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Quioccasin Middle School

General school information

Category: Middle (06-08) School
Phone: 804-750-2630
Address: 9400 Quioccasin Rd Richmond, VA 23233
Principal: Melanie K Phipps
Superintendent: Dr. Amy E Cashwell
School Number: 690
Region: 1
Division: Henrico County Public Schools
Division Number: 43
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 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 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 16 61 78 22 14 63 77 23 11 61 72 28
Female 20 64 84 16 17 65 82 18 13 62 75 25
Male 13 59 71 29 11 62 73 27 10 59 70 30
American Indian < < < < < < < < < < < <
Asian 16 59 75 25 16 56 72 28 8 57 65 35
Black 6 60 67 33 6 62 68 32 7 58 65 35
Hispanic 11 57 68 32 6 62 68 32 5 51 56 44
Native Hawaiian < < < < < < 100 0 < < 100 0
White 22 64 86 14 19 67 86 14 18 66 84 16
Two or more races 12 61 73 27 25 57 81 19 10 68 78 22
Students with Disabilities 11 28 39 61 8 34 41 59 8 28 37 63
Students without Disabilities 17 66 82 18 15 68 83 17 12 66 78 22
Economically Disadvantaged 9 56 64 36 7 60 66 34 5 55 60 40
Not Economically Disadvantaged 22 66 88 12 21 67 87 13 17 67 84 16
English Learners 6 50 56 44 1 28 29 71 2 4 6 94
Military Connected < < < < 10 60 70 30
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 12 64 76 24 11 58 69 31
Female 19 59 78 22 15 62 77 23 12 58 69 31
Male 12 60 72 28 9 66 75 25 11 57 69 31
Asian 19 50 69 31 13 53 66 34 6 53 59 41
Black 5 56 61 39 6 66 72 28 7 59 66 34
Hispanic 12 59 71 29 2 62 63 37 3 45 48 52
White 22 63 85 15 18 66 85 15 19 62 81 19
Two or more races 9 64 73 27 19 57 76 24 11 63 74 26
Students with Disabilities 15 27 42 58 5 37 42 58 6 28 34 66
Students without Disabilities 16 63 79 21 14 69 83 17 12 62 74 26
Economically Disadvantaged 7 55 62 38 5 62 67 33 5 51 57 43
Not Economically Disadvantaged 23 63 86 14 19 66 85 15 19 65 84 16
English Learners 10 46 56 44 - 21 21 79 - 6 6 94
Military Connected < < < < < < < <
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 17 66 83 17 19 62 82 18 13 63 76 24
Female 21 65 87 13 23 63 86 14 16 65 81 19
Male 12 66 78 22 16 62 77 23 10 62 72 29
American Indian < < < < < < < <
Asian 20 59 78 22 30 53 83 17 3 66 69 31
Black 12 61 74 26 8 59 67 33 10 60 70 30
Hispanic 10 74 83 17 11 64 75 25 5 59 64 36
Native Hawaiian < < 100 0 < < 100 0
White 18 69 87 13 24 66 90 10 19 65 84 16
Two or more races < < < < 29 58 88 13 16 63 79 21
Students with Disabilities 5 37 42 58 15 27 41 59 10 27 37 63
Students without Disabilities 19 70 88 12 20 67 87 13 13 69 82 18
Economically Disadvantaged 14 58 72 28 12 61 72 28 6 58 64 36
Not Economically Disadvantaged 20 72 92 8 25 64 89 11 19 67 86 14
English Learners 6 63 69 31 3 31 34 66 3 3 6 94
Military Connected < < < < < < < <
Foster Care < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 10 64 74 26 10 62 72 28
Female 18 69 87 13 13 69 82 18 11 65 76 24
Male 14 52 66 34 8 58 66 34 9 59 68 32
American Indian < < 100 0 < < < <
Asian 10 67 77 23 10 60 69 31 15 53 68 32
Black 3 64 67 33 5 61 66 34 4 54 58 42
Hispanic 10 38 48 52 4 61 65 35 8 50 58 42
Native Hawaiian < < < < < < 100 0
White 26 60 86 14 14 68 82 18 14 72 86 14
Two or more races - 71 71 29 < < < < 4 78 83 17
Students with Disabilities 14 19 32 68 5 35 40 60 9 30 40 60
Students without Disabilities 16 64 80 20 11 69 80 20 10 67 77 23
Economically Disadvantaged 6 54 59 41 3 56 60 40 5 55 60 40
Not Economically Disadvantaged 23 63 86 14 17 71 88 12 14 68 82 18
English Learners - 42 42 58 - 33 33 67 3 3 6 94
Military Connected < < 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
