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Lakeside Middle

General school information

Category: Middle (06-08) School
Phone: 434-975-0599
Address: 2801 Powell Creek Drive Charlottesville, VA 22911-7402
Principal: Michael Craddock
Superintendent: Dr. Matthew S. Haas
School Number: 1051
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 83 17 24 62 85 15 23 61 84 16
Female 29 54 83 17 26 57 83 17 25 61 86 14
Male 22 61 83 17 22 66 88 12 22 60 82 18
American Indian < < 100 0 < < 100 0
Asian 47 40 87 13 34 55 89 11 34 59 93 7
Black 4 56 60 40 10 58 67 33 11 55 66 34
Hispanic 19 40 59 41 13 54 67 33 6 56 62 38
White 25 65 90 10 27 66 93 7 27 66 92 8
Multiple Races 36 46 82 18 23 60 83 17 30 45 75 25
Students with Disabilities 14 38 52 48 21 38 59 41 20 49 70 30
Students without Disabilities 27 60 87 13 24 64 89 11 24 62 86 14
Economically Disadvantaged 11 50 61 39 9 55 63 37 10 55 65 35
Not Economically Disadvantaged 30 60 90 10 29 64 93 7 29 63 92 8
English Learners - 28 28 72 10 49 60 40 8 44 53 47
Homeless < < < < < < < < < < < <
Military Connected 35 62 96 4 26 67 93 7 27 63 90 10
Foster Care < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 58 81 19 25 60 85 15 25 61 86 14
Female 23 59 81 19 30 51 81 19 24 66 90 10
Male 23 58 81 19 21 68 89 11 25 58 83 17
Asian 47 35 82 18 37 56 93 7 31 60 91 9
Black 5 53 58 42 24 59 82 18 11 39 50 50
Hispanic 19 38 57 43 8 54 62 38 5 71 76 24
White 22 69 91 9 29 60 90 10 25 67 92 8
Multiple Races 29 50 79 21 12 71 82 18 57 36 93 7
Students with Disabilities 17 35 52 48 30 35 65 35 7 66 72 28
Students without Disabilities 23 62 86 14 25 63 88 12 28 61 89 11
Economically Disadvantaged 9 57 65 35 10 48 58 42 10 51 61 39
Not Economically Disadvantaged 28 59 87 13 31 64 94 6 29 64 93 7
English Learners - 21 21 79 16 48 64 36 6 61 67 33
Military Connected 27 64 91 9 30 70 100 0 20 70 90 10
Foster Care < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 54 88 12 15 66 81 19 28 58 86 14
Female 40 47 87 13 14 64 79 21 31 56 87 13
Male 30 60 90 10 15 67 82 18 25 60 85 15
Asian 76 18 94 6 15 65 80 20 42 54 96 4
Black < < < < - 50 50 50 18 73 91 9
Hispanic 25 40 65 35 13 57 70 30 8 58 67 33
White 29 66 95 5 18 73 91 9 34 58 91 9
Multiple Races 47 29 76 24 21 57 79 21 17 44 61 39
Students with Disabilities 20 53 73 27 14 32 45 55 40 35 75 25
Students without Disabilities 36 54 90 10 15 71 86 14 27 60 87 13
Economically Disadvantaged 24 43 68 32 6 57 63 37 15 54 69 31
Not Economically Disadvantaged 37 57 94 6 19 69 88 12 34 60 94 6
English Learners < < < < - 52 52 48 11 44 56 44
Homeless < < < < < < 100 0
Military Connected < < 100 0 30 50 80 20 < < 100 0
Foster Care < < 100 0
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 79 21 32 60 91 9 17 63 80 20
Female 25 55 80 20 36 56 92 8 18 63 82 18
Male 14 64 78 22 29 63 91 9 15 64 79 21
American Indian < < 100 0
Asian 24 62 86 14 53 41 94 6 29 63 92 8
Black - 53 53 47 9 73 82 18 5 50 55 45
Hispanic 12 41 53 47 19 52 71 29 4 42 46 54
White 23 62 85 15 33 64 97 3 20 73 94 6
Multiple Races < < 100 0 38 50 88 13 17 58 75 25
Students with Disabilities 5 30 35 65 15 54 69 31 20 40 60 40
Students without Disabilities 22 63 85 15 33 60 93 7 16 66 83 17
Economically Disadvantaged 2 49 51 49 11 60 71 29 4 58 62 38
Not Economically Disadvantaged 26 63 89 11 38 59 97 3 22 66 88 12
English Learners < < < < 20 47 67 33 9 30 39 61
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 17 67 83 17
Foster Care < < 100 0
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 83 17 21 61 82 18 24 63 87 13
Female 14 68 82 18 22 59 82 18 24 66 90 10
Male 19 65 85 15 19 63 82 18 24 60 84 16
American Indian < < 100 0 < < 100 0
