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Swift Creek Middle

General school information

Category: Middle (06-08) School
Phone: 804-739-6315
Address: 3700 Old Hundred Rd Midlothian, VA 23112-4702
Principal: Edward Maynes
Superintendent: Dr. Mervin B Daugherty
School Number: 270
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 Two Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 88 12 16 68 84 16 18 64 82 18
Female 29 60 89 11 17 70 87 13 21 63 84 16
Male 20 66 86 14 15 65 81 19 15 65 81 19
American Indian < < < < < < 100 0 < < 100 0
Asian 22 74 96 4 17 73 90 10 23 65 88 13
Black 16 60 77 23 8 56 64 36 5 59 65 35
Hispanic 15 68 84 16 11 77 88 12 9 64 73 27
Native Hawaiian < < 100 0 < < 100 0
White 29 63 91 9 19 70 89 11 22 65 87 13
Two or more races 20 61 81 19 17 62 79 21 13 68 81 19
Students with Disabilities 15 48 63 37 13 47 60 40 8 43 51 49
Students without Disabilities 26 65 91 9 17 71 88 12 19 67 86 14
Economically Disadvantaged 12 63 76 24 11 59 71 29 9 57 66 34
Not Economically Disadvantaged 27 63 90 10 17 70 88 12 21 67 87 13
English Learners 17 63 79 21 < < < < < < < <
Military Connected 22 70 91 9 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 58 82 18 14 65 78 22 24 59 82 18
Female 22 59 81 19 16 65 81 19 28 56 84 16
Male 25 58 83 17 11 65 76 24 20 61 81 19
Asian 36 57 93 7 13 67 80 20 31 44 75 25
Black 9 51 60 40 9 44 53 47 4 70 74 26
Hispanic 26 43 70 30 11 70 81 19 14 41 55 45
Native Hawaiian < < 100 0 < < 100 0
White 26 62 89 11 15 70 85 15 29 58 87 13
Two or more races 24 52 76 24 12 58 69 31 17 63 79 21
Students with Disabilities 8 46 54 46 14 44 58 42 3 35 38 62
Students without Disabilities 26 60 86 14 14 68 81 19 26 61 87 13
Economically Disadvantaged 9 63 72 28 8 60 68 33 10 53 64 36
Not Economically Disadvantaged 27 57 84 16 15 66 82 18 28 60 88 12
English Learners 36 27 64 36 < < 100 0 < < < <
Military Connected 30 60 90 10 < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 67 94 6 20 66 86 14 15 68 83 17
Female 36 60 95 5 21 66 87 13 19 67 86 14
Male 18 74 93 7 19 66 85 15 11 70 81 19
American Indian < < 100 0 < < 100 0
Asian 8 92 100 0 21 79 100 0 23 69 92 8
Black 26 67 93 7 6 57 62 38 7 58 64 36
Hispanic 15 73 88 12 15 77 92 8 7 70 78 22
Native Hawaiian < < 100 0
White 31 63 94 6 24 67 91 9 19 69 88 12
Two or more races 17 83 100 0 20 67 87 13 8 80 88 12
Students with Disabilities 17 61 78 22 5 63 68 33 15 38 54 46
Students without Disabilities 29 68 96 4 22 67 89 11 15 72 87 13
Economically Disadvantaged 18 69 87 13 19 50 69 31 9 61 70 30
Not Economically Disadvantaged 29 66 95 5 20 71 92 8 17 70 88 13
English Learners < < < < < < < < < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 86 14 15 72 87 13 13 67 81 19
Female 28 61 88 12 14 79 93 7 13 69 82 18
Male 17 66 84 16 16 66 81 19 14 66 80 20
Asian 21 74 95 5 17 75 92 8 9 91 100 0
Black 14 61 74 26 9 66 75 25 4 51 55 45
Hispanic 4 87 91 9 8 81 89 11 8 76 84 16
White 28 63 90 10 17 73 90 10 17 70 87 14
Two or more races 19 57 76 24 27 64 91 9 15 54 69 31
Students with Disabilities 18 37 55 45 18 38 56 44 5 55 61 39
Students without Disabilities 23 67 90 10 14 78 93 7 15 69 84 16
Economically Disadvantaged 10 58 67 33 8 68 76 24 7 57 64 36
Not Economically Disadvantaged 25 65 90 10 17 74 90 10 15 71 86 14
English Learners < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 87 13 25 58 83 17 28 45 73 27
Female 46 47 94 6 34 56 90 10 30 52 82 18
Male 31 50 81 19 15 61 76 24 27 39 66 34
Asian 47 53 100 0 42 50 92 8 64 27 91 9
Black 28 51 79 21 14 62 76 24 6 32 38 62
Hispanic 35 52 87 13 14 65 78 22 20 52 72 28
White 42 47 90 10 29 56 85 15 33 49 82 18
Two or more races 25 50 75 25 27 55 82 18 23 38 62 38
Students with Disabilities 21 37 58 42 16 33 49 51 5 23 28 73
Students without Disabilities 40 50 91 9 26 63 89 11 32 49 80 20
