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Salem Middle

General school information

Category: Middle (06-08) School
Phone: 757-648-5000
Address: 2380 Lynnhaven Pkwy Virginia Beach, VA 23464
Principal: Dr. James J. Smith
Superintendent: Dr. Aaron C. Spence
School Number: 50
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
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 One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading 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 18 68 86 14 16 73 89 11 14 72 86 14
Female 22 66 88 12 18 72 90 10 16 72 88 12
Male 14 69 84 16 14 74 88 12 11 73 84 16
American Indian < < 100 0 < < 100 0 < < < <
Asian 22 69 91 9 20 71 91 9 15 77 91 9
Black 9 63 72 28 8 70 78 22 7 68 75 25
Hispanic 18 74 92 8 12 78 91 9 13 74 87 13
Native Hawaiian < < 100 0 < < < < 10 60 70 30
White 23 68 92 8 22 72 94 6 17 73 90 10
Two or more races 19 71 90 10 16 78 94 6 16 74 89 11
Students with Disabilities 13 41 54 46 16 42 58 42 12 36 47 53
Students without Disabilities 18 72 90 10 16 76 92 8 14 77 90 10
Economically Disadvantaged 14 67 80 20 11 73 83 17 11 66 77 23
Not Economically Disadvantaged 21 69 90 10 19 73 92 8 15 76 91 9
English Learners 14 66 79 21 < < < < - 30 30 70
Military Connected 16 77 94 6 20 71 92 8
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 22 64 86 14 20 71 91 9 17 70 87 13
Female 25 64 88 12 23 70 93 7 20 66 86 14
Male 19 65 84 16 17 72 89 11 14 74 88 12
American Indian < < 100 0 < < < <
Asian 35 58 94 6 26 69 95 5 24 70 94 6
Black 9 63 72 28 7 74 81 19 10 71 82 18
Hispanic 24 71 94 6 15 77 91 9 10 69 80 20
Native Hawaiian < < 100 0 < < < < < < < <
White 30 58 88 12 27 67 94 6 22 70 92 8
Two or more races 15 77 91 9 21 77 98 2 17 71 88 12
Students with Disabilities 16 40 56 44 10 55 65 35 5 45 50 50
Students without Disabilities 23 68 91 9 21 73 94 6 19 73 92 8
Economically Disadvantaged 18 65 82 18 9 76 85 15 16 63 78 22
Not Economically Disadvantaged 25 64 89 11 27 68 95 5 18 75 92 8
English Learners < < < < < < < < < < < <
Military Connected 24 74 97 3 21 71 91 9
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 73 90 10 18 71 90 10 12 76 89 11
Female 22 70 92 8 19 73 91 9 18 75 93 8
Male 13 76 89 11 18 70 88 12 8 78 85 15
Asian 14 77 91 9 21 71 91 9 11 84 95 5
Black 12 67 79 21 10 69 78 22 6 72 78 22
Hispanic 15 77 92 8 17 75 92 8 15 72 87 13
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 20 76 96 4 24 71 95 5 13 80 93 7
Two or more races 25 71 96 4 20 72 93 7 18 78 96 4
Students with Disabilities 12 47 58 42 19 38 57 43 14 43 57 43
Students without Disabilities 18 77 94 6 18 76 94 6 12 79 91 9
Economically Disadvantaged 14 73 86 14 16 69 85 15 8 73 81 19
Not Economically Disadvantaged 19 73 92 8 20 73 93 7 15 79 94 6
English Learners 8 85 92 8 < < < <
Military Connected 19 73 92 8 20 76 97 3
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 81 19 9 76 85 15 11 70 81 19
Female 19 66 85 15 12 73 85 15 11 74 85 15
Male 11 67 78 22 6 79 86 14 11 66 78 22
Asian 21 68 89 11 14 74 88 12 9 75 84 16
Black 6 59 65 35 7 67 74 26 4 62 66 34
Hispanic 15 74 89 11 3 84 87 13 15 80 95 5
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 71 90 10 12 79 92 8 15 70 86 14
Two or more races 17 65 81 19 8 84 92 8 13 72 85 15
Students with Disabilities 11 35 46 54 17 34 52 48 17 21 38 62
