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Rocky Run Middle

General school information

Category: Middle (07-08) School
Phone: 703-802-7700
Address: 4400 Stringfellow Rd Chantilly, VA 20151-2540
Principal: Ms. Amy Goodloe
Superintendent: Dr. Scott S. Brabrand
School Number: 300
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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 One
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 Two Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 51 96 4 40 55 95 5 36 57 93 7
Female 52 46 98 2 42 53 95 5 38 57 94 6
Male 38 56 94 6 38 56 94 6 34 58 92 8
Asian 51 47 98 2 48 49 97 3 41 55 97 3
Black 27 60 87 13 34 60 94 6 24 57 80 20
Hispanic 20 64 84 16 20 59 79 21 20 55 75 25
Native Hawaiian < < 100 0 < < < < < < < <
White 46 51 97 3 36 60 96 4 34 62 96 4
Multiple Races 42 58 100 0 41 56 97 3 45 50 95 5
Students with Disabilities 16 49 66 34 20 39 59 41 18 41 60 40
Students without Disabilities 47 51 98 2 42 56 97 3 37 58 96 4
Economically Disadvantaged 22 65 86 14 18 61 79 21 17 59 76 24
Not Economically Disadvantaged 47 50 97 3 43 54 97 3 39 57 96 4
English Learners 15 68 84 16 2 26 28 72 7 32 39 61
Military Connected 48 44 92 8 42 47 89 11
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 43 54 96 4 46 50 96 4 38 55 93 7
Female 52 47 98 2 48 48 96 4 41 54 95 5
Male 36 59 95 5 43 52 96 4 35 56 91 9
Asian 49 49 99 1 53 46 98 2 44 53 97 3
Black 29 61 89 11 42 53 95 5 23 57 80 20
Hispanic 16 67 83 17 27 59 85 15 21 53 73 27
Native Hawaiian < < < < < < 100 0
White 44 53 97 3 42 55 97 3 38 59 96 4
Multiple Races 41 59 100 0 53 44 97 3 45 52 97 3
Students with Disabilities 16 49 65 35 22 40 62 38 16 43 59 41
Students without Disabilities 45 54 99 1 48 51 99 1 40 56 96 4
Economically Disadvantaged 19 64 84 16 26 59 85 15 20 52 72 28
Not Economically Disadvantaged 46 52 98 2 49 49 98 2 41 55 96 4
English Learners 16 69 85 15 6 33 39 61 - 36 36 64
Military Connected 47 41 88 12 44 56 100 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 46 49 95 5 34 59 93 7 34 59 93 7
Female 52 45 97 3 35 60 94 6 35 59 94 6
Male 40 52 93 7 34 59 92 8 33 60 92 8
Asian 53 44 96 4 43 54 97 3 39 57 97 3
Black 25 58 83 17 29 65 94 6 24 57 81 19
Hispanic 23 62 85 15 11 59 70 30 20 57 77 23
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 48 48 96 4 30 64 94 6 29 66 95 5
Multiple Races 42 58 100 0 31 67 97 3 45 48 93 7
Students with Disabilities 17 50 67 33 18 38 56 44 21 40 60 40
Students without Disabilities 49 49 97 3 35 61 96 4 35 61 95 5
Economically Disadvantaged 25 65 90 10 11 63 73 27 14 67 80 20
Not Economically Disadvantaged 48 47 95 5 38 58 96 4 37 58 95 5
English Learners 14 67 81 19 - 21 21 79 17 26 43 57
Military Connected < < 100 0 39 39 78 22
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
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
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 70 26 96 4 62 32 94 6 61 33 94 6
Female 77 22 98 2 69 27 96 4 66 30 96 4
Male 62 31 93 7 56 36 92 8 56 36 92 8
Asian 81 17 99 1 76 22 98 2 73 25 98 2
Black 32 59 91 9 52 35 87 13 41 41 82 18
Hispanic 48 35 83 17 38 42 81 19 40 39 79 21
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 66 30 96 4 51 40 91 9 51 43 93 7
Multiple Races 69 31 100 0 51 49 100 0 61 29 90 10
Students with Disabilities 16 51 67 33 18 33 51 49 19 35 53 47
Students without Disabilities 74 24 98 2 65 32 97 3 64 32 97 3
Economically Disadvantaged 54 33 87 13 33 51 84 16 41 44 85 15
Not Economically Disadvantaged 71 26 96 4 65 30 95 5 64 31 95 5
English Learners 26 57 83 17 < < < < < < < <
Military Connected < < 100 0 50 22 72 28
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 70 26 96 4 62 32 94 6 61 33 94 6
Female 77 22 98 2 69 27 96 4 66 30 96 4
Male 62 31 93 7 56 36 92 8 56 36 92 8
Asian 81 17 99 1 76 22 98 2 73 25 98 2
Black 32 59 91 9 52 35 87 13 41 41 82 18
Hispanic 48 35 83 17 38 42 81 19 40 39 79 21
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 66 30 96 4 51 40 91 9 51 43 93 7
Multiple Races 69 31 100 0 51 49 100 0 61 29 90 10
Students with Disabilities 16 51 67 33 18 33 51 49 19 35 53 47
Students without Disabilities 74 24 98 2 65 32 97 3 64 32 97 3
Economically Disadvantaged 54 33 87 13 33 51 84 16 41 44 85 15
Not Economically Disadvantaged 71 26 96 4 65 30 95 5 64 31 95 5
English Learners 26 57 83 17 < < < < < < < <
Military Connected < < 100 0 50 22 72 28
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 51 44 95 5 47 47 94 6 49 45 94 6
Female 54 43 97 3 50 44 94 6 49 45 94 6
Male 50 44 93 7 44 49 93 7 48 45 93 7
Asian 68 30 98 2 61 38 99 1 64 34 98 2
Black 18 68 86 14 30 56 86 14 31 47 78 22
Hispanic 21 58 80 20 20 54 74 26 21 59 80 20
Native Hawaiian < < 100 0 < < < < < < < <
White 42 54 96 4 38 57 94 6 37 58 95 5
Multiple Races 53 43 96 4 44 51 96 4 52 41 93 7
Students with Disabilities 18 45 63 37 17 42 59 41 14 44 58 42
Students without Disabilities 54 43 98 2 49 47 97 3 51 45 97 3
Economically Disadvantaged 22 62 84 16 25 54 79 21 23 54 77 23
Not Economically Disadvantaged 55 41 96 4 50 46 96 4 53 44 96 4
English Learners 19 63 81 19 10 34 44 56 15 44 58 42
Military Connected 27 54 81 19 44 42 86 14
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 9 71 80 20 13 65 78 22 9 66 75 25
Female 13 72 85 15 16 60 76 24 8 73 81 19
Male 6 70 76 24 9 70 80 20 10 60 70 30
Asian 8 83 92 8 17 74 91 9 15 71 87 13
Black - 58 58 42 < < < < 8 33 42 58
Hispanic 3 58 60 40 8 51 58 42 2 59 61 39
Native Hawaiian < < < < < < 100 0
White 13 77 90 10 13 73 87 13 10 73 83 17
Multiple Races 10 60 70 30 < < < < < < < <
Students with Disabilities 5 45 50 50 10 40 50 50 10 33 43 57
Students without Disabilities 10 79 88 12 13 72 85 15 9 75 84 16
Economically Disadvantaged 4 67 71 29 13 51 64 36 7 50 57 43
