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Hidden Valley Middle

General school information

Category: Middle (06-08) School
Phone: 540-772-7570
Address: 4902 Hidden Valley School Rd Roanoke, VA 24018
Principal: Sammy Fudge
Superintendent: Dr. Ken Nicely
School Number: 10
Region: 6
Division: Roanoke County Public Schools
Division Number: 80
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

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

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 26 64 90 10 23 65 88 12 24 65 89 11
Female 30 65 95 5 29 61 91 9 30 61 91 9
Male 22 64 85 15 18 68 85 15 20 68 88 13
Asian 42 55 97 3 33 64 97 3 41 56 97 3
Black 19 41 59 41 8 58 67 33 13 46 59 41
Hispanic 24 55 79 21 27 48 76 24 23 63 86 14
White 25 67 92 8 23 67 90 10 24 68 92 8
Multiple Races 24 68 93 7 26 62 88 12 24 56 80 20
Students with Disabilities 4 59 63 37 3 57 60 40 11 46 57 43
Students without Disabilities 30 65 95 5 27 66 93 7 26 68 94 6
Economically Disadvantaged 10 71 81 19 12 68 80 20 14 71 85 15
Not Economically Disadvantaged 30 62 93 7 27 63 91 9 28 63 91 9
English Learners - 75 75 25 < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected 17 67 83 17 < < < <
Foster Care < < 100 0 < < 100 0
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 31 58 89 11 26 63 89 11 32 56 89 11
Female 36 57 93 7 33 59 92 8 42 48 90 10
Male 26 59 85 15 20 67 87 13 24 63 87 13
Asian 50 50 100 0 23 69 92 8 55 36 91 9
Black 18 45 64 36 - 55 55 45 24 35 59 41
Hispanic 14 50 64 36 < < < < 46 54 100 0
White 31 60 91 9 27 65 92 8 30 61 91 9
Multiple Races 38 63 100 0 < < < < < < < <
Students with Disabilities 3 55 58 42 - 66 66 34 27 27 54 46
Students without Disabilities 36 59 95 5 30 63 93 7 33 61 93 7
Economically Disadvantaged 13 68 81 19 18 69 88 12 14 67 81 19
Not Economically Disadvantaged 36 55 91 9 28 61 90 10 39 53 91 9
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0
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 24 69 93 7 23 65 88 12 27 63 91 9
Female 29 68 97 3 30 61 91 9 37 56 93 7
Male 18 71 89 11 18 69 86 14 20 69 89 11
Asian 50 50 100 0 30 70 100 0 38 62 100 0
Black < < < < 9 64 73 27 8 58 67 33
Hispanic 30 70 100 0 15 62 77 23 20 50 70 30
White 22 72 94 6 24 65 89 11 29 64 93 7
Multiple Races 15 69 85 15 31 63 94 6 < < < <
Students with Disabilities 3 69 72 28 3 58 61 39 8 56 64 36
Students without Disabilities 27 70 97 3 27 66 94 6 30 64 95 5
Economically Disadvantaged 10 74 85 15 8 75 83 17 20 69 90 10
Not Economically Disadvantaged 27 68 95 5 29 61 90 10 30 61 91 9
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
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 23 65 88 12 21 65 87 13 13 75 88 12
Female 26 69 95 5 26 64 90 10 12 79 91 9
Male 20 62 83 17 15 68 83 17 14 72 86 14
Asian 27 64 91 9 50 50 100 0 30 70 100 0
Black < < < < 14 57 71 29 - 50 50 50
Hispanic < < < < 27 45 73 27 - 83 83 17
White 23 68 91 9 19 69 88 12 13 78 91 9
Multiple Races 17 75 92 8 23 62 85 15 23 62 85 15
Students with Disabilities 4 52 57 43 7 46 54 46 - 55 55 45
Students without Disabilities 25 67 93 7 23 69 92 8 15 79 95 5
Economically Disadvantaged 5 73 78 23 10 60 70 30 6 79 85 15
Not Economically Disadvantaged 28 64 91 9 25 67 92 8 15 74 89 11
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 59 86 14 34 47 81 19 31 50 81 19
Female 35 60 94 6 44 46 91 9 44 47 92 8
Male 21 58 80 20 22 48 70 30 19 52 71 29
Asian 36 55 91 9 60 40 100 0 < < 100 0
Black < < < < 36 29 64 36 10 40 50 50
Hispanic < < < < 50 40 90 10 25 50 75 25
White 27 62 89 11 32 49 81 19 31 52 83 17
Multiple Races 33 42 75 25 23 54 77 23 23 54 77 23
