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Skyline Middle

General school information

Category: Middle (06-08) School
Phone: 540-434-6862
Address: 470 Linda Lane Harrisonburg, VA 22802
Principal: Mr. Daniel Kirwan
Superintendent: Dr. Michael Richards
School Number: 111
Region: 5
Division: Harrisonburg City Public Schools
Division Number: 113
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 with Conditions

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Three
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 11 53 64 36 11 51 62 38 9 50 59 41
Female 13 56 69 31 12 50 63 37 10 50 60 40
Male 10 50 61 39 10 52 61 39 8 50 58 42
Asian 48 48 95 5 27 64 91 9 25 50 75 25
Black 6 47 52 48 9 38 46 54 2 43 46 54
Hispanic 6 54 60 40 4 51 55 45 3 52 54 46
Native Hawaiian < < 100 0 < < 100 0
White 19 55 74 26 20 54 75 25 18 51 70 30
Multiple Races 9 53 62 38 15 48 64 36 18 48 66 34
Students with Disabilities 15 21 37 63 16 8 23 77 9 14 23 77
Students without Disabilities 11 56 67 33 10 56 66 34 9 54 63 37
Economically Disadvantaged 6 51 57 43 6 47 53 47 4 47 51 49
Not Economically Disadvantaged 29 58 87 13 25 61 87 13 23 59 82 18
English Learners 5 50 56 44 1 15 17 83 - 11 11 89
Migrant < < < < < < < < < < < <
Homeless - 30 30 70 < < < < < < < <
Military Connected < < < < < < < <
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 13 45 58 42 10 52 62 38 9 50 59 41
Female 13 49 62 38 13 52 65 35 12 48 60 40
Male 13 42 55 45 6 53 59 41 7 51 58 42
Asian < < 100 0 < < 100 0 < < < <
Black 4 35 38 62 7 27 33 67 - 56 56 44
Hispanic 5 47 52 48 1 57 58 42 4 51 55 45
White 21 49 70 30 25 49 74 26 13 52 65 35
Multiple Races 8 42 50 50 15 46 62 38 40 20 60 40
Students with Disabilities 18 18 36 64 4 4 8 92 5 15 20 80
Students without Disabilities 12 48 61 39 11 58 69 31 10 53 63 37
Economically Disadvantaged 6 43 49 51 4 50 54 46 4 47 51 49
Not Economically Disadvantaged 35 53 88 12 27 60 87 13 20 57 77 23
English Learners 5 44 50 50 - 11 11 89 - 8 8 92
Migrant < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 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 11 61 72 28 14 52 66 34 8 53 60 40
Female 12 66 79 21 14 52 66 34 10 49 59 41
Male 9 57 66 34 14 53 66 34 5 57 61 39
Asian < < 100 0 < < < < < < < <
Black 4 57 61 39 14 52 67 33 - 44 44 56
Hispanic 5 60 65 35 8 49 56 44 2 55 57 43
Native Hawaiian < < 100 0
White 17 62 80 20 19 59 78 23 21 48 69 31
Multiple Races < < < < 17 42 58 42 7 67 73 27
Students with Disabilities 31 25 56 44 22 - 22 78 - 25 25 75
Students without Disabilities 9 64 73 27 13 57 70 30 9 56 64 36
Economically Disadvantaged 6 59 64 36 7 50 57 43 4 49 53 47
Not Economically Disadvantaged 25 68 92 8 31 59 90 10 21 64 85 15
English Learners 6 58 64 36 - 21 21 79 - 8 8 92
Migrant < < < < < < < < < < < <
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 8 55 63 37 9 48 57 43 10 48 58 42
Female 8 61 69 31 9 47 56 44 9 53 62 38
Male 8 50 58 42 9 50 58 42 12 43 55 45
Asian < < < < 20 70 90 10 < < < <
Black 6 42 48 52 5 30 35 65 7 30 37 63
Hispanic 4 55 59 41 4 45 49 51 3 48 51 49
White 12 63 75 25 17 54 71 29 21 53 75 25
Multiple Races 8 58 67 33 < < < < 7 57 64 36
Students with Disabilities 6 22 28 72 25 20 45 55 19 4 23 77
Students without Disabilities 8 58 66 34 7 51 59 41 9 54 63 37
Economically Disadvantaged 3 54 57 43 5 42 47 53 4 44 48 52
Not Economically Disadvantaged 23 58 81 19 18 65 82 18 26 57 84 16
English Learners 1 47 48 52 3 15 18 82 - 16 16 84
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 12 55 67 33 15 47 62 38 18 49 68 32
Female 12 64 76 24 23 49 72 28 23 53 76 24
Male 12 47 59 41 8 45 53 47 14 46 60 40
Asian < < 100 0 < < < < < < < <
Black 6 55 61 39 11 17 28 72 8 38 46 54
Hispanic 9 47 56 44 6 60 66 34 8 59 68 32
White 16 64 81 19 27 41 68 32 31 47 78 22
Multiple Races 17 58 75 25 < < < < 15 31 46 54
Students with Disabilities - 22 22 78 19 19 38 63 8 42 50 50
Students without Disabilities 13 58 71 29 15 50 65 35 19 50 69 31
Economically Disadvantaged 7 54 60 40 9 44 53 47 5 48 54 46
Not Economically Disadvantaged 27 58 85 15 27 52 79 21 33 51 83 17
English Learners 3 44 47 53 < < < < < < < <
Migrant < < 100 0 < < < <
Homeless < < < < < < < < < < < <
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 12 55 67 33 15 47 62 38 18 49 68 32
Female 12 64 76 24 23 49 72 28 23 53 76 24
Male 12 47 59 41 8 45 53 47 14 46 60 40
Asian < < 100 0 < < < < < < < <
Black 6 55 61 39 11 17 28 72 8 38 46 54
Hispanic 9 47 56 44 6 60 66 34 8 59 68 32
White 16 64 81 19 27 41 68 32 31 47 78 22
Multiple Races 17 58 75 25 < < < < 15 31 46 54
Students with Disabilities - 22 22 78 19 19 38 63 8 42 50 50
Students without Disabilities 13 58 71 29 15 50 65 35 19 50 69 31
Economically Disadvantaged 7 54 60 40 9 44 53 47 5 48 54 46
Not Economically Disadvantaged 27 58 85 15 27 52 79 21 33 51 83 17
English Learners 3 44 47 53 < < < < < < < <
Migrant < < 100 0 < < < <
Homeless < < < < < < < < < < < <
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 13 52 65 35 12 51 63 37 11 55 67 33
Female 14 55 69 31 13 52 65 35 11 59 70 30
Male 13 49 62 38 11 50 62 38 12 52 63 37
Asian 50 50 100 0 36 55 91 9 35 60 95 5
Black 6 48 53 47 7 31 38 62 - 52 52 48
Hispanic 9 50 58 42 5 52 58 42 6 56 62 38
Native Hawaiian < < 100 0 < < 100 0
White 19 56 76 24 21 55 76 24 23 55 78 22
Multiple Races 13 55 68 32 18 48 67 33 14 51 65 35
Students with Disabilities 20 15 35 65 16 19 35 65 7 23 30 70
Students without Disabilities 12 56 68 32 12 54 66 34 12 59 71 29
Economically Disadvantaged 9 49 58 42 6 50 56 44 4 57 61 39
Not Economically Disadvantaged 27 60 87 13 28 55 83 17 30 51 81 19
English Learners 8 50 59 41 2 29 31 69 - 28 28 72
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 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 19 52 71 29 17 54 71 29 17 55 72 28
Female 18 57 74 26 17 54 72 28 16 54 70 30
Male 20 48 69 31 16 53 69 31 18 56 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 48 52 48 13 31 44 56 - 67 67 33