Students without Disabilities 15 70 86 14 8 80 89 11 11 77 87 13
Economically Disadvantaged 10 63 73 27 8 72 80 20 9 61 70 30
Not Economically Disadvantaged 18 70 88 12 10 79 89 11 13 75 88 12
English Learners < < < < < < < <
Military Connected 5 87 92 8 21 68 89 11
Foster Care < < < < < < < <
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 19 55 74 26 23 56 79 21 24 50 74 26
Female 31 52 84 16 29 53 82 18 27 52 79 21
Male 8 57 65 35 17 58 75 25 22 47 69 31
Asian 37 44 81 19 40 51 91 9 37 60 97 3
Black 11 47 58 42 15 48 62 38 14 40 54 46
Hispanic 16 64 80 20 18 58 76 24 25 50 75 25
Native Hawaiian < < 100 0 < < < < < < 100 0
White 25 59 84 16 26 61 87 13 27 50 77 23
Two or more races 17 55 72 28 22 66 88 12 30 56 85 15
Students with Disabilities 13 26 38 62 13 25 38 63 15 17 32 68
Students without Disabilities 20 58 78 22 24 59 83 17 26 54 80 20
Economically Disadvantaged 14 51 64 36 17 49 67 33 19 43 62 38
Not Economically Disadvantaged 23 57 81 19 27 60 86 14 28 53 81 19
Military Connected 29 54 83 17 34 42 76 24
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 55 74 26 23 56 79 21 24 50 74 26
Female 31 52 84 16 29 53 82 18 27 52 79 21
Male 8 57 65 35 17 58 75 25 22 47 69 31
Asian 37 44 81 19 40 51 91 9 37 60 97 3
Black 11 47 58 42 15 48 62 38 14 40 54 46
Hispanic 16 64 80 20 18 58 76 24 25 50 75 25
Native Hawaiian < < 100 0 < < < < < < 100 0
White 25 59 84 16 26 61 87 13 27 50 77 23
Two or more races 17 55 72 28 22 66 88 12 30 56 85 15
Students with Disabilities 13 26 38 62 13 25 38 63 15 17 32 68
Students without Disabilities 20 58 78 22 24 59 83 17 26 54 80 20
Economically Disadvantaged 14 51 64 36 17 49 67 33 19 43 62 38
Not Economically Disadvantaged 23 57 81 19 27 60 86 14 28 53 81 19
Military Connected 29 54 83 17 34 42 76 24
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 79 91 9 13 77 90 10 13 78 91 9
Female 14 80 94 6 14 76 91 9 12 80 91 9
Male 11 78 88 12 12 77 89 11 14 76 90 10
American Indian < < 100 0 < < 100 0 < < < <
Asian 22 76 98 2 23 75 97 3 26 70 96 4
Black 5 76 81 19 7 72 79 21 7 76 83 17
Hispanic 10 84 94 6 13 78 90 10 13 80 93 7
Native Hawaiian < < 100 0 < < 100 0 - 100 100 0
White 16 78 94 6 16 76 92 8 14 78 92 8
Two or more races 11 82 93 7 10 86 96 4 13 81 94 6
Students with Disabilities 11 50 61 39 16 49 64 36 12 42 54 46
Students without Disabilities 12 83 95 5 13 80 92 8 13 82 95 5
Economically Disadvantaged 8 77 85 15 8 74 82 18 9 76 85 15
Not Economically Disadvantaged 15 80 95 5 16 78 95 5 16 79 94 6
English Learners 6 88 94 6 10 90 100 0 10 80 90 10
Military Connected 16 78 94 6 17 81 98 2
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 9 81 91 9 11 77 88 12 11 75 86 14
Female 8 85 93 7 9 82 91 9 6 78 84 16
Male 11 78 89 11 13 73 85 15 16 73 88 12
American Indian < < 100 0 < < < <
Asian 25 75 100 0 17 83 100 0 25 71 96 4
Black 4 77 80 20 5 71 76 24 7 74 81 19
Hispanic 7 91 98 2 13 78 90 10 8 82 89 11
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 78 92 8 15 77 92 8 13 76 89 11
Two or more races 6 92 97 3 6 87 94 6 8 72 80 20
Students with Disabilities 13 60 73 27 13 55 68 32 5 46 51 49
Students without Disabilities 9 86 94 6 11 80 91 9 12 81 93 7
Economically Disadvantaged 7 79 86 14 6 73 79 21 8 71 79 21
Not Economically Disadvantaged 11 84 95 5 15 81 96 4 13 79 92 8
