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Journey Middle

General school information

Category: Middle (06-08) School
Phone: 434-975-9320
Address: 210 Lambs Lane Charlottesville, VA 22901-8979
Principal: Ashby Johnson
Superintendent: Dr. Matthew S. Haas
School Number: 950
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 2 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2020 through 2024

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level Two

Achievement Gaps

EnglishLevel Three
MathematicsLevel Three

Student Engagement & Outcomes

Chronic Absenteeism Level Two
  • 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 Three Level Three
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level Three Level Three
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 43 69 31 11 49 60 40 11 50 60 40
Female 16 39 56 44 10 50 61 39 9 51 60 40
Male 35 45 80 20 12 47 59 41 13 48 60 40
American Indian < < 100 0 < < 100 0
Asian 58 25 83 17 14 51 66 34 25 41 66 34
Black 14 29 43 57 4 28 32 68 1 40 41 59
Hispanic 14 34 48 52 3 42 45 55 3 38 41 59
White 31 56 86 14 20 62 82 18 20 66 86 14
Multiple Races < < < < 10 52 63 38 14 47 61 39
Students with Disabilities 48 13 61 39 6 23 29 71 8 30 38 62
Students without Disabilities 21 49 70 30 12 53 65 35 11 53 64 36
Economically Disadvantaged 16 36 52 48 6 38 44 56 5 41 46 54
Not Economically Disadvantaged 38 50 88 12 16 58 74 26 17 60 78 22
English Learners 10 10 20 80 2 14 16 84 2 14 15 85
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 40 50 90 10 40 50 90 10
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 38 70 30 9 48 57 43 7 44 52 48
Female 19 38 58 42 6 51 57 43 7 47 55 45
Male 41 38 78 22 12 46 58 42 8 42 49 51
Asian < < 100 0 < < < < < < < <
Black 20 - 20 80 2 33 35 65 - 33 33 68
Hispanic 24 41 65 35 - 36 36 64 2 27 28 72
White 37 50 87 13 18 61 80 20 15 62 77 23
Multiple Races < < < < 15 46 62 38 8 77 85 15
Students with Disabilities 50 13 63 38 3 31 34 66 8 15 23 77
Students without Disabilities 26 47 72 28 10 51 61 39 7 49 57 43
Economically Disadvantaged 24 32 57 43 3 39 42 58 2 39 41 59
Not Economically Disadvantaged 42 46 88 12 15 57 72 28 15 51 66 34
English Learners < < < < - 21 21 79 3 3 5 95
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 73 28 14 47 61 39 11 48 59 41
Female 13 48 61 39 13 49 61 39 9 48 57 43
Male 18 71 88 12 15 45 60 40 13 49 61 39
Asian < < < < 25 33 58 42 < < < <
Black < < < < 6 28 33 67 2 41 43 57
Hispanic < < < < 3 48 52 48 4 27 31 69
White 18 76 94 6 25 55 80 20 19 71 90 10
Multiple Races < < < < 11 68 79 21 20 33 53 47
Students with Disabilities < < < < 10 19 29 71 8 38 46 54
Students without Disabilities 14 63 77 23 15 53 68 32 12 50 62 38
Economically Disadvantaged 5 50 55 45 9 39 48 52 7 33 40 60
Not Economically Disadvantaged 28 67 94 6 18 54 72 28 16 67 83 17
English Learners < < < < 3 14 17 83 - 16 16 84
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 29 58 42 11 50 61 39 13 54 68 32
Female 17 25 42 58 12 52 64 36 10 57 66 34
Male 42 33 75 25 10 49 59 41 17 51 68 32
American Indian < < 100 0 < < 100 0
Asian < < 100 0 14 57 71 29 33 40 73 27
Black < < < < 5 22 27 73 2 45 46 54
Hispanic < < < < 4 39 43 57 3 59 62 38
White 33 42 75 25 17 69 86 14 25 65 90 10
Multiple Races < < < < 6 38 44 56 13 39 52 48
Students with Disabilities < < 100 0 4 21 25 75 8 35 43 57
Students without Disabilities 23 32 55 45 12 54 66 34 14 58 72 28
Economically Disadvantaged 10 20 30 70 6 36 42 58 7 48 55 45
Not Economically Disadvantaged 43 36 79 21 15 62 76 24 21 62 83 17
English Learners < < < < 4 7 11 89 3 24 26 74
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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.
English Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 40 50 50 11 36 47 53
Female 12 45 57 43 10 37 47 53
Male 8 35 43 57 12 35 47 53
American Indian < < < < < < 100 0
Asian 18 45 64 36 36 21 57 43
