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Providence Middle

General school information

Category: Middle (06-08) School
Phone: 804-674-1355
Address: 900 Starlight Lane North Chesterfield, VA 23235-5354
Principal: Dr. Amanda Voelker
Superintendent: Dr. Mervin B Daugherty
School Number: 690
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 10 65 74 26 9 62 70 30
Female 15 66 81 19 12 68 79 21 10 66 76 24
Male 9 59 68 32 8 62 69 31 8 57 65 35
Asian 10 60 70 30 15 63 78 22 20 60 80 20
Black 9 62 70 30 6 64 70 30 7 60 66 34
Hispanic 11 52 63 37 9 59 69 31 6 55 61 39
White 17 70 87 13 15 72 87 13 13 72 85 15
Two or more races 11 66 77 23 7 59 66 34 8 63 71 29
Students with Disabilities 6 32 38 62 8 29 37 63 10 27 37 63
Students without Disabilities 13 68 81 19 10 70 80 20 8 66 75 25
Economically Disadvantaged 8 60 68 32 7 60 68 32 7 57 64 36
Not Economically Disadvantaged 16 65 81 19 13 71 84 16 12 69 81 19
English Learners 7 49 57 43 4 19 22 78 3 14 17 83
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 59 72 28 12 66 78 22 8 63 71 29
Female 16 65 81 19 14 67 81 19 8 71 80 20
Male 11 53 64 36 10 65 76 24 8 54 62 38
Asian < < < < 27 55 82 18 20 60 80 20
Black 10 62 72 28 8 60 68 32 7 64 70 30
Hispanic 13 43 56 44 10 70 81 19 5 58 63 37
White 20 67 86 14 18 74 92 8 12 66 79 21
Two or more races 12 59 71 29 7 57 64 36 12 59 71 29
Students with Disabilities 6 23 29 71 9 29 38 62 8 35 43 58
Students without Disabilities 15 66 81 19 13 71 84 16 8 66 74 26
Economically Disadvantaged 11 55 66 34 10 61 70 30 8 61 69 31
Not Economically Disadvantaged 17 63 79 21 16 73 89 11 9 66 75 25
English Learners 12 41 53 47 6 18 24 76 - 19 19 81
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 8 63 71 29 11 64 75 25 11 61 72 28
Female 12 68 80 20 12 67 79 21 11 65 76 24
Male 5 58 64 36 10 60 71 29 10 57 68 32
Asian 10 70 80 20 < < < < 18 73 91 9
Black 7 60 67 33 7 66 73 27 8 56 65 35
Hispanic 3 56 60 40 13 49 63 37 9 59 68 32
White 15 72 88 13 15 73 88 12 16 70 86 14
Two or more races 8 62 69 31 7 53 60 40 11 63 74 26
Students with Disabilities 2 41 43 57 13 26 39 61 14 23 36 64
Students without Disabilities 10 68 78 22 11 70 81 19 10 67 77 23
Economically Disadvantaged 5 60 65 35 8 60 68 32 8 56 64 36
Not Economically Disadvantaged 13 66 78 22 15 70 85 15 15 70 85 15
English Learners - 55 55 45 6 24 29 71 5 14 19 81
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 13 66 79 21 5 64 70 30 7 61 68 32
Female 15 65 80 20 9 69 79 21 10 61 72 28
Male 12 66 78 22 2 59 61 39 4 61 65 35
Asian 17 58 75 25 < < < < < < < <
Black 9 63 72 28 3 65 68 32 5 58 64 36
Hispanic 18 59 76 24 3 58 62 38 5 47 52 48
White 16 72 88 12 12 68 79 21 12 79 91 9
Two or more races 12 76 88 12 8 67 75 25 - 69 69 31
Students with Disabilities 11 31 42 58 - 33 33 68 9 23 32 68
Students without Disabilities 14 71 85 15 6 70 76 24 7 66 73 27
Economically Disadvantaged 7 65 72 28 4 60 64 36 4 56 60 40
Not Economically Disadvantaged 20 66 87 13 7 70 78 22 12 70 82 18
English Learners 6 59 66 34 - 15 15 85 3 10 13 87
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 56 79 21 20 49 69 31 18 54 72 28
Female 31 53 84 16 31 48 79 21 22 58 81 19
Male 15 59 75 25 10 50 60 40 14 49 63 38
Asian 50 50 100 0 < < 100 0 < < < <
Black 14 61 74 26 12 49 60 40 13 51 64 36
Hispanic 18 57 75 25 19 56 75 25 16 51 67 33
White 28 53 81 19 32 46 78 22 24 62 86 14
Two or more races 44 50 94 6 15 54 69 31 15 62 77 23
Students with Disabilities 12 29 41 59 - 17 17 83 10 26 36 64
Students without Disabilities 24 61 85 15 24 54 78 22 19 57 77 23
Economically Disadvantaged 13 60 73 27 18 45 62 38 12 52 64 36
Not Economically Disadvantaged 32 53 85 15 24 56 80 20 28 57 84 16
English Learners 6 61 67 33 < < < < < < < <
