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Trailside Middle

General school information

Category: Middle (06-08) School
Phone: 571-252-2280
Address: 20325 Claiborne Parkway Ashburn, VA 20147
Principal: Bridget Beichler
Superintendent: Dr. Eric Williams
School Number: 1040
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
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: 2018 through 2020

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 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 29 63 92 8 25 65 91 9 21 69 90 10
Female 34 60 94 6 29 61 90 10 24 68 92 8
Male 24 66 89 11 22 69 91 9 19 69 88 12
American Indian < < < < < < 100 0
Asian 38 57 96 4 34 61 95 5 27 67 94 6
Black 16 55 72 28 12 64 76 24 5 75 80 20
Hispanic 17 66 83 17 13 65 78 22 9 71 80 20
White 29 65 94 6 27 66 93 7 23 68 91 9
Two or more races 33 62 95 5 26 67 92 8 17 72 89 11
Students with Disabilities 11 51 62 38 9 54 63 37 12 51 62 38
Students without Disabilities 31 64 95 5 28 67 94 6 23 71 94 6
Economically Disadvantaged 16 65 81 19 11 63 75 25 10 65 75 25
Not Economically Disadvantaged 30 63 93 7 27 65 93 7 23 69 92 8
English Learners 17 66 84 16 7 21 29 71 9 28 38 63
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 32 68 100 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 32 58 90 10 30 61 91 9 26 64 90 10
Female 36 57 93 7 35 56 91 9 27 67 94 6
Male 29 58 87 13 26 65 91 9 26 61 87 13
American Indian < < 100 0 < < 100 0
Asian 47 48 95 5 33 63 95 5 31 62 94 6
Black 24 29 53 47 13 68 81 19 12 73 85 15
Hispanic 25 59 84 16 24 59 83 17 13 64 77 23
White 32 61 92 8 32 61 93 7 28 64 92 8
Two or more races 24 67 90 10 36 50 86 14 23 64 86 14
Students with Disabilities 12 42 54 46 11 55 66 34 18 47 65 35
Students without Disabilities 35 60 95 5 33 62 95 5 27 66 94 6
Economically Disadvantaged 18 63 82 18 17 59 76 24 4 60 64 36
Not Economically Disadvantaged 34 57 91 9 32 61 93 7 29 64 93 7
English Learners 19 58 78 22 < < < < 10 20 30 70
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 93 7 23 68 91 9 22 67 89 11
Female 31 65 95 5 27 65 92 8 28 63 91 9
Male 23 69 92 8 20 71 91 9 16 71 87 13
American Indian < < < < < < 100 0
Asian 36 59 95 5 28 69 97 3 28 66 94 6
Black 12 65 77 23 16 53 68 32 3 73 76 24
Hispanic 7 83 89 11 13 64 78 22 11 74 84 16
White 29 67 95 5 25 69 94 6 25 65 90 10
Two or more races 39 57 96 4 15 80 95 5 21 67 88 13
Students with Disabilities 11 57 69 31 6 60 66 34 9 48 57 43
Students without Disabilities 28 68 96 4 26 69 95 5 24 70 94 6
Economically Disadvantaged 16 67 82 18 14 66 80 20 15 63 77 23
Not Economically Disadvantaged 28 67 95 5 24 69 93 7 23 67 91 9
English Learners 17 75 92 8 - 40 40 60 < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 28 65 92 8 23 67 90 10 15 76 91 9
Female 35 60 95 5 26 63 89 11 18 73 91 9
Male 19 70 90 10 20 71 91 9 12 78 90 10
American Indian < < 100 0
Asian 34 63 97 3 41 50 91 9 19 75 93 7
Black 17 63 79 21 7 68 75 25 - 80 80 20
Hispanic 19 58 77 23 2 71 73 27 5 75 80 20
White 28 67 95 5 24 69 93 7 18 74 92 8
Two or more races 38 63 100 0 25 71 96 4 5 89 95 5
Students with Disabilities 8 58 67 33 11 43 54 46 8 56 64 36
Students without Disabilities 30 65 95 5 24 69 93 7 16 79 95 5
Economically Disadvantaged 14 66 80 20 4 65 69 31 10 75 85 15
Not Economically Disadvantaged 29 65 94 6 26 67 92 8 16 76 91 9
English Learners 15 65 80 20 18 9 27 73 15 23 38 62
Military Connected < < 100 0 < < 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 45 48 93 7 45 47 92 8 33 52 85 15
Female 57 38 95 5 53 40 93 7 43 49 92 8
Male 32 59 91 9 35 54 90 10 23 56 78 22
American Indian < < 100 0
Asian 62 34 96 4 61 36 97 3 49 40 89 11
Black 20 68 88 12 7 74 81 19 20 40 60 40
Hispanic 27 63 90 10 16 60 77 23 28 44 72 28
White 46 46 93 7 49 44 93 7 30 58 88 12
Two or more races 33 60 93 7 46 50 96 4 21 58 79 21
Students with Disabilities 6 64 69 31 13 50 63 38 6 43 49 51
Students without Disabilities 48 47 95 5 47 47 94 6 37 54 91 9
Economically Disadvantaged 17 64 81 19 11 66 77 23 16 47 63 38
Not Economically Disadvantaged 47 47 94 6 49 45 93 7 34 53 87 13
English Learners 29 43 71 29 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 45 48 93 7 45 47 92 8 33 52 85 15
