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James Madison Middle

General school information

Category: Middle (06-08) School
Phone: 540-853-2351
Address: 1160 Overland Rd SW Roanoke, VA 24015
Principal: Ms. Whitney Johnson
Superintendent: Dr. Rita D. Bishop
School Number: 450
Region: 6
Division: Roanoke City Public Schools
Division Number: 124
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 Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 40 70 30 32 39 70 30 26 37 63 37
Female 37 36 72 28 38 39 76 24 32 41 73 27
Male 21 45 67 33 26 39 65 35 20 32 53 47
Asian < < < < < < < < < < 100 0
Black 16 34 51 49 8 46 54 46 2 38 39 61
Hispanic < < < < < < 100 0 30 - 30 70
White 41 43 85 15 57 24 80 20 41 39 81 19
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 45 15 60 40 16 16 32 68 18 14 32 68
Students without Disabilities 27 44 71 29 34 42 76 24 27 40 67 33
Economically Disadvantaged 13 36 49 51 9 48 57 43 7 36 42 58
Not Economically Disadvantaged 48 45 93 8 66 25 91 9 38 38 76 24
English Learners < < < < < < < < < < < <
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 29 40 70 30 32 39 70 30 26 37 63 37
Female 37 36 72 28 38 39 76 24 32 41 73 27
Male 21 45 67 33 26 39 65 35 20 32 53 47
Asian < < < < < < < < < < 100 0
Black 16 34 51 49 8 46 54 46 2 38 39 61
Hispanic < < < < < < 100 0 30 - 30 70
White 41 43 85 15 57 24 80 20 41 39 81 19
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 45 15 60 40 16 16 32 68 18 14 32 68
Students without Disabilities 27 44 71 29 34 42 76 24 27 40 67 33
Economically Disadvantaged 13 36 49 51 9 48 57 43 7 36 42 58
Not Economically Disadvantaged 48 45 93 8 66 25 91 9 38 38 76 24
English Learners < < < < < < < < < < < <
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 13 62 75 25 18 59 77 23 14 64 78 22
Female 13 64 77 23 18 63 81 19 15 64 78 22
Male 13 60 73 27 17 55 73 27 14 64 78 22
Asian 7 73 80 20 8 83 92 8 < < < <
Black 1 55 56 44 7 54 61 39 4 61 65 35
Hispanic - 64 64 36 21 42 63 38 11 68 79 21
White 23 67 90 10 27 63 90 10 23 67 90 10
Two or more races - 73 73 27 11 68 79 21 - 38 38 63
Students with Disabilities 3 33 36 64 18 32 50 50 21 32 53 47
Students without Disabilities 14 67 81 19 18 63 81 19 13 68 82 18
Economically Disadvantaged 2 59 60 40 8 57 65 35 7 58 65 35
Not Economically Disadvantaged 28 67 94 6 33 62 95 5 21 68 89 11
English Learners - 54 54 46 - 31 31 69 7 40 47 53
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 25 64 89 11 18 64 82 18
Female 15 66 82 18 26 66 91 9 16 66 82 18
Male 18 57 76 24 24 63 87 13 20 63 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 57 59 41 13 69 82 18 4 67 71 29
Hispanic < < < < < < < < 15 77 92 8
White 28 64 93 7 38 59 96 4 27 62 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 25 29 71 27 41 68 32 24 41 65 35
Students without Disabilities 18 67 86 14 24 68 92 8 17 69 86 14
Economically Disadvantaged 2 64 65 35 10 72 83 17 8 65 73 27
Not Economically Disadvantaged 35 60 95 5 50 50 100 0 26 64 90 10
English Learners - 64 64 36 < < < < < < < <
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 2 46 48 52 5 42 47 53 5 58 63 37
Female 4 46 49 51 5 48 52 48 11 57 67 33
Male - 46 46 54 5 37 42 58 - 59 59 41
Asian < < < < < < < <
Black - 39 39 61 2 27 29 71 6 55 61 39
Hispanic < < < < < < < < < < < <
White 6 65 71 29 7 61 68 32 4 71 75 25
Two or more races < < < < < < < < < < < <
Students with Disabilities - 41 41 59 17 13 29 71 25 31 56 44
Students without Disabilities 2 47 49 51 1 51 52 48 1 63 64 36
Economically Disadvantaged - 42 42 58 6 37 43 57 5 53 59 41
Not Economically Disadvantaged 9 64 73 27 - 62 62 38 3 69 72 28
English Learners - 31 31 69 < < < < < < < <
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 - 61 61 39 5 46 50 50 5 43 48 52
Female - 60 60 40 4 49 53 47 5 36 40 60
Male - 62 62 38 5 43 48 52 6 49 55 45
Black - 54 54 46 3 43 46 54 2 41 43 57
Hispanic < < 100 0 < < < < < < < <
White - 64 64 36 7 50 57 43 10 59 69 31
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 13 13 88 15 27 42 58 18 14 32 68
Students without Disabilities - 71 71 29 1 52 53 47 1 52 53 47
Economically Disadvantaged - 58 58 42 5 42 47 53 2 41 43 57
Not Economically Disadvantaged - 77 77 23 - 75 75 25 10 46 56 44
English Learners < < < < < < < < < < < <
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 18 81 99 1 21 79 100 0 19 78 98 2