Asian 44 47 91 9 51 38 90 10 54 42 96 4
Black 4 56 60 40 8 58 65 35 6 66 73 27
Hispanic 10 45 55 45 10 53 63 38 6 70 76 24
White 15 76 92 8 19 71 90 10 23 68 91 9
Multiple Races 18 63 82 18 20 52 72 28 27 57 84 16
Students with Disabilities 11 39 49 51 20 38 58 42 23 52 75 25
Students without Disabilities 18 70 88 12 21 64 85 15 24 65 89 11
Economically Disadvantaged 6 57 64 36 8 53 61 39 10 62 72 28
Not Economically Disadvantaged 21 70 90 10 25 64 90 10 29 63 93 7
English Learners 6 31 37 63 19 45 64 36 16 57 73 27
Homeless < < < < < < < < < < < <
Military Connected 12 88 100 0 19 81 100 0 20 70 90 10
Foster Care < < < <
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 63 86 14 28 56 85 15 31 58 89 11
Female 25 57 81 19 31 53 84 16 30 61 91 9
Male 22 69 91 9 26 60 86 14 32 55 87 13
Asian 63 25 88 13 57 39 96 4 57 38 95 5
Black 5 68 74 26 18 59 76 24 - 56 56 44
Hispanic 14 55 68 32 12 58 69 31 10 81 90 10
White 23 70 93 7 26 63 89 11 30 61 91 9
Multiple Races 23 62 85 15 35 41 76 24 43 57 100 0
Students with Disabilities 18 41 59 41 32 36 68 32 14 66 79 21
Students without Disabilities 24 66 90 10 28 59 87 13 34 57 91 9
Economically Disadvantaged 9 62 70 30 8 53 61 39 14 60 74 26
Not Economically Disadvantaged 29 63 93 8 36 58 94 6 36 57 93 7
English Learners - 40 40 60 27 50 77 23 15 65 80 20
Military Connected 18 82 100 0 50 50 100 0 20 70 90 10
Foster Care < < < <
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 66 69 31 4 60 64 36 13 69 82 18
Female - 76 76 24 2 58 60 40 7 78 85 15
Male 5 56 62 38 6 63 69 31 18 60 78 22
Asian < < < < < < < < < < < <
Black < < < < - 52 52 48 16 68 84 16
Hispanic 6 31 38 63 - 47 47 53 9 68 77 23
White 2 84 86 14 7 75 82 18 16 70 86 14
Multiple Races < < < < < < < < 10 50 60 40
Students with Disabilities 8 38 46 54 10 38 48 52 44 28 72 28
Students without Disabilities 2 72 73 27 3 66 69 31 7 76 84 16
Economically Disadvantaged 7 53 60 40 2 44 47 53 8 55 63 37
Not Economically Disadvantaged - 74 74 26 5 73 79 21 17 79 95 5
English Learners < < < < 4 39 43 57 6 63 69 31
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 40 41 59 4 46 50 50 2 60 62 38
Female - 38 38 62 5 42 47 53 - 72 72 28
Male 3 41 45 55 3 48 52 48 4 50 54 46
Asian < < < < < < < < < < < <
Black - 23 23 77 < < < < - 62 62 38
Hispanic - 8 8 92 7 36 43 57 - 53 53 47
White 3 57 60 40 6 59 65 35 - 73 73 27
Multiple Races < < < < < < < <
Students with Disabilities 5 30 35 65 18 18 36 64 10 40 50 50
Students without Disabilities - 45 45 55 - 54 54 46 - 65 65 35
Economically Disadvantaged - 30 30 70 5 50 55 45 - 61 61 39
Not Economically Disadvantaged 4 50 54 46 4 42 46 54 5 59 64 36
English Learners < < < < - 47 47 53 - 50 50 50
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 79 98 2 26 71 96 4 28 67 95 5
Female 17 81 97 3 28 70 98 2 31 65 96 4
Male 22 77 99 1 23 71 94 6 24 70 94 6
American Indian < < 100 0
Asian 37 58 95 5 63 38 100 0 58 42 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 20 80 100 0 < < 100 0 < < < <
White 15 84 99 1 22 73 95 5 23 72 95 5
Multiple Races 27 67 93 7 < < 100 0 36 55 91 9
Students with Disabilities < < 100 0 < < 100 0 10 80 90 10
Students without Disabilities 20 78 98 2 26 70 96 4 29 66 95 5
Economically Disadvantaged 5 95 100 0 24 76 100 0 16 75 91 9
Not Economically Disadvantaged 22 76 98 2 26 69 96 4 31 65 96 4
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 18 73 91 9
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 74 100 0 25 72 96 4 32 62 94 6
Female 14 86 100 0 28 69 97 3 39 58 97 3
Male 38 62 100 0 22 73 96 4 24 67 91 9
Asian 54 46 100 0 64 36 100 0 73 27 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 21 79 100 0 15 83 98 2 23 70 93 7