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 23 56 79 21 20 49 69 31 18 54 72 28
Female 31 53 84 16 31 48 79 21 22 58 81 19
Male 15 59 75 25 10 50 60 40 14 49 63 38
Asian 50 50 100 0 < < 100 0 < < < <
Black 14 61 74 26 12 49 60 40 13 51 64 36
Hispanic 18 57 75 25 19 56 75 25 16 51 67 33
White 28 53 81 19 32 46 78 22 24 62 86 14
Two or more races 44 50 94 6 15 54 69 31 15 62 77 23
Students with Disabilities 12 29 41 59 - 17 17 83 10 26 36 64
Students without Disabilities 24 61 85 15 24 54 78 22 19 57 77 23
Economically Disadvantaged 13 60 73 27 18 45 62 38 12 52 64 36
Not Economically Disadvantaged 32 53 85 15 24 56 80 20 28 57 84 16
English Learners 6 61 67 33 < < < < < < < <
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 9 73 82 18 8 69 77 23 8 71 79 21
Female 11 74 86 14 9 74 83 17 8 77 85 15
Male 7 72 79 21 8 64 71 29 9 65 74 26
Asian 28 62 90 10 30 59 89 11 32 61 94 6
Black 7 71 78 22 7 63 70 30 7 67 74 26
Hispanic 11 64 75 25 6 66 72 28 6 73 78 22
White 9 83 92 8 10 79 89 11 12 76 88 12
Two or more races 11 76 87 13 7 73 80 20 2 71 73 27
Students with Disabilities 7 47 54 46 7 30 37 63 12 35 47 53
Students without Disabilities 10 78 88 12 8 75 83 17 8 76 84 16
Economically Disadvantaged 7 71 77 23 6 65 71 29 7 67 74 26
Not Economically Disadvantaged 12 76 88 12 12 74 86 14 11 77 88 12
English Learners 4 68 72 28 8 36 44 56 3 49 53 47
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 5 77 82 18 5 73 79 21 5 66 71 29
Female 5 84 89 11 6 82 88 12 4 77 81 19
Male 5 71 75 25 5 64 69 31 6 54 61 39
Asian < < < < < < < < < < 100 0
Black 4 76 80 20 2 69 71 29 5 64 69 31
Hispanic 7 64 71 29 3 75 78 22 2 68 71 29
White 4 87 91 9 11 80 91 9 6 66 72 28
Two or more races - 93 93 7 < < < < 7 64 71 29
Students with Disabilities 6 44 50 50 6 42 48 52 13 26 38 62
Students without Disabilities 5 85 90 10 5 79 84 16 4 72 76 24
Economically Disadvantaged 4 76 80 20 4 69 73 27 6 63 69 31
Not Economically Disadvantaged 7 78 85 15 8 81 88 12 4 72 76 24
English Learners 6 63 69 31 20 30 50 50 - 30 30 70
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 7 66 74 26 9 63 72 28 26 71 97 3
Female 10 70 80 20 6 70 76 24 29 71 100 0
Male 5 63 68 32 11 58 68 32 25 70 95 5
Asian < < < < < < < < < < 100 0
Black 5 60 65 35 7 57 64 36 27 73 100 0
Hispanic 8 61 69 31 9 56 65 35 21 71 93 7
White 7 85 92 8 11 74 86 14 28 72 100 0
Two or more races 20 40 60 40 5 74 79 21 < < < <
Students with Disabilities 2 38 40 60 13 21 34 66 < < < <
Students without Disabilities 9 73 82 18 8 71 79 21 20 78 98 2
Economically Disadvantaged 7 61 68 32 7 59 66 34 27 70 97 3
Not Economically Disadvantaged 8 73 81 19 11 70 81 19 26 71 97 3
English Learners 3 62 65 35 5 25 30 70 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 70 85 15 10 63 73 27 5 67 73 27
Female 15 68 83 17 11 70 80 20 4 76 80 20
Male 17 71 88 13 10 55 64 36 6 60 66 34
Asian < < 100 0 < < < < 20 70 90 10
Black 21 54 75 25 11 37 48 52 4 58 61 39
Hispanic 21 58 79 21 5 68 73 27 6 68 73 27
White 6 88 94 6 9 84 94 6 6 82 88 12
Two or more races < < 100 0 < < < < - 71 71 29
Students with Disabilities 29 35 65 35 - 8 8 92 9 26 35 65
Students without Disabilities 13 78 90 10 12 72 84 16 5 74 78 22
Economically Disadvantaged 8 65 73 27 8 56 63 37 5 59 64 36
Not Economically Disadvantaged 21 73 94 6 14 72 86 14 6 84 89 11
English Learners 8 67 75 25 - 36 36 64 8 27 35 65
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 13 78 91 9 9 74 83 17 11 79 90 10
Female 19 72 91 9 14 74 88 12 12 79 91 9
Male 8 83 92 8 5 74 78 22 9 80 89 11
Asian < < 100 0 < < 100 0 40 50 90 10
Black 7 84 92 8 9 73 82 18 10 78 88 12
Hispanic 15 73 88 13 5 71 76 24 6 82 88 12
White 15 76 91 9 8 81 89 11 14 80 94 6
Two or more races 18 76 94 6 18 73 91 9 - 82 82 18
