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Prince Edward Middle

General school information

Category: Combined (05-08) School
Phone: 434-315-2120
Address: 35 Eagle Drive Farmville, VA 23901-9011
Principal: Mr. Thomas Foster
Superintendent: Dr. Barbara A Johnson
School Number: 20
Region: 8
Division: Prince Edward County Public Schools
Division Number: 73
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 with Conditions
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level Two
Mathematics Level One
Science Level Two

Achievement Gaps

EnglishLevel Three
MathematicsLevel Two

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 57 67 33 8 50 58 42 6 52 59 41
Female 12 55 67 33 8 52 61 39 5 54 59 41
Male 9 58 68 32 8 48 56 44 8 50 58 42
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 6 51 56 44 2 41 43 57 2 45 47 53
Hispanic 9 73 82 18 6 50 56 44 < < < <
White 16 65 81 19 17 62 79 21 15 58 72 28
Two or more races < < < < 8 67 75 25 - 86 86 14
Students with Disabilities 5 24 29 71 10 12 21 79 6 19 26 74
Students without Disabilities 11 62 73 27 8 57 65 35 6 56 63 38
Economically Disadvantaged 5 55 60 40 4 44 49 51 5 50 54 46
Not Economically Disadvantaged 22 61 82 18 18 64 82 18 9 57 66 34
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 46 59 41 4 43 48 52 7 48 56 44
Female 14 47 60 40 8 48 56 44 6 53 59 41
Male 11 46 57 43 1 40 41 59 9 44 53 48
Black 3 41 44 56 1 30 32 68 2 40 43 57
Hispanic < < < < < < < < < < < <
White 21 55 75 25 9 63 72 28 17 49 66 34
Two or more races < < < < < < < < - 82 82 18
Students with Disabilities - 17 17 83 6 19 25 75 13 13 25 75
Students without Disabilities 14 51 65 35 4 47 51 49 7 52 59 41
Economically Disadvantaged 5 46 51 49 2 35 37 63 5 46 51 49
Not Economically Disadvantaged 30 48 78 23 12 70 82 18 11 52 63 37
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 76 24 12 56 68 32 5 57 62 38
Female 10 63 73 27 9 56 65 35 4 56 60 40
Male 8 71 79 21 15 56 72 28 7 58 64 36
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 9 59 68 32 3 52 55 45 1 49 50 50
Hispanic < < < < < < < < < < 100 0
White 11 75 85 15 23 61 84 16 12 68 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities 10 30 40 60 12 8 19 81 - 27 27 73
Students without Disabilities 9 73 82 18 12 66 78 22 6 60 66 34
Economically Disadvantaged 5 65 70 30 7 54 61 39 4 54 58 42
Not Economically Disadvantaged 16 70 86 14 22 61 82 18 7 61 68 32
English Learners < < < < < < < < < < < <
Foster Care < < < < < < 100 0
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 27 55 82 18 21 52 72 28 13 50 63 37
Female 30 55 86 14 21 49 70 30 12 52 64 36
Male 25 54 79 21 20 55 75 25 14 47 61 39
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 20 55 75 25 8 55 63 37 9 47 55 45
Hispanic 30 50 80 20 24 53 76 24 < < < <
White 38 53 91 9 39 44 84 16 20 52 72 28
Two or more races < < 100 0 8 75 83 17 14 57 71 29
Students with Disabilities 8 37 45 55 5 24 29 71 10 13 23 77
Students without Disabilities 30 58 88 12 23 56 80 20 14 54 67 33
Economically Disadvantaged 20 58 78 22 12 54 67 33 11 46 57 43
Not Economically Disadvantaged 42 49 91 9 41 46 87 13 16 55 71 29
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 79 21 15 55 70 30 8 62 70 30
Female 13 67 81 19 14 53 67 33 9 64 73 27
Male 14 63 77 23 16 59 74 26 7 61 68 32
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 10 62 72 28 4 55 58 42 6 59 64 36
Hispanic < < < < < < < < < < 100 0
White 21 66 87 13 30 54 83 17 10 69 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 35 35 65 8 12 20 80 - 14 14 86
Students without Disabilities 15 69 85 15 16 64 80 20 9 67 76 24
Economically Disadvantaged 7 65 72 28 6 56 62 38 5 60 65 35
Not Economically Disadvantaged 24 65 89 11 32 54 86 14 12 67 79 21
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 46 86 14 27 47 74 26 16 39 55 45
Female 48 43 92 8 31 44 74 26 14 41 55 45
Male 34 47 81 19 24 51 75 25 19 36 55 45
Asian < < 100 0 < < 100 0
Black 28 50 78 22 13 55 68 32 11 34 45 55
Hispanic < < < < < < < < < < < <
White 56 39 94 6 52 31 83 17 26 40 66 34
Two or more races < < 100 0 < < < < 9 55 64 36
Students with Disabilities 6 39 44 56 - 40 40 60 - 15 15 85
Students without Disabilities 45 46 91 9 30 48 79 21 18 41 59 41
Economically Disadvantaged 31 52 83 17 18 52 70 30 15 34 48 52
Not Economically Disadvantaged 63 29 93 7 56 31 88 13 19 46 65 35
English Learners < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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 5146138164
Grade 6153147143
Grade 7144154147
Grade 8151154153
Total Students594593607

