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Rippon Middle

General school information

Category: Middle (06-08) School
Phone: 703-491-2171
Address: 15101 Blackburn Rd Woodbridge, VA 22191
Principal: Scott Bergquist
Superintendent: Dr. Steven L. Walts
School Number: 591
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

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: 2020 through 2022

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 14 59 73 27 13 59 72 28 13 60 73 27
Female 14 63 77 23 13 63 76 24 12 64 77 23
Male 14 55 69 31 12 56 68 32 13 56 70 30
American Indian < < 100 0 < < < < < < 100 0
Asian 28 57 85 15 24 55 79 21 29 57 86 14
Black 12 60 72 28 12 59 71 29 11 61 72 28
Hispanic 9 58 67 33 8 60 69 31 8 59 66 34
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 57 83 17 22 62 84 16 24 65 89 11
Multiple Races 15 64 79 21 14 55 68 32 14 61 75 25
Students with Disabilities 17 23 40 60 17 20 36 64 25 20 46 54
Students without Disabilities 14 63 77 23 12 64 76 24 11 65 77 23
Economically Disadvantaged 9 58 66 34 9 57 67 33 9 56 65 35
Not Economically Disadvantaged 23 61 84 16 20 63 83 17 20 67 87 13
English Learners 7 51 58 42 3 13 15 85 10 15 25 75
Homeless < < < < < < < < < < < <
Military Connected 15 71 85 15 20 70 89 11
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 55 73 27 12 65 77 23 13 56 70 30
Female 17 59 76 24 15 67 82 18 12 58 70 30
Male 18 52 70 30 9 63 72 28 15 55 70 30
Asian 34 59 94 6 21 53 74 26 33 58 90 10
Black 14 56 71 29 10 67 77 23 9 59 68 33
Hispanic 12 54 66 34 9 65 75 25 12 48 59 41
Native Hawaiian < < 100 0 < < 100 0
White 29 56 85 15 22 63 85 15 18 68 85 15
Multiple Races 33 52 86 14 15 62 77 23 14 69 83 17
Students with Disabilities 22 32 54 46 17 21 38 62 19 21 40 60
Students without Disabilities 17 59 76 24 12 69 81 19 12 63 75 25
Economically Disadvantaged 11 56 67 33 9 64 73 27 8 51 59 41
Not Economically Disadvantaged 28 55 83 17 19 67 86 14 22 65 86 14
English Learners 8 52 60 40 3 20 23 77 13 10 23 77
Homeless < < < < < < < < < < 100 0
Military Connected 13 75 88 13 6 83 89 11
Foster Care < < < <
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 62 74 26 16 57 74 26 14 64 78 22
Female 14 65 79 21 15 63 78 22 16 68 84 16
Male 10 60 70 30 17 52 70 30 12 59 72 28
American Indian < < 100 0 < < 100 0
Asian 24 65 89 11 29 58 87 13 31 54 85 15
Black 10 61 71 29 18 52 71 29 14 62 76 24
Hispanic 8 62 70 30 10 60 70 30 7 69 76 24
White 27 61 88 12 20 68 88 13 30 66 95 5
Multiple Races 4 71 75 25 17 54 71 29 11 52 63 37
Students with Disabilities 5 22 27 73 31 24 55 45 20 22 41 59
Students without Disabilities 13 66 79 21 14 62 76 24 13 68 81 19
Economically Disadvantaged 7 59 67 33 13 55 69 31 10 61 71 29
Not Economically Disadvantaged 20 68 88 12 21 61 82 18 23 69 92 8
English Learners 4 58 62 38 6 18 24 76 6 28 34 66
Homeless < < 100 0 < < < < < < < <
Military Connected 18 73 91 9 28 56 83 17
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 71 29 10 55 65 35 11 60 71 29
Female 10 66 76 24 9 59 68 32 9 66 75 25
Male 14 54 67 33 11 52 63 37 13 54 67 33
Asian 27 49 76 24 21 55 76 24 23 60 83 17
Black 11 63 73 27 9 56 65 35 11 61 71 29
Hispanic 8 59 67 33 5 55 60 40 5 58 63 37
White 19 54 73 27 23 56 79 21 23 63 86 14
Multiple Races 10 67 76 24 9 48 57 43 16 60 76 24
Students with Disabilities 21 13 33 67 - 12 12 88 39 18 57 43
Students without Disabilities 11 64 75 25 11 60 71 29 8 65 73 27
Economically Disadvantaged 8 58 66 34 5 52 57 43 8 55 64 36
Not Economically Disadvantaged 20 62 82 18 20 61 81 19 16 66 82 18
English Learners 9 42 51 49 - 2 2 98 8 13 21 79
Homeless < < < < < < < < < < < <
Military Connected 14 64 79 21 30 70 100 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 48 65 35 12 51 63 37 14 47 62 38
Female 21 52 72 28 14 55 69 31 11 55 66 34
Male 14 44 58 42 10 47 58 42 17 40 57 43
Asian 31 49 79 21 31 53 83 17 29 62 91 9
Black 13 47 60 40 12 52 64 36 9 47 56 44
Hispanic 12 51 63 37 5 49 54 46 15 39 53 47
White 38 35 74 26 26 52 79 21 14 63 77 23
Multiple Races 25 45 70 30 9 41 50 50 22 57 78 22
Students with Disabilities 5 24 29 71 2 10 12 88 33 16 49 51
Students without Disabilities 19 51 69 31 13 55 69 31 12 51 63 37
Economically Disadvantaged 10 52 62 38 7 48 55 45 11 43 54 46
Not Economically Disadvantaged 29 41 71 29 21 56 77 23 19 53 72 28
