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Read Mountain Middle

General school information

Category: Middle (06-08) School
Phone: 540-966-8655
Address: 182 Orchard Hill Dr Cloverdale, VA 24077
Principal: Ms. Beth D. Mast
Superintendent: Dr. Jonathan Russ
School Number: 450
Region: 6
Division: Botetourt County Public Schools
Division Number: 12
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 67 89 11 19 69 89 11 19 67 85 15
Female 26 65 92 8 21 71 91 9 19 65 84 16
Male 19 68 87 13 18 68 86 14 18 68 87 13
Asian < < < < < < 100 0 < < 100 0
Black - 85 85 15 - 82 82 18 18 59 77 23
Hispanic 30 45 76 24 18 64 82 18 11 56 67 33
White 22 68 90 10 19 70 90 10 18 69 87 13
Multiple Races 23 73 96 4 21 61 82 18 26 59 85 15
Students with Disabilities 13 43 56 44 8 42 50 50 13 32 45 55
Students without Disabilities 24 71 94 6 21 73 93 7 19 71 90 10
Economically Disadvantaged 6 73 79 21 6 70 76 24 6 68 74 26
Not Economically Disadvantaged 26 66 92 8 24 69 93 7 23 66 89 11
English Learners 23 31 54 46 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 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 25 62 87 13 22 67 89 11 20 67 87 13
Female 26 62 88 12 27 63 90 10 17 65 83 17
Male 24 61 85 15 18 71 89 11 22 70 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 23 31 54 46 28 61 89 11 9 82 91 9
White 25 64 89 11 21 69 90 10 20 68 88 12
Multiple Races < < 100 0 45 36 82 18 23 62 85 15
Students with Disabilities 13 42 55 45 9 45 55 45 13 45 58 42
Students without Disabilities 27 66 93 7 23 70 93 7 21 71 92 8
Economically Disadvantaged - 75 75 25 11 68 79 21 6 73 78 22
Not Economically Disadvantaged 33 58 90 10 28 67 94 6 24 66 90 10
Military Connected < < < < < < 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 22 73 95 5 21 68 89 11 25 63 88 12
Female 28 69 98 3 20 72 92 8 26 62 88 12
Male 16 77 93 7 21 65 86 14 23 64 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < 30 60 90 10
Hispanic 30 70 100 0 7 64 71 29 14 50 64 36
White 22 73 95 5 23 68 91 9 24 66 90 10
Multiple Races 17 75 92 8 < < < < 38 46 85 15
Students with Disabilities 4 65 69 31 9 51 60 40 19 24 43 57
Students without Disabilities 24 74 98 2 23 72 95 5 25 67 92 8
Economically Disadvantaged 9 78 87 13 4 77 80 20 11 62 73 27
Not Economically Disadvantaged 25 72 97 3 27 65 92 8 31 63 94 6
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 20 65 85 15 15 72 87 13 10 71 81 19
Female 24 64 88 12 16 76 91 9 11 70 81 19
Male 17 66 83 17 14 69 83 17 10 72 82 18
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 40 40 80 20 17 67 83 17 8 42 50 50
White 19 66 85 15 16 73 88 12 11 72 83 17
Multiple Races < < 100 0 - 77 77 23 < < < <
Students with Disabilities 19 26 45 55 5 24 29 71 8 24 32 68
Students without Disabilities 20 71 91 9 16 77 92 8 11 77 88 12
Economically Disadvantaged 12 65 77 23 2 67 68 32 - 73 73 27
Not Economically Disadvantaged 22 65 87 13 19 74 93 7 14 70 84 16
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 61 79 21 28 53 81 19 19 57 76 24
Female 23 66 89 11 33 53 87 13 24 55 80 20
Male 12 57 69 31 23 53 76 24 14 58 72 28
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < 18 45 64 36 10 40 50 50
White 17 62 79 21 30 53 83 17 19 58 77 23
Multiple Races < < < < 15 54 69 31 < < 100 0
Students with Disabilities 6 38 44 56 4 22 26 74 4 12 16 84
Students without Disabilities 19 65 84 16 30 56 86 14 21 62 84 16
Economically Disadvantaged 5 47 51 49 12 47 59 41 8 55 63 37
Not Economically Disadvantaged 20 65 85 15 33 55 88 12 23 57 80 20
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 61 79 21 28 53 81 19 19 57 76 24
Female 23 66 89 11 33 53 87 13 24 55 80 20
Male 12 57 69 31 23 53 76 24 14 58 72 28
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < 18 45 64 36 10 40 50 50
White 17 62 79 21 30 53 83 17 19 58 77 23
Multiple Races < < < < 15 54 69 31 < < 100 0
Students with Disabilities 6 38 44 56 4 22 26 74 4 12 16 84
Students without Disabilities 19 65 84 16 30 56 86 14 21 62 84 16
Economically Disadvantaged 5 47 51 49 12 47 59 41 8 55 63 37