Students with Disabilities - 43 43 57 7 39 46 54 3 25 28 72
Students without Disabilities 31 61 92 8 39 48 87 13 37 55 91 9
Economically Disadvantaged 13 61 74 26 18 43 61 39 21 44 65 35
Not Economically Disadvantaged 31 58 89 11 40 48 88 12 34 52 86 14
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 59 86 14 34 47 81 19 31 50 81 19
Female 35 60 94 6 44 46 91 9 44 47 92 8
Male 21 58 80 20 22 48 70 30 19 52 71 29
Asian 36 55 91 9 60 40 100 0 < < 100 0
Black < < < < 36 29 64 36 10 40 50 50
Hispanic < < < < 50 40 90 10 25 50 75 25
White 27 62 89 11 32 49 81 19 31 52 83 17
Multiple Races 33 42 75 25 23 54 77 23 23 54 77 23
Students with Disabilities - 43 43 57 7 39 46 54 3 25 28 72
Students without Disabilities 31 61 92 8 39 48 87 13 37 55 91 9
Economically Disadvantaged 13 61 74 26 18 43 61 39 21 44 65 35
Not Economically Disadvantaged 31 58 89 11 40 48 88 12 34 52 86 14
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 35 60 95 5 33 59 92 8 32 62 94 6
Female 39 57 96 4 36 59 95 5 38 59 96 4
Male 31 64 94 6 29 59 88 12 28 64 92 8
Asian 58 42 100 0 69 31 100 0 56 44 100 0
Black 19 63 81 19 11 72 83 17 13 59 72 28
Hispanic 32 59 91 9 30 55 85 15 20 77 97 3
White 34 62 96 4 32 61 93 7 33 63 96 4
Multiple Races 35 60 95 5 29 56 85 15 32 56 88 12
Students with Disabilities 11 66 77 23 8 56 63 37 13 56 70 30
Students without Disabilities 39 59 98 2 37 60 97 3 35 63 98 2
Economically Disadvantaged 18 70 88 12 21 66 87 13 24 63 88 12
Not Economically Disadvantaged 39 58 97 3 37 57 93 7 35 61 96 4
English Learners 18 71 88 12 < < < < 9 82 91 9
Homeless < < 100 0 < < < <
Military Connected 25 67 92 8 < < < <
Foster Care < < 100 0 < < 100 0
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 29 65 94 6 19 74 94 6 23 70 93 7
Female 34 59 93 7 22 72 94 6 27 70 97 3
Male 25 70 95 5 18 76 94 6 20 70 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black - 90 90 10 9 73 82 18 19 44 63 38
Hispanic 21 64 86 14 < < < < 38 62 100 0
White 31 64 95 5 22 73 95 5 21 75 97 3
Multiple Races 42 58 100 0 < < 100 0 < < < <
Students with Disabilities 10 68 77 23 4 71 75 25 19 58 77 23
Students without Disabilities 34 64 98 2 23 75 98 2 24 73 96 4
Economically Disadvantaged 20 65 85 15 15 83 98 3 25 60 85 15
Not Economically Disadvantaged 33 65 98 2 21 71 92 8 22 75 97 3
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 32 63 95 5 36 54 90 10 39 56 95 5
Female 38 58 96 4 43 51 94 6 41 56 97 3
Male 26 69 95 5 30 57 86 14 37 56 94 6
Asian < < 100 0 77 23 100 0 < < 100 0
Black < < < < 10 70 80 20 15 62 77 23
Hispanic < < 100 0 29 57 86 14 < < 100 0
White 34 63 96 4 35 56 91 9 42 54 96 4
Multiple Races 21 64 86 14 36 43 79 21 < < < <
Students with Disabilities 10 72 83 17 12 38 50 50 12 60 72 28
Students without Disabilities 37 61 98 2 40 57 97 3 43 56 98 2
Economically Disadvantaged 19 67 86 14 27 58 85 15 16 77 93 7
Not Economically Disadvantaged 36 62 98 2 39 52 92 8 45 50 95 5
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
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 5 77 82 18 3 78 81 19 14 69 83 18
Female - 90 90 10 3 94 97 3 21 61 82 18
Male 8 70 78 23 3 59 62 38 10 73 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 2 82 84 16 4 79 83 17 16 65 82 18
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 6 56 61 39 4 58 63 38 7 50 57 43
Students without Disabilities 5 86 91 9 3 90 93 8 17 79 96 4
Economically Disadvantaged 4 83 88 13 3 77 81 19 20 53 73 27
Not Economically Disadvantaged 5 73 78 22 3 79 82 18 10 78 88 12
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
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 44 56 100 0 37 57 95 5 35 65 100 0
Female 47 53 100 0 39 56 95 5 40 60 100 0
