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L. Douglas Wilder Middle

General school information

Category: Middle (06-08) School
Phone: 804-515-1100
Address: 6900 Wilkinson Rd Richmond, VA 23227
Principal: Leah A. Segar
Superintendent: Dr. Amy E. Cashwell
School Number: 250
Region: 1
Division: Henrico County Public Schools
Division Number: 43
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

2023 Accreditation Status: Accredited with Conditions
Number of School Quality Indicators at Level Three (Below Standard): 1 of 6
Accreditation Status Last Year: Accredited with Conditions

School Quality Indicators

Academic Achievement

English Level Two
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Three
MathematicsLevel Two

Student Engagement & Outcomes

Chronic Absenteeism Level Two
  • 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 Three Level One
Economically Disadvantaged Level Three Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level Two Level Three
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

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 30 51 49 16 46 62 38 20 42 62 38
Female 23 30 54 46 18 47 65 35 21 44 65 35
Male 18 30 48 52 14 46 59 41 18 41 59 41
American Indian < < < < < < 100 0
Asian 67 31 97 3 46 50 96 4 56 43 99 1
Black 7 27 33 67 6 45 50 50 7 41 48 52
Hispanic 5 26 32 68 14 54 68 32 12 59 71 29
Native Hawaiian < < 100 0
White 39 41 80 20 47 48 95 5 54 40 94 6
Multiple Races 16 26 42 58 18 57 75 25 31 52 83 17
Students with Disabilities 3 6 9 91 12 20 32 68 14 21 35 65
Students without Disabilities 23 33 56 44 16 51 67 33 21 46 66 34
Economically Disadvantaged 3 22 24 76 5 42 48 52 6 37 42 58
Not Economically Disadvantaged 36 37 73 27 31 52 83 17 33 48 81 19
English Learners - 23 23 77 - 18 18 82 - 40 40 60
Homeless < < < < 6 44 50 50 - 64 64 36
Military Connected < < < < 9 64 73 27 20 60 80 20
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 31 52 48 17 39 56 44 21 41 62 38
Female 23 32 55 45 20 41 61 39 22 46 67 33
Male 19 31 50 50 15 37 52 48 20 37 56 44
Asian 73 20 93 7 59 41 100 0 53 44 97 3
Black 4 33 38 63 6 35 41 59 5 39 45 55
Hispanic < < < < < < < < 7 64 71 29
Native Hawaiian < < 100 0
White 37 37 74 26 40 55 95 5 60 31 91 9
Multiple Races < < < < < < < < 38 54 92 8
Students with Disabilities - 8 8 92 12 15 26 74 14 9 23 77
Students without Disabilities 23 34 57 43 18 43 60 40 22 46 68 32
Economically Disadvantaged 2 25 27 73 4 33 38 62 6 38 44 56
Not Economically Disadvantaged 37 37 74 26 36 48 83 17 38 45 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 32 57 43 14 49 63 37 21 36 57 43
Female 25 35 60 40 17 46 63 37 22 37 59 41
Male 25 30 55 45 10 54 64 36 20 36 56 44
American Indian < < 100 0
Asian 54 46 100 0 38 56 94 6 55 45 100 0
Black 11 25 36 64 5 49 54 46 7 33 40 60
Hispanic < < < < < < < < 18 55 73 27
White 52 36 88 12 47 42 89 11 56 39 95 5
Multiple Races < < < < 20 60 80 20 < < < <
Students with Disabilities - 9 9 91 6 26 32 68 9 25 34 66
Students without Disabilities 28 35 63 37 15 53 68 32 23 38 61 39
Economically Disadvantaged 7 22 29 71 5 47 51 49 3 33 37 63
Not Economically Disadvantaged 38 40 78 22 28 54 81 19 38 39 77 23
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 26 42 58 16 51 67 33 17 51 68 32
Female 22 22 44 56 18 54 72 28 20 49 69 31
Male 11 29 40 60 15 48 63 37 13 53 66 34
Asian < < 100 0 38 56 94 6 64 36 100 0
Black 5 21 26 74 6 51 56 44 7 51 58 42
Hispanic < < < < 15 54 69 31 < < < <
White 26 53 79 21 53 47 100 0 44 50 94 6
Multiple Races < < < < 17 58 75 25 20 60 80 20
Students with Disabilities 10 - 10 90 17 19 36 64 18 29 47 53
Students without Disabilities 16 29 45 55 16 58 74 26 17 54 71 29
Economically Disadvantaged - 17 17 83 6 48 55 45 8 40 48 52
Not Economically Disadvantaged 31 35 65 35 30 55 85 15 24 59 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
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.