Economically Disadvantaged 24 54 78 22 15 61 76 24 22 33 55 45
Not Economically Disadvantaged 41 48 89 11 27 58 85 15 30 49 79 21
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 87 13 25 58 83 17 28 45 73 27
Female 46 47 94 6 34 56 90 10 30 52 82 18
Male 31 50 81 19 15 61 76 24 27 39 66 34
Asian 47 53 100 0 42 50 92 8 64 27 91 9
Black 28 51 79 21 14 62 76 24 6 32 38 62
Hispanic 35 52 87 13 14 65 78 22 20 52 72 28
White 42 47 90 10 29 56 85 15 33 49 82 18
Two or more races 25 50 75 25 27 55 82 18 23 38 62 38
Students with Disabilities 21 37 58 42 16 33 49 51 5 23 28 73
Students without Disabilities 40 50 91 9 26 63 89 11 32 49 80 20
Economically Disadvantaged 24 54 78 22 15 61 76 24 22 33 55 45
Not Economically Disadvantaged 41 48 89 11 27 58 85 15 30 49 79 21
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 89 11 14 72 86 14 17 69 86 14
Female 18 73 90 10 16 72 88 12 18 70 88 12
Male 18 69 87 13 12 72 84 16 15 69 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 23 72 96 4 29 63 93 7 26 67 93 7
Black 13 64 77 23 6 62 68 32 8 62 69 31
Hispanic 7 78 85 15 9 77 86 14 8 77 85 15
Native Hawaiian < < 100 0 < < 100 0
White 20 72 92 8 16 74 90 10 19 71 90 10
Two or more races 17 66 83 17 14 73 86 14 17 63 81 19
Students with Disabilities 18 53 71 29 15 44 58 42 12 44 55 45
Students without Disabilities 18 73 91 9 14 76 90 10 17 72 90 10
Economically Disadvantaged 9 67 76 24 11 63 74 26 8 65 73 27
Not Economically Disadvantaged 20 72 91 9 15 74 89 11 19 70 90 10
English Learners 17 71 88 13 < < < < < < < <
Military Connected 13 78 91 9 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 73 81 19 6 74 80 20 8 71 79 21
Female 10 72 82 18 6 78 84 16 10 71 81 19
Male 7 74 80 20 7 70 77 23 6 70 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 8 48 55 45 2 71 73 27 5 63 68 32
Hispanic - 71 71 29 - 71 71 29 - 87 87 13
White 10 82 91 9 6 78 83 17 9 75 84 16
Two or more races 13 63 75 25 13 69 81 19 8 50 58 42
Students with Disabilities 8 67 75 25 15 40 55 45 10 37 47 53
Students without Disabilities 8 74 83 17 4 82 86 14 7 77 85 15
Economically Disadvantaged 2 62 64 36 7 60 67 33 - 64 64 36
Not Economically Disadvantaged 10 76 87 13 6 79 85 15 12 75 87 13
English Learners < < < < < < 100 0 < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10 17 63 80 20 37 60 97 3
Female 19 72 92 8 20 62 82 18 47 51 98 2
Male 25 64 89 11 15 64 79 21 31 66 97 3
Asian 33 60 93 7 33 67 100 0 < < < <
Black 21 63 85 15 3 41 45 55 < < 100 0
Hispanic 8 81 89 11 15 69 85 15 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 24 66 91 9 21 67 88 12 39 59 98 2
Two or more races 25 75 100 0 14 67 81 19 < < 100 0
Students with Disabilities 24 40 64 36 13 33 47 53 45 36 82 18
Students without Disabilities 22 72 94 6 18 68 86 14 36 63 99 1
Economically Disadvantaged 9 74 83 17 15 52 67 33 33 67 100 0
Not Economically Disadvantaged 25 66 92 8 18 66 85 15 38 59 97 3
English Learners < < < < < < < < < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 44 100 0 34 63 97 3 15 67 82 18
Female 74 26 100 0 48 52 100 0 12 70 83 17
Male 46 54 100 0 24 71 95 5 17 64 81 19
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 33 67 100 0
Black 50 50 100 0 < < < < 7 59 66 34
Hispanic < < 100 0 20 80 100 0 3 69 72 28
Native Hawaiian < < 100 0
White 56 44 100 0 31 67 98 2 16 69 85 15
Two or more races < < 100 0 < < 100 0 18 64 82 18
Students with Disabilities < < 100 0 < < < < 14 32 46 54
Students without Disabilities 50 50 100 0 29 69 98 2 15 71 86 14
Economically Disadvantaged < < 100 0 < < 100 0 9 62 71 29
Not Economically Disadvantaged 54 46 100 0 37 60 97 3 16 69 85 15
Military Connected < < 100 0 < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 11 81 92 8 19 71 90 10
Female 17 75 92 8 13 81 94 6 25 71 96 4
Male 12 73 85 15 10 80 90 10 14 71 85 15
Asian 25 75 100 0 7 79 86 14 23 77 100 0