Hispanic 15 55 69 31 8 57 65 35 13 57 70 30
White 26 54 80 20 29 55 85 15 27 53 80 20
Multiple Races - 58 58 42 31 46 77 23 29 29 57 43
Students with Disabilities 24 10 33 67 4 31 35 65 10 40 50 50
Students without Disabilities 19 57 76 25 18 57 75 25 18 56 74 26
Economically Disadvantaged 12 52 64 36 9 58 67 33 7 61 68 32
Not Economically Disadvantaged 40 54 94 6 42 40 82 18 38 42 80 20
English Learners 11 56 67 33 2 36 38 62 - 44 44 56
Migrant < < 100 0 < < 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 8 47 55 45 4 43 47 53 3 51 54 46
Female 9 53 62 38 1 46 47 53 3 58 61 39
Male 7 43 50 50 6 40 46 54 4 43 47 53
Asian < < 100 0 < < < < < < 100 0
Black 9 35 43 57 - 19 19 81 - 32 32 68
Hispanic 8 43 51 49 3 42 45 55 1 53 54 46
Native Hawaiian < < 100 0
White 8 57 65 35 5 52 57 43 9 52 61 39
Multiple Races < < < < 10 40 50 50 7 50 57 43
Students with Disabilities 38 19 56 44 22 - 22 78 - 8 8 92
Students without Disabilities 5 50 55 45 2 47 49 51 4 56 60 40
Economically Disadvantaged 8 40 48 52 3 38 41 59 2 51 53 47
Not Economically Disadvantaged 9 79 88 12 6 67 72 28 11 50 61 39
English Learners 7 45 52 48 - 17 17 83 - 15 15 85
Migrant < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 45 47 53 4 37 42 58 2 50 52 48
Female 2 52 54 46 2 42 44 56 - 61 61 39
Male 2 40 41 59 6 33 40 60 4 39 43 57
Asian < < 100 0 < < < <
Black - 48 48 52 - 33 33 67 - 43 43 57
Hispanic 2 42 44 56 4 34 38 62 1 51 52 48
White 6 50 56 44 8 48 56 44 8 46 54 46
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 13 27 73 28 22 50 50 13 17 29 71
Students without Disabilities - 51 51 49 - 40 40 60 - 57 57 43
Economically Disadvantaged 2 41 43 57 4 36 40 60 2 48 49 51
Not Economically Disadvantaged - 75 75 25 8 46 54 46 5 63 68 32
English Learners - 42 42 58 3 31 34 66 - 30 30 70
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 13 75 87 13 17 78 94 6 16 80 97 3
Female 14 75 89 11 24 74 98 2 25 73 98 2
Male 11 74 85 15 9 81 91 9 9 87 96 4
Asian < < 100 0 < < < < < < 100 0
Black 10 80 90 10 < < 100 0 < < 100 0
Hispanic 3 74 76 24 5 88 93 7 13 81 94 6
White 18 73 92 8 23 72 95 5 20 77 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 13 75 88 12 17 78 94 6 17 80 97 3
Economically Disadvantaged 4 80 84 16 10 85 96 4 13 85 98 2
Not Economically Disadvantaged 24 67 92 8 22 71 93 7 21 74 95 5
English Learners 6 75 81 19 < < 100 0 < < 100 0
Military Connected < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 83 17 100 0 62 38 100 0 65 35 100 0
Female < < 100 0 80 20 100 0 62 38 100 0
Male < < 100 0 45 55 100 0 69 31 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 77 23 100 0 74 26 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 83 17 100 0 62 38 100 0 65 35 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 80 20 100 0 67 33 100 0 74 26 100 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 18 52 70 30 11 50 61 39 11 50 61 39
Female 18 52 70 30 13 42 54 46 8 50 58 42
Male 18 52 70 30 10 57 67 33 14 50 65 35
Asian < < 100 0 30 60 90 10 < < < <
Black 9 57 66 34 10 45 55 45 - 37 37 63
Hispanic 12 50 62 38 4 48 52 48 3 50 53 47
White 27 55 82 18 21 52 73 27 23 56 79 21
Multiple Races 26 52 78 22 < < < < 14 50 64 36
Students with Disabilities 9 32 41 59 26 37 63 37 15 12 27 73
Students without Disabilities 19 54 74 27 9 51 61 39 11 55 66 34
Economically Disadvantaged 12 53 65 35 5 47 51 49 3 48 52 48
Not Economically Disadvantaged 38 49 87 13 26 58 84 16 31 54 85 15
English Learners 14 49 63 37 3 18 21 79 - 16 16 84
Migrant < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 11 50 61 39 11 50 61 39
Female 6 63 69 31 13 42 54 46 8 50 58 42
Male 11 56 66 34 10 57 67 33 14 50 65 35
Asian < < 100 0 30 60 90 10 < < < <
Black 3 55 58 42 10 45 55 45 - 37 37 63
Hispanic 4 51 55 45 4 48 52 48 3 50 53 47
White 13 72 85 15 21 52 73 27 23 56 79 21
Multiple Races 17 67 83 17 < < < < 14 50 64 36
Students with Disabilities - 44 44 56 26 37 63 37 15 12 27 73
Students without Disabilities 9 60 70 30 9 51 61 39 11 55 66 34
Economically Disadvantaged 3 58 61 39 5 47 51 49 3 48 52 48
Not Economically Disadvantaged 26 62 89 11 26 58 84 16 31 54 85 15
English Learners 2 49 51 49 3 18 21 79 - 16 16 84
Migrant < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
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 18 52 70 30 18 55 73 27 13 51 64 36
Female 14 62 76 24 22 54 76 24 13 50 64 36
Male 23 43 66 34 15 56 71 29 12 52 64 36
Asian < < < < 50 40 90 10 < < < <
Black 16 47 63 38 11 42 53 47 - 48 48 52
Hispanic 9 51 60 40 8 61 70 30 5 51 56 44
White 30 57 87 13 32 51 83 17 29 51 80 20
Multiple Races 25 58 83 17 < < < < - 57 57 43
Students with Disabilities 11 11 22 78 25 30 55 45 8 21 29 71
Students without Disabilities 19 56 75 25 18 58 76 24 13 55 68 32
Economically Disadvantaged 14 51 65 35 10 56 66 34 5 50 55 45
Not Economically Disadvantaged 32 55 87 13 37 53 90 10 32 53 85 15
English Learners 8 45 53 48 4 40 45 55 3 21 24 76
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 53 70 30 16 57 73 27 13 51 63 37
Female 13 63 76 24 22 55 76 24 13 50 64 36
Male 22 44 66 34 12 58 70 30 12 51 63 37
Asian < < < < 50 40 90 10 < < < <
Black 16 47 63 38 11 42 53 47 - 48 48 52
Hispanic 8 52 59 41 5 63 69 31 5 50 55 45
White 29 58 88 12 30 52 82 18 28 51 79 21
Multiple Races 25 58 83 17 < < < < - 57 57 43
Students with Disabilities - 13 13 87 - 40 40 60 5 10 15 85
Students without Disabilities 19 56 75 25 18 58 76 24 13 55 68 32
Economically Disadvantaged 13 52 65 35 8 58 65 35 4 50 54 46
Not Economically Disadvantaged 32 55 87 13 36 54 90 10 32 52 85 15
English Learners 8 45 53 48 - 42 42 58 3 21 24 76
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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
School121417
Division396687
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 6240226253
Grade 7219241229
Grade 8219240252
Total Students678707734

