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King George Middle

General school information

Category: Middle (06-08) School
Phone: 540-775-2331
Address: 8246 Dahlgren Road King George, VA 22485
Principal: Vacant
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 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.

ACCREDITATION

2021 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accreditation Waived

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 13 62 75 25
Female 19 67 86 14 16 65 81 19
Male 14 64 79 21 10 59 69 31
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 8 60 68 32 6 51 57 43
Hispanic 13 70 83 17 22 49 71 29
White 18 67 86 14 16 66 82 18
Multiple Races 24 56 80 20 6 66 72 28
Students with Disabilities 4 35 40 60 5 29 33 67
Students without Disabilities 18 69 87 13 14 66 81 19
Economically Disadvantaged 7 59 66 34 6 55 61 39
Not Economically Disadvantaged 21 68 89 11 16 65 80 20
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 19 78 97 3 18 66 84 16
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 82 18 14 64 78 22
Female 24 63 86 14 14 70 84 16
Male 12 65 77 23 13 58 71 29
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 8 58 66 34 4 55 59 41
Hispanic 12 77 88 12 27 50 77 23
White 20 65 85 15 16 70 85 15
Multiple Races 27 50 77 23 9 65 74 26
Students with Disabilities 5 33 38 62 3 34 38 62
Students without Disabilities 19 68 87 13 15 68 83 17
Economically Disadvantaged 8 56 64 36 6 61 67 33
Not Economically Disadvantaged 22 67 89 11 17 66 82 18
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 22 75 97 3 20 60 80 20
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 67 82 18 13 60 73 27
Female 14 71 86 14 18 60 78 22
Male 16 63 80 20 8 60 68 32
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 8 61 69 31 8 47 55 45
Hispanic 14 64 79 21 17 48 65 35
White 17 69 86 14 15 63 78 22
Multiple Races 20 67 87 13 4 67 71 29
Students with Disabilities 3 38 41 59 6 24 29 71
Students without Disabilities 17 70 86 14 14 65 79 21
Economically Disadvantaged 6 62 67 33 6 47 53 47
Not Economically Disadvantaged 20 70 90 10 15 64 79 21
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected 16 81 97 3 17 69 86 14
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
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

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. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 45 81 19
Female 44 43 86 14
Male 28 47 75 25
American Indian < < 100 0
Asian < < 100 0
Black 22 43 66 34
Hispanic 26 56 81 19
White 39 45 84 16
Multiple Races 40 47 87 13
Students with Disabilities 14 21 34 66
Students without Disabilities 38 47 85 15
Economically Disadvantaged 13 51 64 36
Not Economically Disadvantaged 46 42 88 12
Homeless < < < <
Military Connected 47 47 94 6
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 45 81 19
Female 44 43 86 14
Male 28 47 75 25
American Indian < < 100 0
Asian < < 100 0
Black 22 43 66 34
Hispanic 26 56 81 19
White 39 45 84 16
Multiple Races 40 47 87 13
Students with Disabilities 14 21 34 66
Students without Disabilities 38 47 85 15
Economically Disadvantaged 13 51 64 36
Not Economically Disadvantaged 46 42 88 12
Homeless < < < <
Military Connected 47 47 94 6
EOC Writing Performance 2018-2019 2019-2020 2020-2021
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

2020-2021 mathematics results reflect reduced student participation in state mathematics assessments due to COVID-19. Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 86 14 5 43 48 52
Female 23 67 89 11 5 46 51 49
Male 15 68 83 17 5 40 45 55
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 8 62 70 30 3 17 19 81
Hispanic 13 78 91 9 2 43 45 55
White 22 67 89 11 6 51 57 43
Multiple Races 20 73 93 7 4 37 41 59
Students with Disabilities 9 37 46 54 8 6 14 86
Students without Disabilities 20 71 90 10 5 48 52 48
Economically Disadvantaged 8 63 72 28 3 24 27 73
Not Economically Disadvantaged 23 69 92 8 6 50 55 45
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 25 72 97 3 7 63 71 29
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 84 16 8 42 50 50
Female 24 65 89 11 6 45 52 48
Male 11 69 80 20 9 38 47 53
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 11 57 69 31 2 17 19 81
Hispanic 12 76 88 12 4 42 46 54
White 19 68 87 13 9 50 59 41
Multiple Races 17 74 91 9 9 41 50 50
Students with Disabilities 5 38 44 56 10 10 19 81
Students without Disabilities 19 71 90 10 7 46 54 46
Economically Disadvantaged 9 60 70 30 5 26 31 69
Not Economically Disadvantaged 21 70 91 9 9 49 57 43
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 20 73 93 7 14 55 68 32
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 75 77 23 1 16 17 83
Female - 79 79 21 1 17 18 82
Male 3 72 76 24 1 16 17 83
American Indian < < 100 0 < < < <
Asian < < < <
Black 2 63 65 35 4 8 12 88
Hispanic - 87 87 13 - 14 14 86
White 2 78 80 20 - 18 18 82
Multiple Races < < < < - 24 24 76
Students with Disabilities 13 25 38 63 6 3 9 91
Students without Disabilities 1 82 83 17 - 19 19 81
Economically Disadvantaged 1 67 68 32 2 13 15 85
Not Economically Disadvantaged 3 82 84 16 1 18 19 81
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected 6 94 100 0 - 33 33 67
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 59 100 0 6 88 93 7
Female 40 60 100 0 4 88 92 8
Male 43 57 100 0 7 88 95 5
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 18 82 100 0 < < 100 0
Hispanic 36 64 100 0 < < < <
White 48 52 100 0 7 86 93 7
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 43 57 100 0 6 88 93 7
Economically Disadvantaged 43 57 100 0 < < 100 0
Not Economically Disadvantaged 41 59 100 0 6 87 93 7
Military Connected 50 50 100 0 4 92 96 4
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 57 100 0 8 92 100 0
Female 53 47 100 0 13 87 100 0
Male 38 62 100 0 - 100 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 46 54 100 0 9 91 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 43 57 100 0 8 92 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 45 55 100 0 8 92 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2018-2019 2019-2020 2020-2021
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

