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Riverview Elementary/Middle

General school information

Category: Combined (PK-08) School
Phone: 276-935-1613
Address: 27382 Riverside Drive Grundy, VA 24614
Principal: Mrs. Kimberly Hess
Superintendent: Mrs. Melanie L. Hibbitts
School Number: 1040
Region: 7
Division: Buchanan County Public Schools
Division Number: 14
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level Three
  • 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 No Students No Students
Economically Disadvantaged Level Two Level One
English Learners No Students No Students
Hispanic Too Small Too Small
Students with Disabilities Level Three Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 12 62 73 27 10 58 68 32
Female 13 61 75 25 12 66 78 22 12 60 71 29
Male 13 57 70 30 12 58 69 31 9 56 65 35
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < 100 0
White 13 59 72 28 12 62 74 26 10 58 68 32
Students with Disabilities 14 16 30 70 12 34 46 54 7 32 40 60
Students without Disabilities 13 66 79 21 12 68 80 20 11 64 75 25
Economically Disadvantaged 10 56 66 34 10 59 68 32 8 53 61 39
Not Economically Disadvantaged 19 63 81 19 16 68 84 16 14 63 77 23
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
All Students 17 51 68 32 11 57 67 33 9 52 61 39
Female 14 69 83 17 13 63 75 25 14 52 66 34
Male 19 37 56 44 8 50 58 42 5 51 56 44
White 17 51 68 32 11 55 66 34 9 52 61 39
Students with Disabilities 18 - 18 82 10 35 45 55 - 33 33 67
Students without Disabilities 16 60 76 24 11 64 75 25 12 58 70 30
Economically Disadvantaged 10 54 65 35 8 49 57 43 7 45 52 48
Not Economically Disadvantaged 27 47 73 27 17 74 91 9 12 58 70 30
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
All Students 11 48 59 41 16 56 73 28 8 54 62 38
Female 11 46 57 43 11 70 81 19 10 56 66 34
Male 11 50 61 39 21 44 65 35 5 53 58 42
Hispanic < < 100 0
White 11 48 59 41 16 57 73 27 8 54 62 38
Students with Disabilities 7 7 14 86 18 18 36 64 5 41 45 55
Students without Disabilities 12 57 69 31 16 62 78 22 9 60 68 32
Economically Disadvantaged 4 50 54 46 15 51 65 35 6 52 58 42
Not Economically Disadvantaged 23 45 68 32 20 68 88 12 11 59 70 30
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 50 70 30 18 60 78 22 18 50 68 32
Female 21 50 71 29 14 61 75 25 18 58 76 24
Male 18 50 68 32 21 60 81 19 18 43 61 39
Native Hawaiian < < 100 0
White 20 50 70 30 18 60 78 22 19 49 68 32
Students with Disabilities < < < < 14 57 71 29 17 17 33 67
Students without Disabilities 21 53 74 26 19 61 80 20 19 56 74 26
Economically Disadvantaged 16 46 62 38 13 69 81 19 16 45 61 39
Not Economically Disadvantaged 23 54 77 23 28 45 72 28 20 55 75 25
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 69 83 17 8 69 77 23 9 61 70 30
Female 16 66 82 18 15 61 76 24 5 64 69 31
Male 13 72 85 15 - 78 78 22 12 59 71 29
Hispanic < < 100 0
White 14 69 83 17 8 69 77 23 9 61 70 30
Students with Disabilities 25 42 67 33 - 38 38 62 13 31 44 56
Students without Disabilities 13 73 86 14 9 74 83 17 8 68 76 24
Economically Disadvantaged 17 60 77 23 6 67 72 28 4 63 66 34
Not Economically Disadvantaged 10 83 93 7 11 73 84 16 18 59 76 24
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 11 63 74 26 12 68 80 20 11 59 70 30
Female 9 67 77 23 10 76 85 15 13 56 69 31
Male 12 60 71 29 14 60 74 26 9 63 72 28
White 11 63 74 26 12 68 80 20 11 59 70 30
Students with Disabilities 15 10 25 75 14 36 50 50 8 33 42 58
Students without Disabilities 9 77 87 13 11 74 86 14 12 63 75 25
Economically Disadvantaged 5 61 66 34 12 63 75 25 11 51 62 38
Not Economically Disadvantaged 23 68 90 10 11 78 89 11 12 67 79 21
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 9 69 78 22 7 59 66 34 7 71 78 22
Female 8 69 77 23 9 66 75 25 10 74 83 17
Male 10 69 79 21 6 54 59 41 5 68 73 28
White 9 70 79 21 7 60 67 33 7 71 78 22
Students with Disabilities 10 30 40 60 14 23 36 64 8 31 38 62
Students without Disabilities 9 74 83 17 5 70 75 25 7 78 86 14
Economically Disadvantaged 9 62 70 30 6 54 60 40 7 61 68 32
Not Economically Disadvantaged 9 77 86 14 12 73 85 15 8 82 89 11
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 19 52 71 29 15 39 55 45 12 56 68 32
Female 23 59 82 18 27 43 70 30 19 63 81 19
Male 16 47 63 37 6 36 42 58 5 49 54 46
White 19 53 72 28 16 40 55 45 12 56 68 32
Students with Disabilities < < < < 14 - 14 86 8 8 17 83
Students without Disabilities 21 54 75 25 16 51 67 33 13 64 76 24
Economically Disadvantaged 16 47 63 37 11 38 49 51 9 42 51 49
Not Economically Disadvantaged 22 59 80 20 20 40 60 40 15 72 87 13
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 19 52 71 29 15 39 55 45 12 56 68 32
Female 23 59 82 18 27 43 70 30 19 63 81 19
Male 16 47 63 37 6 36 42 58 5 49 54 46
White 19 53 72 28 16 40 55 45 12 56 68 32
Students with Disabilities < < < < 14 - 14 86 8 8 17 83
Students without Disabilities 21 54 75 25 16 51 67 33 13 64 76 24
Economically Disadvantaged 16 47 63 37 11 38 49 51 9 42 51 49
Not Economically Disadvantaged 22 59 80 20 20 40 60 40 15 72 87 13
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 15 56 71 29 12 54 66 34 8 66 74 26
Female 16 60 76 24 14 60 74 26 8 70 79 21
Male 14 52 66 34 11 48 59 41 7 62 69 31
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 15 56 71 29 12 54 66 34 8 66 74 26
Students with Disabilities 18 21 38 62 12 27 39 61 8 42 50 50
Students without Disabilities 15 62 76 24 12 60 72 28 8 71 79 21
Economically Disadvantaged 13 51 64 36 10 51 60 40 6 62 68 32
Not Economically Disadvantaged 19 62 80 20 18 60 78 22 10 70 80 20
Grade 3 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 55 65 35 7 54 61 39 8 69 77 23
Female 3 65 68 32 10 58 68 33 7 73 80 20
Male 16 47 63 37 3 50 53 47 10 64 74 26
White 11 55 66 34 7 54 61 39 8 69 77 23
Students with Disabilities 18 9 27 73 5 35 40 60 10 52 62 38
Students without Disabilities 9 62 71 29 7 61 68 32 8 74 82 18
Economically Disadvantaged 9 47 55 45 6 47 53 47 9 66 75 25
