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L.F. Addington Middle

General school information

Category: Combined (05-08) School
Phone: 276-328-8821
Address: 324 School St Wise, VA 24293
Principal: Dr. Greg Jessee
Superintendent: Dr. Gregory Clark Mullins
School Number: 320
Region: 7
Division: Wise County Public Schools
Division Number: 96
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

Science Performance: All Students

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

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

2016-20172017-20182018-2019
School---
Division---
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 5128126119
Grade 6122127125
Grade 7125126121
Grade 8121119126
Total Students496498491

< = 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 Students496498491
Female244230225
Male252268266
Asian641
Black71211
Hispanic768
White474474461
Two or more races219
Students with Disabilities878285
Students without Disabilities409416406
Economically Disadvantaged222273280
Not Economically Disadvantaged274225211
English Learners656
Not English Learners490493485
Homeless171014
Foster Care413
< = 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
2012-2013Division2,424.006,199.001,069.00
State5,761.004,621.00875.00
2013-2014Division2,524.006,205.00967.00
State5,807.004,651.00784.00
2014-2015Division2,800.005,929.00961.00
State5,933.004,819.00771.00
2015-2016Division2,009.006,065.00935.00
State6,084.004,849.00812.00
2016-2017Division2,250.006,336.001,020.00
State6,248.005,052.00871.00

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 Students440434226743149
Female220182002620121
Male220252224123028
Asian<<<<<<
Black<<7491
Hispanic<<<<<<
Native Hawaiian--<<<<
White423374006140546
Two or more races<<<<<<
Students with Disabilities741262157311
Economically Disadvantaged203352175624338
English Learners<<<<<<
Homeless13591122
< = 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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 21
Other Offenses Against Persons <
Weapons 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 Indian----
Asian1.20.8
Black1.4102.4
Hispanic1.41.2
Native Hawaiian--0.2
White95.69095.2100
Two or more races0.40.2
< = 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 Indian
Asian1.20.8
Black1.42.4
Hispanic1.41.2
Native Hawaiian0.2
White95.695.2
Two or more races0.40.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian----
Asian1.20.8
Black1.42.4
Hispanic1.41.2
Native Hawaiian--0.2
White95.695.2
Two or more races0.40.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 35.559.258.8
< = 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 3723.925.2
< = 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 154.66156.6
< = 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

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - - - 2.5%
Division
All Schools - 0.7% 0.5% 1.5% 3% 1.5%
High Poverty - 2.7% 0.5% 1.3% 3% 1.3%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201765%30%0%5%
2017-201862%33%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackTSTS-TS-
HispanicTSTS-TS-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesYesYes-No-

Yes = Annual target met
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 Students88%89%73%75%
Asian<100%87%75%
Black73%68%60%75%
Hispanic<67%63%75%
White89%89%81%75%
Economically Disadvantaged82%83%62%75%
English Learners<<53%75%
Students with Disabilities69%71%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students92%93%74%70%
Asian<100%89%70%
Black82%77%60%70%
Hispanic<76%64%70%
White93%94%81%70%
Economically Disadvantaged90%91%63%70%
English Learners<<57%70%
Students with Disabilities81%82%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students91%
Asian<
Black<
Hispanic<
White92%
Economically Disadvantaged88%
English Learners<
Students with Disabilities78%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students90%93%
Asian<<
Black82%82%
Hispanic<<
White90%94%
Economically Disadvantaged85%91%
English Learners<<
Students with Disabilities76%86%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students14%10%9%10%
Asian<-5%10%
Black36%33%9%10%
Hispanic<17%9%10%
White13%9%9%10%
Economically Disadvantaged21%15%13%10%
English Learners<-8%10%
Students with Disabilities19%16%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian<<<
Black100%100%<
Hispanic<<<
White100%100%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%100%99%
English Learners<<<
Students with Disabilities99%100%100%
Students without Disabilities100%99%99%
Female99%100%99%
Male100%100%99%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School %
Division 58%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 71%
State 81%
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