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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: Ms. Cintia Johnson
School Number: 180
Region: 4
Division: Arlington County Public Schools
Division Number: 7
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 22 58 80 20 19 60 79 21
Female 25 57 82 18 23 58 82 18 21 59 80 20
Male 17 59 77 23 21 57 78 22 18 60 78 22
American Indian < < 100 0 < < 100 0 < < < <
Asian 22 63 85 15 22 62 83 17 20 63 83 17
Black 10 62 72 28 9 63 72 28 11 66 76 24
Hispanic 12 55 67 33 11 57 69 31 8 58 66 34
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 34 58 92 8 38 54 92 8 33 58 91 9
Two or more races 29 51 80 20 29 58 87 13 33 56 90 10
Students with Disabilities 15 27 42 58 11 39 50 50 9 40 49 51
Students without Disabilities 22 65 88 12 25 62 87 13 22 64 86 14
Economically Disadvantaged 11 55 65 35 10 55 65 35 7 58 66 34
Not Economically Disadvantaged 29 61 89 11 31 60 91 9 28 61 89 11
English Learners 7 57 64 36 6 19 25 75 4 20 23 77
Homeless 8 23 31 69 9 36 45 55 < < < <
Military Connected 26 66 92 8 27 65 92 8
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 54 80 20 25 56 81 19 19 60 79 21
Female 32 51 83 17 27 52 79 21 23 57 80 20
Male 22 56 77 23 22 61 83 17 15 62 77 23
American Indian < < 100 0 < < < <
Asian 26 67 93 7 22 53 76 24 25 58 83 17
Black 7 59 67 33 10 67 78 22 12 67 78 22
Hispanic 13 54 67 33 12 58 70 30 8 58 66 34
White 45 48 93 7 45 46 91 9 30 59 89 11
Two or more races 27 36 64 36 29 71 100 0 47 47 95 5
Students with Disabilities 10 31 40 60 7 39 46 54 6 44 50 50
Students without Disabilities 30 58 88 12 29 60 89 11 22 63 84 16
Economically Disadvantaged 10 55 65 35 9 57 66 34 8 59 67 33
Not Economically Disadvantaged 37 53 90 10 37 55 92 8 28 60 88 12
English Learners 9 61 70 30 2 16 18 82 5 23 29 71
Homeless < < < < < < < < < < < <
Military Connected 36 57 93 7 22 67 89 11
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 19 60 79 21 20 56 77 23 21 60 82 18
Female 25 57 82 18 20 60 80 20 18 64 82 18
Male 14 62 76 24 21 53 74 26 25 56 81 19
American Indian < < 100 0 < < 100 0
Asian 24 60 83 17 20 66 86 14 21 58 79 21
Black 15 60 75 25 5 57 62 38 17 65 83 17
Hispanic 11 56 67 33 10 56 66 34 7 61 68 32
Native Hawaiian < < 100 0 < < 100 0
White 29 63 92 8 37 56 92 8 34 57 91 9
Two or more races < < < < 25 33 58 42 33 67 100 0
Students with Disabilities 19 25 43 57 10 37 47 53 8 47 55 45
Students without Disabilities 19 69 89 11 23 61 83 17 25 64 89 11
Economically Disadvantaged 13 54 67 33 7 54 61 39 9 59 68 32
Not Economically Disadvantaged 25 64 89 11 30 59 89 11 31 61 92 8
English Learners 8 55 64 36 2 23 25 75 2 22 24 76
Homeless < < < < < < < < < < 100 0
Military Connected 13 73 87 13 31 62 92 8
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 17 62 79 21 20 61 81 19 18 59 77 23
Female 18 64 82 18 22 64 86 14 21 56 78 22
Male 16 61 76 24 19 58 77 23 15 62 77 23
Asian 16 63 78 22 22 67 89 11 12 74 86 14
Black 8 68 75 25 12 63 75 25 2 64 66 34
Hispanic 11 55 66 34 12 58 69 31 10 56 66 34
Native Hawaiian < < 100 0
White 25 67 91 9 33 61 94 6 34 57 91 9
Two or more races 33 60 93 7 < < 100 0 14 57 71 29
Students with Disabilities 16 26 42 58 15 41 56 44 12 29 41 59
Students without Disabilities 17 70 87 13 22 66 88 12 19 66 85 15
Economically Disadvantaged 8 56 64 36 13 54 68 32 5 57 61 39
Not Economically Disadvantaged 22 67 89 11 27 66 93 7 27 61 88 12
English Learners 3 53 57 43 13 18 30 70 2 12 15 85
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 29 65 94 6