Not Economically Disadvantaged 13 67 80 20 9 70 78 22 7 71 79 21
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 52 73 27 19 63 81 19 5 73 78 22
Female 14 63 77 23 16 76 92 8 10 76 85 15
Male 26 43 70 30 21 51 72 28 - 71 71 29
Hispanic < < 100 0
White 21 52 73 27 19 62 81 19 5 73 78 22
Students with Disabilities 29 29 57 43 18 36 55 45 5 45 50 50
Students without Disabilities 19 57 76 24 19 67 86 14 5 84 89 11
Economically Disadvantaged 20 48 68 32 16 56 73 27 4 71 75 25
Not Economically Disadvantaged 23 58 81 19 24 76 100 0 7 78 85 15
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 74 26 20 45 65 35 11 74 85 15
Female 33 40 74 26 14 57 71 29 8 78 86 14
Male 9 65 74 26 23 36 60 40 14 70 84 16
Native Hawaiian < < 100 0
White 22 51 74 26 20 45 65 35 11 74 85 15
Students with Disabilities < < < < 21 21 43 57 17 58 75 25
Students without Disabilities 24 54 79 21 19 50 69 31 10 77 87 13
Economically Disadvantaged 22 51 73 27 17 50 67 33 5 73 78 22
Not Economically Disadvantaged 23 51 74 26 25 36 61 39 16 75 91 9
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 20 65 86 14 16 70 85 15 9 52 61 39
Female 23 66 89 11 22 67 89 11 5 61 66 34
Male 18 64 82 18 9 73 82 18 12 45 57 43
Hispanic < < 100 0
White 20 65 86 14 16 70 85 15 9 51 60 40
Students with Disabilities 25 58 83 17 8 42 50 50 6 38 44 56
Students without Disabilities 20 66 86 14 17 74 91 9 10 55 64 36
Economically Disadvantaged 15 62 77 23 12 73 85 15 4 55 58 42
Not Economically Disadvantaged 30 70 100 0 22 65 86 14 18 47 65 35
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 11 52 62 38 9 56 66 34 10 61 72 28
Female 12 57 69 31 12 64 76 24 16 56 71 29
Male 10 47 57 43 7 49 56 44 5 67 72 28
White 11 52 62 38 9 56 66 34 10 61 72 28
Students with Disabilities 15 - 15 85 14 36 50 50 8 8 17 83
Students without Disabilities 10 66 75 25 8 61 69 31 11 70 80 20
Economically Disadvantaged 8 48 56 44 7 52 59 41 11 56 67 33
Not Economically Disadvantaged 16 58 74 26 15 67 81 19 9 67 77 23
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 46 48 52 3 18 21 79 4 53 56 44
Female - 53 53 47 - 18 18 82 8 63 71 29
Male 3 42 45 55 5 18 23 77 - 45 45 55
White 2 46 48 52 3 18 21 79 4 53 56 44
Students with Disabilities < < < < 9 5 14 86 8 38 46 54
Students without Disabilities - 54 54 46 - 24 24 76 2 57 60 40
Economically Disadvantaged 4 32 36 64 3 18 22 78 3 47 50 50
Not Economically Disadvantaged - 65 65 35 - 17 17 83 5 63 68 32
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 74 88 12 12 88 100 0 4 96 100 0
Female 14 82 95 5 19 81 100 0 - 100 100 0
Male 14 67 81 19 - 100 100 0 < < 100 0
White 14 74 88 12 12 88 100 0 4 96 100 0
Students without Disabilities 14 74 88 12 12 88 100 0 4 96 100 0
Economically Disadvantaged 11 79 89 11 - 100 100 0 < < 100 0
Not Economically Disadvantaged 17 71 88 13 21 79 100 0 5 95 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 58 69 31 5 57 62 38 15 63 78 22
Female 14 55 69 31 - 63 63 37 15 63 78 23
Male 9 61 70 30 9 53 62 38 14 64 79 21
Native Hawaiian < < 100 0
White 11 58 70 30 5 58 63 37 15 63 78 22
Students with Disabilities - 27 27 73 6 21 26 74 4 44 48 52
Students without Disabilities 13 61 74 26 5 66 71 29 17 67 83 17
Economically Disadvantaged 7 54 61 39 4 53 57 43 9 63 72 28
Not Economically Disadvantaged 16 63 78 22 7 67 74 26 21 63 84 16
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 74 26 10 57 67 33 27 57 84 16
Female 21 50 71 29 - 57 57 43 26 61 87 13
Male 18 59 76 24 17 57 74 26 27 55 82 18
Native Hawaiian < < 100 0
White 20 54 74 26 10 57 67 33 27 57 84 16
Students with Disabilities < < < < 14 43 57 43 - 58 58 42
Students without Disabilities 21 57 79 21 9 60 69 31 31 57 89 11
Economically Disadvantaged 11 59 70 30 9 57 67 33 18 66 84 16
Not Economically Disadvantaged 28 49 77 23 11 57 68 32 34 50 84 16
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 4 62 66 34 1 57 58 42 2 70 72 28
Female 5 61 66 34 - 68 68 32 5 64 69 31
Male 4 62 66 34 2 48 50 50 - 75 75 25
White 4 62 67 33 1 58 59 41 2 70 72 28
Students with Disabilities < < < < - 5 5 95 8 31 38 62
Students without Disabilities 5 65 70 30 1 71 72 28 1 77 78 22
Economically Disadvantaged 4 49 53 47 - 50 50 50 - 61 61 39
Not Economically Disadvantaged 5 75 80 20 4 77 81 19 5 79 84 16
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 55 83 17 21 53 75 25 27 58 85 15
Female 31 49 80 20 18 57 75 25 28 62 90 10
Male 26 60 86 14 24 51 75 25 26 55 81 19
Native Hawaiian < < 100 0
White 28 55 83 17 21 54 75 25 27 58 85 15
Students with Disabilities 13 25 38 63 11 42 53 47 8 36 44 56
Students without Disabilities 30 58 88 12 24 56 80 20 31 62 93 7
Economically Disadvantaged 22 55 77 23 17 53 70 30 26 55 80 20
Not Economically Disadvantaged 35 54 89 11 33 54 87 13 29 61 90 10
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 17 69 85 15 4 59 63 37 15 67 81 19
Female 18 71 89 11 7 65 72 28 17 68 85 15
Male 16 67 82 18 2 54 56 44 13 65 78 23
White 17 68 85 15 4 60 64 36 15 67 81 19
Students with Disabilities < < < < - 20 20 80 - 25 25 75
Students without Disabilities 19 71 90 10 5 69 75 25 17 74 91 9
Economically Disadvantaged 13 64 78 22 - 54 54 46 14 57 70 30
Not Economically Disadvantaged 20 73 93 7 16 72 88 12 16 78 95 5
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 39 80 20 41 47 87 13 38 50 88 12
Female 43 29 71 29 31 47 78 22 39 56 94 6
Male 38 53 91 9 49 47 95 5 38 45 83 17
Native Hawaiian < < 100 0
White 41 39 80 20 41 47 87 13 39 49 88 12
Students with Disabilities < < < < 17 75 92 8 - 50 50 50
Students without Disabilities 43 43 86 14 45 42 87 13 44 50 94 6
Economically Disadvantaged 30 46 76 24 37 52 88 12 38 54 92 8
Not Economically Disadvantaged 51 33 85 15 48 37 85 15 39 46 85 15
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division---
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten444047
Kindergarten648088
Grade 1765879
Grade 2707863
Grade 3827483
Grade 4818381
Grade 5778183
Grade 6868790
Grade 71009091
Grade 88910287
Total Students769773792

