Menu

Berkeley Middle

General school information

Category: Middle (06-08) School
Phone: 757-229-8051
Address: 1118 Ironbound Rd Williamsburg, VA 23185
Principal: Panagiotis Tsigaridas
Superintendent: Dr. Olwen Herron
School Number: 60
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

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

EnglishLevel Two
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level Two Level One
Students with Disabilities Level Three Level One
White Level One Level One

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

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

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 19 57 75 25 19 59 78 22 16 58 75 25
Female 21 58 79 21 20 60 80 20 18 60 79 21
Male 15 55 70 30 17 59 76 24 15 57 71 29
Asian 30 60 90 10 9 64 73 27 25 44 69 31
Black 6 54 60 40 9 53 62 38 5 48 53 47
Hispanic 9 40 49 51 6 51 57 43 6 47 52 48
Native Hawaiian < < < < < < < <
White 24 63 87 13 26 64 90 10 25 66 91 9
Multiple Races 25 56 81 19 19 57 76 24 9 56 65 35
Students with Disabilities 10 33 43 57 7 40 47 53 8 37 45 55
Students without Disabilities 20 61 81 19 21 62 83 17 18 62 80 20
Economically Disadvantaged 9 47 56 44 7 54 61 39 6 51 57 43
Not Economically Disadvantaged 25 63 88 12 26 62 89 11 24 64 88 12
English Learners 9 4 13 87 - 9 9 91 - 14 14 86
Homeless < < < < - 18 18 82 5 33 38 62
Military Connected 16 61 76 24 15 69 85 15 17 69 86 14
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 17 56 73 27 16 59 75 25 18 55 73 27
Female 23 55 77 23 13 62 75 25 21 56 77 23
Male 9 58 68 32 18 56 75 25 16 53 69 31
Asian < < 100 0 < < < < < < < <
Black 5 48 52 48 6 47 53 47 2 44 46 54
Hispanic 4 44 48 52 4 50 54 46 11 39 50 50
White 25 59 84 16 23 67 90 10 26 66 92 8
Multiple Races 7 71 79 21 20 67 87 13 19 43 62 38
Students with Disabilities 8 38 46 54 - 46 46 54 10 35 45 55
Students without Disabilities 19 60 79 21 18 61 79 21 20 59 79 21
Economically Disadvantaged 5 47 53 47 4 56 60 40 7 45 52 48
Not Economically Disadvantaged 24 61 85 15 25 61 86 14 26 61 87 13
English Learners < < < < < < < < - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 8 58 67 33 10 75 85 15 19 70 89 11
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 20 52 72 28 20 61 81 19 13 61 74 26
Female 23 56 78 22 24 60 84 16 14 61 75 25
Male 16 48 64 36 15 62 77 23 13 60 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 4 57 61 39 8 61 69 31 4 56 60 40
Hispanic 12 27 39 61 3 59 63 38 - 45 45 55
Native Hawaiian < < < < < < < <
White 25 61 87 13 32 60 91 9 22 68 89 11
Multiple Races 36 55 91 9 5 65 70 30 - 69 69 31
Students with Disabilities 20 20 40 60 6 48 55 45 - 47 47 53
Students without Disabilities 20 57 77 23 23 63 86 14 15 63 78 22
Economically Disadvantaged 12 36 48 52 5 61 66 34 6 52 58 42
Not Economically Disadvantaged 25 63 88 13 29 61 90 10 19 68 87 13
English Learners 9 - 9 91 < < < < - - - 100
Homeless < < < < < < < < < < < <
Military Connected 23 62 85 15 6 78 83 17 21 63 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 19 62 81 19 20 58 78 22 18 60 78 22
Female 18 65 83 17 22 57 80 20 20 63 84 16
Male 20 59 79 21 17 59 76 24 15 57 72 28
Asian < < < < < < < < < < < <
Black 10 57 67 33 14 52 66 34 9 45 55 45
Hispanic 11 56 67 33 12 44 56 44 6 56 61 39
White 20 69 89 11 23 65 89 11 26 66 92 8
Multiple Races < < < < 32 42 74 26 6 61 67 33
Students with Disabilities - 41 41 59 14 24 38 62 13 29 42 58
Students without Disabilities 22 66 87 13 21 63 84 16 19 66 84 16
Economically Disadvantaged 9 57 67 33 12 46 58 42 6 56 61 39
Not Economically Disadvantaged 25 66 91 9 25 65 90 10 27 63 90 10
English Learners < < < < < < < < - 9 9 91
Homeless < < < < < < < < < < < <
Military Connected 15 62 77 23 29 57 86 14 11 72 83 17
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
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
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
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 15 44 59 41 20 45 64 36
Female 19 45 64 36 26 49 75 25
Male 12 43 54 46 12 40 52 48
Asian < < < < < < < <
Black 7 34 41 59 9 25 34 66
Hispanic 6 22 28 72 3 37 40 60
White 21 53 74 26 29 54 83 17
Multiple Races 17 39 56 44 6 44 50 50
Students with Disabilities 4 4 8 92 - 8 8 92
Students without Disabilities 17 49 66 34 23 51 73 27
Economically Disadvantaged 6 32 38 62 9 33 42 58
Not Economically Disadvantaged 20 51 71 29 27 53 81 19
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 24 29 52 48 11 50 61 39
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 15 44 59 41 20 45 64 36
Female 19 45 64 36 26 49 75 25
Male 12 43 54 46 12 40 52 48
Asian < < < < < < < <
Black 7 34 41 59 9 25 34 66
Hispanic 6 22 28 72 3 37 40 60
White 21 53 74 26 29 54 83 17
Multiple Races 17 39 56 44 6 44 50 50
Students with Disabilities 4 4 8 92 - 8 8 92
Students without Disabilities 17 49 66 34 23 51 73 27
Economically Disadvantaged 6 32 38 62 9 33 42 58
Not Economically Disadvantaged 20 51 71 29 27 53 81 19
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 24 29 52 48 11 50 61 39
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.

