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George H. Moody Middle

General school information

Category: Middle (06-08) School
Phone: 804-261-5015
Address: 7800 Woodman Rd Richmond, VA 23228
Principal: Denise W. Doss
Superintendent: Dr. Amy E. Cashwell
School Number: 390
Region: 1
Division: Henrico County Public Schools
Division Number: 43
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 Two

Student Engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Two
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level Two Level One
Multiple Races Level One Level One
Students with Disabilities Level Three Level Two
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 35 36 71 29 38 44 81 19 37 45 83 17
Female 37 35 71 29 39 44 83 17 38 47 85 15
Male 33 37 70 30 36 43 79 21 37 44 80 20
American Indian < < < < < < 100 0 < < < <
Asian 56 37 93 7 61 38 99 1 61 38 99 1
Black 6 29 35 65 7 43 50 50 5 49 55 45
Hispanic 9 29 38 62 10 47 57 43 5 47 52 48
White 29 38 67 33 37 48 86 14 35 52 87 13
Multiple Races 22 41 62 38 46 52 98 2 47 49 96 4
Students with Disabilities 3 13 16 84 3 19 22 78 - 24 24 76
Students without Disabilities 36 37 73 27 40 45 85 15 39 46 86 14
Economically Disadvantaged 6 32 38 62 7 49 55 45 6 50 56 44
Not Economically Disadvantaged 46 37 84 16 54 41 95 5 53 43 96 4
English Learners 6 21 27 73 3 16 19 81 - 3 3 97
Homeless < < < < < < < < - 36 36 64
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 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 35 36 71 29 45 35 80 20 45 41 86 14
Female 36 35 71 29 46 39 84 16 43 47 90 10
Male 34 38 71 29 44 32 75 25 46 35 80 20
Asian 63 32 95 5 70 30 99 1 72 27 99 1
Black 2 22 24 76 9 38 47 53 6 56 62 38
Hispanic - 26 26 74 11 49 59 41 3 48 52 48
White 24 54 78 22 44 37 81 19 39 52 91 9
Multiple Races 33 33 67 33 71 29 100 0 47 47 93 7
Students with Disabilities - 12 12 88 - 10 10 90 < < < <
Students without Disabilities 37 38 75 25 47 37 84 16 45 41 87 13
Economically Disadvantaged - 37 37 63 8 44 52 48 9 55 64 36
Not Economically Disadvantaged 51 35 86 14 68 30 98 2 60 35 95 5
English Learners - 20 20 80 - 27 27 73 - 8 8 92
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 35 35 70 30 32 49 81 19 33 47 81 19
Female 37 36 73 27 31 51 82 18 37 46 84 16
Male 33 34 67 33 33 47 80 20 29 49 77 23
Asian 56 37 93 8 49 49 98 2 55 45 99 1
Black 11 44 56 44 4 43 48 52 4 48 52 48
Hispanic 8 22 30 70 - 44 44 56 6 50 56 44
White 32 33 65 35 35 53 88 12 30 53 82 18
Multiple Races 8 42 50 50 43 57 100 0 68 32 100 0
Students with Disabilities < < < < 7 21 29 71 - 6 6 94
Students without Disabilities 37 35 72 28 34 51 85 15 35 49 84 16
Economically Disadvantaged 6 28 34 66 4 54 58 42 3 47 50 50
Not Economically Disadvantaged 47 38 85 15 46 47 93 7 49 48 96 4
English Learners 13 13 27 73 - - - 100 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 35 36 71 29 36 46 82 18 35 47 82 18
Female 37 33 70 30 39 43 83 17 34 47 81 19
Male 32 40 72 28 32 49 82 18 35 47 83 17
American Indian < < < <
Asian 48 42 91 9 65 34 99 1 55 43 98 2
Black 5 18 23 77 8 47 54 46 5 45 50 50
Hispanic 19 41 59 41 17 49 66 34 6 43 49 51
White 31 29 60 40 33 55 88 12 37 52 89 11
Multiple Races 23 46 69 31 14 79 93 7 26 68 95 5
Students with Disabilities < < < < - 25 25 75 - 31 31 69
Students without Disabilities 35 37 72 28 38 47 85 15 37 48 86 14
Economically Disadvantaged 14 30 44 56 7 49 56 44 6 49 55 45
Not Economically Disadvantaged 42 38 80 20 51 44 95 5 49 46 95 5
English Learners < < < < 9 18 27 73 - - - 100
Homeless < < < < < < < <
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 46 29 75 25 < < 100 0
Female 50 29 79 21 < < 100 0
Black 8 29 37 63 < < 100 0
Students without Disabilities 48 30 77 23 < < 100 0
Not Economically Disadvantaged 62 29 91 9 < < 100 0
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 46 29 75 25 < < 100 0
Female 50 29 79 21 < < 100 0
Black 8 29 37 63 < < 100 0
Students without Disabilities 48 30 77 23 < < 100 0
Not Economically Disadvantaged 62 29 91 9 < < 100 0
