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Woodbridge Middle

General school information

Category: Middle (06-08) School
Phone: 703-494-3181
Address: 2201 York Dr Woodbridge, VA 22191
Principal: Angela Owens
Superintendent: Dr. Steven L. Walts
School Number: 560
Region: 4
Division: Prince William County Public Schools
Division Number: 75
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

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

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 One Level Three
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 17 64 81 19 14 65 79 21 14 64 78 22
Female 19 67 85 15 17 65 82 18 16 67 83 17
Male 15 62 77 23 11 65 77 23 12 62 74 26
American Indian < < < < < < < < < < 100 0
Asian 28 65 93 7 17 73 89 11 19 68 87 13
Black 13 65 78 22 13 67 80 20 15 64 79 21
Hispanic 11 62 73 27 8 62 70 30 7 63 70 30
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 23 68 91 9 24 66 89 11 24 65 88 12
Two or more races 26 66 92 8 19 69 89 11 22 67 89 11
Students with Disabilities 17 35 52 48 13 39 52 48 13 37 49 51
Students without Disabilities 17 68 85 15 14 69 83 17 14 68 83 17
Economically Disadvantaged 12 62 74 26 8 63 71 29 10 61 71 29
Not Economically Disadvantaged 22 67 88 12 22 68 90 10 19 68 87 13
English Learners 9 61 70 30 5 28 33 68 7 20 27 73
Military Connected 17 73 90 10 15 83 98 2
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 21 62 83 17 16 62 78 22 17 63 80 20
Female 21 65 87 13 21 62 83 17 19 67 86 14
Male 20 60 79 21 11 63 74 26 15 60 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 34 55 89 11 24 68 92 8 25 65 90 10
Black 22 60 82 18 14 68 82 18 19 63 82 18
Hispanic 9 67 76 24 8 60 67 33 8 65 73 27
White 33 58 91 9 29 60 88 12 25 62 86 14
Two or more races 23 65 88 12 28 63 91 9 30 56 85 15
Students with Disabilities 18 31 49 51 13 43 56 44 10 46 56 44
Students without Disabilities 21 66 86 14 17 66 83 17 17 66 83 17
Economically Disadvantaged 14 64 78 22 7 64 71 29 12 62 74 26
Not Economically Disadvantaged 27 61 88 12 29 61 90 10 22 65 87 13
English Learners 11 63 75 25 5 23 29 71 5 22 27 73
Military Connected 35 59 94 6 13 87 100 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 17 70 87 13 16 68 84 16 14 62 76 24
Female 22 68 90 10 17 70 87 13 19 63 81 19
Male 13 72 84 16 14 67 81 19 8 62 70 30
American Indian < < < < < < 100 0 < < 100 0
Asian 27 71 98 2 15 76 91 9 21 69 90 10
Black 14 73 86 14 16 68 84 16 9 65 73 27
Hispanic 13 67 80 20 10 66 76 24 8 59 67 33
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 24 69 94 6 27 64 92 8 27 60 87 13
Two or more races 23 77 100 0 13 78 91 9 18 73 91 9
Students with Disabilities 15 57 72 28 15 37 52 48 12 34 47 53
Students without Disabilities 18 71 89 11 16 71 87 13 14 67 81 19
Economically Disadvantaged 10 70 80 20 11 67 78 22 9 60 69 31
Not Economically Disadvantaged 24 70 94 6 22 69 91 9 19 65 85 15
English Learners 6 73 78 22 5 35 40 60 8 25 32 68
Military Connected 13 81 94 6 19 75 94 6
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 13 61 74 26 10 65 75 25 12 67 79 21
Female 13 66 79 21 12 64 75 25 11 71 82 18
Male 12 56 68 32 8 67 75 25 13 64 77 23
American Indian < < < < < < < < < < 100 0
Asian 18 76 94 6 12 73 85 15 13 69 83 17
Black 3 62 66 34 10 64 74 26 18 65 82 18
Hispanic 13 50 63 37 6 59 66 34 5 65 70 30
Native Hawaiian < < 100 0 < < 100 0
White 13 76 89 11 15 73 88 12 18 74 92 8
Two or more races 32 54 86 14 15 70 85 15 16 74 89 11
Students with Disabilities 19 19 39 61 12 35 46 54 16 31 47 53
Students without Disabilities 11 68 79 21 10 69 79 21 11 72 84 16
Economically Disadvantaged 11 53 64 36 6 57 62 38 8 63 71 29
Not Economically Disadvantaged 14 69 83 17 15 75 90 10 17 72 89 11
English Learners 9 39 48 52 4 24 29 71 7 15 22 78
Military Connected - 80 80 20 14 86 100 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 13 56 69 31 18 60 79 21 23 57 80 20
Female 18 56 74 26 25 60 85 15 30 59 89 11
Male 9 55 64 36 11 61 72 28 16 55 70 30
American Indian < < < < < < 100 0
Asian 23 65 87 13 37 55 92 8 40 51 91 9
Black 10 48 58 42 9 65 74 26 26 50 75 25
Hispanic 7 53 61 39 11 66 77 23 12 57 70 30
Native Hawaiian < < 100 0 < < 100 0
White 18 65 83 17 31 51 82 18 29 64 93 7
Two or more races 32 50 82 18 18 58 76 24 11 79 89 11
Students with Disabilities 6 22 27 73 - 47 47 53 18 26 45 55
Students without Disabilities 14 61 75 25 20 62 82 18 23 60 83 17