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 26 74 100 0 25 71 96 4 30 64 94 6
Economically Disadvantaged < < 100 0 < < < < < < 100 0
Not Economically Disadvantaged 25 75 100 0 26 73 99 1 32 62 94 6
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0
Asian < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 56 72 28 16 66 82 18 14 63 77 23
Female 12 55 67 33 19 64 83 17 10 66 76 24
Male 21 57 79 21 13 68 82 18 18 61 79 21
American Indian < < 100 0
Asian 18 64 82 18 26 63 89 11 42 46 88 13
Black - 29 29 71 - 64 64 36 - 50 50 50
Hispanic 5 37 42 58 18 32 50 50 8 31 38 62
White 21 61 82 18 12 79 91 9 12 80 92 8
Multiple Races < < < < 31 44 75 25 17 58 75 25
Students with Disabilities 5 20 25 75 13 53 67 33 10 45 55 45
Students without Disabilities 18 61 78 22 16 68 84 16 15 66 80 20
Economically Disadvantaged 2 39 41 59 8 46 54 46 - 54 54 46
Not Economically Disadvantaged 21 62 83 17 18 72 90 10 20 67 87 13
English Learners - 17 17 83 5 37 42 58 9 30 39 61
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 17 67 83 17
Foster Care < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 56 72 28 16 66 82 18 14 63 77 23
Female 12 55 67 33 19 64 83 17 10 66 76 24
Male 21 57 79 21 13 68 82 18 18 61 79 21
American Indian < < 100 0
Asian 18 64 82 18 26 63 89 11 42 46 88 13
Black - 29 29 71 - 64 64 36 - 50 50 50
Hispanic 5 37 42 58 18 32 50 50 8 31 38 62
White 21 61 82 18 12 79 91 9 12 80 92 8
Multiple Races < < < < 31 44 75 25 17 58 75 25
Students with Disabilities 5 20 25 75 13 53 67 33 10 45 55 45
Students without Disabilities 18 61 78 22 16 68 84 16 15 66 80 20
Economically Disadvantaged 2 39 41 59 8 46 54 46 - 54 54 46
Not Economically Disadvantaged 21 62 83 17 18 72 90 10 20 67 87 13
English Learners - 17 17 83 5 37 42 58 9 30 39 61
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 17 67 83 17
Foster Care < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16 28 61 89 11 25 55 80 20
Female 21 62 83 17 24 67 91 9 22 58 80 20
Male 27 58 85 15 32 56 88 13 27 52 80 20
American Indian < < 100 0
Asian 30 65 95 5 65 29 94 6 55 35 90 10
Black 18 53 71 29 9 73 82 18 - 59 59 41
Hispanic 7 43 50 50 18 59 76 24 9 41 50 50
White 26 61 87 13 25 69 94 6 29 61 90 10
Multiple Races < < 100 0 35 41 76 24 10 60 70 30
Students with Disabilities - 39 39 61 - 64 64 36 17 44 61 39
Students without Disabilities 26 63 89 11 31 61 91 9 26 56 82 18
Economically Disadvantaged 10 56 67 33 10 58 68 32 12 51 63 37
Not Economically Disadvantaged 28 62 89 11 33 61 94 6 30 57 86 14
English Learners < < < < 18 64 82 18 7 27 33 67
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 27 45 73 27
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16 28 61 89 11 25 55 80 20
Female 21 62 83 17 24 67 91 9 22 58 80 20
Male 27 58 85 15 32 56 88 13 27 52 80 20
American Indian < < 100 0
Asian 30 65 95 5 65 29 94 6 55 35 90 10
Black 18 53 71 29 9 73 82 18 - 59 59 41
Hispanic 7 43 50 50 18 59 76 24 9 41 50 50
White 26 61 87 13 25 69 94 6 29 61 90 10
Multiple Races < < 100 0 35 41 76 24 10 60 70 30
Students with Disabilities - 39 39 61 - 64 64 36 17 44 61 39
Students without Disabilities 26 63 89 11 31 61 91 9 26 56 82 18
Economically Disadvantaged 10 56 67 33 10 58 68 32 12 51 63 37
Not Economically Disadvantaged 28 62 89 11 33 61 94 6 30 57 86 14
English Learners < < < < 18 64 82 18 7 27 33 67
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 27 45 73 27
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2022-20232023-20242024-2025
School453
Division4710666
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Grade 6168186194
Grade 7173169200
Grade 8173165181
Total Enrollment514520575

