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Great Bridge Middle

General school information

Category: Middle (06-08) School
Phone: 757-482-5128
Address: 441 Battlefield Blvd S Chesapeake, VA 23322
Principal: Mr. Craig K. Mills
Superintendent: Dr. Jared A. Cotton
School Number: 590
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
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 22 70 92 8 23 69 92 8 23 69 92 8
Female 25 70 95 5 27 66 93 7 24 69 93 7
Male 19 70 89 11 19 72 91 9 23 69 92 8
American Indian < < < < < < < < < < 100 0
Asian 41 57 98 2 34 62 96 4 37 57 93 7
Black 11 76 87 13 13 67 80 20 16 71 87 13
Hispanic 14 77 91 9 16 73 89 11 20 67 87 13
White 23 70 93 7 24 69 93 7 24 69 93 7
Multiple Races 24 71 94 6 28 69 97 3 22 74 96 4
Students with Disabilities 10 50 59 41 8 59 67 33 7 60 66 34
Students without Disabilities 24 73 96 4 25 70 95 5 25 70 96 4
Economically Disadvantaged 9 71 80 20 13 67 80 20 14 72 85 15
Not Economically Disadvantaged 24 70 94 6 24 69 93 7 25 69 94 6
English Learners 25 66 91 9 < < < < < < < <
Military Connected 29 64 93 7 25 69 94 6
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 27 66 93 7 26 63 89 11 28 63 91 9
Female 28 67 95 5 31 61 91 9 28 63 91 9
Male 25 65 91 9 20 66 86 14 27 63 90 10
American Indian < < < < < < < < < < 100 0
Asian 56 44 100 0 35 59 94 6 44 44 88 13
Black 18 76 94 6 10 62 71 29 24 60 83 17
Hispanic 17 73 90 10 21 67 88 12 18 64 82 18
White 27 66 93 7 26 64 91 9 29 64 93 7
Multiple Races 26 71 97 3 42 55 97 3 23 67 90 10
Students with Disabilities 10 48 58 42 9 49 58 42 5 57 61 39
Students without Disabilities 29 69 97 3 28 65 93 7 30 64 94 6
Economically Disadvantaged 12 70 82 18 9 66 75 25 21 61 82 18
Not Economically Disadvantaged 29 66 94 6 28 63 91 9 29 64 92 8
English Learners 43 50 93 7 < < < < < < < <
Military Connected 32 56 88 12 30 64 94 6
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 22 73 95 5 26 70 96 4 24 70 94 6
Female 27 71 98 2 30 65 94 6 25 69 94 6
Male 18 75 92 8 21 75 97 3 22 71 93 7
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 69 94 6 44 56 100 0 43 50 93 7
Black 12 78 90 10 18 68 87 13 6 78 83 17
Hispanic 11 85 96 4 17 74 90 10 24 72 96 4
White 25 72 97 3 27 70 96 4 25 69 94 6
Multiple Races 15 73 88 12 26 74 100 0 23 77 100 0
Students with Disabilities 10 59 69 31 11 70 81 19 6 62 68 32
Students without Disabilities 24 75 98 2 28 70 97 3 26 71 97 3
Economically Disadvantaged 10 76 86 14 18 70 88 12 9 78 88 12
Not Economically Disadvantaged 23 73 96 4 27 70 97 3 26 69 95 5
English Learners 9 73 82 18 < < < < < < < <
Military Connected 33 63 97 3 23 71 94 6
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 72 89 11 18 73 91 9 19 74 93 7
Female 20 73 93 7 19 73 93 7 19 74 93 7
Male 15 70 85 15 16 74 89 11 18 74 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 40 60 100 0 20 73 93 7 25 75 100 0
Black 6 73 79 21 10 71 81 19 18 76 94 6
Hispanic 13 73 87 13 9 79 88 12 17 67 83 17
White 18 72 89 11 20 73 92 8 18 74 93 7
Multiple Races 28 69 97 3 15 77 92 8 21 76 97 3
Students with Disabilities 9 41 50 50 4 56 60 40 10 60 69 31
Students without Disabilities 18 75 93 7 19 76 95 5 20 76 96 4
Economically Disadvantaged 5 67 72 28 12 65 77 23 9 79 87 13
Not Economically Disadvantaged 19 72 91 9 18 74 92 8 20 74 93 7
Military Connected 20 74 94 6 21 74 95 5
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 27 58 85 15 19 65 84 16 28 60 88 12
Female 32 58 90 10 23 67 90 10 32 59 91 9
Male 23 58 81 19 15 63 78 22 24 62 85 15
American Indian < < 100 0 < < < < < < < <