Female 57 38 95 5 53 40 93 7 43 49 92 8
Male 32 59 91 9 35 54 90 10 23 56 78 22
American Indian < < 100 0
Asian 62 34 96 4 61 36 97 3 49 40 89 11
Black 20 68 88 12 7 74 81 19 20 40 60 40
Hispanic 27 63 90 10 16 60 77 23 28 44 72 28
White 46 46 93 7 49 44 93 7 30 58 88 12
Two or more races 33 60 93 7 46 50 96 4 21 58 79 21
Students with Disabilities 6 64 69 31 13 50 63 38 6 43 49 51
Students without Disabilities 48 47 95 5 47 47 94 6 37 54 91 9
Economically Disadvantaged 17 64 81 19 11 66 77 23 16 47 63 38
Not Economically Disadvantaged 47 47 94 6 49 45 93 7 34 53 87 13
English Learners 29 43 71 29 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 21 69 90 10 24 65 89 11 23 68 90 10
Female 23 68 91 9 28 62 89 11 24 69 93 7
Male 20 70 90 10 20 68 88 12 22 66 88 12
American Indian < < < < < < 100 0
Asian 38 60 98 2 40 56 96 4 42 53 95 5
Black 3 70 73 27 3 65 68 32 6 76 83 18
Hispanic 12 67 79 21 9 65 74 26 17 65 81 19
White 20 72 92 8 25 66 91 9 20 72 92 8
Two or more races 21 72 93 7 12 79 91 9 9 75 85 15
Students with Disabilities 12 50 61 39 10 48 58 42 10 51 60 40
Students without Disabilities 22 71 94 6 26 67 93 7 25 70 95 5
Economically Disadvantaged 5 72 77 23 8 58 66 34 10 65 75 25
Not Economically Disadvantaged 23 69 92 8 26 66 92 8 24 68 92 8
English Learners 11 69 80 20 9 47 56 44 12 52 64 36
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 42 58 100 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 3 80 83 17 2 79 81 19 7 75 82 18
Female 4 79 82 18 2 79 81 19 3 81 84 16
Male 2 81 83 17 3 78 81 19 9 72 81 19
Asian - 95 95 5 4 79 83 17 18 76 94 6
Black - 50 50 50 - 64 64 36 - 89 89 11
Hispanic - 72 72 28 3 61 65 35 3 65 68 32
White 5 83 88 12 2 84 86 14 6 78 84 16
Two or more races - 81 81 19 - 87 87 13 - 62 62 38
Students with Disabilities 7 59 66 34 8 48 56 44 12 41 53 47
Students without Disabilities 2 85 87 13 1 87 87 13 5 85 90 10
Economically Disadvantaged - 63 63 37 3 58 61 39 3 69 71 29
Not Economically Disadvantaged 3 83 86 14 2 83 85 15 7 77 84 16
English Learners - 71 71 29 < < < < 10 50 60 40
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < 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 20 67 87 13 24 62 86 14 16 75 92 8
Female 19 68 88 12 27 60 87 13 15 79 93 7
Male 20 66 86 14 21 64 85 15 18 72 90 10
American Indian < < < < < < 100 0
Asian 34 60 95 5 32 62 94 6 38 55 93 7
Black 4 67 71 29 4 50 54 46 3 77 81 19
Hispanic 11 61 73 27 8 67 75 25 16 74 89 11
White 19 70 89 11 28 61 89 11 10 82 93 7
Two or more races 24 71 94 6 9 78 87 13 8 84 92 8
Students with Disabilities 15 35 50 50 7 52 59 41 6 58 64 36
Students without Disabilities 20 70 91 9 27 63 90 10 18 77 95 5
Economically Disadvantaged 2 73 75 25 15 41 56 44 6 68 74 26
Not Economically Disadvantaged 22 66 89 11 25 64 89 11 18 76 94 6
English Learners 8 68 76 24 10 50 60 40 < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 8 75 83 17 6 67 73 27 6 65 70 30
Female 7 71 79 21 8 65 73 27 5 70 75 25
Male 8 78 86 14 5 69 74 26 6 62 68 32
American Indian < < 100 0
Asian 4 96 100 0 10 90 100 0 8 50 58 42
Black 8 67 75 25 7 50 57 43 - 63 63 38
Hispanic 5 73 77 23 - 59 59 41 - 50 50 50
White 7 71 78 22 9 68 77 23 8 70 78 22
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 10 47 57 43 10 24 33 67 11 32 42 58
Students without Disabilities 7 83 90 10 5 77 82 18 3 79 83 17
Economically Disadvantaged - 80 80 20 - 50 50 50 4 52 57 43
Not Economically Disadvantaged 9 74 83 17 8 73 81 19 6 68 74 26
English Learners < < < < < < < < < < < <
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 21 77 98 2 25 73 98 2 37 61 98 2
Female 22 78 99 1 32 65 98 2 40 58 98 2
Male 20 76 96 4 18 81 99 1 35 64 99 1
American Indian < < 100 0
Asian 47 53 100 0 45 55 100 0 51 49 100 0
Black - 94 94 6 - 100 100 0 31 69 100 0
Hispanic 17 74 91 9 20 76 96 4 36 61 97 3
White 18 81 99 1 22 76 98 2 33 65 98 2
Two or more races 14 86 100 0 17 78 94 6 25 75 100 0
Students with Disabilities < < < < 18 65 82 18 11 78 89 11
Students without Disabilities 21 77 98 2 26 73 99 1 40 60 99 1
Economically Disadvantaged 13 87 100 0 14 86 100 0 33 67 100 0
Not Economically Disadvantaged 22 76 98 2 26 72 98 2 37 61 98 2
