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Skyline Middle

General school information

Category: Middle (06-08) School
Phone: 540-636-0909
Address: 240 Luray Avenue Front Royal, VA 22630
Principal: Mr. Chad E. Burk
Superintendent: Dr. Troy N Wright
School Number: 260
Region: 4
Division: Warren County Public Schools
Division Number: 93
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 53 59 41 6 53 58 42 6 57 63 37
Female 7 57 63 37 7 51 58 42 6 55 61 39
Male 5 51 56 44 4 55 59 41 5 59 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black - 56 56 44 - 52 52 48 - 50 50 50
Hispanic 8 47 55 45 6 41 47 53 2 53 55 45
White 6 54 60 40 6 55 61 39 7 58 64 36
Multiple Races 6 50 56 44 4 51 55 45 7 64 71 29
Students with Disabilities 3 22 25 75 3 19 22 78 - 27 27 73
Students without Disabilities 6 58 64 36 6 58 64 36 6 62 68 32
Economically Disadvantaged 3 47 50 50 3 48 51 49 4 51 55 45
Not Economically Disadvantaged 8 59 67 33 8 57 65 35 7 63 69 31
English Learners - 25 25 75 - 19 19 81 - 16 16 84
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 53 60 40 7 58 65 35 9 55 64 36
Female 7 54 61 39 8 55 63 37 8 53 61 39
Male 8 52 60 40 5 62 67 33 10 57 66 34
Black < < < < - 50 50 50 - 45 45 55
Hispanic 10 48 57 43 12 36 48 52 - 50 50 50
White 9 53 62 38 7 62 69 31 11 56 67 33
Multiple Races - 50 50 50 5 62 67 33 10 60 70 30
Students with Disabilities 11 16 26 74 - 25 25 75 - 22 22 78
Students without Disabilities 7 57 64 36 8 63 70 30 10 60 70 30
Economically Disadvantaged 1 51 52 48 4 53 57 43 7 49 56 44
Not Economically Disadvantaged 13 54 67 33 9 63 72 28 11 60 71 29
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 51 56 44 4 54 58 42 4 63 66 34
Female 9 52 61 39 5 57 61 39 5 58 63 37
Male 3 50 52 48 3 52 56 44 2 67 70 30
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black - 64 64 36 < < < < - 58 58 42
Hispanic 14 46 61 39 5 47 53 47 4 57 61 39
White 3 53 56 44 5 54 59 41 4 63 67 33
Multiple Races 10 30 40 60 - 50 50 50 6 72 78 22
Students with Disabilities - 15 15 85 10 20 30 70 - 30 30 70
Students without Disabilities 6 56 63 37 3 59 62 38 4 67 71 29
Economically Disadvantaged 4 39 44 56 - 56 56 44 1 57 58 42
Not Economically Disadvantaged 7 62 68 32 8 53 61 39 5 67 72 28
English Learners - 30 30 70 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 57 61 39 6 46 52 48 5 54 59 41
Female 4 63 67 33 8 40 48 52 6 54 60 40
Male 5 51 56 44 4 50 54 46 3 54 57 43
American Indian < < 100 0
Black - 53 53 47 - 42 42 58 < < < <
Hispanic - 46 46 54 3 41 44 56 - 53 53 47
White 6 56 61 39 7 48 55 45 5 53 59 41
Multiple Races 6 72 78 22 5 40 45 55 6 59 65 35
Students with Disabilities - 35 35 65 - 14 14 86 - 29 29 71
Students without Disabilities 5 59 64 36 7 52 58 42 5 58 63 37
Economically Disadvantaged 2 52 55 45 4 37 41 59 4 46 50 50
Not Economically Disadvantaged 6 60 66 34 7 54 61 39 5 60 65 35
English Learners < < < < - 25 25 75 < < < <
Homeless < < < < < < < < < < < <
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 44 48 52 2 43 45 55 3 42 45 55
Female 4 46 50 50 2 42 44 56 1 43 44 56
Male 5 42 47 53 3 44 46 54 5 41 45 55
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 6 43 49 51 3 33 37 63 3 33 37 63
Hispanic 3 36 39 61 - 33 33 67 - 34 34 66
White 5 45 50 50 2 47 49 51 3 43 46 54
Multiple Races - 44 44 56 4 35 38 62 5 43 48 52
Students with Disabilities - 22 22 78 1 17 18 82 - 19 19 81
Students without Disabilities 5 47 52 48 2 47 49 51 3 45 48 52
Economically Disadvantaged 3 34 36 64 2 32 34 66 2 34 36 64
Not Economically Disadvantaged 6 53 59 41 2 53 56 44 3 48 52 48
English Learners - 10 10 90 - 7 7 93 - 5 5 95
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 46 48 52 3 47 49 51 4 40 44 56
Female 3 38 41 59 2 45 47 53 - 38 38 62
Male 2 53 55 45 3 49 52 48 7 42 49 51
Black < < < < - 25 25 75 - 36 36 64
Hispanic - 38 38 62 - 32 32 68 - 30 30 70
White 2 48 50 50 4 50 53 47 4 42 46 54
Multiple Races - 38 38 63 - 57 57 43 10 50 60 40
Students with Disabilities - 32 32 68 4 17 21 79 - 13 13 87
Students without Disabilities 3 47 50 50 2 51 53 47 4 45 49 51
Economically Disadvantaged 2 33 35 65 2 36 38 62 4 34 38 62
Not Economically Disadvantaged 3 56 59 41 3 57 60 40 4 47 51 49
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 48 51 49 1 41 42 58 2 49 51 49
Female 1 53 54 46 - 44 44 56 2 47 49 51
Male 5 43 48 52 2 38 40 60 2 52 54 46
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black - 55 55 45 < < < < - 33 33 67
