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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
Region: 2
Division: Virginia Beach City Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

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

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 85 72 15 18 86 68 14 16 89 73 11
Female 17 88 71 12 22 88 66 12 18 90 72 10
Male 9 82 73 18 14 84 69 16 14 88 74 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 16 93 77 7 22 91 69 9 20 91 71 9
Black 9 74 65 26 9 72 63 28 8 78 70 22
Hispanic 11 84 73 16 18 92 74 8 12 91 78 9
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 14 91 77 9 23 92 68 8 22 94 72 6
Two or more races 18 86 68 14 19 90 71 10 16 94 78 6
Students with Disabilities 11 52 42 48 13 54 41 46 16 58 42 42
Economically Disadvantaged 9 76 67 24 14 80 67 20 11 83 73 17
English Learners - 80 80 20 14 79 66 21 - 77 77 23
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 85 68 15 22 86 64 14 20 91 71 9
Female 20 87 67 13 25 88 64 12 23 93 70 7
Male 14 83 68 17 19 84 65 16 17 89 72 11
Asian 18 90 73 10 35 94 58 6 26 95 69 5
Black 14 72 58 28 9 72 63 28 7 81 74 19
Hispanic 15 78 63 23 24 94 71 6 15 91 77 9
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 19 91 72 9 30 88 58 12 27 94 67 6
Two or more races 19 96 77 4 15 91 77 9 21 98 77 2
Students with Disabilities 8 49 41 51 16 56 40 44 10 65 55 35
Economically Disadvantaged 12 74 62 26 18 82 65 18 9 85 76 15
English Learners < < < < < < < < - 91 91 9
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 84 72 16 17 90 73 10 18 90 71 10
Female 16 88 71 13 22 92 70 8 19 91 73 9
Male 7 80 73 20 13 89 76 11 18 88 70 12
American Indian < 100 < 0 < 100 < 0
Asian 14 96 82 4 14 91 77 9 21 91 71 9
Black 5 77 72 23 12 79 67 21 10 78 69 22
Hispanic 14 86 72 14 15 92 77 8 17 92 75 8
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 88 75 12 20 96 76 4 24 95 71 5
Two or more races 20 77 57 23 25 96 71 4 20 93 72 7
Students with Disabilities 11 47 37 53 12 58 47 42 19 57 38 43
Economically Disadvantaged 9 77 68 23 14 86 73 14 16 85 69 15
English Learners < < < < 8 92 85 8 < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 86 77 14 15 81 67 19 9 85 76 15
Female 14 90 76 10 19 85 66 15 12 85 73 15
Male 6 83 77 17 11 78 67 22 6 86 79 14
Asian 15 94 79 6 21 89 68 11 14 88 74 12
Black 9 74 66 26 6 65 59 35 7 74 67 26
Hispanic 3 89 86 11 15 89 74 11 3 87 84 13
White 9 94 84 6 19 90 71 10 12 92 79 8
Two or more races 15 85 69 15 17 81 65 19 8 92 84 8
Students with Disabilities 15 65 50 35 11 46 35 54 17 52 34 48
Economically Disadvantaged 8 78 71 22 10 73 63 27 8 80 72 20
English Learners < 100 < 0 < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 81 58 19 19 74 55 26 23 79 56 21
Female 28 84 56 16 31 84 52 16 29 82 53 18
Male 17 78 60 22 8 65 57 35 17 75 58 25
Asian 56 88 31 13 37 81 44 19 40 91 51 9
Black 13 69 56 31 11 58 47 42 15 62 48 38
Hispanic 14 81 67 19 16 80 64 20 18 76 58 24
White 22 87 65 13 25 84 59 16 26 87 61 13
Two or more races 29 87 58 13 17 72 55 28 22 88 66 12
Students with Disabilities 19 58 38 42 13 38 26 62 13 38 25 63
Economically Disadvantaged 15 72 57 28 14 64 51 36 17 67 49 33
English Learners < < < < < < < < < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 81 58 19 19 74 55 26 23 79 56 21
Female 28 84 56 16 31 84 52 16 29 82 53 18
Male 17 78 60 22 8 65 57 35 17 75 58 25
Asian 56 88 31 13 37 81 44 19 40 91 51 9
Black 13 69 56 31 11 58 47 42 15 62 48 38
Hispanic 14 81 67 19 16 80 64 20 18 76 58 24
White 22 87 65 13 25 84 59 16 26 87 61 13
Two or more races 29 87 58 13 17 72 55 28 22 88 66 12
Students with Disabilities 19 58 38 42 13 38 26 62 13 38 25 63
Economically Disadvantaged 15 72 57 28 14 64 51 36 17 67 49 33
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 89 77 11 12 91 79 9 13 90 77 10
Female 14 90 77 10 14 94 80 6 14 91 76 9
Male 10 88 78 12 11 88 78 12 12 89 77 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 21 97 76 3 22 98 76 2 23 97 75 3
Black 6 79 73 21 5 81 76 19 7 79 72 21
Hispanic 9 90 81 10 10 94 84 6 13 90 78 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 15 94 79 6 16 94 78 6 16 92 76 8
Two or more races 13 92 79 8 11 93 82 7 10 96 86 4
Students with Disabilities 13 59 45 41 11 61 50 39 16 64 49 36
Economically Disadvantaged 7 81 74 19 8 85 77 15 8 82 74 18
English Learners 12 100 88 0 6 94 88 6 12 92 81 8
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 86 77 14 9 91 81 9 11 88 77 12
Female 9 87 77 13 8 93 85 7 9 91 82 9
Male 9 86 77 14 11 89 78 11 13 85 73 15
Asian 7 93 86 7 25 100 75 0 17 100 83 0
Black 6 76 70 24 4 80 77 20 5 76 71 24
Hispanic 3 79 76 21 7 98 91 2 13 90 78 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 94 81 6 14 92 78 8 15 92 77 8
Two or more races 13 90 78 10 6 97 92 3 6 94 87 6
Students with Disabilities 13 59 46 41 13 73 60 27 13 68 55 32
Economically Disadvantaged 7 75 68 25 7 86 79 14 6 79 73 21
English Learners < 100 < 0 < 100 < 0 17 92 75 8
