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James Blair Middle

General school information

Category: Middle (06-08) School
Phone: 757-603-6400
Address: 101 Longhill Road Williamsburg, VA 23185
Principal: Robert Littleton
Superintendent: Dr. Daniel Keever
School Number: 25
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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

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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 55 70 30 14 57 70 30 18 54 72 28
Female 14 58 72 28 14 58 73 27 19 57 75 25
Male 15 54 69 31 14 55 68 32 18 52 70 30
American Indian < < < < < < < < < < 100 0
Asian 33 53 87 13 25 58 83 17 29 50 79 21
Black 6 42 48 52 3 47 50 50 9 40 49 51
Hispanic 9 40 48 52 6 50 56 44 4 47 51 49
Native Hawaiian < < < < < < < <
White 21 68 88 12 20 64 84 16 28 62 90 10
Multiple Races 11 55 66 34 19 55 74 26 21 57 79 21
Students with Disabilities 17 30 47 53 10 34 43 57 6 36 41 59
Students without Disabilities 15 60 75 25 15 61 76 24 20 57 77 23
Economically Disadvantaged 6 46 52 48 7 48 54 46 5 47 52 48
Not Economically Disadvantaged 22 64 86 14 19 63 82 18 28 59 88 12
English Learners 5 10 14 86 4 16 20 80 - 7 7 93
Homeless 17 25 42 58 8 46 54 46 - 30 30 70
Military Connected 21 64 86 14 12 71 83 17 35 57 92 8
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 49 68 32 15 46 61 39 23 54 77 23
Female 17 47 64 36 17 46 63 37 22 52 74 26
Male 19 51 71 29 13 47 59 41 23 56 79 21
Asian < < 100 0 < < < < < < < <
Black 3 32 35 65 4 38 42 58 13 39 52 48
Hispanic 11 41 52 48 3 42 45 55 5 49 54 46
White 30 57 87 13 21 57 78 22 30 66 96 4
Multiple Races 7 57 64 36 40 10 50 50 29 41 71 29
Students with Disabilities 14 32 46 54 7 25 32 68 5 38 43 57
Students without Disabilities 19 53 72 28 16 51 67 33 25 56 82 18
Economically Disadvantaged 5 44 48 52 6 37 43 57 9 49 57 43
Not Economically Disadvantaged 32 55 86 14 21 53 74 26 33 58 91 9
English Learners 7 21 29 71 - 12 12 88 - - - 100
Homeless < < < < < < < < < < < <
Military Connected 29 48 76 24 - 83 83 17 47 47 94 6
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 61 75 25 11 61 72 28 13 56 68 32
Female 15 66 80 20 8 66 73 27 13 61 73 27
Male 14 56 69 31 13 57 70 30 13 50 63 38
Asian < < < < < < 100 0 < < < <
Black 9 53 63 38 - 44 44 56 8 38 46 54
Hispanic 9 36 45 55 4 60 64 36 - 46 46 54
Native Hawaiian < < < <
White 17 73 89 11 20 64 84 16 20 65 85 15
Multiple Races 13 69 81 19 - 80 80 20 18 73 91 9
Students with Disabilities 29 29 57 43 7 43 50 50 - 39 39 61
Students without Disabilities 11 67 78 22 12 64 76 24 15 59 73 27
Economically Disadvantaged 10 51 62 38 1 58 59 41 2 42 44 56
Not Economically Disadvantaged 17 68 86 14 18 63 81 19 21 66 87 13
English Learners 8 - 8 92 7 20 27 73 - 11 11 89
Homeless < < < < < < < < < < < <
Military Connected 17 78 94 6 14 62 76 24 27 64 91 9
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 16 61 78 22 19 53 72 28
Female 10 59 70 30 18 63 81 19 21 56 78 22
Male 13 55 68 32 15 60 74 26 17 49 67 33
American Indian < < < < < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black 6 41 47 53 7 57 63 37 6 42 48 52
Hispanic 5 41 46 54 14 45 59 41 6 47 53 47
White 15 73 88 12 19 69 89 11 32 56 88 13
Multiple Races < < < < 24 59 82 18 14 64 79 21
Students with Disabilities 8 28 36 64 15 33 48 52 12 31 42 58
Students without Disabilities 13 62 74 26 17 66 83 17 20 56 77 23
Economically Disadvantaged 4 43 47 53 13 46 60 40 5 49 54 46
Not Economically Disadvantaged 18 67 85 15 18 71 89 11 30 55 85 15
English Learners - 7 7 93 8 15 23 77 - 6 6 94
Homeless < < < < < < < < - 20 20 80
Military Connected 18 71 88 12 16 74 89 11 30 61 91 9
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 7 62 69 31 11 57 68 32