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students514520575
Female255252279
Male259268296
Asian616088
Black374762
Hispanic617068
White316292310
Multiple Races395046
Students with Disabilities635776
Students without Disabilities451463499
Economically Disadvantaged122124145
Not Economically Disadvantaged392396430
English Learners545873
Not English Learners460462502
Homeless313
Military Connected272530
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students449624745449876
Female220312302623841
Male229312442826035
American Indian--<<<<
Asian562611834
Black30939114520
Hispanic531158145911
White277352761926739
Multiple Races335399432
Students with Disabilities501151106313
Economically Disadvantaged101341083511850
English Learners44949135715
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress66
Behaviors related to School Operations119
Relationship Behaviors without Physical Harm140
Behaviors of a Safety Concern87
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others17

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 136 122 120
Out-of-School Suspension 27 16 48
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 2 2 0
Bus Suspension 2 10 1

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 2324.326.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 21.517.417.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 51.356.163.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202337%61%0%2%
2023-202438%61%0%1%
2024-202540%58%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsYes - No CPYes--
AsianYes - CPYes--
BlackNoYes--
HispanicNoYes--
WhiteYes - No CPYes--
Multiple RacesNoYes--
Economically DisadvantagedNoYes--
English LearnersNoYesNo-
Students with DisabilitiesYes - CPYes--

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 RateAnnual TargetLong-Term Goal
All Students84%81%88%
Asian93%91%88%
Black66%73%88%
Hispanic62%73%88%
White92%86%88%
Multiple Races75%84%88%
Economically Disadvantaged65%73%88%
English Learners53%67%88%
Students with Disabilities68%64%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 RateAnnual TargetLong-Term Goal
All Students87%76%85%
Asian96%90%85%
Black73%67%85%
Hispanic76%68%85%
White91%82%85%
Multiple Races84%79%85%
Economically Disadvantaged72%67%85%
English Learners73%64%85%
Students with Disabilities74%61%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 Students77%
Asian88%
Black50%
Hispanic38%
White92%
Multiple Races75%
Economically Disadvantaged54%
English Learners39%
Students with Disabilities55%

< = 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.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress54%56%58%
English Learner Proficiency12%--

< = 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 Progress193554%
English Learner Proficiency54112%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.9%-98.4%-98.3%-
Asian100%-100%-100%-
Black100%-100%-100%-
Hispanic100%-100%-100%-
White98.7%-97.7%-96.8%-
Multiple Races95.7%-95.7%-100%-
Economically Disadvantaged97.5%-97.6%-94.5%-
Not Economically Disadvantaged99.5%-98.8%-100%-
English Learners100%-100%-100%-
Students with Disabilities93.2%-93.2%-90.9%-
Students without Disabilities99.8%-99.2%-99.4%-
Female98.6%-98.2%-98.9%-
Male99.3%-98.6%-97.8%-

< = 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).
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