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Pocahontas Middle

General school information

Category: Middle (06-08) School
Phone: 804-364-0830
Address: 12000 Three Chopt Rd Richmond, VA 23233
Principal: Thomas H McAuley
Superintendent: Dr. Amy E Cashwell
School Number: 280
Region: 1
Division: Henrico County Public Schools
Division Number: 43
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 One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 63 88 12 23 66 89 11 21 68 89 11
Female 28 63 92 8 26 66 92 8 23 68 91 9
Male 23 63 85 15 21 66 87 13 20 68 88 12
Asian 25 73 98 2 26 71 97 3 22 70 92 8
Black 9 62 71 29 13 58 71 29 5 71 76 24
Hispanic 8 57 64 36 16 47 63 37 14 56 70 30
White 29 63 91 9 25 67 92 8 24 68 92 8
Two or more races 27 60 87 13 19 61 81 19 21 69 90 10
Students with Disabilities 6 34 40 60 5 50 55 45 2 59 61 39
Students without Disabilities 27 66 94 6 25 67 93 7 23 69 92 8
Economically Disadvantaged 12 55 68 32 12 62 74 26 10 68 79 21
Not Economically Disadvantaged 28 65 92 8 26 67 92 8 24 68 92 8
English Learners 8 67 75 25 - 44 44 56 - 26 26 74
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 31 58 89 11 27 61 88 12 26 63 89 11
Female 31 60 91 9 34 56 90 10 29 64 93 7
Male 31 57 87 13 22 64 86 14 24 62 86 14
Asian 33 67 100 0 34 55 90 10 23 70 93 7
Black 21 58 79 21 20 64 84 16 11 67 78 22
Hispanic - 36 36 64 28 36 64 36 10 60 70 30
White 32 60 92 8 28 64 92 8 31 62 93 8
Two or more races 55 27 82 18 8 62 69 31 32 63 95 5
Students with Disabilities 3 42 45 55 3 59 62 38 - 54 54 46
Students without Disabilities 34 60 94 6 30 61 91 9 29 64 93 7
Economically Disadvantaged 20 41 61 39 16 56 72 28 11 68 79 21
Not Economically Disadvantaged 33 61 94 6 30 62 91 9 31 61 93 7
English Learners 14 57 71 29 - 18 18 82 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 24 67 91 9 24 66 90 10 23 66 89 11
Female 27 67 94 6 26 70 95 5 28 62 90 10
Male 22 67 89 11 23 64 86 14 20 69 89 11
Asian 17 79 97 3 29 71 100 0 14 69 83 17
Black 4 70 74 26 9 65 74 26 - 79 79 21
Hispanic 10 60 70 30 - 45 45 55 20 55 75 25
White 29 65 94 6 25 67 92 8 28 65 93 7
Two or more races < < 100 0 33 58 92 8 18 73 91 9
Students with Disabilities 10 41 52 48 - 50 50 50 7 63 70 30
Students without Disabilities 26 70 95 5 26 68 94 6 25 66 91 9
Economically Disadvantaged 11 65 76 24 7 65 72 28 10 68 78 22
Not Economically Disadvantaged 27 68 94 6 27 67 94 6 25 66 91 9
English Learners 7 72 79 21 < < < < - 17 17 83
Homeless < < < < < < < <
Military Connected < < 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 21 64 85 15 19 70 89 11 15 74 89 11
Female 27 63 90 10 20 70 90 10 14 77 91 9
Male 14 65 80 20 19 70 88 12 16 72 88 12
Asian 23 73 97 3 14 86 100 0 28 72 100 0
Black 4 57 61 39 11 46 57 43 5 67 71 29
Hispanic 11 68 79 21 10 62 71 29 15 46 62 38
White 24 63 87 13 22 71 93 7 15 77 91 9
Two or more races - 80 80 20 < < < < 8 75 83 17
Students with Disabilities 6 19 25 75 14 39 54 46 - 58 58 42
Students without Disabilities 22 69 92 8 20 73 92 8 16 75 92 8
Economically Disadvantaged 6 59 65 35 12 64 76 24 11 68 79 21
Not Economically Disadvantaged 23 65 88 12 21 71 92 8 16 75 91 9
English Learners - 73 73 27 < < < < - 40 40 60
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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 49 89 11 46 44 90 10 39 46 85 15
Female 47 46 93 7 54 39 93 7 51 40 91 9
Male 32 52 84 16 38 49 88 13 30 50 81 19
Asian 52 41 93 7 69 28 97 3 50 47 97 3
Black 18 54 71 29 14 54 68 32 24 43 67 33
Hispanic 21 58 79 21 31 56 88 13 30 30 60 40
White 44 47 91 9 48 45 92 8 39 46 86 14
Two or more races 10 90 100 0 < < 100 0 42 50 92 8
Students with Disabilities 6 31 38 63 7 46 54 46 - 17 17 83
Students without Disabilities 44 51 95 5 50 44 94 6 42 48 91 9
Economically Disadvantaged 19 60 79 21 29 45 75 25 26 38 64 36
Not Economically Disadvantaged 43 47 90 10 50 44 94 6 41 47 88 12
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 40 49 89 11 46 44 90 10 39 46 85 15
Female 47 46 93 7 54 39 93 7 51 40 91 9
Male 32 52 84 16 38 49 88 13 30 50 81 19
