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Kempsville Middle

General school information

Category: Middle (06-08) School
Phone: 757-648-4700
Address: 860 Churchill Dr Virginia Beach, VA 23464-2905
Principal: Tamara D. Cornick
Superintendent: Dr. Aaron C. Spence
School Number: 690
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

ACCREDITATION

2022 Accreditation Status: Accredited
Accreditation Status Last Year: Accreditation Waived
Triennial Accreditation: 2019 through 2023

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
Multiple Races Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 75 25 13 65 77 23
Female 14 63 77 23 14 65 79 21
Male 13 62 74 26 12 64 75 25
American Indian < < 100 0
Asian 14 68 82 18 20 74 94 6
Black 2 44 47 53 4 53 57 43
Hispanic 8 64 72 28 8 63 71 29
Native Hawaiian < < < < < < < <
White 15 64 79 21 15 67 82 18
Multiple Races 26 74 100 0 17 65 83 17
Students with Disabilities 14 19 32 68 3 38 41 59
Students without Disabilities 13 68 81 19 14 69 83 17
Economically Disadvantaged 9 51 60 40 5 60 65 35
Not Economically Disadvantaged 15 67 82 18 18 68 86 14
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 10 59 69 31 15 66 81 19
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 13 62 75 25
Female 18 68 85 15 12 66 78 22
Male 9 54 63 37 14 58 72 28
Asian < < < < 20 70 90 10
Black - 56 56 44 4 47 51 49
Hispanic 11 53 63 37 7 57 64 36
Native Hawaiian < < 100 0
White 14 64 78 22 18 65 83 17
Multiple Races < < 100 0 8 73 81 19
Students with Disabilities 13 31 44 56 2 41 43 57
Students without Disabilities 13 65 78 22 16 67 82 18
Economically Disadvantaged 9 51 60 40 4 63 67 33
Not Economically Disadvantaged 15 66 80 20 19 61 81 19
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 17 58 75 25 16 61 76 24
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 66 77 23 15 68 83 17
Female 12 58 70 30 18 67 85 15
Male 11 71 82 18 13 68 81 19
American Indian < < 100 0
Asian < < 100 0 24 71 95 5
Black - 47 47 53 8 61 69 31
Hispanic < < < < 13 65 77 23
Native Hawaiian < < < <
White 14 67 80 20 12 73 86 14
Multiple Races < < 100 0 45 40 85 15
Students with Disabilities - 10 10 90 7 41 48 52
Students without Disabilities 13 72 84 16 16 71 87 13
Economically Disadvantaged 10 43 53 47 10 61 70 30
Not Economically Disadvantaged 12 75 87 13 18 72 90 10
English Learners < < < <
Homeless < < 100 0 < < < <
Military Connected 6 56 63 38 16 73 89 11
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 10 64 74 26
Female 10 59 69 31 13 62 75 25
Male 19 61 80 20 8 65 73 27
Asian < < < < 16 79 95 5
Black 10 20 30 70 2 53 55 45
Hispanic < < 100 0 4 68 72 28
Native Hawaiian < < < < < < < <
White 18 62 80 20 14 63 78 22
Multiple Races < < 100 0 - 82 82 18
Students with Disabilities 27 9 36 64 - 30 30 70
Students without Disabilities 14 68 82 18 11 69 80 20
Economically Disadvantaged 8 58 67 33 3 56 59 41
Not Economically Disadvantaged 19 61 80 20 15 70 86 14
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < < < 15 63 78 22
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup 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