Black 5 12 16 84 2 15 17 83
Hispanic 3 44 47 53 - 39 39 61
White 14 53 67 33 18 51 70 30
Multiple Races 7 27 33 67 11 39 50 50
Students with Disabilities - 5 5 95 - 9 9 91
Students without Disabilities 11 44 55 45 13 41 55 45
Economically Disadvantaged 5 25 30 70 3 28 31 69
Not Economically Disadvantaged 14 50 64 36 20 46 67 33
English Learners < < < < 7 - 7 93
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 40 50 50 11 36 47 53
Female 12 45 57 43 10 37 47 53
Male 8 35 43 57 12 35 47 53
American Indian < < < < < < 100 0
Asian 18 45 64 36 36 21 57 43
Black 5 12 16 84 2 15 17 83
Hispanic 3 44 47 53 - 39 39 61
White 14 53 67 33 18 51 70 30
Multiple Races 7 27 33 67 11 39 50 50
Students with Disabilities - 5 5 95 - 9 9 91
Students without Disabilities 11 44 55 45 13 41 55 45
Economically Disadvantaged 5 25 30 70 3 28 31 69
Not Economically Disadvantaged 14 50 64 36 20 46 67 33
English Learners < < < < 7 - 7 93
Homeless < < < < < < < <
Military Connected < < < < < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 74 26 7 46 53 47 6 46 52 48
Female 10 57 67 33 5 44 49 51 4 45 49 51
Male 23 59 81 19 9 48 57 43 9 46 55 45
American Indian < < 100 0 < < 100 0
Asian 46 23 69 31 22 49 70 30 28 41 69 31
Black 11 44 56 44 - 30 30 70 1 31 32 68
Hispanic 19 38 57 43 1 33 34 66 1 36 38 63
White 14 73 88 12 14 63 77 23 12 67 78 22
Multiple Races < < < < 3 40 43 57 6 28 34 66
Students with Disabilities 50 14 64 36 2 27 29 71 3 29 33 67
Students without Disabilities 12 64 76 24 8 49 57 43 7 48 55 45
Economically Disadvantaged 17 41 58 42 2 36 38 62 3 34 37 63
Not Economically Disadvantaged 16 73 88 12 11 55 66 34 11 60 71 29
English Learners 11 19 30 70 2 12 13 87 2 16 18 83
Homeless < < < < - 5 5 95 10 20 30 70
Military Connected < < 100 0 10 80 90 10 10 80 90 10
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 43 62 38 7 37 44 56 6 41 47 53
Female 4 52 57 43 2 35 37 63 4 42 46 54
Male 27 38 65 35 11 39 50 50 8 40 47 53
Asian < < < < 10 50 60 40 < < < <
Black 10 20 30 70 - 22 22 78 - 28 28 72
Hispanic 31 15 46 54 - 20 20 80 - 27 27 73
White 13 67 80 20 14 58 72 28 13 61 75 25
Multiple Races < < < < 6 19 25 75 - 33 33 67
Students with Disabilities 47 20 67 33 - 23 23 77 4 42 46 54
Students without Disabilities 9 51 60 40 8 39 47 53 6 40 47 53
Economically Disadvantaged 22 25 47 53 - 30 30 70 2 32 34 66
Not Economically Disadvantaged 13 71 83 17 13 44 56 44 11 52 63 37
English Learners < < < < - 10 10 90 - 12 12 88
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 45 52 48 2 44 46 54 - 34 34 66
Female 5 35 40 60 - 39 39 61 - 28 28 72
Male < < < < 3 48 51 49 - 40 40 60
Asian < < < < < < < < < < < <
Black < < < < - 33 33 67 - 28 28 72
Hispanic < < < < 2 43 44 56 - 27 27 73
White 18 64 82 18 2 62 64 36 - 56 56 44
Multiple Races < < < < - 33 33 67 - 9 9 91
Students with Disabilities < < < < 5 29 34 66 - 24 24 76
Students without Disabilities - 54 54 46 1 48 49 51 - 37 37 63
Economically Disadvantaged 10 30 40 60 2 36 38 62 - 25 25 75
Not Economically Disadvantaged < < < < 1 56 58 43 - 53 53 47
English Learners 10 10 20 80 3 25 28 73 - 18 18 82
Homeless < < < < < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 - 18 82 - 21 21 79 2 25 27 73
Female < < < < - 23 23 77 - 28 28 72
Male < < < < - 19 19 81 4 23 26 74
Asian < < < < < < < < < < < <
Black < < < < - 13 13 87 2 17 20 80
Hispanic < < < < - 9 9 91 2 29 32 68
White < < < < - 48 48 52 - 35 35 65
Multiple Races < < < < - 23 23 77 - 29 29 71
Students with Disabilities < < 100 0 - 10 10 90 6 13 19 81
Students without Disabilities < < < < - 23 23 77 - 30 30 70
Economically Disadvantaged < < < < - 14 14 86 2 24 26 74
Not Economically Disadvantaged < < < < - 31 31 69 - 30 30 70
English Learners < < < < - 2 2 98 - 13 13 87
Homeless < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 79 96 4 14 77 91 9 11 77 88 12
Female 17 78 95 5 14 74 88 12 7 77 84 16
Male 18 79 97 3 13 80 93 7 15 76 91 9
