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Stafford Middle

General school information

Category: Middle (06-08) School
Phone: 540-658-6210
Address: 101 Spartan Dr Stafford, VA 22554
Principal: Dr. Andrew T. Grider
Superintendent: Dr. Daniel W. Smith
School Number: 112
Region: 3
Division: Stafford County Public Schools
Division Number: 89
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

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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 5 55 61 39 5 56 61 39 6 59 65 35
Female 6 60 67 33 5 62 67 33 7 62 68 32
Male 5 51 55 45 4 51 56 44 5 56 61 39
American Indian < < < < < < < < < < < <
Asian 5 56 61 39 2 55 56 44 7 66 73 27
Black 4 49 53 47 3 51 54 46 4 56 60 40
Hispanic 4 52 56 44 2 53 55 45 4 54 58 42
Native Hawaiian < < < < < < < <
White 8 64 73 27 11 65 76 24 9 67 76 24
Multiple Races 5 56 62 38 5 64 68 32 10 59 69 31
Students with Disabilities 2 26 28 72 4 31 35 65 2 27 29 71
Students without Disabilities 6 61 67 33 5 61 66 34 7 65 72 28
Economically Disadvantaged 3 48 51 49 2 47 49 51 4 52 56 44
Not Economically Disadvantaged 8 62 70 30 8 66 73 27 8 67 75 25
English Learners - 14 14 86 - 13 13 87 - 17 17 83
Military Connected 10 57 67 33 3 76 79 21 5 73 78 22
Foster Care < < 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 6 57 63 37 4 56 60 40 7 58 65 35
Female 6 63 69 31 6 58 64 36 7 58 65 35
Male 6 51 57 43 3 53 56 44 7 58 65 35
Asian 9 55 64 36 - 67 67 33 11 53 63 37
Black 2 57 60 40 2 54 57 43 4 51 55 45
Hispanic 4 54 57 43 3 49 52 48 5 55 61 39
Native Hawaiian < < 100 0 < < < <
White 10 61 71 29 13 59 72 28 8 73 81 19
Multiple Races 13 50 63 38 - 63 63 38 15 56 70 30
Students with Disabilities 2 33 35 65 7 33 40 60 4 23 26 74
Students without Disabilities 7 61 68 32 4 60 63 37 8 66 74 26
Economically Disadvantaged 4 48 52 48 1 44 46 54 5 55 60 40
Not Economically Disadvantaged 8 65 73 27 7 69 76 24 9 63 72 28
English Learners - 9 9 91 - 12 12 88 - 20 20 80
Military Connected < < < < 3 73 77 23 3 73 76 24
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 5 58 63 37 6 58 64 36 4 60 64 36
Female 6 65 71 29 7 61 68 32 3 67 70 30
Male 3 52 55 45 6 54 60 40 5 53 58 42
American Indian < < 100 0 < < < <
Asian - 53 53 47 7 47 53 47 - 86 86 14
Black 3 47 51 49 4 52 56 44 3 61 64 36
Hispanic 6 61 67 33 4 56 60 40 1 50 51 49
White 7 65 73 27 11 67 78 22 9 62 71 29
Multiple Races - 67 67 33 8 64 72 28 6 66 72 28
Students with Disabilities 2 26 28 72 7 24 30 70 - 32 32 68
Students without Disabilities 5 65 70 30 6 64 70 30 5 65 70 30
Economically Disadvantaged - 52 52 48 3 48 51 49 1 50 51 49
Not Economically Disadvantaged 8 63 72 28 10 67 77 23 7 71 78 22
English Learners - 10 10 90 - 18 18 82 - 22 22 78
Military Connected < < < < - 88 88 12 4 71 75 25
Foster Care < < < <
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 5 51 56 44 3 55 59 41 7 59 65 35
Female 6 53 59 41 3 65 67 33 10 60 69 31
Male 5 49 54 46 4 46 51 49 3 57 60 40
Asian 7 60 67 33 - 50 50 50 13 56 69 31
Black 6 44 51 49 2 48 50 50 6 56 61 39
Hispanic 3 40 43 57 1 52 53 47 4 57 61 39
Native Hawaiian < < < < < < 100 0
White 7 67 74 26 8 68 76 24 9 66 74 26
Multiple Races 5 47 53 47 7 64 71 29 10 52 62 38
Students with Disabilities 2 17 19 81 - 35 35 65 2 26 28 72
Students without Disabilities 6 57 64 36 4 59 63 37 7 65 72 28
Economically Disadvantaged 5 44 49 51 2 49 51 49 6 50 56 44
Not Economically Disadvantaged 6 58 64 36 5 62 67 33 7 67 74 26
English Learners - 25 25 75 - 11 11 89 - 9 9 91
Military Connected < < < < 5 67 71 29 8 77 85 15
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 48 52 48 4 50 54 46 5 55 60 40
Female 4 50 53 47 4 50 54 46 5 55 59 41