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 15 84 98 2 16 76 92 8
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 12 78 90 10 13 73 86 14 < < < <
Female 14 79 92 8 14 71 85 15 < < < <
Male 10 78 88 12 12 75 88 12 < < < <
Black 9 72 81 19 7 69 76 24 < < < <
Hispanic 9 80 89 11 13 78 91 9 < < < <
White 13 83 97 3 19 68 87 13 < < < <
Students with Disabilities 10 45 55 45 19 44 63 37 < < < <
Students without Disabilities 12 83 95 5 12 77 90 10 < < < <
Economically Disadvantaged 10 75 85 15 9 71 80 20 < < < <
Not Economically Disadvantaged 13 80 93 7 17 74 91 9 < < < <
Military Connected 22 70 92 8 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 80 85 15 6 82 88 12 10 80 90 10
Female 6 83 89 11 7 84 90 10 10 82 92 8
Male 5 77 82 18 5 80 85 15 11 77 88 12
Asian 16 84 100 0 7 93 100 0 20 74 94 6
Black - 73 73 27 4 73 77 23 5 77 82 18
Hispanic 5 86 92 8 4 81 85 15 10 84 94 6
Native Hawaiian < < 100 0 < < 100 0
White 8 81 88 12 9 84 93 7 11 79 91 9
Two or more races 5 81 86 14 5 87 92 8 10 84 95 5
Students with Disabilities 11 42 53 47 14 46 61 39 14 43 57 43
Students without Disabilities 5 86 90 10 5 86 91 9 10 84 94 6
Economically Disadvantaged 2 76 78 22 4 77 81 19 6 79 85 15
Not Economically Disadvantaged 9 84 92 8 7 86 93 7 13 80 93 7
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 2 81 84 16 15 84 99 1
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 82 100 0 18 81 99 1 19 81 100 0
Female 18 82 100 0 24 74 99 1 18 82 100 0
Male 17 83 100 0 11 87 99 1 20 80 100 0
Asian 26 74 100 0 39 61 100 0 35 65 100 0
Black 10 90 100 0 17 83 100 0 17 83 100 0
Hispanic 28 72 100 0 20 75 95 5 23 77 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 15 85 100 0 15 84 98 2 15 85 100 0
Two or more races 21 79 100 0 7 93 100 0 21 79 100 0
Students without Disabilities 18 82 100 0 18 81 99 1 19 81 100 0
Economically Disadvantaged 14 86 100 0 15 82 97 3 20 80 100 0
Not Economically Disadvantaged 19 81 100 0 19 81 99 1 19 81 100 0
English Learners < < 100 0 < < 100 0
Military Connected 21 79 100 0 19 81 100 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 48 52 100 0 44 56 100 0 33 67 100 0
Female 52 48 100 0 43 57 100 0 38 62 100 0
Male 42 58 100 0 45 55 100 0 28 72 100 0
Asian < < 100 0 58 42 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 64 36 100 0 44 56 100 0 32 68 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 48 52 100 0 44 56 100 0 33 67 100 0
Economically Disadvantaged 36 64 100 0 38 62 100 0 30 70 100 0
Not Economically Disadvantaged 53 47 100 0 47 53 100 0 33 67 100 0
English Learners < < 100 0
Military Connected < < 100 0 31 69 100 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 16 76 93 7 15 78 93 7 17 72 89 11
Female 16 77 92 8 15 76 92 8 15 75 89 11
Male 17 75 93 7 15 79 94 6 20 70 90 10
Asian 26 74 100 0 17 83 100 0 25 71 96 4
Black 8 74 81 19 6 76 82 18 6 75 81 19
Hispanic 8 88 97 3 14 77 91 9 27 67 94 6
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 74 96 4 20 77 97 3 19 72 91 9
Two or more races 21 75 96 4 18 80 97 3 16 74 89 11
Students with Disabilities 7 49 56 44 20 40 60 40 18 30 48 52
Students without Disabilities 17 79 96 4 15 80 95 5 17 76 94 6
Economically Disadvantaged 13 75 88 12 10 77 87 13 10 74 84 16
Not Economically Disadvantaged 19 77 95 5 18 78 96 4 21 71 92 8