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 52 61 39
Female 10 55 65 35
Male 8 49 57 43
Asian 35 59 94 6
Black 6 31 38 63
Hispanic 4 52 56 44
Native Hawaiian < < < <
White 8 56 64 36
Multiple Races 7 67 73 27
Students with Disabilities - 16 16 84
Students without Disabilities 10 57 67 33
Economically Disadvantaged 5 43 49 51
Not Economically Disadvantaged 11 59 70 30
Homeless < < < <
Military Connected 10 56 66 34
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 52 61 39
Female 10 55 65 35
Male 8 49 57 43
Asian 35 59 94 6
Black 6 31 38 63
Hispanic 4 52 56 44
Native Hawaiian < < < <
White 8 56 64 36
Multiple Races 7 67 73 27
Students with Disabilities - 16 16 84
Students without Disabilities 10 57 67 33
Economically Disadvantaged 5 43 49 51
Not Economically Disadvantaged 11 59 70 30
Homeless < < < <
Military Connected 10 56 66 34
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup 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

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 10 60 70 30
Female 6 59 65 35 8 60 68 32
Male 9 55 65 35 11 61 72 28
American Indian < < 100 0
Asian 14 68 82 18 25 71 96 4
Black 4 40 43 57 3 42 45 55
Hispanic 6 59 66 34 7 61 68 32
Native Hawaiian < < < < < < < <
White 9 57 66 34 11 65 76 24
Multiple Races 4 77 81 19 8 55 63 37
Students with Disabilities 15 27 42 58 3 36 39 61
Students without Disabilities 7 63 69 31 11 64 75 25
Economically Disadvantaged 6 44 50 50 5 50 56 44
Not Economically Disadvantaged 9 62 71 29 13 67 80 20
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 6 55 60 40 9 64 73 27
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 6 57 63 37
Female 9 57 66 34 4 56 60 40
Male 8 56 65 35 8 58 66 34
Asian < < < < < < 100 0
Black 7 47 53 47 - 40 40 60
Hispanic 15 62 77 23 - 52 52 48
Native Hawaiian < < < <
White 7 61 68 32 10 64 74 26
Multiple Races < < < < - 50 50 50
Students with Disabilities 31 38 69 31 2 43 46 54
Students without Disabilities 4 61 65 35 7 61 68 32
Economically Disadvantaged 10 40 50 50 1 53 54 46
Not Economically Disadvantaged 8 65 72 28 10 60 70 30
English Learners < < < <
Homeless < < 100 0
Military Connected 13 63 75 25 3 70 73 27
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 26 26 74 4 54 58 42
Female - 23 23 77 2 57 59 41
Male - 29 29 71 5 52 58 42
Asian < < < <
Black - 20 20 80 - 35 35 65
Hispanic < < < < 10 70 80 20
Native Hawaiian < < 100 0 < < 100 0
White - 16 16 84 3 57 59 41
Multiple Races < < < < 9 27 36 64
Students with Disabilities - 14 14 86 7 39 46 54
Students without Disabilities - 31 31 69 3 58 61 39
Economically Disadvantaged - 16 16 84 1 46 47 53
Not Economically Disadvantaged - 33 33 67 6 63 70 30
English Learners < < < <
Homeless < < 100 0 < < < <
Military Connected - 20 20 80 8 54 62 38
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 55 63 37 4 60 64 36
Female 8 61 68 32 4 60 64 36
Male 8 53 60 40 4 60 63 37
American Indian < < 100 0
Asian 12 71 82 18 < < < <
Black - 28 28 72 - 33 33 67
Hispanic - 58 58 42 4 48 52 48
Native Hawaiian < < < < < < < <
White 10 55 66 34 3 69 72 28
Multiple Races < < < < 11 61 72 28
Students with Disabilities 13 25 38 63 - 14 14 86
Students without Disabilities 7 63 70 30 4 66 70 30
Economically Disadvantaged 3 47 50 50 2 39 41 59
Not Economically Disadvantaged 10 59 68 32 5 72 78 22
English Learners < < < < < < < <
Homeless < < < <
Military Connected 5 59 64 36 3 58 61 39
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 76 83 17 26 72 97 3
Female 3 83 86 14 23 73 96 4
Male 10 69 79 21 28 70 98 3
Asian < < 100 0 35 65 100 0
Black < < < < 18 82 100 0
Hispanic < < < < 21 79 100 0
Native Hawaiian < < 100 0
White 8 76 84 16 28 68 96 4
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 7 75 82 18 26 71 97 3
Economically Disadvantaged 7 71 79 21 20 76 95 5
Not Economically Disadvantaged 7 77 84 16 28 70 98 2
English Learners < < 100 0
Homeless < < < < < < 100 0
Military Connected < < < < 21 75 96 4
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 75 100 0 34 66 100 0
Female < < 100 0 39 61 100 0
Male 26 74 100 0 31 69 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 33 67 100 0 37 63 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 25 75 100 0 34 66 100 0
Economically Disadvantaged < < 100 0 42 58 100 0
Not Economically Disadvantaged 26 74 100 0 31 69 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2020-2021 2021-2022
Student Subgroup 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