Male 4 46 51 49 4 50 54 46 5 55 60 40
American Indian < < < < < < < < < < < <
Asian 11 57 68 32 9 59 67 33 10 59 68 32
Black 1 37 39 61 3 43 46 54 3 50 54 46
Hispanic 2 45 47 53 2 46 48 52 3 51 54 46
Native Hawaiian < < < < < < 100 0
White 6 60 66 34 6 57 64 36 6 63 69 31
Multiple Races 7 56 63 38 7 58 65 35 10 58 68 33
Students with Disabilities 1 19 20 80 1 26 27 73 1 22 23 77
Students without Disabilities 5 54 58 42 5 54 59 41 6 61 67 33
Economically Disadvantaged 2 39 41 59 2 42 43 57 3 47 50 50
Not Economically Disadvantaged 6 56 62 38 7 58 65 35 7 64 71 29
English Learners - 10 10 90 1 16 17 83 - 22 22 78
Military Connected - 52 52 48 5 58 64 36 6 65 71 29
Foster Care < < 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 1 48 49 51 2 48 50 50 - 59 59 41
Female - 48 48 52 3 49 52 48 - 53 53 47
Male 3 48 51 49 2 47 49 51 1 64 65 35
Asian < < < < 6 78 83 17 - 53 53 47
Black - 39 39 61 3 46 49 51 - 47 47 53
Hispanic 1 44 45 55 1 35 36 64 - 68 68 32
Native Hawaiian < < 100 0 < < 100 0
White - 59 59 41 4 48 52 48 - 71 71 29
Multiple Races 10 62 71 29 - 67 67 33 4 46 50 50
Students with Disabilities - 21 21 79 - 37 37 63 - 25 25 75
Students without Disabilities 2 53 55 45 3 50 53 47 - 67 68 32
Economically Disadvantaged 1 39 40 60 1 43 44 56 - 54 54 46
Not Economically Disadvantaged 2 57 58 42 4 55 59 41 1 66 67 33
English Learners - 4 4 96 - 24 24 76 - 27 27 73
Military Connected < < < < - 52 52 48 - 74 74 26
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 6 42 48 52 - 46 46 54 < < < <
Female 6 47 53 47 - 49 49 51 < < < <
Male 6 37 43 57 - 43 43 57 < < < <
Black 2 33 35 65 - 36 36 64 < < < <
White 12 49 61 39 - 56 56 44 < < < <
Students with Disabilities 2 19 20 80 - 18 18 82 < < < <
Economically Disadvantaged 3 38 41 59 - 39 39 61 < < < <
Not Economically Disadvantaged 9 46 55 45 - 55 55 45 < < < <
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 - 35 35 65 2 47 49 51 2 47 49 51
Female - 36 36 64 1 46 47 53 1 51 53 47
Male - 34 34 66 3 49 52 48 2 43 46 54
American Indian < < < < < < < <
Asian < < < < - 44 44 56 8 61 68 32
Black - 24 24 76 3 41 44 56 1 45 45 55
Hispanic - 34 34 66 - 48 48 52 1 38 38 62
White - 51 51 49 4 57 60 40 3 54 57 43
Multiple Races - 40 40 60 6 45 52 48 2 64 67 33
Students with Disabilities - 15 15 85 - 24 24 76 1 19 20 80
Students without Disabilities - 41 41 59 3 51 53 47 2 53 55 45
Economically Disadvantaged - 26 26 74 1 38 38 62 1 40 42 58
Not Economically Disadvantaged - 46 46 54 4 56 59 41 2 57 59 41
English Learners - 10 10 90 - 19 19 81 - 19 19 81
Military Connected < < < < 6 58 64 36 - 58 58 43
Foster Care < < < <
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 10 77 87 13 29 66 95 5 21 78 98 2
Female 12 82 94 6 32 63 95 5 22 78 100 0
Male 9 74 83 17 26 69 94 6 20 77 97 3
Asian < < 100 0 40 60 100 0 < < < <
Black 5 60 65 35 21 64 86 14 20 80 100 0
Hispanic 13 74 87 13 33 67 100 0 20 76 96 4
Native Hawaiian < < 100 0
White 14 83 97 3 24 69 93 7 15 85 100 0
Multiple Races < < 100 0 < < 100 0 38 62 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 11 78 88 12 27 69 96 4 21 77 98 2
Economically Disadvantaged 3 72 76 24 19 73 92 8 24 71 94 6
Not Economically Disadvantaged 14 79 93 7 34 62 96 4 20 80 100 0
Military Connected < < 100 0 < < 100 0 27 73 100 0
Foster Care < < 100 0 < < 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 8 84 92 8 13 87 100 0 37 63 100 0
Female 8 85 92 8 10 90 100 0 55 45 100 0
Male 8 83 92 8 14 86 100 0 25 75 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 78 83 17 < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 9 91 100 0 18 82 100 0 36 64 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 8 84 92 8 13 87 100 0 35 65 100 0