Not Economically Disadvantaged 10 73 83 17 13 71 83 17 10 73 83 17
English Learners 5 67 71 29 11 26 37 63 9 46 54 46
Military Connected - 50 50 50 10 70 80 20
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 41 52 93 7 35 55 91 9 35 58 93 7
Female 42 54 96 4 41 53 94 6 37 54 91 9
Male 41 50 91 9 30 57 87 13 33 61 95 5
Asian 50 44 95 5 47 50 97 3 45 52 97 3
Black 18 75 93 7 14 57 71 29 26 53 79 21
Hispanic 18 67 84 16 21 51 72 28 23 61 84 16
Native Hawaiian < < < <
White 46 48 94 6 33 60 93 7 32 63 95 5
Multiple Races 48 52 100 0 41 59 100 0 39 56 94 6
Students with Disabilities 21 46 67 33 17 39 56 44 15 53 68 33
Students without Disabilities 44 53 97 3 38 57 95 5 37 59 96 4
Economically Disadvantaged 27 60 88 13 14 61 75 25 21 62 82 18
Not Economically Disadvantaged 43 51 94 6 40 54 94 6 38 57 95 5
English Learners 25 62 87 13 7 36 43 57 16 44 60 40
Military Connected < < 100 0 33 47 80 20
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 58 42 100 0 53 47 99 1 62 38 100 0
Female 57 43 100 0 56 43 100 0 62 38 100 0
Male 58 41 100 0 49 50 99 1 63 37 100 0
Asian 71 29 100 0 60 39 100 0 71 28 100 0
Black < < 100 0 36 64 100 0 43 57 100 0
Hispanic 43 57 100 0 33 67 100 0 41 59 100 0
White 43 57 100 0 45 54 99 1 50 50 100 0
Multiple Races 65 35 100 0 53 47 100 0 68 32 100 0
Students with Disabilities < < 100 0 36 64 100 0 < < 100 0
Students without Disabilities 58 42 100 0 53 47 99 1 62 38 100 0
Economically Disadvantaged 44 56 100 0 41 59 100 0 52 48 100 0
Not Economically Disadvantaged 58 41 100 0 54 46 99 1 63 37 100 0
English Learners 44 56 100 0 < < 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 88 11 100 0 84 16 100 0 82 18 100 0
Female 90 10 100 0 87 13 100 0 81 19 100 0
Male 86 13 99 1 82 18 100 0 82 18 100 0
Asian 90 10 100 0 83 17 100 0 85 15 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 81 16 97 3 92 8 100 0 71 29 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 89 11 100 0 84 16 100 0 83 17 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 90 10 100 0 83 17 100 0 82 18 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 - 100 0 100 - 100 0 100 - 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 100 - 100 0 100 - 100 0
Asian 100 - 100 0 100 - 100 0 100 - 100 0
Hispanic < < 100 0
White < < 100 0
Students without Disabilities 100 - 100 0 100 - 100 0 100 - 100 0
Not Economically Disadvantaged 100 - 100 0 100 - 100 0 100 - 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
Grade 6 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.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 58 95 5 35 59 94 6 44 49 93 7
Female 34 61 95 5 32 62 94 6 43 49 92 8
Male 40 54 94 6 37 57 94 6 46 49 95 5
Asian 45 52 97 3 45 54 99 1 52 46 97 3
Black 8 79 88 13 6 90 97 3 36 45 82 18
Hispanic 8 68 76 24 11 57 68 32 24 54 78 22
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 38 59 97 3 33 60 94 6 39 54 93 7
Multiple Races 42 58 100 0 28 72 100 0 62 38 100 0
Students with Disabilities 18 55 73 27 9 56 64 36 16 52 68 32
Students without Disabilities 38 58 96 4 37 60 96 4 47 49 95 5
Economically Disadvantaged 12 65 76 24 8 66 75 25 22 58 80 20
Not Economically Disadvantaged 39 57 96 4 39 58 97 3 48 47 95 5
English Learners - 59 59 41 - 25 25 75 4 46 50 50
Military Connected < < 100 0 50 33 83 17
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 37 58 95 5 35 59 94 6 44 49 93 7
Female 34 61 95 5 32 62 94 6 43 49 92 8
Male 40 54 94 6 37 57 94 6 46 49 95 5
Asian 45 52 97 3 45 54 99 1 52 46 97 3
Black 8 79 88 13 6 90 97 3 36 45 82 18
Hispanic 8 68 76 24 11 57 68 32 24 54 78 22
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 38 59 97 3 33 60 94 6 39 54 93 7
Multiple Races 42 58 100 0 28 72 100 0 62 38 100 0
Students with Disabilities 18 55 73 27 9 56 64 36 16 52 68 32
Students without Disabilities 38 58 96 4 37 60 96 4 47 49 95 5
Economically Disadvantaged 12 65 76 24 8 66 75 25 22 58 80 20
Not Economically Disadvantaged 39 57 96 4 39 58 97 3 48 47 95 5
English Learners - 59 59 41 - 25 25 75 4 46 50 50
Military Connected < < 100 0 50 33 83 17
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 77 20 98 2 71 28 98 2 63 35 98 2
Female 78 21 99 1 74 25 99 1 61 36 97 3
Male 77 20 97 3 68 30 98 2 64 34 99 1
Asian 87 11 99 1 78 21 100 0 69 30 99 1
Black 43 48 91 9 61 35 97 3 57 43 100 0
Hispanic 50 43 93 7 54 39 93 7 40 49 90 10
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 74 24 98 2 68 29 98 2 60 38 98 2
Multiple Races 93 7 100 0 59 41 100 0 76 24 100 0
Students with Disabilities 24 53 78 22 25 53 78 23 22 59 80 20
Students without Disabilities 82 18 99 1 74 26 100 0 66 33 99 1
Economically Disadvantaged 45 52 98 2 45 47 92 8 36 58 94 6
Not Economically Disadvantaged 80 18 98 2 74 25 99 1 66 32 98 2
English Learners 33 58 92 8 13 47 60 40 < < < <
Military Connected < < 100 0 50 39 89 11
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 78 20 98 2 71 27 98 2 63 34 98 2
Female 78 21 99 1 74 25 99 1 61 35 97 3
Male 78 19 97 3 69 29 98 2 65 33 99 1
Asian 88 11 99 1 78 21 100 0 70 29 99 1
Black 43 48 91 9 63 33 97 3 57 43 100 0
Hispanic 51 42 92 8 54 39 93 7 41 48 89 11
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 74 24 98 2 69 29 98 2 60 38 98 2
Multiple Races 93 7 100 0 59 41 100 0 76 24 100 0
Students with Disabilities 24 51 76 24 27 49 76 24 25 53 78 22
Students without Disabilities 82 18 99 1 74 26 100 0 66 33 99 1
Economically Disadvantaged 45 52 98 2 45 47 92 8 36 58 94 6
Not Economically Disadvantaged 80 17 98 2 74 25 99 1 67 31 98 2
English Learners 33 58 92 8 13 47 60 40 < < < <
Military Connected < < 100 0 50 39 89 11
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
School877
Division1,2568501,072
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 7659633506
Grade 8663648645
Total Students1,3221,2811,151