Black 6 73 80 20 4 82 86 14 6 60 67 33
Hispanic 5 76 81 19 6 83 89 11 22 74 96 4
White 18 74 92 8 15 79 94 6 22 73 95 5
Two or more races 9 68 77 23 8 92 100 0 20 67 87 13
Students with Disabilities 3 66 69 31 3 66 69 31 - 65 65 35
Students without Disabilities 16 75 90 10 12 82 94 6 22 72 93 7
Economically Disadvantaged 9 67 76 24 10 76 86 14 12 68 80 20
Not Economically Disadvantaged 15 75 91 9 11 82 93 7 21 72 93 7
English Learners < < 100 0 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 90 97 3 15 75 90 10 8 85 93 7
Female 6 91 97 3 15 74 89 11 8 88 96 4
Male 7 89 96 4 14 76 90 10 9 83 91 9
Asian 18 73 91 9 < < < < < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 3 95 97 3 13 82 95 5 9 82 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 5 92 97 3 15 74 89 11 8 85 93 7
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 7 90 97 3 15 76 91 9 9 85 94 6
English Learners < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
Black < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 82 89 11 11 77 87 13 9 76 85 15
Female 5 83 89 11 9 80 89 11 6 78 84 16
Male 8 82 90 10 13 73 86 14 11 74 85 15
Asian 5 95 100 0 6 89 94 6 - 100 100 0
Black 6 70 76 24 3 70 73 27 3 54 57 43
Hispanic - 92 92 8 8 75 83 18 9 77 86 14
Native Hawaiian < < 100 0
White 9 84 93 7 14 78 92 8 11 79 90 10
Two or more races - 87 87 13 8 67 75 25 - 71 71 29
Students with Disabilities 18 47 66 34 8 57 65 35 7 51 59 41
Students without Disabilities 6 86 92 8 11 79 90 10 9 78 87 13
Economically Disadvantaged 6 70 76 24 3 73 76 24 2 73 76 24
Not Economically Disadvantaged 7 84 92 8 13 77 90 10 11 76 87 13
English Learners < < 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 80 88 12 8 78 86 14 8 74 83 17
Female 6 81 86 14 5 82 87 13 6 76 82 18
Male 9 79 89 11 10 74 85 15 10 73 83 17
Asian - 100 100 0 - 93 93 7 - 100 100 0
Black 6 69 75 25 3 70 73 27 2 53 55 45
Hispanic - 90 90 10 5 76 82 18 9 75 84 16
Native Hawaiian < < 100 0
White 10 82 92 8 10 81 91 9 11 78 89 11
Two or more races - 86 86 14 9 64 73 27 - 68 68 32
Students with Disabilities 18 47 66 34 9 56 64 36 7 51 59 41
Students without Disabilities 6 84 91 9 7 82 89 11 8 77 85 15
Economically Disadvantaged 6 69 75 25 3 72 75 25 2 71 73 27
Not Economically Disadvantaged 8 82 90 10 9 80 88 12 10 75 85 15
English Learners < < 100 0 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 98 100 0 33 65 98 2 13 85 98 2
Female 4 96 100 0 32 68 100 0 8 88 96 4
Male - 100 100 0 35 61 96 4 18 82 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White - 100 100 0 37 63 100 0 15 83 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 2 98 100 0 36 64 100 0 13 85 98 2
Economically Disadvantaged < < 100 0 < < < < < < 100 0
Not Economically Disadvantaged 2 98 100 0 37 63 100 0 16 82 98 2
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 59 90 10 20 70 90 10 33 60 93 7
Female 33 57 90 10 18 74 93 7 29 65 94 6
Male 30 60 89 11 22 65 87 13 36 56 92 8
Asian 47 53 100 0 25 67 92 8 45 55 100 0
Black 22 58 81 19 14 66 80 20 12 64 76 24
Hispanic 25 63 88 13 5 84 89 11 24 68 92 8
White 34 58 92 8 24 68 93 7 39 58 96 4
Two or more races 29 62 90 10 30 60 90 10 23 69 92 8
Students with Disabilities 22 46 68 32 14 47 61 39 5 68 74 26
Students without Disabilities 33 60 93 7 21 73 95 5 37 59 95 5
Economically Disadvantaged 17 58 75 25 10 71 81 19 21 63 84 16
Not Economically Disadvantaged 34 59 93 7 23 69 92 8 36 59 95 5
English Learners < < 100 0 < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 59 90 10 20 70 90 10 33 60 93 7
Female 33 57 90 10 18 75 92 8 29 65 94 6
Male 29 60 89 11 22 65 87 13 36 56 92 8
Asian 47 53 100 0 25 67 92 8 45 55 100 0
Black 23 56 80 20 10 68 78 22 12 63 76 24
Hispanic 25 63 88 13 6 83 89 11 24 68 92 8
White 33 59 92 8 24 69 93 7 39 58 97 3
Two or more races 29 62 90 10 30 60 90 10 23 69 92 8
