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Jefferson Middle

General school information

Category: Middle (06-08) School
Phone: 703-228-5900
Address: 125 S Old Glebe Rd Arlington, VA 22204
Principal: Ms. Keisha Boggan
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel 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 One 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

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 80 48 20 32 83 51 17 27 81 54 19
Female 39 85 46 15 36 86 50 14 31 84 53 16
Male 24 76 51 24 29 80 51 20 23 78 56 22
American Indian < 100 < 0 < 100 < 0
Asian 32 88 56 12 39 86 46 14 44 85 41 15
Black 21 75 54 25 17 77 60 23 17 76 59 24
Hispanic 15 63 48 37 23 75 53 25 13 69 56 31
White 53 99 45 1 45 90 46 10 40 94 55 6
Two or more races 42 75 33 25 47 93 47 7 < < < <
Students with Disabilities 19 45 26 55 14 42 28 58 10 41 32 59
Economically Disadvantaged 16 69 53 31 21 72 51 28 14 68 55 32
English Learners 10 53 43 48 11 71 60 29 8 58 49 42
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 80 48 20 32 83 51 17 27 81 54 19
Female 39 85 46 15 36 86 50 14 31 84 53 16
Male 24 76 51 24 29 80 51 20 23 78 56 22
American Indian < 100 < 0 < 100 < 0
Asian 32 88 56 12 39 86 46 14 44 85 41 15
Black 21 75 54 25 17 77 60 23 17 76 59 24
Hispanic 15 63 48 37 23 75 53 25 13 69 56 31
White 53 99 45 1 45 90 46 10 40 94 55 6
Two or more races 42 75 33 25 47 93 47 7 < < < <
Students with Disabilities 19 45 26 55 14 42 28 58 10 41 32 59
Economically Disadvantaged 16 69 53 31 21 72 51 28 14 68 55 32
English Learners 10 53 43 48 11 71 60 29 8 58 49 42
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 82 63 18 22 82 60 18 17 83 66 17
Female 13 81 68 19 18 84 66 16 11 83 72 17
Male 25 83 58 17 25 80 55 20 22 82 59 18
American Indian < 100 < 0 < 100 < 0
Asian 16 81 65 19 19 78 58 22 14 94 81 6
Black 8 78 71 22 11 81 70 19 7 74 67 26
Hispanic 8 73 65 27 9 71 61 29 7 73 66 28
White 38 94 57 6 41 94 52 6 34 95 61 5
Two or more races 38 85 46 15 27 93 67 7 < < < <
Students with Disabilities 13 68 55 32 14 54 40 46 7 61 54 39
Economically Disadvantaged 7 71 64 29 10 70 60 30 4 70 66 30
English Learners 6 43 37 57 7 62 55 38 2 64 62 36
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 82 63 18 22 82 60 18 17 83 66 17
Female 13 81 68 19 18 84 66 16 11 83 72 17
Male 25 83 58 17 25 80 55 20 22 82 59 18
American Indian < 100 < 0 < 100 < 0
Asian 16 81 65 19 19 78 58 22 14 94 81 6
Black 8 78 71 22 11 81 70 19 7 74 67 26
Hispanic 8 73 65 27 9 71 61 29 7 73 66 28
White 38 94 57 6 41 94 52 6 34 95 61 5
Two or more races 38 85 46 15 27 93 67 7 < < < <
Students with Disabilities 13 68 55 32 14 54 40 46 7 61 54 39
Economically Disadvantaged 7 71 64 29 10 70 60 30 4 70 66 30
English Learners 6 43 37 57 7 62 55 38 2 64 62 36
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division202228129
School303310
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6365369443
Grade 7337382368
Grade 8302343376
Total Students1,0041,0941,187
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

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 Students100410941187
Female476557590
Male528537597
American Indian235
Asian122132139
Black169183205
Hispanic331364396
Native Hawaiian122
White346369390
Two or more races334150
Students with Disabilities192225218
Not Students with Disabilities812869969
Economically Disadvantaged452495516
Not Economically Disadvantaged552599671
English Learners392464514
Not English Learners612630673
Homeless856
Foster Care12
Military Connected193449
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.4 66.9 67.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students9442039212812810043269105654126
Female46410244793347314265392364
Male480101474199553118435173162
American Indian0000000000000000
Asian104001107500127612127621
Black171102166422169310183311
Hispanic305000322123434010213512650
White31710028866233310163511832
Two or more races44000351103231040112
Students with Disabilities1842011857131927332151732
Economically Disadvantaged43000240815444417324532642
English Learners266001259110440313264482842
Homeless80020000140019410
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 14
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3290.1990.274
Asian11.0754.7612.15112.066
Black17.87333.3316.83316.72875
Hispanic34.53947.6232.9685033.2728.33
Native Hawaiian0.10.183
White32.3469.5234.46233.3333.7298.33
Two or more races3.8384.763.28716.673.7488.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3290.1990.274
Asian11.07512.15112.066
Black17.87316.83316.728
Hispanic34.53932.96833.272
Native Hawaiian0.10.183
White32.34634.46233.729
Two or more races3.8383.2873.748
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3290.1990.274
Asian11.07512.15112.066
Black17.87316.83316.728
Hispanic34.53932.96833.272
Native Hawaiian0.10.183
White32.34634.46233.729
Two or more races3.8383.2873.748
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 44.5943.9943.29
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 20.5819.4821.39
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 84.773.8773.8
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201622%72%3%3%
2016-201725%69%3%3%
2017-201827%68%3%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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