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 79 21 4 70 74 26
Female 8 65 73 27 3 64 67 33
Male 10 72 82 18 4 75 79 21
American Indian < < 100 0
Asian - 77 77 23 6 84 91 9
Black 7 40 47 53 - 52 52 48
Hispanic 9 82 91 9 3 62 65 35
Native Hawaiian < < < < < < < <
White 11 70 80 20 4 74 78 22
Multiple Races 12 82 94 6 8 69 77 23
Students with Disabilities 19 25 44 56 - 24 24 76
Students without Disabilities 8 74 83 17 4 74 78 22
Economically Disadvantaged 3 65 68 32 2 55 58 42
Not Economically Disadvantaged 11 70 82 18 4 78 82 18
English Learners < < < < < < < <
Homeless < < < <
Military Connected 5 79 84 16 2 79 81 19
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 62 69 31 2 64 66 34
Female 7 60 67 33 - 59 59 41
Male 7 63 70 30 4 69 73 27
American Indian < < 100 0
Asian - 73 73 27 11 78 89 11
Black < < < < - 48 48 52
Hispanic < < < < - 61 61 39
Native Hawaiian < < < < < < < <
White 8 62 70 30 1 70 70 30
Multiple Races 10 80 90 10 12 59 71 29
Students with Disabilities 20 20 40 60 - 19 19 81
Students without Disabilities 5 69 74 26 2 70 72 28
Economically Disadvantaged 3 59 62 38 1 47 48 52
Not Economically Disadvantaged 9 63 71 29 2 75 78 22
English Learners < < < < < < < <
Homeless < < < <
Military Connected 7 71 79 21 2 71 74 26
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 82 95 5 8 84 92 8
Female 10 76 86 14 10 79 90 10
Male 15 85 100 0 6 87 94 6
Asian < < 100 0 - 93 93 7
Black < < < < - 73 73 27
Hispanic < < 100 0 < < 100 0
White 15 80 95 5 11 83 94 6
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 14 81 95 5 8 84 93 7
Economically Disadvantaged < < < < 6 82 88 12
Not Economically Disadvantaged 15 81 96 4 9 84 93 7
Military Connected < < 100 0 - 100 100 0
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22
Female 16 60 77 23
Male 21 58 78 22
Asian 24 76 100 0
Black 4 53 57 43
Hispanic 20 64 84 16
Native Hawaiian < < < <
White 24 58 82 18
Multiple Races 6 71 76 24
Students with Disabilities - 42 42 58
Students without Disabilities 21 61 83 17
Economically Disadvantaged 11 52 63 37
Not Economically Disadvantaged 24 64 89 11
Homeless < < < <
Military Connected 23 65 88 13
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22
Female 16 60 77 23
Male 21 58 78 22
Asian 24 76 100 0
Black 4 53 57 43
Hispanic 20 64 84 16
Native Hawaiian < < < <
White 24 58 82 18
Multiple Races 6 71 76 24
Students with Disabilities - 42 42 58
Students without Disabilities 21 61 83 17
Economically Disadvantaged 11 52 63 37
Not Economically Disadvantaged 24 64 89 11
Homeless < < < <
Military Connected 23 65 88 13
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-2022
School4-
Division125111
State1,3244,006
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 2019-20202020-20212021-2022
Grade 6272243253
Grade 7265274260
Grade 8235268274
Total Students772785787

