Academy for Discovery at Lakewood

General school information

Category: Combined (03-08) School
Phone: 757-628-2477
Address: 1701 Alsace Ave Norfolk, VA 23509
Principal: Romanda Hannigan
Superintendent: Dr. Sharon Byrdsong
School Number: 185
Region: 2
Division: Norfolk City Public Schools
Division Number: 118
Division Website (opens new window)

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

College & Career Readiness

Learning Climate

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English	Level One
Mathematics	Level One
Science	Level One

Achievement Gaps

English	Level One
Mathematics	Level 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
Multiple Races	Level One	Level One
Students with Disabilities	Level One	Level One
White	Level One	Level One

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English. Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests
Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction
Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests
Percent Showing EL Progress or Proficiency – Percent of English-language learners passing state English-language proficiency tests or making progress toward English-language proficiency
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three
Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics. Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests
Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction
Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

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

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year
Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two
Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three
Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome	Point Value
Diploma	100
High school equivalency	75
Still in school	70
Local certificate of program completion	25
Dropout	0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two
Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three
Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

No additional explanation available.

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	63	79	21	20	69	89	11	19	69	88	12
Female	16	65	81	19	20	70	90	10	18	72	90	10
Male	16	61	78	22	20	67	87	13	21	66	86	14
American Indian	<	<	<	<	<	<	<	<	<	<	100	0
Asian	19	76	95	5	21	79	100	0	53	47	100	0
Black	9	59	68	32	12	67	79	21	11	70	80	20
Hispanic	21	64	86	14	15	78	93	7	35	52	87	13
White	20	65	85	15	24	69	93	7	21	72	93	7
Multiple Races	17	69	85	15	32	64	96	4	22	67	89	11
Students with Disabilities	18	41	59	41	28	41	69	31	12	55	67	33
Students without Disabilities	16	66	82	18	19	72	91	9	20	71	91	9
Economically Disadvantaged	11	58	69	31	13	66	79	21	12	72	84	16
Not Economically Disadvantaged	18	65	83	17	23	70	92	8	23	68	90	10
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	18	69	86	14	25	67	92	8	26	63	89	11
Grade 3 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	69	84	16	22	66	88	12	22	62	85	15
Female	12	73	85	15	22	67	90	10	16	70	86	14
Male	18	64	82	18	22	63	85	15	27	56	83	17
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	12	64	76	24	15	70	85	15	16	60	76	24
Hispanic	<	<	100	0	<	<	100	0	<	<	<	<
White	15	71	87	13	27	57	84	16	23	74	97	3
Multiple Races	<	<	100	0	30	70	100	0	20	60	80	20
Students with Disabilities	18	45	64	36	<	<	<	<	<	<	<	<
Students without Disabilities	14	73	86	14	25	69	94	6	22	64	86	14
Economically Disadvantaged	16	63	79	21	12	72	84	16	19	59	78	22
Not Economically Disadvantaged	14	71	85	15	26	63	89	11	25	64	89	11
English Learners	<	<	100	0					<	<	<	<
Military Connected	29	71	100	0	36	59	95	5	32	56	88	12