< = 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 Students594593607
Female293291294
Male301302313
American Indian111
Asian989
Black327333329
Hispanic222323
Native Hawaiian1--
White223207217
Two or more races112128
Students with Disabilities777974
Students without Disabilities517514533
Economically Disadvantaged401420354
Not Economically Disadvantaged193173253
English Learners869
Not English Learners586587598
Military Connected322
Foster Care333
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,030.006,354.001,131.00
State6,084.004,849.00812.00
2016-2017Division3,284.006,780.001,214.00
State6,248.005,052.00871.00
2017-2018Division4,088.006,871.001,328.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students48010950887492112
Female247402553625144
Male233692535124168
American Indian<<<<<<
Asian<<<<<<
Black262632834727162
Hispanic175195193
Native Hawaiian<<----
White181391793117242
Two or more races92184224
Students with Disabilities601768124718
Economically Disadvantaged326933567327882
English Learners<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 52
Disorderly or Disruptive Behavior Offenses 51
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student 24

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian1.50.71.3
Black55.169.756.280
Hispanic3.72.83.91.2
Native Hawaiian0.2--
White37.523.434.911.8
Two or more races1.93.43.57.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian1.51.3
Black55.166.756.250
Hispanic3.73.950
Native Hawaiian0.2
White37.533.334.9
Two or more races1.93.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian1.51.3
Black55.156.2
Hispanic3.73.9
Native Hawaiian0.2--
White37.534.9
Two or more races1.93.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 69.772.893.4
< = 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 30.255.257.3
< = 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 72.27373.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School19.2%3.8%
Division19.8%2.3%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201747%49%3%1%
2017-201853%40%5%2%
2018-201953%38%4%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: Identified for Additional Targeted Support and Improvement
2018 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-No-
AsianTSTS-TS-
BlackNoNo-No-
HispanicTSYes-TS-
WhiteNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersTSTSTSTS-
Students with DisabilitiesNoNo-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students64%64%73%75%
Asian90%89%87%75%
Black53%55%60%75%
Hispanic54%61%63%75%
White80%75%81%75%
Economically Disadvantaged56%56%62%75%
English Learners<23%53%75%
Students with Disabilities22%23%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students57%63%74%70%
Asian90%96%89%70%
Black49%55%60%70%
Hispanic58%68%64%70%
White69%73%81%70%
Economically Disadvantaged50%56%63%70%
English Learners<40%57%70%
Students with Disabilities16%23%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students59%
Asian<
Black43%
Hispanic56%
White79%
Economically Disadvantaged49%
English Learners<
Students with Disabilities21%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students70%63%
Asian90%90%
Black61%55%
Hispanic67%63%
White83%74%
Economically Disadvantaged63%56%
English Learners<<
Students with Disabilities37%36%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%16%9%10%
Asian<4%5%10%
Black14%15%9%10%
Hispanic21%20%9%10%
White15%16%9%10%
Economically Disadvantaged17%19%13%10%
English Learners<21%8%10%
Students with Disabilities15%17%14%10%

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

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

English Learner Progress and Proficiency

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

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

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

ESSA Participation Rates

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

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

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

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 54%
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 80%
State 81%
Prince Edward Middle to top