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Liberty Middle

General school information

Category: Elementary (04-06) School
Phone: 540-586-7735
Address: 1237 Lacey Putney Way Bedford, VA 24523
Principal: Jean Marie Johnston
Superintendent: Dr. Douglas R. Schuch
School Number: 490
Region: 5
Division: Bedford County Public Schools
Division Number: 10
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited with Conditions

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 74 26 11 69 80 20 13 65 77 23
Female 14 66 79 21 14 69 84 16 16 65 82 18
Male 9 60 69 31 7 69 76 24 9 64 73 27
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 7 48 55 45 3 70 73 27 5 60 65 35
Hispanic - 57 57 43 9 73 82 18 7 43 50 50
White 12 66 79 21 12 70 82 18 15 66 82 18
Multiple Races 9 52 61 39 10 57 67 33 3 55 59 41
Students with Disabilities 9 27 37 63 13 30 43 57 15 37 52 48
Students without Disabilities 12 70 82 18 11 75 86 14 12 69 82 18
Economically Disadvantaged 9 57 66 34 8 67 75 25 9 59 68 33
Not Economically Disadvantaged 14 69 83 17 15 72 87 13 17 71 88 12
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 13 67 80 20 16 65 81 19
Female 13 71 84 16 20 64 84 16 20 63 84 16
Male 8 63 71 29 6 69 75 25 11 66 77 23
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 3 59 63 38 - 73 73 27 16 56 72 28
Hispanic < < 100 0 < < 100 0 < < < <
White 13 69 83 17 14 68 82 18 18 66 84 16
Multiple Races < < < < < < < < - 73 73 27
Students with Disabilities 9 26 35 65 13 35 48 52 21 39 61 39
Students without Disabilities 11 74 85 15 13 71 84 16 15 69 84 16
Economically Disadvantaged 9 60 69 31 12 64 76 24 10 62 72 28
Not Economically Disadvantaged 13 76 89 11 15 71 85 15 22 67 89 11
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 12 69 81 19 15 64 79 21
Female 16 67 84 16 14 72 86 14 21 61 82 18
Male 11 65 76 24 10 66 76 24 10 66 76 24
Asian < < 100 0 < < < < < < 100 0
Black 14 50 64 36 3 76 79 21 - 70 70 30
Hispanic < < < < < < < < < < < <
White 14 70 84 16 14 69 83 17 18 64 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 16 26 42 58 13 22 35 65 14 43 57 43
Students without Disabilities 13 74 87 13 12 76 88 12 15 67 83 17
Economically Disadvantaged 10 64 74 26 4 70 74 26 12 57 69 31
Not Economically Disadvantaged 19 67 86 14 22 68 90 10 19 71 90 10
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 57 66 35 8 72 79 21 6 66 72 28
Female 11 59 70 30 8 72 80 20 6 72 78 22
Male 7 55 62 38 7 71 78 22 6 59 65 35
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 7 32 39 61 5 58 63 37 - 58 58 42
Hispanic < < < < < < < < < < < <
White 10 61 71 29 8 73 81 19 8 71 79 21
Multiple Races < < < < < < < < 10 30 40 60
Students with Disabilities 5 29 34 66 13 33 46 54 9 26 35 65
Students without Disabilities 10 64 74 26 7 78 85 15 6 72 78 22
Economically Disadvantaged 8 48 56 44 6 67 74 26 4 56 59 41
Not Economically Disadvantaged 10 65 76 24 9 77 86 14 8 75 84 16
English Learners < < < <
Homeless < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 12 57 69 31 9 52 60 40
Female 15 53 68 32 15 61 76 24 14 58 73 27
Male 2 49 50 50 9 53 63 37 3 45 47 53
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 34 38 62 5 42 47 53 3 42 45 55
Hispanic < < < < < < < < < < < <
White 9 53 62 38 14 59 73 27 10 56 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 27 27 73 4 29 33 67 - 18 18 82
Students without Disabilities 10 58 68 32 14 62 75 25 10 57 67 33
Economically Disadvantaged 7 43 50 50 7 52 59 41 7 37 43 57
Not Economically Disadvantaged 9 59 69 31 19 63 82 18 10 65 76 24
English Learners < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 12 57 69 31 9 52 60 40
Female 15 53 68 32 15 61 76 24 14 58 73 27
Male 2 49 50 50 9 53 63 37 3 45 47 53
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 34 38 62 5 42 47 53 3 42 45 55
Hispanic < < < < < < < < < < < <
White 9 53 62 38 14 59 73 27 10 56 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 27 27 73 4 29 33 67 - 18 18 82
Students without Disabilities 10 58 68 32 14 62 75 25 10 57 67 33
Economically Disadvantaged 7 43 50 50 7 52 59 41 7 37 43 57
Not Economically Disadvantaged 9 59 69 31 19 63 82 18 10 65 76 24
English Learners < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 16 61 77 23 16 64 80 20
Female 14 69 83 17 18 64 82 18 18 67 85 15
Male 14 64 77 23 14 58 72 28 14 61 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 9 65 73 27 5 64 70 30 6 63 69 31
Hispanic 14 64 79 21 20 50 70 30 - 79 79 21
White 14 67 82 18 17 62 79 21 19 65 84 16