American Indian < < 100 0 < < 100 0
Asian < < 100 0 27 73 100 0 < < 100 0
Black < < 100 0 - 83 83 17 - 75 75 25
Hispanic 25 75 100 0 4 79 83 17 4 83 87 13
White 11 83 94 6 18 74 92 8 11 81 93 7
Multiple Races < < 100 0 8 92 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 18 79 96 4 14 77 91 9 11 77 88 12
Economically Disadvantaged 15 77 92 8 12 79 91 9 4 74 78 22
Not Economically Disadvantaged 19 80 98 2 15 76 91 9 14 78 93 7
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 82 100 0 36 61 97 3 31 67 98 2
Female < < 100 0 31 69 100 0 26 68 95 5
Male < < 100 0 41 53 94 6 35 65 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0
White < < 100 0 32 64 96 4 26 74 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 18 82 100 0 36 61 97 3 32 66 98 2
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 20 80 100 0 39 58 97 3 30 70 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Military Connected < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 68 89 11 6 45 51 49 12 44 56 44
Female < < < < 5 42 47 53 7 42 49 51
Male 21 79 100 0 7 47 55 45 17 46 63 37
American Indian < < 100 0 < < 100 0
Asian < < 100 0 14 50 64 36 27 47 73 27
Black < < 100 0 - 24 24 76 2 19 21 79
Hispanic 2 28 30 70 3 42 45 55
White 7 79 86 14 12 67 79 21 23 65 87 13
Multiple Races < < 100 0 - 20 20 80 9 36 45 55
Students with Disabilities < < 100 0 4 17 21 79 6 20 26 74
Students without Disabilities 18 71 88 12 7 48 54 46 13 49 61 39
Economically Disadvantaged < < < < 1 31 32 68 6 33 39 61
Not Economically Disadvantaged 20 73 93 7 10 55 65 35 19 58 77 23
English Learners 2 2 5 95 - 11 11 89
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 68 89 11 6 45 51 49 12 44 56 44
Female < < < < 5 42 47 53 7 42 49 51
Male 21 79 100 0 7 47 55 45 17 46 63 37
American Indian < < 100 0 < < 100 0
Asian < < 100 0 14 50 64 36 27 47 73 27
Black < < 100 0 - 24 24 76 2 19 21 79
Hispanic 2 28 30 70 3 42 45 55
White 7 79 86 14 12 67 79 21 23 65 87 13
Multiple Races < < 100 0 - 20 20 80 9 36 45 55
Students with Disabilities < < 100 0 4 17 21 79 6 20 26 74
Students without Disabilities 18 71 88 12 7 48 54 46 13 49 61 39
Economically Disadvantaged < < < < 1 31 32 68 6 33 39 61
Not Economically Disadvantaged 20 73 93 7 10 55 65 35 19 58 77 23
English Learners 2 2 5 95 - 11 11 89
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2020-2021 2021-2022 2022-2023
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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.
History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 50 66 34 21 44 65 35
Female 13 51 64 36 15 48 64 36
Male 18 49 67 33 26 40 66 34
American Indian < < 100 0 < < 100 0
Asian 17 67 83 17 43 36 79 21
Black 2 24 26 74 6 29 35 65
Hispanic 2 49 51 49 4 57 62 38
White 28 60 88 12 40 47 87 13
Multiple Races 14 43 57 43 15 40 55 45
Students with Disabilities - 30 30 70 13 19 32 68
Students without Disabilities 18 52 70 30 23 48 71 29
Economically Disadvantaged 1 46 47 53 12 36 49 51
Not Economically Disadvantaged 27 53 79 21 31 53 84 16
English Learners - 7 7 93 - 28 28 72
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 50 66 34 21 44 65 35
Female 13 51 64 36 15 48 64 36
Male 18 49 67 33 26 40 66 34
American Indian < < 100 0 < < 100 0
Asian 17 67 83 17 43 36 79 21
Black 2 24 26 74 6 29 35 65
Hispanic 2 49 51 49 4 57 62 38
White 28 60 88 12 40 47 87 13
Multiple Races 14 43 57 43 15 40 55 45
Students with Disabilities - 30 30 70 13 19 32 68
Students without Disabilities 18 52 70 30 23 48 71 29
Economically Disadvantaged 1 46 47 53 12 36 49 51
Not Economically Disadvantaged 27 53 79 21 31 53 84 16
English Learners - 7 7 93 - 28 28 72
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
School9388
Division308947
State1,3244,0064,460
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 2021-20222022-20232023-2024
Grade 6205200200
Grade 7253198202
Grade 8236236206
Total Students694634608