Grade 4 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	56	85	15	40	58	98	2	29	58	87	13
Female	26	57	83	17	38	58	96	4	32	58	90	10
Male	31	56	87	13	44	56	100	0	27	57	84	16
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	14	67	81	19	35	58	92	8	15	70	85	15
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	36	48	84	16	49	51	100	0	33	52	85	15
Multiple Races	<	<	100	0	<	<	100	0	36	55	91	9
Students with Disabilities	<	<	<	<	46	46	92	8	8	42	50	50
Students without Disabilities	31	56	87	13	39	59	99	1	32	60	92	8
Economically Disadvantaged	31	56	88	13	41	50	91	9	15	64	79	21
Not Economically Disadvantaged	28	56	85	15	40	60	100	0	36	55	91	9
Military Connected	25	69	94	6	53	47	100	0	33	57	90	10
Grade 5 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	61	80	20	20	73	92	8	20	71	91	9
Female	13	66	79	21	17	78	95	5	20	68	88	12
Male	26	55	81	19	22	68	90	10	19	76	95	5
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	11	64	75	25	10	81	90	10	9	74	83	17
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	20	63	83	17	25	68	93	7	22	72	94	6
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	33	25	58	42	30	40	70	30	9	64	73	27
Students without Disabilities	17	66	83	17	19	77	95	5	21	72	93	7
Economically Disadvantaged	15	62	77	23	11	83	94	6	10	81	90	10
Not Economically Disadvantaged	20	61	81	19	22	70	92	8	23	68	91	9
Military Connected	15	62	77	23	19	69	88	13	38	63	100	0
Grade 6 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	17	68	84	16	17	72	90	10
Female	18	66	84	16	13	74	87	13	13	79	93	7
Male	8	63	71	29	21	60	81	19	20	67	88	13
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	6	56	61	39	5	66	71	29	8	77	85	15
Hispanic	27	55	82	18	<	<	100	0	40	50	90	10
White	15	71	86	14	20	70	91	9	21	70	92	8
Multiple Races	<	<	100	0	31	69	100	0	-	90	90	10
Students with Disabilities	17	42	58	42	24	53	76	24	9	68	77	23
Students without Disabilities	13	67	79	21	16	69	85	15	19	73	92	8
Economically Disadvantaged	12	58	70	30	9	58	67	33	7	79	86	14
Not Economically Disadvantaged	13	67	81	19	20	71	91	9	21	70	91	9
English Learners	<	<	100	0					<	<	100	0
Military Connected	14	71	86	14	21	63	83	17	18	74	91	9
Grade 7 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	68	78	22	15	70	85	15	13	73	87	13
Female	8	68	76	24	18	70	88	12	8	84	92	8
Male	12	69	81	19	11	70	81	19	19	62	81	19
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	7	54	61	39	10	61	71	29	10	65	75	25
Hispanic	-	80	80	20	20	70	90	10	<	<	100	0
White	13	79	91	9	13	79	92	8	15	78	93	7
Multiple Races	15	69	85	15	<	<	<	<	<	<	<	<
Students with Disabilities	13	56	69	31	18	36	55	45	18	47	65	35
Students without Disabilities	10	70	80	20	14	73	87	13	13	77	90	10
Economically Disadvantaged	-	60	60	40	12	68	80	20	8	74	82	18
Not Economically Disadvantaged	15	72	86	14	16	71	86	14	15	73	88	12
Military Connected	7	70	78	22	18	71	88	12	16	68	84	16
Grade 8 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	60	75	25	15	75	90	10	19	71	90	10
Female	19	61	80	20	18	72	90	10	24	67	91	9
Male	13	58	71	29	12	79	91	9	15	75	90	10
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	11	58	69	31	10	73	82	18	9	70	80	20
Hispanic	20	60	80	20	<	<	<	<	40	50	90	10
White	21	57	78	22	16	80	96	4	19	77	96	4
Multiple Races	8	67	75	25	25	67	92	8	<	<	100	0
Students with Disabilities	19	25	44	56	40	33	73	27	<	<	<	<
Students without Disabilities	15	64	79	21	12	81	92	8	20	72	92	8
Economically Disadvantaged	9	53	62	38	7	70	77	23	13	75	88	13
Not Economically Disadvantaged	19	62	81	19	19	78	97	3	22	69	91	9
English Learners									<	<	100	0
Military Connected	22	66	88	13	12	88	100	0	28	55	83	17
EOC English Reading Performance	2020-2021				2021-2022				2022-2023
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