Hispanic 4 39 43 57 - 37 37 63 - 43 43 57
White 4 50 54 46 - 43 43 57 3 52 55 45
Multiple Races - 40 40 60 7 14 21 79 - 44 44 56
Students with Disabilities - 8 8 92 - 21 21 79 - 26 26 74
Students without Disabilities 4 54 58 42 1 43 45 55 2 52 54 46
Economically Disadvantaged 1 36 38 63 - 31 31 69 1 38 39 61
Not Economically Disadvantaged 6 59 64 36 2 49 52 48 3 57 59 41
English Learners - - - 100 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 32 32 68 1 25 26 74 - 24 24 76
Female - 39 39 61 2 21 23 77 - 29 29 71
Male - 27 27 73 - 28 28 72 - 20 20 80
American Indian < < 100 0
Black - 35 35 65 < < < < < < < <
Hispanic - 23 23 77 - 8 8 92 - 13 13 88
White - 34 34 66 1 34 36 64 - 23 23 77
Multiple Races - 31 31 69 - 13 13 88 - 36 36 64
Students with Disabilities - 30 30 70 - 11 11 89 - 19 19 81
Students without Disabilities - 32 32 68 1 29 30 70 - 25 25 75
Economically Disadvantaged - 24 24 76 - 17 17 83 - 21 21 79
Not Economically Disadvantaged - 39 39 61 2 34 36 64 - 27 27 73
English Learners < < < < - 8 8 92 < < < <
Homeless < < < < < < < < < < < <
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 65 100 0 8 84 92 8 16 84 100 0
Female 30 70 100 0 9 82 91 9 6 94 100 0
Male 41 59 100 0 7 86 93 7 29 71 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 42 58 100 0 6 81 88 13 12 88 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 35 65 100 0 8 84 92 8 16 84 100 0
Economically Disadvantaged 29 71 100 0 16 74 89 11 < < 100 0
Not Economically Disadvantaged 39 61 100 0 3 91 94 6 17 83 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 34 35 65 4 40 44 56 2 50 52 48
Female - 35 35 65 3 35 38 63 2 53 55 45
Male 3 33 36 64 5 44 49 51 1 47 48 52
American Indian < < 100 0
Black 5 11 16 84 - 55 55 45 < < < <
Hispanic - 32 32 68 3 29 32 68 - 42 42 58
White 2 36 38 62 4 45 48 52 2 50 51 49
Multiple Races - 37 37 63 6 22 28 72 - 65 65 35
Students with Disabilities 5 16 21 79 - 8 8 92 - 29 29 71
Students without Disabilities 1 36 37 63 5 46 50 50 2 53 55 45
Economically Disadvantaged 1 24 25 75 3 31 35 65 - 46 46 54
Not Economically Disadvantaged 2 43 45 55 4 49 53 47 3 53 56 44
English Learners < < < < - 8 8 92 < < < <
Homeless < < < < < < < < < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 34 35 65 4 40 44 56 2 50 52 48
Female - 35 35 65 3 35 38 63 2 53 55 45
Male 3 32 35 65 5 44 49 51 1 47 48 52
American Indian < < 100 0
Black 5 11 16 84 - 55 55 45 < < < <
Hispanic - 32 32 68 3 29 32 68 - 42 42 58
White 2 36 37 63 4 45 48 52 2 50 51 49
Multiple Races - 37 37 63 6 22 28 72 - 65 65 35
Students with Disabilities 5 16 21 79 - 8 8 92 - 29 29 71
Students without Disabilities 1 36 37 63 5 46 50 50 2 53 55 45
Economically Disadvantaged 1 23 24 76 3 31 35 65 - 46 46 54
Not Economically Disadvantaged 2 43 45 55 4 49 53 47 3 53 56 44
English Learners < < < < - 8 8 92 < < < <
Homeless < < < < < < < < < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 37 38 62 6 53 59 41 5 42 47 53
Female - 43 43 58 6 48 54 46 6 43 48 52
Male 2 33 35 65 6 57 63 38 4 42 45 55
American Indian < < 100 0
Black - 12 12 88 17 33 50 50 < < < <
Hispanic - 39 39 61 3 50 53 47 - 47 47 53
White 2 36 38 62 4 58 63 38 4 42 46 54
Multiple Races - 56 56 44 10 35 45 55 6 44 50 50
Students with Disabilities - 11 11 89 - 11 11 89 - 11 11 89
Students without Disabilities 1 40 41 59 7 60 67 33 5 46 51 49
Economically Disadvantaged - 25 25 75 4 46 51 49 5 32 37 63
Not Economically Disadvantaged 2 47 49 51 7 59 66 34 4 50 54 46
English Learners < < < < - 18 18 82 < < < <
Homeless < < < < < < < < < < < <
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 37 38 62 6 53 59 41 5 42 47 53
Female - 43 43 58 6 48 54 46 6 43 48 52
Male 2 33 35 65 6 57 63 38 4 42 45 55
American Indian < < 100 0
Black - 12 12 88 17 33 50 50 < < < <
Hispanic - 39 39 61 3 50 53 47 - 47 47 53
White 2 36 38 62 4 58 63 38 4 42 46 54
Multiple Races - 56 56 44 10 35 45 55 6 44 50 50
Students with Disabilities - 11 11 89 - 11 11 89 - 11 11 89
Students without Disabilities 1 40 41 59 7 60 67 33 5 46 51 49
Economically Disadvantaged - 25 25 75 4 46 51 49 5 32 37 63
Not Economically Disadvantaged 2 47 49 51 7 59 66 34 4 50 54 46
English Learners < < < < - 18 18 82 < < < <
Homeless < < < < < < < < < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School-1-
Division255
State4,4606,3614,559
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
2022-20232023-20242024-2025
Grade 6187201172
Grade 7193181196
Grade 8189197169
Total Enrollment569579537

