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King George Middle

General school information

Category: Middle (07-08) School
Phone: 540-775-2331
Address: 8246 Dahlgren Road King George, VA 22485
Principal: Mrs. Jennifer Collins
Superintendent: Dr. Robert B. Benson
School Number: 10
Region: 3
Division: King George County Public Schools
Division Number: 48
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 84 16 16 69 85 15 17 65 82 18
Female 21 68 89 11 17 73 90 10 19 67 86 14
Male 13 65 78 22 15 65 81 19 14 64 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 13 57 70 30 5 68 74 26 8 60 68 32
Hispanic 7 81 88 12 20 69 88 12 13 70 83 17
White 19 68 86 14 17 71 88 12 18 67 86 14
Multiple Races 16 63 79 21 22 60 82 18 24 56 80 20
Students with Disabilities 10 30 40 60 3 52 55 45 4 35 40 60
Students without Disabilities 18 71 89 11 17 71 89 11 18 69 87 13
Economically Disadvantaged 9 63 72 28 7 64 72 28 7 59 66 34
Not Economically Disadvantaged 20 68 88 12 20 71 91 9 21 68 89 11
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 17 74 91 9 19 78 97 3
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 18 67 86 14 18 64 82 18
Female 22 69 92 8 20 68 88 12 24 63 86 14
Male 15 67 82 18 16 67 83 17 12 65 77 23
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 69 80 20 10 64 75 25 8 58 66 34
Hispanic 13 78 91 9 26 58 84 16 12 77 88 12
White 19 69 89 11 19 70 89 11 20 65 85 15
Multiple Races 17 57 74 26 21 58 79 21 27 50 77 23
Students with Disabilities 5 41 46 54 6 58 64 36 5 33 38 62
Students without Disabilities 20 72 92 8 19 69 88 12 19 68 87 13
Economically Disadvantaged 11 66 77 23 9 67 76 24 8 56 64 36
Not Economically Disadvantaged 21 69 90 10 22 68 90 10 22 67 89 11
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < <
Military Connected 16 78 94 6 22 75 97 3
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 14 71 85 15 15 67 82 18
Female 20 65 86 14 14 78 92 8 14 71 86 14
Male 11 63 74 26 15 64 79 21 16 63 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 14 47 61 39 - 73 73 27 8 61 69 31
Hispanic - 84 84 16 10 85 95 5 14 64 79 21
White 17 66 83 17 16 71 87 13 17 69 86 14
Multiple Races 15 70 85 15 23 62 85 15 20 67 87 13
Students with Disabilities 16 18 34 66 - 48 48 53 3 38 41 59
Students without Disabilities 16 70 86 14 16 74 90 10 17 70 86 14
Economically Disadvantaged 8 59 67 33 6 62 68 32 6 62 67 33
Not Economically Disadvantaged 19 66 86 14 17 75 92 8 20 70 90 10
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 18 71 88 12 16 81 97 3
Foster Care < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 52 76 24 23 54 77 23 35 45 81 19
Female 35 54 89 11 28 59 87 13 44 43 86 14
Male 15 50 64 36 18 49 67 33 28 47 75 25
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 22 38 60 40 12 49 61 39 22 43 66 34
Hispanic 28 56 83 17 32 55 86 14 26 56 81 19
White 25 56 80 20 24 55 79 21 39 45 84 16
Multiple Races 25 50 75 25 12 62 73 27 40 47 87 13
Students with Disabilities 23 8 30 70 3 25 28 73 14 21 34 66
Students without Disabilities 25 58 83 17 25 57 83 17 38 47 85 15
Economically Disadvantaged 16 50 66 34 11 55 65 35 13 51 64 36
Not Economically Disadvantaged 28 52 81 19 28 54 82 18 46 42 88 12
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected 45 27 73 27 47 47 94 6
Foster Care < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 52 76 24 23 54 77 23 35 45 81 19
Female 35 54 89 11 28 59 87 13 44 43 86 14
Male 15 50 64 36 18 49 67 33 28 47 75 25
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 22 38 60 40 12 49 61 39 22 43 66 34
Hispanic 28 56 83 17 32 55 86 14 26 56 81 19
White 25 56 80 20 24 55 79 21 39 45 84 16
Multiple Races 25 50 75 25 12 62 73 27 40 47 87 13
Students with Disabilities 23 8 30 70 3 25 28 73 14 21 34 66
Students without Disabilities 25 58 83 17 25 57 83 17 38 47 85 15
Economically Disadvantaged 16 50 66 34 11 55 65 35 13 51 64 36
Not Economically Disadvantaged 28 52 81 19 28 54 82 18 46 42 88 12
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected 45 27 73 27 47 47 94 6
Foster Care < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 79 21 14 64 78 22 19 67 86 14
Female 12 69 81 19 15 68 83 17 23 67 89 11
Male 13 63 76 24 13 60 73 27 15 68 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 8 55 63 37 5 55 60 40 8 62 70 30
Hispanic 8 80 88 13 15 60 75 25 13 78 91 9
White 14 68 81 19 15 67 82 18 22 67 89 11
Multiple Races 12 58 70 30 11 62 73 27 20 73 93 7
Students with Disabilities 14 29 43 57 10 28 38 63 9 37 46 54
Students without Disabilities 12 71 83 17 14 68 82 18 20 71 90 10
Economically Disadvantaged 10 59 70 30 7 52 58 42 8 63 72 28
Not Economically Disadvantaged 14 69 82 18 17 69 86 14 23 69 92 8
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 11 74 85 15 25 72 97 3
Foster Care < < 100 0 < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 62 67 33 7 62 68 32 17 67 84 16
Female 5 68 72 28 9 61 70 30 24 65 89 11
Male 5 57 62 38 5 62 67 33 11 69 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 3 45 48 53 4 55 59 41 11 57 69 31
Hispanic - 76 76 24 19 50 69 31 12 76 88 12
White 5 66 71 29 6 66 72 28 19 68 87 13
Multiple Races 11 44 56 44 - 58 58 42 17 74 91 9
Students with Disabilities 10 33 44 56 7 17 24 76 5 38 44 56
Students without Disabilities 4 67 71 29 7 68 74 26 19 71 90 10
Economically Disadvantaged 8 48 56 44 5 46 51 49 9 60 70 30
Not Economically Disadvantaged 3 69 72 28 8 72 80 20 21 70 91 9
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < <
Military Connected 6 78 83 17 20 73 93 7
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 69 77 23 7 65 72 28 2 75 77 23
Female 7 71 79 21 8 74 82 18 - 79 79 21
Male 9 66 76 24 6 58 63 37 3 72 76 24
American Indian < < 100 0 < < 100 0 < < 100 0
