Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Parkside Middle

General school information

Category: Middle (06-08) School
Phone: 703-361-3106
Address: 8602 Mathis Ave Manassas, VA 20110
Principal: Dr. Mary Jane Boynton
Superintendent: Dr. Steven L. Walts
School Number: 501
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.

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel 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 Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

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 13 60 73 27 11 60 71 29 13 58 70 30
Female 14 59 73 27 14 60 74 26 16 59 75 25
Male 12 60 72 28 8 61 69 31 10 56 67 33
American Indian < < 100 0 < < 100 0 < < < <
Asian 25 68 93 7 21 64 86 14 20 67 87 13
Black 5 64 69 31 11 54 65 35 11 56 67 33
Hispanic 6 55 60 40 4 58 62 38 6 54 60 40
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 64 87 13 20 66 86 14 24 63 86 14
Multiple Races 16 61 78 22 18 62 80 20 17 65 82 18
Students with Disabilities 11 32 43 57 7 38 45 55 13 36 49 51
Students without Disabilities 13 64 77 23 12 64 75 25 13 61 74 26
Economically Disadvantaged 5 54 59 41 5 55 59 41 6 51 57 43
Not Economically Disadvantaged 21 65 86 14 19 67 86 14 20 65 85 15
English Learners 5 50 55 45 3 20 23 77 5 17 22 78
Homeless < < < < < < < < < < < <
Military Connected 17 83 100 0 31 60 91 9
Foster Care < < 100 0
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 14 55 69 31 14 59 73 27 14 57 71 29
Female 13 57 70 30 18 59 77 23 14 63 77 23
Male 14 53 67 33 11 58 69 31 13 52 65 35
Asian 32 61 93 7 13 67 80 20 16 72 88 13
Black 3 53 56 44 16 53 69 31 9 61 70 30
Hispanic 7 51 58 42 5 58 63 37 8 53 61 39
White 21 59 80 20 33 59 92 8 26 60 86 14
Multiple Races 24 59 82 18 20 65 85 15 13 61 74 26
Students with Disabilities 9 36 44 56 10 38 48 52 9 37 46 54
Students without Disabilities 14 57 72 28 15 62 77 23 14 61 75 25
Economically Disadvantaged 6 48 54 46 6 54 60 40 8 51 58 42
Not Economically Disadvantaged 23 63 86 14 26 65 91 9 21 66 87 13
English Learners 6 47 54 46 4 20 24 76 4 14 19 81
Homeless < < < <
Military Connected 31 69 100 0 29 57 86 14
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 12 65 77 23 9 62 70 30 14 59 73 27
Female 15 63 79 21 13 58 70 30 19 58 76 24
Male 10 66 76 25 5 65 70 30 9 61 70 30
Asian 14 86 100 0 27 62 88 12 23 65 87 13
Black 3 79 83 17 7 55 61 39 15 60 75 25
Hispanic 6 58 64 36 4 57 61 39 6 56 62 38
Native Hawaiian < < 100 0
White 23 67 90 10 11 74 85 15 26 65 91 9
Multiple Races 13 65 78 22 22 50 72 28 21 63 84 16
Students with Disabilities 12 41 53 47 4 46 50 50 16 43 59 41
Students without Disabilities 13 68 81 19 9 64 73 27 13 61 75 25
Economically Disadvantaged 5 61 66 34 5 53 59 41 4 55 59 41
Not Economically Disadvantaged 19 68 87 13 13 73 86 14 24 64 89 11
English Learners 5 60 65 35 3 24 27 73 4 17 21 79
Homeless < < < < < < < <
Military Connected < < 100 0 43 57 100 0
Foster Care < < 100 0
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 59 72 28 9 61 71 29 11 56 67 33
Female 15 57 72 28 10 64 74 26 13 56 70 30
Male 11 61 72 28 8 59 67 33 9 56 65 35
American Indian < < 100 0 < < < <
Asian 25 63 88 13 25 65 90 10 21 66 86 14
Black 7 61 68 32 11 55 66 34 9 47 56 44
Hispanic 5 54 59 41 2 58 60 40 4 53 57 43
White 25 66 91 9 16 67 83 17 19 63 81 19
