Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Manassas Park Middle

General school information

Category: Middle (06-08) School
Phone: 703-361-1510
Address: 8202 Euclid Ave Manassas Park, VA 20111-2394
Principal: Matt Sieloff
Superintendent: Dr. C. Bruce McDade
Region: 4
Division: Manassas Park City Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 71 56 29 18 71 53 29 25 77 52 23
Female 26 79 53 21 25 76 51 24 29 81 52 19
Male 6 64 58 36 11 67 55 33 19 72 52 28
Asian 15 80 65 20 53 88 35 12 38 100 63 0
Black 17 71 54 29 29 65 35 35 20 73 53 27
Hispanic 8 63 55 37 7 68 60 32 22 73 51 27
White 32 80 47 20 27 75 48 25 28 81 53 19
Two or more races 8 92 83 8 < < < < 29 71 43 29
Students with Disabilities 3 20 18 80 - 24 24 76 - 38 38 63
Economically Disadvantaged 7 59 53 41 8 68 60 32 25 67 43 33
English Learners 2 30 28 70 2 57 55 43 10 60 50 40
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 71 56 29 18 71 53 29 25 77 52 23
Female 26 79 53 21 25 76 51 24 29 81 52 19
Male 6 64 58 36 11 67 55 33 19 72 52 28
Asian 15 80 65 20 53 88 35 12 38 100 63 0
Black 17 71 54 29 29 65 35 35 20 73 53 27
Hispanic 8 63 55 37 7 68 60 32 22 73 51 27
White 32 80 47 20 27 75 48 25 28 81 53 19
Two or more races 8 92 83 8 < < < < 29 71 43 29
Students with Disabilities 3 20 18 80 - 24 24 76 - 38 38 63
Economically Disadvantaged 7 59 53 41 8 68 60 32 25 67 43 33
English Learners 2 30 28 70 2 57 55 43 10 60 50 40
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 79 70 21 15 77 61 23 10 81 71 19
Female 9 81 71 19 14 79 64 21 10 79 70 21
Male 8 77 69 23 16 75 59 25 10 82 72 18
Asian 5 95 91 5 41 94 53 6 12 100 88 0
Black 11 91 80 9 12 100 88 0 7 72 66 28
Hispanic 4 66 63 34 4 68 64 32 8 76 68 24
White 20 88 68 12 33 86 53 14 18 89 71 11
Two or more races 8 100 92 0 < < < < 7 93 86 7
Students with Disabilities 5 51 46 49 - 36 36 64 - 43 43 57
Economically Disadvantaged 4 73 69 27 3 66 63 34 8 78 70 22
English Learners - 42 42 58 1 54 53 46 1 62 61 38
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 79 70 21 15 77 61 23 10 81 71 19
Female 9 81 71 19 14 79 64 21 10 79 70 21
Male 8 77 69 23 16 75 59 25 10 82 72 18
Asian 5 95 91 5 41 94 53 6 12 100 88 0
Black 11 91 80 9 12 100 88 0 7 72 66 28
Hispanic 4 66 63 34 4 68 64 32 8 76 68 24
White 20 88 68 12 33 86 53 14 18 89 71 11
Two or more races 8 100 92 0 < < < < 7 93 86 7
Students with Disabilities 5 51 46 49 - 36 36 64 - 43 43 57
Economically Disadvantaged 4 73 69 27 3 66 63 34 8 78 70 22
English Learners - 42 42 58 1 54 53 46 1 62 61 38
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 91 62 9 28 91 64 9 32 94 62 6
Female 34 95 61 5 31 89 58 11 33 96 63 4
Male 25 87 62 13 25 93 68 7 31 93 61 7
Asian 30 95 65 5 65 100 35 0 44 100 56 0
Black 38 97 59 3 35 94 59 6 23 90 68 10
Hispanic 18 86 68 14 16 88 73 12 28 93 65 7
White 45 93 48 7 40 95 55 5 44 96 52 4
Two or more races 36 100 64 0 < < < < 36 100 64 0
Students with Disabilities 9 68 59 32 3 69 66 31 10 65 55 35
Economically Disadvantaged 18 87 69 13 12 88 76 12 29 92 63 8
English Learners 7 67 59 33 8 82 74 18 6 87 81 13
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 91 62 9 28 91 63 9 32 94 62 6
Female 33 95 62 5 31 89 58 11 33 96 63 4
Male 25 87 62 13 25 93 68 7 31 93 61 7
Asian 30 95 65 5 65 100 35 0 44 100 56 0
Black 38 97 59 3 35 94 59 6 23 90 68 10
Hispanic 18 86 69 14 16 88 72 12 28 93 65 7
White 45 93 48 7 41 95 54 5 44 96 52 4
Two or more races 36 100 64 0 < < < < 36 100 64 0
Students with Disabilities 6 67 61 33 4 65 62 35 10 65 55 35
Economically Disadvantaged 17 87 70 13 12 88 76 12 29 92 63 8
English Learners 6 66 60 34 8 82 74 18 6 87 81 13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division305127
School173117
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 6279258279
Grade 7230274265
Grade 8271230286
Total Students780762830
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students780762830
Female370355390
Male410407440
American Indian11
Asian595053
Black796984
Hispanic423452518
White182157134
Two or more races363440
Students with Disabilities1088393
Not Students with Disabilities672679737
Economically Disadvantaged417421517
Not Economically Disadvantaged363341313
English Learners214371430
Not English Learners566391400
Homeless3712
Military Connected21810
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
70.9 71.6 71.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,606.006,630.00696.00
2015-20163,795.006,713.00705.00
2016-20173,210.006,990.00774.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students75736477615298754491410751792224
Female353221636430443492165351401511
Male40414313972254405288540039713
American Indian000000000000
Asian55000602005110054100
Black85210803207222076831
Hispanic387201341831544573454470471717
Native Hawaiian0000
White19111241749121499421171814
Two or more races37300287122533434412
Students with Disabilities1058209871172953731534
Economically Disadvantaged436244447331654652787453441512
English Learners216110221615533932353398331414
Homeless000000001132211511
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 20
Weapons Offenses <
Offenses Against Staff <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1320.128
Asian6.867.5646.5622.86
Black10.55442.8610.12812.59.0555.71
Hispanic51.05542.8654.23112.559.31865.71
Native Hawaiian0.132
White26.12114.2923.33362.520.60417.14
Two or more races5.1454.61512.54.4628.57
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1320.128
Asian6.867.5646.562
Black10.55410.1289.055
Hispanic51.05554.23159.318
Native Hawaiian0.132
White26.12123.33320.604
Two or more races5.1454.6154.462
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1320.128
Asian6.867.5646.562
Black10.55410.1289.055
Hispanic51.05554.23159.318
Native Hawaiian0.132
White26.12123.33320.604
Two or more races5.1454.6154.462
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 61.4459.8261.41
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 16.6720.7332.18
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 87.0186.6181.86
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%2%
Provisional5%12%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201647%52%0%1%
2016-201747%51%0%2%
2017-201853%46%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Manassas Park Middle to top