Economically Disadvantaged 11 50 61 39 11 60 71 29 17 56 73 27
Not Economically Disadvantaged 16 61 76 24 25 61 86 14 29 58 87 13
English Learners 6 38 44 56 < < < < < < < <
Military Connected 8 85 92 8 21 71 93 7
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 13 56 69 31 18 60 79 21 23 57 80 20
Female 18 56 74 26 25 60 85 15 30 59 89 11
Male 9 55 64 36 11 61 72 28 16 55 70 30
American Indian < < < < < < 100 0
Asian 23 65 87 13 37 55 92 8 40 51 91 9
Black 10 48 58 42 9 65 74 26 26 50 75 25
Hispanic 7 53 61 39 11 66 77 23 12 57 70 30
Native Hawaiian < < 100 0 < < 100 0
White 18 65 83 17 31 51 82 18 29 64 93 7
Two or more races 32 50 82 18 18 58 76 24 11 79 89 11
Students with Disabilities 6 22 27 73 - 47 47 53 18 26 45 55
Students without Disabilities 14 61 75 25 20 62 82 18 23 60 83 17
Economically Disadvantaged 11 50 61 39 11 60 71 29 17 56 73 27
Not Economically Disadvantaged 16 61 76 24 25 61 86 14 29 58 87 13
English Learners 6 38 44 56 < < < < < < < <
Military Connected 8 85 92 8 21 71 93 7
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 66 84 16 11 61 72 28 18 62 80 20
Female 20 68 88 12 14 63 77 23 21 63 84 16
Male 16 64 80 20 9 59 67 33 14 62 76 24
American Indian < < < < < < < < < < 100 0
Asian 34 62 95 5 21 65 86 14 34 57 91 9
Black 15 66 81 19 11 60 71 29 19 59 78 22
Hispanic 11 66 77 23 6 56 62 38 10 62 72 28
Native Hawaiian < < 100 0 < < < < < < < <
White 25 65 90 10 16 70 86 14 23 68 91 9
Two or more races 23 73 95 5 13 67 81 19 19 67 86 14
Students with Disabilities 19 33 52 48 12 28 40 60 11 41 52 48
Students without Disabilities 18 70 88 12 11 66 77 23 19 65 84 16
Economically Disadvantaged 13 66 79 21 8 57 64 36 12 62 73 27
Not Economically Disadvantaged 24 65 89 11 16 66 82 18 25 63 87 13
English Learners 12 63 75 25 6 29 34 66 8 28 36 64
Military Connected 13 75 88 13 21 75 96 4
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 21 69 90 10 12 63 75 25 23 63 86 14
Female 24 69 94 6 14 65 79 21 23 65 87 13
Male 18 68 86 14 10 60 71 29 23 61 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 65 96 4 26 72 97 3 39 50 89 11
Black 20 70 90 10 10 63 72 28 27 59 86 14
Hispanic 13 71 85 15 5 60 65 35 16 68 84 16
White 33 60 93 7 22 66 87 13 25 65 90 10
Two or more races 12 81 92 8 22 63 84 16 33 46 79 21
Students with Disabilities 16 36 51 49 11 33 43 57 12 48 60 40
Students without Disabilities 22 72 94 6 12 69 81 19 25 65 89 11
Economically Disadvantaged 15 72 87 13 7 60 67 33 15 66 81 19
Not Economically Disadvantaged 27 65 92 8 20 68 88 13 33 59 91 9
English Learners 15 71 87 13 5 34 40 60 5 38 43 57
Military Connected 24 76 100 0 17 74 91 9
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 8 59 67 33 2 52 55 45 4 58 63 37
Female 7 66 73 27 2 59 60 40 5 61 66 34
Male 9 52 61 39 3 47 50 50 4 56 60 40
Asian 10 71 81 19 - 59 59 41 11 79 89 11
Black 10 57 67 33 5 43 48 52 4 61 64 36
Hispanic 5 55 60 40 1 44 44 56 4 51 55 45
Native Hawaiian < < < <
White 13 62 74 26 3 82 85 15 5 64 69 31
Two or more races - 86 86 14 7 79 86 14 5 71 76 24
Students with Disabilities 21 30 51 49 12 26 37 63 9 25 34 66
Students without Disabilities 5 64 70 30 - 58 58 42 3 67 70 30
Economically Disadvantaged 4 59 64 36 1 46 48 52 3 54 57 43
Not Economically Disadvantaged 12 59 71 29 4 62 66 34 6 66 72 28
English Learners 5 55 60 40 6 15 21 79 8 25 32 68
Military Connected < < < < < < 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 20 65 85 15 11 61 72 28 13 66 79 21
Female 21 67 89 11 12 64 76 24 18 70 88 12
Male 18 62 81 19 9 58 67 33 8 63 72 28
American Indian < < < < < < < < < < 100 0
Asian 44 56 100 0 24 64 89 11 22 67 88 12
Black 13 65 78 22 15 62 77 23 11 62 74 26
Hispanic 11 67 79 21 5 56 61 39 5 63 68 32
Native Hawaiian < < 100 0 < < < < < < 100 0
White 25 65 90 10 12 71 84 16 24 73 97 3
Two or more races 37 63 100 0 4 61 64 36 17 79 97 3
Students with Disabilities 21 33 53 47 15 22 36 64 11 52 63 38
Students without Disabilities 20 70 89 11 10 66 77 23 13 69 82 18
Economically Disadvantaged 15 62 77 23 8 58 66 34 10 64 74 26
Not Economically Disadvantaged 24 67 92 8 15 65 80 20 16 69 86 14
English Learners 12 60 72 28 6 35 40 60 9 25 35 65
Military Connected - 72 72 28 6 94 100 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 24 74 98 2 24 70 94 6 39 60 99 1
Female 32 67 99 1 34 63 98 2 53 46 99 1
Male 14 83 97 3 13 78 91 9 21 79 100 0
American Indian < < 100 0