Economically Disadvantaged 13 81 94 6 < < 100 0 < < 100 0
Not Economically Disadvantaged 6 85 91 9 10 90 100 0 33 67 100 0
Military Connected < < 100 0 < < 100 0
Algebra II 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
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
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 4 45 49 51 2 50 53 47 2 58 60 40
Female 1 44 45 55 1 50 50 50 1 64 65 35
Male 6 45 52 48 4 51 55 45 4 51 55 45
Asian 6 53 59 41 5 36 41 59 5 42 47 53
Black 2 33 35 65 - 44 44 56 1 50 51 49
Hispanic 1 41 42 58 2 51 53 47 2 53 55 45
Native Hawaiian < < < < < < 100 0
White 10 60 70 30 6 60 67 33 4 70 74 26
Multiple Races - 44 44 56 - 54 54 46 5 81 86 14
Students with Disabilities 2 16 18 82 2 35 37 63 2 18 20 80
Students without Disabilities 4 50 55 45 3 53 55 45 3 65 68 32
Economically Disadvantaged 3 35 38 62 - 41 41 59 3 47 50 50
Not Economically Disadvantaged 5 54 59 41 5 60 65 35 2 69 71 29
English Learners - 5 5 95 - 19 19 81 - 8 8 92
Military Connected < < < < 5 64 68 32 - 88 88 12
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 4 45 49 51 2 50 53 47 2 58 60 40
Female 1 44 45 55 1 50 50 50 1 64 65 35
Male 6 45 52 48 4 51 55 45 4 51 55 45
Asian 6 53 59 41 5 36 41 59 5 42 47 53
Black 2 33 35 65 - 44 44 56 1 50 51 49
Hispanic 1 41 42 58 2 51 53 47 2 53 55 45
Native Hawaiian < < < < < < 100 0
White 10 60 70 30 6 60 67 33 4 70 74 26
Multiple Races - 44 44 56 - 54 54 46 5 81 86 14
Students with Disabilities 2 16 18 82 2 35 37 63 2 18 20 80
Students without Disabilities 4 50 55 45 3 53 55 45 3 65 68 32
Economically Disadvantaged 3 35 38 62 - 41 41 59 3 47 50 50
Not Economically Disadvantaged 5 54 59 41 5 60 65 35 2 69 71 29
English Learners - 5 5 95 - 19 19 81 - 8 8 92
Military Connected < < < < 5 64 68 32 - 88 88 12
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 3 65 68 32 5 57 62 38 5 57 62 38
Female 2 67 69 31 5 59 64 36 4 57 61 39
Male 4 64 68 33 5 55 60 40 6 58 64 36
American Indian < < < < < < < <
Asian - 71 71 29 8 69 77 23 11 79 89 11
Black 1 50 51 49 3 51 54 46 6 62 68 32
Hispanic 4 71 75 25 2 56 59 41 1 41 43 58
White 1 78 79 21 9 64 73 27 8 62 70 30
Multiple Races 10 67 77 23 8 52 60 40 3 63 66 34
Students with Disabilities - 35 35 65 5 21 26 74 - 26 26 74
Students without Disabilities 4 71 75 25 5 63 68 32 6 63 69 31
Economically Disadvantaged - 60 60 40 3 46 49 51 3 49 52 48
Not Economically Disadvantaged 5 70 75 25 8 67 74 26 8 66 74 26
English Learners - 28 28 72 - 29 29 71 - 26 26 74
Military Connected < < < < 8 68 76 24 - 60 60 40
Foster Care < < < <
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 3 65 68 32 5 57 62 38 5 57 62 38
Female 2 67 69 31 5 59 64 36 4 57 61 39
Male 4 64 68 33 5 55 60 40 6 58 64 36
American Indian < < < < < < < <
Asian - 71 71 29 8 69 77 23 11 79 89 11
Black 1 50 51 49 3 51 54 46 6 62 68 32
Hispanic 4 71 75 25 2 56 59 41 1 41 43 58
White 1 78 79 21 9 64 73 27 8 62 70 30
Multiple Races 10 67 77 23 8 52 60 40 3 63 66 34
Students with Disabilities - 35 35 65 5 21 26 74 - 26 26 74
Students without Disabilities 4 71 75 25 5 63 68 32 6 63 69 31
Economically Disadvantaged - 60 60 40 3 46 49 51 3 49 52 48
Not Economically Disadvantaged 5 70 75 25 8 67 74 26 8 66 74 26
English Learners - 28 28 72 - 29 29 71 - 26 26 74
Military Connected < < < < 8 68 76 24 - 60 60 40
Foster Care < < < <
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
Geography 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
< = 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-162
Division38107102
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 6297278318
Grade 7311321311
Grade 8299332334
Total Enrollment907931963