< = 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 Students132212811151
Female618613503
Male704668648
American Indian3-3
Asian625608514
Black495253
Hispanic144153153
Native Hawaiian221
White426406371
Multiple Races736056
Students with Disabilities99101118
Students without Disabilities122311801033
Economically Disadvantaged162181172
Not Economically Disadvantaged11601100979
English Learners193274138
Not English Learners112910071013
Military Connected263625
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,171881,233911,21263
Female563355794657133
Male608536544564130
American Indian<<<<--
Asian525206042058621
Black474454512
Hispanic111181371313911
Native Hawaiian<<<<<<
White413393814537627
Multiple Races716647582
Students with Disabilities761981128313
Economically Disadvantaged112211551715222
English Learners137171791515116
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 27
Property Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.25.6--
Asian43.516.747.316.747.536.4
Black3.833.33.727.84.19.1
Hispanic10.210.916.711.918.2
Native Hawaiian0.10.20.24.5
White36.116.732.233.331.731.8
Multiple Races633.35.54.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian43.547.347.5
Black3.83.74.1100
Hispanic10.210.911.9
Native Hawaiian0.10.20.2
White36.132.231.7
Multiple Races65.54.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.2--
Asian43.547.347.5
Black3.83.74.1
Hispanic10.210.911.9
Native Hawaiian0.10.20.2
White36.132.231.7
Multiple Races65.54.7
< = 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 9.812.512.5
< = 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 16.317.924.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.569.674.9
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201730%67%3%0%
2017-201832%65%3%0%
2018-201933%64%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