Asian 67 33 100 0 38 44 81 19 50 50 100 0
Black 8 63 71 29 13 63 76 24 24 62 85 15
Hispanic 34 52 86 14 15 70 85 15 26 50 76 24
White 26 60 86 14 20 66 85 15 28 62 90 10
Multiple Races 39 42 81 19 16 68 84 16 32 58 89 11
Students with Disabilities 8 27 35 65 2 47 49 51 7 46 54 46
Students without Disabilities 30 62 91 9 22 68 89 11 31 62 93 7
Economically Disadvantaged 20 46 66 34 14 55 69 31 23 51 74 26
Not Economically Disadvantaged 28 59 87 13 19 66 85 15 29 61 90 10
Military Connected 21 68 89 11 32 58 90 10
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 27 58 85 15 19 65 84 16 28 60 88 12
Female 32 58 90 10 23 67 90 10 32 59 91 9
Male 23 58 81 19 15 63 78 22 24 62 85 15
American Indian < < 100 0 < < < < < < < <
Asian 67 33 100 0 38 44 81 19 50 50 100 0
Black 8 63 71 29 13 63 76 24 24 62 85 15
Hispanic 34 52 86 14 15 70 85 15 26 50 76 24
White 26 60 86 14 20 66 85 15 28 62 90 10
Multiple Races 39 42 81 19 16 68 84 16 32 58 89 11
Students with Disabilities 8 27 35 65 2 47 49 51 7 46 54 46
Students without Disabilities 30 62 91 9 22 68 89 11 31 62 93 7
Economically Disadvantaged 20 46 66 34 14 55 69 31 23 51 74 26
Not Economically Disadvantaged 28 59 87 13 19 66 85 15 29 61 90 10
Military Connected 21 68 89 11 32 58 90 10
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 11 77 88 12 12 77 89 11 14 78 91 9
Female 13 78 91 9 12 78 91 9 13 78 91 9
Male 10 75 86 14 11 76 87 13 15 77 92 8
American Indian < < 100 0 < < < < < < < <
Asian 24 67 90 10 30 70 100 0 36 64 100 0
Black 5 73 78 22 6 76 82 18 4 79 84 16
Hispanic 10 70 80 20 10 75 85 15 14 73 86 14
White 12 78 90 10 11 79 89 11 14 79 93 7
Multiple Races 12 76 89 11 21 72 93 7 11 81 93 7
Students with Disabilities 1 48 49 51 2 54 56 44 3 63 66 34
Students without Disabilities 13 80 93 7 13 80 93 7 15 80 95 5
Economically Disadvantaged 3 73 76 24 7 70 77 23 4 81 85 15
Not Economically Disadvantaged 12 77 90 10 12 78 90 10 15 77 92 8
English Learners 18 68 85 15 - 70 70 30 < < < <
Military Connected 13 79 92 8 18 75 93 7
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 4 83 86 14 3 82 84 16 5 77 82 18
Female 5 85 90 10 4 78 82 18 6 72 78 22
Male 2 81 83 17 1 86 87 13 5 82 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 76 76 24 - 75 75 25 - 79 79 21
Hispanic 11 61 72 28 12 77 88 12 7 64 71 29
White 4 85 89 11 2 82 84 16 6 78 84 16
Multiple Races - 93 93 7 - 100 100 0 < < < <
Students with Disabilities - 58 58 42 - 60 60 40 - 63 63 37
Students without Disabilities 4 89 93 7 4 88 91 9 7 80 87 13
Economically Disadvantaged - 72 72 28 - 71 71 29 4 77 81 19
Not Economically Disadvantaged 4 85 89 11 4 85 88 12 6 77 82 18
English Learners < < < < < < < < < < < <
Military Connected 6 81 87 13 13 75 87 13
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 4 78 82 18 4 80 85 15 6 85 91 9
Female 4 82 87 13 6 81 87 13 6 85 91 9
Male 4 74 78 22 2 79 82 18 6 86 92 8
American Indian < < 100 0 < < < < < < 100 0
Asian - 69 69 31 < < 100 0 < < 100 0
Black 9 67 76 24 3 79 82 18 3 74 76 24
Hispanic - 72 72 28 6 73 79 21 11 84 95 5
White 4 82 86 14 4 82 86 14 6 87 93 7
Multiple Races 9 68 77 23 9 78 87 13 3 87 90 10
Students with Disabilities 2 48 50 50 - 58 58 42 2 71 73 27
Students without Disabilities 5 83 87 13 5 84 89 11 6 87 94 6
Economically Disadvantaged 2 73 75 25 2 73 76 24 1 83 84 16
Not Economically Disadvantaged 5 79 84 16 5 81 86 14 7 86 93 7
English Learners - 64 64 36 < < 100 0 < < < <
Military Connected 9 82 91 9 10 83 92 8
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 13 74 88 12 11 76 87 13 14 76 90 10