Students with Disabilities 14 45 59 41 7 46 54 46 3 71 74 26
Students without Disabilities 33 60 93 7 21 73 95 5 37 59 95 5
Economically Disadvantaged 14 60 74 26 10 71 81 19 20 64 83 17
Not Economically Disadvantaged 34 58 92 8 22 70 92 8 37 59 96 4
English Learners < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division14779163
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6344380380
Grade 7300344391
Grade 8344297348
Total Students9881,0211,119

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students98810211119
Female488486548
Male500535571
American Indian3-4
Asian434050
Black168156170
Hispanic847884
Native Hawaiian132
White634684737
Two or more races556072
Students with Disabilities130120128
Students without Disabilities858901991
Economically Disadvantaged197205291
Not Economically Disadvantaged791816828
English Learners294875
Not English Learners9599731044
Homeless234
Military Connected26-7
Foster Care221
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,931.005,104.00557.00
State6,084.004,849.00812.00
2016-2017Division4,046.005,241.00605.00
State6,248.005,052.00871.00
2017-2018Division4,055.005,499.00660.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students905619385392585
Female440334661944442
Male465284723448143
American Indian<<<<<<
Asian482401372
Black1718167714710
Hispanic715817686
Native Hawaiian--<<<<
White563425953660965
Two or more races484521611
Students with Disabilities11511118149118
Economically Disadvantaged173311972523347
English Learners112291453
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 42
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 13
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.3--
Asian5.544.43.9
Black18.1521737.515.337.5
Hispanic888.53.17.7
Native Hawaiian--0.10.3
White62.63264.356.367.146.9
Two or more races5.545.63.15.915.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.3
Asian5.54.43.9
Black18.11715.3
Hispanic88.57.7
Native Hawaiian0.10.3
White62.664.367.1
Two or more races5.55.65.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.3--
Asian5.54.43.9
Black18.11715.3
Hispanic88.57.7
Native Hawaiian--0.10.3
White62.664.367.1
Two or more races5.55.65.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 16.420.921
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 21.213.624.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 78.270.671.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School5%2.5%
Division5.9%1.9%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201747%49%4%0%
2017-201847%51%3%-1%
2018-201943%53%4%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students83%85%73%75%
Asian88%91%87%75%
Black65%69%60%75%
Hispanic73%82%63%75%
White88%89%81%75%
Economically Disadvantaged67%71%62%75%
English Learners71%76%53%75%
Students with Disabilities52%59%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%87%74%70%
Asian93%94%89%70%
Black70%72%60%70%
Hispanic85%86%64%70%
White90%91%81%70%
Economically Disadvantaged74%75%63%70%
English Learners88%88%57%70%
Students with Disabilities56%63%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students85%
Asian100%
Black57%
Hispanic86%
White90%
Economically Disadvantaged76%
English Learners73%
Students with Disabilities60%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students84%88%
Asian88%93%
Black69%74%
Hispanic76%86%
White88%91%
Economically Disadvantaged69%79%
English Learners73%88%
Students with Disabilities58%63%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%7%9%10%
Asian5%4%5%10%
Black6%5%9%10%
Hispanic8%8%9%10%
White10%7%9%10%
Economically Disadvantaged17%15%13%10%
English Learners6%7%8%10%
Students with Disabilities17%12%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black99%99%98%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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