Mary G. Porter Traditional

General school information

Category: Combined (01-08) School
Phone: 703-580-6501
Address: 15311 Forest Grove Drive Woodbridge, VA 22191
Principal: Kaitlyn Engelmeier
Superintendent: Dr. LaTanya D. McDade
School Number: 231
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

College & Career Readiness

Learning Climate

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English	Level One
Mathematics	Level One
Science	Level One

Achievement Gaps

English	Level One
Mathematics	Level One

Student Engagement & Outcomes

Chronic Absenteeism

Level One

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 One	Level One
Economically Disadvantaged	Level One	Level One
English Learners	Level One	Level One
Hispanic	Level One	Level One
Multiple Races	Level One	Level One
Students with Disabilities	Level One	Level One
White	Level One	Level One

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English. Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests
Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction
Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests
Percent Showing EL Progress or Proficiency – Percent of English-language learners passing state English-language proficiency tests or making progress toward English-language proficiency
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three
Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics. Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests
Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction
Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests
Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth
No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

18.28% of the students in this school were chronically absent.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year
Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two
Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three
Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome	Point Value
Diploma	100
High school equivalency	75
Still in school	70
Local certificate of program completion	25
Dropout	0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two
Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three
Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

No additional explanation available.

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	25	64	89	11	32	64	95	5	32	64	96	4
Female	26	67	92	8	33	64	97	3	36	62	98	2
Male	24	62	86	14	30	64	94	6	28	66	93	7
Asian	32	63	95	5	28	70	98	2	35	61	96	4
Black	20	66	86	14	31	63	95	5	27	69	96	4
Hispanic	19	66	85	15	30	63	93	7	32	66	98	2
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	33	59	92	8	39	57	96	4	44	51	95	5
Multiple Races	19	75	94	6	26	70	96	4	24	68	92	8
Students with Disabilities	34	31	66	34	25	42	67	33	11	62	73	27
Students without Disabilities	24	67	91	9	32	66	98	2	34	64	98	2
Economically Disadvantaged	21	67	88	12	21	72	94	6	18	77	95	5
Not Economically Disadvantaged	27	63	90	10	36	60	96	4	39	58	96	4
English Learners	4	61	65	35	10	67	77	23	-	76	76	24
Military Connected	16	70	86	14	32	60	93	7	38	50	88	13
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
All Students	14	67	81	19	23	67	90	10	23	69	92	8
Female	18	68	87	13	26	68	94	6	24	71	94	6
Male	10	66	76	24	21	65	85	15	22	66	88	13
Asian	24	65	88	12	25	75	100	0	16	74	89	11
Black	14	63	77	23	25	67	92	8	22	71	93	7
Hispanic	8	67	75	25	<	<	<	<	<	<	100	0
White	10	70	80	20	36	55	91	9	36	55	91	9
Multiple Races	<	<	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	14	70	84	16	25	70	95	5	23	72	95	5
Economically Disadvantaged	19	52	71	29	17	70	87	13	7	82	89	11
Not Economically Disadvantaged	12	72	84	16	26	66	91	9	31	62	93	7
English Learners	<	<	<	<	17	67	83	17	-	67	67	33
Military Connected	-	100	100	0	22	61	83	17	<	<	100	0
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
All Students	32	61	93	7	26	69	95	5	28	66	94	6
Female	30	65	96	4	38	58	95	5	31	67	98	2
Male	34	55	90	10	16	80	96	4	24	65	89	11
Asian	33	67	100	0	29	71	100	0	35	60	95	5
Black	25	64	89	11	28	63	90	10	23	72	95	5
Hispanic	30	70	100	0	31	69	100	0	<	<	<	<