English Learners 20 80 100 0 < < 100 0 < < < <
Military Connected 18 77 95 5 28 66 94 6
Foster Care < < < < < < < <
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 13 77 90 10 9 82 90 10 14 71 85 15
Female 12 76 88 13 9 79 88 12 10 74 85 15
Male 13 78 91 9 8 84 91 9 18 68 86 14
Asian 24 76 100 0 8 92 100 0 18 76 95 5
Black 6 71 77 23 4 73 77 23 5 71 76 24
Hispanic 7 88 95 5 10 78 88 13 26 66 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 76 93 7 12 84 96 4 18 68 86 14
Two or more races 13 81 94 6 6 89 96 4 9 75 85 15
Students with Disabilities 7 49 56 44 17 41 59 41 18 30 48 52
Students without Disabilities 13 81 94 6 8 85 93 7 14 77 91 9
Economically Disadvantaged 9 76 85 15 7 77 84 16 5 73 78 22
Not Economically Disadvantaged 15 78 93 7 9 85 94 6 19 70 89 11
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 10 84 93 7 25 66 91 9
Foster Care < < < < < < < <
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 26 74 100 0 31 69 100 0 25 75 100 0
Female 22 78 100 0 31 69 100 0 24 76 100 0
Male 35 65 100 0 31 69 100 0 25 75 100 0
Asian 31 69 100 0 33 67 100 0 43 57 100 0
Black 17 83 100 0 13 87 100 0 10 90 100 0
Hispanic 13 88 100 0 25 75 100 0 29 71 100 0
White 28 72 100 0 39 61 100 0 22 78 100 0
Two or more races 41 59 100 0 37 63 100 0 30 70 100 0
Students without Disabilities 26 74 100 0 31 69 100 0 25 75 100 0
Economically Disadvantaged 27 73 100 0 22 78 100 0 23 78 100 0
Not Economically Disadvantaged 26 74 100 0 35 65 100 0 26 74 100 0
Military Connected 44 56 100 0 34 66 100 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 29 64 93 7 24 68 92 8 28 61 89 11
Female 33 61 93 7 24 70 94 6 28 60 88 12
Male 25 67 92 8 25 66 91 9 27 61 89 11
Asian 46 54 100 0 35 63 98 2 45 48 93 7
Black 12 70 83 17 16 68 84 16 13 67 79 21
Hispanic 23 75 98 2 17 78 94 6 18 74 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 37 59 97 3 28 67 96 4 34 58 92 8
Two or more races 38 58 96 4 28 68 96 4 38 53 91 9
Students with Disabilities 10 56 67 33 21 52 72 28 15 37 51 49
Students without Disabilities 31 65 96 4 25 69 94 6 30 64 94 6
Economically Disadvantaged 21 69 90 10 20 67 87 13 22 61 83 17
Not Economically Disadvantaged 35 60 95 5 27 69 96 4 31 61 92 8
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 24 71 95 5 36 59 95 5
Foster Care < < < < < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 65 93 7 24 69 92 8 27 62 88 12
Female 32 61 93 7 23 71 94 6 27 61 88 12
Male 24 68 92 8 24 66 91 9 26 63 89 11
Asian 44 56 100 0 35 63 98 2 43 50 93 7
Black 12 70 83 17 14 69 84 16 12 67 79 21
Hispanic 21 77 98 2 17 78 94 6 18 74 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 60 97 3 27 69 96 4 32 60 92 8
Two or more races 38 58 96 4 28 68 96 4 38 53 91 9
Students with Disabilities - 63 63 37 8 60 68 32 - 41 41 59
Students without Disabilities 31 65 96 4 25 69 94 6 30 64 94 6
Economically Disadvantaged 19 70 90 10 18 68 87 13 21 61 83 17
Not Economically Disadvantaged 35 61 95 5 27 69 96 4 30 62 92 8
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 24 71 95 5 35 59 94 6
Foster Care < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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
School53-
Division150113112
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 6342334356
Grade 7353357353
Grade 8357346357
Total Students1,0521,0371,066