Black 11 57 69 31 2 54 56 44 2 63 65 35
Hispanic 6 88 94 6 6 65 71 29 - 87 87 13
White 9 70 79 21 8 69 78 22 2 78 80 20
Multiple Races - 67 67 33 5 62 67 33 < < < <
Students with Disabilities 17 25 42 58 5 38 43 58 13 25 38 63
Students without Disabilities 7 76 83 17 7 70 77 23 1 82 83 17
Economically Disadvantaged 10 65 75 25 3 54 57 43 1 67 68 32
Not Economically Disadvantaged 7 71 78 22 9 71 80 20 3 82 84 16
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected 12 62 73 27 6 94 100 0
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 70 99 1 33 66 99 1 41 59 100 0
Female 27 73 100 0 30 68 99 1 40 60 100 0
Male 32 67 98 2 36 64 100 0 43 57 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 18 82 100 0
Hispanic < < 100 0 < < 100 0 36 64 100 0
White 27 72 99 1 34 65 99 1 48 52 100 0
Multiple Races < < 100 0 40 60 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 29 71 100 0 32 68 99 1 43 57 100 0
Economically Disadvantaged 24 76 100 0 29 71 100 0 43 57 100 0
Not Economically Disadvantaged 30 69 99 1 34 66 99 1 41 59 100 0
Military Connected 12 88 100 0 50 50 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 58 100 0 40 60 100 0 43 57 100 0
Female 50 50 100 0 36 64 100 0 53 47 100 0
Male 35 65 100 0 42 58 100 0 38 62 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 45 55 100 0 38 63 100 0 46 54 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 41 59 100 0 40 60 100 0 43 57 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 43 57 100 0 40 60 100 0 45 55 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 16 70 86 14 17 68 85 15
Female 15 74 89 11 11 77 88 12 16 67 84 16
Male 23 63 85 15 20 63 83 17 18 68 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 67 70 30 - 71 71 29 3 64 68 32
Hispanic 11 78 89 11 10 76 86 14 14 68 82 18
White 23 68 91 9 19 70 89 11 20 70 90 10
Multiple Races 23 64 86 14 7 74 81 19 33 53 87 13
Students with Disabilities 15 44 59 41 - 48 48 53 10 34 45 55
Students without Disabilities 19 71 91 9 17 72 90 10 18 71 89 11
Economically Disadvantaged 9 73 82 18 3 66 69 31 11 56 66 34
Not Economically Disadvantaged 24 66 90 10 20 71 92 8 20 73 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 25 64 89 11 22 75 97 3
Foster Care < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 87 13 12 72 85 15 13 71 84 16
Female 11 78 89 11 8 79 87 13 12 71 83 17
Male 21 64 85 15 17 66 82 18 14 71 85 15
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 67 70 30 - 71 71 29 3 64 68 32
Hispanic 11 78 89 11 10 76 86 14 14 68 82 18
White 19 71 90 10 15 72 88 12 14 74 88 12
Multiple Races 23 64 86 14 4 77 81 19 29 57 86 14
Students with Disabilities 13 45 58 42 - 48 48 53 10 34 45 55
Students without Disabilities 16 74 91 9 14 75 89 11 13 75 88 12
Economically Disadvantaged 9 73 81 19 2 67 69 31 10 56 66 34
Not Economically Disadvantaged 19 70 89 11 16 75 91 9 15 79 93 7
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 23 66 89 11 20 77 97 3
Foster Care < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 86 14 100 0 67 33 100 0 77 23 100 0
Female < < 100 0 55 45 100 0 < < 100 0
Male < < 100 0 77 23 100 0 69 31 100 0
White 85 15 100 0 62 38 100 0 76 24 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 85 15 100 0 67 33 100 0 77 23 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 92 8 100 0 65 35 100 0 76 24 100 0
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 85 15 20 65 85 15 20 64 84 16
Female 17 68 85 15 17 69 86 14 18 65 83 17
Male 20 64 84 16 22 62 83 17 22 62 84 16
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 62 71 29 6 68 74 26 10 62 72 28
Hispanic 20 76 95 5 12 73 84 16 12 73 85 15
White 20 66 86 14 23 64 87 13 24 63 87 13
Multiple Races 20 68 89 11 16 70 86 14 24 61 85 15
Students with Disabilities 13 39 51 49 4 48 52 48 5 39 44 56
Students without Disabilities 19 69 89 11 21 67 88 12 22 66 88 12
Economically Disadvantaged 10 64 74 26 5 63 69 31 11 56 67 33
Not Economically Disadvantaged 22 67 89 11 26 66 91 9 24 67 91 9
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 29 58 88 12 32 63 95 5
Foster Care < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 67 85 15 23 63 85 15 24 61 85 15
Female 16 70 86 14 19 66 85 15 18 64 82 18
Male 19 64 83 17 26 60 86 14 29 59 88 12
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 58 69 31 6 72 78 22 5 67 72 28
Hispanic 16 79 95 5 19 62 81 19 19 69 88 12
White 19 68 87 13 25 61 87 13 28 59 87 13
Multiple Races 24 71 95 5 16 68 84 16 33 60 93 7
Students with Disabilities 6 42 48 52 3 58 61 39 8 48 56 44
Students without Disabilities 19 70 89 11 25 63 88 12 25 63 87 13
Economically Disadvantaged 7 67 74 26 7 61 68 32 12 55 67 33
Not Economically Disadvantaged 23 67 90 10 29 64 92 8 29 65 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 39 42 82 18 48 45 94 6
Foster Care < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 84 16 17 68 85 15 17 66 83 17
Female 16 68 84 16 15 72 87 13 19 66 85 15
Male 20 65 85 15 18 65 83 17 15 66 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 67 73 27 7 66 72 28 15 56 71 29
Hispanic 19 76 95 5 7 83 90 10 4 77 81 19
White 19 66 85 15 20 67 87 13 19 67 86 14
Multiple Races 14 68 82 18 16 74 89 11 19 62 81 19
Students with Disabilities 3 43 46 54 7 43 50 50 - 32 32 68
Students without Disabilities 20 69 89 11 18 71 88 12 19 70 89 11
Economically Disadvantaged 8 64 72 28 4 68 71 29 8 58 66 34
Not Economically Disadvantaged 22 67 88 12 23 69 91 9 20 69 89 11
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 19 75 94 6 16 81 97 3
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School-11
Division-22
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Grade 7340371372
Grade 8335355367
Total Students675726739

