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New Kent Middle

General school information

Category: Middle (06-08) School
Phone: 804-966-9655
Address: 7501 Egypt Road New Kent, VA 23124
Principal: Mrs. Kelley Gray
Superintendent: Dr. Brian Nichols
School Number: 100
Region: 1
Division: New Kent County Public Schools
Division Number: 63
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

User note: Updated information for some School Quality Profile reports is not available 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
Annual Waiver: 2019 through 2021

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 17 62 79 21 16 66 81 19 14 66 79 21
Female 19 63 82 18 18 67 85 15 17 67 84 16
Male 15 61 75 25 13 64 77 23 10 65 75 25
American Indian < < < < - 70 70 30 7 71 79 21
Asian 10 90 100 0 18 73 91 9 18 55 73 27
Black 10 49 60 40 7 61 68 32 5 65 69 31
Hispanic 17 57 73 27 11 67 78 22 10 73 83 17
Native Hawaiian < < < <
White 18 63 82 18 18 66 84 16 15 66 81 19
Multiple Races 11 58 69 31 8 63 71 29 11 61 72 28
Students with Disabilities 10 26 37 63 8 26 34 66 7 33 40 60
Students without Disabilities 18 67 85 15 17 72 88 12 14 70 85 15
Economically Disadvantaged 12 55 67 33 8 63 71 29 10 60 70 30
Not Economically Disadvantaged 18 64 81 19 17 66 83 17 15 68 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 12 73 85 15 11 74 85 15
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 18 61 79 21 17 65 82 18 17 64 81 19
Female 23 62 85 15 15 73 88 12 20 68 88 12
Male 12 59 72 28 18 57 75 25 15 60 75 25
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 5 43 48 52 - 79 79 21 - 50 50 50
Hispanic 13 53 67 33 17 50 67 33 15 75 90 10
White 21 62 84 16 20 63 83 17 19 65 84 16
Multiple Races 8 62 69 31 13 69 81 19 8 50 58 42
Students with Disabilities 6 22 28 72 6 36 42 58 12 26 38 62
Students without Disabilities 20 68 88 12 19 69 88 12 18 69 87 13
Economically Disadvantaged 15 57 72 28 6 68 74 26 13 59 72 28
Not Economically Disadvantaged 19 62 80 20 19 64 83 17 19 66 85 15
Homeless < < < < < < 100 0
Military Connected < < < < 21 63 84 16
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 20 68 88 12 17 64 81 19 13 65 78 22
Female 23 70 93 7 23 58 81 19 13 66 80 20
Male 17 67 84 16 10 72 81 19 12 64 77 23
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 18 65 82 18 13 30 43 57 8 68 75 25
Hispanic < < 100 0 6 75 81 19 8 69 77 23
Native Hawaiian < < < <
White 20 69 89 11 20 67 87 13 14 65 79 21
Multiple Races 13 60 73 27 7 64 71 29 20 70 90 10
Students with Disabilities 17 30 48 52 5 32 38 62 3 35 39 61
Students without Disabilities 20 73 93 7 19 70 89 11 14 69 83 17
Economically Disadvantaged 11 61 71 29 12 59 71 29 10 57 67 33
Not Economically Disadvantaged 21 69 91 9 18 65 84 16 14 68 81 19
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < <
Military Connected < < < < 6 78 83 17
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 13 58 71 29 12 68 80 20 10 68 79 21
Female 11 60 71 29 16 70 85 15 17 66 83 17
Male 15 56 71 29 9 67 76 24 3 70 74 26
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 10 45 55 45 11 67 78 22 4 70 74 26
Hispanic < < < < < < < < 5 74 79 21
White 14 59 73 27 13 68 82 18 12 68 80 20
Multiple Races < < < < 5 58 63 37 7 64 71 29
Students with Disabilities 11 29 39 61 14 7 21 79 6 38 44 56
Students without Disabilities 13 62 75 25 12 77 89 11 11 73 84 16
Economically Disadvantaged 10 48 58 43 6 60 66 34 4 64 69 31
Not Economically Disadvantaged 13 60 74 26 13 70 83 17 12 70 82 18
English Learners < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 20 51 71 29 20 56 76 24 16 55 71 29
Female 21 55 75 25 26 60 86 14 23 57 80 20
Male 19 46 65 35 14 52 66 34 9 52 60 40