Not Economically Disadvantaged 20 65 85 15 33 55 88 12 23 57 80 20
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 23 68 91 9 17 71 88 12 20 67 87 13
Female 25 70 95 5 20 71 91 9 20 67 87 13
Male 22 66 88 12 15 72 86 14 20 67 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black - 92 92 8 5 77 82 18 14 64 77 23
Hispanic 38 50 88 13 20 51 71 29 13 60 73 27
White 23 68 91 9 17 72 90 10 20 69 89 11
Multiple Races 15 74 89 11 15 79 94 6 30 52 82 18
Students with Disabilities 12 47 59 41 6 29 36 64 8 32 40 60
Students without Disabilities 25 71 96 4 18 77 95 5 22 71 93 7
Economically Disadvantaged 6 78 84 16 3 72 75 25 9 67 76 24
Not Economically Disadvantaged 28 66 93 7 22 71 93 7 24 67 91 9
English Learners 23 46 69 31 < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 26 69 94 6 21 70 91 9 23 60 84 16
Female 26 70 96 4 23 69 92 8 22 59 81 19
Male 25 67 93 7 19 72 90 10 24 62 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 15 54 69 31 11 72 83 17 9 64 73 27
White 27 69 96 4 22 70 91 9 24 62 85 15
Multiple Races < < 100 0 27 73 100 0 23 46 69 31
Students with Disabilities 8 63 71 29 9 27 36 64 3 45 48 52
Students without Disabilities 29 70 99 1 22 75 97 3 26 63 89 11
Economically Disadvantaged 2 87 89 11 7 75 82 18 8 58 65 35
Not Economically Disadvantaged 33 63 96 4 28 68 96 4 28 61 89 11
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 23 70 92 8 12 68 80 20 18 69 87 13
Female 27 71 98 2 18 65 82 18 21 68 89 11
Male 18 68 87 13 8 71 78 22 15 69 84 16
Black < < 100 0 < < < < 30 60 90 10
Hispanic < < 100 0 21 29 50 50 19 57 76 24
White 22 70 92 8 12 71 83 17 16 72 88 12
Multiple Races 8 83 92 8 < < < < 30 50 80 20
Students with Disabilities 4 60 64 36 6 31 37 63 10 25 35 65
Students without Disabilities 25 71 97 3 14 77 91 9 19 74 92 8
Economically Disadvantaged 8 75 83 18 - 67 67 33 11 68 79 21
Not Economically Disadvantaged 26 69 95 5 18 68 86 14 21 69 91 9
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 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 7 65 72 28 2 75 77 23 4 75 79 21
Female 3 73 75 25 4 83 87 13 2 78 80 20
Male 9 61 70 30 - 67 67 33 5 72 77 23
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 5 64 69 31 2 75 77 23 3 77 81 19
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 21 17 38 62 5 30 35 65 8 24 32 68
Students without Disabilities 1 83 85 15 1 86 87 13 2 90 92 8
Economically Disadvantaged 8 66 74 26 - 63 63 37 5 74 79 21
Not Economically Disadvantaged 6 65 71 29 3 83 86 14 3 76 79 21
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 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 25 73 98 2 17 81 98 2 28 72 100 0
Female 23 77 100 0 14 85 99 1 29 71 100 0
Male 26 69 96 4 19 78 97 3 28 72 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 25 73 98 2 16 82 98 2 28 72 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 25 74 98 2 17 82 99 1 28 72 100 0
Economically Disadvantaged < < 100 0 - 100 100 0 15 85 100 0
Not Economically Disadvantaged 26 72 98 2 18 80 98 2 30 70 100 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 45 53 98 2 47 53 100 0 38 62 100 0
Female 50 46 96 4 70 30 100 0 35 65 100 0
Male 39 61 100 0 32 68 100 0 41 59 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 44 53 98 2 45 55 100 0 38 63 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 45 53 98 2 47 53 100 0 38 62 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 46 52 98 2 51 49 100 0 38 62 100 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 13 75 88 12 15 71 86 14 17 65 83 17
Female 11 78 89 11 11 80 91 9 11 70 81 19
Male 15 72 87 13 20 63 83 17 23 61 84 16
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < 9 82 91 9 8 42 50 50
White 12 77 88 12 17 71 87 13 18 67 85 15
Multiple Races < < < < - 69 69 31 < < < <
Students with Disabilities 18 41 59 41 5 23 27 73 11 25 36 64
Students without Disabilities 12 81 93 7 16 76 92 8 18 71 89 11
Economically Disadvantaged 11 57 68 32 2 63 65 35 8 69 76 24
Not Economically Disadvantaged 13 79 92 8 19 73 92 8 20 64 84 16
