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Damascus Middle

General school information

Category: Middle (06-08) School
Phone: 276-739-4100
Address: 32101 Government Rd Damascus, VA 24236
Principal: Mr. Scott Keith
Superintendent: Dr. Brian C. Ratliff
School Number: 40
Region: 7
Division: Washington County Public Schools
Division Number: 94
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

Every Student Succeeds Act

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 82 18 16 68 84 16 11 76 87 13
Female 21 63 84 16 16 69 85 15 13 76 89 11
Male 11 69 81 19 17 66 83 17 10 76 86 14
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 16 66 82 18 16 67 84 16 12 76 87 13
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 3 37 39 61 - 43 43 57 2 60 62 38
Students without Disabilities 19 73 93 7 20 74 95 5 14 80 94 6
Economically Disadvantaged 12 63 75 25 12 67 79 21 11 76 87 13
Homeless < < 100 0 < < < <
Military Connected < < 100 0
Foster Care 29 65 94 6 12 78 90 10
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 19 68 86 14 18 71 89 11
Female 26 62 88 12 23 65 87 13 23 69 92 8
Male 15 64 79 21 14 71 86 14 14 73 86 14
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 21 62 83 17 19 66 85 15 19 72 91 9
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 7 33 40 60 - 42 42 58 5 70 75 25
Students without Disabilities 25 71 96 4 23 74 98 2 21 71 93 7
Economically Disadvantaged 20 57 78 22 12 71 83 17 18 71 89 11
Military Connected < < 100 0
Foster Care 27 55 82 18 21 64 86 14
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 18 65 83 17 10 82 92 8
Female 23 63 85 15 19 70 89 11 12 82 94 6
Male 13 77 90 10 18 60 78 23 8 81 88 12
Asian < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 18 69 87 13 18 63 82 18 11 80 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 42 42 58 - 50 50 50 - 64 64 36
Students without Disabilities 22 75 97 3 24 69 93 7 12 86 98 2
Economically Disadvantaged 11 70 81 19 17 61 78 22 10 82 92 8
Foster Care 33 67 100 0 8 85 92 8
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 12 71 84 16 4 77 81 19
Female 11 67 78 22 8 73 80 20 3 76 79 21
Male 6 68 74 26 18 70 88 12 6 78 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 66 75 25 13 71 84 16 3 77 80 20
Multiple Races < < < < < < 100 0
Students with Disabilities - 36 36 64 - 33 33 67 - 43 43 57
Students without Disabilities 10 74 84 16 15 79 93 7 5 86 91 9
Economically Disadvantaged 4 63 67 33 6 70 76 24 4 77 81 19
Homeless < < 100 0 < < < <
Foster Care 27 73 100 0 7 86 93 7
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 16 62 78 22 10 53 63 37
Female 15 54 69 31 19 60 79 21 12 59 71 29
Male - 65 65 35 12 65 76 24 8 47 56 44
Hispanic < < 100 0 < < 100 0 < < 100 0
White 7 59 66 34 15 62 77 23 11 50 61 39
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 18 18 82 - 17 17 83 - 7 7 93
Students without Disabilities 8 69 78 22 19 70 89 11 13 65 78 22
Economically Disadvantaged 4 56 60 40 15 54 69 31 10 53 63 37
Homeless < < 100 0 < < < <
Foster Care < < < < 13 73 87 13
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 16 62 78 22 10 53 63 37
Female 15 54 69 31 19 60 79 21 12 59 71 29
Male - 65 65 35 12 65 76 24 8 47 56 44
Hispanic < < 100 0 < < 100 0 < < 100 0
White 7 59 66 34 15 62 77 23 11 50 61 39
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 18 18 82 - 17 17 83 - 7 7 93
Students without Disabilities 8 69 78 22 19 70 89 11 13 65 78 22
Economically Disadvantaged 4 56 60 40 15 54 69 31 10 53 63 37
Homeless < < 100 0 < < < <
Foster Care < < < < 13 73 87 13
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 72 86 14 13 74 87 13 16 75 91 9
Female 15 71 86 14 13 74 87 13 16 74 90 10
Male 13 73 86 14 14 73 87 13 16 77 93 7
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 13 72 85 15 13 73 86 14 17 75 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 51 56 44 5 48 52 48 2 69 71 29
Students without Disabilities 16 77 93 7 16 80 96 4 19 77 97 3
Economically Disadvantaged 10 72 83 17 13 70 83 17 16 75 91 9
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care 26 71 97 3 20 68 88 12
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 66 93 7 22 73 95 5 29 67 96 4
Female 29 65 94 6 26 68 94 6 33 64 97 3
Male 24 68 91 9 18 79 96 4 25 69 94 6
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 25 67 92 8 23 72 94 6 30 66 97 3
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 13 63 75 25 - 75 75 25 - 90 90 10
Students without Disabilities 31 67 98 2 28 72 100 0 37 60 97 3
Economically Disadvantaged 22 70 92 8 24 68 93 7 29 67 96 4
Military Connected < < 100 0
Foster Care 55 45 100 0 36 50 86 14
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 67 67 33 6 70 75 25 - 81 81 19
Female - 71 71 29 - 79 79 21 - 79 79 21
Male - 60 60 40 10 62 72 28 - 84 84 16
Asian < < 100 0
Hispanic < < 100 0
White - 66 66 34 6 69 75 25 - 82 82 18
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 33 33 67 6 29 35 65 - 55 55 45
Students without Disabilities - 78 78 22 6 89 94 6 - 91 91 9
Economically Disadvantaged - 62 62 38 7 67 74 26 - 81 81 19
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 80 89 11 12 73 85 15 10 79 90 10
Female 13 74 87 13 10 73 83 17 9 76 85 15
Male 6 85 91 9 15 73 88 12 12 82 94 6