Multiple Races 15 59 74 26 14 68 82 18 17 70 87 13
Students with Disabilities 12 22 33 67 6 29 35 65 16 30 45 55
Students without Disabilities 13 66 79 21 10 66 75 25 10 61 71 29
Economically Disadvantaged 4 54 59 41 2 58 60 40 6 48 54 46
Not Economically Disadvantaged 21 64 86 14 16 65 81 19 15 65 80 20
English Learners 3 40 43 57 1 16 17 83 6 20 26 74
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 47 64 36 15 54 68 32 15 53 68 32
Female 23 42 65 35 20 57 78 22 20 55 76 24
Male 11 51 63 37 10 50 60 40 10 51 61 39
American Indian < < 100 0 < < 100 0
Asian 38 52 90 10 35 65 100 0 36 57 93 7
Black 10 55 64 36 5 54 59 41 12 37 49 51
Hispanic 7 43 50 50 9 45 54 46 6 52 58 42
White 30 52 82 18 20 61 80 20 21 59 79 21
Multiple Races 12 40 52 48 24 57 81 19 24 52 76 24
Students with Disabilities 4 29 32 68 3 34 37 63 13 33 46 54
Students without Disabilities 19 50 69 31 16 56 72 28 15 57 72 28
Economically Disadvantaged 7 45 52 48 6 51 57 43 9 48 57 43
Not Economically Disadvantaged 26 49 75 25 22 55 77 23 20 57 76 24
English Learners 2 27 29 71 < < < < < < 100 0
Military Connected < < < < < < 100 0
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 17 47 64 36 15 54 68 32 15 53 68 32
Female 23 42 65 35 20 57 78 22 20 55 76 24
Male 11 51 63 37 10 50 60 40 10 51 61 39
American Indian < < 100 0 < < 100 0
Asian 38 52 90 10 35 65 100 0 36 57 93 7
Black 10 55 64 36 5 54 59 41 12 37 49 51
Hispanic 7 43 50 50 9 45 54 46 6 52 58 42
White 30 52 82 18 20 61 80 20 21 59 79 21
Multiple Races 12 40 52 48 24 57 81 19 24 52 76 24
Students with Disabilities 4 29 32 68 3 34 37 63 13 33 46 54
Students without Disabilities 19 50 69 31 16 56 72 28 15 57 72 28
Economically Disadvantaged 7 45 52 48 6 51 57 43 9 48 57 43
Not Economically Disadvantaged 26 49 75 25 22 55 77 23 20 57 76 24
English Learners 2 27 29 71 < < < < < < 100 0
Military Connected < < < < < < 100 0
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 5 62 67 33 5 60 65 35 10 65 75 25
Female 6 62 68 32 6 62 68 32 11 67 78 22
Male 5 61 66 34 4 57 62 38 10 63 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 14 75 89 11 12 72 84 16 23 72 95 5
Black 6 59 65 35 4 55 58 42 8 62 70 30
Hispanic 2 55 57 43 2 52 53 47 5 60 65 35
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 8 72 80 20 10 72 82 18 17 73 90 10
Multiple Races 7 58 66 34 7 68 75 25 17 62 79 21
Students with Disabilities 9 32 41 59 7 37 44 56 15 39 54 46
Students without Disabilities 5 66 71 29 5 63 68 32 10 69 78 22
Economically Disadvantaged 2 54 56 44 2 49 51 49 5 58 63 37
Not Economically Disadvantaged 9 70 79 21 9 72 81 19 16 72 88 12
English Learners 2 50 52 48 3 22 25 75 6 30 36 64
Homeless < < < < < < < < < < < <
Military Connected 4 71 75 25 17 77 94 6
Foster Care < < 100 0
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 5 67 72 28 7 61 68 32 10 60 70 30
Female 6 67 73 27 7 65 72 28 9 63 72 28
Male 4 66 70 30 7 57 64 36 10 57 68 32
Asian 14 68 82 18 11 68 79 21 10 86 97 3
Black 3 63 66 34 2 71 73 27 3 55 58 43
Hispanic 3 60 63 37 2 56 58 42 6 58 64 36
White 7 76 83 17 17 68 86 14 21 59 81 19
Multiple Races 7 79 86 14 19 63 81 19 9 59 68 32
Students with Disabilities 11 43 55 45 10 35 45 55 11 33 44 56
Students without Disabilities 4 70 74 26 6 65 71 29 9 66 75 25
Economically Disadvantaged 3 58 61 39 3 54 57 43 6 54 60 40
Not Economically Disadvantaged 8 77 85 15 12 73 85 15 16 70 86 14