< = 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 Students907931963
Female447464463
Male456465500
American Indian323
Asian435061
Black275291308
Hispanic247264256
White258230244
Multiple Races819288
Students with Disabilities145157165
Students without Disabilities762774798
Economically Disadvantaged430477535
Not Economically Disadvantaged477454428
English Learners133164184
Not English Learners774767779
Homeless443
Military Connected166176
Foster Care2-1
< = 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 Students715200750194764184
Female3431063699935796
Male371913809440788
American Indian<<<<<<
Asian34937144717
Black231502584526638
Hispanic181682095619758
Native Hawaiian--<<<<
White204581755618649
Multiple Races631369216322
Students with Disabilities105571105311459
Economically Disadvantaged324135372125391129
English Learners103371363614047
Homeless<<<<<<
< = 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 Progress219
Behaviors related to School Operations235
Relationship Behaviors without Physical Harm284
Behaviors of a Safety Concern180
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others40
Behaviors used to determine Persistently Dangerous Schools3

< = 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
  2022-20232023-2024
In-School Suspension 70 7
Out-of-School Suspension 220 231
Explusion and Alternative Placement 4 0
Referral to Law Enforcement 2 3
Bus Suspension 14 7

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 47.151.548.4
< = 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 2644.948
< = 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 69.278.178.4
< = 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
2022-202338%55%1%6%
2023-202437%56%4%3%
2024-202533%57%1%9%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-No-
AsianNoNo-No-
BlackNoNo-No-
HispanicNoNo-No-
WhiteNoNo-No-
Multiple RacesNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersNoNoNoNo-
Students with DisabilitiesNoNo-No-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students62%63%79%88%
Asian58%63%91%88%
Black55%56%68%88%
Hispanic55%58%68%88%
White78%76%85%88%
Multiple Races68%63%83%88%
Economically Disadvantaged50%52%68%88%
English Learners39%43%60%88%
Students with Disabilities34%30%57%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 RateThree-Year RateAnnual TargetLong-Term Goal
All Students55%51%74%85%
Asian71%70%90%85%
Black47%41%61%85%
Hispanic49%45%63%85%
White66%62%81%85%
Multiple Races65%58%77%85%
Economically Disadvantaged44%40%62%85%
English Learners39%33%58%85%
Students with Disabilities27%21%54%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%
Asian45%
Black44%
Hispanic54%
White67%
Multiple Races54%
Economically Disadvantaged42%
English Learners35%
Students with Disabilities37%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students21%21%12%10%
Asian27%24%10%10%
Black15%16%12%10%
Hispanic21%24%12%10%
White24%23%12%10%
Multiple Races23%20%12%10%
Economically Disadvantaged25%27%13%10%
English Learners21%23%12%10%
Students with Disabilities33%34%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress42%54%58%
English Learner Proficiency2%--

< = 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 Progress307242%
English Learner Proficiency2972%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%99%1%99%1%
Asian98%2%100%-100%-
Black98%2%98%2%98%2%
Hispanic98%2%99%1%100%-
White98%2%99%1%99%1%
Multiple Races98%2%98%2%97%3%
Economically Disadvantaged97%3%98%2%99%1%
Not Economically Disadvantaged99%1%99%1%99%1%
English Learners98%2%99%1%100%-
Students with Disabilities96%4%98%2%94%6%
Students without Disabilities98%2%99%1%100%-
Female98%2%98%2%99%1%
Male98%2%99%1%99%1%
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students68%64%
Asian66%78%
Black63%58%
Hispanic62%60%
White81%70%
Multiple Races71%69%
Economically Disadvantaged58%55%
English Learners52%53%
Students with Disabilities49%44%

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

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