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 81 89 11 10 74 84 16 11 78 89 11
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 55 55 45 8 46 54 46 7 50 57 43
Students without Disabilities 11 85 96 4 13 79 92 8 11 87 98 2
Economically Disadvantaged 6 79 85 15 9 72 81 19 10 79 90 10
Homeless < < 100 0 < < < <
Foster Care 20 80 100 0 21 71 93 7
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 79 100 0 13 87 100 0 10 90 100 0
Female < < 100 0 17 83 100 0 9 91 100 0
Male 27 73 100 0 9 91 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 78 100 0 14 86 100 0 12 88 100 0
Multiple Races < < 100 0
Students without Disabilities 21 79 100 0 13 87 100 0 10 90 100 0
Economically Disadvantaged < < 100 0 20 80 100 0 10 90 100 0
Foster Care < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 77 82 18 14 67 81 19 13 78 91 9
Female 4 73 77 23 5 68 73 28 12 82 94 6
Male 6 80 86 14 24 67 91 9 14 75 89 11
Hispanic < < 100 0 < < 100 0 < < 100 0
White 5 76 81 19 14 66 80 20 12 78 91 9
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 55 55 45 - 33 33 67 - 57 57 43
Students without Disabilities 6 82 88 12 16 74 90 10 16 84 100 0
Economically Disadvantaged 2 73 76 24 10 62 72 28 13 78 91 9
Foster Care 45 45 91 9 15 85 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 77 82 18 14 67 81 19 13 78 91 9
Female 4 73 77 23 5 68 73 28 12 82 94 6
Male 6 80 86 14 24 67 91 9 14 75 89 11
Hispanic < < 100 0 < < 100 0 < < 100 0
White 5 76 81 19 14 66 80 20 12 78 91 9
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 55 55 45 - 33 33 67 - 57 57 43
Students without Disabilities 6 82 88 12 16 74 90 10 16 84 100 0
Economically Disadvantaged 2 73 76 24 10 62 72 28 13 78 91 9
Foster Care 45 45 91 9 15 85 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 59 86 14 29 58 87 13 18 70 88 12
Female 22 63 85 15 23 61 84 16 24 64 88 12
Male 32 55 86 14 35 56 90 10 12 77 88 12
Asian < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 27 58 85 15 28 59 87 13 17 71 88 12
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 9 50 59 41 3 52 55 45 - 58 58 42
Students without Disabilities 30 61 91 9 35 60 95 5 23 73 95 5
Economically Disadvantaged 21 60 81 19 24 58 82 18 18 70 88 12
Not Economically Disadvantaged 41 56 97 3 40 60 100 0 < < 100 0
Foster Care 39 57 96 4 32 68 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 78 79 21 11 75 86 14 9 74 83 17
Female - 79 79 21 5 75 80 20 9 72 81 19
Male 3 77 80 20 18 76 94 6 9 76 85 15
Hispanic < < 100 0 < < < < < < 100 0
White 2 77 79 21 11 76 87 13 8 75 84 16
Multiple Races < < 100 0 < < < <
Students with Disabilities - 50 50 50 - 50 50 50 - 54 54 46
Students without Disabilities 2 83 85 15 13 80 93 7 11 79 91 9
Economically Disadvantaged 2 73 75 25 8 72 80 20 9 74 83 17
Not Economically Disadvantaged - 93 93 7 17 83 100 0 < < 100 0
Foster Care 18 82 100 0 25 75 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 42 92 8 47 41 88 12 28 65 93 7
Female 38 53 90 10 43 46 89 11 38 56 94 6
Male 65 29 94 6 50 37 87 13 15 77 92 8
Asian < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 50 41 91 9 45 42 87 13 26 67 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 17 50 67 33 6 50 56 44 - 64 64 36
Students without Disabilities 56 41 97 3 58 39 97 3 35 65 100 0
Economically Disadvantaged 40 47 87 13 39 45 84 16 28 65 93 7
Foster Care 58 33 92 8 38 62 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division-3-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6568855
Grade 7735887
Grade 8757158
Total Students204217200

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students204217200
Female10810697
Male96111103
Asian111
Hispanic667
White189204187
Multiple Races853
Students with Disabilities374737
Students without Disabilities167170163
Economically Disadvantaged13414196
Not Economically Disadvantaged7076104
English Learners124
Not English Learners203215196
Homeless3--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students179251733917933
Female891391209112
Male901282198821
Asian--<<<<
Black<<--<<
Hispanic<<<<<<
White170241603716731
Multiple Races<<<<<<
Students with Disabilities31728133412
Economically Disadvantaged125241053611127
English Learners--<<<<
Homeless--<<--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 15
All Other Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian--0.50.5
Black0.5--0.5
Hispanic22.96.32.88.7
Native Hawaiian------
White95.195.292.681.39491.3
Multiple Races2.44.83.912.52.3
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.50.5
Black0.50.5
Hispanic22.92.8
Native Hawaiian
White95.192.694
Multiple Races2.43.92.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian--0.50.5
Black0.5--0.5
Hispanic22.92.8
Native Hawaiian------
White95.192.694
Multiple Races2.43.92.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 59.660.863.6
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 35.437.131.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 82.67775.4
< = 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.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201833%63%0%4%
2018-201939%57%0%4%
2019-202044%52%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

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