Female 16 75 91 9 12 79 91 9 13 79 91 9
Male 11 74 85 15 9 73 83 17 16 74 89 11
American Indian < < 100 0 < < < < < < < <
Asian 39 61 100 0 22 78 100 0 47 53 100 0
Black 4 71 76 24 6 74 81 19 4 86 89 11
Hispanic 16 68 84 16 7 74 81 19 14 67 81 19
White 13 75 89 11 10 78 88 12 14 77 91 9
Multiple Races 12 79 91 9 20 69 89 11 10 84 94 6
Students with Disabilities - 35 35 65 5 41 46 54 2 54 56 44
Students without Disabilities 15 79 93 7 12 81 92 8 16 79 95 5
Economically Disadvantaged 2 71 73 27 10 66 76 24 5 77 81 19
Not Economically Disadvantaged 14 75 89 11 11 78 88 12 15 76 91 9
Military Connected 14 77 91 9 13 78 91 9
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 22 75 97 3 30 69 98 2 28 70 98 2
Female 23 75 97 3 28 72 100 0 27 72 99 1
Male 21 76 97 3 32 64 97 3 30 68 97 3
Asian 31 69 100 0 60 40 100 0 38 62 100 0
Black - 93 93 7 27 73 100 0 13 87 100 0
Hispanic 9 82 91 9 36 64 100 0 25 75 100 0
White 24 73 98 2 26 72 98 2 29 69 98 2
Multiple Races 17 83 100 0 43 57 100 0 28 72 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 22 75 97 3 30 69 98 2 28 70 98 2
Economically Disadvantaged < < 100 0 21 71 93 7 10 90 100 0
Not Economically Disadvantaged 22 75 97 3 30 68 99 1 30 68 98 2
Military Connected 25 74 99 1 41 59 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 73 98 2 16 84 100 0 24 76 100 0
Female 25 73 98 3 17 83 100 0 20 80 100 0
Male 24 73 98 2 15 85 100 0 28 72 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 23 75 98 2 17 83 100 0 21 79 100 0
Multiple Races < < < < < < 100 0 20 80 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 25 73 98 2 16 84 100 0 24 76 100 0
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 27 72 99 1 15 85 100 0 25 75 100 0
Military Connected 18 82 100 0 45 55 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 74 95 5 18 77 95 5 25 70 96 4
Female 18 80 97 3 15 81 97 3 21 75 96 4
Male 24 69 94 6 21 73 93 7 30 66 96 4
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 33 67 100 0 20 73 93 7 31 69 100 0
Black 7 82 89 11 9 81 89 11 15 85 100 0
Hispanic 17 73 90 10 24 68 91 9 21 69 90 10
White 23 73 96 4 19 77 97 3 26 70 96 4
Multiple Races 24 72 97 3 12 77 88 12 34 63 97 3
Students with Disabilities 9 64 73 27 9 64 73 27 13 63 77 23
Students without Disabilities 23 75 98 2 19 79 98 2 27 71 98 2
Economically Disadvantaged 7 77 84 16 9 79 88 12 15 77 91 9
Not Economically Disadvantaged 23 74 96 4 19 77 96 4 27 70 96 4
Military Connected 21 74 95 5 31 65 96 4
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 21 74 95 5 18 77 95 5 25 70 96 4
Female 18 80 97 3 15 81 97 3 21 75 96 4
Male 24 69 94 6 21 73 93 7 30 66 96 4
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 33 67 100 0 20 73 93 7 31 69 100 0
Black 7 82 89 11 9 81 89 11 15 85 100 0
Hispanic 17 73 90 10 24 68 91 9 21 69 90 10
White 23 73 96 4 19 77 97 3 26 70 96 4
Multiple Races 24 72 97 3 12 77 88 12 34 63 97 3
Students with Disabilities 9 64 73 27 9 64 73 27 13 63 77 23
Students without Disabilities 23 75 98 2 19 79 98 2 27 71 98 2
Economically Disadvantaged 7 77 84 16 9 79 88 12 15 77 91 9
Not Economically Disadvantaged 23 74 96 4 19 77 96 4 27 70 96 4
Military Connected 21 74 95 5 31 65 96 4
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 26 67 93 7 32 61 93 7 30 61 90 10
Female 24 70 93 7 32 61 93 7 26 64 90 10
Male 29 64 93 7 32 61 93 7 33 58 91 9
American Indian < < < < < < < < < < 100 0
Asian 50 50 100 0 41 59 100 0 44 50 94 6
Black 24 64 88 12 12 62 74 26 14 64 77 23
Hispanic 23 67 90 10 24 69 93 7 20 67 87 13