English Learners 4 57 61 39 4 24 28 72 4 31 36 64
Homeless < < 100 0
Military Connected 7 86 93 7 33 50 83 17
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 2 46 48 52 2 36 38 63 3 53 57 43
Female 1 51 52 48 3 37 40 60 2 61 62 38
Male 3 41 43 57 1 35 35 65 5 47 52 48
Asian < < < < - 73 73 27 13 75 88 13
Black - 45 45 55 3 29 32 68 3 62 65 35
Hispanic 1 43 44 56 1 31 32 68 2 45 46 54
White 2 52 53 47 5 46 51 49 4 76 80 20
Multiple Races 9 36 45 55 < < < < < < < <
Students with Disabilities 7 24 31 69 9 23 32 68 18 40 58 42
Students without Disabilities - 51 51 49 - 38 39 61 - 56 56 44
Economically Disadvantaged 1 41 41 59 2 27 29 71 1 44 44 56
Not Economically Disadvantaged 3 54 57 43 2 54 56 44 8 70 79 21
English Learners 1 44 45 55 3 19 22 78 5 22 27 73
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 57 63 37 2 64 66 34 11 70 81 19
Female 6 55 61 39 2 69 71 29 15 68 83 17
Male 5 59 64 36 2 60 62 38 8 72 80 20
Asian 11 78 89 11 10 75 85 15 26 67 93 7
Black 7 63 70 30 3 53 55 45 8 65 73 27
Hispanic 2 47 49 51 1 55 56 44 6 68 74 26
White 10 71 81 19 2 81 83 17 18 76 94 6
Multiple Races 3 48 52 48 - 75 75 25 25 63 88 13
Students with Disabilities 7 26 33 67 4 48 52 48 16 40 56 44
Students without Disabilities 5 63 68 32 2 67 69 31 11 74 84 16
Economically Disadvantaged 2 48 49 51 - 56 56 44 8 66 74 26
Not Economically Disadvantaged 9 66 75 25 4 74 78 22 15 73 88 12
English Learners 2 41 43 57 3 23 26 74 7 38 45 55
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 15 85 100 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 9 86 95 5 6 89 95 5 17 83 100 0
Female 11 85 96 4 5 91 96 4 17 83 100 0
Male 7 87 93 7 7 88 94 6 16 84 100 0
American Indian < < 100 0
Asian 17 83 100 0 17 83 100 0 43 57 100 0
Black < < < < < < < < 33 67 100 0
Hispanic - 96 96 4 3 93 97 3 5 95 100 0
Native Hawaiian < < 100 0 < < 100 0
White 9 85 94 6 6 89 95 5 13 88 100 0
Multiple Races 9 82 91 9 - 91 91 9 13 87 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 8 86 94 6 6 89 95 5 17 83 100 0
Economically Disadvantaged - 94 94 6 7 83 90 10 9 91 100 0
Not Economically Disadvantaged 13 81 95 5 6 91 97 3 20 80 100 0
Homeless < < 100 0
Military Connected < < < < < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 74 95 5 40 60 100 0 39 61 100 0
Female 22 72 94 6 56 44 100 0 36 64 100 0
Male 20 75 95 5 24 76 100 0 43 57 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic - 90 90 10 < < 100 0 < < 100 0
White 24 71 95 5 48 52 100 0 27 73 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 19 75 94 6 40 60 100 0 39 61 100 0
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 26 71 97 3 50 50 100 0 39 61 100 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 16 63 79 21 8 66 74 26 10 63 73 27
Female 14 64 78 22 7 68 74 26 9 61 70 30
Male 17 63 80 20 10 64 74 26 12 65 76 24
American Indian < < 100 0 < < 100 0
Asian 29 63 92 8 25 65 90 10 21 76 97 3
Black 5 77 82 18 3 67 69 31 2 66 68 32
Hispanic 8 60 68 32 3 58 60 40 6 55 61 39
White 32 62 94 6 14 77 91 9 18 69 87 13
Multiple Races 7 74 81 19 19 71 90 10 14 71 86 14
Students with Disabilities 8 48 57 43 4 43 47 53 10 39 49 51
Students without Disabilities 17 66 83 17 9 69 78 22 10 67 77 23
Economically Disadvantaged 5 65 71 29 3 58 61 39 4 56 60 40
Not Economically Disadvantaged 26 61 88 12 13 73 87 13 16 69 85 15