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 51 83 17 27 54 81 19 32 46 78 22
Female 36 50 86 14 31 53 84 16 37 42 79 21
Male 29 51 80 20 23 56 78 22 28 49 77 23
Asian 39 46 86 14 44 41 85 15 39 51 90 10
Black 17 60 77 23 17 59 76 24 15 42 58 42
Hispanic 23 53 75 25 13 56 69 31 21 48 69 31
Native Hawaiian < < 100 0
White 45 46 90 10 40 55 94 6 48 45 92 8
Two or more races 47 47 93 7 < < < < 29 36 64 36
Students with Disabilities 14 28 42 58 10 32 41 59 15 18 34 66
Students without Disabilities 36 56 92 8 31 60 91 9 36 52 88 12
Economically Disadvantaged 21 51 72 28 14 55 68 32 15 48 62 38
Not Economically Disadvantaged 40 50 90 10 37 54 91 9 43 45 88 12
English Learners 11 60 71 29 3 37 40 60 4 18 21 79
Homeless < < < < < < 100 0
Military Connected < < 100 0 47 41 88 12
Foster Care < < 100 0 < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 51 83 17 27 54 81 19 32 46 78 22
Female 36 50 86 14 31 53 84 16 37 42 79 21
Male 29 51 80 20 23 56 78 22 28 49 77 23
Asian 39 46 86 14 44 41 85 15 39 51 90 10
Black 17 60 77 23 17 59 76 24 15 42 58 42
Hispanic 23 53 75 25 13 56 69 31 21 48 69 31
Native Hawaiian < < 100 0
White 45 46 90 10 40 55 94 6 48 45 92 8
Two or more races 47 47 93 7 < < < < 29 36 64 36
Students with Disabilities 14 28 42 58 10 32 41 59 15 18 34 66
Students without Disabilities 36 56 92 8 31 60 91 9 36 52 88 12
Economically Disadvantaged 21 51 72 28 14 55 68 32 15 48 62 38
Not Economically Disadvantaged 40 50 90 10 37 54 91 9 43 45 88 12
English Learners 11 60 71 29 3 37 40 60 4 18 21 79
Homeless < < < < < < 100 0
Military Connected < < 100 0 47 41 88 12
Foster Care < < 100 0 < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 71 83 17 14 63 78 22 14 67 81 19
Female 13 72 85 15 14 65 80 20 14 67 82 18
Male 12 69 81 19 14 62 76 24 14 66 80 20
American Indian < < 100 0 < < 100 0 < < < <
Asian 18 70 88 12 18 70 88 12 19 72 91 9
Black 8 74 82 18 13 58 71 29 8 65 73 27
Hispanic 6 67 72 28 5 62 66 34 7 63 70 30
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 74 93 7 22 67 88 12 22 70 92 8
Two or more races 17 66 83 17 26 55 82 18 21 66 87 13
Students with Disabilities 10 37 47 53 8 43 50 50 5 46 51 49
Students without Disabilities 13 78 91 9 16 68 84 16 16 71 88 12
Economically Disadvantaged 9 62 72 28 8 58 66 34 9 63 71 29
Not Economically Disadvantaged 15 77 92 8 19 68 87 13 19 70 89 11
English Learners 8 64 72 28 8 38 46 54 4 39 43 57
Homeless 8 23 31 69 9 27 36 64 < < < <
Military Connected 21 71 92 8 15 79 94 6
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 74 82 18 6 71 77 23 9 67 76 24
Female 4 83 87 13 8 70 78 22 9 67 76 24
Male 10 67 77 23 4 71 75 25 8 68 76 24
American Indian < < 100 0 < < < <
Asian 13 84 97 3 6 85 91 9 15 64 79 21
Black 7 73 80 20 10 65 75 25 5 66 72 28
Hispanic 2 72 74 26 3 68 71 29 4 63 68 32
White 14 75 89 11 6 70 75 25 15 76 91 9
Two or more races < < < < < < 100 0 14 79 93 7
Students with Disabilities 2 48 50 50 3 42 45 55 4 54 58 42
Students without Disabilities 9 82 91 9 7 80 87 13 10 71 80 20
Economically Disadvantaged 6 68 74 26 4 67 71 29 7 63 69 31
Not Economically Disadvantaged 9 80 89 11 9 75 83 17 11 72 83 17
English Learners 5 75 80 20 2 44 46 54 5 33 39 61
Homeless < < < < < < < < < < < <
Military Connected < < < < 20 73 93 7
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 22 50 72 28 22 45 67 33 2 61 63 37
Female 25 45 69 31 23 47 69 31 2 61 63 38
Male 19 55 74 26 22 43 65 35 3 61 63 37
Asian 26 39 65 35 31 48 79 21 4 84 88 12
