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Jackson Middle

General school information

Category: Middle (07-08) School
Phone: 703-204-8100
Address: 3020 Gallows Rd Falls Church, VA 22042
Principal: Michael J Magliola
Superintendent: Dr. Scott S. Brabrand
School Number: 673
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel 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 Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level 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 23 57 80 20 24 52 76 24 21 56 77 23
Female 26 55 81 19 24 54 78 22 23 56 80 20
Male 19 59 79 21 24 50 74 26 19 56 76 24
American Indian < < 100 0 < < < < < < < <
Asian 28 64 92 8 33 57 90 10 32 59 91 9
Black 13 58 71 29 14 63 78 22 6 75 81 19
Hispanic 9 49 59 41 6 48 54 46 4 56 60 40
Native Hawaiian < < 100 0
White 34 59 94 6 38 52 90 10 38 51 89 11
Two or more races 30 61 91 9 52 44 95 5 46 54 100 0
Students with Disabilities 12 37 49 51 11 26 37 63 7 28 35 65
Students without Disabilities 24 61 85 15 26 56 82 18 23 60 83 17
Economically Disadvantaged 9 53 62 38 5 52 57 43 5 57 61 39
Not Economically Disadvantaged 32 61 93 7 39 53 91 9 36 56 92 8
English Learners 4 53 57 43 - 20 21 79 2 19 21 80
Military Connected 48 48 96 4 26 68 95 5
Foster Care < < < < < < < <
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 24 58 81 19 26 52 78 22 25 54 79 21
Female 29 56 85 15 28 52 80 20 29 52 81 19
Male 19 59 78 22 25 52 77 23 20 56 76 24
American Indian < < 100 0 < < < < < < 100 0
Asian 28 64 93 7 37 51 87 13 36 60 95 5
Black 18 51 68 32 10 76 86 14 4 84 88 12
Hispanic 11 54 65 35 6 54 60 40 6 55 61 39
Native Hawaiian < < 100 0
White 36 57 92 8 44 47 91 9 45 43 88 12
Two or more races 34 62 97 3 58 39 97 3 58 42 100 0
Students with Disabilities 13 35 48 52 11 31 42 58 9 28 37 63
Students without Disabilities 26 61 87 13 28 54 83 17 27 57 84 16
Economically Disadvantaged 11 53 64 36 5 54 59 41 5 58 64 36
Not Economically Disadvantaged 33 61 94 6 43 50 93 7 43 50 93 7
English Learners 4 60 65 35 - 24 24 76 2 21 23 77
Military Connected < < 100 0 30 60 90 10
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 78 22 22 52 74 26 18 58 77 23
Female 22 54 77 23 20 56 77 23 18 60 78 22
Male 20 59 80 20 23 48 72 28 18 57 75 25
American Indian < < < < < < < <
Asian 27 64 91 9 29 63 92 8 29 59 88 12
Black 8 66 74 26 18 53 71 29 8 68 76 24
Hispanic 8 44 52 48 6 42 48 52 2 57 59 41
White 33 62 95 5 33 55 89 11 32 57 89 11
Two or more races 26 60 86 14 43 50 93 7 36 64 100 0
Students with Disabilities 12 38 50 50 11 22 33 67 6 28 34 66
Students without Disabilities 23 60 83 17 24 57 81 19 20 62 82 18
Economically Disadvantaged 7 53 59 41 5 49 54 46 4 55 59 41
Not Economically Disadvantaged 31 60 91 9 35 55 90 10 30 61 91 9
English Learners 3 43 46 54 1 17 17 83 1 17 18 82
Military Connected 50 43 93 7 < < 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
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
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 34 44 78 22 33 48 82 18 39 42 81 19
Female 38 43 81 19 38 45 83 17 41 41 82 18
Male 30 45 75 25 28 52 80 20 38 43 81 19
Asian 48 41 89 11 46 49 95 5 59 36 95 5
Black 14 40 54 46 23 38 60 40 27 55 82 18
Hispanic 9 49 58 42 14 52 66 34 15 45 61 39
White 45 46 90 10 38 51 89 11 47 43 89 11
Two or more races 61 30 91 9 54 25 79 21 68 32 100 0
Students with Disabilities 11 27 38 62 16 31 47 53 19 24 43 57
Students without Disabilities 38 48 86 14 35 50 85 15 41 43 84 16
Economically Disadvantaged 14 45 59 41 14 50 65 35 14 52 66 34
Not Economically Disadvantaged 46 44 90 10 43 47 90 10 55 36 91 9
English Learners 5 42 47 53 < < < < < < < <
Military Connected 21 57 79 21 < < < <
Foster Care < < 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 34 44 78 22 33 48 82 18 39 42 81 19
Female 38 43 81 19 38 45 83 17 41 41 82 18
Male 30 45 75 25 28 52 80 20 38 43 81 19
Asian 48 41 89 11 46 49 95 5 59 36 95 5
Black 14 40 54 46 23 38 60 40 27 55 82 18
Hispanic 9 49 58 42 14 52 66 34 15 45 61 39
White 45 46 90 10 38 51 89 11 47 43 89 11
Two or more races 61 30 91 9 54 25 79 21 68 32 100 0
Students with Disabilities 11 27 38 62 16 31 47 53 19 24 43 57
Students without Disabilities 38 48 86 14 35 50 85 15 41 43 84 16
Economically Disadvantaged 14 45 59 41 14 50 65 35 14 52 66 34
Not Economically Disadvantaged 46 44 90 10 43 47 90 10 55 36 91 9
English Learners 5 42 47 53 < < < < < < < <
Military Connected 21 57 79 21 < < < <
Foster Care < < 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 27 56 83 17 28 52 80 20 32 54 86 14
Female 28 57 85 15 29 54 83 17 34 53 87 13
Male 25 56 81 19 27 50 77 23 30 54 84 16
American Indian < < < < < < < < < < 100 0
Asian 43 52 95 5 46 47 93 7 56 42 98 2
Black 13 58 71 29 11 63 73 27 19 65 84 16
Hispanic 8 56 64 36 8 52 60 40 10 62 72 28
Native Hawaiian < < 100 0
White 33 61 95 5 39 55 93 7 41 53 94 6
Two or more races 43 47 90 10 51 40 91 9 63 35 98 2
Students with Disabilities 14 41 55 45 10 38 48 52 8 44 52 48
Students without Disabilities 29 59 88 12 31 54 84 16 35 55 90 10
Economically Disadvantaged 11 57 67 33 10 53 63 37 11 65 75 25
Not Economically Disadvantaged 38 56 94 6 42 51 93 7 51 44 95 5
English Learners 8 58 65 35 3 36 39 61 3 46 49 51
Military Connected 39 61 100 0 26 68 95 5
Foster Care < < < < < < < <
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 4 54 58 42 6 55 61 39 7 63 70 30
Female 4 63 67 33 7 56 63 37 6 65 71 29
Male 4 44 48 52 5 55 60 41 8 62 70 30
Asian 5 78 83 17 8 72 79 21 24 70 94 6
Black 5 40 45 55 8 53 61 39 - 76 76 24
Hispanic 3 44 47 53 3 48 51 49 4 58 62 38
Native Hawaiian < < 100 0
White 7 69 76 24 12 68 80 20 9 73 82 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 31 38 62 10 46 56 44 5 40 45 55