English Learners 3 50 53 47 1 14 16 84 5 27 32 68
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 16 63 79 21 8 66 74 26 10 63 73 27
Female 14 64 78 22 7 68 74 26 8 61 70 30
Male 17 63 80 20 10 64 74 26 12 65 76 24
American Indian < < 100 0 < < 100 0
Asian 29 63 92 8 25 65 90 10 21 76 97 3
Black 5 77 82 18 3 67 69 31 2 66 68 32
Hispanic 8 60 68 32 3 58 60 40 6 55 61 39
White 32 62 94 6 14 77 91 9 18 69 87 13
Multiple Races 7 74 81 19 19 71 90 10 10 75 85 15
Students with Disabilities 8 48 57 43 4 43 47 53 10 39 49 51
Students without Disabilities 17 66 83 17 9 69 78 22 10 67 77 23
Economically Disadvantaged 5 65 71 29 3 58 61 39 4 56 60 40
Not Economically Disadvantaged 26 61 88 12 13 73 87 13 16 69 85 15
English Learners 3 50 53 47 1 14 16 84 5 27 32 68
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Chemistry 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
Multiple Races < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
Earth Science 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 22 66 88 12 20 68 87 13 17 62 79 21
Female 21 69 90 10 18 69 87 13 15 61 76 24
Male 23 63 86 14 21 67 88 12 19 64 83 17
American Indian < < 100 0 < < 100 0
Asian 36 59 95 5 33 61 94 6 48 45 93 7
Black 5 74 79 21 8 68 76 24 10 60 69 31
Hispanic 13 71 84 16 11 70 81 19 9 65 74 26
White 38 57 95 5 28 69 96 4 22 64 86 14
Multiple Races 23 62 85 15 41 50 91 9 23 64 86 14
Students with Disabilities 10 39 49 51 13 65 78 23 8 53 61 39
Students without Disabilities 24 70 94 6 20 68 89 11 19 64 83 17
Economically Disadvantaged 9 73 82 18 9 70 80 20 10 61 71 29
Not Economically Disadvantaged 33 59 92 8 28 66 94 7 24 63 87 13
English Learners 7 68 75 25 13 31 44 56 5 44 49 51
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 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 22 67 88 12 19 68 87 13 17 62 79 21
Female 21 70 91 9 18 69 87 13 14 61 75 25
Male 23 64 87 13 21 67 87 13 19 64 83 17
American Indian < < 100 0 < < 100 0
Asian 36 59 95 5 33 61 94 6 48 45 93 7
Black 3 78 80 20 8 68 76 24 8 62 69 31
Hispanic 13 72 85 15 10 71 80 20 9 65 74 26
White 37 57 95 5 28 68 96 4 22 64 86 14
Multiple Races 25 67 92 8 43 48 90 10 23 64 86 14
Students with Disabilities 7 42 49 51 9 65 74 26 4 51 55 45
Students without Disabilities 24 70 94 6 20 68 89 11 19 64 83 17
Economically Disadvantaged 9 74 83 17 8 71 79 21 8 62 70 30
Not Economically Disadvantaged 33 60 94 6 28 65 93 7 24 63 87 13
English Learners 6 70 76 24 - 31 31 69 - 43 43 57
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 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
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School331016
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten14--
Grade 6484507488
Grade 7408484501
Grade 8425423503
Total Students1,3311,4141,492

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students133114141492
Female648686718
Male683728774
American Indian22-
Asian809391
Black131142139
Hispanic672742815
Native Hawaiian111
White386369376
Multiple Races596570
Students with Disabilities168208239
Students without Disabilities116312061253
Economically Disadvantaged732710768
Not Economically Disadvantaged599704724
English Learners545627648
Not English Learners786787844
Homeless223
Military Connected253638