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					20	50	69	31	23	52	75	25
Female					22	49	71	29	36	53	89	11
Male					18	50	68	32	9	52	61	39
Asian					<	<	100	0	<	<	100	0
Black					11	39	50	50	7	50	57	43
Hispanic					<	<	<	<	<	<	<	<
White					23	57	79	21	27	57	84	16
Multiple Races					25	50	75	25	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					21	51	72	28	23	54	77	23
Economically Disadvantaged					10	45	55	45	17	47	64	36
Not Economically Disadvantaged					24	52	76	24	26	54	80	20
Military Connected					13	58	71	29	29	54	82	18
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					20	50	69	31	23	52	75	25
Female					22	49	71	29	36	53	89	11
Male					18	50	68	32	9	52	61	39
Asian					<	<	100	0	<	<	100	0
Black					11	39	50	50	7	50	57	43
Hispanic					<	<	<	<	<	<	<	<
White					23	57	79	21	27	57	84	16
Multiple Races					25	50	75	25	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					21	51	72	28	23	54	77	23
Economically Disadvantaged					10	45	55	45	17	47	64	36
Not Economically Disadvantaged					24	52	76	24	26	54	80	20
Military Connected					13	58	71	29	29	54	82	18
EOC Writing Performance	2020-2021				2021-2022				2022-2023
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