< = 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 Students769773792
Female372380391
Male397393401
American Indian111
Asian123
Black343
Hispanic123
Native Hawaiian111
White762763781
Students with Disabilities122124133
Students without Disabilities647649659
Economically Disadvantaged504438459
Not Economically Disadvantaged265335333
English Learners111
Not English Learners768772791
Foster Care32-
< = 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
2015-2016Division3,776.006,046.001,230.00
State6,084.004,849.00812.00
2016-2017Division3,176.006,722.001,393.00
State6,248.005,052.00871.00
2017-2018Division2,972.006,964.001,494.00
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 Students529197538183650102
Female262872648732646
Male2671102749632456
American Indian<<<<<<
Asian<<<<<<
Black<<<<<<
Hispanic<<<<<<
Native Hawaiian<<<<<<
White524197532182643100
Students with Disabilities7636943612022
Economically Disadvantaged29315834114733470
English Learners<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 35
Disorderly or Disruptive Behavior Offenses 35
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.10.3
Black0.40.5
Hispanic0.10.3
Native Hawaiian0.10.1
White99.110098.7100
Two or more races----
< = 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 Indian0.10.1
Asian0.10.3
Black0.40.5
Hispanic0.10.3
Native Hawaiian0.10.1
White99.110098.7
Two or more races
< = 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 Indian0.10.1
Asian0.10.3
Black0.40.5
Hispanic0.10.3
Native Hawaiian0.10.1
White99.198.7
Two or more races----
< = 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 62.386.386.3
< = 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 384965.8
< = 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 59.187.690.8
< = 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 School8.2%3.3%
Division7%2.6%
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
2016-201762%35%0%3%
2017-201865%32%0%3%
2018-201964%33%0%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