Asian 52 41 93 7 69 28 97 3 50 47 97 3
Black 18 54 71 29 14 54 68 32 24 43 67 33
Hispanic 21 58 79 21 31 56 88 13 30 30 60 40
White 44 47 91 9 48 45 92 8 39 46 86 14
Two or more races 10 90 100 0 < < 100 0 42 50 92 8
Students with Disabilities 6 31 38 63 7 46 54 46 - 17 17 83
Students without Disabilities 44 51 95 5 50 44 94 6 42 48 91 9
Economically Disadvantaged 19 60 79 21 29 45 75 25 26 38 64 36
Not Economically Disadvantaged 43 47 90 10 50 44 94 6 41 47 88 12
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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 68 93 7 23 68 90 10 23 72 95 5
Female 25 68 93 7 22 68 91 9 23 73 95 5
Male 25 67 92 8 23 67 90 10 23 71 94 6
Asian 40 60 100 0 35 61 97 3 37 62 99 1
Black 12 66 78 22 8 70 78 22 8 84 92 8
Hispanic 8 66 74 26 17 54 71 29 8 74 82 18
White 26 69 95 5 23 70 93 7 24 72 96 4
Two or more races 17 79 97 3 20 63 83 17 26 71 98 2
Students with Disabilities 1 65 66 34 5 51 56 44 6 66 72 28
Students without Disabilities 28 68 96 4 24 70 94 6 25 72 97 3
Economically Disadvantaged 15 70 84 16 14 66 80 20 11 78 89 11
Not Economically Disadvantaged 27 67 94 6 24 68 93 7 25 71 96 4
English Learners 27 58 85 15 6 47 53 47 9 73 82 18
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 74 95 5 16 73 89 11 11 83 94 6
Female 21 75 96 4 20 71 91 9 15 82 97 3
Male 23 72 94 6 14 74 87 13 6 85 91 9
Asian 40 60 100 0 25 58 83 17 15 85 100 0
Black 12 80 92 8 4 83 87 13 5 90 95 5
Hispanic 15 62 77 23 10 65 75 25 - 76 76 24
White 21 75 97 3 18 75 93 7 13 84 97 3
Two or more races 30 70 100 0 20 50 70 30 < < < <
Students with Disabilities - 78 78 22 6 56 63 38 4 81 85 15
Students without Disabilities 26 73 98 2 18 76 94 6 12 84 96 4
Economically Disadvantaged 11 80 91 9 15 67 83 17 5 84 89 11
Not Economically Disadvantaged 25 72 97 3 16 74 91 9 13 83 96 4
English Learners 30 65 95 5 - 45 45 55 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 58 90 10 25 63 87 13 28 66 94 6
Female 30 60 90 10 25 63 88 12 27 67 95 5
Male 33 56 89 11 25 62 86 14 29 64 93 7
Asian 50 50 100 0 36 62 97 3 43 53 97 3
Black 21 43 64 36 8 58 67 33 13 78 91 9
Hispanic - 63 63 38 35 29 65 35 14 73 86 14
White 33 60 92 8 24 65 89 11 30 65 94 6
Two or more races < < 100 0 14 71 86 14 32 68 100 0
Students with Disabilities 4 54 57 43 3 42 45 55 7 63 70 30
Students without Disabilities 34 58 92 8 27 65 92 8 30 66 96 4
Economically Disadvantaged 24 54 78 22 14 55 69 31 15 73 88 13
Not Economically Disadvantaged 33 59 92 8 27 64 91 9 31 64 95 5
English Learners 29 50 79 21 13 47 60 40 9 82 91 9
Homeless < < < < < < < <
Military Connected < < 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 - 83 83 17 5 70 74 26 10 78 88 12
Female - 84 84 16 4 68 72 28 11 76 87 13
Male - 82 82 18 5 71 76 24 9 80 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black - 75 75 25 - 68 68 32 - 87 87 13
Hispanic - 64 64 36 - 54 54 46 < < < <
White - 86 86 14 7 72 79 21 9 79 89 11
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 52 52 48 4 50 54 46 5 55 59 41
Students without Disabilities - 90 90 10 5 75 80 20 11 83 93 7
Economically Disadvantaged - 80 80 20 3 71 74 26 13 67 80 20
Not Economically Disadvantaged - 84 84 16 6 69 75 25 9 81 90 10
English Learners < < < < - 50 50 50 8 69 77 23
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 24 76 100 0 19 80 100 0 21 78 99 1
Female 27 73 100 0 18 82 99 1 21 78 99 1
Male 21 79 100 0 21 79 100 0 21 78 99 1
Asian 35 65 100 0 28 72 100 0 20 80 100 0
Black < < 100 0 30 70 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 78 100 0 17 82 100 0 23 76 99 1
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 24 76 100 0 19 80 100 0 21 79 100 0
Economically Disadvantaged 21 79 100 0 15 85 100 0 - 100 100 0
Not Economically Disadvantaged 24 76 100 0 20 80 100 0 23 76 99 1
English Learners < < 100 0 < < 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 58 42 100 0 60 40 100 0 49 51 100 0
Female 67 33 100 0 63 38 100 0 48 52 100 0
Male 53 47 100 0 58 42 100 0 49 51 100 0
