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Swanson Middle

General school information

Category: Middle (06-08) School
Phone: 703-228-5500
Address: 5800 N Washington Blvd Arlington, VA 22205
Principal: Renee Harber
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington County 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

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 33 89 56 11 36 91 55 9 31 90 60 10
Female 39 91 52 9 44 94 50 6 34 93 60 7
Male 27 88 61 12 29 88 59 12 27 88 60 12
American Indian < < < < < < < < < < < <
Asian 27 85 59 15 34 91 57 9 33 88 55 12
Black 20 68 48 32 16 62 47 38 12 63 51 37
Hispanic 18 71 53 29 16 72 55 28 13 71 58 29
White 38 95 57 5 41 96 55 4 34 96 62 4
Two or more races 35 96 61 4 45 99 54 1 42 99 57 1
Students with Disabilities 15 57 42 43 13 62 49 38 10 60 50 40
Economically Disadvantaged 10 60 50 40 6 62 56 38 12 60 49 40
English Learners 9 52 44 48 6 63 57 37 8 60 52 40
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 39 89 50 11 44 90 46 10 33 94 60 6
Female 45 91 46 9 54 93 39 7 39 94 55 6
Male 33 87 53 13 36 88 52 12 27 93 66 7
Asian 30 89 59 11 41 89 48 11 28 100 72 0
Black 9 68 59 32 25 67 42 33 6 69 63 31
Hispanic 21 70 49 30 20 62 42 38 17 76 59 24
White 46 94 48 6 50 95 45 5 38 98 60 2
Two or more races 46 97 51 3 41 100 59 0 45 100 55 0
Students with Disabilities 16 53 37 47 11 54 44 46 8 63 56 37
Economically Disadvantaged 10 59 49 41 9 58 49 42 8 64 57 36
English Learners 6 55 49 45 8 62 54 38 7 67 59 33
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 33 92 59 8 29 92 63 8 32 90 58 10
Female 42 93 51 7 34 95 61 5 36 93 57 7
Male 24 91 67 9 24 89 65 11 28 87 59 13
Asian 28 89 61 11 26 94 69 6 34 90 56 10
Black 32 74 42 26 6 59 53 41 15 69 54 31
Hispanic 22 80 57 20 13 75 63 25 7 60 53 40
White 36 96 60 4 32 97 65 3 35 95 61 5
Two or more races 32 95 63 5 51 100 49 0 46 96 50 4
Students with Disabilities 24 59 35 41 13 70 58 30 11 60 49 40
Economically Disadvantaged 12 71 59 29 3 65 62 35 7 55 48 45
English Learners 16 64 48 36 4 67 63 33 5 59 53 41
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 25 88 63 12 34 90 57 10 27 89 61 11
Female 28 88 60 12 44 95 51 5 28 93 65 7
Male 22 88 66 13 24 86 62 14 27 84 57 16
American Indian < 100 < 0 < < < <
Asian 20 75 55 25 29 88 59 12 35 76 41 24
Black 20 60 40 40 19 63 44 38 15 55 40 45
Hispanic 10 64 54 36 18 78 59 22 13 75 61 25
White 29 96 66 4 39 95 57 5 30 95 65 5
Two or more races 20 95 75 5 39 96 57 4 36 100 64 0
Students with Disabilities 9 62 53 38 18 58 39 42 12 58 46 42
Economically Disadvantaged 6 44 39 56 7 62 56 38 18 62 44 38
English Learners 5 32 27 68 6 59 53 41 11 55 43 45
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 50 89 39 11 50 94 43 6 46 88 42 12
Female 57 91 34 9 59 95 35 5 53 94 41 6
Male 45 87 42 13 42 93 51 7 40 83 43 17
American Indian < 100 < 0 < < < <
Asian 45 85 40 15 35 88 53 12 46 80 34 20
Black 33 67 33 33 31 75 44 25 21 63 42 37
Hispanic 34 66 32 34 30 84 55 16 22 72 51 28
White 56 94 38 6 56 97 41 3 51 94 42 6
Two or more races 45 100 55 0 64 100 36 0 68 100 32 0
Students with Disabilities 21 47 26 53 16 63 47 37 14 52 38 48
Economically Disadvantaged 25 58 33 42 18 78 60 23 16 64 48 36
English Learners 21 50 29 50 21 83 62 17 16 60 44 40
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 50 89 39 11 50 94 43 6 46 88 42 12
Female 57 91 34 9 59 95 35 5 53 94 41 6
Male 45 87 42 13 42 93 51 7 40 83 43 17
American Indian < 100 < 0 < < < <
Asian 45 85 40 15 35 88 53 12 46 80 34 20
Black 33 67 33 33 31 75 44 25 21 63 42 37