< = 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 Students105210371066
Female489494517
Male563543549
American Indian321
Asian109120105
Black299282275
Hispanic134132140
Native Hawaiian7910
White352348392
Two or more races148144143
Students with Disabilities145131132
Students without Disabilities907906934
Economically Disadvantaged437447441
Not Economically Disadvantaged615590625
English Learners302636
Not English Learners102210111030
Homeless374
Military Connected176216220
Foster Care412
< = 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
2015-2016Division5,450.004,886.00849.00
State6,084.004,849.00812.00
2016-2017Division5,563.005,049.00895.00
State6,248.005,052.00871.00
2017-2018Division5,848.005,299.00876.00
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 Students969819955598474
Female457374743346935
Male512445212251539
American Indian<<<<<<
Asian101611941041
Black281232592024920
Hispanic12014130612610
Native Hawaiian<<<<100
White320303312136332
Two or more races1378146313210
Students with Disabilities111251081511016
Economically Disadvantaged395503783939654
English Learners302272341
Homeless10394<<
< = 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 <
All Other Offenses 10
Other Offenses Against Persons 57
Disorderly or Disruptive Behavior Offenses 68
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student 17

< = 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 Indian0.30.21.4
Asian10.42.611.64.3
Black28.450.627.251.4
Hispanic12.710.412.712.9
Native Hawaiian0.70.91.4
White33.523.433.621.4
Two or more races14.11313.97.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian10.46.311.68.3
Black28.443.827.258.3
Hispanic12.712.512.7
Native Hawaiian0.70.9
White33.52533.633.3
Two or more races14.112.513.9
< = 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 Indian0.30.2
Asian10.411.6
Black28.427.2
Hispanic12.712.7
Native Hawaiian0.70.9
White33.533.6
Two or more races14.113.9
< = 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 38.539.438.6
< = 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 29.430.821.6
< = 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 89.689.885.4
< = 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%4.1%
Division5.5%1.5%
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
2016-201754%45%1%0%
2017-201854%45%1%0%
2018-201957%41%1%1%
< = 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-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

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 Students89%86%73%75%
Asian90%91%87%75%
Black78%74%60%75%
Hispanic91%89%63%75%
White94%92%81%75%
Economically Disadvantaged83%80%62%75%
English Learners68%75%53%75%
Students with Disabilities58%54%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 Students90%90%74%70%
Asian97%97%89%70%
Black79%79%60%70%
Hispanic91%91%64%70%
White93%94%81%70%
Economically Disadvantaged83%83%63%70%
English Learners86%91%57%70%
Students with Disabilities64%61%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 Students93%
Asian98%
Black82%
Hispanic91%
White97%
Economically Disadvantaged87%
English Learners<
Students with Disabilities60%

< = 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 Students91%91%
Asian91%97%
Black83%83%
Hispanic93%92%
White95%93%
Economically Disadvantaged87%85%
English Learners72%86%
Students with Disabilities74%72%

< = 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 Students5%7%9%10%
Asian3%4%5%10%
Black7%7%9%10%
Hispanic4%8%9%10%
White6%8%9%10%
Economically Disadvantaged9%10%13%10%
English Learners7%5%8%10%
Students with Disabilities12%14%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 Proficiency42%--

< = 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 Proficiency51242%

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%<
Students with Disabilities99%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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