Female 7 56 63 37 6 62 68 32 12 57 68 32
Male 13 52 65 35 7 62 70 30 10 58 68 32
American Indian < < < < < < < < < < 100 0
Asian 24 53 76 24 17 58 75 25 33 33 67 33
Black 2 36 38 62 1 48 49 51 3 39 41 59
Hispanic 4 39 43 57 1 55 56 44 3 49 52 48
Native Hawaiian < < 100 0 < < 100 0
White 17 66 83 17 11 72 83 17 17 68 85 15
Multiple Races 3 62 64 36 7 57 64 36 10 62 71 29
Students with Disabilities 9 32 40 60 2 35 38 62 1 29 31 69
Students without Disabilities 11 58 69 31 8 67 75 25 13 62 75 25
Economically Disadvantaged 3 41 44 56 1 52 54 46 2 47 49 51
Not Economically Disadvantaged 17 64 81 19 11 69 80 20 18 65 84 16
English Learners - 21 21 79 - 30 30 70 - 24 24 76
Homeless - 25 25 75 - 25 25 75 - 40 40 60
Military Connected 14 61 75 25 8 71 79 21 27 63 90 10
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 44 53 48 1 48 49 51 2 55 57 43
Female 6 36 41 59 2 41 42 58 2 59 61 39
Male 10 51 61 39 - 56 56 44 2 50 52 48
Asian < < < < < < < < < < < <
Black - 23 23 77 - 39 39 61 - 22 22 78
Hispanic 4 32 36 64 - 45 45 55 - 60 60 40
White 17 57 74 26 2 61 63 37 4 71 75 25
Multiple Races - 64 64 36 < < < < - 64 64 36
Students with Disabilities 11 21 32 68 4 26 30 70 - 40 40 60
Students without Disabilities 8 49 57 43 - 55 55 45 3 59 62 38
Economically Disadvantaged 3 36 39 61 2 42 44 56 2 48 49 51
Not Economically Disadvantaged 14 55 68 32 - 56 56 44 3 70 73 27
English Learners - 25 25 75 - 26 26 74 - 38 38 62
Homeless < < < < < < < < - 55 55 45
Military Connected 11 50 61 39 < < < < < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 43 56 44 7 59 66 34 14 49 63 37
Female 8 51 59 41 7 61 68 32 13 42 55 45
Male 17 36 54 46 8 57 64 36 15 55 70 30
Asian < < < < < < 100 0 < < < <
Black 8 35 42 58 - 44 44 56 4 36 39 61
Hispanic - 42 42 58 - 58 58 42 3 40 43 58
Native Hawaiian < < 100 0
White 23 48 71 29 13 68 81 19 21 60 81 19
Multiple Races < < < < 15 46 62 38 27 36 64 36
Students with Disabilities 8 38 46 54 - 36 36 64 - 21 21 79
Students without Disabilities 15 44 58 42 8 63 71 29 17 54 70 30
Economically Disadvantaged 3 38 41 59 - 52 52 48 1 39 40 60
Not Economically Disadvantaged 24 47 71 29 13 65 78 22 24 57 80 20
English Learners - 27 27 73 - 45 45 55 - 15 15 85
Homeless < < < < < < < < < < < <
Military Connected 18 45 64 36 7 53 60 40 38 56 94 6
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 58 60 40 3 62 65 35 - 53 53 47
Female 1 65 66 34 3 60 63 37 - 61 61 39
Male 3 51 54 46 3 64 67 33 - 46 46 54
Asian < < < < < < < < < < < <
Black - 28 28 72 - 48 48 52 - 43 43 57
Hispanic 3 38 41 59 - 57 57 43 - 45 45 55
White 3 80 84 16 7 72 79 21 - 69 69 31
Multiple Races - 90 90 10 - 50 50 50 < < < <
Students with Disabilities 4 31 35 65 - 36 36 64 - 14 14 86
Students without Disabilities 2 64 65 35 4 68 72 28 - 62 62 38
Economically Disadvantaged - 38 38 62 - 57 57 43 - 45 45 55
Not Economically Disadvantaged 4 77 82 18 6 67 73 27 - 63 63 37
English Learners - 13 13 88 - 14 14 86 - 24 24 76
Homeless < < < < < < < < - 9 9 91
Military Connected 18 55 73 27 7 73 80 20 - 80 80 20
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 77 98 2 13 87 100 0 23 77 100 0
Female 14 83 97 3 12 88 100 0 29 71 100 0
Male 26 72 98 2 15 85 100 0 19 81 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 77 98 2 15 85 100 0 25 75 100 0
Multiple Races < < < < 10 90 100 0 8 92 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 20 78 98 2 13 87 100 0 24 76 100 0
Economically Disadvantaged 11 89 100 0 9 91 100 0 12 88 100 0
Not Economically Disadvantaged 23 74 97 3 14 86 100 0 26 74 100 0
Homeless < < 100 0
Military Connected 8 92 100 0 < < 100 0 38 63 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 69 96 4 30 67 96 4 27 69 96 4
Female < < 100 0 21 79 100 0 33 67 100 0
