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Kenmore Middle

General school information

Category: Middle (06-08) School
Phone: 703-228-6800
Address: 200 S Carlin Springs Rd Arlington, VA 22204
Principal: Mr. David McBride
Superintendent: Ms. Cintia Johnson
School Number: 500
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

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)
Annual Waiver: 2018 through 2020

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 13 66 80 20 13 68 81 19
Female 14 69 82 18 14 67 80 20 11 72 82 18
Male 16 68 84 16 13 66 79 21 15 64 79 21
American Indian < < < < < < 100 0
Asian 13 81 94 6 19 70 89 11 19 71 90 10
Black 3 70 73 27 5 67 71 29 - 73 73 27
Hispanic 6 68 74 26 3 66 68 32 5 64 69 31
Native Hawaiian < < 100 0
White 30 66 96 4 27 66 94 6 26 69 95 5
Two or more races 31 55 86 14 17 61 78 22 25 68 93 7
Students with Disabilities 8 50 58 42 9 42 51 49 10 48 58 42
Students without Disabilities 17 73 89 11 15 73 88 12 14 73 87 13
Economically Disadvantaged 5 68 73 27 4 64 69 31 4 67 70 30
Not Economically Disadvantaged 24 69 93 7 22 68 90 10 24 68 92 8
English Learners 2 63 66 34 3 27 30 70 6 33 39 61
Military Connected < < 100 0 45 55 100 0
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 15 69 85 15 12 65 77 23 14 69 84 16
Female 15 70 85 15 12 64 76 24 12 73 85 15
Male 16 68 84 16 13 67 80 20 16 66 82 18
Asian 12 88 100 0 25 67 92 8 16 75 91 9
Black - 70 70 30 6 66 71 29 - 74 74 26
Hispanic 5 72 77 23 2 63 65 35 2 70 73 27
White 35 62 97 3 22 70 92 8 32 66 98 2
Two or more races 32 63 95 5 25 50 75 25 < < < <
Students with Disabilities 5 58 63 37 4 40 44 56 4 56 60 40
Students without Disabilities 18 72 90 10 14 72 86 14 17 74 91 9
Economically Disadvantaged 4 71 75 25 5 62 66 34 2 72 74 26
Not Economically Disadvantaged 26 68 94 6 18 68 87 13 28 67 95 5
English Learners - 64 64 36 - 29 29 71 - 45 45 55
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 68 81 19 13 68 81 19 10 68 77 23
Female 11 68 79 21 15 71 86 14 8 72 79 21
Male 15 68 84 16 12 66 78 22 12 64 75 25
American Indian < < 100 0 < < 100 0
Asian 13 74 87 13 11 75 86 14 19 69 88 12
Black 7 70 77 23 - 70 70 30 - 72 72 28
Hispanic 4 66 70 30 2 70 71 29 3 62 64 36
Native Hawaiian < < 100 0
White 24 72 96 4 32 63 95 5 20 73 92 8
Two or more races 30 40 70 30 9 73 82 18 21 74 95 5
Students with Disabilities 3 43 45 55 8 45 53 47 4 44 47 53
Students without Disabilities 15 73 88 12 15 75 89 11 11 73 84 16
Economically Disadvantaged 5 64 68 32 2 68 70 30 2 64 66 34
Not Economically Disadvantaged 20 72 91 9 25 68 93 7 18 71 89 11
English Learners 4 63 67 33 - 26 26 74 - 19 19 81
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
School331122
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 6320343344
Grade 7296320344
Grade 8326296314
Total Students9429591,002

< = 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 Students9429591002
Female454444473
Male488515529
American Indian446
Asian818976
Black10910499
Hispanic424435485
White282283292
Two or more races424343
Students with Disabilities205197230
Students without Disabilities737762772
Economically Disadvantaged512533552
Not Economically Disadvantaged430426450
English Learners384460522
Not English Learners558499480
Homeless454
Military Connected111315
Foster Care111
< = 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 Students908509234694454
Female444194302144825
Male464314932549629
American Indian<<<<<<
Asian815844733
Black11051012949
Hispanic402254163244830
Native Hawaiian--<<<<
White2721227682849
Two or more races402430383
Students with Disabilities206162022021123
Economically Disadvantaged483284773151135
English Learners382154432748925
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 17
Disorderly or Disruptive Behavior Offenses 22
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.44.30.4
Asian8.69.33.7
Black11.621.710.822.2
Hispanic4565.245.455.6
Native Hawaiian--0.1
White29.94.329.53.7
Two or more races4.54.34.514.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.4
Asian8.69.3
Black11.610.8
Hispanic4545.4
Native Hawaiian0.1
White29.929.5
Two or more races4.54.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.4
Asian8.69.3
Black11.610.8
Hispanic4545.4
Native Hawaiian--0.1
White29.929.5
Two or more races4.54.5
< = 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 49.151.652.6
< = 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 22.526.628.9
< = 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 83.380.280.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School7.5%1.1%
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
2016-201722%73%3%2%
2017-201825%70%3%2%
2018-201925%71%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicNoYes-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 Students76%75%73%75%
Asian91%88%87%75%
Black70%68%60%75%
Hispanic62%62%63%75%
White93%94%81%75%
Economically Disadvantaged63%62%62%75%
English Learners58%52%53%75%
Students with Disabilities48%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 Students78%79%74%70%
Asian91%90%89%70%
Black72%68%60%70%
Hispanic69%72%64%70%
White91%91%81%70%
Economically Disadvantaged70%71%63%70%
English Learners68%66%57%70%
Students with Disabilities47%52%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 Students69%
Asian81%
Black69%
Hispanic53%
White89%
Economically Disadvantaged55%
English Learners38%
Students with Disabilities39%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students80%83%
Asian91%92%
Black75%81%
Hispanic68%76%
White94%93%
Economically Disadvantaged69%76%
English Learners65%74%
Students with Disabilities59%60%

< = 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 Students5%5%9%10%
Asian5%4%5%10%
Black2%4%9%10%
Hispanic7%6%9%10%
White3%4%9%10%
Economically Disadvantaged6%5%13%10%
English Learners6%5%8%10%
Students with Disabilities9%8%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 Progress52%46%58%
English Learner Proficiency5%--

< = 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 Progress7714852%
English Learner Proficiency81725%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%99%
English Learners100%100%100%
Students with Disabilities100%100%98%
Students without Disabilities100%100%100%
Female100%100%99%
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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