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students772785787
Female361364367
Male411421420
American Indian211
Asian505751
Black129131123
Hispanic727779
Native Hawaiian789
White445449462
Multiple Races676262
Students with Disabilities96112114
Students without Disabilities676673673
Economically Disadvantaged289302314
Not Economically Disadvantaged483483473
English Learners152030
Not English Learners757765757
Homeless757
Military Connected107119128
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2020-2021 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students69686604180
Female3184227690
Male3784432790
American Indian<<<<
Asian582473
Black110169728
Hispanic64136022
Native Hawaiian<<<<
White40246344107
Multiple Races5395016
Students with Disabilities91208723
Economically Disadvantaged2396022389
English Learners224265
Homeless48<<
< = 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

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.33.10.1
Asian6.54.67.3
Black16.730.816.716.7
Hispanic9.316.99.833.3
Native Hawaiian0.91.51
White57.638.557.250
Multiple Races8.74.67.9
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.1
Asian6.57.3
Black16.76016.7
Hispanic9.3109.8
Native Hawaiian0.91
White57.63057.2100
Multiple Races8.77.9
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.1
Asian6.57.3
Black16.716.7
Hispanic9.39.8
Native Hawaiian0.91
White57.657.2
Multiple Races8.77.9
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 34.334.334.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 27.727.727.7
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 69.769.769.7
< = 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.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202048%44%3%5%
2020-202145%48%3%4%
2021-202246%49%3%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2022 ESSA Status: Pending
2022 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All Studentspendingpending-Yes-
Asianpendingpending-Yes-
Blackpendingpending-Yes-
Hispanicpendingpending-No-
Whitependingpending-Yes-
Multiple Racespendingpending-No-
Economically Disadvantagedpendingpending-No-
English LearnerspendingpendingTSYes-
Students with Disabilitiespendingpending-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 Students78%82%--
Asian94%87%--
Black59%67%--
Hispanic72%76%--
White83%86%--
Multiple Races83%82%--
Economically Disadvantaged66%71%--
English Learners71%65%--
Students with Disabilities43%47%--

< = 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%77%--
Asian96%94%--
Black47%59%--
Hispanic71%73%--
White77%82%--
Multiple Races63%75%--
Economically Disadvantaged57%67%--
English Learners74%76%--
Students with Disabilities40%45%--

< = 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 Students67%
Asian89%
Black50%
Hispanic63%
White71%
Multiple Races71%
Economically Disadvantaged50%
English Learners60%
Students with Disabilities20%

< = 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 Students23%13%13%10%
Asian6%5%10%10%
Black22%12%14%10%
Hispanic27%19%14%10%
White24%13%14%10%
Multiple Races24%24%15%10%
Economically Disadvantaged29%18%17%10%
English Learners16%11%13%10%
Students with Disabilities21%11%18%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<50%58%
English Learner Proficiency<--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian100%-100%-100%-
Black100%-98%2%100%-
Hispanic100%-100%-100%-
White99%1%99%1%97%3%
Multiple Races98%2%98%2%100%-
Economically Disadvantaged99%1%99%1%98%2%
Not Economically Disadvantaged100%-99%1%99%1%
English Learners100%-100%-100%-
Students with Disabilities100%-99%1%100%-
Students without Disabilities99%1%99%1%98%2%
Female99%1%99%1%98%2%
Male100%-99%1%99%1%
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 Students86%84%
Asian96%96%
Black74%80%
Hispanic88%81%
White88%85%
Multiple Races84%76%
Economically Disadvantaged77%74%
English Learners90%81%
Students with Disabilities70%75%

< = 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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