Students without Disabilities 3 60 64 36 5 57 63 37 7 70 77 23
Economically Disadvantaged 4 43 47 53 3 47 51 49 3 63 66 34
Not Economically Disadvantaged 5 71 75 25 11 69 80 20 17 64 81 19
English Learners 3 50 53 47 1 35 36 64 3 40 43 57
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 22 62 83 17 15 57 72 28 14 66 81 19
Female 24 60 83 17 16 62 78 22 18 66 84 16
Male 19 64 83 17 14 53 67 33 11 67 78 22
American Indian < < 100 0 < < 100 0
Asian 32 61 94 6 22 66 88 12 28 68 96 4
Black 16 60 77 23 4 64 69 31 10 69 79 21
Hispanic 7 60 67 33 6 51 56 44 6 66 72 28
White 33 64 97 3 27 62 89 11 23 68 90 10
Two or more races 17 61 78 22 44 40 84 16 45 55 100 0
Students with Disabilities 13 46 59 41 6 24 30 70 7 46 54 46
Students without Disabilities 24 65 89 11 17 64 81 19 16 70 86 14
Economically Disadvantaged 13 58 72 28 5 54 59 41 8 65 73 27
Not Economically Disadvantaged 29 64 93 7 26 61 87 13 23 69 92 8
English Learners 8 60 68 32 2 30 32 68 3 48 51 49
Military Connected < < 100 0 < < 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 36 64 100 0 46 54 100 0 55 44 99 1
Female 40 59 100 0 45 54 100 0 58 42 99 1
Male 32 68 100 0 46 54 100 0 52 47 99 1
American Indian < < 100 0 < < 100 0
Asian 51 49 100 0 57 42 99 1 65 35 100 0
Black 16 84 100 0 18 82 100 0 47 53 100 0
Hispanic 15 82 97 3 23 77 100 0 42 58 100 0
White 33 67 100 0 46 54 100 0 49 49 97 3
Two or more races 48 52 100 0 55 45 100 0 71 29 100 0
Students with Disabilities 32 68 100 0 13 87 100 0 < < 100 0
Students without Disabilities 36 63 100 0 47 53 100 0 55 44 99 1
Economically Disadvantaged 16 82 98 2 32 68 100 0 27 72 99 1
Not Economically Disadvantaged 43 57 100 0 50 50 100 0 65 34 99 1
English Learners 21 77 99 1 24 76 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 82 18 100 0 83 17 100 0 84 16 100 0
Female 85 15 100 0 85 15 100 0 88 12 100 0
Male 79 21 100 0 82 18 100 0 82 18 100 0
Asian 80 20 100 0 87 13 100 0 91 9 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 82 18 100 0 83 17 100 0 76 24 100 0
Two or more races 100 - 100 0 75 25 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 81 19 100 0 83 17 100 0 84 16 100 0
Economically Disadvantaged 50 50 100 0 45 55 100 0 73 27 100 0
Not Economically Disadvantaged 85 15 100 0 87 13 100 0 85 15 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 100 - 100 0 100 - 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0
Students without Disabilities < < 100 0 100 - 100 0 100 - 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 100 - 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
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19 17 58 75 25 27 50 77 23
Female 17 61 78 22 17 58 75 25 23 53 76 24
Male 21 62 83 17 17 57 74 26 30 48 77 23
American Indian < < < < < < < <
Asian 29 64 93 7 25 68 92 8 42 49 91 9
Black 2 80 81 19 7 62 69 31 11 63 74 26
Hispanic 4 52 57 43 3 46 49 51 6 51 57 43
White 28 68 96 4 29 61 91 9 43 48 92 8
Two or more races 43 46 89 11 22 59 81 19 54 43 96 4
Students with Disabilities 4 50 53 47 9 29 38 62 1 31 32 68
Students without Disabilities 22 64 86 14 18 62 80 20 30 52 82 18
Economically Disadvantaged 4 61 65 35 3 53 56 44 6 51 57 43
Not Economically Disadvantaged 30 62 92 8 28 61 89 11 44 49 93 7
English Learners 3 50 52 48 1 23 24 76 - 22 22 78
Military Connected 36 50 86 14 < < 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 19 62 81 19 17 58 75 25 27 50 77 23
Female 17 61 78 22 17 58 75 25 23 53 76 24
Male 21 62 83 17 17 57 74 26 30 48 77 23
American Indian < < < < < < < <
Asian 29 64 93 7 25 68 92 8 42 49 91 9
Black 2 80 81 19 7 62 69 31 11 63 74 26
Hispanic 4 52 57 43 3 46 49 51 6 51 57 43
White 28 68 96 4 29 61 91 9 43 48 92 8
Two or more races 43 46 89 11 22 59 81 19 54 43 96 4
Students with Disabilities 4 50 53 47 9 29 38 62 1 31 32 68
Students without Disabilities 22 64 86 14 18 62 80 20 30 52 82 18
Economically Disadvantaged 4 61 65 35 3 53 56 44 6 51 57 43
Not Economically Disadvantaged 30 62 92 8 28 61 89 11 44 49 93 7
English Learners 3 50 52 48 1 23 24 76 - 22 22 78
Military Connected 36 50 86 14 < < 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 39 54 92 8 40 48 88 12 42 44 86 14
Female 38 54 92 8 37 52 89 11 42 45 87 13
Male 39 53 93 7 44 43 87 13 42 42 84 16
Asian 49 49 98 2 53 44 98 2 62 34 96 4
Black 16 62 78 22 19 63 83 17 27 59 86 14
Hispanic 11 71 82 18 16 56 72 28 13 58 71 29
White 55 44 99 1 60 37 97 3 63 32 95 5
Two or more races 62 35 97 3 39 54 93 7 75 25 100 0
Students with Disabilities 7 66 73 27 13 41 54 46 2 42 43 57
Students without Disabilities 44 52 96 4 44 49 94 6 47 44 91 9
Economically Disadvantaged 14 71 85 15 13 63 76 24 14 56 70 30
Not Economically Disadvantaged 53 44 97 3 57 38 96 4 64 34 97 3
English Learners 7 72 79 21 - 38 38 62 2 32 33 67
Military Connected 62 31 92 8 < < 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 39 53 92 8 40 48 88 12 42 43 85 15
Female 39 53 92 8 36 53 89 11 42 45 87 13
Male 40 53 93 7 44 43 87 13 43 41 84 16
Asian 49 49 98 2 54 44 98 2 63 33 96 4
Black 17 60 77 23 18 65 82 18 28 58 86 14
Hispanic 11 70 82 18 15 57 72 28 13 58 71 29
White 56 43 99 1 60 37 97 3 64 30 94 6
Two or more races 62 35 97 3 39 54 93 7 75 25 100 0
Students with Disabilities 8 62 70 30 10 42 52 48 - 36 36 64
Students without Disabilities 44 52 96 4 44 49 94 6 47 44 91 9
Economically Disadvantaged 14 70 84 16 13 63 76 24 14 56 70 30
Not Economically Disadvantaged 54 43 97 3 57 38 96 4 65 33 97 3
English Learners 7 72 79 21 - 38 38 62 - 31 31 69
Military Connected 62 31 92 8 < < 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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
School632240
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 7735727490
Grade 8709737627
Total Students1,4441,4641,117