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2020-2021 2021-2022 2022-2023
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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 40 47 53 9 45 54 46 9 46 56 44
Female 10 36 46 54 10 43 53 47 7 51 58 42
Male 5 43 49 51 8 47 54 46 12 41 53 47
American Indian < < < < < < < <
Asian 30 65 95 5 44 56 100 0 46 51 97 3
Black 2 25 27 73 2 37 40 60 1 39 40 60
Hispanic 5 35 40 60 10 43 53 47 - 49 49 51
Native Hawaiian < < < <
White 13 63 75 25 23 69 92 8 22 71 93 7
Multiple Races 5 53 58 42 7 61 68 32 17 59 76 24
Students with Disabilities - 6 6 94 6 19 25 75 5 25 30 70
Students without Disabilities 8 44 52 48 10 49 59 41 10 50 60 40
Economically Disadvantaged 1 18 19 81 2 37 39 61 1 33 34 66
Not Economically Disadvantaged 13 57 70 30 18 56 75 25 17 59 76 24
English Learners - 23 23 77 - 33 33 67 - 24 24 76
Homeless < < < < 7 40 47 53 - 40 40 60
Military Connected < < < < - 64 64 36 20 60 80 20
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 9 9 91 2 9 11 89 1 17 18 82
Female - 6 6 94 3 10 13 87 - 21 21 79
Male - 13 13 87 1 9 10 90 3 14 16 84
Asian < < < <
Black - 11 11 89 1 7 8 92 - 17 17 83
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < <
White < < < < < < 100 0 < < < <
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 10 6 16 84 6 9 15 85
Students without Disabilities - 12 12 88 - 10 10 90 - 19 19 81
Economically Disadvantaged - 7 7 93 2 9 11 89 1 16 17 83
Not Economically Disadvantaged - 16 16 84 4 12 15 85 3 20 23 77
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 41 50 50 11 47 57 43 13 42 54 46
Female 9 38 47 53 10 42 52 48 9 52 61 39
Male 8 45 53 47 11 52 63 37 16 31 47 53
American Indian < < < <
Asian 25 67 92 8 50 50 100 0 47 50 97 3
Black - 26 26 74 4 42 46 54 1 35 36 64
Hispanic < < < < < < < < - 54 54 46
White 17 67 83 17 26 63 88 12 38 62 100 0
Multiple Races < < < < < < < < < < < <
Students with Disabilities - - - 100 7 21 28 72 6 16 23 77
Students without Disabilities 10 47 57 43 11 50 61 39 13 45 59 41
Economically Disadvantaged - 16 16 84 3 42 45 55 1 35 35 65
Not Economically Disadvantaged 14 58 72 28 22 53 75 25 27 50 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 3 3 97 - 31 31 69 1 48 48 52
Female - 7 7 93 - 33 33 67 1 50 51 49
Male - - - 100 - 30 30 70 - 45 45 55
Asian < < 100 0 < < 100 0
Black - - - 100 - 28 28 72 1 45 46 54
Hispanic < < < < < < < < < < < <
White < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 20 20 80 3 38 41 59
Students without Disabilities - 4 4 96 - 36 36 64 - 51 51 49
Economically Disadvantaged - 3 3 97 - 30 30 70 1 43 44 56
Not Economically Disadvantaged < < < < - 33 33 67 - 61 61 39
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 64 79 21 17 76 93 7 12 75 88 12
Female 21 60 81 19 19 74 93 7 11 77 88 12
Male 9 68 77 23 15 78 93 7 14 73 87 13
Asian 43 57 100 0 44 56 100 0 44 56 100 0
Black 6 61 67 33 3 85 89 11 6 75 81 19
Hispanic < < 100 0 < < < < < < < <
White 15 62 77 23 26 71 97 3 12 80 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 15 64 79 21 17 76 93 7 13 74 87 13
Economically Disadvantaged 4 52 56 44 6 85 91 9 - 71 71 29
Not Economically Disadvantaged 20 69 90 10 24 70 94 6 14 76 89 11
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 61 69 31 14 79 93 7 23 63 85 15
Female 13 52 65 35 20 70 90 10 17 64 81 19
Male 4 69 73 27 9 86 95 5 28 62 90 10
Asian 18 73 91 9 40 60 100 0 53 47 100 0
Black 6 38 44 56 3 88 91 9 - 58 58 42
Hispanic < < 100 0 < < < <
White 6 72 78 22 8 85 92 8 23 77 100 0
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 8 60 69 31 15 79 94 6 23 62 85 15
Economically Disadvantaged < < < < 8 83 92 8 < < < <
Not Economically Disadvantaged 10 66 76 24 17 77 93 7 25 62 87 13
Homeless < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0
Asian < < 100 0 < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 46 58 42 13 51 64 36 18 50 69 31
Female 16 41 58 42 11 54 65 35 17 46 63 37
Male 9 49 59 41 15 48 63 37 19 55 74 26
American Indian < < < <
Asian 36 59 95 5 39 58 97 3 44 56 100 0
Black 1 30 32 68 3 44 47 53 8 45 53 47
Hispanic < < < < 13 50 63 38 - 57 57 43
White 23 61 84 16 31 66 97 3 36 58 94 6
Multiple Races < < < < 13 75 88 13 23 62 85 15
Students with Disabilities - 18 18 82 15 20 35 65 19 28 47 53
Students without Disabilities 13 48 61 39 13 55 68 32 18 53 71 29
Economically Disadvantaged - 25 25 75 3 46 50 50 6 34 39 61
Not Economically Disadvantaged 20 58 78 22 23 56 80 20 25 59 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 34 47 53 8 45 52 48 14 48 61 39
Female 13 31 44 56 7 47 54 46 12 41 53 47
Male 12 37 48 52 8 42 50 50 16 54 70 30
American Indian < < < <
Asian 31 69 100 0 29 65 94 6 35 65 100 0
Black - 19 19 81 3 35 38 62 8 38 46 54
Hispanic < < < < - 40 40 60 - 55 55 45
White 31 46 77 23 23 72 95 5 26 64 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 10 10 90 11 17 28 72 20 26 46 54
Students without Disabilities 14 37 51 49 7 49 56 44 13 52 64 36
Economically Disadvantaged - 15 15 85 3 37 40 60 4 32 36 64
Not Economically Disadvantaged 22 50 72 28 14 55 69 31 21 59 80 20
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 67 80 20 26 68 94 6 28 57 85 15
Female 21 57 79 21 20 71 90 10 30 56 85 15
Male 4 78 81 19 33 65 98 2 27 58 84 16
Asian < < < < 50 50 100 0 62 38 100 0
Black 4 57 61 39 5 80 85 15 6 65 71 29
Hispanic < < 100 0 < < 100 0 < < < <
White 11 83 94 6 42 58 100 0 50 50 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 13 67 80 20 25 68 94 6 29 56 85 15
Economically Disadvantaged - 62 62 38 3 88 91 9 17 50 67 33
Not Economically Disadvantaged 17 69 86 14 38 58 95 5 30 57 87 13
English Learners < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022 2022-2023
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