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	38	43	57	8	69	77	23	10	70	81	19
Female	3	37	40	60	4	72	76	24	9	71	80	20
Male	8	38	46	54	13	66	79	21	12	69	81	19
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	-	81	81	19	16	74	89	11	27	73	100	0
Black	7	25	33	67	4	60	64	36	5	63	68	32
Hispanic	7	26	33	67	12	73	85	15	20	59	78	22
White	4	44	49	51	11	73	84	16	12	75	86	14
Multiple Races	-	42	42	58	8	69	78	22	11	78	89	11
Students with Disabilities	29	16	45	55	14	57	71	29	8	55	63	37
Students without Disabilities	2	40	43	57	8	70	78	22	11	72	83	17
Economically Disadvantaged	7	26	33	67	5	63	67	33	4	67	70	30
Not Economically Disadvantaged	4	42	46	54	10	71	81	19	13	72	85	15
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	6	41	47	53	11	68	78	22	15	68	83	17
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	55	59	41	12	76	88	12	18	72	89	11
Female	-	58	58	42	8	76	84	16	8	78	86	14
Male	10	51	62	38	17	76	93	7	25	67	92	8
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	8	32	40	60	-	85	85	15	4	76	80	20
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	4	62	65	35	18	68	86	14	23	74	97	3
Multiple Races	<	<	<	<	10	80	90	10	10	90	100	0
Students with Disabilities	18	36	55	45	<	<	<	<	<	<	<	<
Students without Disabilities	3	58	60	40	12	78	90	10	19	72	90	10
Economically Disadvantaged	5	42	47	53	8	72	80	20	3	84	88	13
Not Economically Disadvantaged	4	58	63	38	14	77	91	9	26	64	91	9
English Learners	<	<	<	<					<	<	<	<
Military Connected	18	76	94	6	23	68	91	9	32	60	92	8
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	48	55	45	14	77	91	9	19	69	88	12
Female	2	48	50	50	8	85	92	8	18	70	88	12
Male	11	49	60	40	23	67	90	10	20	67	88	12
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	5	43	48	52	4	81	85	15	9	70	79	21
Hispanic	<	<	<	<	<	<	100	0	<	<	100	0
White	9	50	59	41	17	77	94	6	24	67	91	9
Multiple Races	<	<	<	<	<	<	100	0	18	73	91	9
Students with Disabilities	<	<	<	<	15	77	92	8	-	50	50	50
Students without Disabilities	6	50	56	44	14	77	91	9	22	71	93	7
Economically Disadvantaged	19	38	56	44	-	82	82	18	6	70	76	24
Not Economically Disadvantaged	4	51	55	45	19	76	94	6	26	68	94	6
Military Connected	6	50	56	44	18	76	94	6	24	62	86	14
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	38	46	54	26	65	91	9	22	74	95	5
Female	2	34	36	64	7	80	88	12	22	76	98	2
Male	15	44	59	41	42	52	94	6	22	70	92	8
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	6	33	39	61	10	81	90	10	4	91	96	4
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	7	42	49	51	33	60	93	7	30	64	94	6
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	25	8	33	67	20	60	80	20	9	82	91	9
Students without Disabilities	5	43	48	52	27	65	93	7	24	72	96	4
Economically Disadvantaged	-	35	35	65	17	83	100	0	-	95	95	5
Not Economically Disadvantaged	10	40	50	50	29	60	89	11	29	67	95	5
Military Connected	8	42	50	50	25	63	88	13	25	75	100	0
Grade 6 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	29	32	68	3	62	65	35	4	74	79	21
Female	-	28	28	73	-	59	59	41	4	80	83	17
Male	6	30	36	64	8	65	73	27	5	69	75	25
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	4	11	16	84	5	50	55	45	11	61	73	27
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	-	49	49	51	2	71	73	27	-	85	85	15
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	30	10	40	60	18	41	59	41	21	47	68	32
Students without Disabilities	-	31	31	69	1	65	66	34	1	80	81	19
Economically Disadvantaged	9	21	29	71	2	57	60	40	8	64	72	28
Not Economically Disadvantaged	-	34	34	66	4	64	68	32	3	79	82	18
English Learners	<	<	100	0					<	<	100	0
Military Connected	-	43	43	57	9	55	64	36	8	81	88	12
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	100	0	<	<	<	<
Male	<	<	100	0	<	<	100	0	<	<	<	<
Black	<	<	100	0	<	<	100	0	<	<	100	0
White	<	<	100	0					<	<	<	<
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	<	<
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	<	<	100	0					<	<	<	<
Military Connected	<	<	100	0					<	<	100	0
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	13	16	84	2	51	54	46	2	60	62	38
Female	1	12	13	87	1	51	52	48	-	56	56	44
Male	5	14	18	82	3	52	55	45	3	64	67	33
Asian	<	<	<	<	<	<	<	<	<	<	100	0
Black	7	11	17	83	3	31	34	66	-	43	43	57
Hispanic	-	11	11	89	<	<	<	<	-	60	60	40
White	-	14	14	86	1	68	69	31	3	72	75	25
Multiple Races	-	7	7	93	-	55	55	45	-	75	75	25
Students with Disabilities	21	13	33	67	11	39	50	50	-	53	53	47
Students without Disabilities	-	13	13	87	1	53	54	46	2	61	63	37
Economically Disadvantaged	5	10	15	85	2	38	40	60	2	44	46	54
Not Economically Disadvantaged	2	14	16	84	3	58	61	39	1	67	69	31
English Learners									<	<	100	0
Military Connected	5	11	16	84	3	54	57	43	-	61	61	39
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	47	47	53	3	88	91	9	9	81	90	10
Female	-	48	48	52	6	85	90	10	8	78	86	14
Male	-	45	45	55	-	92	92	8	10	83	93	7
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	52	52	48	-	86	86	14	-	100	100	0
Hispanic	<	<	<	<	17	67	83	17	<	<	<	<
White	-	42	42	58	-	94	94	6	9	79	88	12
Multiple Races	-	46	46	54	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	-	48	48	52	4	87	90	10	9	83	92	8
Economically Disadvantaged	-	37	37	63	6	82	88	12	-	76	76	24
Not Economically Disadvantaged	-	50	50	50	3	89	92	8	11	82	94	6
Military Connected	-	42	42	58	-	95	95	5	11	72	83	17
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	86	93	7	-	98	98	2	11	84	95	5
Female	16	79	95	5	-	100	100	0	13	78	91	9
Male	-	91	91	9	-	95	95	5	7	93	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	<	<	-	100	100	0	<	<	<	<
Hispanic	<	<	100	0					<	<	100	0
White	12	84	96	4	-	95	95	5	-	95	95	5
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities					<	<	100	0	<	<	<	<
Students without Disabilities	7	86	93	7	-	98	98	2	11	86	97	3
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	8	84	92	8	-	97	97	3	13	84	97	3
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Algebra II Performance	2020-2021				2021-2022				2022-2023
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