Students with Disabilities - 90 90 10 - 41 41 59 - 62 62 38
Students without Disabilities 14 77 91 9 10 78 88 12 12 81 93 7
Economically Disadvantaged 9 79 88 12 5 73 78 22 6 81 87 13
Not Economically Disadvantaged 17 77 95 5 15 75 91 9 18 76 94 6
English Learners - 90 90 10 - 62 62 38 - 85 85 15
Geometry 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
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 75 84 16 3 74 78 22 7 66 73 27
Female 8 71 80 20 3 75 78 22 7 64 71 29
Male 8 79 87 13 4 73 77 23 7 69 76 24
Asian 17 58 75 25 < < < < 13 67 80 20
Black 3 74 77 23 - 78 78 22 4 67 70 30
Hispanic 10 71 80 20 3 66 69 31 3 52 55 45
White 12 79 91 9 9 77 86 14 14 79 93 7
Two or more races 6 94 100 0 - 83 83 17 5 74 79 21
Students with Disabilities 14 38 51 49 - 48 48 53 2 32 34 66
Students without Disabilities 7 82 89 11 4 79 83 17 7 70 77 23
Economically Disadvantaged 6 67 73 27 2 69 72 28 3 60 63 37
Not Economically Disadvantaged 10 84 94 6 5 82 87 13 12 75 87 13
English Learners 3 55 58 42 - 27 27 73 - 12 12 88
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 8 75 84 16 3 75 78 22 7 67 73 27
Female 8 71 80 20 3 77 80 20 6 64 71 29
Male 8 79 87 13 4 73 77 23 7 69 76 24
Asian 17 58 75 25 < < < < 13 67 80 20
Black 3 74 77 23 - 79 79 21 3 67 70 30
Hispanic 10 71 80 20 3 66 69 31 3 52 55 45
White 12 79 91 9 9 77 86 14 14 79 93 7
Two or more races 6 94 100 0 - 83 83 17 5 74 79 21
Students with Disabilities 14 38 51 49 - 48 48 53 3 33 35 65
Students without Disabilities 7 82 89 11 4 79 83 17 7 70 77 23
Economically Disadvantaged 6 67 73 27 2 70 72 28 3 60 63 37
Not Economically Disadvantaged 10 84 94 6 5 82 87 13 12 75 87 13
English Learners 3 55 58 42 - 27 27 73 - 12 12 88
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < 100 0 < < 100 0
Black < < < < < < < <
White < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < 100 0
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < 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
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
< = 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 17 73 91 9 13 67 81 19 15 60 75 25
Female 21 68 89 11 13 68 82 18 17 57 75 25
Male 14 78 92 8 13 67 80 20 12 63 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 14 72 85 15 9 68 78 22 12 58 70 30
Hispanic 18 73 91 9 9 71 80 20 10 56 66 34
White 17 78 95 5 16 69 85 15 20 68 88 12
Two or more races 29 65 94 6 8 75 83 17 7 71 79 21
Students with Disabilities - 67 67 33 3 49 51 49 5 30 35 65
Students without Disabilities 20 75 95 5 15 70 85 15 16 64 80 20
Economically Disadvantaged 13 72 85 15 10 65 75 25 7 61 68 32
Not Economically Disadvantaged 22 75 97 3 18 71 89 11 27 58 86 14
English Learners 10 76 86 14 < < < < < < < <
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 18 73 91 9 13 68 81 19 14 60 75 25
Female 21 68 89 11 14 69 82 18 17 58 74 26
Male 15 78 92 8 13 67 80 20 11 63 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 14 72 85 15 9 69 78 22 12 58 70 30
Hispanic 19 72 91 9 9 71 80 20 8 58 65 35
White 18 78 95 5 16 69 85 15 20 67 88 12
Two or more races 29 65 94 6 8 75 83 17 7 71 79 21
Students with Disabilities - 63 63 38 3 49 51 49 - 27 27 73
Students without Disabilities 20 75 95 5 15 71 86 14 16 64 80 20
Economically Disadvantaged 13 72 85 15 10 65 76 24 6 61 68 32
Not Economically Disadvantaged 22 74 97 3 18 71 89 11 27 59 85 15
English Learners 10 76 86 14 < < < < < < < <
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
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School131616
Division14779163
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 2017-20182018-20192019-2020
Grade 6275374378
Grade 7302344379
Grade 8274362348
Total Students8511,0801,105