Asian 47 53 100 0 30 61 91 9 64 36 100 0
Black 18 75 93 7 17 80 97 3 49 51 100 0
Hispanic 17 80 97 3 24 71 96 4 25 73 98 3
Native Hawaiian < < 100 0 < < 100 0
White 20 80 100 0 27 64 91 9 32 68 100 0
Two or more races 35 65 100 0 20 80 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 24 74 98 2 24 70 94 6 39 60 99 1
Economically Disadvantaged 18 80 98 2 28 66 94 6 34 64 98 2
Not Economically Disadvantaged 27 70 98 2 22 73 94 6 43 57 100 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 < < 100 0 < < 100 0 82 18 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0
Students without Disabilities < < 100 0 < < 100 0 82 18 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 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
Algebra II 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 12 67 79 21 11 69 80 20 16 67 83 17
Female 11 68 79 21 12 67 79 21 11 73 84 16
Male 13 66 79 21 10 70 80 20 21 62 83 17
American Indian < < < < < < < < < < 100 0
Asian 26 69 94 6 17 73 90 10 21 67 88 12
Black 8 62 70 30 7 70 77 23 17 66 82 18
Hispanic 7 64 71 29 4 70 74 26 10 66 76 24
Native Hawaiian < < 100 0 < < 100 0
White 17 76 93 7 24 64 88 12 29 66 95 5
Two or more races 25 71 96 4 18 64 82 18 11 84 95 5
Students with Disabilities 16 33 48 52 8 38 46 54 16 37 53 47
Students without Disabilities 12 72 84 16 11 73 84 16 16 71 87 13
Economically Disadvantaged 8 62 71 29 5 67 71 29 11 65 76 24
Not Economically Disadvantaged 16 71 88 12 18 71 89 11 22 70 92 9
English Learners 4 53 58 42 - 33 33 67 5 24 29 71
Military Connected 13 73 87 13 21 71 93 7
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 12 67 79 21 11 69 80 20 16 67 83 17
Female 11 68 79 21 12 67 79 21 11 73 84 16
Male 13 66 79 21 10 70 80 20 21 62 83 17
American Indian < < < < < < < < < < 100 0
Asian 26 69 94 6 17 73 90 10 21 67 88 12
Black 8 62 70 30 7 70 77 23 17 66 82 18
Hispanic 7 64 71 29 4 70 74 26 10 66 76 24
Native Hawaiian < < 100 0 < < 100 0
White 17 76 93 7 24 64 88 12 29 66 95 5
Two or more races 25 71 96 4 18 64 82 18 11 84 95 5
Students with Disabilities 16 33 48 52 8 38 46 54 16 37 53 47
Students without Disabilities 12 72 84 16 11 73 84 16 16 71 87 13
Economically Disadvantaged 8 62 71 29 5 67 71 29 11 65 76 24
Not Economically Disadvantaged 16 71 88 12 18 71 89 11 22 69 91 9
English Learners 4 53 58 42 - 33 33 67 5 24 29 71
Military Connected 13 73 87 13 21 71 93 7
Biology 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
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
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 28 59 87 13 24 62 86 14 33 58 91 9
Female 30 56 86 14 26 58 85 15 33 59 92 8
Male 26 61 87 13 22 66 88 12 32 57 90 10
American Indian < < < < < < < < < < 100 0
Asian 44 53 97 3 34 66 100 0 34 62 96 4
Black 18 67 84 16 19 65 84 16 34 55 89 11
Hispanic 23 58 81 19 15 67 82 18 29 58 87 13
Native Hawaiian < < 100 0 < < 100 0
White 34 57 91 9 44 50 94 6 41 55 96 4
Two or more races 43 54 96 4 24 58 82 18 21 79 100 0
Students with Disabilities 15 38 53 47 13 48 60 40 22 43 65 35
Students without Disabilities 29 62 91 9 26 64 90 10 34 60 94 6
Economically Disadvantaged 25 56 81 19 14 66 80 20 27 61 88 12
Not Economically Disadvantaged 31 61 92 9 35 58 93 7 38 55 94 6
English Learners 12 62 74 26 11 32 43 57 16 32 48 52
Military Connected 36 57 93 7 29 71 100 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 27 59 86 14 24 62 86 14 32 59 91 9
Female 30 56 86 14 25 59 85 15 32 60 92 8
Male 23 63 86 14 23 65 88 13 31 59 90 11
American Indian < < < < < < < < < < 100 0
Asian 41 55 97 3 35 65 100 0 34 62 96 4
Black 18 66 84 16 18 65 83 17 32 57 89 11
Hispanic 22 59 81 19 14 68 82 18 28 59 86 14
Native Hawaiian < < 100 0 < < 100 0
White 33 58 91 9 44 50 94 6 41 55 96 4
Two or more races 41 56 96 4 24 58 82 18 17 83 100 0
Students with Disabilities - 39 39 61 8 45 53 48 10 50 60 40
Students without Disabilities 29 62 91 9 26 64 90 10 34 60 94 6
Economically Disadvantaged 23 57 80 20 13 66 79 21 27 61 88 12
Not Economically Disadvantaged 30 62 91 9 35 58 93 7 37 57 94 6
English Learners 10 63 73 27 8 28 36 64 - 38 38 62
Military Connected 36 57 93 7 29 71 100 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
School241010
Division544285416
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 2016-20172017-20182018-2019
Grade 6473468433
Grade 7452464463
Grade 8438429441
Total Students1,3631,3611,337