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 48 71 29 34 53 87 13
Female 21 49 70 30 34 53 86 14
Male 26 46 72 28 33 54 88 13
Asian 77 19 97 3 92 8 100 0
Black 4 53 57 43 12 63 75 25
Hispanic 21 50 71 29 < < 100 0
White 57 41 99 1 50 50 100 0
Multiple Races 38 56 94 6 < < 100 0
Students with Disabilities 9 31 40 60 < < < <
Students without Disabilities 25 50 75 25 34 55 88 12
Economically Disadvantaged 3 56 60 40 17 67 83 17
Not Economically Disadvantaged 44 39 83 17 36 52 87 13
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 53 90 10 34 53 87 13
Female 26 57 83 17 34 53 86 14
Male 46 50 96 4 33 54 88 13
Asian 71 21 93 7 92 8 100 0
Black 6 72 79 21 12 63 75 25
Hispanic < < 100 0 < < 100 0
White 67 33 100 0 50 50 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 35 54 89 11 34 55 88 12
Economically Disadvantaged 11 81 92 8 17 67 83 17
Not Economically Disadvantaged 49 39 88 12 36 52 87 13
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
School-15
Division56160314
State1,3244,0064,460
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 2021-20222022-2023
Grade 6273274
Grade 7237259
Grade 8232228
Total Students742761