American Indian < < < < < < < < < < 100 0
Asian < < < < < < 100 0 < < < <
Black 11 46 57 43 11 58 68 32 11 48 59 41
Hispanic < < < < < < < < 17 50 67 33
White 23 51 74 26 20 58 79 21 16 57 73 27
Multiple Races < < < < 11 37 47 53 21 43 64 36
Students with Disabilities 10 17 28 72 13 7 20 80 6 21 26 74
Students without Disabilities 21 56 77 23 21 63 84 16 18 59 77 23
Economically Disadvantaged 14 38 52 48 9 51 60 40 8 54 62 38
Not Economically Disadvantaged 21 54 75 25 22 56 78 22 19 55 74 26
English Learners < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < <
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 20 51 71 29 20 56 76 24 16 55 71 29
Female 21 55 75 25 26 60 86 14 23 57 80 20
Male 19 46 65 35 14 52 66 34 9 52 60 40
American Indian < < < < < < < < < < 100 0
Asian < < < < < < 100 0 < < < <
Black 11 46 57 43 11 58 68 32 11 48 59 41
Hispanic < < < < < < < < 17 50 67 33
White 23 51 74 26 20 58 79 21 16 57 73 27
Multiple Races < < < < 11 37 47 53 21 43 64 36
Students with Disabilities 10 17 28 72 13 7 20 80 6 21 26 74
Students without Disabilities 21 56 77 23 21 63 84 16 18 59 77 23
Economically Disadvantaged 14 38 52 48 9 51 60 40 8 54 62 38
Not Economically Disadvantaged 21 54 75 25 22 56 78 22 19 55 74 26
English Learners < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < <
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 15 68 82 18 8 71 79 21 8 75 83 17
Female 15 70 85 15 9 75 84 16 8 79 87 13
Male 14 66 80 20 6 67 74 26 8 72 79 21
American Indian < < < < - 80 80 20 7 71 79 21
Asian - 90 90 10 17 75 92 8 9 82 91 9
Black 6 63 69 31 1 61 63 37 2 68 71 29
Hispanic 20 67 87 13 6 69 74 26 4 71 75 25
Native Hawaiian < < < <
White 16 68 84 16 8 74 82 18 9 77 86 14
Multiple Races 11 62 73 27 17 50 67 33 8 69 78 22
Students with Disabilities 9 39 48 52 5 29 34 66 7 47 54 46
Students without Disabilities 15 72 87 13 8 78 86 14 8 79 87 13
Economically Disadvantaged 10 58 68 32 7 56 63 37 5 67 73 27
Not Economically Disadvantaged 16 70 85 15 8 74 82 18 8 78 87 13
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 12 69 81 19 11 74 85 15
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 9 76 86 14 4 79 83 17 5 76 81 19
Female 12 76 88 12 4 88 92 8 4 81 86 14
Male 6 77 83 17 4 69 74 26 6 70 76 24
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 67 67 33 - 76 76 24 - 59 59 41
Hispanic - 83 83 17 10 70 80 20 15 69 85 15
White 12 75 87 13 4 79 83 17 5 79 84 16
Multiple Races 8 92 100 0 - 86 86 14 - 50 50 50
Students with Disabilities 3 47 50 50 3 47 50 50 12 45 58 42
Students without Disabilities 11 82 93 7 4 84 89 11 4 82 86 14
Economically Disadvantaged 7 74 81 19 4 62 66 34 6 64 70 30
Not Economically Disadvantaged 10 77 87 13 4 83 87 13 5 82 87 13
Homeless < < < < < < < <
Military Connected < < 100 0 9 73 82 18
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 20 67 87 13 12 64 76 24 - 74 74 26
Female 22 70 92 8 14 62 76 24 - 81 81 19
Male 18 64 82 18 9 66 75 25 - 67 67 33
American Indian < < 100 0 < < < < < < < <
Asian < < < < < < 100 0
Black 17 61 78 22 - 43 43 57 - 74 74 26
Hispanic < < 100 0 7 50 57 43 - 50 50 50
Native Hawaiian < < < <
White 20 69 89 11 11 71 82 18 - 76 76 24
Multiple Races 13 53 67 33 44 25 69 31 < < < <
Students with Disabilities 17 35 52 48 3 22 24 76 - 45 45 55
Students without Disabilities 20 71 91 9 13 71 84 16 - 79 79 21
Economically Disadvantaged 17 47 63 37 11 49 60 40 - 62 62 38
Not Economically Disadvantaged 20 70 91 9 12 67 79 21 - 78 78 22
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < <
Military Connected < < < < - 67 67 33
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 45 48 52 4 45 49 51 12 72 85 15