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students694634608
Female330313307
Male363318300
American Indian21-
Asian323435
Black152146148
Hispanic169175172
White285228214
Multiple Races545039
Students with Disabilities1109185
Students without Disabilities584543523
Economically Disadvantaged310328297
Not Economically Disadvantaged384306311
English Learners155166173
Not English Learners539468435
Homeless8413
Military Connected141010
Foster Care1-4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students678060981490141
Female34302784624173
Male33503303524767
American Indian<<<<<<
Asian360350295
Black14401292010538
Hispanic18201452613144
White26302512918639
Multiple Races5204763914
Students with Disabilities89094136626
Economically Disadvantaged40302805126493
English Learners17001312611549
Homeless11094510
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 304
Relationship Behaviors without Physical Harm 308
Behaviors of a Safety Concern 98
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 7

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.30.2
Asian5.64.62.95.46.7
Black21.621.944.12353.3
Hispanic27.224.414.727.620
Native Hawaiian0.1----
White38.241.123.53613.3
Multiple Races7.27.814.77.96.7
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.30.2
Asian5.64.65.4
Black21.621.923
Hispanic27.224.427.6
Native Hawaiian0.1
White38.241.136
Multiple Races7.27.87.9
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.30.2
Asian5.64.65.4
Black21.621.923
Hispanic27.224.427.6
Native Hawaiian0.1----
White38.241.136
Multiple Races7.27.87.9
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 54.954.952.5
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 49.749.728.1
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 78.778.757.3
< = 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
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202126%73%1%0%
2021-202226%69%4%1%
2022-202328%68%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2023 ESSA Status: Not Identified for Support and Improvement
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-No-
AsianNoNo-No-
BlackNoNo-No-
HispanicNoNo-No-
WhiteYes - CPYes-No-
Multiple RacesNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersNoNoNoNo-
Students with DisabilitiesNoNo-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students61%64%77%88%
Asian64%66%91%88%
Black43%43%64%88%
Hispanic42%45%63%88%
White86%86%84%88%
Multiple Races63%69%82%88%
Economically Disadvantaged47%49%63%88%
English Learners32%37%53%88%
Students with Disabilities39%34%50%88%

< = 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. 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: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students53%62%72%85%
Asian69%78%90%85%
Black33%41%56%85%
Hispanic39%43%58%85%
White78%83%80%85%
Multiple Races35%58%75%85%
Economically Disadvantaged38%47%57%85%
English Learners31%40%52%85%
Students with Disabilities33%33%47%85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students58%
Asian73%
Black22%
Hispanic47%
White87%
Multiple Races48%
Economically Disadvantaged40%
English Learners37%
Students with Disabilities26%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students22%22%12%10%
Asian15%15%10%10%
Black27%27%13%10%
Hispanic25%25%13%10%
White17%17%13%10%
Multiple Races26%26%14%10%
Economically Disadvantaged26%26%15%10%
English Learners30%30%12%10%
Students with Disabilities28%28%16%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 Progress41%52%58%
English Learner Proficiency6%--

< = 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 Progress399541%
English Learner Proficiency71146%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-99%1%98%2%
Asian100%-100%-100%-
Black99%1%99%1%95%5%
Hispanic100%-99%1%98%2%
White100%-99%1%100%-
Multiple Races100%-98%2%96%4%
Economically Disadvantaged100%-99%1%97%3%
Not Economically Disadvantaged100%-99%1%99%1%
English Learners100%-99%1%100%-
Students with Disabilities99%1%99%1%95%5%
Students without Disabilities100%-99%1%99%1%
Female100%-99%1%97%3%
Male100%-99%1%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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students69%66%
Asian67%78%
Black58%53%
Hispanic54%54%
White89%84%
Multiple Races69%50%
Economically Disadvantaged59%54%
English Learners46%50%
Students with Disabilities53%49%

< = 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.
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