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

Fall Membership by Subgroups

2022 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 2021-20222022-2023
All Students742761
Female359377
Male383384
American Indian11
Asian5573
Black511512
Hispanic2731
White118114
Multiple Races3030
Students with Disabilities105104
Students without Disabilities637657
Economically Disadvantaged427423
Not Economically Disadvantaged315338
English Learners2426
Not English Learners718735
Homeless913
Military Connected1111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2021-2022 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 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students627142566195586150
Female312692788928577
Male3157328810630173
American Indian--<<<<
Asian430540683
Black416123361169356132
Hispanic2610237295
Native Hawaiian----<<
White1125106111056
Multiple Races304227273
Students with Disabilities1004170427036
Economically Disadvantaged334123300178286130
English Learners247214273
Homeless4761387
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 35
Relationship Behaviors without Physical Harm 154
Behaviors of a Safety Concern 114
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 55

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.10.1
Asian5.57.40.79.60.7
Black70.468.994.667.394.9
Hispanic4.73.61.44.12.2
Native Hawaiian------
White14.915.92.7152.2
Multiple Races4.540.73.9
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian5.57.49.6
Black70.468.910067.3
Hispanic4.73.64.1
Native Hawaiian
White14.915.915
Multiple Races4.543.9
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.10.1
Asian5.57.49.6
Black70.468.967.3
Hispanic4.73.64.1
Native Hawaiian------
White14.915.915
Multiple Races4.543.9
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 82.282.290.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 55.555.541.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 777766.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

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

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

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

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202130%69%1%0%
2021-202234%61%1%4%
2022-202333%64%1%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

2023 ESSA Status: Identified for Targeted Support and Improvement
2023 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-No-
AsianYes - CPYes-Yes-
BlackNoNo-No-
HispanicYes - CPYes-No-
WhiteYes - No CPYes-Yes-
Multiple RacesTSTS-Yes-
Economically DisadvantagedNoNo-No-
English LearnersTSYesTSYes-
Students with DisabilitiesNoNo-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students63%59%77%88%
Asian99%96%91%88%
Black49%49%64%88%
Hispanic75%66%63%88%
White94%94%84%88%
Multiple Races83%75%82%88%
Economically Disadvantaged43%46%63%88%
English Learners62%48%53%88%
Students with Disabilities35%33%50%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students57%60%72%85%
Asian97%97%90%85%
Black41%51%56%85%
Hispanic55%64%58%85%
White93%93%80%85%
Multiple Races76%74%75%85%
Economically Disadvantaged35%49%57%85%
English Learners36%52%52%85%
Students with Disabilities31%35%47%85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students63%
Asian100%
Black48%
Hispanic60%
White90%
Multiple Races<
Economically Disadvantaged37%
English Learners<
Students with Disabilities48%

< = 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 Students20%20%12%10%
Asian4%4%10%10%
Black27%27%13%10%
Hispanic15%15%13%10%
White5%5%13%10%
Multiple Races10%10%14%10%
Economically Disadvantaged31%31%15%10%
English Learners10%10%12%10%
Students with Disabilities34%34%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

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress42%52%58%
English Learner Proficiency5%--

< = 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 Progress51242%
English Learner Proficiency1205%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%98%2%
Asian100%-100%-100%-
Black99%1%99%1%97%3%
Hispanic100%-100%-100%-
White98%2%99%1%100%-
Multiple Races100%-100%-<<
Economically Disadvantaged98%2%99%1%95%5%
Not Economically Disadvantaged100%-99%1%100%-
English Learners96%4%100%-<<
Students with Disabilities97%3%98%2%97%3%
Students without Disabilities99%1%99%1%98%2%
Female99%1%99%1%99%1%
Male99%1%99%1%97%3%
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 Students70%66%
Asian99%99%
Black59%55%
Hispanic78%63%
White95%94%
Multiple Races86%83%
Economically Disadvantaged52%50%
English Learners67%52%
Students with Disabilities56%45%

< = 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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