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 30 45 75 25 25 51 75 25 17 52 69 31
Female 38 47 85 15 32 54 86 14 20 53 73 27
Male 23 43 67 33 17 47 64 36 14 50 64 36
American Indian < < 100 0 < < < <
Asian 25 56 81 19 39 39 79 21 27 50 77 23
Black 24 35 59 41 13 52 66 34 11 36 46 54
Hispanic 18 33 52 48 13 57 70 30 8 52 60 40
Native Hawaiian < < < < < < 100 0
White 39 47 86 14 28 52 80 20 22 59 82 18
Two or more races 10 65 75 25 < < < < 17 58 75 25
Students with Disabilities 11 25 36 64 7 17 24 76 5 21 26 74
Students without Disabilities 33 47 80 20 28 56 84 16 19 56 75 25
Economically Disadvantaged 19 42 61 39 13 51 64 36 8 50 58 42
Not Economically Disadvantaged 36 46 82 18 35 50 85 15 25 53 78 22
English Learners 5 38 43 57 - 36 36 64 - 21 21 79
Military Connected < < 100 0
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 30 45 75 25 25 51 75 25 17 52 69 31
Female 38 47 85 15 32 54 86 14 20 53 73 27
Male 23 43 67 33 17 47 64 36 14 50 64 36
American Indian < < 100 0 < < < <
Asian 25 56 81 19 39 39 79 21 27 50 77 23
Black 24 35 59 41 13 52 66 34 11 36 46 54
Hispanic 18 33 52 48 13 57 70 30 8 52 60 40
Native Hawaiian < < < < < < 100 0
White 39 47 86 14 28 52 80 20 22 59 82 18
Two or more races 10 65 75 25 < < < < 17 58 75 25
Students with Disabilities 11 25 36 64 7 17 24 76 5 21 26 74
Students without Disabilities 33 47 80 20 28 56 84 16 19 56 75 25
Economically Disadvantaged 19 42 61 39 13 51 64 36 8 50 58 42
Not Economically Disadvantaged 36 46 82 18 35 50 85 15 25 53 78 22
English Learners 5 38 43 57 - 36 36 64 - 21 21 79
Military Connected < < 100 0
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 70 79 21 8 62 70 30 7 64 71 29
Female 10 73 82 18 8 64 72 28 7 65 72 28
Male 9 67 76 24 8 60 68 32 6 63 69 31
American Indian < < < < < < < < < < < <
Asian 18 68 85 15 14 60 74 26 10 60 70 30
Black 4 62 66 34 3 52 55 45 5 56 61 39
Hispanic 3 66 69 31 3 54 57 43 3 55 58 42
Native Hawaiian < < < < < < < < < < < <
White 12 73 85 15 11 71 81 19 8 74 82 18
Two or more races 4 82 86 14 9 60 70 30 6 65 71 29
Students with Disabilities 9 32 41 59 10 27 37 63 10 28 38 62
Students without Disabilities 9 74 84 16 8 68 75 25 6 70 76 24
Economically Disadvantaged 7 62 69 31 5 53 58 42 4 58 62 38
Not Economically Disadvantaged 11 75 87 13 11 70 81 19 9 71 80 20
English Learners 7 60 67 33 2 32 33 67 2 22 24 76
Military Connected < < < < - 70 70 30
Foster Care < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 74 79 21 3 57 60 40 4 57 61 39
Female 5 75 81 19 4 60 64 36 6 56 61 39
Male 5 73 77 23 2 54 56 44 3 58 61 39
Asian 20 60 80 20 4 43 48 52 8 46 54 46
Black 3 65 68 32 1 51 53 47 7 49 57 43
Hispanic 4 77 81 19 2 48 50 50 - 47 47 53
White 4 80 84 16 4 71 75 25 3 70 73 27
Two or more races - 82 82 18 7 40 47 53 5 68 74 26
Students with Disabilities 13 31 44 56 8 25 34 66 13 30 43 57
Students without Disabilities 4 79 84 16 1 66 67 33 3 62 64 36
Economically Disadvantaged 5 68 73 27 3 49 52 48 4 54 58 42
Not Economically Disadvantaged 5 80 86 14 3 68 71 29 4 62 66 34
English Learners 6 63 70 30 - 29 29 71 - 17 17 83
Military Connected < < < < < < < <
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 10 63 73 27 11 62 73 27 7 62 69 31
Female 10 66 76 24 10 64 74 26 8 65 73 27
Male 9 61 70 30 12 60 72 29 6 60 66 34
American Indian < < < < < < < <
Asian 17 67 83 17 24 51 76 24 7 57 64 36
Black 5 51 56 44 6 47 53 47 4 54 58 42
Hispanic 5 60 65 35 4 58 62 38 5 53 59 41
Native Hawaiian < < 100 0 < < < <
White 11 67 79 21 13 70 83 17 9 74 82 18
Two or more races < < < < 4 75 79 21 14 45 59 41