English Learners 3 41 44 56 - 11 11 89 9 12 21 79
Homeless < < < < < < < < < < 100 0
Military Connected 7 50 57 43 20 70 90 10
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 48 65 35 12 51 63 37 14 47 62 38
Female 21 52 72 28 14 55 69 31 11 55 66 34
Male 14 44 58 42 10 47 58 42 17 40 57 43
Asian 31 49 79 21 31 53 83 17 29 62 91 9
Black 13 47 60 40 12 52 64 36 9 47 56 44
Hispanic 12 51 63 37 5 49 54 46 15 39 53 47
White 38 35 74 26 26 52 79 21 14 63 77 23
Multiple Races 25 45 70 30 9 41 50 50 22 57 78 22
Students with Disabilities 5 24 29 71 2 10 12 88 33 16 49 51
Students without Disabilities 19 51 69 31 13 55 69 31 12 51 63 37
Economically Disadvantaged 10 52 62 38 7 48 55 45 11 43 54 46
Not Economically Disadvantaged 29 41 71 29 21 56 77 23 19 53 72 28
English Learners 3 41 44 56 - 11 11 89 9 12 21 79
Homeless < < < < < < < < < < 100 0
Military Connected 7 50 57 43 20 70 90 10
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 12 63 75 25 10 59 69 31 15 63 78 22
Female 9 68 77 23 10 63 73 27 14 67 82 18
Male 15 58 73 27 11 55 66 34 16 59 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 61 92 8 30 58 87 13 38 57 95 5
Black 9 63 73 27 9 55 65 35 13 61 74 26
Hispanic 8 61 68 32 5 60 65 35 9 65 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 20 68 87 13 18 69 88 12 23 70 93 7
Multiple Races 10 68 78 22 11 55 66 34 14 61 75 25
Students with Disabilities 17 21 38 62 19 18 37 63 25 23 48 52
Students without Disabilities 11 68 79 21 9 64 73 27 14 68 82 18
Economically Disadvantaged 7 62 70 30 7 57 64 36 11 61 72 28
Not Economically Disadvantaged 20 64 84 16 18 62 80 20 22 67 88 12
English Learners 6 59 65 35 4 34 38 62 12 33 44 56
Homeless < < < < < < < < < < < <
Military Connected 8 60 68 33 15 70 85 15
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 13 62 75 25 3 63 67 33 10 60 71 29
Female 9 68 77 23 4 68 71 29 7 66 72 28
Male 16 57 73 27 3 59 63 37 14 55 69 31
Asian 14 86 100 0 10 62 72 28 29 64 93 7
Black 14 58 71 29 5 56 61 39 9 57 66 34
Hispanic 9 60 69 31 1 65 66 34 6 58 64 36
Native Hawaiian < < 100 0 < < 100 0
White 22 70 91 9 2 88 90 10 14 82 96 4
Multiple Races 11 72 83 17 4 62 65 35 11 63 74 26
Students with Disabilities 29 27 55 45 17 12 29 71 18 20 38 62
Students without Disabilities 10 68 78 22 2 69 71 29 9 68 77 23
Economically Disadvantaged 9 61 71 29 2 59 61 39 7 57 64 36
Not Economically Disadvantaged 19 64 83 17 6 74 80 20 16 67 82 18
English Learners 7 63 70 30 3 49 51 49 12 23 35 65
Homeless < < < < < < < < < < < <
Military Connected - 75 75 25 18 53 71 29
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 1 49 50 50 6 40 46 54 4 68 72 28
Female - 55 55 45 4 41 45 55 5 74 80 20
Male 2 43 44 56 8 39 47 53 2 62 64 36
Asian - 55 55 45 7 67 73 27 19 63 81 19
Black - 54 54 46 7 36 43 57 5 63 68 32
Hispanic 1 42 43 57 3 40 43 57 - 74 74 26
White 7 60 67 33 13 50 63 38 4 83 87 13
Multiple Races - 50 50 50 14 29 43 57 5 55 59 41
Students with Disabilities 6 8 14 86 36 16 52 48 20 32 51 49
Students without Disabilities - 56 56 44 - 45 45 55 1 74 75 25
Economically Disadvantaged 1 46 47 53 5 39 44 56 3 64 67 33
Not Economically Disadvantaged - 56 56 44 9 43 52 48 5 80 85 15
English Learners 1 45 46 54 8 16 24 76 10 47 57 43
Homeless < < < < < < < < < < < <
Military Connected < < < < - 92 92 8
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 9 69 79 21 10 64 74 26 19 62 81 19
Female 7 73 80 20 11 73 84 16 19 65 84 16
Male 11 66 77 23 9 56 66 34 19 59 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 26 66 92 8 30 63 93 7 38 60 98 2
Black 5 72 76 24 10 65 75 25 18 62 79 21
Hispanic 8 67 75 25 6 61 67 33 12 63 75 25
White 8 74 82 18 19 67 86 14 33 56 90 10
Multiple Races 17 67 83 17 - 65 65 35 20 60 80 20
Students with Disabilities 13 25 38 63 4 24 28 72 39 17 56 44
Students without Disabilities 9 74 83 17 11 69 80 20 17 66 83 17
Economically Disadvantaged 6 69 75 25 7 63 70 30 16 60 76 24
Not Economically Disadvantaged 16 70 87 13 17 65 82 18 24 64 88 12
English Learners 8 64 72 28 2 40 42 58 13 33 46 54
Homeless < < 100 0 < < < < < < < <
Military Connected - 55 55 45 < < < <
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 20 79 99 1 24 76 99 1 30 70 100 0
Female 14 84 99 1 23 77 100 0 33 67 100 0
Male 26 74 100 0 24 75 99 1 28 72 100 0