English Learners 26 74 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 65 35 100 0 58 42 100 0 42 56 99 1
Female 75 25 100 0 56 44 100 0 40 60 100 0
Male 55 45 100 0 60 40 100 0 45 52 97 3
Asian 60 40 100 0 55 45 100 0 52 48 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 67 33 100 0 63 37 100 0 38 59 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 65 35 100 0 58 42 100 0 43 56 99 1
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 64 36 100 0 58 42 100 0 43 56 98 2
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 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 0 100 - 100 0 93 7 100 0
Female < < 100 0 100 - 100 0 100 - 100 0
Male < < 100 0 100 - 100 0 < < 100 0
Asian < < 100 0 100 - 100 0 < < 100 0
Hispanic < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 100 - 100 0 93 7 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 100 - 100 0 93 7 100 0
English Learners < < 100 0
Military Connected < < 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 19 71 90 10 20 70 90 10 23 67 90 10
Female 18 72 90 10 21 67 88 12 22 64 86 14
Male 21 70 91 9 19 73 91 9 24 70 94 6
American Indian < < < <
Asian 29 68 97 3 34 62 96 4 41 52 93 7
Black - 80 80 20 4 71 75 25 - 90 90 10
Hispanic 7 69 76 24 6 63 69 31 7 70 77 23
White 20 72 93 7 20 73 93 7 24 69 93 7
Two or more races 31 56 88 13 29 67 96 4 5 79 84 16
Students with Disabilities 11 58 69 31 11 40 51 49 8 61 69 31
Students without Disabilities 20 72 92 8 21 72 93 7 26 68 94 6
Economically Disadvantaged 11 64 75 25 4 63 67 33 10 60 70 30
Not Economically Disadvantaged 20 72 92 8 22 71 93 7 25 68 93 7
English Learners 5 57 62 38 9 18 27 73 15 23 38 62
Military Connected < < 100 0 < < 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 19 71 90 10 20 70 90 10 23 67 90 10
Female 18 72 90 10 21 67 88 12 22 64 86 14
Male 21 70 91 9 19 73 91 9 24 70 94 6
American Indian < < < <
Asian 29 68 97 3 34 62 96 4 41 52 93 7
Black - 80 80 20 4 71 75 25 - 90 90 10
Hispanic 7 69 76 24 6 63 69 31 7 70 77 23
White 20 72 93 7 20 73 93 7 24 69 93 7
Two or more races 31 56 88 13 29 67 96 4 5 79 84 16
Students with Disabilities 11 58 69 31 11 40 51 49 8 61 69 31
Students without Disabilities 20 72 92 8 21 72 93 7 26 68 94 6
Economically Disadvantaged 11 64 75 25 4 63 67 33 10 60 70 30
Not Economically Disadvantaged 20 72 92 8 22 71 93 7 25 68 93 7
English Learners 5 57 62 38 9 18 27 73 15 23 38 62
Military Connected < < 100 0 < < 100 0
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
Earth Science 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 43 54 97 3 42 52 94 6 39 55 94 6
Female 45 52 97 3 42 51 93 7 40 52 93 7
Male 40 57 97 3 42 53 95 5 37 58 95 5
American Indian < < < <
Asian 55 42 97 3 52 48 100 0 58 38 96 4
Black 12 84 96 4 7 78 85 15 25 60 85 15
Hispanic 24 71 94 6 23 58 81 19 35 55 90 10
White 45 52 98 2 45 50 95 5 37 58 95 5
Two or more races 60 40 100 0 50 46 96 4 11 79 89 11
Students with Disabilities 14 64 78 22 21 44 65 35 16 57 73 27
Students without Disabilities 46 53 99 1 44 53 96 4 42 55 97 3
Economically Disadvantaged 18 76 94 6 14 63 77 23 9 70 79 21
Not Economically Disadvantaged 45 52 97 3 45 51 96 4 41 54 95 5
English Learners 18 64 82 18 < < < < < < < <
Military Connected < < 100 0 < < 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 43 54 98 2 42 52 94 6 38 56 94 6
Female 45 52 98 2 42 51 93 7 40 52 93 7
Male 41 57 97 3 42 53 95 5 36 59 95 5
American Indian < < < <
Asian 56 41 97 3 52 48 100 0 57 39 96 4
Black 13 88 100 0 7 78 85 15 25 60 85 15
Hispanic 24 71 94 6 23 58 81 19 35 55 90 10
White 46 52 98 2 46 49 95 5 36 59 95 5
Two or more races 60 40 100 0 50 46 96 4 11 79 89 11
Students with Disabilities 16 66 81 19 21 42 64 36 11 60 72 28
Students without Disabilities 46 53 99 1 44 53 96 4 42 55 97 3
Economically Disadvantaged 19 75 94 6 14 63 77 23 9 70 79 21
Not Economically Disadvantaged 45 53 98 2 45 51 96 4 41 54 95 5
English Learners 18 64 82 18 < < < < < < < <
Military Connected < < 100 0 < < 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
School434
Division323211271
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 6407426400
Grade 7404418441
Grade 8411406429
Total Students1,2221,2501,270