Female 2 45 47 53 6 59 66 34 13 72 84 16
Male 4 45 49 51 2 36 38 62 12 72 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 5 42 47 53 9 27 36 64 4 60 64 36
Hispanic < < < < < < < < - 80 80 20
White 3 47 50 50 2 50 52 48 14 73 87 13
Multiple Races < < < < 8 25 33 67 18 64 82 18
Students with Disabilities 12 20 32 68 12 15 27 73 9 45 55 45
Students without Disabilities - 53 53 47 - 59 59 41 13 76 88 12
Economically Disadvantaged 4 40 44 56 - 42 42 58 9 69 77 23
Not Economically Disadvantaged 3 47 49 51 5 46 51 49 14 73 87 13
English Learners < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 13 87 100 0
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 22 73 94 6 9 83 92 8 11 82 94 6
Female 19 76 95 5 10 83 93 8 12 87 99 1
Male 25 69 94 6 7 84 91 9 11 76 87 13
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 24 70 94 6 10 81 91 9 12 84 96 4
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 22 72 94 6 9 84 93 7 12 82 93 7
Economically Disadvantaged 12 65 76 24 5 74 79 21 5 85 90 10
Not Economically Disadvantaged 23 74 96 4 9 85 94 6 13 82 94 6
Homeless < < 100 0
Military Connected < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 85 100 0 9 88 97 3
Female 17 83 100 0 10 86 95 5
Male 14 86 100 0 8 92 100 0
American Indian < < 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 19 81 100 0 10 86 97 3
Students without Disabilities 15 85 100 0 9 88 97 3
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 13 87 100 0 11 89 100 0
Military Connected < < 100 0 < < 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
Algebra II 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 17 61 78 22 13 68 81 19 9 73 82 18
Female 15 59 73 27 12 71 83 17 9 74 82 18
Male 20 63 83 17 15 64 79 21 10 72 82 18
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < 100 0 < < < <
Black 7 54 61 39 16 47 63 37 7 50 57 43
Hispanic < < < < - 73 73 27 5 75 80 20
White 19 62 81 19 14 68 82 18 11 75 86 14
Multiple Races < < < < 10 70 80 20 6 88 94 6
Students with Disabilities 11 32 43 57 10 21 31 69 3 64 67 33
Students without Disabilities 18 65 83 17 13 73 87 13 10 74 84 16
Economically Disadvantaged 10 60 70 30 7 57 64 36 4 68 72 28
Not Economically Disadvantaged 19 61 80 20 14 70 84 16 11 74 85 15
English Learners < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 20 80 100 0 15 62 77 23
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 17 61 78 22 13 68 81 19 8 71 79 21
Female 15 59 73 27 12 71 83 17 6 71 77 23
Male 20 63 83 17 15 64 79 21 10 71 81 19
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < 100 0 < < < <
Black 7 54 61 39 16 47 63 37 3 52 55 45
Hispanic < < < < - 73 73 27 - 76 76 24
White 19 62 81 19 14 68 82 18 10 73 83 18
Multiple Races < < < < 10 70 80 20 7 86 93 7
Students with Disabilities 11 32 43 57 10 21 31 69 3 64 67 33
Students without Disabilities 18 65 83 17 13 73 87 13 8 72 81 19
Economically Disadvantaged 10 60 70 30 7 57 64 36 3 66 69 31
Not Economically Disadvantaged 19 61 80 20 14 70 84 16 9 73 82 18
English Learners < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 20 80 100 0 17 58 75 25
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 18 82 100 0
Female 18 82 100 0
Male 17 83 100 0
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 16 84 100 0
Multiple Races < < 100 0
Students without Disabilities 18 82 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 19 81 100 0
Military Connected < < 100 0
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 24 61 84 16 22 61 83 17 21 66 87 13
Female 19 60 79 21 17 70 88 13 25 61 86 14
Male 30 61 91 9 25 53 78 22 17 72 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 75 86 14 11 68 79 21 12 62 73 27