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 73 15 12 90 78 10 13 86 73 14
Female 15 88 73 12 14 92 79 8 14 85 71 15
Male 9 83 73 18 10 88 78 12 12 88 75 12
American Indian < 100 < 0 < 100 < 0
Asian 20 100 80 0 15 94 79 6 16 88 72 12
Black 5 72 67 28 9 81 72 19 7 76 69 24
Hispanic 11 95 84 5 9 89 80 11 13 91 78 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 17 89 72 11 13 97 83 3 19 87 68 13
Two or more races 15 88 74 12 14 93 79 7 13 98 84 2
Students with Disabilities 11 50 39 50 10 55 45 45 19 63 44 37
Economically Disadvantaged 9 78 69 22 10 85 75 15 9 80 71 20
English Learners < 100 < 0 7 87 80 13 < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 92 86 8 5 85 80 15 6 88 82 12
Female 6 91 85 9 6 89 83 11 7 90 84 10
Male 7 93 86 8 5 82 77 18 5 85 80 15
Asian 15 96 81 4 16 100 84 0 7 100 93 0
Black 1 84 82 16 - 73 73 27 4 77 73 23
Hispanic 3 90 86 10 5 92 86 8 4 85 81 15
White 8 96 89 4 8 88 81 12 9 93 84 7
Two or more races 9 97 88 3 5 86 81 14 5 92 87 8
Students with Disabilities 15 69 54 31 11 53 42 47 14 61 46 39
Economically Disadvantaged 1 85 84 15 2 78 76 22 4 81 77 19
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 98 79 2 18 100 82 0 18 99 81 1
Female 24 99 75 1 18 100 82 0 24 99 74 1
Male 13 97 83 3 17 100 83 0 11 99 87 1
Asian 36 100 64 0 26 100 74 0 39 100 61 0
Black 8 96 88 4 10 100 90 0 17 100 83 0
Hispanic 25 100 75 0 28 100 72 0 20 95 75 5
White 17 98 81 2 15 100 85 0 15 98 84 2
Two or more races 24 94 71 6 21 100 79 0 7 100 93 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 12 95 83 5 14 100 86 0 15 97 82 3
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 100 63 0 48 100 52 0 44 100 56 0
Female 46 100 54 0 52 100 48 0 43 100 57 0
Male 30 100 70 0 42 100 58 0 45 100 55 0
Asian 60 100 40 0 < 100 < 0 58 100 42 0
Black 30 100 70 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 39 100 61 0 64 100 36 0 44 100 56 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 36 100 64 0 38 100 62 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 94 80 6 16 93 76 7 15 93 78 7
Female 14 94 79 6 16 92 77 8 15 92 76 8
Male 15 95 80 5 17 93 75 7 15 94 79 6
Asian 26 96 70 4 26 100 74 0 17 100 83 0
Black 5 85 80 15 8 81 74 19 6 82 76 18
Hispanic 12 98 86 2 8 97 88 3 14 91 77 9
White 18 98 81 2 22 96 74 4 20 97 77 3
Two or more races 18 95 77 5 21 96 75 4 18 97 80 3
Students with Disabilities 15 70 56 30 7 56 49 44 20 60 40 40
Economically Disadvantaged 8 90 82 10 13 88 75 12 10 87 77 13
English Learners < 100 < 0 20 100 80 0 < 100 < 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 92 82 8 13 90 77 10 9 90 82 10
Female 11 92 81 8 12 88 76 13 9 88 79 12
Male 10 92 83 8 13 91 78 9 8 91 84 9
Asian 19 94 74 6 24 100 76 0 8 100 92 0
Black 1 82 81 18 6 77 71 23 4 77 73 23
Hispanic 9 97 89 3 7 95 88 5 10 88 78 13
White 11 98 87 2 18 93 76 7 12 96 84 4
Two or more races 21 94 73 6 13 94 81 6 6 96 89 4
Students with Disabilities 15 69 54 31 7 56 49 44 17 59 41 41
Economically Disadvantaged 5 87 82 13 9 85 76 15 7 84 77 16
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 100 72 0 26 100 74 0 31 100 69 0
Female 28 100 72 0 22 100 78 0 31 100 69 0
Male 28 100 72 0 35 100 65 0 31 100 69 0
Asian 38 100 63 0 31 100 69 0 33 100 67 0
Black 22 100 78 0 17 100 83 0 13 100 87 0
Hispanic 20 100 80 0 13 100 88 0 25 100 75 0
White 36 100 64 0 28 100 72 0 39 100 61 0
Two or more races 8 100 92 0 41 100 59 0 37 100 63 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged 18 100 82 0 27 100 73 0 22 100 78 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 96 67 4 29 93 64 7 24 92 68 8
Female 28 97 69 3 33 93 61 7 24 94 70 6
Male 29 95 66 5 25 92 67 8 25 91 66 9
Asian 47 97 50 3 46 100 54 0 35 98 63 2
Black 14 92 78 8 12 83 70 17 16 84 68 16
Hispanic 24 94 70 6 23 98 75 2 17 94 78 6
White 35 99 64 1 37 97 59 3 28 96 67 4
Two or more races 32 97 66 3 38 96 58 4 28 96 68 4
Students with Disabilities 14 89 75 11 10 67 56 33 21 72 52 28
Economically Disadvantaged 20 91 72 9 21 90 69 10 20 87 67 13
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 96 68 4 28 93 65 7 24 92 69 8
Female 27 97 70 3 32 93 61 7 23 94 71 6
Male 28 95 67 5 24 92 68 8 24 91 66 9
Asian 45 97 52 3 44 100 56 0 35 98 63 2
Black 13 91 79 9 12 83 70 17 14 84 69 16
Hispanic 24 94 70 6 21 98 77 2 17 94 78 6
White 35 99 64 1 36 97 60 3 27 96 69 4
Two or more races 30 97 68 3 38 96 58 4 28 96 68 4
Students with Disabilities - 88 88 13 - 63 63 37 8 68 60 32
Economically Disadvantaged 20 91 72 9 19 90 70 10 18 87 68 13
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division131150113
School253
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6342334356
Grade 7353357353
Grade 8357346357
Total Students1,0521,0371,066
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = 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
Foster Care412
Military Connected176216220
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.5 66.8 66.4