2020-2021 science results reflect reduced student participation in state science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 85 15 5 53 58 42
Female 16 67 84 16 5 56 61 39
Male 18 68 86 14 5 50 55 45
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 3 64 68 32 8 24 32 68
Hispanic 14 68 82 18 - 61 61 39
White 20 70 90 10 6 59 65 35
Multiple Races 33 53 87 13 - 50 50 50
Students with Disabilities 10 34 45 55 9 12 21 79
Students without Disabilities 18 71 89 11 4 58 63 37
Economically Disadvantaged 11 56 66 34 2 25 26 74
Not Economically Disadvantaged 20 73 94 6 6 61 67 33
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 22 75 97 3 7 73 80 20
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 71 84 16 5 53 58 42
Female 12 71 83 17 5 56 61 39
Male 14 71 85 15 5 50 55 45
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 3 64 68 32 8 24 32 68
Hispanic 14 68 82 18 - 61 61 39
White 14 74 88 12 6 59 65 35
Multiple Races 29 57 86 14 - 50 50 50
Students with Disabilities 10 34 45 55 9 12 21 79
Students without Disabilities 13 75 88 12 4 58 63 37
Economically Disadvantaged 10 56 66 34 2 25 26 74
Not Economically Disadvantaged 15 79 93 7 6 61 67 33
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 20 77 97 3 7 73 80 20
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2018-2019 2019-2020 2020-2021
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

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

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 64 84 16
Female 18 65 83 17
Male 22 62 84 16
American Indian < < 100 0
Asian < < 100 0
Black 10 62 72 28
Hispanic 12 73 85 15
White 24 63 87 13
Multiple Races 24 61 85 15
Students with Disabilities 5 39 44 56
Students without Disabilities 22 66 88 12
Economically Disadvantaged 11 56 67 33
Not Economically Disadvantaged 24 67 91 9
English Learners < < < <
Homeless < < < <
Military Connected 32 63 95 5
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 61 85 15
Female 18 64 82 18
Male 29 59 88 12
American Indian < < 100 0
Asian < < 100 0
Black 5 67 72 28
Hispanic 19 69 88 12
White 28 59 87 13
Multiple Races 33 60 93 7
Students with Disabilities 8 48 56 44
Students without Disabilities 25 63 87 13
Economically Disadvantaged 12 55 67 33
Not Economically Disadvantaged 29 65 94 6
English Learners < < < <
Homeless < < < <
Military Connected 48 45 94 6
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17
Female 19 66 85 15
Male 15 66 81 19
American Indian < < 100 0
Asian < < 100 0
Black 15 56 71 29
Hispanic 4 77 81 19
White 19 67 86 14
Multiple Races 19 62 81 19
Students with Disabilities - 32 32 68
Students without Disabilities 19 70 89 11
Economically Disadvantaged 8 58 66 34
Not Economically Disadvantaged 20 69 89 11
Homeless < < < <
Military Connected 16 81 97 3
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
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

2018-20192020-2021
School11
Division22
State3,7191,324
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

2019-2020 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 2020-2021 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
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students612587361
Female294263620
Male318323741
American Indian<<<<
Asian<<<<
Black111121380
Hispanic522580
White398424601
Multiple Races412620
Students with Disabilities6412950
Economically Disadvantaged170352210
English Learners92<<
Homeless<<110
< = 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
Other Offenses Against Persons <
Technology Offenses <

< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.61.311.2
Asian0.91.31.51.4
Black17.929.317.235.718
Hispanic8.35.37.63.67.8
Native Hawaiian------
White65.858.764.752.463.2100
Multiple Races6.5488.38.4
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.611.2
Asian0.91.51.4
Black17.910017.210018
Hispanic8.37.67.8
Native Hawaiian
White65.864.763.2
Multiple Races6.588.4
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.611.2
Asian0.91.51.4
Black17.917.218
Hispanic8.37.67.8
Native Hawaiian------
White65.864.763.2
Multiple Races6.588.4
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 30.729.329.3
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 52.55656
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 67.969.969.9
< = 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.

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: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201956%42%0%2%
2019-202056%42%0%2%
2020-202153%42%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021 ESSA Status: Not Identified for Support and Improvement
2021 Accreditation Status: Accreditation Waived

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students-4%12%10%
Asian<-10%10%
Black-5%13%10%
Hispanic-2%13%10%
White-5%13%10%
Economically Disadvantaged-8%15%10%
English Learners<11%12%10%
Students with Disabilities-7%16%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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%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

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students78%78%77%
Asian90%90%<
Black78%80%77%
Hispanic86%84%82%
White76%77%75%
Economically Disadvantaged74%75%67%
Not Economically Disadvantaged79%79%81%
English Learners<<<
Students with Disabilities72%74%81%
Students without Disabilities78%79%77%
Female80%81%78%
Male75%75%76%
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports

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