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 StudentsYesNo-No-
AsianTSTS-TS-
Black---TS-
HispanicTSTS-TS-
WhiteNoNo-No-
Economically DisadvantagedYesYes-No-
English Learners--TSTS-
Students with DisabilitiesYesYes-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 Students74%74%73%75%
Asian<<87%75%
Black--60%75%
Hispanic<<63%75%
White75%74%81%75%
Economically Disadvantaged69%69%62%75%
English Learners--53%75%
Students with Disabilities47%44%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 Students67%71%74%70%
Asian<<89%70%
Black--60%70%
Hispanic<<64%70%
White68%71%81%70%
Economically Disadvantaged61%65%63%70%
English Learners--57%70%
Students with Disabilities39%42%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 Students63%
Asian-
Black-
Hispanic<
White64%
Economically Disadvantaged58%
English Learners-
Students with Disabilities26%

< = 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 Students79%71%
Asian<<
Black--
Hispanic<<
White79%71%
Economically Disadvantaged74%65%
English Learners--
Students with Disabilities60%52%

< = 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 Students25%26%9%10%
Asian<<5%10%
Black<<9%10%
Hispanic<<9%10%
White25%26%9%10%
Economically Disadvantaged30%31%13%10%
English Learners<<8%10%
Students with Disabilities28%29%14%10%

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

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

English Learner Progress and Proficiency

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

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%98%
Asian<<-
Black---
Hispanic<<<
White100%100%98%
Economically Disadvantaged100%100%98%
Not Economically Disadvantaged99%99%98%
English Learners---
Students with Disabilities99%98%92%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%99%97%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 65%
Division 55%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 72%
Division 80%
State 81%
Riverview Elementary/Middle to top