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 LearnersYesYesYesYes-
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 Students93%94%73%75%
Asian97%97%87%75%
Black80%88%60%75%
Hispanic75%79%63%75%
White95%96%81%75%
Economically Disadvantaged76%80%62%75%
English Learners68%76%53%75%
Students with Disabilities60%62%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 Students93%94%74%70%
Asian97%98%89%70%
Black78%84%60%70%
Hispanic80%77%64%70%
White93%94%81%70%
Economically Disadvantaged75%78%63%70%
English Learners75%77%57%70%
Students with Disabilities58%60%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 Students93%
Asian97%
Black82%
Hispanic78%
White92%
Economically Disadvantaged79%
English Learners60%
Students with Disabilities68%

< = 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 Students94%94%
Asian97%98%
Black84%80%
Hispanic81%84%
White96%95%
Economically Disadvantaged81%81%
English Learners75%80%
Students with Disabilities68%67%

< = 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 Students5%6%9%10%
Asian3%3%5%10%
Black4%7%9%10%
Hispanic7%10%9%10%
White7%9%9%10%
Economically Disadvantaged13%13%13%10%
English Learners10%9%8%10%
Students with Disabilities14%15%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 Progress71%46%58%
English Learner Proficiency30%--

< = 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 Progress344871%
English Learner Proficiency186130%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%95%100%
Asian100%94%99%
Black100%100%100%
Hispanic99%95%100%
White100%94%100%
Economically Disadvantaged99%94%100%
Not Economically Disadvantaged100%95%99%
English Learners99%99%100%
Students with Disabilities100%95%100%
Students without Disabilities100%95%99%
Female100%95%99%
Male100%94%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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