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students144414641117
Female716716522
Male728748595
American Indian443
Asian363366265
Black11611263
Hispanic491534456
White404380273
Two or more races666856
Students with Disabilities211179123
Students without Disabilities12331285994
Economically Disadvantaged418607531
Not Economically Disadvantaged1026857586
English Learners574640578
Not English Learners870824539
Homeless10104
Military Connected122420
Foster Care233
< = 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
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00
2017-2018Division11,183.003,515.00662.00
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 Students1,3361331,3301281,02789
Female667606555047742
Male669736757855047
American Indian<<<<<<
Asian35112351142554
Black105119713539
Hispanic434744626541550
Native Hawaiian----<<
White383313553124923
Two or more races605624513
Students with Disabilities175311453810625
Economically Disadvantaged554865577846965
English Learners521785567239847
Homeless19695105
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 24
Offenses Against Staff <
Weapons Offenses <
Property Offenses 10
All Other Offenses <
Other Offenses Against Persons 73
Disorderly or Disruptive Behavior Offenses 178
Alcohol, Tobacco, and Other Drug Offenses 16
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.3
Asian25.18.22513
Black810.37.77.3
Hispanic3468.536.563.5
Native Hawaiian----
White2810.32612
Two or more races4.62.74.64.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.3
Asian25.114.32566.7
Black87.7
Hispanic3485.736.533.3
Native Hawaiian
White2826
Two or more races4.64.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian25.125
Black87.7
Hispanic3436.5
Native Hawaiian----
White2826
Two or more races4.64.6
< = 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 40.241.344.9
< = 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 17.420.831.5
< = 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 77.47677.2
< = 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 School3.9%1%
Division6.7%2.4%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%75%1%1%
2017-201825%74%1%0%
2018-201924%76%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-No-
HispanicNoNo-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesNo-
Students with DisabilitiesYesYes-No-