Students with Disabilities 8 26 34 66 12 24 37 63 8 28 36 64
Students without Disabilities 10 69 79 21 11 66 77 23 7 68 75 25
Economically Disadvantaged 7 53 60 40 9 52 61 39 2 56 58 42
Not Economically Disadvantaged 12 72 84 16 12 70 82 18 12 68 79 21
English Learners 9 57 66 34 5 21 26 74 3 20 23 78
Military Connected < < < < < < < <
Foster Care < < < <
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 3 64 68 32 3 54 56 44 2 63 65 35
Female 6 72 77 23 3 54 57 43 2 65 67 33
Male 2 60 62 38 2 54 56 44 1 61 62 38
American Indian < < 100 0 < < < <
Asian 5 71 76 24 9 59 68 32 - 61 61 39
Black 2 59 61 39 2 50 52 48 2 56 58 42
Hispanic 3 46 49 51 2 44 46 54 2 58 59 41
White 4 73 77 23 1 60 61 39 2 71 73 27
Two or more races - 80 80 20 < < < < - 73 73 27
Students with Disabilities 9 31 40 60 7 31 38 62 5 25 30 70
Students without Disabilities 2 72 73 27 1 60 62 38 1 71 71 29
Economically Disadvantaged 2 59 61 39 1 48 49 51 2 56 58 42
Not Economically Disadvantaged 4 70 75 25 5 63 68 32 2 71 73 27
English Learners - 53 53 47 - 46 46 54 3 26 28 72
Military Connected < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 85 99 1 13 82 95 5 12 85 97 3
Female 14 85 99 1 13 80 93 7 9 89 99 1
Male 14 84 99 1 12 85 96 4 15 81 95 5
Asian 19 81 100 0 13 87 100 0 18 82 100 0
Black 5 95 100 0 - 78 78 22 11 84 95 5
Hispanic < < 100 0 - 100 100 0 7 93 100 0
Native Hawaiian < < 100 0
White 16 82 98 2 17 80 97 3 13 85 98 2
Two or more races < < 100 0 < < < < - 80 80 20
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 14 84 99 1 12 83 94 6 12 85 97 3
Economically Disadvantaged 16 84 100 0 8 83 92 8 11 83 94 6
Not Economically Disadvantaged 13 85 98 2 14 82 96 4 13 85 98 2
English Learners 29 71 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 46 54 100 0 24 76 100 0 32 68 100 0
Female 47 53 100 0 18 82 100 0 38 63 100 0
Male 44 56 100 0 29 71 100 0 28 72 100 0
Asian < < 100 0 10 90 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 44 56 100 0 26 74 100 0 35 65 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 46 54 100 0 24 76 100 0 30 70 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 43 57 100 0 27 73 100 0 32 68 100 0
Military Connected < < 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 12 73 85 15 11 74 85 15 13 66 79 21
Female 11 79 90 10 8 79 87 13 11 67 79 21
Male 12 69 81 19 15 68 83 17 15 64 80 20
American Indian < < 100 0 < < < <
Asian 3 81 84 16 7 74 81 19 18 59 77 23
Black 2 73 76 24 5 71 77 23 2 65 67 33
Hispanic 4 52 56 44 2 66 68 32 3 61 63 37
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 76 94 6 16 77 93 7 21 68 89 11
Two or more races 13 78 91 9 24 65 88 12 10 77 87 13
Students with Disabilities 5 46 51 49 9 49 58 42 5 28 33 67
Students without Disabilities 12 76 88 12 11 77 88 12 14 70 84 16
Economically Disadvantaged 4 69 73 27 6 66 71 29 6 62 68 32
Not Economically Disadvantaged 16 76 92 8 15 80 95 5 18 69 87 13
English Learners 3 54 56 44 - 44 44 56 - 21 21 79
Military Connected < < 100 0 < < 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 8 72 80 20 8 72 80 20 9 65 74 26
Female 7 78 85 15 7 76 83 17 7 66 73 27
Male 9 66 75 25 9 68 77 23 11 64 75 25
American Indian < < 100 0 < < < <
Asian - 79 79 21 6 67 72 28 6 63 69 31
Black 3 69 71 29 3 68 71 29 1 59 61 39
Hispanic - 51 51 49 2 61 63 37 1 59 61 39
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 77 91 9 11 79 90 10 16 69 85 15
Two or more races 16 74 89 11 14 71 86 14 13 70 83 17
Students with Disabilities 5 46 51 49 9 50 59 41 2 27 29 71
Students without Disabilities 8 75 83 17 7 76 83 17 10 69 79 21
Economically Disadvantaged 3 65 68 32 2 64 66 34 4 60 64 36