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	58	66	34	11	71	82	18	12	71	83	17
Female	6	56	62	38	6	72	78	22	9	73	82	18
Male	8	61	69	31	15	70	85	15	16	68	85	15
American Indian									<	<	100	0
Asian	9	73	82	18	9	91	100	0	<	<	100	0
Black	8	42	50	50	4	60	64	36	5	53	58	42
Hispanic	16	42	58	42	6	72	78	22	16	79	95	5
White	6	71	78	22	15	76	91	9	14	78	93	7
Multiple Races	3	55	58	42	9	73	82	18	14	76	90	10
Students with Disabilities	27	13	40	60	20	43	63	37	9	45	55	45
Students without Disabilities	5	63	68	32	10	74	83	17	13	73	85	15
Economically Disadvantaged	8	38	46	54	6	59	64	36	8	65	73	27
Not Economically Disadvantaged	7	66	73	27	12	75	88	12	14	73	87	13
English Learners									<	<	100	0
Military Connected	9	55	64	36	10	72	82	18	15	76	91	9
Grade 5 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	49	65	35	29	56	85	15	31	49	80	20
Female	9	49	58	42	12	76	88	12	22	58	80	20
Male	24	49	73	27	42	40	82	18	43	38	81	19
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	11	33	44	56	10	62	71	29	13	39	52	48
Hispanic	<	<	100	0	<	<	<	<	<	<	100	0
White	16	62	78	22	37	53	90	10	36	54	90	10
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	25	17	42	58	20	40	60	40	9	45	55	45
Students without Disabilities	15	54	68	32	30	58	88	12	34	50	84	16
Economically Disadvantaged	15	35	50	50	17	56	72	28	14	52	67	33
Not Economically Disadvantaged	16	54	71	29	32	56	88	12	36	48	85	15
Military Connected	25	42	67	33	38	50	88	13	31	63	94	6
Grade 8 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	53	57	43	3	70	74	26	4	73	77	23
Female	2	55	57	43	4	65	69	31	-	75	75	25
Male	6	51	57	43	3	77	80	20	8	71	80	20
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	12	35	47	53	4	51	55	45	2	48	50	50
Hispanic	-	30	30	70	10	60	70	30	<	<	100	0
White	-	71	71	29	3	84	87	13	4	85	90	10
Multiple Races	-	50	50	50	<	<	<	<	<	<	<	<
Students with Disabilities	33	7	40	60	21	42	63	37	<	<	<	<
Students without Disabilities	-	59	59	41	1	75	75	25	3	76	79	21
Economically Disadvantaged	8	27	35	65	2	52	54	46	4	61	64	36
Not Economically Disadvantaged	2	64	67	33	4	79	83	17	4	77	81	19
English Learners									<	<	100	0
Military Connected	8	50	58	42	-	79	79	21	7	73	80	20
Earth Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	72	75	25	4	87	91	9	7	87	93	7
Female	7	63	70	30	5	80	85	15	7	85	93	7
Male	-	80	80	20	4	92	96	4	6	88	94	6
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	60	60	40	-	74	74	26	-	78	78	22
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	5	78	83	17	7	91	98	2	8	90	98	2
Multiple Races	<	<	<	<	10	80	90	10	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	4	73	76	24	5	86	91	9	7	87	94	6
Economically Disadvantaged	-	57	57	43	5	75	80	20	7	79	86	14
Not Economically Disadvantaged	5	76	81	19	4	90	94	6	7	89	96	4
Military Connected	4	65	69	31	6	76	82	18	8	88	96	4
Biology Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	100	0
Female					<	<	100	0
Black					<	<	100	0
Students without Disabilities					<	<	100	0
Economically Disadvantaged					<	<	100	0
Not Economically Disadvantaged					<	<	100	0
Chemistry Performance	2020-2021				2021-2022				2022-2023
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					18	66	83	17	23	61	84	16
Female					14	68	82	18	22	62	84	16
Male					21	64	85	15	24	59	83	17
American Indian									<	<	<	<
Asian					36	64	100	0	<	<	<	<
Black					2	65	67	33	10	58	68	32
Hispanic					19	67	86	14	37	58	95	5
White					24	68	93	7	27	65	92	8
Multiple Races					32	50	82	18	35	48	83	17
Students with Disabilities					4	56	60	40	11	41	52	48
Students without Disabilities					19	67	85	15	24	62	86	14
Economically Disadvantaged					5	64	69	31	8	66	73	27
Not Economically Disadvantaged					22	66	89	11	28	59	87	13
Military Connected					20	64	84	16	30	51	81	19
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					13	72	86	14	18	76	94	6
Female					7	73	80	20	20	75	95	5
Male					20	71	92	8	17	76	93	7
Asian					<	<	100	0	<	<	100	0
Black					2	71	73	27	7	83	90	10
Hispanic					<	<	<	<	<	<	<	<
White					19	77	96	4	19	78	97	3
Multiple Races					30	50	80	20	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					14	72	86	14	19	76	95	5
Economically Disadvantaged					-	79	79	21	7	83	90	10
Not Economically Disadvantaged					19	70	88	12	22	73	95	5
Military Connected					21	58	79	21	22	67	89	11
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	68	78	22	11	58	69	31
Female					12	67	78	22	7	63	70	30
Male					7	70	77	23	15	53	68	32
American Indian									<	<	<	<
Asian					<	<	100	0	<	<	<	<
Black					-	57	57	43	3	50	53	47
Hispanic					<	<	<	<	<	<	100	0
White					12	79	91	9	16	66	82	18
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					-	45	45	55	-	17	17	83
Students without Disabilities					10	70	80	20	12	62	74	26
Economically Disadvantaged					4	53	58	42	2	52	55	45
Not Economically Disadvantaged					12	75	86	14	15	61	75	25
Military Connected					15	68	82	18	5	50	55	45
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					37	53	90	10	51	45	95	5
Female					29	61	90	10	48	44	92	8
Male					43	47	90	10	54	46	100	0
Asian					<	<	100	0	<	<	100	0
Black					5	75	80	20	33	48	81	19
Hispanic					<	<	100	0	<	<	100	0
White					45	47	92	8	52	48	100	0
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					40	53	93	7	53	43	96	4
Economically Disadvantaged					18	65	82	18	21	68	89	11
Not Economically Disadvantaged					41	51	92	8	59	38	97	3
Military Connected					31	63	94	6	75	25	100	0
VA & US History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2020-2021				2021-2022				2022-2023
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