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students1,0331991,1631551,253169
Female4951015637260387
Male538986008365082
American Indian<<<<<<
Asian675715894
Black96141171212517
Hispanic49510859081641107
Native Hawaiian<<<<<<
White318563364534229
Multiple Races531547115411
Students with Disabilities131301353016836
Economically Disadvantaged52112563097640124
English Learners415854916054887
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 <
Disorderly or Disruptive Behavior Offenses 20
Other Offenses Against Persons 30
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.1
Asian5.91.866.16.61.8
Black8.810.89.88.21025
Hispanic48.648.650.563.352.562.5
Native Hawaiian0.10.10.1
White30.427.92918.426.110.7
Multiple Races5.910.84.44.14.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.20.1
Asian5.966.6
Black8.89.810
Hispanic48.610050.552.5100
Native Hawaiian0.10.10.1
White30.42926.1
Multiple Races5.94.44.6
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.20.1
Asian5.966.6
Black8.89.810
Hispanic48.650.552.5
Native Hawaiian0.10.10.1
White30.42926.1
Multiple Races5.94.44.6
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 49.850.352.4
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 37.541.443.9
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 86.38784
< = 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)
Code Book
User Guide
Usage Agreement

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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201735%62%1%2%
2017-201840%57%2%1%
2018-201945%50%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersNoNoYesNo-
Students with DisabilitiesYesYes-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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%71%73%75%
Asian87%88%87%75%
Black70%68%60%75%
Hispanic60%61%63%75%
White86%87%81%75%
Economically Disadvantaged57%59%62%75%
English Learners54%54%53%75%
Students with Disabilities49%46%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%68%74%70%
Asian95%88%89%70%
Black71%65%60%70%
Hispanic65%58%64%70%
White90%83%81%70%
Economically Disadvantaged63%56%63%70%
English Learners60%52%57%70%
Students with Disabilities54%47%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students72%
Asian97%
Black70%
Hispanic59%
White87%
Economically Disadvantaged59%
English Learners47%
Students with Disabilities49%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%80%
Asian88%97%
Black71%76%
Hispanic68%72%
White87%91%
Economically Disadvantaged65%71%
English Learners63%69%
Students with Disabilities60%68%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%13%9%10%
Asian4%6%5%10%
Black12%11%9%10%
Hispanic14%15%9%10%
White8%12%9%10%
Economically Disadvantaged16%16%13%10%
English Learners14%14%8%10%
Students with Disabilities18%18%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%46%58%
English Learner Proficiency11%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress10221248%
English Learner Proficiency2724011%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%100%
Black99%99%96%
Hispanic99%100%100%
White99%99%98%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%99%99%
English Learners100%100%99%
Students with Disabilities98%97%95%
Students without Disabilities100%100%99%
Female100%100%99%
Male99%99%99%
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).
Parkside Middle to top