White	40	53	93	7	20	80	100	0	46	54	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	30	64	94	6	28	68	96	4	31	67	97	3
Economically Disadvantaged	19	76	95	5	21	72	93	7	11	86	96	4
Not Economically Disadvantaged	37	56	93	7	29	68	96	4	36	57	93	7
English Learners	<	<	100	0	<	<	<	<	-	82	82	18
Military Connected	20	60	80	20	21	71	93	7	<	<	<	<
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
All Students	19	63	82	18	42	56	99	1	25	72	96	4
Female	22	58	81	19	44	56	100	0	34	63	97	3
Male	17	67	83	17	40	57	97	3	17	79	96	4
Asian	20	67	87	13	43	57	100	0	22	72	94	6
Black	18	68	85	15	44	56	100	0	21	74	95	5
Hispanic	<	<	<	<	40	60	100	0	38	62	100	0
Native Hawaiian									<	<	100	0
White	31	38	69	31	39	56	94	6	30	70	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	21	66	86	14	42	58	100	0	27	71	97	3
Economically Disadvantaged	16	74	89	11	37	63	100	0	17	77	93	7
Not Economically Disadvantaged	20	59	80	20	45	53	98	2	29	69	98	2
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	10	60	70	30	33	58	92	8	<	<	100	0
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	33	65	99	1	23	72	95	5	42	57	99	1
Female	38	62	100	0	18	74	92	8	45	55	100	0
Male	29	69	97	3	27	71	98	2	38	59	97	3
Asian	29	71	100	0	18	71	88	12	41	59	100	0
Black	28	69	97	3	22	76	98	2	39	61	100	0
Hispanic	40	60	100	0	<	<	100	0	<	<	100	0
White	50	50	100	0	35	59	94	6	53	41	94	6
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	<	<	<	<	<	<
Students without Disabilities	30	68	99	1	24	76	100	0	42	58	100	0
Economically Disadvantaged	21	79	100	0	21	71	92	8	24	76	100	0
Not Economically Disadvantaged	38	60	98	2	24	73	97	3	49	49	98	2
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	40	60	100	0	23	77	100	0	<	<	<	<
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	28	65	92	8	38	61	99	1	28	66	94	6
Female	16	82	97	3	42	58	100	0	32	68	100	0
Male	39	49	88	12	33	65	98	3	26	64	89	11
Asian	36	64	100	0	30	70	100	0	40	53	93	7
Black	21	66	86	14	29	68	97	3	27	69	96	4
Hispanic	9	73	82	18	58	42	100	0	<	<	100	0
White	41	59	100	0	50	50	100	0	32	58	89	11
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	<	<
Students without Disabilities	26	68	93	7	37	62	99	1	31	65	96	4
Economically Disadvantaged	24	60	84	16	16	84	100	0	19	71	90	10
Not Economically Disadvantaged	30	67	96	4	47	52	98	2	31	64	95	5
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	18	64	82	18	64	36	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	25	65	90	10	37	57	94	6	48	52	100	0
Female	28	64	92	8	29	71	100	0	53	47	100	0
Male	22	66	88	12	46	41	88	12	41	59	100	0
Asian	45	50	95	5	20	80	100	0	50	50	100	0
Black	17	67	83	17	46	46	91	9	35	65	100	0
Hispanic	<	<	<	<	<	<	<	<	60	40	100	0
White	20	80	100	0	45	50	95	5	64	36	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	100	0
Students without Disabilities	26	64	90	10	36	60	96	4	49	51	100	0
Economically Disadvantaged	26	65	91	9	16	74	90	10	33	67	100	0
Not Economically Disadvantaged	24	65	89	11	50	46	96	4	53	47	100	0
Military Connected	<	<	<	<	38	54	92	8	<	<	100	0
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
All Students					25	63	88	12	43	51	94	6
Female					33	60	93	7	58	42	100	0
Male					16	66	82	18	26	61	87	13
Asian					36	64	100	0	50	50	100	0
Black					25	64	89	11	39	48	88	12
Hispanic					<	<	<	<	40	60	100	0
White					16	79	95	5	50	43	93	7
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities					26	64	90	10	44	49	94	6
Economically Disadvantaged					13	68	81	19	33	58	92	8
Not Economically Disadvantaged					32	60	92	8	47	47	95	5
Military Connected					15	77	92	8	<	<	100	0
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					25	63	88	12	43	51	94	6
Female					33	60	93	7	58	42	100	0
Male					16	66	82	18	26	61	87	13
Asian					36	64	100	0	50	50	100	0
Black					25	64	89	11	39	48	88	12
Hispanic					<	<	<	<	40	60	100	0
White					16	79	95	5	50	43	93	7
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities					26	64	90	10	44	49	94	6
Economically Disadvantaged					13	68	81	19	33	58	92	8
Not Economically Disadvantaged					32	60	92	8	47	47	95	5
Military Connected					15	77	92	8	<	<	100	0
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.