Black 13 58 70 30 16 47 64 36 5 56 60 40
Hispanic 12 45 56 44 7 42 48 52 1 54 55 45
White 33 58 91 9 38 47 85 15 - 60 60 40
Two or more races < < < < 27 40 67 33 < < 100 0
Students with Disabilities 17 23 41 59 8 33 41 59 3 37 40 60
Students without Disabilities 23 59 82 18 26 48 74 26 2 74 75 25
Economically Disadvantaged 15 40 56 44 11 39 50 50 2 56 58 42
Not Economically Disadvantaged 27 59 86 14 31 49 81 19 3 68 70 30
English Learners 14 39 53 47 4 17 22 78 2 41 43 57
Homeless < < < < < < < < < < < <
Military Connected 27 67 93 7 < < < <
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 6 75 81 19 7 63 70 30 9 71 80 20
Female 5 81 86 14 6 66 72 28 9 75 85 15
Male 7 70 77 23 8 60 68 32 9 67 76 24
American Indian < < 100 0 < < 100 0
Asian 4 85 89 11 8 72 80 20 14 81 95 5
Black 6 74 80 20 16 50 66 34 4 65 69 31
Hispanic 3 70 73 27 6 56 62 38 4 65 69 31
Native Hawaiian < < 100 0
White 10 77 87 13 4 77 81 19 13 79 92 8
Two or more races < < < < < < < < 17 61 78 22
Students with Disabilities 11 29 40 60 16 33 49 51 8 38 46 54
Students without Disabilities 4 89 93 7 4 75 78 22 9 79 88 12
Economically Disadvantaged 5 65 71 29 8 54 62 38 3 66 70 30
Not Economically Disadvantaged 6 84 91 9 6 73 79 21 14 75 88 12
English Learners 4 67 71 29 15 43 58 42 2 41 44 56
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 87 97 3 12 80 93 7 28 71 99 1
Female 10 89 99 1 13 81 94 6 29 70 99 1
Male 10 85 96 4 12 80 91 9 27 72 99 1
Asian 26 74 100 0 19 78 97 3 30 70 100 0
Black 8 87 95 5 5 73 78 23 27 73 100 0
Hispanic 3 90 93 7 1 88 89 11 24 74 98 2
Native Hawaiian < < 100 0
White 11 89 100 0 18 80 98 2 29 71 100 0
Two or more races 7 93 100 0 < < 100 0 < < < <
Students with Disabilities - 91 91 9 - 95 95 5 8 77 85 15
Students without Disabilities 11 87 97 3 13 79 92 8 29 71 100 0
Economically Disadvantaged 9 87 96 4 8 76 84 16 31 69 100 0
Not Economically Disadvantaged 10 87 98 2 14 82 96 4 27 72 99 1
English Learners 9 86 95 5 9 73 82 18 < < 100 0
Military Connected 20 80 100 0 19 81 100 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 30 70 100 0 53 47 100 0 48 51 99 1
Female 42 58 100 0 45 55 100 0 51 46 97 3
Male 16 84 100 0 61 39 100 0 46 54 100 0
Asian < < 100 0 < < 100 0 58 42 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 36 64 100 0
Native Hawaiian < < 100 0
White 29 71 100 0 45 55 100 0 48 50 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 30 70 100 0 53 47 100 0 50 49 99 1
Economically Disadvantaged < < 100 0 < < 100 0 50 50 100 0
Not Economically Disadvantaged 31 69 100 0 56 44 100 0 48 51 99 1
English Learners < < 100 0
Military Connected < < 100 0 < < 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 22 60 82 18 17 66 83 17 23 57 80 20
Female 18 66 84 16 11 72 83 17 20 60 80 20
Male 25 55 80 20 22 59 82 18 26 54 80 20
Asian 19 58 78 22 14 81 94 6 19 69 88 12
Black 11 70 81 19 7 67 74 26 5 64 69 31
Hispanic 9 61 71 29 7 66 73 28 10 60 70 30
Native Hawaiian < < 100 0
White 41 52 94 6 34 61 95 5 44 48 92 8
Two or more races 27 67 93 7 < < < < 29 50 79 21
Students with Disabilities 14 40 54 46 7 54 61 39 12 35 48 52
Students without Disabilities 24 64 88 12 19 69 88 12 25 62 87 13
Economically Disadvantaged 10 60 70 30 4 66 70 30 8 59 68 32
Not Economically Disadvantaged 31 60 91 9 28 66 93 7 33 55 88 12
English Learners 7 55 62 38 2 38 39 61 2 32 34 66
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 41 47 88 12
Foster Care < < 100 0 < < < <
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 22 60 82 18 17 66 83 17 23 57 80 20