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 8 50 58 42 9 62 71 29 12 61 73 27
Female 6 54 60 40 10 62 72 28 13 61 74 26
Male 9 46 55 45 9 62 71 29 11 60 71 29
Asian 25 58 83 17 - 75 75 25 18 47 65 35
Black 3 24 27 73 5 45 50 50 2 47 48 52
Hispanic 5 30 35 65 1 48 49 51 3 52 55 45
Native Hawaiian < < < < < < < <
White 9 62 71 29 14 72 86 14 19 70 88 12
Multiple Races 8 58 67 33 9 67 76 24 7 60 67 33
Students with Disabilities 9 22 31 69 2 38 40 60 2 41 43 57
Students without Disabilities 8 55 62 38 11 66 77 23 14 64 78 22
Economically Disadvantaged 5 28 33 67 2 53 56 44 4 52 56 44
Not Economically Disadvantaged 10 65 75 25 14 68 82 18 18 67 85 15
English Learners 9 4 13 87 - 24 24 76 - 20 20 80
Homeless < < < < - 15 15 85 4 30 35 65
Military Connected 13 58 70 30 7 75 81 19 9 73 83 17
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 42 45 55 9 59 68 32 7 56 62 38
Female 3 47 50 50 9 56 66 34 6 58 64 36
Male 4 35 39 61 8 62 70 30 7 54 61 39
Asian < < 100 0 < < < < < < < <
Black 6 11 17 83 4 39 43 57 - 33 33 67
Hispanic - 27 27 73 - 50 50 50 - 44 44 56
White 3 58 61 39 15 69 85 15 12 72 84 16
Multiple Races - 38 38 62 - 86 86 14 - 50 50 50
Students with Disabilities 8 16 24 76 - 35 35 65 3 30 33 68
Students without Disabilities 2 49 51 49 10 63 73 27 8 62 69 31
Economically Disadvantaged 2 24 25 75 2 55 57 43 3 41 44 56
Not Economically Disadvantaged 4 56 60 40 15 63 78 22 10 68 78 22
English Learners < < < < < < < < - 19 19 81
Homeless < < < < < < < < < < < <
Military Connected < < < < 5 74 79 21 4 78 83 17
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 12 36 48 52 6 59 65 35 11 62 73 27
Female 10 43 52 48 4 60 65 35 11 61 71 29
Male 15 29 44 56 6 58 65 35 12 63 75 25
Asian < < 100 0 < < < <
Black - 22 22 78 3 47 50 50 3 54 57 43
Hispanic 4 7 11 89 - 52 52 48 3 55 58 42
Native Hawaiian < < < < < < < <
White 19 56 75 25 11 68 78 22 19 68 87 13
Multiple Races < < < < - 61 61 39 13 69 81 19
Students with Disabilities 19 10 29 71 3 41 44 56 4 43 46 54
Students without Disabilities 10 42 53 47 6 65 71 29 13 66 78 22
Economically Disadvantaged 7 12 19 81 3 51 54 46 4 58 62 38
Not Economically Disadvantaged 16 59 75 25 7 65 73 27 18 65 84 16
English Learners 9 - 9 91 - 33 33 67 - 27 27 73
Homeless < < < < < < < < < < < <
Military Connected 9 45 55 45 - 86 86 14 20 70 90 10
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 - 48 48 52 - 52 52 48 4 58 63 37
Female - 56 56 44 - 55 55 45 5 61 66 34
Male - 38 38 62 - 48 48 52 4 56 60 40
Asian < < < < < < < < < < 100 0
Black - 27 27 73 - 32 32 68 3 47 50 50
Hispanic - 59 59 41 - 32 32 68 3 45 48 52
White - 51 51 49 - 70 70 30 7 70 77 23
Multiple Races < < < < - 60 60 40 - 57 57 43
Students with Disabilities - 20 20 80 - 35 35 65 - 48 48 52
Students without Disabilities - 52 52 48 - 56 56 44 6 61 67 33
Economically Disadvantaged - 33 33 67 - 37 37 63 - 52 52 48
Not Economically Disadvantaged - 62 62 38 - 68 68 32 10 66 75 25
English Learners < < < < - 8 8 92 - 9 9 91
Homeless < < < < < < < < < < < <
Military Connected < < < < - 55 55 45 8 54 62 38
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 10 77 87 13 18 80 98 2 22 75 97 3
Female 9 77 86 14 22 77 99 1 22 75 96 4
Male 12 76 88 12 13 84 97 3 22 76 98 2
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 22 72 94 6 < < < <
Hispanic < < < < < < 100 0 8 83 92 8
White 6 83 89 11 19 79 98 2 25 75 100 0
Multiple Races < < 100 0 20 80 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 11 75 86 14 18 81 98 2 22 75 98 2
Economically Disadvantaged 9 64 73 27 4 96 100 0 19 67 86 14