< = 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 Students122212501270
Female614577612
Male608673658
American Indian266
Asian223264274
Black748191
Hispanic136129130
Native Hawaiian111
White719705690
Two or more races676478
Students with Disabilities140168168
Students without Disabilities108210821102
Economically Disadvantaged142143157
Not Economically Disadvantaged108011071113
English Learners99107128
Not English Learners112311431142
Homeless255
Military Connected3208
< = 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
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00
2017-2018Division10,069.004,179.00300.00
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 Students1,115971,149731,17376
Female562505744253443
Male553475753163933
American Indian--<<<<
Asian17814215725311
Black645744774
Hispanic1391212981228
Native Hawaiian<<<<<<
White679586674965946
Two or more races548615577
Students with Disabilities115101321215817
Economically Disadvantaged107261241712015
English Learners9069741037
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 46
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 12
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 Indian0.10.20.5
Asian15.57.418.22521.212.5
Black5.625.96.16.36.5
Hispanic12.729.611.12510.312.5
Native Hawaiian--0.10.1
White61.233.358.843.856.562.5
Two or more races53.75.55.112.5
< = 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 Indian0.10.20.5
Asian15.518.221.2
Black5.66.16.5
Hispanic12.711.110.3
Native Hawaiian0.10.1
White61.258.856.5
Two or more races55.55.1
< = 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 Indian0.10.20.5
Asian15.518.221.2
Black5.66.16.5
Hispanic12.711.110.3
Native Hawaiian--0.10.1
White61.258.856.5
Two or more races55.55.1
< = 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 10.310.610
< = 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 24.12319.8
< = 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 69.468.568.5
< = 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 School13%4.1%
Division10.4%2.1%
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
2016-201734%65%0%1%
2017-201836%62%0%2%
2018-201934%63%2%1%
< = 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 Students90%91%73%75%
Asian94%94%87%75%
Black79%75%60%75%
Hispanic80%80%63%75%
White91%93%81%75%
Economically Disadvantaged75%76%62%75%
English Learners66%72%53%75%
Students with Disabilities62%62%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 Students90%90%74%70%
Asian94%96%89%70%
Black83%74%60%70%
Hispanic81%78%64%70%
White92%91%81%70%
Economically Disadvantaged73%71%63%70%
English Learners79%77%57%70%
Students with Disabilities60%60%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 Students90%
Asian91%
Black90%
Hispanic77%
White93%
Economically Disadvantaged67%
English Learners52%
Students with Disabilities69%

< = 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 Students91%92%
Asian95%95%
Black79%86%
Hispanic84%84%
White92%93%
Economically Disadvantaged80%76%
English Learners74%82%
Students with Disabilities68%69%

< = 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 Students6%7%9%10%
Asian4%5%5%10%
Black5%6%9%10%
Hispanic6%7%9%10%
White7%7%9%10%
Economically Disadvantaged11%14%13%10%
English Learners6%6%8%10%
Students with Disabilities10%9%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 Progress67%46%58%
English Learner Proficiency11%--

< = 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 Progress182767%
English Learner Proficiency43511%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%98%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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