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2022-20232023-20242024-2025
All Students569579537
Female254283257
Male315296279
American Indian234
Asian641
Black363327
Hispanic727662
White397405396
Multiple Races565847
Students with Disabilities667763
Students without Disabilities503502474
Economically Disadvantaged277278242
Not Economically Disadvantaged292301295
English Learners374336
Not English Learners532536501
Homeless642
Military Connected741
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students401159447125356181
Female183662216017885
Male218932266517896
American Indian<<<<<<
Asian<<<<<<
Black28924101810
Hispanic551760174516
White27311431483266134
Multiple Races371943152519
Students with Disabilities472456174724
Economically Disadvantaged17610920291141119
English Learners3253492313
Homeless6567<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress102
Behaviors related to School Operations218
Relationship Behaviors without Physical Harm239
Behaviors of a Safety Concern119
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others36

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 221 373 202
Out-of-School Suspension 208 204 118
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 19 23 0
Bus Suspension 3 7 4

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 65.870.873.7
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 8981.174
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 68.565.364.4
< = 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
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202354%42%2%2%
2023-202451%40%2%7%
2024-202543%41%2%14%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsNoNo--
AsianTSTS--
BlackNoTS--
HispanicNoNo--
WhiteNoNo--
Multiple RacesNoNo--
Economically DisadvantagedNoNo--
English LearnersNoNoTS-
Students with DisabilitiesNoNo--

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 RateAnnual TargetLong-Term Goal
All Students63%81%88%
Asian<91%88%
Black50%73%88%
Hispanic57%73%88%
White65%86%88%
Multiple Races71%84%88%
Economically Disadvantaged55%73%88%
English Learners43%67%88%
Students with Disabilities28%64%88%

< = 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. 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: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students45%76%85%
Asian<90%85%
Black39%67%85%
Hispanic35%68%85%
White47%82%85%
Multiple Races49%79%85%
Economically Disadvantaged36%67%85%
English Learners26%64%85%
Students with Disabilities20%61%85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students53%
Asian-
Black<
Hispanic47%
White52%
Multiple Races65%
Economically Disadvantaged47%
English Learners<
Students with Disabilities32%

< = 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.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%56%58%
English Learner Proficiency5%--

< = 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 Progress91753%
English Learner Proficiency1195%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.1%-98.7%-98.9%-
Asian<-<-<-
Black100%-100%-<-
Hispanic100%-100%-100%-
White98.7%-98.5%-98.5%-
Multiple Races100%-97.8%-100%-
Economically Disadvantaged99.6%-98.8%-100%-
Not Economically Disadvantaged98.6%-98.6%-97.9%-
English Learners100%-100%-100%-
Students with Disabilities95.7%-95.7%-90.9%-
Students without Disabilities99.6%-99.1%-100%-
Female99.2%-99.2%-98.9%-
Male98.9%-98.2%-98.9%-

< = 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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