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 17 45 61 39 24 51 75 25 26 51 77 23
Female 14 49 62 38 22 55 77 23 24 55 80 20
Male 20 40 60 40 26 46 73 27 28 46 75 25
American Indian < < < < < < 100 0 < < 100 0
Asian 33 56 89 11 48 50 98 2 50 48 99 1
Black 1 14 15 85 1 37 38 62 3 41 44 56
Hispanic 1 27 28 72 4 44 48 52 2 40 42 58
White 6 50 55 45 16 63 79 21 17 63 80 20
Multiple Races 11 42 53 47 24 67 91 9 28 68 96 4
Students with Disabilities 3 6 9 91 - 13 13 88 - 29 29 71
Students without Disabilities 17 46 63 37 25 54 79 21 27 52 80 20
Economically Disadvantaged 1 20 20 80 2 40 42 58 3 43 46 54
Not Economically Disadvantaged 23 54 77 23 35 58 93 7 37 55 93 7
English Learners 9 14 23 77 3 9 12 88 - 9 9 91
Homeless < < < < < < < < - 18 18 82
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < <
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 - 10 10 90 2 23 25 75 5 39 44 56
Female - 12 12 88 3 29 33 67 5 41 46 54
Male - 7 7 93 2 17 18 82 4 38 42 58
Asian < < < < < < < < 31 62 92 8
Black - 12 12 88 2 13 15 85 2 28 30 70
Hispanic - 5 5 95 - 19 19 81 - 31 31 69
White - 6 6 94 3 31 34 66 - 63 63 38
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - - - 100 - 5 5 95 < < < <
Students without Disabilities - 12 12 88 3 26 29 71 5 41 46 54
Economically Disadvantaged - 10 10 90 - 19 19 81 - 34 34 66
Not Economically Disadvantaged - 10 10 90 17 44 61 39 14 50 64 36
English Learners < < < < - 18 18 82 - 11 11 89
Homeless < < < <
Foster Care < < < <
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 24 41 65 35 29 43 72 28 28 44 72 28
Female 24 42 66 34 27 45 72 28 27 50 77 23
Male 23 40 63 37 32 40 71 29 29 38 67 33
Asian 46 50 96 4 61 37 98 2 50 49 99 1
Black - 7 7 93 3 35 37 63 3 25 29 71
Hispanic - 19 19 81 6 39 44 56 - 32 32 68
White 9 53 62 38 20 53 73 27 22 54 75 25
Multiple Races 19 31 50 50 38 57 95 5 < < < <
Students with Disabilities - 10 10 90 - 19 19 81 - 6 6 94
Students without Disabilities 25 42 67 33 31 45 76 24 30 46 76 24
Economically Disadvantaged 1 12 13 87 3 39 42 58 6 32 38 62
Not Economically Disadvantaged 33 53 86 14 44 45 89 11 40 50 91 9
English Learners 8 8 15 85 - - - 100 - - - 100
Homeless < < < < < < < < < < < <
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 - 20 20 80 - 50 50 50 - 48 48 52
Female - 23 23 77 - 56 56 44 - 59 59 41
Male - 17 17 83 - 44 44 56 - 33 33 67
Asian < < < < < < < < - 75 75 25
Black - 6 6 94 - 36 36 64 - 46 46 54
Hispanic - 26 26 74 - 58 58 42 - 37 37 63
White - 15 15 85 - 61 61 39 - 48 48 52
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < - 6 6 94 - 42 42 58
Students without Disabilities - 21 21 79 - 57 57 43 - 49 49 51
Economically Disadvantaged - 20 20 80 - 49 49 51 - 41 41 59
Not Economically Disadvantaged - 19 19 81 - 55 55 45 - 64 64 36
English Learners < < < < - 9 9 91 - 13 13 87
Homeless < < < < < < < <
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 13 62 76 24 32 63 95 5 39 59 98 2
Female 12 61 73 27 30 63 93 7 35 62 97 3
Male 15 64 79 21 33 64 97 3 44 55 99 1
American Indian < < 100 0 < < 100 0
Asian 20 66 86 14 49 50 99 1 58 42 100 0
Black - 42 42 58 - 75 75 25 5 86 91 9
Hispanic < < < < - 71 71 29 15 77 92 8
White 3 62 65 35 17 81 97 3 23 75 97 3
Multiple Races < < < < 19 71 90 10 43 57 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 13 62 75 25 32 63 95 5 39 59 98 2
Economically Disadvantaged - 43 43 57 3 71 74 26 3 89 91 9
Not Economically Disadvantaged 15 65 79 21 36 62 98 2 45 54 99 1
Homeless < < < <
Military Connected < < < < < < 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 25 54 79 22 28 69 97 3 36 62 98 2
Female 15 62 77 23 22 74 96 4 33 64 97 3
Male 37 43 81 19 37 60 98 2 38 61 98 2
Asian 35 53 89 11 36 63 99 1 48 52 100 0
Black < < < < - 78 78 22 < < < <
Hispanic 10 60 70 30 < < < < < < 100 0
White 9 55 64 36 20 79 98 2 18 75 93 7
Multiple Races 9 64 73 27 < < 100 0 13 87 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 24 54 78 22 28 69 97 3 36 62 98 2
Economically Disadvantaged 7 67 73 27 13 63 75 25 13 75 88 13