Not Economically Disadvantaged 11 82 93 7 22 75 97 3 23 77 100 0
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 8 92 100 0 < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 73 100 0 41 59 100 0 40 60 100 0
Female < < 100 0 < < 100 0 50 50 100 0
Male 21 79 100 0 42 58 100 0 32 68 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 28 72 100 0 32 68 100 0 46 54 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 28 72 100 0 41 59 100 0 41 59 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 21 79 100 0 40 60 100 0 47 53 100 0
Military Connected < < 100 0 < < 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
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics 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 6 54 60 40 12 57 69 31 14 59 73 27
Female 3 53 56 44 9 57 66 34 11 64 75 25
Male 9 56 65 35 15 57 72 28 17 53 70 30
Asian < < < < < < < < < < < <
Black - 20 20 80 9 31 40 60 9 38 47 53
Hispanic - 45 45 55 3 47 50 50 5 46 51 49
White 10 62 72 28 15 70 84 16 19 70 89 11
Multiple Races < < < < 21 53 74 26 12 53 65 35
Students with Disabilities - 28 28 72 7 31 38 62 10 29 39 61
Students without Disabilities 7 58 65 35 13 61 73 27 15 64 79 21
Economically Disadvantaged 2 35 37 63 4 44 47 53 8 42 50 50
Not Economically Disadvantaged 9 68 77 23 17 65 82 18 18 70 89 11
English Learners < < < < - 8 8 92 - 8 8 92
Homeless < < < < < < < < < < < <
Military Connected 15 54 69 31 10 71 81 19 6 83 89 11
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 6 54 60 40 12 57 69 31 14 59 73 27
Female 3 53 56 44 9 57 66 34 11 64 75 25
Male 9 56 65 35 15 57 72 28 17 53 70 30
Asian < < < < < < < < < < < <
Black - 20 20 80 9 31 40 60 9 38 47 53
Hispanic - 45 45 55 3 47 50 50 5 46 51 49
White 10 62 72 28 15 70 84 16 19 70 89 11
Multiple Races < < < < 21 53 74 26 12 53 65 35
Students with Disabilities - 28 28 72 7 31 38 62 10 29 39 61
Students without Disabilities 7 58 65 35 13 61 73 27 15 64 79 21
Economically Disadvantaged 2 35 37 63 4 44 47 53 8 42 50 50
Not Economically Disadvantaged 9 68 77 23 17 65 82 18 18 70 89 11
English Learners < < < < - 8 8 92 - 8 8 92
Homeless < < < < < < < < < < < <
Military Connected 15 54 69 31 10 71 81 19 6 83 89 11
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science 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 43 39 82 18 47 41 88 12
Female 39 44 83 17 50 38 88 12
Male 48 34 82 18 44 44 88 12
Asian < < < < < < < <
Black 17 46 63 37 21 52 73 27
Hispanic 16 47 63 38 26 55 81 19
White 61 32 94 6 63 32 95 5
Multiple Races 33 56 89 11 35 53 88 12
Students with Disabilities 4 38 42 58 11 41 52 48
Students without Disabilities 48 39 88 13 53 41 94 6
Economically Disadvantaged 23 40 64 36 26 49 75 25
Not Economically Disadvantaged 55 38 93 7 61 35 97 3
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 43 52 95 5 50 44 94 6
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 43 39 82 18 47 41 88 12
Female 39 44 83 17 50 38 88 12
Male 48 34 82 18 44 44 88 12
Asian < < < < < < < <
Black 17 46 63 37 21 52 73 27
Hispanic 16 47 63 38 26 55 81 19
White 61 32 94 6 63 32 95 5
Multiple Races 33 56 89 11 35 53 88 12
Students with Disabilities 4 38 42 58 11 41 52 48
Students without Disabilities 48 39 88 13 53 41 94 6
Economically Disadvantaged 23 40 64 36 26 49 75 25
Not Economically Disadvantaged 55 38 93 7 61 35 97 3
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 43 52 95 5 50 44 94 6
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
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies 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