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division 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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
  Local Funding State Federal
2014-20155,392.004,844.00914.00
2015-20165,450.004,886.00849.00
2016-20175,563.005,049.00895.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students979719698199555
Female475294573747433
Male504425124452122
American Indian<<<<<<
Asian97310161194
Black300162812325920
Hispanic10512120141306
Native Hawaiian<<<<<<
White350313203033121
Two or more races121913781463
Students with Disabilities104121112510815
Economically Disadvantaged389433955037839
English Learners150302272
Homeless10110394
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2850.1931.43
Asian10.3612.611.5724.29
Black28.42250.6527.19451.43
Hispanic12.73810.3912.72912.86
Native Hawaiian0.6650.8681.43
White33.4623.3833.55821.43
Two or more races14.06812.9913.8867.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2850.193
Asian10.3616.2511.5728.33
Black28.42243.7527.19458.33
Hispanic12.73812.512.729
Native Hawaiian0.6650.868
White33.462533.55833.33
Two or more races14.06812.513.886
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2850.193
Asian10.36111.572
Black28.42227.194
Hispanic12.73812.729
Native Hawaiian0.6650.868
White33.4633.558
Two or more races14.06813.886
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 36.6439.538.55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 33.3336.1729.46
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 91.9393.289.6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - 5.2% - 2.6%
Division
All Schools - 0.1% 5.2% 4.6% 3.7% 2.5%
High Poverty - - 5.6% 10% 4% 3%
Low Poverty - 0.1% - 3.7% - 2.4%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education3%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201650%47%1%2%
2016-201754%45%1%0%
2017-201854%45%1%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary​
Student Group​English 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​
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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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%

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

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

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student Group​Current Rate​
All Students93%
Asian98%
Black82%
Hispanic91%
White97%
Economically Disadvantaged87%
English Learners<
Students with Disabilities60%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student Group​Growth English ReadingGrowth Mathematics
All Students91%91%
Asian91%97%
Black83%83%
Hispanic93%92%
White95%93%
Economically Disadvantaged87%85%
English Learners72%86%
Students with Disabilities74%72%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student Group​Current Rate​Three-Year Rate​Annual Target​Long 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%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumerator​Denominator​Rate
English Learner Progress<<<
English Learner Proficiency51242%
ESSA Participation Rates
Student Group​English 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---

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

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