Not Economically Disadvantaged 26 53 79 21 29 69 99 1 38 61 99 1
Homeless < < < <
Military Connected < < < < < < 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 36 55 91 9 71 29 100 0 53 42 95 5
Female < < 100 0 < < 100 0 60 30 90 10
Male < < < < 80 20 100 0 < < 100 0
Asian < < 100 0 71 29 100 0 69 31 100 0
White < < 100 0 < < 100 0 < < < <
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 36 55 91 9 71 29 100 0 56 39 94 6
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 36 55 91 9 69 31 100 0 53 42 95 5
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 25 52 77 23 32 53 85 15 30 55 85 15
Female 18 60 78 22 29 55 84 16 24 62 86 14
Male 35 41 76 24 35 51 86 14 37 47 85 15
American Indian < < 100 0
Asian 36 55 91 9 50 48 98 2 50 49 99 1
Black 11 31 42 58 3 44 48 52 5 46 51 49
Hispanic 3 54 56 44 9 60 68 32 6 40 46 54
White 18 53 71 29 30 59 89 11 19 70 89 11
Multiple Races 21 47 68 32 12 79 91 9 29 71 100 0
Students with Disabilities < < < < 6 19 25 75 4 26 30 70
Students without Disabilities 26 53 78 22 33 54 87 13 31 57 88 12
Economically Disadvantaged 5 41 45 55 6 48 54 46 3 51 54 46
Not Economically Disadvantaged 30 55 85 15 41 55 96 4 39 57 96 4
English Learners 15 23 38 62 8 8 17 83 - - - 100
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
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 20 50 70 30 19 57 77 23 21 56 77 23
Female 14 57 71 29 15 59 74 26 17 61 78 22
Male 28 40 68 32 24 55 79 21 25 50 75 25
American Indian < < 100 0
Asian 33 57 89 11 37 60 97 3 42 55 98 2
Black 3 32 35 65 2 28 30 70 3 39 42 58
Hispanic 4 33 37 63 - 58 58 42 3 38 40 60
White 14 51 65 35 16 67 83 17 10 74 84 16
Multiple Races < < < < 11 79 89 11 29 71 100 0
Students with Disabilities < < < < 7 13 20 80 - 28 28 72
Students without Disabilities 20 51 71 29 20 59 79 21 22 58 81 19
Economically Disadvantaged 1 31 33 67 3 40 42 58 - 45 45 55
Not Economically Disadvantaged 26 56 83 17 27 66 93 7 30 62 92 8
English Learners 15 23 38 62 - 9 9 91 - - - 100
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
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 32 55 87 13 51 47 98 2 44 54 98 2
Female 24 63 87 13 47 50 97 3 35 63 98 2
Male 45 43 88 12 56 43 99 1 52 44 97 3
Asian 40 53 93 7 64 36 100 0 57 43 100 0
Black < < < < 8 85 92 8 14 79 93 7
Hispanic - 100 100 0 29 64 93 7 < < < <
White 22 55 78 22 49 49 97 3 31 65 96 4
Multiple Races 36 45 82 18 < < 100 0 29 71 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 33 55 87 13 51 47 98 2 44 54 98 2
Economically Disadvantaged 17 78 94 6 17 74 91 9 12 74 85 15
Not Economically Disadvantaged 34 53 87 13 56 43 99 1 49 51 100 0
Homeless < < 100 0 < < 100 0
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
< = 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 39 51 90 10 43 55 98 2
Female 35 55 90 10 37 60 97 3
Male 44 45 89 11 49 50 99 1
Asian 54 46 100 0 50 50 100 0
Black 9 52 61 39 42 42 83 17
Hispanic 18 58 76 24 < < < <
White 38 54 92 8 30 68 98 3
Multiple Races 33 61 94 6 41 59 100 0
Students with Disabilities 7 21 29 71 < < < <
Students without Disabilities 40 51 91 9 43 56 98 2
Economically Disadvantaged 8 58 66 34 17 69 86 14
Not Economically Disadvantaged 49 48 97 3 46 54 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 62 97 3 43 55 98 2
Female 31 66 97 3 37 60 97 3
Male 42 57 99 1 49 50 99 1
Asian 40 60 100 0 50 50 100 0
Black 12 84 96 4 42 42 83 17
Hispanic 27 73 100 0 < < < <
White 36 57 93 7 30 68 98 3
Multiple Races < < 100 0 41 59 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 35 62 97 3 43 56 98 2
Economically Disadvantaged 11 81 93 7 17 69 86 14
Not Economically Disadvantaged 38 60 98 2 46 54 100 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 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
Civics & Econ 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
School1-15
Division56160314
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 6370345
Grade 7369353
Grade 8358374
Total Students1,0971,072