Asian 56 44 100 0 41 59 100 0 47 53 100 0
Black 15 83 98 2 18 82 100 0 29 71 100 0
Hispanic 11 89 100 0 13 84 98 2 25 75 100 0
White 27 73 100 0 27 73 100 0 31 69 100 0
Multiple Races 9 91 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 20 80 99 1 24 76 99 1 30 70 100 0
Economically Disadvantaged 16 84 100 0 20 79 99 1 25 75 100 0
Not Economically Disadvantaged 24 75 99 1 29 71 100 0 34 66 100 0
English Learners 22 78 100 0 < < 100 0
Military Connected < < 100 0 < < 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 83 17 100 0 87 13 100 0 72 28 100 0
Female < < 100 0 100 - 100 0 < < 100 0
Male 80 20 100 0 79 21 100 0 72 28 100 0
Asian 82 18 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 83 17 100 0 87 13 100 0 72 28 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 91 9 100 0 91 9 100 0 65 35 100 0
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 63 76 24 8 61 69 31 15 60 76 24
Female 9 65 74 26 6 64 70 30 11 64 76 24
Male 16 61 77 23 10 59 69 31 19 57 76 24
Asian 32 49 80 20 29 58 87 13 31 57 89 11
Black 8 69 77 23 4 65 69 31 14 61 75 25
Hispanic 7 66 73 28 3 57 60 40 8 60 68 32
White 35 43 78 22 21 67 88 12 28 60 88 12
Multiple Races 15 60 75 25 9 61 70 30 24 64 88 12
Students with Disabilities 3 31 33 67 - 12 12 88 25 30 55 45
Students without Disabilities 14 66 80 20 9 67 76 24 14 64 78 22
Economically Disadvantaged 6 64 70 30 3 59 62 38 11 58 69 31
Not Economically Disadvantaged 26 61 87 13 19 67 85 15 21 64 85 15
English Learners 4 54 58 42 - 8 8 92 6 23 29 71
Homeless < < < < < < 100 0 < < 100 0
Military Connected 7 86 93 7 50 50 100 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 63 76 24 8 61 69 31 15 60 76 24
Female 9 65 74 26 6 64 70 30 11 64 76 24
Male 16 61 77 23 10 59 69 31 19 57 75 25
Asian 32 49 80 20 29 58 87 13 31 57 89 11
Black 8 69 77 23 4 65 69 31 14 60 75 25
Hispanic 7 66 73 28 3 57 60 40 8 61 68 32
White 35 43 78 22 21 67 88 12 28 60 88 12
Multiple Races 15 60 75 25 9 61 70 30 24 64 88 12
Students with Disabilities 3 31 33 67 - 12 12 88 25 30 55 45
Students without Disabilities 14 66 80 20 9 67 76 24 14 64 78 22
Economically Disadvantaged 6 64 70 30 3 59 62 38 11 58 69 31
Not Economically Disadvantaged 26 61 87 13 19 67 85 15 21 64 85 15
English Learners 4 54 58 42 - 8 8 92 6 23 29 71
Homeless < < < < < < 100 0 < < 100 0
Military Connected 7 86 93 7 50 50 100 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 < < 100 0
Female < < 100 0
Male < < 100 0
Black < < 100 0
Hispanic < < 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
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 84 16 17 64 81 19 23 59 82 18
Female 15 73 88 12 15 69 84 16 19 66 85 15
Male 21 59 80 20 19 60 78 22 26 54 80 20
Asian 35 53 88 13 34 57 91 9 50 44 94 6
Black 16 67 83 17 17 63 80 20 20 63 82 18
Hispanic 13 68 81 19 9 67 77 23 16 62 78 22
White 32 57 89 11 36 57 93 7 31 57 88 12
Multiple Races 10 76 86 14 13 61 74 26 32 48 80 20
Students with Disabilities 5 44 49 51 - 22 22 78 33 33 65 35
Students without Disabilities 19 68 88 12 19 69 88 12 21 63 84 16
Economically Disadvantaged 11 68 79 21 11 66 76 24 16 62 78 22
Not Economically Disadvantaged 29 62 91 9 31 60 90 10 32 56 88 12
English Learners 5 68 73 27 - 36 36 64 15 29 44 56
Homeless < < 100 0 < < < < < < < <
Military Connected 29 64 93 7 40 60 100 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 18 66 83 17 17 63 81 19 21 61 81 19
Female 15 73 88 13 15 69 84 16 17 67 84 16
Male 21 59 80 20 19 59 78 22 24 55 79 21
Asian 36 51 87 13 34 57 91 9 48 45 94 6
Black 15 68 83 17 17 63 80 20 16 66 81 19
Hispanic 13 68 81 19 9 67 77 23 15 62 77 23
White 32 57 89 11 37 56 93 7 33 55 88 13
Multiple Races 10 75 85 15 13 61 74 26 26 52 78 22
Students with Disabilities 3 34 38 63 - 18 18 82 11 33 44 56
Students without Disabilities 19 68 88 12 19 69 88 12 21 63 84 16
Economically Disadvantaged 11 68 79 21 11 65 76 24 13 63 77 23
Not Economically Disadvantaged 30 61 91 9 31 60 90 10 31 57 88 12
English Learners 4 68 72 28 - 34 34 66 10 27 37 63
Homeless < < 100 0 < < < < < < < <
Military Connected 29 64 93 7 < < 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
School27615
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 2018-20192019-20202020-2021
Grade 6437489467
Grade 7465413484
Grade 8412458420
Total Students1,3141,3601,371