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 Students76%79%73%75%
Asian90%92%87%75%
Black78%73%60%75%
Hispanic54%59%63%75%
White90%92%81%75%
Economically Disadvantaged57%62%62%75%
English Learners52%53%53%75%
Students with Disabilities37%45%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 Students80%81%74%70%
Asian93%95%89%70%
Black73%75%60%70%
Hispanic59%62%64%70%
White94%93%81%70%
Economically Disadvantaged63%66%63%70%
English Learners60%59%57%70%
Students with Disabilities48%51%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 Students74%
Asian91%
Black69%
Hispanic49%
White91%
Economically Disadvantaged55%
English Learners43%
Students with Disabilities38%

< = 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 Students80%83%
Asian92%95%
Black81%77%
Hispanic62%66%
White91%95%
Economically Disadvantaged63%70%
English Learners59%68%
Students with Disabilities50%58%

< = 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 Students9%8%9%10%
Asian4%4%5%10%
Black12%10%9%10%
Hispanic12%12%9%10%
White8%7%9%10%
Economically Disadvantaged12%12%13%10%
English Learners11%12%8%10%
Students with Disabilities21%16%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 Progress62%46%58%
English Learner Proficiency12%--

< = 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 Progress15124562%
English Learner Proficiency3428612%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%99%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%99%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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