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students136313611337
Female672679657
Male691682680
American Indian443
Asian128133128
Black312303310
Hispanic529553569
Native Hawaiian355
White297274241
Two or more races908981
Students with Disabilities156178180
Students without Disabilities120711831157
Economically Disadvantaged623761666
Not Economically Disadvantaged740600671
English Learners479496493
Not English Learners884865844
Homeless11-
Military Connected454856
< = 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
2015-2016Division4,911.005,285.00683.00
State6,084.004,849.00812.00
2016-2017Division5,092.005,506.00759.00
State6,248.005,052.00871.00
2017-2018Division5,296.005,620.00735.00
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 Students1,2601001,2541061,202127
Female618506334559659
Male642506216160668
American Indian<<<<<<
Asian127101201311912
Black286232971528821
Hispanic495355054751153
Native Hawaiian<<<<<<
White266232422420632
Two or more races799817719
Students with Disabilities136181551914625
Economically Disadvantaged647617096665382
English Learners449354594044844
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 67
Disorderly or Disruptive Behavior Offenses 73
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.3
Asian9.45.69.80.8
Black22.933.322.340.7
Hispanic38.830.240.640.7
Native Hawaiian0.21.20.40.8
White21.82120.112.7
Two or more races6.68.66.54.2
< = 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
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.3
Asian9.49.8
Black22.95022.3
Hispanic38.85040.6
Native Hawaiian0.20.4
White21.820.1
Two or more races6.66.5
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian9.49.8
Black22.922.3
Hispanic38.840.6
Native Hawaiian0.20.4
White21.820.1
Two or more races6.66.5
< = 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 49.35052.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 3746.541
< = 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 85.887.383.8
< = 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 School7.8%3.3%
Division6.7%2%
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
2016-201737%61%1%1%
2017-201835%63%1%1%
2018-201937%61%1%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