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students85110801105
Female411523536
Male440557569
American Indian1--
Asian253129
Black315416420
Hispanic219317340
Native Hawaiian2--
White244269266
Two or more races454750
Students with Disabilities141151145
Students without Disabilities710929960
Economically Disadvantaged447594730
Not Economically Disadvantaged404486375
English Learners147257279
Not English Learners704823826
Homeless4711
Foster Care463
< = 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
2015-2016Division3,931.005,104.00557.00
State6,084.004,849.00812.00
2016-2017Division4,046.005,241.00605.00
State6,248.005,052.00871.00
2017-2018Division4,055.005,499.00660.00
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 Students740117720127910164
Female350603446645376
Male390573766145788
American Indian--<<--
Asian274226293
Black277412774534765
Hispanic180191863526851
Native Hawaiian<<<<--
White214451983423134
Two or more races4083663511
Students with Disabilities1113093349336
Economically Disadvantaged3988942199646144
English Learners102101342023138
Homeless6821187
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 22
Disorderly or Disruptive Behavior Offenses 123
Other Offenses Against Persons 117
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 25
Technology Offenses <

< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.1--
Asian3.80.62.90.72.90.8
Black37.347.43753.338.560
Hispanic22.214.725.722.229.422.9
Native Hawaiian0.40.60.2--
White3128.228.72024.912.7
Two or more races5.68.35.33.74.43.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.1
Asian3.82.92.9
Black37.33738.5
Hispanic22.225.729.4
Native Hawaiian0.40.2
White3128.724.9
Two or more races5.65.34.4
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.1--
Asian3.82.92.9
Black37.33738.5
Hispanic22.225.729.4
Native Hawaiian0.40.2--
White3128.724.9
Two or more races5.65.34.4
< = 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 505758.2
< = 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 44.150.753.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 8180.979.5
< = 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 School8.5%2.4%
Division5.9%1.9%
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
2016-201739%57%1%3%
2017-201843%53%1%3%
2018-201944%52%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianNoYes-Yes-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesNoYes-
Students with DisabilitiesNoYes-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 Students71%73%73%75%
Asian80%76%87%75%
Black67%69%60%75%
Hispanic61%64%63%75%
White85%86%81%75%
Economically Disadvantaged65%66%62%75%
English Learners52%57%53%75%
Students with Disabilities38%37%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 Students80%79%74%70%
Asian94%91%89%70%
Black75%74%60%70%
Hispanic78%74%64%70%
White88%89%81%70%
Economically Disadvantaged74%74%63%70%
English Learners72%70%57%70%
Students with Disabilities47%46%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 Students74%
Asian75%
Black71%
Hispanic56%
White93%
Economically Disadvantaged64%
English Learners35%
Students with Disabilities36%

< = 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 Students75%83%
Asian83%94%
Black72%79%
Hispanic68%82%
White87%90%
Economically Disadvantaged71%78%
English Learners62%79%
Students with Disabilities50%57%

< = 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%15%9%10%
Asian9%14%5%10%
Black16%14%9%10%
Hispanic16%14%9%10%
White13%15%9%10%
Economically Disadvantaged18%18%13%10%
English Learners14%13%8%10%
Students with Disabilities28%25%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 Progress47%46%58%
English Learner Proficiency4%--

< = 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 Progress357547%
English Learner Proficiency4924%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%100%
Black99%99%99%
Hispanic99%98%99%
White100%100%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged99%99%100%
English Learners99%98%98%
Students with Disabilities96%95%98%
Students without Disabilities99%99%99%
Female99%99%100%
Male99%99%99%
Migrant---

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

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