select test

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	18	66	84	16	34	58	92	8	41	53	94	6
Female	17	67	85	15	33	61	93	7	39	55	94	6
Male	18	65	83	17	36	56	91	9	43	52	95	5
Asian	25	63	88	12	45	50	95	5	52	43	95	5
Black	14	67	81	19	26	65	91	9	35	60	95	5
Hispanic	15	65	80	20	27	63	89	11	34	60	94	6
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	19	69	89	11	47	47	93	7	49	43	92	8
Multiple Races	13	63	75	25	22	78	100	0	36	60	96	4
Students with Disabilities	28	41	69	31	36	33	69	31	16	49	65	35
Students without Disabilities	17	68	85	15	34	60	94	6	43	54	97	3
Economically Disadvantaged	16	66	82	18	30	59	89	11	33	58	91	9
Not Economically Disadvantaged	18	66	85	15	36	58	94	6	45	51	96	4
English Learners	4	61	65	35	20	53	73	27	3	59	62	38
Military Connected	22	56	78	22	35	58	93	7	40	56	96	4
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	68	80	20	27	64	91	9	34	52	86	14
Female	16	68	84	16	21	70	91	9	27	57	84	16
Male	7	68	76	24	35	56	91	9	44	44	88	13
Asian	12	82	94	6	35	60	95	5	26	53	79	21
Black	14	54	69	31	19	78	97	3	37	51	88	12
Hispanic	8	75	83	17	<	<	<	<	<	<	100	0
White	10	70	80	20	55	36	91	9	27	55	82	18
Multiple Races	<	<	100	0	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	12	68	80	20	28	67	95	5	35	54	88	12
Economically Disadvantaged	5	67	71	29	22	70	91	9	25	46	71	29
Not Economically Disadvantaged	14	69	83	17	29	62	91	9	38	55	93	7
English Learners	<	<	<	<	25	50	75	25	-	50	50	50
Military Connected	18	55	73	27	22	72	94	6	<	<	100	0
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	70	95	5	25	72	96	4	29	63	92	8
Female	24	73	98	2	23	75	98	3	20	71	92	8
Male	24	66	90	10	27	69	96	4	41	51	92	8
Asian	28	72	100	0	35	65	100	0	35	60	95	5
Black	26	70	96	4	18	75	93	8	18	74	92	8
Hispanic	10	80	90	10	31	69	100	0	<	<	<	<
White	27	73	100	0	20	80	100	0	54	46	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	22	75	97	3	25	72	97	3	32	64	96	4
Economically Disadvantaged	25	75	100	0	28	66	93	7	14	75	89	11
Not Economically Disadvantaged	24	69	93	7	23	75	98	2	36	57	93	7
English Learners	<	<	100	0	<	<	100	0	9	55	64	36
Military Connected	<	<	<	<	14	86	100	0	<	<	100	0
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	59	74	26	45	54	99	1	40	59	99	1
Female	11	56	67	33	42	58	100	0	42	58	100	0
Male	19	62	81	19	49	49	97	3	38	60	98	2
Asian	27	40	67	33	48	52	100	0	50	50	100	0
Black	13	70	83	18	47	53	100	0	31	67	97	3
Hispanic	<	<	<	<	20	80	100	0	46	54	100	0
Native Hawaiian									<	<	100	0
White	19	50	69	31	50	44	94	6	50	50	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	16	60	77	23	44	56	100	0	43	57	100	0
Economically Disadvantaged	16	63	79	21	41	59	100	0	37	60	97	3
Not Economically Disadvantaged	15	58	73	27	47	52	98	2	42	58	100	0
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Military Connected	20	40	60	40	50	42	92	8	<	<	100	0
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	22	64	86	14	16	64	80	20	55	44	99	1
Female	26	57	83	17	16	63	79	21	60	40	100	0
Male	17	72	90	10	16	65	81	19	49	49	97	3
Asian	21	79	100	0	29	50	79	21	59	41	100	0
Black	19	58	77	23	13	64	78	22	53	47	100	0
Hispanic	30	60	90	10	<	<	<	<	<	<	100	0
White	25	58	83	17	20	67	87	13	69	25	94	6
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	21	66	87	13	18	66	84	16	56	44	100	0
Economically Disadvantaged	19	63	81	19	9	65	74	26	48	52	100	0
Not Economically Disadvantaged	23	65	88	13	19	64	83	17	58	41	98	2
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	<	<	100	0	23	54	77	23	<	<	<	<
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	17	59	76	24	35	54	89	11	18	73	91	9
Female	14	67	81	19	34	57	91	9	19	69	88	12
Male	19	52	71	29	36	51	87	13	17	77	94	6
Asian	20	60	80	20	48	44	92	8	21	71	93	7
Black	9	64	73	27	26	59	85	15	15	79	94	6
Hispanic	20	30	50	50	27	67	93	7	<	<	100	0
White	28	67	94	6	50	39	89	11	28	50	78	22
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	16	61	77	23	33	57	90	10	17	78	95	5
Economically Disadvantaged	12	58	69	31	30	48	79	21	4	88	92	8
Not Economically Disadvantaged	19	60	79	21	38	57	94	6	23	67	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	33	33	67	33	42	50	92	8	<	<	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	10	82	92	8	60	40	100	0	72	28	100	0
Female	9	83	91	9	60	40	100	0	69	31	100	0
Male	12	81	93	7	59	41	100	0	76	24	100	0
Asian	25	56	81	19	77	23	100	0	95	5	100	0
Black	7	86	93	7	45	55	100	0	77	23	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	4	92	96	4	73	27	100	0	57	43	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	11	81	92	8	59	41	100	0	74	26	100	0