Female 17 81 98 2 17 83 100 0 21 75 96 4
Male 18 82 100 0 26 74 100 0 18 82 100 0
Asian < < 100 0 < < 100 0
Black 5 95 100 0 8 92 100 0 5 95 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 23 76 99 1 23 77 100 0 26 71 97 3
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 17 82 99 1 22 78 100 0 20 79 99 1
Economically Disadvantaged 3 97 100 0 10 90 100 0 10 81 90 10
Not Economically Disadvantaged 23 76 99 1 26 74 100 0 22 78 100 0
English Learners < < 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 36 64 100 0 34 64 99 1 22 77 99 1
Female 32 68 100 0 35 65 100 0 18 80 98 2
Male 40 60 100 0 33 64 97 3 27 73 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 10 90 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 40 60 100 0 40 58 98 2 25 73 98 2
Two or more races < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 37 63 100 0 36 63 99 1 22 76 99 1
Economically Disadvantaged < < 100 0 13 88 100 0 15 77 92 8
Not Economically Disadvantaged 38 63 100 0 40 58 98 2 23 77 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 59 82 18 21 55 77 23 22 54 77 23
Female 24 59 83 17 20 56 76 24 23 53 77 23
Male 22 60 81 19 22 55 77 23 21 56 77 23
Asian < < 100 0 < < < < < < 100 0
Black 8 48 56 44 2 49 52 48 6 44 51 49
Hispanic < < 100 0 9 73 82 18 8 46 54 46
White 31 64 95 5 35 56 91 9 30 62 91 9
Two or more races < < < < < < < < < < < <
Students with Disabilities 29 46 75 25 17 41 59 41 23 14 36 64
Students without Disabilities 22 61 83 17 22 57 79 21 22 58 80 20
Economically Disadvantaged 8 55 62 38 6 53 59 41 8 43 51 49
Not Economically Disadvantaged 35 63 99 1 37 58 95 5 29 60 89 11
English Learners 10 60 70 30 < < < < < < < <
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 20 55 75 25 14 55 69 31 17 51 68 32
Female 19 56 76 24 12 55 67 33 16 52 68 32
Male 21 54 75 25 15 56 71 29 18 49 67 33
Black 10 38 48 52 3 44 46 54 7 41 48 52
Hispanic < < 100 0 10 70 80 20 9 36 45 55
White 28 64 92 8 25 63 87 13 22 65 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 28 44 72 28 15 42 58 42 26 5 32 68
Students without Disabilities 19 57 76 24 13 57 71 29 16 56 72 28
Economically Disadvantaged 8 49 57 43 6 49 55 45 6 38 43 57
Not Economically Disadvantaged 35 63 99 1 27 65 92 8 24 60 84 16
English Learners 10 60 70 30 < < < < < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 69 99 1 42 55 97 3 34 62 95 5
Female 33 64 98 2 40 57 98 2 39 55 93 7
Male 25 75 100 0 45 52 97 3 29 69 98 2
Asian < < 100 0 < < 100 0
Black - 93 93 7 - 91 91 9 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 36 64 100 0 53 45 98 2 40 58 97 3
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 30 69 99 1 43 56 99 1 35 61 96 4
Economically Disadvantaged 7 93 100 0 7 86 93 7 19 69 88 13
Not Economically Disadvantaged 35 63 98 2 51 47 98 2 37 60 97 3
English Learners < < 100 0
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
< = 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 34 49 83 17 33 54 87 13 36 41 76 24
Female 34 48 82 18 36 54 89 11 37 39 76 24
Male 34 50 84 16 30 54 84 16 34 42 77 23
Asian < < < < < < 100 0 < < 100 0
Black 16 53 69 31 12 67 78 22 11 47 58 42
Hispanic < < 100 0 < < < < < < < <
White 48 43 92 8 52 41 93 7 53 37 90 10
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 43 29 71 29 17 50 67 33 19 24 43 57
Students without Disabilities 33 52 85 15 36 55 90 10 38 43 81 19
Economically Disadvantaged 11 61 72 28 13 66 79 21 12 46 58 42
Not Economically Disadvantaged 62 34 96 4 63 36 99 1 50 37 87 13
English Learners < < 100 0 < < < < < < < <
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 31 51 82 18 32 54 86 14 35 41 76 24
Female 32 49 82 18 35 54 89 11 36 39 75 25
Male 30 52 83 17 29 55 84 16 33 43 76 24
Asian < < < < < < 100 0 < < 100 0
Black 11 56 67 33 9 68 78 22 10 48 57 43
Hispanic < < 100 0 < < < < < < < <
White 47 45 91 9 52 40 93 7 53 37 90 10
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 14 43 57 43 8 54 62 38 6 24 29 71
Students without Disabilities 33 52 85 15 36 55 90 10 38 43 81 19
Economically Disadvantaged 7 64 71 29 11 67 78 22 11 47 58 42
Not Economically Disadvantaged 61 35 96 4 63 36 99 1 50 37 87 13
English Learners < < 100 0 < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School3-3
Division684060
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 6204189211
Grade 7222194176
Grade 8183202189
Total Students609585576