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

Fall Membership by Subgroups

2020 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 2018-20192019-20202020-2021
All Students675726739
Female322348366
Male353378373
American Indian479
Asian61110
Black121125133
Hispanic565558
White444470467
Multiple Races445862
Students with Disabilities788588
Students without Disabilities597641651
Economically Disadvantaged202246185
Not Economically Disadvantaged473480554
English Learners13127
Not English Learners662714732
Homeless31111
Military Connected648179
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

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students618676517361258
Female301283153329426
Male317393364031832
American Indian<<<<<<
Asian<<<<<<
Black9415101811112
Hispanic383457522
Native Hawaiian<<----
White431474595139842
Multiple Races412396412
Students with Disabilities711864176412
Economically Disadvantaged168341994117035
English Learners<<<<92
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 35
Disorderly or Disruptive Behavior Offenses 12
Other Offenses Against Persons 38
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.30.61.3
Asian11.60.82.30.91.3
Black16.139.71638.617.929.3
Hispanic6.31.67.24.58.35.3
Native Hawaiian0.3----
White6950.869.443.265.858.7
Multiple Races6.66.36.311.46.54
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.30.6
Asian10.80.9
Black16.1751610017.9100
Hispanic6.37.28.3
Native Hawaiian0.3
White692569.465.8
Multiple Races6.66.36.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.60.30.6
Asian10.80.9
Black16.11617.9
Hispanic6.37.28.3
Native Hawaiian0.3----
White6969.465.8
Multiple Races6.66.36.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 32.530.729.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 49.752.556
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 66.667.969.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201858%38%0%4%
2018-201960%38%0%2%
2019-202063%35%0%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

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

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