Hispanic < < < < < < < < 20 55 75 25
White 27 57 84 16 24 59 83 17 23 65 89 11
Multiple Races < < < < 11 68 79 21 14 86 100 0
Students with Disabilities 14 45 59 41 14 17 31 69 12 48 61 39
Students without Disabilities 25 63 88 12 23 68 90 10 22 69 91 9
Economically Disadvantaged 15 60 75 25 14 51 66 34 18 60 78 22
Not Economically Disadvantaged 26 61 86 14 23 63 86 14 22 68 90 10
English Learners < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < 20 80 100 0
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 23 62 85 15 21 62 83 17 21 66 87 13
Female 18 61 80 20 16 72 87 13 24 62 86 14
Male 28 62 91 9 25 54 79 21 17 71 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 78 85 15 6 72 78 22 9 61 70 30
Hispanic < < < < < < < < 21 53 74 26
White 26 58 84 16 24 59 84 16 23 66 89 11
Multiple Races < < < < 6 72 78 22 14 86 100 0
Students with Disabilities 4 52 56 44 4 20 24 76 6 52 58 42
Students without Disabilities 25 63 88 12 23 68 90 10 23 68 91 9
Economically Disadvantaged 13 62 74 26 14 51 66 34 15 62 77 23
Not Economically Disadvantaged 25 62 87 13 22 64 86 14 23 68 90 10
English Learners < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < 20 80 100 0
Geography 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
Male < < 100 0
Black < < 100 0
Hispanic < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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 I 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
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---
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 2018-20192019-20202020-2021
Grade 6285265248
Grade 7280280258
Grade 8273287269
Total Students838832775

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students838832775
Female414393369
Male424439406
American Indian11115
Asian13128
Black818068
Hispanic525050
White640635602
Multiple Races414141
Students with Disabilities11210396
Students without Disabilities726729679
Economically Disadvantaged217188186
Not Economically Disadvantaged621644589
English Learners111517
Not English Learners827817758
Homeless641
Military Connected395551
< = 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 Students6277468267726107
Female319393333935357
Male308353492837350
American Indian<<<<113
Asian100111111
Black636734769
Hispanic2733144212
Native Hawaiian----<<
White490575174955378
Multiple Races306446324
Students with Disabilities801689148615
Economically Disadvantaged101241162516061
English Learners<<<<102
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 41
Disorderly or Disruptive Behavior Offenses 25
Other Offenses Against Persons 57
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 30

< = 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 Indian1.31.61.21.33
Asian1.61.51.6
Black9.628.610.627.59.716.8
Hispanic4.54.526.25
Native Hawaiian------
White77.960.376.164.776.467.3
Multiple Races5.19.56.15.94.97.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.31.21.3
Asian1.61.51.6
Black9.65010.69.7100
Hispanic4.5504.56.2
Native Hawaiian
White77.976.110076.4
Multiple Races5.16.14.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.31.21.3
Asian1.61.51.6
Black9.610.69.7
Hispanic4.54.56.2
Native Hawaiian------
White77.976.176.4
Multiple Races5.16.14.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 23.425.425
< = 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 24.322.825.5
< = 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 61.658.854.8
< = 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
2017-201853%46%0%1%
2018-201952%46%0%2%
2019-202052%46%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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