< = 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 Students678707734
Female333343357
Male345364377
Asian222017
Black617779
Hispanic339362391
White222203213
Multiple Races344434
Students with Disabilities697193
Students without Disabilities609636641
Economically Disadvantaged501506447
Not Economically Disadvantaged177201287
English Learners336348402
Not English Learners342359332
Migrant665
Homeless518
Military Connected366
< = 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 Students7761636177460997
Female377753083430042
Male399883094030955
American Indian<<----
Asian231230200
Black972054117111
Hispanic363753233230450
Native Hawaiian----<<
White255581882617527
Multiple Races379295389
Students with Disabilities732461155624
Economically Disadvantaged5761474596343781
English Learners424893233830250
Homeless<<92<<
< = 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 16
Disorderly or Disruptive Behavior Offenses 27
Other Offenses Against Persons 46
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 15
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 Indian0.1----
Asian2.53.22.8
Black12.427.5919.110.916.7
Hispanic46.939.95051.151.264.6
Native Hawaiian----0.1
White33.22132.71728.712.5
Multiple Races4.911.6512.86.26.3
< = 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 Indian0.1
Asian2.53.22.8
Black12.4910.9
Hispanic46.95051.2
Native Hawaiian0.1
White33.232.728.7
Multiple Races4.956.2
< = 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 Indian0.1----
Asian2.53.22.8
Black12.4910.9
Hispanic46.95051.2
Native Hawaiian----0.1
White33.232.728.7
Multiple Races4.956.2
< = 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 76.673.483.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 54.575.974.8
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 83.48375.5
< = 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
2016-201738%59%3%0%
2017-201837%59%1%3%
2018-201939%60%1%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: Identified for Additional Targeted Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-Yes-
AsianTSYes-Yes-
BlackNoNo-Yes-
HispanicNoNo-Yes-
WhiteNoNo-Yes-
Economically DisadvantagedNoNo-Yes-
English LearnersNoNoNoNo-
Students with DisabilitiesNoNo-No-