Asian < < 100 0 75 25 100 0 79 21 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 64 36 100 0 61 39 100 0 43 58 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 58 42 100 0 61 39 100 0 49 51 100 0
Economically Disadvantaged < < 100 0 < < 100 0 40 60 100 0
Not Economically Disadvantaged 58 42 100 0 61 39 100 0 50 50 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 73 97 3 19 77 96 4 27 69 96 4
Female 19 78 98 2 12 83 96 4 25 70 95 5
Male 28 68 95 5 26 70 96 4 29 68 97 3
Asian 27 73 100 0 20 80 100 0 37 61 98 2
Black 5 78 84 16 6 75 81 19 14 75 89 11
Hispanic 17 67 83 17 13 67 79 21 40 40 80 20
White 26 72 98 2 20 78 98 2 27 70 97 3
Two or more races 7 93 100 0 43 57 100 0 11 89 100 0
Students with Disabilities 8 62 70 30 14 59 72 28 10 67 77 23
Students without Disabilities 25 74 99 1 20 78 97 3 28 69 97 3
Economically Disadvantaged 11 80 91 9 12 77 88 12 18 75 93 7
Not Economically Disadvantaged 25 72 97 3 21 77 97 3 28 68 96 4
English Learners 18 71 88 12 - 60 60 40 - 58 58 42
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 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 20 75 95 5 16 78 94 6 24 69 93 7
Female 13 83 96 4 10 84 93 7 21 71 92 8
Male 27 67 93 7 22 73 95 5 27 68 95 5
Asian 21 79 100 0 17 83 100 0 30 67 96 4
Black 7 73 80 20 4 72 76 24 9 78 87 13
Hispanic 18 59 76 24 5 68 74 26 41 35 76 24
White 22 75 97 3 17 80 97 3 24 70 95 5
Two or more races 9 91 100 0 45 55 100 0 10 90 100 0
Students with Disabilities 6 62 68 32 8 60 68 32 10 66 76 24
Students without Disabilities 22 76 98 2 17 80 96 4 26 70 95 5
Economically Disadvantaged 11 79 89 11 10 75 84 16 14 78 92 8
Not Economically Disadvantaged 22 74 96 4 17 79 96 4 26 67 94 6
English Learners 18 71 88 12 - 60 60 40 - 58 58 42
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
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 30 70 100 0 26 74 99 1 32 68 100 0
Female 31 69 100 0 17 83 100 0 31 69 100 0
Male 30 70 100 0 35 64 99 1 33 67 100 0
Asian 39 61 100 0 24 76 100 0 46 54 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 67 100 0 26 73 99 1 31 69 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 30 70 100 0 25 74 99 1 32 68 100 0
Economically Disadvantaged < < 100 0 17 83 100 0 40 60 100 0
Not Economically Disadvantaged 31 69 100 0 27 73 99 1 32 68 100 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 66 97 3 37 60 97 3 29 68 97 3
Female 29 68 98 2 35 62 96 4 23 75 98 2
Male 32 65 97 3 39 58 97 3 34 63 96 4
Asian 46 54 100 0 49 51 100 0 48 52 100 0
Black 6 74 79 21 10 65 74 26 14 75 89 11
Hispanic 22 70 93 7 32 58 89 11 39 44 83 17
White 32 67 99 1 37 61 98 2 27 70 98 2
Two or more races 33 67 100 0 43 57 100 0 21 79 100 0
Students with Disabilities 13 63 75 25 26 44 70 30 10 69 79 21
Students without Disabilities 32 67 99 1 37 61 98 2 30 68 98 2
Economically Disadvantaged 13 78 91 9 29 62 90 10 24 66 90 10
Not Economically Disadvantaged 33 65 98 2 38 60 98 2 29 69 98 2
English Learners 15 77 92 8 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 72 99 1 40 60 99 1 23 77 100 0
Female 24 74 99 1 36 63 99 1 20 80 100 0
Male 31 69 100 0 44 56 100 0 27 73 100 0
Asian 44 56 100 0 50 50 100 0 35 65 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 27 72 99 1 38 62 100 0 22 78 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 27 72 99 1 38 61 99 1 23 77 100 0
Economically Disadvantaged < < 100 0 31 63 94 6 30 70 100 0
Not Economically Disadvantaged 28 71 99 1 40 60 100 0 23 77 100 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 32 64 96 4 35 60 95 5 32 64 95 5
Female 32 65 97 3 34 61 95 5 25 72 96 4
Male 33 63 95 5 36 60 96 4 37 57 94 6
Asian 47 53 100 0 49 51 100 0 58 42 100 0
Black 7 69 76 24 11 63 74 26 13 74 87 13
Hispanic 26 63 89 11 8 75 83 17 38 44 81 19
White 34 65 98 2 37 60 98 2 30 66 96 4
Two or more races 36 64 100 0 36 64 100 0 27 73 100 0
Students with Disabilities 11 62 73 27 5 57 62 38 10 69 79 21
Students without Disabilities 35 64 99 1 37 61 98 2 34 63 97 3
Economically Disadvantaged 14 76 90 10 26 63 89 11 23 65 88 13