Hispanic 34 66 32 34 30 84 55 16 22 72 51 28
White 56 94 38 6 56 97 41 3 51 94 42 6
Two or more races 45 100 55 0 64 100 36 0 68 100 32 0
Students with Disabilities 21 47 26 53 16 63 47 37 14 52 38 48
Economically Disadvantaged 25 58 33 42 18 78 60 23 16 64 48 36
English Learners 21 50 29 50 21 83 62 17 16 60 44 40
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 28 90 62 10 31 92 61 8 26 89 62 11
Female 27 92 65 8 34 94 60 6 28 91 63 9
Male 29 88 59 12 29 90 62 10 24 86 61 14
American Indian < < < < < < < < < < < <
Asian 27 88 62 12 40 94 54 6 39 89 50 11
Black 7 71 64 29 11 80 69 20 12 67 55 33
Hispanic 14 78 63 22 13 74 61 26 13 67 54 33
White 31 94 63 6 34 96 62 4 27 94 67 6
Two or more races 41 92 51 8 41 100 59 0 43 97 54 3
Students with Disabilities 10 58 47 42 11 62 51 38 8 57 49 43
Economically Disadvantaged 7 69 62 31 8 72 63 28 10 61 51 39
English Learners 8 67 59 33 11 75 64 25 11 60 49 40
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 33 91 58 9 35 91 56 9 26 91 65 9
Female 32 94 62 6 43 92 49 8 29 89 60 11
Male 34 87 53 13 28 90 63 10 22 93 72 7
Asian 34 91 56 9 50 97 47 3 35 94 59 6
Black 5 73 68 27 27 82 55 18 19 75 56 25
Hispanic 17 82 65 18 9 68 60 32 17 74 57 26
White 40 96 55 4 39 96 57 4 28 97 69 3
Two or more races 37 89 53 11 46 100 54 0 27 100 73 0
Students with Disabilities 9 57 48 43 11 70 58 30 8 65 57 35
Economically Disadvantaged 7 70 62 30 9 72 63 28 12 71 60 29
English Learners 9 70 62 30 9 76 67 24 18 75 57 25
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 31 84 53 16 27 87 60 13 27 81 53 19
Female 31 82 52 18 25 91 66 9 28 87 58 13
Male 31 86 55 14 30 83 54 17 26 75 49 25
Asian 33 80 47 20 25 89 64 11 42 88 46 13
Black 6 63 56 38 - 79 79 21 18 45 27 55
Hispanic 13 65 53 35 8 61 53 39 6 45 39 55
White 34 90 56 10 34 93 59 7 29 91 61 9
Two or more races 54 92 38 8 30 100 70 0 53 95 42 5
Students with Disabilities 15 55 39 45 7 54 47 46 9 39 30 61
Economically Disadvantaged 6 62 55 38 5 64 59 36 8 40 33 60
English Learners 7 59 52 41 11 63 52 37 6 47 42 53
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 15 86 71 14 19 91 72 9 6 79 73 21
Female 13 90 77 10 24 93 69 7 9 86 78 14
Male 18 82 65 18 14 89 75 11 4 73 69 27
Asian 9 100 91 0 53 89 37 11 18 79 61 21
Black < < < < 9 64 55 36 < < < <
Hispanic 10 68 58 32 9 79 71 21 7 58 51 42
White 15 92 77 8 17 95 78 5 5 85 80 15
Two or more races < 100 < 0 23 100 77 0 - 93 93 7
Students with Disabilities 8 50 42 50 14 46 32 54 8 47 39 53
Economically Disadvantaged 8 60 52 40 11 63 52 37 7 49 42 51
English Learners 6 50 44 50 15 81 67 19 7 48 40 52
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 15 94 79 6 32 99 67 1 30 97 67 3
Female 14 97 83 3 35 99 65 1 31 98 66 2
Male 16 92 76 8 29 99 70 1 28 96 67 4
Asian 6 82 76 18 29 100 71 0 45 94 48 6
Black - 91 91 9 < 100 < 0 7 86 79 14
Hispanic 18 96 79 4 29 100 71 0 20 93 73 8
White 16 96 80 4 31 98 68 2 30 98 68 2
Two or more races 21 89 68 11 47 100 53 0 41 97 56 3
Students with Disabilities - 70 70 30 7 93 87 7 4 96 92 4
Economically Disadvantaged 6 94 89 6 13 100 88 0 15 91 76 9
English Learners < 100 < 0 13 100 88 0 10 81 71 19
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 75 100 25 0 79 100 21 0 78 100 22 0
Female 73 100 27 0 74 100 26 0 75 100 25 0
Male 76 100 24 0 83 100 17 0 81 100 19 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 79 100 21 0 78 100 22 0 73 100 27 0
Two or more races < 100 < 0 < 100 < 0 88 100 13 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0
White < 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