Not Economically Disadvantaged 11 77 88 12 13 80 93 7 14 68 82 18
English Learners 3 51 54 46 - 44 44 56 - 21 21 79
Military Connected < < 100 0 < < 100 0
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 21 79 100 0 21 78 99 1 29 70 99 1
Female 19 81 100 0 11 88 98 2 26 72 98 2
Male 24 76 100 0 33 67 100 0 33 67 100 0
Asian 13 87 100 0 11 89 100 0 50 50 100 0
Black - 100 100 0 14 86 100 0 6 88 94 6
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 26 74 100 0 24 74 99 1 34 66 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 21 79 100 0 21 79 100 0 29 70 99 1
Economically Disadvantaged 9 91 100 0 27 73 100 0 25 71 96 4
Not Economically Disadvantaged 24 76 100 0 19 80 99 1 30 70 100 0
Military Connected < < 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 35 58 92 8 29 62 91 9 25 63 88 12
Female 33 61 94 6 28 66 94 6 22 66 88 12
Male 37 54 91 9 30 58 88 12 27 61 88 12
American Indian < < 100 0 < < < <
Asian 53 45 98 2 37 57 94 6 23 58 81 19
Black 13 73 87 13 15 70 85 15 14 62 76 24
Hispanic 24 60 83 17 13 74 87 13 12 72 84 16
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 42 52 94 6 33 60 94 6 33 62 95 5
Two or more races 17 83 100 0 50 38 88 13 25 71 96 4
Students with Disabilities 17 31 49 51 4 51 56 44 14 33 47 53
Students without Disabilities 37 60 96 4 32 64 95 5 26 67 92 8
Economically Disadvantaged 28 59 88 12 21 63 84 16 16 66 82 18
Not Economically Disadvantaged 38 57 95 5 34 62 96 4 31 61 92 8
English Learners 26 64 89 11 12 71 82 18 - 55 55 45
Military Connected < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 58 100 0 27 70 97 3 32 66 98 2
Female 35 65 100 0 24 72 96 4 25 72 97 3
Male 50 50 100 0 32 68 100 0 44 56 100 0
Asian 47 53 100 0 22 78 100 0 38 62 100 0
Black 11 89 100 0 40 50 90 10 13 81 94 6
Hispanic < < 100 0 18 82 100 0 20 80 100 0
Native Hawaiian < < 100 0
White 51 49 100 0 26 71 97 3 40 58 99 1
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 42 58 100 0 27 71 98 2 32 66 98 2
Economically Disadvantaged 38 62 100 0 30 70 100 0 21 75 96 4
Not Economically Disadvantaged 43 57 100 0 26 70 97 3 36 63 99 1
Military Connected < < 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 31 58 89 11 30 59 89 11 22 62 84 16
Female 30 61 90 10 30 63 93 7 22 62 84 16
Male 32 56 88 12 29 54 83 17 22 63 85 15
American Indian < < 100 0 < < < <
Asian 56 41 97 3 45 45 90 10 17 57 73 27
Black 13 70 82 18 11 73 84 16 13 59 72 28
Hispanic 22 58 81 19 12 71 83 17 10 71 81 19
White 37 54 91 9 37 54 92 8 30 63 93 7
Two or more races 20 80 100 0 46 38 85 15 33 62 95 5
Students with Disabilities 6 35 42 58 5 49 54 46 11 25 36 64
Students without Disabilities 34 61 95 5 34 60 94 6 23 67 90 10
Economically Disadvantaged 25 60 84 16 19 62 81 19 15 64 79 21
Not Economically Disadvantaged 35 57 92 8 39 56 96 4 28 61 89 11
English Learners 23 66 89 11 12 71 82 18 - 54 54 46
Military Connected < < 100 0 < < 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 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
School221523
Division177175222
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 6350369399
Grade 7323368370
Grade 8346328356
Total Students1,0191,0651,125

< = 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 Students101910651125
Female511535549
Male508530576
American Indian211
Asian12110899
Black199225244
Hispanic144180213
Native Hawaiian233
White499496492
Two or more races525273
Students with Disabilities123143152
Students without Disabilities896922973
Economically Disadvantaged406453585
Not Economically Disadvantaged613612540
English Learners214224276
Not English Learners805841849