Economically Disadvantaged	16	79	95	5	55	45	100	0	93	7	100	0
Not Economically Disadvantaged	9	83	91	9	63	38	100	0	66	34	100	0
Military Connected	<	<	100	0	64	36	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	50	50	100	0	<	<	100	0	100	-	100	0
Female	<	<	100	0	<	<	100	0	<	<	100	0
Male	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic					<	<	100	0	<	<	100	0
White	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	50	50	100	0	<	<	100	0	100	-	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected					<	<	100	0
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II 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	11	61	73	27	36	58	94	6	33	66	98	2
Female	12	57	68	32	34	63	97	3	30	69	99	1
Male	11	65	77	23	39	51	91	9	35	63	98	2
Asian	24	64	88	12	33	64	97	3	43	57	100	0
Black	4	57	61	39	30	63	93	7	25	73	97	3
Hispanic	-	70	70	30	21	68	89	11	35	61	96	4
Native Hawaiian									<	<	100	0
White	17	63	80	20	61	34	95	5	33	67	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	-	50	50	50	46	31	77	23	<	<	<	<
Students without Disabilities	12	62	74	26	35	60	95	5	34	66	99	1
Economically Disadvantaged	15	51	67	33	17	72	90	10	26	70	96	4
Not Economically Disadvantaged	10	65	75	25	46	50	96	4	36	63	99	1
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	21	29	50	50	36	52	88	12	<	<	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
All Students	12	54	65	35	42	51	93	7	29	68	98	2
Female	6	56	61	39	44	50	94	6	26	74	100	0
Male	17	52	69	31	40	51	91	9	32	64	96	4
Asian	20	67	87	13	38	57	95	5	50	50	100	0
Black	5	53	58	43	41	50	91	9	21	74	95	5
Hispanic	<	<	<	<	20	70	90	10	31	69	100	0
Native Hawaiian									<	<	100	0
White	25	44	69	31	67	28	94	6	20	80	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	12	55	67	33	42	51	94	6	32	67	99	1
Economically Disadvantaged	16	47	63	37	30	59	89	11	27	67	93	7
Not Economically Disadvantaged	10	56	66	34	48	47	95	5	31	69	100	0
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	30	20	50	50	42	42	83	17	<	<	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	11	69	81	19	30	65	95	5	36	63	99	1
Female	18	58	76	24	21	79	100	0	33	64	98	2
Male	5	79	85	15	39	51	90	10	38	62	100	0
Asian	28	61	89	11	27	73	100	0	38	63	100	0
Black	3	62	66	34	20	74	94	6	29	71	100	0
Hispanic	<	<	100	0	<	<	<	<	40	50	90	10
White	11	79	89	11	55	40	95	5	43	57	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	12	70	82	18	29	69	97	3	36	64	100	0
Economically Disadvantaged	15	55	70	30	6	84	90	10	25	75	100	0
Not Economically Disadvantaged	10	75	85	15	44	54	98	2	40	58	98	2
Military Connected	<	<	<	<	31	62	92	8	<	<	100	0
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
Earth Science 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					56	40	96	4	70	26	95	5
Female					52	45	98	2	70	24	95	5
Male					59	35	94	6	69	27	96	4
Asian					71	26	97	3	77	20	98	2
Black					51	45	96	4	69	27	96	4
Hispanic					50	41	91	9	61	22	83	17
White					59	38	97	3	67	33	100	0
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					57	40	97	3	73	25	97	3
Economically Disadvantaged					47	46	93	7	67	27	94	6
Not Economically Disadvantaged					60	37	97	3	71	25	96	4
English Learners					27	55	82	18	30	50	80	20
Military Connected					48	44	93	7	50	30	80	20
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					69	29	98	3	90	10	100	0
Female					69	31	100	0	93	7	100	0
Male					68	26	95	5	87	13	100	0
Asian					86	14	100	0	96	4	100	0
Black					74	26	100	0	88	12	100	0
Hispanic					<	<	<	<	90	10	100	0
White					68	26	95	5	86	14	100	0
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities					70	30	100	0	91	9	100	0
Economically Disadvantaged					50	47	97	3	92	8	100	0
Not Economically Disadvantaged					80	18	98	2	90	10	100	0
English Learners					<	<	<	<
Military Connected					62	38	100	0	<	<	100	0
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					44	51	94	6	49	41	91	9
Female					35	60	95	5	49	41	90	10
Male					51	42	93	7	50	42	92	8
Asian					59	35	94	6	55	40	95	5
Black					30	63	93	8	53	39	92	8
Hispanic					62	31	92	8	<	<	<	<
White					40	60	100	0	46	54	100	0
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	100	0	<	<	<	<
Students without Disabilities					44	49	94	6	54	41	95	5
Economically Disadvantaged					45	45	90	10	44	44	89	11
Not Economically Disadvantaged					43	54	96	4	52	40	91	9
English Learners					<	<	<	<	30	50	80	20
Military Connected					36	50	86	14	<	<	<	<
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 I 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
< = 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