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 31 92 61 8 36 93 57 7 31 90 59 10
Female 25 93 69 7 34 92 59 8 30 94 63 6
Male 36 91 55 9 38 93 55 7 31 86 55 14
American Indian < 100 < 0 < < < <
Asian 19 86 67 14 28 89 61 11 35 89 54 11
Black 13 73 60 27 13 69 56 31 5 60 55 40
Hispanic 10 71 61 29 15 77 62 23 17 75 57 25
White 38 98 60 2 42 99 56 1 33 95 62 5
Two or more races 35 100 65 0 48 96 48 4 46 100 54 0
Students with Disabilities 15 77 62 23 18 74 55 26 7 59 52 41
Economically Disadvantaged 3 65 62 35 6 58 52 42 13 65 53 35
English Learners 8 40 32 60 8 62 54 38 11 64 53 36
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 31 92 61 8 36 93 57 7 31 90 59 10
Female 25 93 69 7 34 92 59 8 30 94 63 6
Male 36 91 55 9 38 93 55 7 31 86 55 14
American Indian < 100 < 0 < < < <
Asian 19 86 67 14 28 89 61 11 35 89 54 11
Black 13 73 60 27 13 69 56 31 5 60 55 40
Hispanic 10 71 61 29 15 77 62 23 17 75 57 25
White 38 98 60 2 42 99 56 1 33 95 62 5
Two or more races 35 100 65 0 48 96 48 4 46 100 54 0
Students with Disabilities 15 77 62 23 18 74 55 26 7 59 52 41
Economically Disadvantaged 3 65 62 35 6 58 52 42 13 65 53 35
English Learners 8 40 32 60 8 62 54 38 11 64 53 36
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 32 94 62 6 32 93 61 7 32 92 59 8
Female 28 94 66 6 30 94 64 6 29 94 65 6
Male 36 94 58 6 34 91 57 9 35 89 54 11
American Indian < 100 < 0 < < < < < < < <
Asian 32 95 63 5 26 90 64 10 23 92 69 8
Black 9 79 71 21 9 73 64 27 3 71 68 29
Hispanic 15 84 69 16 19 78 59 22 15 68 53 32
White 37 97 59 3 36 97 62 3 37 96 59 4
Two or more races 36 100 64 0 45 97 52 3 37 99 61 1
Students with Disabilities 11 71 61 29 12 67 55 33 11 68 57 32
Economically Disadvantaged 6 73 67 27 8 65 57 35 9 64 55 36
English Learners 8 67 58 33 9 66 57 34 5 62 57 38
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 96 69 4 35 96 61 4 30 94 64 6
Female 21 97 76 3 30 95 65 5 26 97 71 3
Male 33 95 62 5 39 96 57 4 34 91 57 9
American Indian < 100 < 0 < < < <
Asian 26 100 74 0 24 88 65 12 28 94 67 6
Black - 75 75 25 7 79 71 21 5 74 68 26
Hispanic 11 89 78 11 20 87 67 13 14 81 67 19
White 33 98 66 2 40 99 59 1 35 98 63 2
Two or more races 30 100 70 0 41 100 59 0 38 100 62 0
Students with Disabilities 9 82 73 18 12 68 56 32 10 73 63 27
Economically Disadvantaged 3 74 71 26 5 79 74 21 9 75 66 25
English Learners 12 71 59 29 4 81 78 19 5 73 68 27
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 37 92 55 8 30 91 61 9 34 89 55 11
Female 34 91 57 9 30 94 64 6 31 91 60 9
Male 40 93 53 7 30 88 58 12 36 87 51 13
Asian 33 89 56 11 27 91 64 9 20 90 70 10
Black 17 83 67 17 6 67 61 33 - 67 67 33
Hispanic 19 79 60 21 17 71 55 29 13 48 35 52
White 42 95 53 5 32 96 64 4 40 95 55 5
Two or more races 42 100 58 0 47 95 47 5 36 96 61 4
Students with Disabilities 10 52 41 48 6 65 58 35 8 58 50 42
Economically Disadvantaged 7 71 64 29 8 56 47 44 4 44 40 56
English Learners - 61 61 39 10 57 47 43 4 51 47 49
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
Division202228129
School12108
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6471377472
Grade 7465462392
Grade 8321466464
Total Students1,2571,3051,328
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 Students125713051328
Female618654653
Male639651675
American Indian221
Asian100104105
Black465251
Hispanic176191193
White846860887
Two or more races879691
Students with Disabilities161171149
Not Students with Disabilities109611341179
Economically Disadvantaged176191184
Not Economically Disadvantaged108111141144
English Learners157195204
Not English Learners110011101124
Homeless331
Military Connected353748
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
66.4 66.9 67.7