Female 18 66 84 16 11 72 83 17 20 60 80 20
Male 25 55 80 20 22 59 82 18 26 54 80 20
Asian 19 58 78 22 14 81 94 6 19 69 88 12
Black 11 70 81 19 7 67 74 26 5 64 69 31
Hispanic 9 61 71 29 7 66 73 28 10 60 70 30
Native Hawaiian < < 100 0
White 41 52 94 6 34 61 95 5 44 48 92 8
Two or more races 27 67 93 7 < < < < 29 50 79 21
Students with Disabilities 14 40 54 46 7 54 61 39 12 35 48 52
Students without Disabilities 24 64 88 12 19 69 88 12 25 62 87 13
Economically Disadvantaged 10 60 70 30 4 66 70 30 8 59 68 32
Not Economically Disadvantaged 31 60 91 9 28 66 93 7 33 55 88 12
English Learners 7 55 62 38 2 38 39 61 2 32 34 66
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 41 47 88 12
Foster Care < < 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
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 83 17 14 68 82 18 16 63 79 21
Female 16 69 84 16 15 67 82 18 13 64 78 22
Male 20 63 82 18 13 69 81 19 18 63 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 16 71 87 13 16 80 96 4 16 70 85 15
Black 10 71 82 18 5 68 72 28 5 68 73 27
Hispanic 8 65 73 27 4 66 70 30 6 58 64 36
Native Hawaiian < < 100 0 < < 100 0
White 32 60 92 8 27 68 94 6 29 64 92 8
Two or more races 13 75 88 13 14 57 71 29 28 59 86 14
Students with Disabilities 4 43 47 53 6 47 53 47 3 44 47 53
Students without Disabilities 21 71 91 9 16 73 89 11 19 68 86 14
Economically Disadvantaged 5 65 70 30 5 65 70 30 6 59 65 35
Not Economically Disadvantaged 27 66 93 7 21 70 91 9 23 66 89 11
English Learners 4 65 69 31 4 36 40 60 - 24 24 76
Homeless < < < < < < < < < < 100 0
Military Connected 17 75 92 8 37 57 93 7
Foster Care < < < < < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 65 86 14 9 75 84 16 12 67 79 21
Female 17 70 87 13 10 75 85 15 8 69 78 22
Male 23 61 84 16 8 76 84 16 14 66 80 20
Asian 19 69 88 13 15 82 97 3 10 79 88 12
Black 12 73 85 15 6 70 76 24 - 61 61 39
Hispanic 10 66 76 24 2 69 71 29 2 64 67 33
Native Hawaiian < < 100 0
White 36 58 93 7 15 82 97 3 25 71 96 4
Two or more races 13 80 93 7 < < < < 21 50 71 29
Students with Disabilities 4 38 42 58 2 57 58 42 3 40 44 56
Students without Disabilities 23 71 94 6 10 80 90 10 13 73 86 14
Economically Disadvantaged 7 66 73 27 4 67 71 29 2 61 64 36
Not Economically Disadvantaged 29 65 94 6 13 82 94 6 18 71 89 11
English Learners 3 70 73 27 - 36 36 64 - 24 24 76
Homeless < < < < < < 100 0
Military Connected < < 100 0 35 59 94 6
Foster Care < < 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 16 65 81 19 18 61 79 21 20 59 79 21
Female 15 67 82 18 21 59 80 20 18 60 78 22
Male 17 63 80 20 16 63 79 21 23 58 81 19
American Indian < < 100 0 < < 100 0
Asian 14 72 86 14 15 79 95 5 21 62 82 18
Black 10 69 79 21 2 65 67 33 9 74 83 17
Hispanic 6 64 70 30 6 62 68 32 10 50 60 40
Native Hawaiian < < 100 0 < < 100 0
White 29 61 90 10 37 55 92 8 32 56 89 11
Two or more races < < < < 8 50 58 42 33 67 100 0
Students with Disabilities 4 43 46 54 7 34 41 59 1 46 48 52
Students without Disabilities 19 70 89 11 21 67 88 12 24 62 87 13
Economically Disadvantaged 4 62 66 34 4 63 67 33 10 57 66 34
Not Economically Disadvantaged 24 67 92 8 27 60 87 13 27 61 89 11
English Learners 5 61 66 34 4 26 30 70 - 23 23 77
Homeless < < < < < < < < < < 100 0
Military Connected 13 73 87 13 38 54 92 8
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
School331020
Division228129169
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 6365369443
Grade 7337382368
Grade 8302343376
Total Students1,0041,0941,187

