asian < < < < 27 100 73 0 < < < <
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 18 91 73 9 13 94 81 6
White 19 97 78 3 31 100 69 0 14 96 82 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged < < < < < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 86 68 14 24 89 65 11 12 85 73 15
Female 14 84 70 16 20 92 72 8 13 83 71 17
Male 23 88 65 12 28 86 57 14 12 87 75 13
Asian 32 82 50 18 16 97 81 3 5 84 79 16
Black 8 76 68 24 - 62 62 38 17 83 67 17
Hispanic 3 64 61 36 14 70 55 30 9 65 56 35
White 22 95 73 5 29 96 67 4 13 91 79 9
Two or more races 50 80 30 20 36 91 55 9 17 88 71 13
Students with Disabilities 8 62 55 38 21 74 53 26 7 70 63 30
Economically Disadvantaged 3 61 58 39 6 56 50 44 3 56 53 44
English Learners - 24 24 76 - 54 54 46 - 54 54 46
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 86 68 14 24 89 65 11 12 85 73 15
Female 14 84 70 16 20 92 72 8 13 83 71 17
Male 23 88 65 12 28 86 57 14 12 87 75 13
Asian 32 82 50 18 16 97 81 3 5 84 79 16
Black 8 76 68 24 - 62 62 38 17 83 67 17
Hispanic 3 64 61 36 14 70 55 30 9 65 56 35
White 22 95 73 5 29 96 67 4 13 91 79 9
Two or more races 50 80 30 20 36 91 55 9 17 88 71 13
Students with Disabilities 8 62 55 38 21 74 53 26 7 70 63 30
Economically Disadvantaged 3 61 58 39 6 56 50 44 3 56 53 44
English Learners - 24 24 76 - 54 54 46 - 54 54 46
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 91 66 9 29 95 65 5 19 89 70 11
Female 23 89 66 11 26 96 70 4 21 90 69 10
Male 28 93 65 7 33 93 60 7 17 89 72 11
Asian 29 95 67 5 44 97 53 3 16 79 63 21
Black 20 76 56 24 8 77 69 23 8 67 58 33
Hispanic 7 74 67 26 17 90 73 10 13 75 63 25
White 30 97 67 3 30 97 67 3 21 95 74 5
Two or more races 40 80 40 20 45 95 50 5 25 100 75 0
Students with Disabilities 17 70 53 30 15 87 72 13 5 69 64 31
Economically Disadvantaged 11 72 61 28 15 81 65 19 7 62 56 38
English Learners - 33 33 67 8 68 60 32 - 50 50 50
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 91 65 9 29 95 65 5 19 90 71 10
Female 23 89 66 11 26 96 70 4 21 91 70 9
Male 28 93 65 7 33 93 61 7 17 89 72 11
Asian 29 95 67 5 44 97 53 3 16 79 63 21
Black 20 76 56 24 8 77 69 23 9 64 55 36
Hispanic 7 74 67 26 17 90 73 10 13 76 63 24
White 30 97 67 3 30 97 67 3 21 95 74 5
Two or more races 40 80 40 20 45 95 50 5 26 100 74 0
Students with Disabilities 17 69 52 31 13 87 73 13 5 71 66 29
Economically Disadvantaged 11 72 61 28 15 81 65 19 7 62 55 38
English Learners - 33 33 67 8 68 60 32 - 50 50 50
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division282323211
School790
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 6332336372
Grade 7338338346
Grade 8342345343
Total Students1,0121,0191,061
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students101210191061
Female511510533
Male501509528
American Indian178
Asian687367
Black554952
Hispanic199203218
Native Hawaiian111
White637625647
Two or more races516168
Students with Disabilities157154147
Not Students with Disabilities855865914
Economically Disadvantaged206200237
Not Economically Disadvantaged806819824
English Learners60142150
Not English Learners952877911
Homeless121416
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68.2 67.4 68

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20158,817.003,805.00292.00
2015-20169,437.003,832.00280.00
2016-20179,914.004,101.00302.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students9605214129665113129795317101010541713
Female4742584480313849025884983197
Male48627684862010448928925122386
American Indian0000000000000000
Asian70900672117131064321
Black60534533124422249332
Hispanic182822191152219817512101265
Native Hawaiian0000000000000000
White6032776607278760225766133153
Two or more races40220464105752165412
Students with Disabilities145123213813131341184134486
Economically Disadvantaged18021661921724185209320523109
English Learners79402623141381331146754
Homeless15513176022120022242
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 12
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2990.0990.68811.11
Asian7.5626.7197.171
Black6.66721.055.43523.534.81344.44
Hispanic18.40815.7919.66441.1819.94122.22
Native Hawaiian0.2990.0990.098
White62.58752.6362.94529.4161.39522.22
Two or more races4.27910.535.045.885.992
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2990.0990.688
Asian7.5626.7197.171
Black6.6675.4354.813
Hispanic18.40819.66419.941
Native Hawaiian0.2990.0990.098
White62.58762.94561.395
Two or more races4.2795.045.992
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2990.0990.688
Asian7.5626.7197.171
Black6.6675.4354.813
Hispanic18.40819.66419.941
Native Hawaiian0.2990.0990.098
White62.58762.94561.395
Two or more races4.2795.045.992
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 19.7219.1118.38
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 18.1820.129.26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 77.2774.2380.32
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education4%2%
Provisional0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201635%63%2%0%
2016-201733%66%1%0%
2017-201836%59%2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
J. Lupton Simpson Middle to top