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.

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
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

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.

 

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

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students1076002111623781244298712912679
Female50900055183260916356471142
Male567002565154663513526441537
American Indian0000000000000000
Asian7800081120102211108003
Black48000632014631251311
Hispanic177000175313179411189710
White704001720154383017538461635
Two or more races66001752018530095020
Students with Disabilities1530011576341651035174915
Economically Disadvantaged150000168420170633183834
English Learners105001108310162332200413
Homeless0000000000000000
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
Disorderly or Disruptive Behavior Offenses 19
Other Offenses Against Persons 36
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 14
Technology Offenses <
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1780.1590.1532.94
Asian7.1243.577.9557.9692.94
Black5.165253.66503.98535.29
Hispanic15.4052514.00227.2714.63635.29
Native Hawaiian
White65.27246.4367.30322.7365.923.53
Two or more races6.8576.9217.356
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1780.1590.153
Asian7.1247.9557.969
Black5.1653.663.985
Hispanic15.40514.00214.636
Native Hawaiian
White65.27267.30365.9
Two or more races6.8576.9217.356
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1780.1590.153
Asian7.1247.9557.969
Black5.1653.663.985
Hispanic15.40514.00214.636
Native Hawaiian
White65.27267.30365.9
Two or more races6.8576.9217.356
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 12.9713.7813.11
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 13.6718.9221.66
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 70.572.9775.8
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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%1%
Provisional3%5%
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
2015-201630%67%1%2%
2016-201728%69%1%2%
2017-201826%71%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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