< = 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 Students100410941187
Female476557590
Male528537597
American Indian235
Asian122132139
Black169183205
Hispanic331364396
Native Hawaiian122
White346369390
Two or more races334150
Students with Disabilities192225218
Students without Disabilities812869969
Economically Disadvantaged452495516
Not Economically Disadvantaged552599671
English Learners392464514
Not English Learners612630673
Homeless856
Military Connected193449
Foster Care12-
< = 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
2015-2016Division16,288.002,494.00540.00
State6,084.004,849.00812.00
2016-2017Division16,651.002,564.00582.00
State6,248.005,052.00871.00
2017-2018Division17,193.002,662.00608.00
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 Students962471,024721,11078
Female456195223254347
Male506285024056731
American Indian<<<<<<
Asian11881171012617
Black1624177619710
Hispanic326173423236627
Native Hawaiian<<<<<<
White323143462136921
Two or more races304383453
Students with Disabilities186142072319821
Economically Disadvantaged426174443449133
English Learners380194323448232
Homeless12295<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons 31
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 12

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.30.4
Asian12.212.111.76.3
Black16.816.77517.350
Hispanic335033.38.333.425
Native Hawaiian0.10.20.2
White34.533.333.78.332.912.5
Two or more races3.316.73.78.34.26.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.30.4
Asian12.212.111.7
Black16.816.717.3
Hispanic3333.333.4
Native Hawaiian0.10.20.2
White34.533.732.9
Two or more races3.33.74.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.30.4
Asian12.212.111.7
Black16.816.717.3
Hispanic3333.333.4
Native Hawaiian0.10.20.2
White34.533.732.9
Two or more races3.33.74.2
< = 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 43.344.340.1
< = 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 21.328.732.8
< = 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 73.77574
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School3.7%0.9%
Division6.3%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
2016-201725%69%3%3%
2017-201827%68%3%2%
2018-201927%68%3%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianNoYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%79%73%75%
Asian83%84%87%75%
Black76%74%60%75%
Hispanic66%67%63%75%
White91%92%81%75%
Economically Disadvantaged66%65%62%75%
English Learners62%62%53%75%
Students with Disabilities49%47%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 Students81%80%74%70%
Asian91%88%89%70%
Black73%75%60%70%
Hispanic69%68%64%70%
White92%91%81%70%
Economically Disadvantaged71%68%63%70%
English Learners68%68%57%70%
Students with Disabilities51%50%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%
Asian86%
Black69%
Hispanic69%
White92%
Economically Disadvantaged67%
English Learners59%
Students with Disabilities48%

< = 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 Students83%86%
Asian85%93%
Black79%80%
Hispanic72%78%
White92%94%
Economically Disadvantaged72%79%
English Learners69%78%
Students with Disabilities58%64%

< = 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 Students7%6%9%10%
Asian12%9%5%10%
Black5%4%9%10%
Hispanic7%7%9%10%
White5%5%9%10%
Economically Disadvantaged6%6%13%10%
English Learners6%6%8%10%
Students with Disabilities10%9%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 Progress48%46%58%
English Learner Proficiency10%--

< = 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 Progress5812248%
English Learner Proficiency1414410%

ESSA Participation Rates

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

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

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