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
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 Students80%80%73%75%
Asian89%89%87%75%
Black82%80%60%75%
Hispanic71%72%63%75%
White89%89%81%75%
Economically Disadvantaged72%73%62%75%
English Learners67%66%53%75%
Students with Disabilities52%50%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 Students73%80%74%70%
Asian86%90%89%70%
Black72%78%60%70%
Hispanic63%72%64%70%
White86%89%81%70%
Economically Disadvantaged65%73%63%70%
English Learners61%65%57%70%
Students with Disabilities40%48%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 Students81%
Asian90%
Black79%
Hispanic76%
White88%
Economically Disadvantaged73%
English Learners68%
Students with Disabilities46%

< = 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 Students83%77%
Asian90%87%
Black84%77%
Hispanic75%68%
White90%87%
Economically Disadvantaged75%70%
English Learners72%67%
Students with Disabilities62%52%

< = 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%8%9%10%
Asian10%7%5%10%
Black5%7%9%10%
Hispanic9%8%9%10%
White9%8%9%10%
Economically Disadvantaged9%9%13%10%
English Learners8%8%8%10%
Students with Disabilities11%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 Progress49%46%58%
English Learner Proficiency8%--

< = 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 Progress6813849%
English Learner Proficiency121538%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%99%99%
White100%99%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%99%
Students with Disabilities99%99%98%
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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