< = 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 Students10971072
Female588563
Male509509
American Indian11
Asian394423
Black221193
Hispanic113106
White308295
Multiple Races6054
Students with Disabilities7357
Students without Disabilities10241015
Economically Disadvantaged386347
Not Economically Disadvantaged711725
English Learners7787
Not English Learners1020985
Homeless54
Military Connected75
< = 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 Students1,03777959147941135
Female573365267150860
Male464414337643375
American Indian<<<<<<
Asian40003841041013
Black163401517413758
Hispanic1091296198625
White309222743925637
Multiple Races523535512
Students with Disabilities441340293716
Economically Disadvantaged3036829111926595
English Learners80969137615
Homeless<<<<210
< = 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 35
Relationship Behaviors without Physical Harm 77
Behaviors of a Safety Concern 82
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 31
Behaviors used to determine Persistently Dangerous Schools 2

< = 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 Indian0.40.10.1
Asian35.935.93.239.53.4
Black18.333.320.157.41864.8
Hispanic1110.312.89.99.1
Native Hawaiian------
White29.566.728.122.327.521.6
Multiple Races4.85.54.351.1
< = 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 Indian0.40.10.1
Asian35.935.939.5
Black18.320.118
Hispanic1110.39.9
Native Hawaiian
White29.528.127.5
Multiple Races4.85.55
< = 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 Indian0.40.10.1
Asian35.935.939.5
Black18.320.118
Hispanic1110.39.9
Native Hawaiian------
White29.528.127.5
Multiple Races4.85.55
< = 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 30.330.339.6
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 39.539.523.4
< = 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 80.480.460.9
< = 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
2020-202125%69%4%2%
2021-202226%70%4%0%
2022-202333%63%4%0%
< = 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 StudentsYes - CPYes-No-
AsianYes - No CPYes-Yes-
BlackNoNo-No-
HispanicNoNo-No-
WhiteYes - CPYes-Yes-
Multiple RacesYes - No CPYes-Yes-
Economically DisadvantagedNoNo-No-
English LearnersNoYesNoNo-
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 Students83%83%77%88%
Asian99%99%91%88%
Black55%53%64%88%
Hispanic52%55%63%88%
White88%88%84%88%
Multiple Races96%94%82%88%
Economically Disadvantaged56%57%63%88%
English Learners45%49%53%88%
Students with Disabilities24%24%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 Students78%80%72%85%
Asian99%98%90%85%
Black44%48%56%85%
Hispanic45%52%58%85%
White81%85%80%85%
Multiple Races96%93%75%85%
Economically Disadvantaged46%51%57%85%
English Learners43%54%52%85%
Students with Disabilities30%25%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 Students78%
Asian98%
Black43%
Hispanic42%
White84%
Multiple Races100%
Economically Disadvantaged45%
English Learners23%
Students with Disabilities28%

< = 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%
Asian3%3%10%10%
Black30%30%13%10%
Hispanic23%23%13%10%
White13%13%13%10%
Multiple Races4%4%14%10%
Economically Disadvantaged26%26%15%10%
English Learners16%16%12%10%
Students with Disabilities30%30%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 Progress27%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 LearnersNumeratorDenominatorRate
English Learner Progress83027%
English Learner Proficiency043-

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black99%1%99%1%100%-
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities98%2%98%2%100%-
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students85%83%
Asian99%99%
Black62%59%
Hispanic60%58%
White89%83%
Multiple Races96%96%
Economically Disadvantaged63%58%
English Learners55%57%
Students with Disabilities35%50%

< = 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.
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