Multiple Races 13 61 74 26 5 57 62 38 10 48 59 41
Students with Disabilities 11 33 43 57 13 26 39 61 19 30 49 51
Students without Disabilities 15 73 88 12 16 67 83 17 16 70 86 14
Economically Disadvantaged 9 65 74 26 10 62 72 28 9 62 71 29
Not Economically Disadvantaged 19 67 87 13 24 61 85 15 24 66 90 10
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 55 83 17 26 53 80 20 27 56 83 17
Female 33 55 88 12 30 53 83 17 25 60 86 14
Male 21 56 77 23 23 54 77 23 28 52 80 20
American Indian < < 100 0 < < 100 0
Black 16 59 75 25 5 77 82 18 16 52 68 32
Hispanic < < 100 0 < < < < < < < <
White 30 55 85 15 30 50 81 19 31 56 87 13
Multiple Races < < < < < < < < 9 64 73 27
Students with Disabilities 13 22 35 65 13 30 43 57 29 36 64 36
Students without Disabilities 29 61 90 10 28 57 85 15 26 60 86 14
Economically Disadvantaged 16 63 78 22 17 60 78 22 15 61 76 24
Not Economically Disadvantaged 42 47 88 12 41 42 84 16 39 51 90 10
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 66 34 5 61 66 34 5 66 71 29
Female 2 70 72 28 5 70 75 25 6 72 78 22
Male 14 47 61 39 5 54 58 42 4 61 65 35
Asian < < < < < < 100 0
Black 5 58 63 37 - 69 69 31 - 68 68 32
Hispanic < < < < < < 100 0 < < < <
White 7 61 68 32 6 60 65 35 6 67 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 23 37 63 13 17 30 70 14 36 50 50
Students without Disabilities 6 69 76 24 3 71 74 26 3 74 77 23
Economically Disadvantaged 9 55 64 36 - 59 59 41 5 63 67 33
Not Economically Disadvantaged 6 64 70 30 13 64 77 23 6 73 79 21
English Learners < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 68 71 29 3 53 56 44 3 65 69 31
Female 2 65 67 33 - 62 62 38 2 73 75 25
Male 3 70 73 27 7 42 49 51 5 59 64 36
Asian < < < <
Black - 65 65 35 7 33 40 60 - 64 64 36
Hispanic < < 100 0 < < < < < < 100 0
White 4 68 72 28 3 58 61 39 4 71 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities 5 42 47 53 14 23 36 64 13 17 30 70
Students without Disabilities 1 82 83 17 - 62 62 38 1 77 78 22
Economically Disadvantaged 3 61 63 37 5 48 52 48 2 55 56 44
Not Economically Disadvantaged 3 82 85 15 - 63 63 38 6 78 83 17
English Learners < < 100 0
Homeless < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 87 96 4 18 82 100 0 32 68 100 0
Female 10 88 98 2 19 81 100 0 48 52 100 0
Male 8 86 94 6 17 83 100 0 14 86 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 87 95 5 15 85 100 0 34 66 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 9 87 96 4 18 82 100 0 32 68 100 0
Economically Disadvantaged 5 93 98 2 13 88 100 0 27 73 100 0
Not Economically Disadvantaged 12 83 95 5 22 78 100 0 34 66 100 0
Military Connected < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 77 94 6 21 77 98 2 21 79 100 0
Female 12 80 92 8 29 71 100 0 22 78 100 0
Male 22 74 96 4 12 85 96 4 20 80 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 17 77 94 6 20 80 100 0 22 78 100 0
Multiple Races < < 100 0
Students without Disabilities 16 78 94 6 21 77 98 2 21 79 100 0
Economically Disadvantaged 9 91 100 0 14 81 95 5 14 86 100 0
Not Economically Disadvantaged 20 73 93 7 25 75 100 0 24 76 100 0
English Learners < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 83 17 10 69 79 21 9 69 79 21
Female 9 73 82 18 8 76 84 16 9 72 81 19
Male 12 72 84 16 12 62 74 26 10 67 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black 6 62 68 32 5 49 53 47 - 68 68 32
Hispanic < < < < < < < < < < < <
White 11 75 86 14 11 74 85 15 10 71 81 19
Multiple Races < < < < - 60 60 40 - 60 60 40
Students with Disabilities - 44 44 56 8 23 31 69 3 39 42 58
Students without Disabilities 12 76 87 13 11 74 84 16 10 73 83 17
Economically Disadvantaged 6 68 74 26 5 66 71 29 6 64 70 30
Not Economically Disadvantaged 15 76 91 9 16 73 88 12 12 74 86 14
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 65 73 27 2 66 68 32 7 62 69 31
Female 7 63 70 30 - 76 76 24 6 63 70 30
Male 9 67 76 24 5 55 60 40 7 61 68 32
Asian < < 100 0 < < < < < < < <
Black 5 42 47 53 3 41 44 56 - 55 55 45
Hispanic < < < < < < < < < < < <
White 7 69 77 23 2 73 76 24 8 65 72 28
Multiple Races < < < < < < < < - 50 50 50
Students with Disabilities - 35 35 65 8 20 28 72 4 36 39 61
Students without Disabilities 9 70 79 21 1 74 75 25 7 67 74 26
Economically Disadvantaged 5 57 63 38 2 58 60 40 2 58 60 40
Not Economically Disadvantaged 11 74 85 15 3 76 79 21 11 67 78 22
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 82 97 3 24 74 98 2 14 82 96 4
Female 13 86 98 2 23 75 98 2 13 84 97 3