Male 41 59 100 0 35 59 93 7 31 69 100 0
Asian 69 31 100 0 < < 100 0 64 36 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 39 61 100 0 35 60 95 5 32 68 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 45 55 100 0 38 57 94 6 35 65 100 0
Economically Disadvantaged 18 82 100 0 29 50 79 21 37 63 100 0
Not Economically Disadvantaged 48 52 100 0 39 58 97 3 35 65 100 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 73 27 100 0 77 23 100 0 72 28 100 0
Female 73 27 100 0 73 27 100 0 71 29 100 0
Male 74 26 100 0 81 19 100 0 73 27 100 0
Asian < < 100 0 90 10 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 73 27 100 0 74 26 100 0 77 23 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 73 27 100 0 77 23 100 0 72 28 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 72 28 100 0 76 24 100 0 71 29 100 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 17 75 92 8 20 65 85 15 22 72 94 6
Female 17 76 93 7 16 72 88 12 21 74 95 5
Male 17 75 91 9 24 56 80 20 23 70 93 7
Asian 27 64 91 9 50 50 100 0 25 75 100 0
Black < < < < - 62 62 38 10 70 80 20
Hispanic < < 100 0 27 45 73 27 9 64 73 27
White 17 76 93 7 19 69 88 12 23 72 95 5
Multiple Races - 100 100 0 20 53 73 27 29 71 100 0
Students with Disabilities - 63 63 38 - 61 61 39 6 69 75 25
Students without Disabilities 19 77 96 4 23 66 89 11 25 73 98 2
Economically Disadvantaged 7 80 88 12 10 56 66 34 15 77 91 9
Not Economically Disadvantaged 20 74 93 7 23 68 91 9 24 70 95 5
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 75 92 8 20 65 84 16 22 72 94 6
Female 17 76 93 7 16 72 88 12 21 74 95 5
Male 17 75 91 9 24 56 80 20 23 70 93 7
Asian 27 64 91 9 50 50 100 0 25 75 100 0
Black < < < < - 58 58 42 10 70 80 20
Hispanic < < 100 0 27 45 73 27 9 64 73 27
White 17 76 93 7 19 69 88 12 23 72 95 5
Multiple Races - 100 100 0 20 53 73 27 29 71 100 0
Students with Disabilities - 63 63 38 - 61 61 39 6 69 75 25
Students without Disabilities 19 77 96 4 23 65 88 12 25 73 98 2
Economically Disadvantaged 7 80 88 12 10 55 65 35 15 77 91 9
Not Economically Disadvantaged 20 74 93 7 23 68 91 9 24 70 95 5
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 44 95 5 42 49 91 9 35 59 93 7
Female 49 49 98 2 47 48 94 6 40 56 96 4
Male 53 40 93 7 36 51 87 13 30 61 91 9
Asian 64 36 100 0 80 10 90 10 < < 100 0
Black < < < < 27 60 87 13 10 70 80 20
Hispanic < < < < 50 40 90 10 27 64 91 9
White 53 45 98 2 42 50 92 8 34 60 94 6
Multiple Races 27 64 91 9 23 62 85 15 36 57 93 7
Students with Disabilities 18 59 77 23 - 52 52 48 6 72 78 22
Students without Disabilities 56 42 98 2 49 48 98 2 40 56 96 4
Economically Disadvantaged 26 61 87 13 25 54 79 21 23 67 90 10
Not Economically Disadvantaged 58 39 97 3 48 47 95 5 39 56 95 5
Military Connected < < < < < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 44 95 5 42 49 92 8 35 59 94 6
Female 49 49 98 2 47 48 94 6 40 56 96 4
Male 53 40 93 7 37 51 88 12 30 62 92 8
Asian 64 36 100 0 80 10 90 10 < < 100 0
Black < < < < 27 60 87 13 10 70 80 20
Hispanic < < < < 50 40 90 10 27 64 91 9
White 53 45 98 2 43 50 93 7 34 60 95 5
Multiple Races 27 64 91 9 23 62 85 15 36 57 93 7
Students with Disabilities 18 59 77 23 - 54 54 46 6 74 81 19
Students without Disabilities 56 42 98 2 49 48 98 2 40 56 96 4
Economically Disadvantaged 26 61 87 13 26 55 81 19 23 67 90 10
Not Economically Disadvantaged 58 39 97 3 48 47 95 5 39 56 95 5
Military Connected < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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
School--3
Division12512
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 6199214186
Grade 7204199214
Grade 8196202199
Total Students599615599