English Learners < < < < < < < < < < < <
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 13 75 88 12 15 71 86 14 17 65 83 17
Female 11 78 89 11 11 80 91 9 11 70 81 19
Male 15 72 87 13 20 63 83 17 23 61 84 16
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < 9 82 91 9 8 42 50 50
White 12 77 88 12 17 71 87 13 18 67 85 15
Multiple Races < < < < - 69 69 31 < < < <
Students with Disabilities 18 41 59 41 5 23 27 73 11 25 36 64
Students without Disabilities 12 81 93 7 16 76 92 8 18 71 89 11
Economically Disadvantaged 11 57 68 32 2 63 65 35 8 69 76 24
Not Economically Disadvantaged 13 79 92 8 19 73 92 8 20 64 84 16
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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
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 40 52 92 8 45 50 95 5 39 50 89 11
Female 41 52 93 7 38 60 98 2 38 51 89 11
Male 39 52 90 10 51 41 92 8 40 49 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 60 30 90 10 25 67 92 8 8 33 42 58
White 39 52 91 9 46 49 95 5 43 49 92 8
Multiple Races < < 100 0 31 62 92 8 < < 100 0
Students with Disabilities 17 47 64 36 12 44 56 44 - 42 42 58
Students without Disabilities 44 53 97 3 48 51 99 1 45 51 95 5
Economically Disadvantaged 18 70 88 13 23 61 84 16 21 62 83 17
Not Economically Disadvantaged 44 48 92 8 51 47 98 2 45 46 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 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 39 53 92 8 45 50 95 5 40 50 89 11
Female 40 53 93 7 38 61 98 2 39 50 89 11
Male 38 53 91 9 51 41 92 8 41 49 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < 25 67 92 8 8 33 42 58
White 38 53 91 9 46 49 95 5 44 49 92 8
Multiple Races < < 100 0 31 62 92 8 < < 100 0
Students with Disabilities 7 53 60 40 8 46 54 46 - 39 39 61
Students without Disabilities 44 53 97 3 48 51 99 1 45 51 95 5
Economically Disadvantaged 14 76 89 11 23 61 84 16 21 62 83 17
Not Economically Disadvantaged 44 48 92 8 51 47 98 2 46 46 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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
School1-2
Division4-4
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 6238227201
Grade 7225242228
Grade 8259223251
Total Students722692680

< = 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 Students722692680
Female345335349
Male377357331
Asian779
Black252220
Hispanic404454
White619588559
Multiple Races313037
Students with Disabilities968978
Students without Disabilities626603602
Economically Disadvantaged181166162
Not Economically Disadvantaged541526518
English Learners142024
Not English Learners708672656
Homeless4-1
Military Connected866
Foster Care112
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students666526745264545
Female314263241831719
Male352263503432826
American Indian<<----
Asian100<<<<
Black151230210
Hispanic304404412
White584425734754541
Multiple Races254311312
Students with Disabilities841375146810
Economically Disadvantaged127281633015324
English Learners142160200
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 19
Other Offenses Against Persons 16
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.4--0.1
Asian1.211
Black2.33.53.22.4
Hispanic4.817.25.536.412.2
Native Hawaiian------
White87.479.385.793.98578
Multiple Races3.83.44.334.37.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.1
Asian1.211
Black2.33.53.2
Hispanic4.85.56.4
Native Hawaiian
White87.485.785
Multiple Races3.84.34.3
< = 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 Indian0.4--0.1
Asian1.211
Black2.33.53.2
Hispanic4.85.56.4
Native Hawaiian------
White87.47585.785100
Multiple Races3.8254.34.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 26.125.523.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 34.130.922.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 62.566.365.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201848%43%0%9%
2018-201946%46%0%8%
2019-202048%45%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

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