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students131413601371
Female634641650
Male680719721
American Indian112
Asian120119140
Black490516519
Hispanic492510498
Native Hawaiian255
White122130127
Multiple Races877980
Students with Disabilities151164172
Students without Disabilities116311961199
Economically Disadvantaged768792753
Not Economically Disadvantaged546568618
English Learners431405546
Not English Learners883955825
Homeless166
Military Connected525356
< = 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 Students1,0831641,1611241,151144
Female514665574356354
Male569986048158890
American Indian<<<<<<
Asian10012106610911
Black385394203543946
Hispanic427814506141964
Native Hawaiian<<<<<<
White113211201310714
Multiple Races579637749
Students with Disabilities104281122111530
Economically Disadvantaged69412678099701116
English Learners413634294537448
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 56
Other Offenses Against Persons 105
All Other Offenses 16
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 11
Technology Offenses 10

< = 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 Indian0.20.20.1
Asian928.33.39.11.7
Black34.448.835.450.237.353.1
Hispanic40.433.540.23337.433
Native Hawaiian0.10.10.2
White111310.38.49.36.7
Multiple Races52.85.55.16.65.6
< = 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 Indian0.20.20.1
Asian98.39.1
Black34.466.735.437.366.7
Hispanic40.433.340.237.433.3
Native Hawaiian0.10.10.2
White1110.39.3
Multiple Races55.56.6
< = 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 Indian0.20.20.1
Asian98.39.1
Black34.435.437.3
Hispanic40.440.237.4
Native Hawaiian0.10.10.2
White1110.39.3
Multiple Races55.56.6
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 62.260.659.6
< = 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 50.555.243.1
< = 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 9290.287.2
< = 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
2017-201836%60%3%1%
2018-201932%63%3%2%
2019-202036%61%3%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

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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