	2020-2021	2021-2022	2022-2023
School	-	-	-
Division	20	22	59
State	1,324	4,006	4,460
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	2021-2022	2022-2023	2023-2024
Grade 3	94	93	92
Grade 4	94	98	95
Grade 5	93	90	98
Grade 6	159	157	156
Grade 7	144	146	152
Grade 8	135	135	137
Total Students	719	719	730

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

Fall Membership by Subgroups

2023 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	2021-2022	2022-2023	2023-2024
All Students	719	719	730
Female	375	359	355
Male	344	360	375
American Indian	3	1	1
Asian	19	16	14
Black	236	233	237
Hispanic	41	47	54
Native Hawaiian	1	-	-
White	369	364	360
Multiple Races	50	58	64
Students with Disabilities	66	74	88
Students without Disabilities	653	645	642
Economically Disadvantaged	184	191	220
Not Economically Disadvantaged	535	528	510
English Learners	11	10	12
Not English Learners	708	709	718
Military Connected	139	152	141
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures		School	Division	State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Division-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Total Per-Pupil Expenditures
Expenditure Summary
	Excluded from Per-Pupil Formula
	Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	711	11	678	30	690	24
Female	368	5	349	21	338	17
Male	343	6	329	9	352	7
American Indian	<	<	<	<	<	<
Asian	21	0	19	0	15	1
Black	243	6	219	15	215	13
Hispanic	43	0	35	6	45	2
Native Hawaiian	<	<	<	<	-	-
White	351	5	355	7	360	5
Multiple Races	50	0	48	2	54	3
Students with Disabilities	72	3	72	3	77	5
Economically Disadvantaged	192	8	182	13	197	14
English Learners	13	0	11	0	10	0
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

2022-2023 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	6
Behaviors related to School Operations	14
Relationship Behaviors without Physical Harm	13
Behaviors of a Safety Concern	33
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	5

< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.4		0.1
Asian	3		2.6	3.8	2.2
Black	34.6		32.8	57.7	32.4	52.5
Hispanic	6.2		5.7	3.8	6.5	10
Native Hawaiian	0.3		0.1		-	-
White	49.2		51.3	30.8	50.6	27.5
Multiple Races	6.6		7	3.8	8.1	10
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.4		0.1
Asian	3		2.6		2.2
Black	34.6		32.8	100	32.4	100
Hispanic	6.2		5.7		6.5
Native Hawaiian	0.3		0.1
White	49.2		51.3		50.6
Multiple Races	6.6		7		8.1
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.4		0.1
Asian	3		2.6		2.2
Black	34.6		32.8		32.4
Hispanic	6.2		5.7		6.5
Native Hawaiian	0.3		0.1		-	-
White	49.2		51.3		50.6
Multiple Races	6.6		7		8.1
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	32.7	32.7	97.9
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	63.1	63.1	34
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	75.5	75.5	60.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students. The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.” More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

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

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

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

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	42%	55%	0%	3%
2021-2022	44%	52%	0%	4%
2022-2023	41%	54%	0%	5%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2023 ESSA Status: Not Identified for Support and Improvement
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Chronic Absenteeism	Federal Graduation Indicator
All Students	Yes - No CP	Yes	-	Yes	-
Asian	Yes	Yes	-	TS	-
Black	Yes - CP	Yes	-	Yes	-
Hispanic	Yes - No CP	Yes	-	Yes	-
White	Yes - CP	Yes	-	Yes	-
Multiple Races	Yes - No CP	Yes	-	Yes	-
Economically Disadvantaged	Yes - CP	Yes	-	Yes	-
English Learners	Yes	Yes	TS	TS	-
Students with Disabilities	Yes - No CP	Yes	-	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	89%	89%	77%	88%
Asian	100%	98%	91%	88%
Black	81%	82%	64%	88%
Hispanic	87%	90%	63%	88%
White	93%	93%	84%	88%
Multiple Races	89%	92%	82%	88%
Economically Disadvantaged	84%	83%	63%	88%
English Learners	80%	91%	53%	88%
Students with Disabilities	68%	69%	50%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	81%	72%	85%
Asian	100%	96%	90%	85%
Black	69%	70%	56%	85%
Hispanic	78%	82%	58%	85%
White	86%	87%	80%	85%
Multiple Races	89%	87%	75%	85%
Economically Disadvantaged	71%	72%	57%	85%
English Learners	80%	85%	52%	85%
Students with Disabilities	64%	66%	47%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	79%
Asian	<
Black	52%
Hispanic	100%
White	90%
Multiple Races	86%
Economically Disadvantaged	67%
English Learners	<
Students with Disabilities	47%

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

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	3%	3%	12%	10%
Asian	6%	6%	10%	10%
Black	6%	6%	13%	10%
Hispanic	4%	4%	13%	10%
White	1%	1%	13%	10%
Multiple Races	5%	5%	14%	10%
Economically Disadvantaged	7%	7%	15%	10%
English Learners	-	-	12%	10%
Students with Disabilities	6%	6%	16%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	<	52%	58%
English Learner Proficiency	<	-	-

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

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

English Learners	Numerator	Denominator	Rate
English Learner Progress	<	<	<
English Learner Proficiency	<	<	<

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	100%	-	100%	-	<	<
Black	100%	-	100%	-	100%	-
Hispanic	98%	2%	98%	2%	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	<	<
Students with Disabilities	99%	1%	99%	1%	100%	-
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	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).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	90%	81%
Asian	100%	100%
Black	84%	70%
Hispanic	95%	81%
White	93%	85%
Multiple Races	91%	86%
Economically Disadvantaged	87%	71%
English Learners	<	<
Students with Disabilities	70%	64%

< = 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.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks


Percentage of Students
Data Source	Percent Passing	Percent Passing With Recovery	Percent Showing Growth	Percent Showing EL Progress or Proficiency	Accreditation Combined Rate	No Proficiency or Growth
Current Year
Previous Year
Cumulative 3 Year