< = 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 Students599615599
Female297279277
Male302336322
Asian353537
Black363941
Hispanic333447
White457479450
Multiple Races382823
Students with Disabilities919084
Students without Disabilities508525515
Economically Disadvantaged153158190
Not Economically Disadvantaged446457409
English Learners202324
Not English Learners579592575
Homeless1-3
Military Connected1677
Foster Care535
< = 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 Students550285712559018
Female26814284112703
Male282142871432015
Asian301340362
Black237360361
Hispanic331323360
White425164371745913
Multiple Races393325232
Students with Disabilities7813849865
Economically Disadvantaged12913145111808
English Learners181210271
Homeless----<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons 18
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 18

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian5.25.84.45.7
Black5.331.3613.36.318.5
Hispanic5.93.15.56.75.53.7
Native Hawaiian------
White76.656.376.366.777.974.1
Multiple Races7.19.46.38.94.63.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian5.25.85.7
Black5.366.350
Hispanic5.95.55.5
Native Hawaiian
White76.676.377.950
Multiple Races7.16.34.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian5.25.85.7
Black5.366.3
Hispanic5.95.55.5
Native Hawaiian------
White76.676.377.9
Multiple Races7.16.34.6
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 18.623.722.5
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 20.825.334.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 71.169.969.7
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201732%65%0%3%
2017-201834%63%0%3%
2018-201936%61%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%89%73%75%
Asian97%97%87%75%
Black61%62%60%75%
Hispanic86%80%63%75%
White92%91%81%75%
Economically Disadvantaged85%82%62%75%
English Learners84%76%53%75%
Students with Disabilities58%60%39%75%

< = 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 Students94%94%74%70%
Asian100%100%89%70%
Black72%78%60%70%
Hispanic97%91%64%70%
White96%95%81%70%
Economically Disadvantaged88%88%63%70%
English Learners96%92%57%70%
Students with Disabilities70%70%42%70%

< = 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 Students93%
Asian92%
Black80%
Hispanic73%
White95%
Economically Disadvantaged90%
English Learners<
Students with Disabilities75%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students91%95%
Asian97%100%
Black68%79%
Hispanic86%97%
White93%96%
Economically Disadvantaged86%91%
English Learners84%96%
Students with Disabilities67%76%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students3%4%9%10%
Asian5%3%5%10%
Black3%8%9%10%
Hispanic-4%9%10%
White3%3%9%10%
Economically Disadvantaged4%7%13%10%
English Learners4%3%8%10%
Students with Disabilities5%10%14%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 Progress<46%58%
English Learner Proficiency20%--

< = 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 Progress<<<
English Learner Proficiency21020%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian100%100%100%
Black100%100%100%
Hispanic100%97%100%
White100%100%99%
Economically Disadvantaged100%100%98%
Not Economically Disadvantaged100%99%100%
English Learners100%100%<
Students with Disabilities100%100%97%
Students without Disabilities100%99%100%
Female100%100%100%
Male100%99%99%
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).
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