White 25 68 93 7 34 61 95 5 32 60 92 8
Multiple Races 26 71 97 3 35 61 97 3 37 57 93 7
Students with Disabilities 10 56 65 35 13 55 68 32 9 61 70 30
Students without Disabilities 28 68 96 4 34 62 96 4 32 61 93 7
Economically Disadvantaged 14 70 84 16 16 67 83 17 16 66 82 18
Not Economically Disadvantaged 27 67 94 6 34 60 94 6 32 60 92 8
English Learners 36 57 93 7 < < < < < < < <
Military Connected 34 60 93 7 35 60 95 5
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 26 67 93 7 32 61 93 7 30 61 90 10
Female 24 70 93 7 32 61 93 7 26 64 90 10
Male 29 64 93 7 32 61 93 7 33 58 91 9
American Indian < < < < < < < < < < 100 0
Asian 50 50 100 0 41 59 100 0 44 50 94 6
Black 24 64 88 12 12 62 74 26 14 64 77 23
Hispanic 23 67 90 10 24 69 93 7 20 67 87 13
White 25 68 93 7 34 61 95 5 32 60 92 8
Multiple Races 26 71 97 3 35 61 97 3 37 57 93 7
Students with Disabilities 10 56 65 35 13 55 68 32 9 61 70 30
Students without Disabilities 28 68 96 4 34 62 96 4 32 61 93 7
Economically Disadvantaged 14 70 84 16 16 67 83 17 16 66 82 18
Not Economically Disadvantaged 27 67 94 6 34 60 94 6 32 60 92 8
English Learners 36 57 93 7 < < < < < < < <
Military Connected 34 60 93 7 35 60 95 5
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School712
Division273254
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 6460439428
Grade 7497455452
Grade 8441476472
Total Students1,3981,3701,352

< = 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 Students139813701352
Female719691670
Male679679682
American Indian566
Asian534950
Black125111123
Hispanic115129130
White1008979937
Multiple Races9296105
Students with Disabilities169155159
Students without Disabilities122912151193
Economically Disadvantaged187192225
Not Economically Disadvantaged121111781127
English Learners323537
Not English Learners136613351315
Military Connected376363355
< = 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 Students1,325711,333781,29985
Female661386883466738
Male664336454463247
American Indian<<<<<<
Asian490520472
Black126712441107
Hispanic845111712011
Native Hawaiian<<----
White970599525892360
Multiple Races890897953
Students with Disabilities146101571414714
Economically Disadvantaged173291733118825
English Learners340340331
< = 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 14
Disorderly or Disruptive Behavior Offenses 15
Other Offenses Against Persons 19
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

< = 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 Indian0.40.40.41.8
Asian3.53.33.83.6
Black9.414.88.912.98.117.5
Hispanic6.33.38.216.19.414
Native Hawaiian0.1----
White73.567.272.259.771.563.2
Multiple Races6.611.56.611.373.5
< = 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 Indian0.40.40.4
Asian3.53.83.6
Black9.48.91008.1
Hispanic6.38.29.4
Native Hawaiian0.1
White73.572.271.550
Multiple Races6.66.6750
< = 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 Indian0.40.40.4
Asian3.53.83.6
Black9.48.98.1
Hispanic6.38.29.4
Native Hawaiian0.1----
White73.572.271.5
Multiple Races6.66.67
< = 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 13.413.816.6
< = 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 5.69.68.5
< = 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 48.759.149.3
< = 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
2017-201837%62%0%1%
2018-201939%60%0%1%
2019-202042%57%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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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