< = 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 Students609585576
Female301292282
Male308293294
American Indian3--
Asian13109
Black238230207
Hispanic232029
Native Hawaiian111
White317306309
Two or more races141821
Students with Disabilities1039187
Students without Disabilities506494489
Economically Disadvantaged286349252
Not Economically Disadvantaged323236324
English Learners232432
Not English Learners586561544
Homeless51013
Military Connected2--
Foster Care3-2
< = 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
2015-2016Division4,957.005,995.001,453.00
State6,084.004,849.00812.00
2016-2017Division4,818.006,518.001,727.00
State6,248.005,052.00871.00
2017-2018Division5,049.006,601.001,705.00
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 Students4941064858448085
Female250422413923143
Male244642444524942
American Indian<<<<--
Asian120111<<
Black179531705316450
Hispanic157163216
Native Hawaiian<<<<--
White271392692527523
Two or more races137172125
Students with Disabilities712370176716
Economically Disadvantaged260912697419164
English Learners221214216
Homeless10898712
< = 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 <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 109
Disorderly or Disruptive Behavior Offenses 65
Alcohol, Tobacco, and Other Drug Offenses <
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 Indian0.5--
Asian2.11.70.6
Black39.182.239.378.2
Hispanic3.84.43.41.9
Native Hawaiian0.20.2
White52.18.152.314.7
Two or more races2.35.23.14.5
< = 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 Indian0.5
Asian2.11.7
Black39.139.3
Hispanic3.83.4
Native Hawaiian0.20.2
White52.152.3
Two or more races2.33.1
< = 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 Indian0.5--
Asian2.11.7
Black39.139.3
Hispanic3.83.4
Native Hawaiian0.20.2
White52.152.3
Two or more races2.33.1
< = 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 55.257.5100
< = 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 37.133.721.3
< = 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 85.181.161.7
< = 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 School9.1%2.3%
Division4.6%1.1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201760%35%0%5%
2017-201853%43%0%4%
2018-201951%47%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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-No-
AsianTSYes-TS-
BlackYesYes-No-
HispanicYesYes-TS-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersYesYesTSTS-
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 Students78%78%73%75%
Asian73%81%87%75%
Black63%64%60%75%
Hispanic80%86%63%75%
White89%89%81%75%
Economically Disadvantaged66%66%62%75%
English Learners71%78%53%75%
Students with Disabilities51%53%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%79%74%70%
Asian100%92%89%70%
Black64%64%60%70%
Hispanic71%78%64%70%
White90%91%81%70%
Economically Disadvantaged68%67%63%70%
English Learners70%75%57%70%
Students with Disabilities53%57%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 Students79%
Asian<
Black55%
Hispanic<
White91%
Economically Disadvantaged62%
English Learners<
Students with Disabilities61%

< = 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 Students81%84%
Asian73%100%
Black69%72%
Hispanic85%81%
White91%92%
Economically Disadvantaged71%76%
English Learners76%80%
Students with Disabilities58%65%

< = 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 Students15%16%9%10%
Asian8%6%5%10%
Black24%22%9%10%
Hispanic16%28%9%10%
White9%11%9%10%
Economically Disadvantaged22%24%13%10%
English Learners16%12%8%10%
Students with Disabilities20%22%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 Progress<46%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%<
Black99%100%97%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities96%98%91%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%99%97%
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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