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 Students60%61%73%75%
Asian75%83%87%75%
Black46%48%60%75%
Hispanic55%56%63%75%
White70%72%81%75%
Economically Disadvantaged51%53%62%75%
English Learners47%50%53%75%
Students with Disabilities24%28%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 Students66%63%74%70%
Asian95%94%89%70%
Black51%47%60%70%
Hispanic61%58%64%70%
White78%75%81%70%
Economically Disadvantaged61%57%63%70%
English Learners55%54%57%70%
Students with Disabilities31%33%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 Students60%
Asian<
Black36%
Hispanic51%
White79%
Economically Disadvantaged51%
English Learners34%
Students with Disabilities28%

< = 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 Students69%76%
Asian80%95%
Black58%71%
Hispanic66%73%
White76%81%
Economically Disadvantaged62%73%
English Learners61%68%
Students with Disabilities42%53%

< = 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 Students14%14%9%10%
Asian-1%5%10%
Black13%16%9%10%
Hispanic14%14%9%10%
White13%15%9%10%
Economically Disadvantaged16%17%13%10%
English Learners14%14%8%10%
Students with Disabilities30%25%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 Progress42%46%58%
English Learner Proficiency2%--

< = 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 Progress5914242%
English Learner Proficiency41682%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic99%100%99%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%99%
English Learners99%100%100%
Students with Disabilities99%99%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%100%99%
Migrant<<<

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

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