Male 25 70 95 5 38 54 92 8 21 71 93 7
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 25 75 100 0 32 68 100 0 21 75 96 4
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 28 68 96 4 31 65 96 4 28 68 96 4
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 27 69 96 4 29 71 100 0 28 68 96 4
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 47 59 41 10 61 71 29 12 57 69 31
Female 5 47 52 48 8 65 73 27 9 64 73 27
Male 17 46 63 37 12 57 70 30 14 52 66 34
American Indian < < < < < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 3 26 29 71 - 47 47 53 - 45 45 55
Hispanic 5 24 30 70 3 50 53 47 - 46 46 54
White 17 64 81 19 14 73 86 14 24 64 88 12
Multiple Races < < < < 18 53 71 29 7 71 79 21
Students with Disabilities - 25 25 75 4 30 33 67 - 39 39 61
Students without Disabilities 14 50 64 36 11 67 78 22 14 60 74 26
Economically Disadvantaged 1 29 31 69 3 53 56 44 1 47 48 52
Not Economically Disadvantaged 20 59 79 21 15 67 82 18 20 65 85 15
English Learners - - - 100 - 14 14 86 - 5 5 95
Homeless < < < < < < < < - 17 17 83
Military Connected 6 65 71 29 16 63 79 21 13 78 91 9
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 47 59 41 10 61 71 29 12 57 69 31
Female 5 47 52 48 8 65 73 27 9 64 73 27
Male 17 46 63 37 12 57 70 30 14 52 66 34
American Indian < < < < < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 3 26 29 71 - 47 47 53 - 45 45 55
Hispanic 5 24 30 70 3 50 53 47 - 46 46 54
White 17 64 81 19 14 73 86 14 24 64 88 12
Multiple Races < < < < 18 53 71 29 7 71 79 21
Students with Disabilities - 25 25 75 4 30 33 67 - 39 39 61
Students without Disabilities 14 50 64 36 11 67 78 22 14 60 74 26
Economically Disadvantaged 1 29 31 69 3 53 56 44 1 47 48 52
Not Economically Disadvantaged 20 59 79 21 15 67 82 18 20 65 85 15
English Learners - - - 100 - 14 14 86 - 5 5 95
Homeless < < < < < < < < - 17 17 83
Military Connected 6 65 71 29 16 63 79 21 13 78 91 9
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 46 77 23 41 42 82 18 44 35 79 21
Female 30 48 79 21 41 42 83 17 47 36 83 17
Male 32 43 75 25 41 41 82 18 42 33 75 25
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 38 56 44 19 52 70 30 10 48 58 42
Hispanic 10 55 65 35 25 50 75 25 19 40 60 40
White 43 47 90 10 49 40 88 12 67 26 93 7
Multiple Races < < < < 53 29 82 18 57 29 86 14
Students with Disabilities 8 36 44 56 10 29 38 62 15 35 50 50
Students without Disabilities 35 47 83 17 46 43 89 11 49 35 84 16
Economically Disadvantaged 4 53 57 43 29 41 71 29 17 43 60 40
Not Economically Disadvantaged 52 40 92 8 48 42 89 11 63 29 92 8
English Learners < < < < < < < < - 8 8 92
Homeless < < < < < < < < < < < <
Military Connected 44 44 88 13 42 53 95 5 61 35 96 4
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 46 77 23 41 42 82 18 44 35 79 21
Female 30 48 79 21 41 42 83 17 47 36 83 17
Male 32 43 75 25 41 41 82 18 42 33 75 25
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 38 56 44 19 52 70 30 10 48 58 42
Hispanic 10 55 65 35 25 50 75 25 19 40 60 40
White 43 47 90 10 49 40 88 12 67 26 93 7
Multiple Races < < < < 53 29 82 18 57 29 86 14
Students with Disabilities 8 36 44 56 10 29 38 62 15 35 50 50
Students without Disabilities 35 47 83 17 46 43 89 11 49 35 84 16
Economically Disadvantaged 4 53 57 43 29 41 71 29 17 43 60 40
Not Economically Disadvantaged 52 40 92 8 48 42 89 11 63 29 92 8
English Learners < < < < < < < < - 8 8 92
Homeless < < < < < < < < < < < <
Military Connected 44 44 88 13 42 53 95 5 61 35 96 4
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School5129
Division296839
State4,4606,3614,559
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
2022-20232023-20242024-2025
Grade 6182154162
Grade 7175189158
Grade 8189177186
Total Enrollment546520506