Homeless697
Military Connected6710
Foster Care2--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,815.004,604.00692.00
State5,761.004,621.00875.00
2013-2014Division4,435.003,856.00687.00
State5,807.004,651.00784.00
2014-2015Division4,698.004,055.00553.00
State5,933.004,819.00771.00
2015-2016Division4,934.004,153.00557.00
State6,084.004,849.00812.00
2016-2017Division4,599.004,314.00877.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students94776979721,03494
Female475374894150048
Male472394903153446
American Indian<<<<<<
Asian11471044944
Black19292091422222
Hispanic135151601519922
Native Hawaiian<<<<<<
White458374543545236
Two or more races4574846210
Students with Disabilities108171332113422
Economically Disadvantaged413424624549967
English Learners201182101627019
Homeless929682
< = 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 Student 13
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 52
Disorderly or Disruptive Behavior Offenses 46
Alcohol, Tobacco, and Other Drug Offenses 13
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.1
Asian11.92.610.12.7
Black19.539.521.136
Hispanic14.118.416.917.1
Native Hawaiian0.20.30.9
White4931.646.636.9
Two or more races5.17.94.96.3
< = 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 Indian0.20.1
Asian11.910.1
Black19.521.150
Hispanic14.15016.9
Native Hawaiian0.20.3
White492546.650
Two or more races5.1254.9
< = 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 Indian0.20.1
Asian11.910.1
Black19.521.1
Hispanic14.116.9
Native Hawaiian0.20.3
White4946.6
Two or more races5.14.9
< = 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 39.947.252.3
< = 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 30.931.123.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 85.582.377.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - 5.5% - 2.7%
Division
All Schools 0.3% 1.8% 5% 5.7% 4.6% 2%
High Poverty 0.3% 3% 5% 11.4% 4.6% 2.8%
Low Poverty - 0.7% - 3.3% - 1.6%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201732%65%2%1%
2017-201836%64%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianNoNo-Yes-
BlackYesYes-Yes-
HispanicYesNo-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesNo-Yes-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%76%73%75%
Asian72%72%87%75%
Black68%67%60%75%
Hispanic68%64%63%75%
White86%85%81%75%
Economically Disadvantaged66%63%62%75%
English Learners59%54%53%75%
Students with Disabilities41%39%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%76%74%70%
Asian74%80%89%70%
Black55%62%60%70%
Hispanic59%63%64%70%
White82%85%81%70%
Economically Disadvantaged59%64%63%70%
English Learners57%60%57%70%
Students with Disabilities37%41%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students85%
Asian81%
Black77%
Hispanic68%
White93%
Economically Disadvantaged71%
English Learners62%
Students with Disabilities58%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students83%75%
Asian82%82%
Black78%62%
Hispanic73%67%
White88%84%
Economically Disadvantaged74%66%
English Learners68%68%
Students with Disabilities56%50%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students7%7%9%10%
Asian4%5%5%10%
Black6%5%9%10%
Hispanic9%9%9%10%
White7%7%9%10%
Economically Disadvantaged9%9%13%10%
English Learners7%7%8%10%
Students with Disabilities14%13%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress58%46%58%
English Learner Proficiency14%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress518858%
English Learner Proficiency1712014%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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