Not Economically Disadvantaged 36 61 97 3 36 60 96 4 33 63 96 4
English Learners 15 77 92 8 < < < < < < < <
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 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
School393
Division177175222
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6314306289
Grade 7332307304
Grade 8333335320
Total Students979948913

< = 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 Students979948913
Female464437439
Male515511474
American Indian1--
Asian969393
Black797289
Hispanic566068
White718682613
Two or more races294149
Students with Disabilities1028782
Students without Disabilities877861831
Economically Disadvantaged152177202
Not Economically Disadvantaged827771711
English Learners838478
Not English Learners896864835
Homeless314
Military Connected1610
Foster Care2-2
< = 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 Students938409493391240
Female453164421942215
Male485245071449025
American Indian--<<--
Asian942931921
Black825771685
Hispanic544551559
White681256942865524
Two or more races274292421
Students with Disabilities9789457710
Economically Disadvantaged16012167714519
English Learners674831787
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 <
Other Offenses Against Persons 28
All Other Offenses <
Property Offenses <
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 Indian--0.1--
Asian102.79.89.8
Black8.716.28.129.27.619
Hispanic62.75.74.26.316.7
Native Hawaiian------
White72.164.973.352.171.954.8
Two or more races3.213.5314.64.39.5
< = 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 Indian0.1
Asian109.89.8
Black8.78.17.6
Hispanic65.76.3100
Native Hawaiian
White72.173.371.9
Two or more races3.234.3
< = 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 Indian--0.1--
Asian109.89.8
Black8.78.17.6
Hispanic65.76.3
Native Hawaiian------
White72.173.371.9
Two or more races3.234.3
< = 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 14.617.518.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 24.421.220.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.270.962.8
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201743%54%3%0%
2017-201845%52%3%0%
2018-201952%48%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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 StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
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 Students89%89%73%75%
Asian92%96%87%75%
Black78%72%60%75%
Hispanic70%66%63%75%
White92%92%81%75%
Economically Disadvantaged80%73%62%75%
English Learners59%67%53%75%
Students with Disabilities61%51%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 Students95%93%74%70%
Asian99%99%89%70%
Black93%82%60%70%
Hispanic82%76%64%70%
White96%94%81%70%
Economically Disadvantaged90%84%63%70%
English Learners86%83%57%70%
Students with Disabilities72%63%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 Students96%
Asian98%
Black89%
Hispanic80%
White97%
Economically Disadvantaged93%
English Learners79%
Students with Disabilities77%

< = 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 Students91%96%
Asian92%99%
Black85%95%
Hispanic75%87%
White93%96%
Economically Disadvantaged84%93%
English Learners67%91%
Students with Disabilities66%77%

< = 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 Students4%4%9%10%
Asian1%1%5%10%
Black7%5%9%10%
Hispanic14%8%9%10%
White4%4%9%10%
Economically Disadvantaged12%7%13%10%
English Learners8%5%8%10%
Students with Disabilities11%8%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 Progress58%46%58%
English Learner Proficiency19%--

< = 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 Progress111958%
English Learner Proficiency52619%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%98%100%
White100%100%99%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%99%100%
Students with Disabilities98%98%94%
Students without Disabilities100%100%100%
Female100%99%100%
Male100%100%100%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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