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2022-20232023-20242024-2025
All Students546520506
Female240252237
Male305267268
American Indian231
Asian181313
Black969285
Hispanic117116124
White273251239
Multiple Races404443
Students with Disabilities888974
Students without Disabilities458431432
Economically Disadvantaged243213203
Not Economically Disadvantaged303307303
English Learners778582
Not English Learners469435424
Homeless61317
Military Connected585351
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students457874724546239
Female197382272221716
Male258492442324523
American Indian<<<<<<
Asian171121130
Black801776156714
Hispanic92281071111211
Native Hawaiian--<<<<
White23236235122319
Multiple Races345386375
Students with Disabilities631669146310
Economically Disadvantaged185681863719329
English Learners6314826796
Homeless711136218
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress7
Behaviors related to School Operations11
Relationship Behaviors without Physical Harm20
Behaviors of a Safety Concern28
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others22

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 49 52
Out-of-School Suspension 87 50
Explusion and Alternative Placement 1 0
Referral to Law Enforcement 11 8
Bus Suspension 10 6

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 65.464.164.1
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 22.222.925.8
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 55.560.960.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202339%52%0%9%
2023-202435%47%5%13%
2024-202535%51%3%11%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-Yes-
AsianTSTS-Yes-
BlackNoNo-No-
HispanicNoNo-Yes-
WhiteYesYes-Yes-
Multiple RacesNoNo-No-
Economically DisadvantagedNoNo-No-
English LearnersNoNoNoYes-
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 Students71%71%79%88%
Asian83%84%91%88%
Black51%50%68%88%
Hispanic57%53%68%88%
White84%86%85%88%
Multiple Races74%67%83%88%
Economically Disadvantaged55%52%68%88%
English Learners42%36%60%88%
Students with Disabilities43%44%57%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 Students71%65%74%85%
Asian75%80%90%85%
Black50%39%61%85%
Hispanic59%46%63%85%
White84%82%81%85%
Multiple Races64%62%77%85%
Economically Disadvantaged55%43%62%85%
English Learners48%39%58%85%
Students with Disabilities38%38%54%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 Students72%
Asian<
Black47%
Hispanic55%
White86%
Multiple Races71%
Economically Disadvantaged56%
English Learners40%
Students with Disabilities33%

< = 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 Students9%13%12%10%
Asian8%6%10%10%
Black18%18%12%10%
Hispanic10%17%12%10%
White5%10%12%10%
Multiple Races14%13%12%10%
Economically Disadvantaged18%23%13%10%
English Learners7%12%12%10%
Students with Disabilities17%19%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress36%54%58%
English Learner Proficiency3%--

< = 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 Progress154236%
English Learner Proficiency2583%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian100%-100%-<<
Black99%1%99%1%97%3%
Hispanic100%-99%1%100%-
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-99%1%99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities99%1%98%2%96%4%
Students without Disabilities100%-100%-100%-
Female100%-100%-99%1%
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 Students76%79%
Asian83%83%
Black57%64%
Hispanic65%72%
White87%87%
Multiple Races79%83%
Economically Disadvantaged62%70%
English Learners52%66%
Students with Disabilities49%49%

< = 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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