2020-20212021-20222022-2023
School-46
Division52529
State1,3244,0064,460
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 2021-20222022-2023
Grade 6207227
Grade 7195214
Grade 8229211
Total Students631652

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

Fall Membership by Subgroups

2022 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 2021-20222022-2023
All Students631652
Female316313
Male314339
American Indian1-
Asian917
Black139130
Hispanic103107
Native Hawaiian21
White320344
Multiple Races5753
Students with Disabilities9096
Students without Disabilities541556
Economically Disadvantaged241253
Not Economically Disadvantaged390399
English Learners6567
Not English Learners566585
Homeless1318
Military Connected5865
< = 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 Students560365407557486
Female281182664027640
Male278182743429846
American Indian--<<--
Asian150100170
Black98101131711120
Hispanic901179188522
Native Hawaiian<<--<<
White314132903431533
Multiple Races4224764511
Students with Disabilities75975168617
Economically Disadvantaged230272005323059
English Learners5665685712
Homeless<<941211
< = 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 78
Relationship Behaviors without Physical Harm 80
Behaviors of a Safety Concern 68
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 11

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.2--
Asian2.51.42.6
Black17252245.519.946.9
Hispanic16.737.516.325.516.420.4
Native Hawaiian0.20.30.2
White55.82550.723.652.818.4
Multiple Races7.812.595.58.114.3
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian2.51.42.6
Black17227519.9
Hispanic16.716.316.4
Native Hawaiian0.20.30.2
White55.850.72552.8
Multiple Races7.898.1
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.2--
Asian2.51.42.6
Black172219.9
Hispanic16.716.316.4
Native Hawaiian0.20.30.2
White55.850.752.8
Multiple Races7.898.1
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 40.440.442.4
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 28.328.328.1
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 67.267.257.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
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
2020-202119%73%5%3%
2021-202228%65%3%4%
2022-202333%58%2%7%
< = 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 GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackNoNo-No-
HispanicNoYes-No-
WhiteYes - CPYes-Yes-
Multiple RacesNoNo-No-
Economically DisadvantagedNoYes-No-
English LearnersNoNoNoNo-
Students with DisabilitiesNoNo-No-

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 Students75%79%77%88%
Asian69%81%91%88%
Black53%59%64%88%
Hispanic53%60%63%88%
White92%92%84%88%
Multiple Races67%73%82%88%
Economically Disadvantaged57%62%63%88%
English Learners33%44%53%88%
Students with Disabilities45%48%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%75%72%85%
Asian65%82%90%85%
Black49%51%56%85%
Hispanic57%58%58%85%
White89%88%80%85%
Multiple Races67%71%75%85%
Economically Disadvantaged56%58%57%85%
English Learners42%49%52%85%
Students with Disabilities43%45%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 GroupCurrent Rate
All Students74%
Asian<
Black48%
Hispanic51%
White90%
Multiple Races65%
Economically Disadvantaged51%
English Learners36%
Students with Disabilities41%

< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%13%12%10%
Asian--10%10%
Black15%15%13%10%
Hispanic21%21%13%10%
White9%9%13%10%
Multiple Races20%20%14%10%
Economically Disadvantaged20%20%15%10%
English Learners17%17%12%10%
Students with Disabilities17%17%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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress39%52%58%
English Learner Proficiency5%--

< = 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 Progress123139%
English Learner Proficiency2405%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-98%2%
Asian100%-100%-<<
Black99%1%99%1%100%-
Hispanic100%-100%-95%5%
White100%-99%1%99%1%
Multiple Races100%-100%-94%6%
Economically Disadvantaged99%1%99%1%96%4%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-92%8%
Students with Disabilities100%-100%-97%3%
Students without Disabilities100%-99%1%98%2%
Female100%-99%1%99%1%
Male100%-100%-97%3%
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 GroupGrowth English ReadingGrowth Mathematics
All Students79%79%
Asian69%65%
Black60%61%
Hispanic63%67%
White92%91%
Multiple Races70%73%
Economically Disadvantaged65%65%
English Learners45%52%
Students with Disabilities59%57%

< = 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.
Berkeley Middle to top