Male 16 79 96 4 25 73 98 2 16 79 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 87 93 7 < < < < - 82 82 18
Hispanic < < < < < < 100 0 < < 100 0
White 16 82 98 2 24 74 99 1 15 85 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 15 82 98 2 24 74 98 2 15 82 97 3
Economically Disadvantaged 8 89 96 4 13 83 96 4 15 78 93 8
Not Economically Disadvantaged 19 78 97 3 32 68 100 0 14 85 98 2
English Learners < < 100 0
Homeless < < < <
Foster Care < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 62 76 24 11 65 76 24 16 57 72 28
Female 12 63 75 25 10 68 78 22 18 63 80 20
Male 15 62 77 23 11 63 74 26 14 51 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black 4 48 52 48 4 57 61 39 2 58 60 40
Hispanic 10 60 70 30 < < < < < < < <
White 16 64 80 20 13 67 80 20 19 58 77 23
Multiple Races - 73 73 27 - 62 62 38 13 20 33 67
Students with Disabilities 3 42 45 55 5 23 27 73 2 19 21 79
Students without Disabilities 16 67 83 17 12 71 83 17 18 63 80 20
Economically Disadvantaged 9 56 65 35 4 64 67 33 10 53 63 37
Not Economically Disadvantaged 19 69 88 12 19 67 86 14 21 61 82 18
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 13 63 76 24 13 56 69 31
Female 10 64 74 26 12 60 72 28 14 65 79 21
Male 14 62 76 24 14 65 80 20 11 47 58 42
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 4 46 50 50 6 50 56 44 - 53 53 47
Hispanic < < < < < < < < < < < <
White 14 66 80 20 15 63 78 22 17 58 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 51 51 49 - 25 25 75 - 15 15 85
Students without Disabilities 15 66 81 19 15 68 83 17 15 62 76 24
Economically Disadvantaged 8 54 62 38 3 64 67 33 5 51 56 44
Not Economically Disadvantaged 17 72 89 11 25 61 86 14 20 60 80 20
English Learners < < < <
Homeless < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 62 76 24 8 68 76 24 18 58 75 25
Female 14 62 76 24 8 75 83 17 21 62 82 18
Male 15 62 76 24 7 60 68 32 15 54 69 31
Asian < < 100 0 < < < < < < < <
Black - 50 50 50 3 61 64 36 5 65 70 30
Hispanic < < < < < < < < < < < <
White 17 63 79 21 10 71 81 19 20 59 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 24 24 76 - 19 19 81 - 20 20 80
Students without Disabilities 17 68 85 15 9 75 84 16 20 63 84 16
Economically Disadvantaged 8 58 67 33 4 63 67 33 13 54 67 33
Not Economically Disadvantaged 21 65 87 13 12 75 87 13 22 62 84 16
English Learners < < 100 0 < < < <
Military Connected < < < <
Foster Care < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division-5-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6205197195
Grade 7182198196
Grade 8186176203
Total Students573571594

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students573571594
Female282279283
Male291292311
American Indian121
Asian763
Black757972
Hispanic141417
White451441470
Multiple Races252931
Students with Disabilities878788
Students without Disabilities486484506
Economically Disadvantaged335287331
Not Economically Disadvantaged238284263
English Learners455
Not English Learners569566589
Homeless611
Military Connected356
Foster Care22-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students531425174450754
Female257182572525125
Male274242601925629
American Indian<<<<<<
Asian<<<<<<
Black806713745
Hispanic130112121
Native Hawaiian<<----
White405354053738845
Multiple Races241231253
Students with Disabilities9810775787
Economically Disadvantaged282272923525536
English Learners<<<<<<
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 38
Disorderly or Disruptive Behavior Offenses 41
Other Offenses Against Persons 24
All Other Offenses 26
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.4
Asian1.21.21.71.11.3
Black14.427.513.115.813.828.6
Hispanic2.82.40.82.51.3
Native Hawaiian------
White77.161.378.869.277.255.8
Multiple Races4.211.34.412.55.113
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.4
Asian1.21.21.1
Black14.430.813.115.413.825
Hispanic2.87.72.42.5
Native Hawaiian
White77.153.878.869.277.225
Multiple Races4.27.74.415.45.150
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.4
Asian1.21.21.1
Black14.413.113.8
Hispanic2.82.42.5
Native Hawaiian------
White77.178.810077.2
Multiple Races4.24.45.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 51.151.751.1
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 39.238.543.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 7071.873
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201854%44%0%2%
2018-201949%49%2%0%
2019-202042%55%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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