	2020-2021	2021-2022	2022-2023
School	-	-	-
Division	110	560	542
State	1,324	4,006	4,460
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	2021-2022	2022-2023	2023-2024
Grade 1	77	81	83
Grade 2	81	80	82
Grade 3	83	84	83
Grade 4	85	85	84
Grade 5	85	85	84
Grade 6	88	88	88
Grade 7	86	85	86
Grade 8	85	85	85
Total Students	670	673	675

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

Fall Membership by Subgroups

2023 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	2021-2022	2022-2023	2023-2024
All Students	670	673	675
Female	345	343	339
Male	324	329	336
American Indian	1	-	-
Asian	150	140	141
Black	304	312	318
Hispanic	71	72	69
Native Hawaiian	1	1	1
White	111	110	98
Multiple Races	32	38	48
Students with Disabilities	44	45	52
Students without Disabilities	626	628	623
Economically Disadvantaged	212	192	198
Not Economically Disadvantaged	458	481	477
English Learners	114	107	121
Not English Learners	556	566	554
Military Connected	31	33	35
< = 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 Students	674	1	649	18	657	16
Female	347	0	335	10	338	5
Male	327	1	312	8	319	11
American Indian	<	<	-	-	-	-
Asian	152	1	141	7	134	5
Black	292	0	299	4	310	3
Hispanic	73	0	69	2	69	4
Native Hawaiian	<	<	<	<	<	<
White	128	0	107	5	106	3
Multiple Races	26	0	32	0	37	1
Students with Disabilities	43	0	42	2	43	1
Economically Disadvantaged	193	0	204	8	191	9
English Learners	115	0	110	4	103	5
< = 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	6
Behaviors related to School Operations	2
Relationship Behaviors without Physical Harm	2
Behaviors of a Safety Concern	8
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	4

< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3		0.1		-	-
Asian	22.6		22.4	8.3	20.8	14.3
Black	43.2		45.4	62.5	46.4	57.1
Hispanic	10.7		10.6	4.2	10.7	14.3
Native Hawaiian	0.1		0.1		0.1
White	19.2	100	16.6	16.7	16.3
Multiple Races	3.8		4.8	8.3	5.6	14.3
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.1
Asian	22.6		22.4		20.8
Black	43.2		45.4		46.4
Hispanic	10.7		10.6		10.7
Native Hawaiian	0.1		0.1		0.1
White	19.2		16.6		16.3
Multiple Races	3.8		4.8		5.6
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.1		-	-
Asian	22.6		22.4		20.8
Black	43.2		45.4		46.4
Hispanic	10.7		10.6		10.7
Native Hawaiian	0.1		0.1		0.1
White	19.2		16.6		16.3
Multiple Races	3.8		4.8		5.6
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	24.9	24.9	29.8
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	23.9	23.9	15.6
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	74.5	74.5	57.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

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
2020-2021	20%	76%	4%	0%
2021-2022	27%	69%	4%	0%
2022-2023	30%	66%	4%	0%
< = 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: Not Identified for Support and Improvement
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Chronic Absenteeism	Federal Graduation Indicator
All Students	Yes - CP	Yes	-	Yes	-
Asian	Yes - No CP	Yes	-	Yes	-
Black	Yes - CP	Yes	-	Yes	-
Hispanic	Yes - CP	Yes	-	Yes	-
White	Yes - No CP	Yes	-	Yes	-
Multiple Races	Yes	Yes	-	Yes	-
Economically Disadvantaged	Yes - CP	Yes	-	Yes	-
English Learners	Yes - No CP	Yes	Yes	Yes	-
Students with Disabilities	Yes - CP	Yes	-	Yes	-

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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	96%	95%	77%	88%
Asian	96%	97%	91%	88%
Black	96%	94%	64%	88%
Hispanic	98%	94%	63%	88%
White	95%	96%	84%	88%
Multiple Races	92%	95%	82%	88%
Economically Disadvantaged	95%	93%	63%	88%
English Learners	90%	90%	53%	88%
Students with Disabilities	73%	71%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	94%	94%	72%	85%
Asian	95%	96%	90%	85%
Black	95%	93%	56%	85%
Hispanic	94%	93%	58%	85%
White	92%	95%	80%	85%
Multiple Races	96%	98%	75%	85%
Economically Disadvantaged	91%	91%	57%	85%
English Learners	86%	90%	52%	85%
Students with Disabilities	65%	67%	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 Group	Current Rate
All Students	98%
Asian	100%
Black	97%
Hispanic	96%
White	100%
Multiple Races	<
Economically Disadvantaged	96%
English Learners	100%
Students with Disabilities	<

< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	2%	2%	12%	10%
Asian	4%	4%	10%	10%
Black	1%	1%	13%	10%
Hispanic	5%	5%	13%	10%
White	3%	3%	13%	10%
Multiple Races	3%	3%	14%	10%
Economically Disadvantaged	5%	5%	15%	10%
English Learners	5%	5%	12%	10%
Students with Disabilities	2%	2%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	62%	52%	58%
English Learner Proficiency	23%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	33	53	62%
English Learner Proficiency	12	53	23%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	100%	-
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	<	<
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	100%	-	100%	-	<	<
Students without Disabilities	100%	-	100%	-	100%	-
Female	100%	-	100%	-	100%	-
Male	100%	-	100%	-	100%	-
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 Group	Growth English Reading	Growth Mathematics
All Students	97%	97%
Asian	98%	98%
Black	97%	97%
Hispanic	98%	93%
White	97%	97%
Multiple Races	95%	100%
Economically Disadvantaged	96%	96%
English Learners	95%	92%
Students with Disabilities	84%	78%

< = 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.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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


Percentage of Students
Data Source	Percent Passing	Percent Passing With Recovery	Percent Showing Growth	Percent Showing EL Progress or Proficiency	Accreditation Combined Rate	No Proficiency or Growth
Current Year
Previous Year
Cumulative 3 Year